LICEO DE CAGAYAN UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

National Service Training Program

G-NSTP-1
MODULE
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COLLEGE OF ARTS AND SCIENCES
National Service Training Program

G-NSTP-1 MODULE

COURSE
SYLLABUS

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COLLEGE OF ARTS AND SCIENCES
National Service Training Program

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COURSE MODULE

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COLLEGE OF ARTS AND SCIENCES
National Service Training Program

G-NSTP-1 MODULE

Module 1
THE NSTP LAW
A. What is the legal basis of the National Service Training Program (NSTP)?

The National Service Training Program (NSTP) Law or RA 9163 also known as ―An
Act Establishing the National Service Training Program (NSTP) for tertiary level
students, amending for the purpose Republic Act No. 7077 and Presidential Decree No.
1706, and for other purposes.‖ was enacted last January 2002 to amend the Expanded
ROTC. This program aimed to enhance civic consciousness and defense preparedness
in the youth by developing the ethics of service and patriotism while undergoing training
in any of its three (3) program components, specifically designed to enhance the youth‘s
active contribution to the general welfare.

B. What are the components of the NSTP?

a. Reserve Officer’s Training Corps [ROTC] - refers to the program component,

institutionalized under Section 38 and 39 of Republic Act No. 7077, designed to
provide military training to motivate, train organize and mobilize them for national
defense preparedness.
b. 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.
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 youth and other segments of society in need of their services.

C. Who are covered by the NSTP Law?

A. All incoming freshmen students, male, female, starting the school year, 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;
B. All higher and technical-vocational education institutions must at least offer one
(1) of the NSTP components.
C. State universities and colleges (SUC‘s) and Higher Education Schools, shall offer
the ROTC component and at least one (1) other NSTP component.
D. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), Philippine National Police Academy (PNPA), and other SUC‘s of
similar nature, in view of the special character of these institutions, are
exempted from the NSTP.
E. Private higher education 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).

D. What is the duration and equivalent course unit of each of the NSTP
Component?

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Each of the NSTP components shall be undertaken for an academic period of two (2)
semesters for 54 to 90 training hours per semester. It shall be credited for three (3) units
per semester.

E. Who are covered by the suspension of the ROTC requirement?

The completion of ROTC training as a requisite for graduation is set aside for students
who have completed all their academic requirements for their respective courses as
certified by the school on or before the effectivity of the NSTP Act of 2001, which is
March 23, 2002. The concerned students may apply for graduation in their respective
schools.

F. What happens to male students who are currently enrolled and have not taken
nor completed the ROTC requirements for graduation?

a. Male students who are not covered by Section 12 of this Rule and are currently
enrolled but have not taken any of the Military Service (MS), Civic Welfare
Service (CWS) or Law Enforcement Service (LES) shall be covered by the
NSTP Law.
b. Male students who have completed two semesters of the Expanded ROTC (E-
ROTC) / National Service Program (NSP) are deemed to have complied with
the NSTP requirement.
c. Male students who are not covered by Section 12 of these Rules and have taken
only one (1) semester of Basic ROTC or E-ROTC/NSP shall take any of the
NSTP components to qualify for graduation.
d. Students who want to qualify for enlistment in the Reserve Force or attend the
advance ROTC program shall undertake a special program for this purpose.

G. How are Clustering and Cross-Enrollment done?

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 student shall allow their students to cross-enroll in
other schools irrespective of whether such school is under CHED or TESDA;
and in the case the students taking the ROTC component irrespective of
whether the two semesters shall be taken from different schools whose
ROTC is managed by different branches of service of the Armed forces of the
Philippines(AFP).

H. What is NSTP-One Summer Program (NSTP-OSP)?

NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially Section 6
and jointly devised, formulated and adopted by DND, CHED and TESDA.

NSTP-OSP is established for the three (3) components: ROTC, CWTS and LTS. This is
intended for graduating students in baccalaureate or at least two-year technical-
vocational or associate courses, who have yet to comply with the NSTP as a

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requirement for graduation, as well as for students, thus allow them to concentrate on
the academic subjects and other co-curricular concerns.

I. What is the National Service Reserve Corps (NSRC)?

NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001, composed of
graduates of the non-ROTC components: the CWTS and LTS. Members of this Corps
maybe tapped by the State for literacy and civic welfare activities, through the joint
efforts of DND, CHED, and TESDA.

R.A. 9163: NSTP LAW of 2001

Congress of the Philippines

Twelfth Congress

REPUBLIC ACT NO. 9163 January 23, 2002

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING

PROGRAM (NSTP) FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE
REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR OTHER
PURPOSES

Be it enacted by the Senate and House of Representatives of the

Philippines in Congress assembled:

Section 1. Short Title - This Act shall be known as the "National Service Training Program
(NSTP) Act of 2001".

Section 2. Declaration of Policy - It is hereby affirmed 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
of the State and in fulfilment thereof, the government may require each citizen to render
personal, military or civil service.

Recognizing the youth's vital role in nation-building, the State shall promote civic consciousness
among the youth and shall develop their physical, moral, spiritual, intellectual and social well-
being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in
public and civic affairs.

In pursuit of these goals, the youth, the most valuable resource of the nation, shall be motivated,
trained, organized and mobilized in military training, literacy, civic welfare and other similar
endeavors in the service of the nation.

Section 3. Definition of Terms - For purposes of this Act, the following are hereby defined as
follows:

(a) "National Service Training Program (NSTP)" is a program aimed at enhancing civic
consciousness and defense preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of its three (3) program components. Its various
components are specially designed to enhance the youth's active contribution to the general
welfare.

(b) "Reserve Officers' Training Corps (ROTC)" is a program institutionalized under Sections
38 and 39 of Republic Act No. 7077 designed to provide military training to tertiary level

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students in order to motivate, train, organize and mobilize them for national defense
preparedness.

(c) "Literacy Training Service" is a program designed to train students to become teachers
of literacy and numeracy skills to school children, out of school youth, and other segments of
society in need of their service.

(d) "Civic Welfare Training Service" refers to programs 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 morals of the citizenry.

(e) "Program component" shall refer to the service components of the NSTP as enumerated
in Section 4 of this Act.

Section 4. Establishment of the National Service Training Program.

There is hereby established a National Service Training Program, which shall form part of the
curricula of all baccalaureate degree courses and of at least two (2)-year technical vocational
courses and is a requisite for graduation, consisting of the following service components:

(1) The Reserve Officers' Training Corps (ROTC), which is hereby made option and
voluntary upon the effectivity of this Act;

(2) The Literacy Training Service; and

(3) The Civic Welfare Training Service

The ROTC under the NSTP shall instil patriotism, moral virtues, respect for rights of civilians,
and adherence to the Constitution, among others. Citizenship training shall be given emphasis
in all three (3) program components.

The Commission on Higher Education (CHED) and Technical Education and Skills
Development Authority (TESDA), in consultation with the Department of National Defense
(DND), Philippine Association of State Universities and Colleges (PASUC), Coordinating
Council of Private Educational Associations of the Philippines (COCOPEA) and other concerned
government agencies, may design and implement such other program components as may be
necessary in consonance with the provisions of this Act.

Section 5. Coverage - Students, male and female, of any baccalaureate degree course or at
least two (2)-year technical vocational courses in public and private educational institutions shall
be required to complete one (1) of the NSTP components as requisite for graduation.

Section 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program
components shall be undertaken for an academic period of two (2) semesters.

In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)-
summer program may be designed, formulated and adopted by the DND, CHED, and TESDA.

Section 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All

higher and technical-vocational institutions, public and private, must offer at least one of the
program components; Provided, that State universities and colleges shall offer the ROTC
component and at least one other component as provided herein; Provided, further, that private
higher and technical-vocational education institutions may also offer the ROTC if they have at
least three hundred and fifty (350) cadet students.

In offering the NSTP whether during the semestral or summer periods, clustering of affected
students from different educational institutions may be done, taking into account logistics,

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branch of service and geographical considerations. Schools that do not meet the required
number of students to maintain the optional ROTC and any of the NSTP components shall allow
their students to cross-enrol to other schools irrespective of whether or not the NSTP
components in said schools are being administered by the same or another branch of service in
the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.

Section 8. Fees and Incentives - Higher and technical vocational institutions shall not collect any
fee for any of the NSTP components except basic tuition fees, which shall not be more than fifty
percent (50%) of what is currently charged by schools per unit.

In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or
incentive to those students who will take the said component.

The school authorities concerned, CHED and TESDA shall ensure that group insurance for
health and accident shall be provided for students enrolled in any of the NSTP components.

Section 9. Scholarships - There is hereby created a Special Scholarship Program for qualified
students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this
purpose shall be included in the annual regular appropriations of the CHED and TESDA.

Section 10. Management of the NSTP Components - 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; Provided, That in
case a CHED- or TESDA-accredited non government organization (NGO) has been contracted
to formulate and administer a training module for any of the NSTP components, such academic
and administrative supervision shall be exercised jointly with that accredited NGO; Provided,
further, That such training module shall be accredited by the CHED and TESDA.

The CHED and TESDA regional offices shall oversee and monitor the implementation of the
NSTP under their jurisdiction to determine if the trainings are being conducted in consonance
with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and
DND in this regard.

Section 11. Creation of the National Service Reserve Corps - There is hereby created a
National Service Reserve Corps, to be composed of the graduates of the non-ROTC
components. Members of this Corps may be tapped by the State for literacy and civic welfare
activities through the joint effort of the DND, CHED and TESDA.

Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to Republic Act
No. 7077.

Section 12. Implementing Rules. - The DND, CHED and TESDA shall have the joint
responsibility for the adoption of the implementing rules of this Act within sixty (60) days from
the approval of this Act.

These three (3) agencies shall consult with other concerned government agencies, the PASUC
and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules.

The implementing rules shall include the guideline for the adoption of the appropriate curriculum
for each of the NSTP components as well as for the accreditation of the same.

Section 13. Transitory Provisions - Students who have yet to complete the Basic ROTC, except
those falling under Section 14 of this Act, may either continue in the program component they
are currently enrolled or shift to any of the other program components of their choice; Provided,
that in case he shifts to another program component, the Basic ROTC course he has completed
shall be counted for the purpose of completing the NSTP requirement; Provided, further, that
once he has shifted to another program component, he shall complete the NSTP in component.

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Section 14. Suspension of ROTC Requirement - The completion of ROTC training as a requisite
for graduation is hereby set aside for those students who despite completing all their academic
units as of the effectivity of this Act have not been allowed to graduate.

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

Section 16. Amendatory Clause - Section 35 of Commonwealth Act No. 1, Executive Order
No.207 of 1939, Sections 2 and 3 of Presidential Decree No. 1706, and Sections 38 and 39 or
Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other
issuances inconsistent with the provisions of this Act are hereby deemed amended and
modified accordingly.

Section 17. Effectivity - This Act shall take effect fifteen (15) days after its publication in two (2)
newspapers of national circulation, but the implementation of this Act shall commence in the
school year of 2002-2003.

Approved,

(Sgd) (Sgd)
FRANKLIN M. DRILON JOSE DE VENECIA, JR.
President of the Senate Speaker of the House of Representatives

This Act which is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the
House of Representatives and the Senate on December 19, 2001.

(Sgd) (Sgd)
OSCAR G. YABES ROBERTO P. NAZARENO
Secretary of the Senate Secretary General, House of Representatives

Approved: January 23, 2002

(Sgd)
GLORIA MACAPAGAL-ARROYO
President of the Philippines

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Module 2
HUMAN PERSON AND SELF-AWARENESS
PRE-DISCUSSION ACTIVITY

ACTIVITY 1
SELF-ESTEEM TEST

DIRECTION: Answer honestly the questions stated below.

Are you a happy and confident person with a positive attitude to life, or do you try too hard and
blame yourself when things go wrong? Find out where you stand on the self-esteem scale with
our quiz, complied by chartered psychologist Dr. Terry Kellard.

TRUE FALSE UNSURE

1. I often wish I could change places and be someone
else.
2. I find it very hard to talk in front of a group of people.
3. There are a lot of things about myself I’d change if I
could.
4. I’m a lot of fun to be with.
5. It takes me a long time to get used to anything new.
6. I’m popular with people of my age.
7. People expect too much of me.
8. I give in very easily.
9. It is hard being me.
10. Many things in my life are all mixed up.
11. Other people usually listen to my ideas and follow
them.
12. I often think I’d lie to change my life completely.
13. I often feel upset.
14. I am not as good looking as most people.
15. If I have something to say, I usually say it.
16. My friends understand me.
17. Most people are popular than I am.
18. I usually feel as if something were pushing me.
19. I often get discouraged at what I’m doing
20. Things don’t usually bother me.

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FOR THE INSTRUCTOR ONLY

ITEM T F U How Scoring is done:

1 0 2 1
2 0 2 1 Follow the score sheet provided.
3 0 2 1 Example:
4 2 0 1
5 0 2 1 For item number 1, if the student answers T, give zero
point. If the student answers F, give two points. If the
6 2 0 1
student answers U, give 1 point.
7 0 2 1
8 0 2 1 For item number 4, if the student answers T, give two
9 0 2 1 points. If the student answers F, give zero point. If the
10 0 2 1 student answers U, give 1 point.
11 2 0 1
12 0 2 1 Add all the points to get the rating. Refer to the range
13 0 2 1 defined on the attached sheet.
14 0 2 1
15 2 0 1
16 2 0 1
17 0 2 1
18 0 2 1
19 0 2 1
20 2 0 1

SELF-ESTEEM TEST SCORES

35 – 40: Your self-esteem is strong, you appear very confident and secure. Have you been honest
with yourself? If you have, take care that you don‘t come across to others as arrogant and
opinionated.

29 – 34: You have a healthy outlook and positive regard for yourself which communicates itself
to others. You work well and appear to be confident without being arrogant.

13 – 28: Your self-esteem is average. Things get you down sometimes but you bounce back. You
may tend to blame yourself too much, so talk to someone you trust and share disappointments.
You probably undervalue yourself.

05 – 12: You tend to blame yourself, try too hard to please others and find this difficult. Your
self-esteem is low. Perhaps you expect too much from yourself? Talk to someone you respect
about this.

00 – 04: You are giving yourself a hard time and blame yourself for everything. You seem
unhappy and are probably over-sensitive to criticism and a bit depressed. Talk things over with
someone you trust.

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ACTIVITY 2
PERSONAL STLE SURVEY

DIRECTION: Circle one word in each row that you feel describes you best.

A B C D
1 Restrained Forceful Careful Expressive

2 Pioneering Correct Exciting Satisfied

3 Willing Animated Bold Precise

4 Augmentative Doubting Indecisive Unpredictable

5 Respectful Outgoing Patient Daring

6 Persuasive Self-reliant Logical Gentle

7 Cautious Even-tempered Decisive Life of the Party

8 Popular Assertive Perfectionist Generous

9 Colorful Modest Easy-going Unyielding

10 Systematic Optimistic Persistent Accommodating

11 Relentless Humble Neighborly Talkative

12 Friendly Observant Playful Strong-willed

13 Charming Adventurous Disciplined Deliberate

14 Restrained Steady Aggressive Attractive

15 Enthusiastic Analytical Sympathetic Determined

16 Commanding Impulsive Slow-paced Critical

17 Consisting Force of character Lively Laid-back

18 Influential Kind Independent Orderly

19 Idealistic Popular Pleasant Out-spoken

20 Impatient Serious Procrastinator Emotional

21 Competitive Spontaneous Loyal Thoughtful

22 Self-sacrificing Considerate Convincing Courageous

23 Dependent Flighty Stoic Pushy

24 Tolerant Conventional Stimulating Directing

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FOR THE INSTRUCTOR ONLY

How scoring is done:

Count the number of letters chosen and make a tally like the table below.

Example:
A 6 D – person
B 5 I – person
C 7 S – person
D 6 C – person
Determine which letter got the highest number, this is equivalent to type of person as indicated
on the third column of the table above. From the table above, it shows that the person is an S –
person or high S. It also shows that the client has a strong D and C personality. For this type of
test, a person can have a major and minor personality. As in the example:
Major is C
Minor is A and D

PERSONAL STYLE [DISC] INTERPRETATION

The High “D” Style – Dominance

STRENGTHS WEAKNESSES
 Get things done  Insensitive towards others
 Takes charge  Overlooks risks and cautions
 Persistent  Takes on too much
 Accepts challenges  Too demanding of others
 Makes quick decision  Impatient
 Self-reliant  Inflexible and unyielding
 Solves practical problems  Inattentive to detail
 Works hard  Resents restrictions
The High “I” Style – Influence
 Optimistic  Lacks follow-through
 Verbally articulate  Talks too much
 Personable  Acts impulsively
 Entertaining  Over commits
 Enthusiastic  Misjudges capabilities
 Makes a good impression  Overestimates results
 Persuasive  Jumps to conclusions
 Outgoing and friendly  Verbally manipulative
The High “S” Style – Steadiness
 Supportive  Resists quick change
 Loyal  Overly tolerant
 Consistent  Indecisive
 Reliable  Indirect with others
 Agreeable  Difficulty with deadlines
 Service-oriented  Procrastinates
 Good listener  Avoids conflicts
 Builds relationships  Lacks initiative
The High “C” Style - Conscientiousness
 Orderly  Overly cautious
 Self-disciplined  Too rigid
 Thorough  Lacks spontaneity
 Analytical  Sensitive to criticism
 Competent  Too detail-oriented
 Precise  Fault-finding
 Diplomatic  Suspicious
 Committed to quality  Pessimistic

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ACTIVITY 3
DR. PHIL’S TEST

DIRECTIONS: Answers are for who you are now...... not who you were in the past. Keep track
of your letter answers.

6. When you go to a party or social gathering,

1. When do you feel at your best? you...
a) in the morning a) make a loud entrance so everyone
b) during the afternoon and early evening notices you
c) late at night b) make a quiet entrance, looking
around for someone you know
2. You usually walk c) make the quietest entrance, trying to
a) fairly fast, with long steps stay unnoticed
b) fairly fast, with little steps
c) less fast head up, looking the world in 7. When you're working or concentrating very
the face hard, and you're interrupted, you...
d) less fast, head down a) welcome the break
e) very slowly b) feel extremely irritated
c) vary between these two extremes
3. When talking to people, you...
a) stand with your arms folded 8. Which of the following colors do you like
b) have your hands clasped most?
c) have one or both your hands on your a) red or orange
hips or in pockets b) black
d) touch or push the person to whom you c) yellow or light blue
are talking d) green
e) play with your ear, touch your chin or e) dark blue or purple
smooth your hair f) white
g) brown or gray
4. When relaxing, you sit with...
a) your knees bent with your legs neatly 9. When you are in bed at night, in those last
side by side few moments before going to sleep, you
b) your legs crossed lie...
c) your legs stretched out or straight a) stretched out on your back
d) one leg curled under you b) stretched out face down on your
stomach
5. When something really amuses you, You c) on your side, slightly curled
react with... d) with your head on one arm
a) a big appreciated laugh e) with your head under the covers
b) a laugh, but not a loud one
c) a quiet chuckle 10. You often dream that you are...
d) a sheepish smile a) falling
b) fighting or struggling
c) searching for something or somebody
d) flying or floating
e) you usually have dreamless sleep

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FOR INSTRUCTOR ONLY

Points:
1 a2 b4 c6
2 a6 b4 c7 d 2 e 1
3 a4 b2 c5 d 7 e 6
4 a4 b6 c2 d 1
5 a6 b4 c3 d 5 e 2
6 a6 b4 c2
7 a6 b2 c4
8 a6 b7 c5 d 4 e 3 f 2 g 1
9 a7 b6 c4 d 2 e 1
10 a 4 b2 c3 d 5 e 6 f 1

Now add up the total number of points

INTERPRETATION:

OVER 60 POINTS
Others see you as someone they should "handle with care." You're seen as vain, self-centered
and one who is extremely domineering. Others may admire you, wishing they could be more like
you, but don't always trust you, hesitating to become too deeply involved with you.
51 TO 60 POINTS
Others see you as an exciting, highly volatile, rather impulsive personality; a natural leader, one
who's quick to make decisions, though not always the right ones. They see you as bold and
adventuresome, someone who will try anything once; someone who takes chances and enjoys an
adventure. They enjoy being in your company because of the excitement you radiate.
41 TO 50 POINTS
Others see you as fresh, lively, charming, amusing, practical and always interesting; someone
who's constantly in the center of attention, but sufficiently well-balanced not to let it go to their
head. They also see you as kind, considerate, and understanding; someone who'll always cheer
them up and help them out.
31 TO 40 POINTS
Others see you as sensible, cautious, careful and practical. They see you as clever, gifted, or
talented, but modest. Not a person who makes friends too quickly or easily, but someone who's
extremely loyal to friends you do make and who expect the same loyalty in return. Those who
really get to know you realize it takes a lot to shake your trust in your friends, but equally that it
takes you a long time to get over it if that trust is ever broken.
21 TO 30 POINTS
Your friends see you as painstaking and fussy. They see you as very cautious, extremely careful,
a slow and steady plodder. It would really surprise them if you ever did something impulsively
or on the spur of the moment, expecting you to examine everything carefully from every angle
and then usually decide against it. They think this reaction is caused partly by your careful
nature.
UNDER 21 POINTS
People think you are shy, nervous, and indecisive, someone who needs looking after, who always
wants someone else to make the decisions and who doesn't want to get involved with anyone or
anything! They see you as a worrier who always sees problems that don't exist. Some people
think you're boring. Only those who know you well know that you aren't.

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Module 2
HUMAN PERSON AND SELF-AWARENESS
DISCUSSION
I. THE HUMAN PERSON: OVERVIEW

What is a human person? What is the nature of a human person? How does a person
attain his highest potential that can create a positive result towards society?

Even during ancient times, these questions had been consistently raised and evaluated.
Brilliant psychologists, philosophers, theologians, and even natural scientists had
written and made in-depth analyses on the topic of human nature using wide range of
theories and observations.

It is essentially difficult to define man. This perspective aims to revisit and challenge, in
all humility, our perception of human nature; and the possibility of achieving a
productive society through the actualization of a person‘s highest potential.

II. THE HUMAN PERSON: REVISITED

When we talk about the human person, it is obviously everything that pertains to man -
physical, spiritual, emotional and intellectual attributes. There are several definitions of a
human person based on different perspectives:

Aristotle and Boethius described man as a rational being. As rational being, a person is
able to know, reason out and apply what he knows.

Theologians describe a human person as a substance of physical and spiritual. Spiritual

in nature because man has a soul and is created by a Superior Being with a divine
purpose. Physical in nature, because a person is created with body and faculty that
correspond to his relationship with society.

Dictionaries define a human person as a living, self-conscious animal or a thing.

III. WHO AM I?
To fully understand the meaning of a person, let us re-evaluate and understand the
characteristics of a person:

Characteristics of a Person
Eddie Babor discussed in his book ―The Human Person, Not Real But Existing‖ that
the human person have several characteristics, among which are the following:

1. Rational - Every person is a rational being. This is what distinguishes a person

from all other creatures in the world. As a rational being, a person is free to think
and has the capacity to reason. He can distinguish what is right and what is
wrong because he has intellect.

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2. Free - All human beings are born free. A person has the freedom to do or not to
do a specific action. However, every person must be responsible for his own
action. In other words, a person can do whatever he pleases but not to the extent
of doing harm to his co-creatures.

3. Unique - Every person is unique. Every person has his own identity such that no
two persons are the same. Generally speaking, human beings have the same
characteristics and physical features and but no two persons are the same
because every person has its own perception, has different sets of values and
priorities in life.

4. Social being - Every person is intrinsically a social being. He cannot detach his
―being‖ from others and all other creatures in the universe. Human nature is
characterized by his togetherness and relationship towards other creatures; be it
a thing, object or his fellowman.

5. Sexual - All created living things are sexual in nature but the uniqueness of
expression of a person‘s sexuality makes it all different. The expression of a
person‘s emotions, attitudes, feelings, actions and thoughts in sexual activity best
exemplifies his uniqueness from animals.

Considering the characteristics, and their definitions, given above, it can be deduced
that a human person is the ultimate expression of the Supreme Being that has the
freedom, capacity and ability to reason, reflect and relate to his co-existence.

IV. CORE AND RELATED VALUES

DIMENSION VALUES

PHYSICAL HEALTH
Physical Fitness, cleanliness, harmony with the material
AS SELF

universe, beauty and art

INTELLECTUAL TRUTH
Knowledge, creative and critical Thinking
MORAL LOVE
Integrity/honesty, self-worth/ self-esteem, personal discipline
SPIRITUAL SPIRITUALITY
HUMAN PERSON

Faith in God

SOCIAL SOCIAL RESPONSIBILITY

Family Mutual Love/ respect, fidelity, responsible parenthood,
Society concern for others/common good, freedom/equality, social
justice/ respect for human rights, peace/ active non-violence,
IN COMMUNITY

popular participation
ECONOMIC ECONOMIC EFFICIENCY
Thrift/conservation of resources, work ethics, self –reliance,
productivity, scientific and technological knowledge,
vocational efficiency, Entrepreneurship
POLITICAL NATIONALISM
Common identity, national unity, esteem of national heroes,
commitment, civic consciousness/ pride, ”Bayanihan”/
solidarity, loyalty to country
GLOBAL SOLIDARITY
International understanding and cooperation
** Source: Values Integration and Promotion: A Civic Welfare Service Core and Related Value

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V. THE ESSENCE OF A PERSON

By understanding the character and the definition of a person, the next question would
be “how are we going to maximize these characteristics to be able to create a positive
result?”

There are several guiding principles in realizing a person‘s competence and ability. The
totality of the person is best explored in the field of humanistic psychology. This study
theorized that a person‘s behavior and relationship with others is shaped by his inner
feelings and self-image.

One of the foundations of humanistic psychology is Abraham Maslow and his theory on
the hierarchy of needs as illustrated below:

The hierarchy of needs has five levels, namely:

1. Physiological Level - these are biological needs such as food, water and
clothing. They are the strongest needs because when a person is deprived of
these, the person will ultimately find ways to fulfill its satisfaction.

2. Safety - when physiological needs are met, the person transcends in finding
security and protection from physical and emotional harm.

3. Social and Belongingness - when the needs for physiological and safety had
been satisfied, the desire for affection, belonging, friendship can become active.
Maslow states that people seek to overcome feeling of loneliness and alienation.

4. Esteem - there are two esteem needs: The self-esteem that include
achievement, mastery, confidence and the esteem the person gets from others.
These include recognition, respect, attention etc. When these needs are
satisfied, the person feels self-confident and valuable as a person in the world.
However, when these needs are not met, the person may feel inferior, weak,
helpless and worthless.

5. Self-Actualization - it is the highest form of motivation. Maslow describes this

need as reaching the person‘s peak potential.

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As discussed above, Maslow‘s theory pointed out that a person must satisfy first the
other lower needs before he can actually realize his self-worth and potential.
Accordingly, when lower needs are unmet, the person cannot fully devote himself to
fulfilling his potentials (Boeree; 1988). He theorized that self - actualization is the driving
force of human personality. Thus, a person cannot appreciate intellectual and aesthetic
learning when the person is hungry and his safety is difficult to obtain. “Artistic and
scientific endeavors do not flourish in a society where people must struggle for food,
shelter and safety. The highest motive - self-actualization - can only be fulfilled after all
other needs are fulfilled” (Intro to Psych 10th ed by Atkinson, Smith, Bem, p. 525).

Following Maslow‘s theory, Carl Rogers (1902-1987) in his person-centered therapy

theory, believed that every person has within him an inherent desire towards a
positive transformation and development of his capacity. Furthermore, he came to
believe that man is basically good and inherently possesses a seed of goodness no
matter how imprudent his actions are.

The theory of person - centered therapy of Carl Rogers explained that persons are the
only ones able to change the direction of their lives and which path to take. The
therapist‘s role is to act as a ―sounding board‖ while the person himself explores and
analyzes his problem (Intro to Psych 10th ed by Atkinson, Smith, Bem, p 523).

In accordance with the view of Roger‘s theory, the writer of this article personally
believes that the therapist being referred to should not be restricted to psychologists
only, but must also be identified with the person‘s environment and the people
surrounding him. In other words, the role of our society should be a “sounding board” of
our reflections in life to be able for the individual to realize his problem and create his
own solutions for it. It is the individual who will eventually direct his own life and not the
people around him.

VI. THE EIGHT STAGES OF DEVELOPMENT

STAGE CRISIS VIRTUE

Basic Trust VS. Mistrust Hope
 Child is helpless dependent on  Emerges as an enduring belief in the
adults. attainability of fervent wishes
 Caring is the satisfying needs of (trusting children are more future-
the child.
 If parents are rejecting and the oriented)
Infancy
(Birth)

satisfying needs of the child is  Children lacking enough trust cannot

inconsistent, it develops
feelings of mistrust hope because they must worry
constantly about whether their needs
will be satisfied and therefore are
tied to the present.
Autonomy VS. Shame and Will
Doubt  Defined as the unbroken
 Child develops rapidly varied determination to exercise free choice
as well as self- restraint.
skills.
EarlyChildhood

 Learns how to hold on and let

(Ages1–3)

go – feces and urine.

 Child can willfully decide to do
something ort to do it.
 Effects of parental discipline
and control over the
development of child‘s own self-

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control.
 From a sense of self-control
without loss of self-esteem
comes lasting sense of good
will and pride
 From a sense of self-control
comes a lasting propensity for
doubt and shame

Initiative VS. Guilt Purpose

 Initiative – the general ability to  The courage to envisage (predict or
initiate ideas and actions and to visualize) and pursue goals by
plan future events. defeat of infantile fantasies, by guilt
Pre-School Age

 The child begins to explore and by foiling fear of punishment.

(Ages4–5)

what kind of person he can

become limits are tested to find
out what is permissible and
what is not.
 Guilt develops if parents ridicule
the child‘s self-initiated
behaviors and fantasies.
Industry VS. Inferiority Competence
 Industry – the sense of  It is the free exercise of dexterity
enjoyment from work and from and intelligence in the completion of
sustained attention. tasks, unimpaired by infantile
 Child learns skills necessary inferiority.
for economic survival the
technological skills that will
School Age
(Ages6– 11)

allow him to become

productive member of his
culture.
 School is the place where child
is trained for future
employment
 Inferiority causes the child to
lose confidence in his ability to
become contributing member
of society.
School is the place where
chculture.
Identity VS. Role Confusion Fidelity
 Identity - means essentially  self-confidence and self-esteem
how a person sees themselves necessary to freely associate with
in relation to their world. It's a people and ideas based on merit,
sense of self or individuality in loyalty, social and interpersonal
(Ages12–19)

the context of life and what lies integrity, discretion, personal

Teen Age

ahead. standards and dignity, pride and

 Role Confusion - the negative personal identity, seeing useful
perspective - an absence of personal role(s) and purpose(s) in
identity - meaning that the life
person cannot see clearly or at
all who they are and how they
can relate positively with their

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environment.

Intimacy VS. Isolation Love

 Intimacy – the ability to merge  defined as the mutuality of
one‘s identity with that of devotion forever subduing the
another person. antagonism inherent in dividend
Young Adulthood

 Isolation – the inability to share functions

 Development of a greater sense of
(Ages20–35)

one‘s identity with that of

another person. intimacy.

Generativity VS. Stagnation Care

 Generativity – the impulse to  The widening concern for what has
help members of the next been generated by love, necessity;
Middle Adulthood

generation. it overcomes the ambivalence

(Ages35–64)

 Stagnation – interpersonal adhering to irresistible obligation.

impoverishment – the lack of
concern about the next
generation.

Ego Integrity VS. Despair Wisdom

 Edo Integrity – the satisfaction  The person has more ego integrity
with life and the lack of fear of than despair.
death.  Defined as detached concern with
(Ages65– death)

 Despair – the lack of life.

OldAge

satisfaction with life.

The stages of development are patterned sequence encompassing appropriate

physical, emotional and cognitive tasks that the individual must muster in a struggle to
adjust to the demands of the social environment.

Each stage should be viewed as a psychosocial crisis or conflict – and whether the
conflict of a particular stage is successfully resolved or not, the individual is pushed by
both biological maturation and social demands into the next stage. The conflict in each
stage involves bipolar tasks such as trust vs. mistrust.

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VII. IN A NUTSHELL

The definition and characteristics of a person, the presumptions of Carl Rogers,

Abraham Maslow and Erik Erikson that had been analyzed are simply guiding
principles and motivations to better understand ourselves and examine our potentials.
As JFT Bugental pointed out, “man‘s life has greater possibilities but not realized”. In
other words, there are many opportunities await each person and he is blind enough not
to notice those opportunities.

As discussed previously, the person himself is the best qualified in changing and
directing his life. He has always been given an alternative whether to do or not to do an
act but this action should be accompanied by responsibility.

Being human, our dealings may not always be positive but that does not negate our
value as a person. Self-actualized persons allow their innate positive values to
transform further and realize that by understanding his self first is the best way that he
can effectively relate to others.

Furthermore, every person must be guided by the understanding that he exists in this
world achieving his temporary assignments. Each person should start now by utilizing
his gifts and talents in obtaining his goals to positively transform and help others realize
their worth as person themselves. He must make use of it and fulfill the greatest
challenge that the Supreme Being has bestowed upon him.

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Module 2
HUMAN PERSON AND SELF-AWARENESS
POST DISCUSSION ACTIVITY

ACTIVITY 4
PIG PERSONALITY TEST

DIRECTION: In a sheet of paper, draw a picture of a pig.

Each angle of the drawing has its interpretation as follows:

If the pig is drawn towards:

 the top of the page = you are a positive & optimistic person
 the middle of the page = you are a realist
 the bottom of the page = you are pessimistic & have a tendency to
behave negatively

If your pig is:

 facing left = you believe in tradition, are friendly & remember dates &
birthdays
 facing forward = you are direct, enjoy playing the devils advocate &
neither fear nor avoid discussion
 facing right = you are innovative & active, but have neither a sense of
family, nor remember dates
 facing away = you‘re just weird!

If the pig is drawn with:

 many details = you are analytical, cautious & distrustful
 few details = you are emotional, naïve, care little for detail and take
risks

If the pig is drawn with:

 four legs showing = you are secure, stubborn and stick to your ideals
 less than four legs showing = you are insecure or are living through a
period of major change
 the larger the pig‘s ears you have drawn - the better listener you are.

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ACTIVITY 6
SEEING YOURSELF THROUGH OTHER’S EYES

DIRECTIONS:

1. The students are instructed to move the chairs around to form a circle, facing each other
for their sitting arrangement.

2. Each student is given one (1) piece of bond paper and a masking tape, and was asked to
put the bond paper using the masking tape at their back

3. They are asked to look at the characteristics written on the board.

Friendly Talkative,
Like fashion Maarte
Good adviser Don‘t dress well
Ms smiley Not serious
Kind Sarcastic
Polite Not good handwriting
Honest Glutton
Cheerful Bully
Good leader, patient Strict and unjust
Maganda Mukhang Weirdo
Mukhang Suplada o
Mabait Suplado

4. They are asked to look at their classmates and view the personality of their classmates
according to what they think or see of the person.

5. Each student must describe the type of person by writing at least one (1) characteristic
(the more the merrier) that he/she thinks of the other person.

6. The students are instructed all together to stand up and go around and write on the bond
paper taped at the back of their classmates for at least ten (10) minutes (provide more
time if needed).

7. After the allotted time, the students are instructed to read and reflect on what were written
on their individual bond paper.

8. The student one at a time read in front of his/her classmates all of the characteristics
written on their respective bond paper.

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Module 3
FILIPINO CHARACTERISTICS
PRE-DISCUSSION ACTIVITY

ACTIVITY 7
CHARADES

DIRECTIONS:

1. Prior the activity, prepare small scraps of paper. Write one prominent Filipino value in
every piece and fold it. Place the folded papers in a small container.

2. Divide the group into two teams. Decide on a time limit - between 3 and 5 minutes - for
each round.

3. Through a coin toss, decide on to which group will have the first turn to guess.

4. One representative from the losing team must then pick and read to himself one Filipino
value from the container.

5. Within the agreed time limit, the representative may act and describe the Filipino value
written on the small piece of paper. Within the given time limit also, the other team must
guess the value being acted-out/described.

6. Each team will take turns in picking and guessing a Filipino value. One point shall be
given to the team having a correct answer. The team with the most points wins.

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Module 3
FILIPINO CHARACTERISTICS
DISCUSSION
THE FILIPINO VALUE SYSTEM

What are values?

Before delving into the discussion of values – Filipino values, in particular – it is worth
analyzing the word itself. The word ―value‖ has its root in the Latin word ―valere‖
which means to be strong and vigorous. This proceeds from the premise that a human
person has to have strength or valor in every endeavor. It is the basis on which his
strength in facing the challenges of life should be directed.

Dr. Tomas Q. D. Andres (1986) would define values as ―things, persons, ideas or
goals which are important to life; anything which enables life to be understood,
evaluated, and directed.‖

On the other hand, Edgar Sheffield Brightman defines value as ―whatever is liked,
prized, esteemed, desired approved, or enjoyed by anyone at any time. It is the actual
experience of enjoying a desired object or activity. Hence, value is an existing
realization of desire.‖

Collectively, the values of a society would be the standards or principles for which an
act is judged to be what is right or wrong, correct or incorrect. As such, it is the goal set
for every member of the community to attain what is desirable. In other words, values in
a society give meaning and direction to every individual‘s life and influence his human
behavior.

Based on these definitions, we can say that values are those which are considered by
the society as desirable and important and have attained the status as moral impetus
behind every action of each member geared towards the desired end or goal.

What are Filipino Values?

Significantly, Filipino values would be the standards or principles set forth by the Filipino
society as basis for what is right or wrong, the principles on which every member of the
Filipino society should persevere to attain in order to reach the ultimate realization of his
life, regarding his person and in relation to his family and society in general.

Significance of Studying Filipino Values

Several studies have been made on Filipino Values. They have always been interested
in examining Filipino values because it influences a Filipino‘s behavior in particular, and
shaping the

Philippine Society in general. How Filipinos1 feel and motivated to do a specific task is
directed and evaluated by his set of values. In order to understand the Filipino culture
and the development of the Filipino individual, one has to understand the underlying

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values on which every Filipino acts. Thus, a study on the Filipino values would provide
us a deeper understanding of the Filipino culture.

The shaping of the Philippine society into a successful and progressive nation would
depend on understanding and appreciating the positive side of Filipino values and how
they are applied to attain such goal. Thus, it is imperative that a full understanding and
appreciation of the positive side of our very own principles be made and used for our
personal and national success.

The purpose of this chapter, therefore, is to help us understand our Filipino values to
enable us to put the positive side of Filipino values in use and to disregard the negative
ones. Thus, in the end, through the development and use of positive Filipino values, we
may bring out the best in the Filipino society in general and the individual in particular.

Understanding Filipino Values and Culture

The Filipino society is composed of a mixture of different races and cultures, many of
which influenced the lifestyle and values being practiced in the Philippine community.
Among those who influenced the Filipino culture and values are our ancestors – the
Malays and Indons, our colonists – the Spaniards and the Americans, and nationals of
other countries who have dealt with the Philippine society through trade – the Chinese
and the Indians. The resulting blend of this mixture of influences, which are sometimes
conflicting, is uniquely Filipino in character.

Most of the prominent Filipino values are the result of a blend of the rich Christian
values of Europe, the pragmatic and democratic values of America, and the spiritual
values of Asia.

The basic social unit in the Philippine society is the family. It is here where values and
principles are nurtured and imbibed in each and every member of the family. The
tradition of close family ties has long been practiced and considered as the foundation
of the Philippine society. So much is the effect of this tradition that the members of the
constitutional commission of the 1987 Philippine Constitution deemed it proper to
include it as a State Policy and a chapter of the fundamental law of the land. Thus,
Article XV, Section 1 of the said constitution provides that ―The State recognizes the
Filipino family as the foundation of the nation.‖

It is in the family that the Filipino individual is introduced to the concept of structure and
hierarchy of power. He is always reminded to submit to the authoritarian familial set-up,
where roles are prescribed especially for younger members of the family. The Filipino
family is structured in a way that autocratic leadership rests on the elder members,
where the young submit themselves to the decision of family elders. He is indoctrinated
of the tradition of primacy of the extended family over that of the individual and that the
only source of emotional, economic, and moral support is the family.

The Filipino individual identifies himself with his family. Right from childhood he is made
to believe that he belongs to the family. The Filipino individual is always encouraged to
get advice from his parents and submit to his parents’ direction, counsel and advice. He
is admonished to be good because any disgrace that he commits is a disgrace to the
family. In times of misfortune, he is assured of his family‘s support, sympathy and love.

Thus, Filipino society, in contrast with Western societies, prefers a rather "structured"
way of life, and not where he can be assertive of his own individuality.

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However, modern era is catching up with the Filipino society. Changes must occur if the
Filipino society is to survive in a changing world. The Filipino society will have to keep
up with the changes brought about by modernization. The society must prepare itself for
a serious reevaluation of its values. In most instances, it will have to break away from its
past and adjust itself towards the future.

FILIPINO CHARACTERISTICS

The characteristic that makes a Filipino vary from different society is his uniquely
blended culture and values from different influences. Filipino values, for reason of
several influences that shaped its identity, are bipolar like a coin that has two sides.
They may either be positive or negative in polarity. Let us take for example the value of
utang na loob, or debt of gratitude. The value of utang na loob, the altruistic drawing of
interior goodness of a person by returning a debt of gratitude, is by itself positive.
However, when one is coerced to honor a debt of gratitude and return the favor, then it
becomes negative.

Due to this ambivalence of Filipino values, they have the potential of being used for
good or evil. They may either help or hinder personal and national development,
depending on how they are understood or practiced or lived.

In order to shape the Filipino society into a successful and progressive nation, there is a
need to reevaluate the different values that influence every Filipino individual‘s action to
a set of circumstances. We need to identify the positive side of every Filipino value and
develop them in order to yield a more successful and developed society.

Let us then try to discuss some of the values in the Filipino society and re-evaluate
them to develop a more positive value for the Filipino individual.

Utang na Loob

There is no specific translation that can approximate the meaning of this Filipino value
of utang na loob. Debt of gratitude is a lean excuse of a translation because it does not
even approximate the fertile concept of the Filipino loob.

Utang na loob is a situation where an individual is required to return a favor or service

received. However, the return of such service or favor cannot be translated into
monetary equivalent, and may reciprocated in a month of service or even a lifetime.

For example, a congressman proudly ‗gives‘ a town a new chapel, a bridge, or a

waiting shed (no matter whether the money came from his pocket or from the
government), this makes the people indebted to him. And when elections come, he
recites the litany of his projects and people ―ought‖ to repay these through their votes.
Not to repay this form of debt means that those who were benefited are walang utang
na loob. After having been elected, the people would approach this congressman for
return of the favor by seeking employment for them. Thus, this would end into a vicious
cycle, where the person na pinagkakautangan ng loob becomes the giver and the giver
becomes the person na may utang na loob.

However, utang na loob may be interpreted in a positive outlook. If it is used with the
concept of justice, truth and human dignity, it would reflect the beautiful aspect of the
Filipino character. Thus, this altruistic feeling must voluntarily come from within the

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person himself, kusang loob; and should not be demanded by coercing the person who
has utang na loob, so as blind his sense of judgment.

Furthermore, this value should be used discriminately. The pagtatanaw ng utang na

loob should emerge from within the self of an individual with sense of justice so as to
repay the person for the favor or services rendered.

We should always remember that in demanding for the return of indebtedness, the
golden rule ―Do unto other as you would want them to do unto you.‖ By demanding the
return of the favor, would you wish to become indebted in return? And when indebted,
would you want that person to act the same way when they are demanding the return of
the favor?

Bahala na

Filipinos, by nature, are a religious group of people. They firmly believe in the
supernatural and in all kinds of spirit dwelling in individual persons, places or things.
They believe in a Supreme Being who will take care of things for them. The Filipino is
very religious who has a saint to pray to each day of the week.

The term bahala na comes from the words Bathala na. It reflects the Filipino‘s
dependence on the supernatural being and on fate. This tends to move toward the
commonly conceived procrastination character of the Filipino.

OTHER STRENGTHS OF THE FILIPINO CHARACTER

Strengths of Filipino Character Results

1. Pakikipagkapwa-tao Camaraderie and feeling of closeness to
one another; foundation for unity as well
as sense of social justice.
2. Family Oriented Feeling belongingness and rootedness
and a basic sense of security.
3. Joy and Humor Emotional balance, optimism, a healthy
disrespect for power and office and the
capacity to survive.
4. Flexibility and Adaptability Productivity, innovation,
entrepreneurship, equanimity and
survival.
5. Hardwork and Industry Productivity and entrepreneurship for
some and survival despite poverty for
others.
6. Faith and Religiosity Courage, daring, optimism, inner peace,
as well as the capacity to genuinely
accept tragedy and death.
7. Ability to Survive Bravely live through the harshest
economic and social circumstances.

OTHER WEAKNESSES OF THE FILIPINO CHARACTER

Weaknesses of the Filipino Character Results

1. Extreme Personalism Leads to graft and corruption
2. Extreme Family Centeredness Lack of concern for the common good

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and act as the block to national

consciousness.
3. Lack of Discipline Inefficient and wasteful work systems,
violation of rules leading to more serious
4. Passive and Lack of Initiative transgressions and a casual work ethics
leading to carelessness and lack of
follow-through
Easily resigned to one’s fate and thus
easily oppressed and exploited.
5. Colonia Mentality Basic feeling of national inferiority that
makes it difficult for them to relate as
equal as to Westerners.
6. Kanya-kanya syndrome Dampening of cooperative and
community spirit and in the trampling
upon of the rights of others.
7. Lack of Self-analysis and Self- Emphasis on form more than substance
reflection

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Module 4
FILIPINO CITIZENSHIP VALUES
PRE DISCUSSION ACTIVITY

ACTIVITY 8
DRAWING TOGETHER

DIRECTIONS:

1. The participants are divided into small groups of five members. Each member is given a
number from one to five.

2. Each group is asked to make a collective drawing with a marker on sheet of newsprint
paper. They are, however, not allowed to speak and each member is given only one
minute for his/her part of the drawing.

3. The facilitator gives the start signal for the ones. After one minute, s/he signals the
number twos to take over and so on until all the members of each group have contributed
to the drawing. The results of the various groups are compared and members should
explain what they tried to draw.

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Module 4
FILIPINO CITIZENSHIP VALUES
DISCUSSION
The given set of values is inherently within each Filipino. This part of the module aspires
to awaken these values amongst us and hopefully, later on, inspire us to practice it in
our everyday lives. These values, if carried out with one‘s heart can serve as a vehicle
and reinforcement towards our goal of realizing social change and progress.

For us to have a better view on the said topic, short stories and activities, conveying and
promoting the said set of values were integrated in this module.

THE VALUE OF RESPECT FOR LIFE

“Treat life with respect and life itself will reveal its beauty to you.”

The House of Life

By Andrew Maria (2004)

The crowd said to the Mystic, “We found a big and beautiful house called Life. Without
giving any thought to whom the House of Life might belong, we rushed inside it. Yet to
our dismay, the House of Life was empty and there was nothing in it. Life is empty, Life
has no meaning.”

The Mystic went to the House of Life to see if it really was empty. He knocked on the
door before entering and someone from within opened it. He stayed inside the house for
quite some time while the crowd waited outside. It was already evening when the Mystic
went out.

“Is the House of Life empty as we told you?” the crowd questioned him.

The Mystic answered the crowd, “the House of Life is not empty. When I was inside, I
saw the most beautiful rooms with golden chairs, silver tables, and jeweled walls. Above
all these, I dined and conversed with the Master of Life himself.”

“How can that be? The crowd insisted. “When we were inside the House of Life, it was
empty, yet now you tell us that it is not.”

The Mystic rebuked the crowd, “You found the House of Life empty because you did not
knock before you entered it. You rushed into life even without knocking, as if the house
belonged to you. The Master of Life, seeing that you lacked respect for life and
reverence for it, took away its beauty because you would not know how to use it. You
are proud and vain as if you are the master of your own life. For this reason, the Master
of Life gave you the House of Life to look at but not to live in. If only you had knocked
before you entered, then you would have seen the beauty I saw and conversed with the
Master of Life himself.”

“Tell us please,” the crowd begged the mystic, “what does it mean to knock on the Door
of Life?”

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The Mystic solemnly spoke, “to knock on the door of Life is to be humble enough to
accept that the house does not belong to you but to the Master. “To knock on the door
of life is to seek the Master of the House and not the treasure in the House. To knock on
the Door of Life is to wait with patience for the Master to open it from within and not to
force it from the outside. To knock on the Door of Life is to follow the statutes and
commandments of the Master of Life.”

“To knock on the Door of Life is to pray to the Master of Life that you may love him since
he not only owns the house but your very selves as well.”

They left the Mystic after they heard this. The crowd returned to the House of Life and
they knocked before entering. The Master of the House of Life opened it from within.
Once inside, the crowd saw the beautiful things the Mystic had seen. But most of all,
they were able to dine and converse with the Master of Life himself.

Life, after all, is not empty.

THE VALUE OF CONCERN FOR THE FAMILY AND THE FUTURE GENERATIONS
“We can get so involved in what we are doing that we forget why we are doing it. We
are so involved in living that we forget the purpose of living. We get so involved in
pursuing the things money can buy that we forget about the things that money can‘t
buy.”

Father’s Mistake - No Time

By Bel San Luis (2004)

One night, a father came to a parent-teacher conference in a city high school. During a
talk with one of his son‘s teachers, the father broke down and began to cry.

After he regained his composure, the father apologized, saying, “My son no longer lives
with me. But I still love him and I want to know how he‘s doing in school.”

The father then told the teacher how his wife and four children had left him that
afternoon.

He was a building contractor and sometimes worked sixteen hours a day. Naturally, he
saw little of his family, and then slowly grew farther and farther apart.

Then the father said something sad. He said: “I wanted to buy my wife and kids all the
things I had dreamed of giving them. But in the process, I got so involved in working that
I forgot about what they needed most: a father who was around at nights to give them
love and support”.

THE VALUE OF TRUTH

The Truth about Lies (2004)

Lies are said in the place of truth…

Why not prefer to tell the truth than settle for a lie?

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There are no half-truths or white lies…

It‘s either you say the truth or tell a lie!

A million lies cannot make up a single truth…

You can never transform a lie into truth.

It’s easier to tell the truth than tell a lie…

With the truth, you merely have to state the facts:
With lies, you‘d have to cook up a thousand alibis.

You’ll know when your lies have caught up with you…

When you begin to believe in them as being the truth.

In the end, we find but a single truth about lies:

That there is No Truth and No Good in Lies.

THE VALUE OF JUSTICE

Justice is giving every man his due.

To Every Man His Due

Institute for Development Education Center for Research and Communication (2004)

There was once a poor farmer who would come to town everyday in order to supply a
baker with homemade bibingka. In exchange for five pounds of bibingka, the baker
would give the farmer five pounds of bread for his family.

One day, the baker decided to weigh the bibingka. He discovered that the bibingka was
one pound short. This made the baker very angry, and he accused the farmer of having
cheated him.

But the farmer very calmly declared, “You see sir, I am very poor and have no weights
at home. So I take the five pounds of bread you give me and use it as a standard. In this
way, I can be sure of giving you an equal amount of bibingka.”

THE VALUE OF EQUALITY

Each man may differ in worldly stature, but each one bears the same amount of dignity
as another and all share one common destiny.

Skulls
By Andrew Maria Almonte (2004)

One day, a group of skulls in the cemetery had a conversation.

“Hey,” said a skull to another, “who were you when you were alive?”
“I was a king,” answered the skull with an air of pride.

“Yes, I was once his slave,” replied another skull. “He was a tyrant, a ruthless, merciless
king!”

“How dare you speak about me like that!” countered the king-skull. “I am your king,
remember?”

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“Shut-up!” shouted the slave-skull. “You are no longer my king nor am I your slave
anymore! We are the same now-rotten skulls!”

THE VALUE OF PROMOTION OF THE COMMON GOOD

The real heroes among us are those who live their lives daily in genuine concern for the
welfare of the others.

A Chinese Legend
By Benigno P. Beltran (2004)

Once upon a time, in the western Kingdom, lay a beautiful garden. And there, in the
cool of the day was the Master of the garden want to walk. Of all the denizens of the
garden, the most beloved was a gracious and noble bamboo. Year after year, Bamboo
grew yet more noble and gracious, conscious of his master‘s love and watchful delight,
but modest and more gentle withal. And often, when the wind revel to the garden,
Bamboo could cast aside his grave stateliness, to dance and play right merrily, tossing
and swaying, leaping and bowing in joyous abandon, leading the Great Dance of the
Garden which most delighted the Master‘s heart.

One day, the Master himself drew near to contemplate his Bamboo with eyes of curious
expectancy. And Bamboo, in a passion of adoration, bowed his great head to the
ground in loving greeting. The Master spoke: “Bamboo, Bamboo, I would use thee.”
Bamboo flung his head to the sky in utter delight. The day of days had come, the day for
which he had been made, the day for which he had been growing hour by hour, this day
in which he would find his completion and his destiny. His voice came low: “Master, I am
ready. Use me as thou wilt.”

“Bamboo”- the Master‘s voice was grave- “I would fain take thee and cut thee down!” A
trembling of great horror shook Bamboo.

“Cut… me… down! Me… who, Master, has made the most beautiful in thy entire
garden…to cut me down! Ah, not that, not that. Use me for thy joy, O Master, but cut me
not down.”

“Beloved Bamboo” – the Master‘s voice grew graver still – “If I cut thee not down, I
cannot use thee.” The garden grew still. Wind held his breath. Bamboo slowly bent his
proud and glorious head. There came a whisper: “Master, if thou cannot use me if
though cut me not down… then… do thy will and cut.”

“Bamboo, beloved Bamboo, I would… cut thy leaves and branches from thee also.”
Master, Master, spare me. Cut me down and lay my beauty in the dust; but wouldst
though take from me my leaves and branches also?”

“Bamboo, alas, if I cut them not away, I cannot use thee.” The sun hid his face. A
listening butterfly glided fearfully away. And Bamboo shivered in terrible expectancy,
whispering low: “Master, cut away.”

“Bamboo, Bamboo, I would yet… cleave thee in twain and cut thine heart, for if I cut not
so, I cannot use thee.” Then Bamboo bowed to the ground. “Master, Master… then cut
and cleave.” So the Master of the garden took Bamboo and cut him down and hacked
off his branches and stripped off his leaves and cleaved him in twain and cut out his

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heart. And lifting him gently carried him to where there was a spring of fresh, sparkling
water in the midst of his dry field. Then putting one end of broken bamboo in the spring,
and the other end into the water channel in his field, the Master laid down gently his
beloved Bamboo. And the spring sang welcome and the clear, sparkling waters raced
joyously own the channel of Bamboo‘s torn body into the waiting fields. Then the rice
was planted, and the days went by, and the shoots grew and the harvest came.

In that day was Bamboo, once glorious in his stately beauty, yet more glorious in his
brokenness and humility. For in his beauty he was life abundant, but in his brokenness
he became a channel of abundant life to his Master‘s world.

THE VALUE OF CONCERN FOR THE ENVIRONMENT

The Giving Tree

By Fr. Benigno P. Beltran (2004)

Once there was a tree… and she loved a little boy. Everyday, the boy would gather
leaves, make them into a crown and play king of the forest. The boy would also play
hide and seek, climb her branches and eat her mangoes. At the end of the day, when
he is tired, the boy would sleep in her shade. And the boy loved the tree… very much…
and the tree was very happy.

But time went on… and the boy grew older. And the tree was often alone. One day the
boy went to the tree who said: “Come boy, come and climb up my trunk, swing from my
branches, eat my mangoes, play in the shade and be happy.” “I am too big to climb and
play and I don‘t have money,” said the boy. “If only I can have some money.” “I am
sorry,” said the tree, “but I don‘t have money. Go take my mangoes, boy, and sell them
to the market. That way, you will have enough money and you will be happy.” And so
the boy gathered all her mangoes and carried them away. And the tree was happy.

But the boy stayed away for a long time… then one day, the boy came back to the tree
who shook with joy and said: “Come boy and climb up my trunk, swing from my
branches, eat my mangoes, play in the shade and be happy.” “I am too busy to climb
trees.” said the boy. “I want a house to keep me warm.” “I want a wife and children so I
need a house. Can you give me a house?” “I have no house,” said the tree, “the forest
is my house, but you may cut-off my branches and build a house. And so the boy cut-off
her branches and carried them away to build his house. And the tree was happy.

But the boy stayed away for a long time… then one day the boy came back and the tree
was happy that she could speak. “Come, boy,” she whispered, “come and play.” “I am
too old to play.” said the boy. “I want a boat that would take me away from her. Can you
give me a boat?” “Cut down my trunk and make a boat,” said the tree. “Then you can
sail away. And the tree was happy… but not really.

And after a time, the boy came back again. “I am sorry boy,” said the tree. “But I have
nothing left to give you – my mangoes are gone.” “My teeth are too weak for mangoes,”
said the boy. “My branches are gone,” said the tree. “You cannot swing on them.” “I am
too old to swing on branches,” said the boy. “My trunk is gone,” said the tree. “You
cannot climb.” “I am too tired to climb,” said the boy. “I am sorry,” sighed the tree. “I wish
I could give you something… but I have nothing left. I am just an old stump. I am sorry.”
“I don‘t need very much now.” said the boy, “Just a quiet place to sit and rest. I am very
tired.” “Well,” said the tree, straightening herself up as much as she could, “well, an old

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stump is good for sitting and resting. Come, boy, sit down and rest.” And the boy did
and the tree was happy.

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Module 4
FILIPINO CITIZENSHIP VALUES
POST DISCUSSION ACTIVITY

ACTIVITY 9
DRAW YOUR STORY

DIRECTIONS:
1. Divide the class into seven (7) groups.
2. Through the fish bowl technique, let each group pick their story.
3. Ask the groups to draw a symbol which will represent their story.
4. Post all the drawings on the board.
5. Ask the groups to narrate their story to their classmates.
6. The group must answer the Processing Questions pertaining to their story.

THE HOUSE OF LIFE

 What were the reasons why the crowd saw an empty while the mystic saw many things inside it?
 What does it mean to knock on the door of life?
 Give examples on how you could show ―respect for life‖?

FATHER‘S MISTAKE – NO TIME

 Why did the father cry during the conference?
 What can you advice to the father?
 What do you think Filipinos prefer nowadays: to be rich but away from the family, or to be poor
but with the family?

THE VALUE OF TRUTH

 Ask the group to give examples of current situations in our country which could be related to 3
statements in “the value of truth”.

TO EVERY MAN HIS DUE

 How was justice shown in the story?
 Give controversial issues in our country which involved injustice?
 Do you think Filipinos get the justice they deserve?

SKULLS
 Why the writer chose “skulls” as the characters of the story?
 Is there equality in our country today?
 Are Filipinos discriminated in other countries? How?

A CHINESE LEGEND
 Give an example of sacrifice which benefited our country? Have you ever sacrificed for the
promotion of common good? How?
 Give an example of a false “promotion of the common good.”

THE GIVING TREE

 What is the condition of our environment today?
 Give examples of on-going projects which aim to preserve our environment.
 If you were the tree, would you give everything that you have to the boy?

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Module 5
GROUPS
PRE DISCUSSION ACTIVITY

ACTIVITY 10
CHALKBOARD SENTENCES

DIRECTIONS:

1. Each team member is responsible for adding one word to the sentence.

2. The players take turns; after they go to the board and write one word, they run back to give
the next player the marker, and then go to the end of the line. (The sentence must contain
the same number of words as there are members on the team.)

3. A player may not add a word between words that have already been written.

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Module 5
GROUPS
DISCUSSION
DEFINITION

Group is defined as any number of persons who share a consciousness of membership

and interaction. A group is not a mere collection of individuals but an aggregate of
personalities acting and interacting with one another in the process of living. To be a
member of a group, one must participate in the common life and activities of the group.

TYPES OF GROUPS

1. Primary Group - described by Charles Cooley as those characterized by

intimate face-to-face association and cooperation. They are primary in several
senses, but chiefly in that they are fundamentally in forming the social nature and
ideas of the individual. The result of intimate association, psychologically, is a
certain fusion of individualities in a common whole, so that one‘s very self, for
many purposes at least, is the common life and purpose of the group. Perhaps
the simplest way of describing this wholeness is by saying that it is a “we”; it
involves the sort of sympathy and mutual identification for which

“we” is the natural expression. One lives in the feeling of the whole and finds the
chief of his will in that feeling.

2. Secondary Group - those which do not necessarily involve face-to-face

association or intimate and personal relations. The members are aware of these
relationships and take cognizance of them, but they do not feel that their lives are
bound up in them except in time of social crisis. The members may be separated
from one another by distance or by lack of personal physical contact. Their
contact may be through correspondences, the press, the radio, the telephone or
other means.

CHARACTERISTICS OF GROUPS

1. Interaction - patterns of mutual influence (physical, verbal, non-verbal,

emotional)
2. Structure - stable patterns of relationships
 Roles - behavior expected of members in a given position
 Norms - rules that identify and describe appropriate behaviors
 Inter-member relations - how they relate (authority, communication)
3. Goals - reasons for existence
4. Perceived Groupness - extend to which members see themselves as one
(common fate, similarity, proximity)
5. Dynamic Interdependency - extend to which members are active, energized,
vibrant and changing
6. Motivation - personal needs / gain being satisfied

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Module 5
GROUPS
POST DISCUSSION ACTIVITY

ACTIVITY 11
PUZZLED!!

MATERIALS NEEDED:
1. Printed phrase about teamwork:
a. “Many Hands Make Light Work” – red cartolina
b. “There Is No I In Teamwork” – white cartolina
c. “Teamwork Divides The Task And Doubles The Success” – blue cartolina
d. “Together, Everyone Achieves More” – pink cartolina
e. “A Job Worth Doing Is Worth Doing Together” – yellow cartolina
2. Double adhesive tape
3. Brown envelopes

DIRECTIONS:
1. Students are distributed into 5 groups
2. Each group is given one envelope where 5 sets of phrases were placed (each phrase were
pasted on a specific colored cartolina)
3. They are given 15 minutes to figure out the phrases; however, they should also be aware
that they have to make sure that the words they choose will be of the same color)
4. After they have figured out the phrases, they will go to the board to attach it.
5. The fastest team and the group that will get the 5 phrases and its colors correct, wins.

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Module 6
LEADERSHIP
DISCUSSION
THE LEADER

A Leader is:
 Someone who acts as a guide;
 A directing head;
 Someone who leads a body of troops;

Leadership is:
 The position of a leader;
 The quality displayed by a leader;
 The act of leading;

HOW TO BECOME A GOOD LEADER

We often say that some people are good leaders, while others are not. But what is really
our basis for judging one‘s capacity for being a good leader?

From a follower‘s perspective, good leadership can be attributed on several qualities

that a person must have. These qualities make people comply and passionately follow a
leader.

THE 21 INDISPENSABLE QUALITIES OF A LEADER

John C. Maxwell‘s book entitled “21 Indispensable Qualities of a Leader” defines
essential traits of a leader. This book will help people recognize, develop, and refine the
personal characteristics needed to be a truly effective leader, the kind of leader people
want to follow. The following qualities of a leader taken from his book are as follows:

Leader Qualities # 1: [CHARACTER]

CHARACTER:
The quality of a person‘s behavior, as revealed in his habits of thoughts and
expressions, his attitudes and interests, his action and his personal philosophy in life.

Be a piece of the rock. There would always be two paths to choose from: character and
compromise. “Every time a person chooses character, he becomes stronger, even if
that choice brings negative consequences.”

What people must know about character?

 Character is more than talk;

 Talent is a gift, but character is a choice; Character brings lasting success with
people;
 Leaders cannot rise above the limitations of their character;

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Character can be improved by doing the following:

Search for the cracks. Reflect on the major decisions that you had done in your life as
far as you can remember in terms of letting people down or giving compromises.

Look for patterns. From the reflections that you have done, are there particular
instances that kept emerging? These patterns will help you diagnose issues of
character.

Face the music. It is when you apologize and accept your mistakes that character
repairs begin.

Rebuild. You have been brave enough to face your past actions but more courage is
needed to face the future. Let your past actions serve as your guide so as not to commit
the same mistakes in the future.

Leader Qualities # 2: [CHARISMA]

The first impression can seal the deal.

CHARISMA:
 Special spiritual gift bestowed temporarily by the holy spirit on a group or an
individual for the general good of the church
 An extraordinary power in a person, group, cause, etc. which takes hold of
popular imagination, wins popular support

To make yourself the kind of person who attracts others, you need to personify
these pointers:

 Love Life;
 Put a “10” on every person‘s head;
 Give people hope;
 Share yourself;

Charisma can be improved by doing the following:

Change your focus. Always check if your focus during conversation is towards
yourself. Learn how to balance. Recognize the persons who made contributions on the
success of a project.

Play the first impressions game. When you meet a person for the first time, focus on
him. Remember his name and interests, and give positive comments. Try your best to
give a very good impression.

Share yourself. Share your resources to others. Resources come in different ways.
Share what you have: talents, skills and valuable services aside from material things.
These are highly appreciated.

Leader Qualities # 3: [COMMITMENT]

It separates “doers” from “dreamers”.

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COMMITMENT:
 Something which engages one to do something, a continuing obligation
especially financial

 The act of committing, the state of intellectual and emotional adherence to some
political, social, religious theory or action especially the conscious linking of
works of literature and art with such theory of action.

True nature of commitment:

 Commitment starts in the heart;

 Commitment is tested by action;
 Commitment opens the door to achievement;

Commitment can be improved by doing the following:

Measure it. Commitments can be measured through the following: how much time you
devote at work, family, in service, in health and recreation activities, and how much you
spend on living expenses, entertainment, personal development, and giving. Compare
how much you devote and spend on these things. Is it justifiable?

Know what’s worth dying for. Answer the question. Write what‘s in your thoughts.
Match if your actions are parallel with your ideas.

Leader Qualities # 4: [COMMUNICATION]

Without it you travel alone.

COMMUNICATION:

 The act of communicating

 Something communicated
 A means of sending a message, orders, etc.

You can be more effective as a communicator if you follow four basic truths:

 Simplify your message;

 See the person;
 Show the truth;
 Seek a response;

Communication can be improved by doing the following:

Be clear as a bell. Whether in oral or written communication, being brief and concise
and direct simplifies and clarifies thoughts. Simplicity and clarity must be noted to
achieve good communication.

Refocus your attention. Different instances require different topics. Don‘t make
yourself arrogant. Know the needs and desires of your listener.

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Live your message. Make sure that you had been understood. Ask questions for
clarity. Accept comments without defensiveness.

Leader Qualities # 5: [COMPETENCE]

If you build it, they will come.

COMPETENCE:
 The state of being competent

To cultivate competence, do the following:

 Show up everyday;
 Keep improving;
 Follow through with excellence;
 Accomplish more than expected;
 Inspire others

Competence can be improved by doing the following:

Get your head in the game. Devote yourself to your job. Be firm to give a proper
amount of attention.

Redefine the standard. When your performance is not consistently at high levels,
evaluate yourself. Define your standards. Make adjustments to fit standards of your job
description.

Find three ways to improve. There‘s always room for improvement. Assess yourself
and make necessary changes.

Leader Qualities # 6: [COURAGE]

One person with courage is a majority.

COURAGE:
 The quality of the mind that enables the person to face difficulty, danger, etc.
without fear.

Truths about courage:

 Courage begins with an inward battle;

 Courage is making things right, not just smoothing them over;
 Courage in a leader inspires commitment from followers; Your life expands in
proportion to your courage

Courage can be improved by doing the following:

Face the music. Be active. Try muscle-stretching activities.

Conquer your fears. Sky dive if you‘re afraid of heights.

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Talk to that person. Avoiding confrontation does not solve differences. Have the
courage to talk to that person but do it with love.

Take a giant step. When everything seems to be monotonous, don‘t be afraid to make
a career move. There are more things out there to be enjoyed and to be discovered.

Leader Qualities # 7: [DISCERNMENT]

Put an end to unsolved mysteries.

DISCERNMENT-“DISCERN”:
 To perceive by the sight or the intellect To distinguish mentally
 To maximize effectiveness of a leader, do the following:
 Discover the root issues;
 Enhance your problem solving;
 Evaluate your options for maximum impact;
 Multiply your opportunities

Discernment can be improved by doing the following:

Analyze past success. Remember the things you had done to succeed on your goals.
Problems arise on the process of achieving these goals. Solutions that made you
succeed can be used again in the future.

Learn how others think. We admire other personalities as leaders. Putting ourselves
to think like leaders who are wise will make us more discerning.

Listen to your gut. Your intuition affects your decisions. There are many instances that
your intuition is correct. Find a pattern of your intuitive ability. This pattern will give you
imminent recourse that will affect your decision.

Leader Qualities # 8: [FOCUS]

The sharper it is, the sharper you are.

FOCUS
A central point of attraction, attention or activity.

Guidelines to focus your time and energy:

 70% on strength;
 25% on new things;
 5% on areas of weakness

Focus can be improved by doing the following:

Shift to strengths. Identify your strengths and dedicate 70% of your time on it.

Staff your weaknesses. Identify your weaknesses and try to improve on them.

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Create an edge. Since you had identified your strengths and weaknesses, you can
proceed to the next level. Think of the new tools that you need, to go to the next level.

Leader Qualities # 9: [GENEROSITY]

Your candle loses nothing when it lights another.

GENEROSITY-“GENEROUS”
 The quality of being generous.
 Giving freely.

The following will cultivate the quality of generosity in your life:

Be grateful for whatever you have. Contentment seems to be very ideal. A person
cannot become generous if he is not contented with what he has. There are things that
we must be grateful for and be contended with. Be generous in your own small ways.

Put people first. Giving becomes easier when generosity comes in. A leader is
measured not in terms of the number of people who serve him but rather, to the number
of people he is serving.

Don’t allow the desire for possessions to control you. Let your heart be in charge
within you, not the material things that you possess. There would never be satisfaction if
your material desires are endless.

Regard money as a resource. Man has been a slave of money. The only way to win
over money as J. C. Maxwell states is to hold it loosely and be generous with it to
accomplish things of value.

Develop the habit of giving. There is a time when all things come in abundance, and it
is also a time of redistributing it for those in need. For those who don‘t have material
things to share, let this saying be their guide: ―Richness, I have nothing, but I can help
through loving, with my life worth giving.‖

Generosity can be improved by doing the following:

Give something away. There are things that are important to you that can be replaced.
Try giving this to people who will really benefit from it. As they say, giving it
anonymously would be better.

Put your money to work. Use your money to improve other‘s lives. Money as
resources can be put into work to outlive your expectations for better people,
community, and world.

Find someone to mentor. A time will come when you had reached the peak of your
leadership. It would be good if you have someone whom you would train to be a good
leader like you.

Leader Qualities # 10: [INITIATIVE]

You won‘t leave home without it.

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INITIATIVE:
 An introductory act or step, readiness and the ability in initiating action, one
personal, responsible decision

A leader possesses the following qualities to make things happen:

 They know what they want;
 They push themselves to act;
 They take more risks;
 They make more mistakes

“Only those who dare to fail greatly can ever achieve greatly” – Sen. Robert Kennedy

Initiative can be improved by doing the following:

Change your mind-set. Resistance comes from within. It is only when you had come
out of your shell that you begin to take the challenge outside.

Don’t wait for opportunity to knock. Opportunity does not knock at your door. You
know that you have the potential. Find opportunities. Show and share to the world what
you‘ve got.

Take the next step. When opportunities come, select the best. Now that you have
found the opportunity to share and show the world what you‘ve got, work it as far as you
can.

Leader Qualities # 11: [LISTENING]

To connect with their hearts, use your ears.

LISTENING-“LISTEN”:
 To give attention for the purpose of hearing.

Keep your ears open to the following:

 Your mentors;
 Your followers;
 Your customers;
 Your competitors

Listening can be improved by doing the following:

Change your schedule. Have time to listen to your mentors, followers, customers, and
competitors.

Meet people on their turf. Seek common ground to build rapport with the person you
are talking. Learn something about him so you can talk things of common interests.

Listen between the lines. Factual and emotional content of conversation must be
given attention. Listen with your heart.

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Leader Qualities # 12: [PASSION]

Take this life and love it.

PASSION:
 Any compelling emotion, strong amorous feeling, strong sexual desire, strong
fondness or enthusiasm

Truths about passion:

 Passion is the first step to achievement;
 Passion increases your willpower;
 Passion changes you;
 Passion makes the impossible possible

Passion can be improved by doing the following:

Take your temperature. Assess the level of desire towards your work and your life.
Passion makes the difference on how you see life.

Return to your first love. You are more enthusiastic when doing other things. These
are the things that you had left behind because you have to attend to other obligations.
Take advantage and do these things again to relax and to energize your body.

Associate with people of passion. Your environment affects your being. Birds of the
same feather flock together. Having passionate people around gives booster to bring
you back on track.

Leader Qualities # 13: [POSITIVE ATTITUDE]

If you believe you can, you can.

To be more positive, think of the following:

 Your attitude is a choice;
 Your attitude determines your actions; Your people are a mirror of your attitude;
 Maintaining a good attitude is easier than regaining one;

Positive attitude can be improved by doing the following:

Feed yourself the right food. Books about positive attitude are available on book
stands. Give yourself time to read and reflect on it.

Achieve a goal every day. Setting an achievable goal every day changes the attitude
of a person. When a pattern of achievement has been observed, a person has the
tendency to think more positively.

Write it on your wall. It does not mean that you vandalize your wall. Make a corner
where you can show all your awards and citations. Have your plaques and trophies
displayed on that corner. These will serve as a reminder that you have been doing
positive things in your life and willing to do it over and over again.

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Leader Qualities # 14: [PROBLEM SOLVING]

You can‘t let your problems be a problem.

Five (5) qualities demonstrated by a leader with good problem solving ability:

 They anticipate problems;

 They accept the truth;
 They see the big picture;
 They handle one thing at a time;
 They don‘t give up a major goal when they‘re down

Problem solving can be improved by doing the following:

Look for trouble. Don‘t avoid problems. Encountering and solving a problem is an
experience that molds and strengthens us to deal with different situations and difficult
circumstances.

Develop a method. TEACH method for problem solving according to J.C. Maxwell:

Time – spend time to discover the real issue.

Exposure – find out what others have done.
Assistance – have your team study all angles.
Creativity – brainstorm multiple solutions.
Hit it – implement the best solution.

Surround yourself with problem solvers. Be with persons who are good at problem-
solving. They will complement your weaknesses and teach you on how to deal with
them.

Leader Qualities # 15: [RELATIONSHIPS]

If you get along, they‘ll go along.

RELATIONSHIP:
The state or fact of being related.

To cultivate good relationships, it requires the following:

 Have a leader‘s head – understand people;
 Have a leader‘s heart – love people;
 Extend a leader‘s hand – help people

Relationships can be improved by doing the following:

Improve your mind. Be mature enough and widen your understanding. Allot some time
to observe and talk to people and try your best to understand them.

Strengthen your heart. Show them that you care. Show your feelings and act your way
out.

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Repair a hurting relationship. Rebuild, reconcile and reconnect relationships that had
crumbled even though it has happened several years ago. Learn to forgive and
apologize. Try to be more loving and understanding to people whom you had
disagreement before.

Leader Qualities # 16: [RESPONSIBILITY]

If you won‘t carry the ball, you can‘t lead the team.

RESPONSIBILITY-“RESPONSIBLE”:
 The state or fact of being responsible
 A person or thing for which one is responsible Involves duties or obligations
 Accountable, as for something within one‘s power

The one who embraces responsibility has the following characteristics:

 They get the job done;
 They are willing to go the extra mile;
 They are driven by excellence;
 They produce regardless of the situation

Responsibility can be improved by doing the following:

Keep hanging in there. When everything seems to crumble, stop for a while then think
and find ways to succeed. Be creative in finding ways to keep you on the right track.

Admit what’s not good enough. Failing depends on standards that must be met.
Reset your standards to a higher level. The standards that you have been following
might not be as good as it may seem as it was, compared to this time.

Find better tools. It seems that things are not falling on their right places even though
your standards are high, you have good attitude and you had been working hard
consistently. Consider the tools that you are using. It‘s time to update your materials
and further develop your skills. Read books.

Leader Qualities # 17: [SECURITY]

Competence never compensates for insecurity.

SECURITY:
 Freedom from danger or risk
 Freedom from care, anxiety or doubt
 Something that protects and shelters

Common traits of insecure leaders:

 They don‘t provide security to others;
 They take more from people than they give;
 They continually limit their best people;
 They continually limit the organization

Security can be improved by doing the following:

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Know yourself. Gather information about yourself from people you know. Let them
assess you as a person. Don‘t be defensive and reactive on their assessment. Reflect
and make some necessary improvements.

Give away the credit. Lift the morale of your team. Recognize their contributions. This
will improve the organization.

Get some help. Seek professional help if you cannot fight insecurities on your own. Be
honest with yourself.

Leader Qualities # 18: [SELF – DISCIPLINE]

The first person you lead is you.

Action points to follow:

 Develop and follow your priorities;
 Make a disciplined lifestyle your goal;
 Challenge your excuses;
 Remove rewards until the job is done;
 Stay focused on results

Self – Discipline can be improved by doing the following:

Sort out your priorities. Identify the areas in your life that are important to you.
Develop a plan where you can practice self – discipline so that you can improve those
areas.

List the reasons. Make a list why self – discipline is important and beneficial to you. Let
this be your reminder to achieving your priorities.

Get rid of excuses. Dismiss all excuses that arise in order for you to achieve your
goals. Always think of the benefits that you will harvest and the consequences you
might encounter when having a lot of excuses.

Leader Qualities # 19: [SERVANTHOOD]

To get ahead, put others first.

A true servant leader embodies the following:

 Puts others ahead of his own agenda;
 Possesses the confidence to serve;
 Initiates service to others;
 Is not position-conscious;
 Serves out of love

Servanthood can be improved by doing the following:

Perform small acts. Perform small acts of kindness to others. Show them that you
care. Others greatly appreciate small things beneficial to them.

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Learn to walk slowly through the crowd. Try to connect as much as many people in
the crowd. Approach them and say hello. Be updated on what keeps them busy.

Move into action. Learn how to serve. You can start with your family, your church and
then with your community.

Leader Qualities # 20: [TEACHABILITY]

To keep leading, keep learning.

Guidelines to help cultivate and maintain teachable attitude:

 Cure your destination disease;
 Overcome your success;
 Swear off shortcuts;
 Trade in your pride;
 Never pay the same price for the same mistake;

Teachability can be improved by doing the following:

Observe how you react to mistakes. Everybody commit mistakes. How do we react to
our own mistakes? Ask someone close to you on how you react when you commit
mistakes. Do we ask apology or are we defensive when we commit one? Accept your
mistakes and learn from it.

Try something new. Always open your world for challenges. Try things that need
mental, emotional and physical activities.

Learn in your area of strength. There is always room for improvement. New things are
being discovered every now and then. Read books, update yourself and get a harder
grip on your field.

Leader Qualities # 21: [VISION]

You can seize only what you can see.

VISION:
 The act or power of seeing
 A vivid imaginative conception

Things to be understood to handle vision:

 Vision starts within;
 Vision draws in your history;
 Vision meets other‘s needs;
 Vision helps you gather resources;

Vision can be improved by doing the following:

Measure yourself. Ask the opinions of people around you regarding your vision. If your
vision is coherent then you‘re living your life with your vision.

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Write it down. Writing clarifies thinking. Put your vision into writing and evaluate it
every now and then. If your vision will make you achieve your best, then do everything
possible to pursue it.

Do a gut check. Check your gut level by answering the following questions:
What makes you cry?
What makes you dream?
What gives you energy?

Your answer on the above questions has great impact on your gut level. Reflect and
deal with it.

TRANSFORMATIONAL LEADERSHIP

Adopted from:
Olga Epitropaki (O.Epitropaki@sheffield.ac.uk)
Institute of Work Psychology
University of Sheffield
Sheffield
S10 2TN
England

Transformational leadership is a form of leadership that occurs when leaders “broaden

and elevate the interests of their employees, when they generate awareness and
acceptance of the purposes and the mission of the group and when they stir their
employees to look beyond their own self-interest for the good of the group” (Bernard
Bass 1990).

Transformational leaders have a clear collective vision and most importantly they
manage to communicate it effectively to all employees. By acting as role models, they
inspire employees to put the good of the whole organization above self-interest. They
also stimulate employees to be more innovative, and they themselves take personal
risks and are not afraid to use unconventional (but ethical) methods in order to achieve
the collective vision.

This form of leadership goes beyond traditional forms of transactional leadership that
emphasized corrective action, mutual exchanges and rewards only when performance
expectations were met. Transactional leadership relied mainly on centralized control.
Managers controlled most activities, telling each person what, when and how to do each
task. Transformational leaders, on the other hand, trust their subordinates and leave
them space to breathe and grow. In that respect, transformational is a more
developmental and constructive form of leadership for both individual employees and
the organization as a whole.

Why is transformational leadership important for organizational functioning?

Numerous studies have shown that transformational leadership:

 Significantly increases organizational performance;

 Is positively linked with long term market share and customer satisfaction

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 Generates higher commitment to the organization from their employees;

 Increases employee trust in management and organizational citizenship
behaviors (extra-role work related behaviors such as conscientiousness,
unselfishness and sportsmanship that are unrestricted, not related to the formal
reward system of the organization);
 Enhances employee satisfaction with both their job and the leader;
 Reduces employee stress and increases well-being

How do transformational leaders behave?

Transformational leaders:
 Articulate a compelling vision of the future;
 Use stories and symbols to communicate their vision and message;
 Specify the importance of having a strong sense of purpose and a collective
mission;
 Talk optimistically and enthusiastically and express confidence that goals will be
achieved;
 Engender the trust and respect of their followers by doing the right thing rather
that doing things right;
 Instill pride in employees for being associated with them;
 Talk about their most important values and beliefs;
 Consider the moral and ethical consequences of decisions;
 Seek different perspectives when solving problems;
 Get employees to challenge old assumptions and to think about problems in new
ways;
 Spend time teaching and coaching;
 Consider each individual employee‘s different needs, abilities and aspirations;
 Are compassionate, appreciative and responsive to each employee and
recognize and celebrate each employee‘s achievements.

Four components of transformational leadership:

(Bass, 1985, 1998, Bass & Aviolo, 1993)

1. Charisma - If the leadership is transformational, its charisma or idealized

influence is envisioning, confident, and sets high standards to be followed.

2. Inspirational motivation - If the leadership is transformational, its inspirational

motivation provides followers with challenges and meaning for engaging in
shared goals and undertakings.

3. Intellectual stimulation - If the leadership is transformational, its intellectual

stimulation helps followers to question assumptions and to generate more
creative solutions to problems.

4. Individualized consideration - If the leadership is transformational, its

individualized consideration treats each follower as an individual and provides
coaching, mentoring and growth opportunities

If such transformational leadership is authentic, it is characterized by high moral and

ethical standards in each of the above dimensions.

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THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE

In Stephen Covey‘s Seven Habits of Highly Effective People, he wrote about ways in
which people can be productive. The seven habits of highly effective people are as
follows:

Habit # 1: [BE PROACTIVE]

Proactive means “the ability to choose the response.” We have the ability to choose
between right and wrong. But it must be taken into account that we must be responsible
enough for whatever consequences our actions may lead to. Use your creativity and
initiatives. You are the one in charge.

Habit # 2: [BEGIN WITH THE END IN MIND]

Where do we go from here? Know where you want to go. In making plans and
decisions, see to it that the time and efforts that will be spent and utilized conforms to
what we want to achieve. Use your ability to envision. This is where I want to go and
these are the things that must be done to lead me to that direction.

Habit # 3: [PUT FIRST THINGS FIRST]

Practice self-management. Know your priorities.

Habit # 4: [THINK WIN-WIN]

This concerns mutual benefit. Putting both parties on favorable situation.

Habit # 5: [SEEK FIRST TO UNDERSTAND… THEN TO BE UNDERSTOOD]

As the saying goes, “The best way to understand is to listen.” The practice of empathy
governs this habit. It is about putting ourselves on the shoes of the other person. Based
on the person‘s explanation, we ought to evaluate, probe, advise and interpret as a way
of responding to the person‘s feelings.

Habit # 6: [SYNERGIZE]
The whole is greater than the sum of its parts. More tasks will be done if we utilize all
the things that we have. Even though your contribution is that small, if everybody will do
their part, things will go on smoothly.

Habit # 7: [SHARPEN THE SAW]

What we had learned a couple of years back will become outdated. Many things evolve
and develop so fast, that there is a need to update ourselves through various food-for-
the brain resources.

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Module 6
LEADERSHIP
POST DISCUSSION ACTIVITY

ACTIVITY 12
PAPER HOUSE

DIRECTIONS:

1. The groups are instructed to sit around on the floor with their group mates.
2. Each group is given 5 pieces of bond paper.
3. All the other group members cannot talk, only the group leader can talk but all he/she can
say is ok and not ok.
4. The group should accomplish the paper house as illustrated on the board. It will be a race
who will finished first. But they will only be given a maximum of 2 minutes to finish the
activity.

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Module 7
DECISION-MAKING
INVOLVEMENT IN DECISIONS:

1. The Plop - Here the group makes a decision by not making a decision. “Not to
decide – is to decide” Someone makes a suggestion, but it drops like a stone into
a pond, and no one pays any attention to it at all. If the person who made the
suggestion really felt enthusiastic about it, the fact that it was totally ignored
could make that person withdraw or resist later suggestions.

2. The One-Person Decision - This is quickly made, but later when the decider
depends on free or voluntary support from others to implement it, he may find
himself carrying it out alone.

Topic Jumping: One person can also prevent a group reaching a decision by
introducing a new point just as the group is ready to decide something. If the
point is relevant it should be allowed, though it should have been brought in
earlier. If it is not relevant, it should be recognized as a distraction or any attempt
by one person to control the group, and should not be allowed to prevent the
group from making a decision.

3. The Handclasp - One person makes a suggestion. Another says, “What a

marvelous idea!” and without further discussion, the matter is decided. These
decisions are more frequent than one thinks, and other pass unnoticed at the
time but resentment comes to the surface later.

4. The Clique - This decision is made by a small group who plan beforehand to get
their way. Because they are better organized than those who disagree, they are
often successful on the immediate issue but they bring a spirit of rivalry rather
than cooperation into the group.

5. Minority - These decisions are as consciously organized as those of the clique,

but a few powerful personalities dominate the group, often unconsciously and
then later they wonder why the other is apathetic.

6. Majority Vote - In big groups this is often the most effective way to make a
decision. However, one may lose the interest or the loyalty of the minority who
voted against a decision especially if they feel their point of view was not heard.

7. Silent Consensus - Some groups aim at unanimous decisions. These are good,
if genuine, but they are rarely achieved completely on important issues.
Unanimous agreement is sometimes assumed, when some members have not
felt free to disagree and have kept silent.

8. Consensus - This is an agreement, often involving compromise or the

combination of various possibilities, after all opinions have been heard.
Disagreements and minority viewpoints are discussed fully. It takes time and
care to build a climate in which all feel free to express themselves, but this
method does built unity, cooperation and commitment. It does not mean listening
to people and then doing what we were going to do in the first place. It means

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adapting to accommodate the concern of all. It may take longer to make a

decision this way, but it will often be carried out more quickly and whole-
heartedly.

DIFFICULTIES IN DECISION - MAKING

1. Fear of Consequences - The possible outcome of an impending decision may

bring division and disagreement.

2. Conflicting Loyalties - When one person is a member of a number of groups,

this frequently leads to divided loyalties about decisions.

3. Interpersonal Conflict - Personal differences occur which provokes feelings of

affection or dislike among members and which interfere with sound decision
making. Often another member who is not involved in the interpersonal conflict
can bring the real problem into the open.

4. Hidden Agenda - One person may try to get the group to make a certain
decision, which he wants for reasons which he will not share with the group.

5. Blundering Methods - A group may be so bound by rigid procedures that there

is little chance for a free expression of differences. Or a group may allow itself to
substitute personal opinions for adequate information. Or group may approach
the decision making process without testing for consensus.

6. Inadequate Leadership - A leader may hinder good decision making if he

restricts the expression of opinion or discussion on issues too soon. Leaders also
may fail to provide assistance in selecting appropriate methods for decision
making or be insensitive to the factors causing difficulty in the group.

7. Clash of Interest - Sometimes different groups or individuals within an

organization do have opposing interest.

CONFLICT RESOLUTION AND STYLES AND PROBLEM SOLVING

CONFLICT – a sharp disagreement or clash of ideas, interest, etc.

1. “Win-Lose” Style - One party in a conflict situation seeks to meet individual

goals at all cost, without concern for the needs of his opponent or their
relationship.
2. “Yield-Lose” Style - One party view the relationship with the other party as the
most important consideration and not the attainment of one‘s goals. The party
using this style yields and loses his position.
3. “Lose-Leave” Style - One party has low concern for both the goals and the
relationship with the opponent. He loses by default through withdrawing from the
situation.
4. “Compromise” Style - One party has a moderate degree of concern for both the
goals and the relationship with the opponent. The party will try to reach a
―compromise‖, or what is known as the ―win some - lose some‖ effect.
5. “Integrative” Style - One party has a high concern for both the goal and the
relationship with the opponent. The conflict is resolved by working collaboratively
with all concerned parties so that everyone will end up a winner. This is also
known as “win – win” style.

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Module 7
DECISION-MAKING
POST DISCUSSION ACTIVITY

ACTIVITY 13
ROUND-THE-WORLD-TRIP

DIRECTIONS:
1. The participants count off from 1 to 5 or 6; those who have the same number form a
group.
2. Each group sits in a circle.
3. Each group is given the ―Problem Situation Sheet‖.
4. Each group is given 15 minutes to do the task.

PROBLEM SITUATION

You and your groupmates are friends who share one ticket in a contest. You have
won the grand prize- a round-the-world trip for one person with all expenses paid.
The prize cannot be encashed. Neither any of you can afford to pay the share of
others, so that only one of you can take the tour. Decide what to do with the prize.
You have fifteen (15) minutes to come-up with a decision or else the prize will be
forfeited.

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Module 7
DECISION-MAKING
POST DISCUSSION ACTIVITY

ACTIVITY 14
SURVIVAL SCENARIOS

DIRECTIONS:
1. The class was divided into two groups.
2. With the given scenarios, the class must make a decision to a course of action.
3. Each group was given 15 – 30 minutes preparation time.

SCENARIOS:

Nuclear Bomb Scenario:

A nuclear bomb has been dropped...a radiation-free shelter is available, but can only take 6
people; choose who will survive.

Sinking Ship in the Sea Scenario:

A ship is about to sink in the sea. To prevent the sinking of the ship it is required to reduce the
number of the passengers to six only. Who will be chosen to sacrifice their lives?

In the Desert:
It‘s about 10 in the morning of August and your small airplane crashed in Sahara desert Africa.
The pilot and the co-pilot are dead. One of the passengers is injured. Just before they crashed the
pilot told the passenger that they were 120km away from the nearest small mining camp. From
experience you know that daytime temperature can reach 43 centigrade and nighttime
temperature reach freezing. All the passengers are dressed in light clothes. The area is flat and
arid as far as the eye can see.

The following list of item came out of the crash in good order and condition.

Flashlight with 4 batteries [x]

Jackknife
Detailed pilots chart
Large plastic poncho [x]
Compass
Instrument to measure blood pressure
Loaded pistol
1 red and white parachute [x]
Bottle of water per person [x]
Book of edible desert animal
Pair of shades per person [x]
2 bottle of vodka
1 overcoat per person [x]
1 pocket mirror [x]

The group will decide the seven most important items to ensure survival and rescue.

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In each group one member was secretly assigned to act one of the involvements in decision
making.

The item with the X are the seven most important.

Air Crash

A small aircraft crashes in the shark infested waters of the Pacific Ocean. There is damage to the
aircraft on impact with the water which causes the electronic systems within to be damaged. The
resulting radio failure means that no may-day message can be sent.

Of the sixteen passengers on the plane there are nine survivors. The location of the crash is
approximately one and a half days from the nearest land. The life raft on one side of the airplane
can be used, however there is only room for four persons in it.

The group must reach a decision as to which four persons can enter the life raft. You have
approximately 30 minutes to reach this decision before the aircraft sinks.

The following are the details of the nine survivors:

1. Dodong Macaspac. Dodong was the pilot of the crash and it was his expertise which
landed the aircraft in one piece, enabling it to float. Dodong received his pilot training
and nickname when he was in the Airforce. He is keen golfer and collects theatre
memorabilia. Recently, there has been some concern amongst his colleagues that he is
showing signs of drinking problem. He is one of a team of volunteer pilots who carry out
mercy missions which drop food and medical aid in places of crises.

2. Manny Calaycayan. Manny was returning from a medical conference where he gave a
paper on ―Re-building Facial Accidents‖. He is a recent divorcee with four grown up
children. At 57, he owns a plastic surgery clinic in Quezon City from which he has made
a considerable fortune. Manny has established a charitable program which helps children
with facial injuries. His hobbies include collecting vintage cars, deep sea fishing.

The Singson Family – Homer, Marge and Bart

3. Homer Singson is a 40 year old church minister. He has been a missionary in Iraq for the
past 15 years. He is keen to take up the challenge of a new post in East Timor, nut has not
discussed the move with his wife, Marge, as he is aware that she is anxious to return to
Manila and start a career. He is also torn by the wish to spend more time with his two
older children. Homer‘s hobbies are bridge and fishing.

4. Marge Singson, (35) did a lot of voluntary work while in Iraq. She established a youth
club which developed skills such as orienteering and home crafts in young people. For
many years Marge has wanted to start a career; she has the manuscript of a first book
which she intends to take a publisher. Her book explores issues relating to helping
indigenous people and their way of life survive the 21st century. She has three children.

5. Bart Singson. Bart Singson, an epileptic, was traveling from Iraq to Manila with his
parents at the time of the accident. He is very intelligent 13 year old boy shows great
talent at music and languages. He has two siblings, a twelve year old sister and a 10 year
old sister. Bart did not want to take time out of school for this trip but his father felt that it
was important that he visit his siblings.

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6. Jiggy Estrada. Jiggy is a 45 year old married man with two children. Jiggy resigned
from his job because of a scandal involving insider dealing. Jiggy is a self-made man,
having made his fortune in sports clothing. He is an Olympic medalist in track events and
used his worldwide reputation as a sportsman in marketing his goods. His hobbies
include sailing, squash and growing orchids.

7. Polo Pascual. Polo is a 29 year old nurse and a member of Greenpeace. He abandoned
plans to marry three years ago and took up a post as Nursing Officer at an Asia Pacific
research station where he carried out work on hypothermia. He got on very well with the
rest of the team at the research station and would like to renew his contract and return
there. Polo is a very gifted musician, he plays the violin and enjoys swimming and
badminton.

8. Professor Nivea. Professor Nivea has been Professor of Microbiology at the University
of the Philippines for the past 10 years. He has developed an antibody to the HIV virus
that has proved successful in combating illness in experimental animals. He is 60 years
old and a bachelor. He was physically disabled when he was 30 in a riding accident and
has since then been confined to a wheelchair. His hobbies include water color painting.

9. Angel Toxin. Angel is a Director in the energy industry. She is a 50 year old married
woman with no children. Angel spent 12 years in the army and retired at the age of 30 at
the rank of Captain. Her hobbies include swimming and collecting object d‘art. She has
been involved in negotiations where the National Museum acquired a number of valuable
pieces of British art from Japan and the United States. Currently she is the Chair of a
working group which is considering how art may be used to improve inner-city
environment. Angel has recently been diagnosed as HIV positive.

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Module 8
HUMAN AND NATIONAL SECURITY
HUMAN SECURITY AND NATIONAL SECURITY
Since time immemorial, man has an awareness and knowledge about security. In
ancient era, man has devised means to protect himself from ferocious animals and
harsh conditions. As the society advanced, they learned to create tools and weapons to
safeguard their lives and their properties. In our country, heroes were born because
they strive to save our people from conquerors. Currently, every country has its own
way of defending and maintaining its human and national security.

In the 1994 United Nations Development Programme (UNDP)

Report, human security was referred to as having two aspects:

“…first safety from such chronic threats as hunger, disease and repression…second, it means
protection from sudden and hurtful disruptions in the patterns of daily life – whether in homes, in
jobs, or in communities. Such threats can exist at all levels of national income and
development.”

This was supplemented by an explanation from the former UN Secretary-General Kofi

Annan which states that:

“Human security, in its broadest sense, embraces far more than the absence of violent conflict.
It encompasses human rights, good governance, access to education and health care and
ensuring that each individual has opportunities and choices to fulfill his or her potential… Every
step in this direction is also a step towards reducing poverty, achieving economic growth and
preventing conflict. Freedom from want, freedom from fear, and the freedom of future
generations to inherit a healthy natural environment – these are the interrelated building blocks
of human – and therefore national – security.”

Thus, according to the United Nations (UN) Commission, Human Security:

• seeks to ―protect the vital core of all human lives in ways that enhance
human freedoms and human fulfillment‖

• requires ―protecting people from critical and pervasive threats‖ and

"empowering them to take charge of their own lives"

• “protection and empowerment are mutually reinforcing and cannot succeed

in isolation”

• Commission puts emphasis on the “need for comprehensive, integrated and

people-centered solutions that together can help people develop the building
blocks of survival, livelihood and dignity”

NATIONAL SECURITY
The state or condition wherein the values which a nation treasures such as territorial
integrity, sovereignty, people‘s way of life and well-being are protected and enhanced. It
is the requirement to maintain the survival of the nation-state through the use of

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economic military and political power and the exercise of diplomacy. The measures
taken to ensure national security include:

• Using diplomacy to rally allies and isolate threats;

• Maintaining effective armed forces;
• Implementing civil defense and emergency preparedness measures
(including anti-terrorism legislation);
• Ensuring the resilience and security of critical infrastructure; and
• Using intelligence services to detect and defeat or avoid threats and
espionage, and to protect classified information.

In the Philippine context as indicated by the NSC Permanent Secretariat, National

Security is described as a condition or state of being where the Filipino people‘s values,
way of life, institutions, welfare, and well-being, sovereignty and strategic relations are
protected and enhanced. The elements of National Security are the following:

• Moral-spiritual consensus
• Cultural cohesiveness
• Economic solidarity
• Socio-political stability
• Ecological balance
• Territorial integrity
• International harmony

NATIONAL SECURITY AND THE NSTP PROGRAM

The 1987 Philippine Constitution enshrined in its Declaration of Principles that the
Filipinos are duty-bound to protect the country and, as such, they may be subjected to
undergo service training programs (Art. II, Sec. 14, The Philippine Constitution).

The Government may call upon the people to defend the state, and in fulfillment thereof,
all citizens may be required, under conditions provided by law, to render personal,
military or civil service.

The NSTP is a program aimed at enhancing civic consciousness and defense

preparedness in the youth by developing the ethics of service and patriotism while
undergoing training in any of its three (3) program components, specifically designed to
enhance the youth's active contribution to the general welfare.

MANPOWER RESERVOIR FOR NATIONAL SECURITY

1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps
(NSRC) which could be tapped by the State for literacy and civic welfare
activities such assisting in disaster preparedness, mitigation, response and
rehabilitation programs.

2. Graduates of the ROTC component shall form part of the AFP Citizen Armed
Forces and AFP Reserve Force, subject to DND requirements.

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THREATS TO NATIONAL SECURITY

A. Man Made Threats
a. Terrorism
b. Explosion/Bomb Threats

c. Campus Violence/Frat and Gang War

d. Kidnapping/Hostage Taking
e. Drug Addiction
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage
i. Fire
j. Technological Threats such as gambling through number games, internet
hold ups and cybercrimes (computer hacking, computer pilferage, ATM
stealing and cyber prostitution)

B. Natural Threats
a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunami

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Module 9
DISASTER AWARENESS, PREPAREDNESS AND
MANAGEMENT
DISASTER AWARENESS, PREPAREDNESS AND MANAGEMENT

The Philippines is located in the circumpacific belt of fire and typhoon. This being so,
the country has always been subjected to natural disaster and calamities anytime of the
year. In whatever part of the country, we have been experiencing yearly natural
calamities – floods, typhoons, tornadoes, earthquakes, drought, tsunamis and volcanic
eruptions which have brought incessant miseries to our people, loss of lives and
properties.

In the mid-seventies and eighties, strong typhoons and torrential rains brought
devastation to Manila and large areas of central Luzon. The 1990 killer earthquake that
hit several Luzon provinces as well as Metro Manila and the effects of the 1991 Mt.
Pinatubo eruption had put the National Disaster Coordinating Council (NDCC) in the
forefront.

To enhance the people‘s preparedness and ensure precision and spontaneity in

responding to emergencies or catastrophes, the NDCC, together with the concerned
agencies conduct regular mobilization exercises and drills at all levels with the
participation of the private agencies concerned and the non-government organization.

DEFINITION OF TERMS

Here are the terminologies often used in disaster response and rescue operations:

a. CALAMITY – refers to a situation that is associated with catastrophic events

where a number of persons are plunged with hardship and suffering that are
caused by problems like shortage of food, clothing, medical care and other
basic necessities.
b. DISASTERS – are progressive or sudden events brought about by natural or
human-induced hazards that cause losses and sufferings the consequence of
which results to people and communities undertaking extra-ordinary
measures to cope with their impacts.
c. DISASTER CONTROL – refers to the act of limiting the effect of disaster through
the introduction of measures designed to prepare the inhabitants before,
during and after a disaster.
d. DISASTER MANAGEMENT – the efficient and effective utilization of resources
and the application of measure that will mitigate the impact of unfortunate
events and facilitate return to normalcy and redevelopment.
e. FLOOD – a state or condition when water overflows from natural waterways
caused by heavy rainfall resulting in the water accumulation in low lying
areas.
f. HAZARDS – are natural or man-induced phenomena or activities, the presence
of which poses a threat to people‘s lives, limbs, properties and socio-
economic conditions.
g. NATIONAL DISASTER COORDINATING COUNCIL – the highest government
body responsible in advising the President of the country on the status of

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disaster preparedness program and disaster relief and rehabilitation effort at

the national level.
h. POLLUTION – refers to any discharge of liquid, solid substance or gases into
land, soil, waters, atmosphere, air or space which will create or render such
environmental elements and atmospheric air harmful or detrimental or
injurious to human beings, animals, plants and the nature‘s environment and
ecological balance.
i. RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with
the radioactive materials that cling to them and are drawn up into mushroom
clouds resulting from detonation of a nuclear weapon or devise and which are
carried by the wind and sent back to earth.
j. REHABILITATION – refers to the restoration of a person‘s economic
dependency to a stable living either physically, economically, socially or
emotionally.
k. RELIEF – refers to anything that is done to alleviate the condition of those who
are suffering from the effects of a calamity/disaster and who at that particular
time are completely helpless.
l. RISKS – refers to the degree or chance and frequency that such hazards will
affect or impact people and communities.
m. SPACE DEBRIS – these are remains of artificial satellites and other components
as well as their means of carriage aloft which fall back to earth.
n. STATE OF CALAMITY – it is a condition that is declared by the President of the
country in the event of a widespread destruction to property and lives due to
destructive forces of nature and emergencies.
o. VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic
materials such as molten lava, rock fragments, ashes, lahar flow, steam and
other gases through the fissure brought about by tremendous pressure which
forces open the rock formation or steam reservoirs beneath the Earth‘s crust.
p. VULNERABILITY – the level of susceptibility or resiliency of the people and
communities against the impact of the prevailing hazards based on the state
of physical, social, and economic conditions in a given area.

THE DISASTER EQUATION AND THE DISASTER MANAGEMENT CYCLE

Disaster is characterized by several elements namely hazards, risk, people or

community and vulnerability. Hazards (H) or the physical impact of the disturbance,
either man-made or natural, is heightened by the amount of risk (R) to the people and
the community. Moreover, the degree of the vulnerability (V) of all the involved further
fuels the magnitude of a disaster. This is presented in the Disaster Equation as shown
below:

H x R + V = DISASTERS
The concept of disaster risk management accepts that some hazard events may occur
but tries to lessen the impact by improving the community‘s ability to absorb the impact
with minimum damage or destruction. The Disaster Management Cycle is a traditional
approach to disaster management wherein disaster measure is regarded as a number
of phased sequences of action or a continuum. It aims to reduce the vulnerabilities in
the community. In addition, when sustained over long term, it reduces unacceptable risk

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to acceptable levels and makes a community become disaster resistant or resilient. This
is represented as a cycle. This is illustrated below:

The comprehensive risk management process has the potential to break the cycle of
damage and reconstruction when a community is subjected to repeated natural
hazards. It refers to a range of policies, legislative mandates, professional practices,
social, structural and non-structural adjustments and risk transfer mechanisms to
prevent, reduce or minimize the effects of hazards on a community. To be effective, a
strategy must be in place and ready for immediate implementation when necessary.
This can only be done through advance preparation and planning. The following are risk
management measures:

• Engineering measures (keep hazard away from people)

• Land use planning and management measures (keep people away from
hazard)
• Control and protection works (modifying the hazard)
• Early warning (predicting hazard)
• Preparedness planning (prepare in anticipation of a hazard event)
• Reconstruction planning after a disaster with the aim of reducing the
vulnerability
• Mainstreaming risk management in development practice and
institutionalization

NATIONAL DISASTER COORDINATING COUNCIL AND ITS OPERATING POLICIES

Since the DND and the AFP possess the capability to react to natural calamities with
the DND‘s unique nature of organization and network of troops and asset disposition, an
inter-agency plan headed by the DND was organized specifically to put into realization
an action oriented Civil Defense Plan with the creation of the National Disaster
Coordinating Council.

In the year 1989, the NDCC, by virtue of Memorandum Order Number 4 has issued
some functional policies and procedures intended to assist the victims of calamities and
alleviate their plight.

Upon the declaration of a state calamity by the President, priority assistance is instantly
extended to victims in terms of relief operations, medical assistance, immediate repair
of vital infrastructures which were damaged by natural disasters and resettlement of
calamity victims. Calamity funds are released directly to the implementing departments

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and agencies. Funds released to the Department of Social Welfare and Development
are used for emergency relief and rehabilitation assistance to affected areas and
disaster victims. Funds released to the Department of Health are used in the
procurement of needed medicines and for medical assistance to disaster victims.

The NDCC is composed of the following:

•Department of National Defense (lead agency)

•Department of Public Works and Highways
•Department of Transportation and Communication
•Department of Social Welfare and Development
•Department of Education
•Department of Finance
•Department of Labor and Employment
•Department of Justice
•Department of Trade and Industries
•Department of Interior and Local Government
•Department of Public Information
•Department of Budget and Management
•Chief of Staff, AFP
•Secretary General, Philippine National Red Cross
•Civil Defense Office

KEY PLAYERS IN DISASTER MANAGEMENT

Disaster risk management includes administrative decisions and operational activities
that involve:

• Prevention
• Mitigation
• Preparedness
• Response
• Recovery
• Rehabilitation

It involves all levels of government – decision makers and local government. Non-
government and community-based organizations plays a vital role in the process.
Meanwhile, communities themselves are the first responders.

ROLE OF GOVERNMENT AGENCIES

During disaster operations, all other disaster coordinating councils make available their
facilities and expertise relative to the effective implementation of the council mission.
Likewise, the office of the Civil Defense prepares the national/regional disaster and
calamity preparedness plan in accordance with the approved disaster and calamity
guidelines. The members and tasks of the NDCC are as follows:

1. Chairman – convenes the Council as often as necessary and calls on all other
departments/bureaus/agencies, other instrumentalities of the government and
the private sector for assistance when the need arises.
2. Administrator, Office of Civil Defense – coordinates the activities, functions of the
various agencies and instrumentalities of the government, private institutions and
civic organizations to implement the policies and programs of the NDCC;

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disseminates materials relative to disaster prevention, control and mitigation;

advises the Chairman on matters concerning disaster management.

3. Secretary of Interior and Local Government – oversees the organization of

DCCs, the establishment of Disaster Operations Centers of all local
governments, and the training of DCC members in coordination with OCD,
DSWD, PNRC, and other appropriate agencies.
4. Secretary of Social Welfare and Development – extends relief assistance and
social services to the victims as necessary.
5. Secretary of Health – provides health services during emergencies as necessary,
and organizes reaction teams in hospitals, clinics and sanitary and other health
institutions.
6. Director-General, NEDA – responsible for the determination and analysis of the
effects of disasters and calamities on the socio-economic plans and programs of
the country, and development of damage assessment scheme.
7. Secretary of Labor and Employment – provides emergency employment
opportunities to disaster victims, implements the industrial civil defense programs
and measures, and organizes and trains Disaster Control Groups in all factories
and industrial complexes.
8. Secretary of Education – provides assistance in the public education and
campaign regarding disaster preparedness, prevention and mitigation, makes
available school buildings as evacuation centers, and organizes and trains
disaster control groups and reaction teams in all schools and institutions of
learning.
9. Secretary of Trade and Industry – maintains normal level of prices of
commodities during emergencies, and organizes Disaster Control Groups and
Reaction Teams in large buildings used for commercial and recreational
purposes, maintains normal level of prices of commodities during emergencies.
10. Secretary of Agriculture – undertakes surveys in disaster areas to determine the
extent of damage of agricultural crops, livestock and fisheries and renders
technical assistance to disaster victims whose crops or livestock have been
destroyed.
11. Secretary of Budget and Management – releases funds required by the
departments for disaster operations.
12. Secretary of Environment and Natural Resources – responsible for reforestation
and control of areas which tend to cause flooding, landslides, mudflow and
ground subsidence, provide seeds, seedlings and saplings and technical
assistance regarding mines, forests and lands, formulates rules and regulations
for the control of water and land pollution.
13. Secretary of Finance – issues rules and regulations with the relevant agencies
concerned for the funding by local government of the requirements for
organizing, equipping, and training of their disaster coordinating councils and
reaction teams.
14. Secretary of Public Works and Highways – restores destroyed public structures
such as flood control, waterworks, roads, bridges, and other vertical and
horizontal facilities/structures and provides heavy and light equipment for relief,
rescue and recovery operations.
15. Secretary of Tourism – organizes and trains disaster control groups and reaction
teams in hotels, pension houses, restaurants and other tourist-oriented facilities.
16. Secretary of Transportation and Communications – restores destroyed
communication and transportation facilities such as railroads and vertical
structures, and organizes emergency transport services from the national down

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to the barangay level; and restores destroyed communication and transportation

facilities such as railroads and vertical structures.
17. Director, Philippine Information Agency – provides public information service
through dissemination of disaster mitigation measures.

18. Secretary-General, Philippine National Red Cross – conducts disaster leadership

training courses, assists in the training of DCCs at all levels; and assists in
providing emergency relief assistance to disaster victims.
19. Chief of Staff, Armed Forces of the Philippines – responsible for the provision of
security in disaster area and provision of assistance in the reconstruction of
roads, bridges and other structures and transportation facilities for rapid
movement of relief supplies and personnel and for the evacuation of disaster
victims.

YOUTH’S CONTRIBUTION IN DISASTER MANAGEMENT

All able-bodied young citizen of the land should get themselves involved in civic actions
in the community where she/he lives and should be ready to render assistance
anywhere and anytime their service are needed. More than anything else, it is
everybody‘s moral obligation to assist her/his countrymen in distress.

In times of natural calamities or manmade disorders, the youth should be willing and
ready to render direct assistance to calamity victims in any of the following areas:

a. Sorting, loading and distribution of relief goods

b. Administering first aid treatment on victims
c. Comforting and assisting in their rehabilitation
d. Disseminating information to concerned individual
e. Surveying of affected families and areas
f. Monitoring and liaison work

Civic action activities like environmental and ecological protection, river and watershed
control projects and tree planting/forest fire control

Likewise, the concerned youth development agencies should establish coordination and
linkages to be set up before, during and after every disaster. By using the NDCC
operational model, the leadership in the youth development agencies, in order to
succeed in their chosen endeavor should:

a. Plan the chosen activities ahead before any calamity strikes. Join or
participate in training exercise on disaster and relief operations.
b. See to it that the resources that are available could meet the needs of
chosen activities.
c. Coordinate all activities properly with the City, Provincial and Municipal
Disaster Coordinator Councils.
d. Organize the groups. Assign the members‘ responsibilities which they feel
they can properly handle. Confidence in what is one is doing is the key
to success.
e. Work as a team. Coordinate efforts with other organizations (NGO, PO,
LGU or religious organizations)

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BARANGAY AS NUCLEUS OF COMMUNITY GOVERNANCE AND DISASTER

PREPAREDNESS

The Philippines has a unique local governance system of Barangay. It has a primary
function of planning and implementing government policies, plans, programs, projects
and activities in the community. Local people are the source of knowledge about their
community so that solutions can address what is really needed and wanted.

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Module 10
SUBSTANCE ABUSE EDUCATION
WHAT IS A DRUG?
A drug is any substance that brings physical, psychological, emotional and behavioral
changes when used.

WHAT IS DRUG ABUSE?

Drug abuse is the continuous misuse of any substance, licit, illicit which results to
changes in an individual‘s physical, mental or behavioral condition.

WHY DO PEOPLE TURN TO DRUGS?

a. Peer pressure
b. Curiosity
c. Adventure
d. Feel good
e. Escape from reality
f. Easy access to drugs

HISTORY AND COMMONLY ABUSED DRUGS IN THE PHILIPPINES

A. PRE-MARTIAL LAW ERA

a. Hallucinogens – drugs which affects sensation, thinking and
emotion
b. Example: Marijuana, Hashish, LSD
c. Sedatives – drugs which reduces anxiety and excitement Example:
Barbituates, Tranquilizers, Alcohol
d. Narcotics – drugs that relieve pain and induce sleep Example:
Opium and derivatives like Heroin, Morphine, Codeine

B. MARTIAL LAW ERA

a. Cough Syrups – with narcotic and non-narcotic cough suppressants

b. Example: Corex, Endotussin, Robitussin AC, etc.

c. Inhalants – chemicals used by manufacturing industries Example:
Rugby, Glue, Thinner

C. AFTER EDSA REVOLUTION

a. Stimulants – drugs which increases alertness Example:
Amphetamine, Derivatives, Cocaine

HOW CAN YOU TELL IF A PERSON IS ON DRUGS?

Changes in…
1. Appearance
2. Mood
3. Behavior
4. Interest

ILL EFFECTS OF DRUGS

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These are several effects of drugs:

A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS
a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c. Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide

B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS

a. Systemic
1. Cardiac (HEART) Pathology – irregularity of heart beat, elevated
or lowered blood pressure, chest pain, convulsions or death from
cardiac arrest
2. Pulmonary (LUNG) Illnesses
3. Hepatic (LIVER) Problems
4. Renal (KIDNEY) Diseases

b. General Health
1. Malnutrition or weight loss
2. Infections
3. Accidents
4. Blood Transmitted Disease

C. BEHAVIORAL EFFECTS
Substance seeking behavior can lead to various criminal and anti-social acts.

COMMON SIGNS OF DRUG ABUSE

The profile of a drug dependent or a substance abuser is as follows:

• Changes in attendance in school or work

• Changes in the normal capabilities in school/work
• Abrupt changes in overall attitude
• Generally lazy, irritable, discourteous, aggressive Usually untrustworthy
and lacks self-confidence Manipulative
• Have a distorted view of reality
• Low frustration tolerance
• Con-game player
• Lacks interest in his studies/work (withdrawal from responsibilities)
• Blames everybody but himself (blame tosser)
• No respect for the rights of others
• Prefers to stay with peers (barkada)
• May frequently go to odd places (to take drugs)
• Poor physical appearance (unconcerned with grooming and hygiene)
• Wearing of sunglasses at inappropriate times
• Unusual effort to cover arms to hide needle marks (long-sleeved
garments)
• Stealing items which can be readily sold
• Unusual borrowing of money from relatives and friends Association with
known drug abusers

CLASSIFICATION OF DRUG ABUSERS

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Substance abusers can be classified according to the frequency of their substance use.

1. Experimenters – people who abuse the drug(s) for experimental basis.

2. Occasional Users – abuse the drug occasionally/whenever there are
special occasions. They abuse the drug once every two (2) weeks to
two (2) times a week.
3. Regular Users – abuse the drug on a regular basis approximately three
(3) to four (4) times a week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday
(almost everyday) or about five (5) to seven (7) times a week.
5. Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug
abusers who manifest signs and symptom of psychotic disorders
caused by the effects of drugs (hallucinations, disorientation,
delusions, etc.)

SUBSTANCE DEPENDENCY AND KEEPING DRUG-FREE

WHAT ARE THE CRITERIA FOR DRUG DEPENDENCY?

1. Withdrawal symptoms
2. Need to take drugs to overcome withdrawal symptoms Compulsion
3. Tolerance
4. Relapse
5. Reduced social/occupational act

HOW CAN YOU STAY AWAY FROM DRUGS?

1. Devote yourself to your studies and other productive activities at home or in
school
2. Stay away from people, places and events that promote drug use
3. Learn to manage feelings and cope with stress without using drugs
4. Develop a strong moral and spiritual foundation
5. Educate yourself about the effects of drug abuse
6. Always say NO

WHAT ARE THE COUNTER-MEASURES FOR SUBSTANCE ABUSE?

CLASSIFICATION MANAGEMENT

Abstainer Preventive Education

Experimenters

Occasional Users Counseling

Regular Users

Drug Dependent Drug Rehabilitation

Mentally Ill Chemical Abuser

(Substance Induced Psychosis) Psychiatric Treatment

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THE COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002

These are some of the important provisions in the Republic Act 9165
also known as the Comprehensive Dangerous Drugs Act of 2002.

SEC 5 – sale, administration, dispensation,

delivery, distribution and transportation of
dangerous Drugs
SEC 6– maintenance of den, dive or resort
SEC 11 – possession of dangerous drugs
SEC 15 – use of dangerous drugs
SEC 19 – unlawful prescription of dangerous drugs
SEC 36 – authorized drug testing
SEC 54 – voluntary submission of a drug
dependent to confinement, rehabilitation
SEC 60 – confidentiality of records under the
voluntary Submission
SEC 61 – compulsory confinement of a drug
dependent who refuses to apply under
the voluntary Submission

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Module 14
UNDERSTANDING THE COMMUNITY
What is a community?

It is a geographical area where a group of people live a common like linked together by
factors such as religious beliefs, sexual orientation, occupation, or ethnic, and a shared
sense of identity and belonging.

The fact that the people live close to one another does not necessarily mean that they
have much to do with each other. There may be little interaction between neighbors. It is
the nature of relationships between people and the social networks of which they are a
part that is often seen as one of the more significant aspects of the community.

The nature of the networks within a particular place or grouping is of fundamental

importance when making judgments about communities and the extent to which people
can flourish within them.

People in a community are social beings. Connection and interaction both widen and
deepen what they can achieve and make possible improved individual character and
knit the social fabric.

What is community development?

It refers to the improvement, growth, and change of the geographic area and its people
from backwardness to modern ways, from crudeness to refinement, from ignorance to
learning, from faultiness to virtuosity.

Who are involved in community development?

Community development is a partnership among the community development workers,

the students, the professionals, people of the community, and other agencies in uplifting
the standards of life of the community. The people of the community must be willing to
give their share in the work.

What is the aim of community development?

It is to help the people acquire a coherent meaning of life; it leads the people towards
achieving sustainability and self-discrimination.

What does community development concern itself with?

Community development is about getting things done like building a children’s play
area, caring for people with disability, people working together to support each other,
involving and giving power and responsibility to disadvantage people, growing in
confidence and competence through active participation.

What is community work?

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It is a form of “intervention” that enables local people to reap maximum benefit from
community based action and community development.
It is an action-based set of values, methods, skills, and techniques.

What is meant by the functional purposes of local action and community

development?

An active and mutually supportive community can organize and deliver services, jobs,
environmental improvements, etc., that may not be seen as viable within public and
private sectors

Examples include cooperatively managed consumer stores gasoline stations, daycare

centers, farm inputs store, drugstores, clinics, barangay action center, community health
centers, community recreation center.

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Module 15
COMMUNITY EXTENSION AND DEVELOPMENT
Community Organizing:
Is a continuous and sustained education and action process. It is an educative process
because it raises people’s critical consciousness of their conditioning and roots of their
problems. It is an action process because it provides people with the opportunity to
collectively act or their short and long term needs through mobilizing their resources and
capabilities.

Objectives of community organizing:

2. To make people aware of social realities toward the development of local
initiative, optimal use of human, technical and material resources, and
strengthening of peoples capacities
3. To inform structures that uphold the people’s basic interest to serve the
people.
4. To initiate responsible actions intended to address the holistically, the various
community health and social problems.

Principles of community organizing:

a. Trust in people
b. Major Interest
c. Belief in Justice and Democracy
d. Consensus and Conflict on Social Change

Participatory Research
An investigate on problems and issues concerning the life and environment of the
unprivileged, whose representatives participate in the research process as equal
partners that is researchers themselves rather than outsiders doing research upon the
or upon their problem.

The central element of participatory research is participation. Here, participation is not

the passive involvement of a person or group taking part in certain actions initiated,
designed, or controlled by others. Rather it is an active process whereby the expected
beneficiaries of research are the main actors in the entire research process, with the
researcher playing a facilitators role. The research is based on a system of discussion,
investigation and analysis in which the researched are as much part of the process as
the researcher.

In operational terms, the expected beneficiaries of research (for the community

members) are involved in the formulation of research design, collection of data,
interpretation of data gathered up to the planning, implementation and evaluation of
programs that will result from people’s awareness of their own condition.

The participatory research enables the community to experience a collective

consciousness as it pulls together in responding to the needs and problems and work
out solutions. Thus, the community not only gains from the results of the research, but
from the process itself.

Community diagnosis

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A major organized task designed to awake/raise consciousness among the poor

regarding their community situation and dignity as man. Given such consciousness,
they will thus be moved towards strategic planning action.
Integration
A basic continuing by which the organizer becomes one with the poor by immersing
himself/herself in the community.

Purposes of Integration:

For the organizer to:

1. Get to know the culture, economy, leaders, history, rhythms and lifestyle of
thye community.
2. Come to respect the people and see liberating aspects of their culture that
give them the strength to struggle.
3. See how the social analysis one may have made of the national situation is
manifested in the peoples live.
4. See how the intuit god’s activity among the poor, since the poor are the
privileged site of God’s work today.
5. To be accepted as a member of the community.
6. Change his/her values and own life style i.e., become more understanding
and tolerant of the poor, more dedicated and realistic, more humble.

How interpretation is done?

To integrate well the organizer should?
1. At the beginning of the CO-PAR process, live with the poor in the community
for atleast 3 months.
2. Visit as many people as possible in the community
3. Listen and/or take part in small talk and informal group discussions.
4. Share the people’s housing, food, entertainment and meetings.

Preliminary Social Investigation (PSI)

The process of looking systemically for issues around which to organize the people by
gathering their true sentiments, attitudes and knowledge concerning their situation.

Purposes:

For the organizer to:

1. Become informed about the community she/he working in:
2. Identify potential issues which might galvanize people to action.

Basis for selection of potential Issues

The issues around which the people can be organized must:
1. Affect a large number of people;
2. Be strongly felt by the people to be both urgent and important
3. Preferably be “winnable” that is the people should be able to get what they
want soon.
COMMUNITY ORGANIZING PROCESS
PRE-ENTRY PHASE
 Conduct preliminary social investigation

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 Gather secondary data

 Ocular survey
 Interview barangay officials/leaders/ and key informants
 Identify project sites:
 Depressed or unserved area
 Poor population
 150 or 250 households
 peace and order
 consider the socio-economic, demographic and geographical data, health
and environmental concerns.
 Coordinate with the local Government unit for assistance/courtesy call to
community leaders and inform them about the program.
 Conduct community assembly
 Conduct baseline survey by students
 Develop IEC materials for information
 Conduct planning/strategizing for the entry phase.

ENTRY PHASE
 Integrate with the community residents
 Conduct deepening social investigation
 Disseminate information about the program to community residents.
 Conduct a self-awareness training for members.
 Formulate criteria for selection of core group members.
 List of potential core group members and leaders.
 Allow the residents to reflect by asking them a question “kung dili ta mulihok
kinsa mulihok para sa ato?
 Form core group (define roles and functions of the core group)
 Conduct team building or informal education for core group members and
leadership trining.
 Present baseline survey results to the community.

COMMUNITY STUDY/DIAGNOSIS PHASE:

 Actual survey by the local research team.
 Consolidate community diagnosis.
 Community health plan.
 Organize working committees
 Link with LGUs or technical/financial assistance.
 Call for a community assembly to present the result of the survey.

COMMUNITY ORGANIZATION AND CAPABILITY BUILDING PHASE

 Call for a community meeting
 Formulate criteria for community organization officers/select officers
 Organize and train second liners.

COMMUNITY ACTION PHASE

 Implement plan activities
 Conduct monitoring and evaluation
 Networking and linkaging

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ACTIVITIES DURING THE SUSTENANCE AND STRENGTHENING PHASE

 Develop financial management systems
 Assess-replan community programs
 Institutionalize linkages/networks/referral points
 Needs based training and education for leaders/officers/ residents.
 Formulate by-laws
 Apply for SEC registration
 LGU accreditation.

PHASES OF THE COMMUNITY ORGANIZING PROCESS

Pre-Entry Phase

Entry Phase

Community Study/Diagnosis Phase

Community Action Phase

Sustenance and Strengthening Phase

Community Management Program

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LICEO CENTER FOR COMMUNITY DEVELOPMENT

Brief History

In the year 1995 the Liceo de Cagayan University created an office who is
centered with community development and projects which is anchored with the different
services that the university offered. This is the Liceo Center for Community
Development.

Through the years Liceo Center for Community Development had contributed a
lot not just to the community but to the student’s total human transformation. The Liceo
Center for Community Development has been developed to centralize the efforts of the
institution through an institutional approach for community development. In this line, the
Liceo administration, faculty, students, and staff participate in the programs and projects
that have been established and developed by the university beyond the campus in order
to enhance experiential learning, community involvement, social consciousness, and
generate a feeling that responds to the concerns of others.

The extension programs and projects are under with the university’s Office of the
Vice President for Research, Publication, and Extension. With the support of the
university’s Rodlofo N. Pelaez Foundation, Inc. and Safer River Life Saver Foundation,
the Extension Service office can be linked with community activities locally and globally.
Liceo de Cagayan University, true to its vision, mission and goals, firmly believes in the
development of the community through the capabilities of the faculty, students, staff,
and alumni to reach out the underserved communities by providing them with effective
continuing education, livelihood skills, and training opportunities as ways of enhancing
the level of the people’s productivity. Also, to honor the collaborative effort of the
administrators, faculty, staff and students, the Liceo Center for Community
Development created an annual competition on the best practices in terms of
community engagements and projects among the different colleges in Liceo de
Cagayan University, the Inter-Collegiate Community Extension Contest.

Since 1995 innovations have developed to further improve the extension

activities and programs under the Liceo Center for Community Development. The Liceo
Center for Community Development Logo that was created with to symbolize the
commitment and vision-mission of the center. Then in the year 2017, a new logo was
created and launched to adopt the new face of modernity in the services that the Liceo
Center for Community Development give to the communities. The The Liceo Center for
Community Development was established in 1995. The logo is divided into quadrants
which symbolize the four flagship areas of community development. The First Quadrant
represents the topmost responsibility of the Extension Office that is to preserve,
conserve, and protect the environment. From the mountains to the rivers down to the
sea, the Extension Office is devoted to advance its effort to guard the preservation of
the environment for the future generation. The Second Quadrant characterizes the
Extension Office’s commitment towards the social mobilization and development of rural
and urban communities. The Third Quadrant indicates the services that the Extension
Office extends to the communities such as the technology transfer, legal aid
consultation, literacy services, enlistment of peace and order, community health, and
financial literacy. The Fourth Quadrant refers to the people from all walks of life that are
served by the Extension Office that despite of their diverse background, knowledge, and
culture, they work together with the Extension Office, to form one common goal that is
community development. The color Green as the dominant shade depicts balance,

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harmony, and growth. The two branches of the Laurel Leaves stand for the victory that
every community must aspire in the midst of the challenges that confront them.

Extension Thrust/Agenda

The Liceo de Cagayan University Extension Office, Liceo Center for Community
Development (LCCD), has been developed to centralize the efforts of the institution
through an institutional approach for community development. Community Extension
programs articulate the core value of service of the Liceo de Cagayan University. The
Community Extension Office which is the Liceo Center for Community Development
anchors its effort on the communities to uplift their living conditions through the
realization of the full potential of every person it works with and in harnessing
beneficiaries’ capabilities in effectively and efficiently utilizing the gamut of community
resources. To be more functional and more relevant, extension services primarily aimed
at reaching out to the rural and river Communities and help them build up their
capabilities to become self-reliant and empowered. Moreover, the University is
envisioned to develop effective extension modalities and strategies with great focus on
social mobilization and development.

The University Community Extension program thrust has been implemented in

consonance with the Harmonized National R & D Agenda Framework, CHEDs NHERA,
and NEDA Regional Extension Agenda. Guided by the abovementioned programs,
Liceo U has pursued five-pronged umbrella programs the Community Health,
Environment, Socio Economic, Education, Legal Services and Gender and
Development. The Community Health projects are the Health Resource Development
Program (Primary Health Care), Reproductive Health Program (STD, HIV/AIDS
Prevention and Control), Mosquito Dengue Awareness Program, and Paramedical
Community Services. In the Environment Programs and Projects are Mangrove
Rehabilitation Project, Disaster Risk Reduction Management, Forum on Environment,
Clean-up Drive, Ecological Waste Management, and Adopt-a-Mountain Program. The
Socio-economic Programs and Projects are Livelihood and Income Generating
Program, Technical Assistance, and Technology Transfer. In the Education, the projects
are the Adopt-a-School Program, Financial Literacy and Entrepreneurship, Psycho-
social Development, Smart Parenting, Tutorial and remedial Services, and Mini-Library
Campaign. The Legal Services and Gender and Development Programs and Projects
are Campaign Against Human Trafficking, Forum on Women and Children, Self-
Defense and Disarming Techniques Seminar, and Free Legal Consultation.

Extension Linkages

The extension office was also linked with various institutions and organizations;
In Government Organizations, it was linked with Department of Education (Dep Ed),
Local Government Units/Barangay Council, City Health Office of Cagayan de Oro City,
City Mayor’s Office, City Government, UHNP – Urban Health and Nutrition Project, City
Planning and Development Office, City Population and Cooperative Committee,
National Economic and Development Authority (Regional Development Council),
Department of Interior and Local Government, Department of Social Welfare and
Community Development, Department of Health, Department of Agrarian Reform,
Department of Trade and Industry, Department of Science and Technology, Department
of Environment and natural Resources (DENR), Cooperative Development Authority,
Association of Barangay Councils, Department of Public Works and Highways, Northern

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Mindanao Medical Center, J.R. Borja Memorial Hospital, TESDA – Technical and
Education Skills Development Authority, CHED – Commission on Higher Education,
DOT – Department of Tourism, City Local Environment and Natural Resources Office
(CLENRO), Philippines National AIDS Council, POP.COM, Philippine Information
Agency, DOST – Department of Science and Technology, DOLE – Department of Labor
and Employment, PNP – CDO – Philippine National Police – Cagayan de Oro; In the
Non – Government Organizations, RIMCU – XU (Research Institute of Mindanao
Culture), FOP, Inc. (Family Planning Organization of the Philippines), PCPD, Inc.
(Philippine Center for Population and Development, Inc.), PNRC (Philippine National
Red Cross), PBM, Inc. (Philippine Blood of Mercy, Inc.), Pilipina Cagayan de Oro
Chapter, XU-HRDP, ABS-CBN, Radio Bombo, Kabalikat ng Pamilyang Pilipino, Society
for the Appreciation of Moves in Education, Pueblo de Oro Development Corporation,
St. John Vianney Theological Seminary, West Visayas Water and Sanitation Project,
Philippine Nurses Association (Mis. Or. Chapter), Rotary East Urban – CDOC, Rotary
Bay Area – CDOC, West Rotary Club – CDOC, Philippine HIV/AIDS NGO Support
Program (PHANSUP), AKBAY Health, ISSA – Institute for Social Studies Action, PBE –
Philippine Business for the Environment, AIDS Society of the Philippines, HAIN – Health
Action Information Network, PNAC – Philippine National AIDS Council, PNGOC –
Philippine NGO Council on Population, Health and Welfare, International Family
Planning Perspective, Safer River, Life Saver Foundation, Inc., ECPAT Phil. – End
Child Prostitution, Child Pornography and Trafficking of Children for Sexual Purposes in
the Philippines, Philippine Association of Extension Program Implementors, Inc.
(PAEPI), Schools and Universities, and an international organization Life Project for
Youth.

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Module 15
COMMUNITY EXTENSION AND DEVELOPMENT
Community Extension Project Plan
College/ Department:
Project Head:
Project Members:
Name Course and Contact Number Role and
Year Responsibility

Program  Community Heath

Area:  Environment
 Education
 Socio-economic
 Legal Services and Gender Development

I. Project Description

II. Rationale (indicate the core problem, cause, and effects to the community based
on the needs assessment of the community)

III. General/ Main Objectives

IV. Specific Objectives and Expected Results

Specific Objectives Expected Results
1. 1.
2. 2.
3. 3.

V. Locale of the Project (Include the description of the area covered and map)

VI. Target Community Stakeholders of the Project (include the linkages and
partners outside the university.)
Stakeholder Roles and Responsibilities

VII. Project Beneficiaries

Name Role in the Community Sex
or Institution (Male or Female)
(Community leader,
member, president,
principal, etc.)

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VIII. Project Plan

Summary Indicators Sources of Assumptions
Verification
Goals
Purpose
Outcomes
Activity/ies

IX. Evaluation and Monitoring (Identify the collection methods of the project based
on the matrix given. Mark “X” if it applies to the project. You may add
additional method/s. Attached samples of your evaluation tools.)
Method Qualitative Quantitative Overall purpose
Questionnaires
Individual
assessment
Surveys
Documentation
review
Record review
Interviews
Observation
Focus groups

X. Proposed Budget
Particulars Costs Funded by

Total

XI. Target Schedule of Implementation (Month & Year)

XII. Target Schedule of End of the Project (Month & Year)

Prepared by: Noted by:

Name and Signature Name of SBO Adviser/ Head of Office &
Signature
Name of Dean and Signature

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Module 15
COMMUNITY EXTENSION AND DEVELOPMENT
COMMUNITY EXTENSION PROJECT REPORT
Lead
College/Department
:
 Central Student  Student Body Organization
Affiliation (check Council College/Department (Please write
only one):  NSTP inside the box below):
 Others:
_______________
___
Contact Person 1:

Last Name First Name M.I. Contact

Number &
Email
Contact Person 2:

Last Name First Name M.I. Contact

Number &
Email
Collaborating
Organizations (write
NA if none):
General Project Overview
Project Title:
Program Area:  Community Heath
 Environment
 Education
 Socio-economic
 Legal Services and Gender Development
Actual Community/
Institution
Participants: Community(ies) or Institution(s) Number of Participants
Actual Date(s) and
Venue(s) of Project
Implementation:
Month. Date. Year Room No./ Building Village or
Name/ Street Barangay/
Address City or
Province
Actual Budget Php 000,000.00
Used:
Project Report Details

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XIII. Project Background

XIV. General Objectives

XV. Specific Objectives and Expected Results

Specific Objectives Expected Results
4. 4.
5. 5.
6. 6.
XVI. Actual Program Flow (Describe the Actual activities conducted per date of
implementation. Include variations from the planned and actual activities
implemented.)
TIME Activity Person/Group Responsible

XVII. Results of Data Gathering or Assessment (Provide only when the

Community Extension Program has a data gathering assessment phase. If
not applicable, skip to Problems encountered and actions taken.)

XVIII. Problems Encountered and Actions Taken (per date of implementation)

Problems Encountered Actions Taken

XIX.List of Project Implementers (Per date of implementation, enumerate all

students, faculty, administrators, alumni, and support staff who helped in the
successful execution of the community development project.)
Name Designation Sex
(Student, Faculty, Admin, (Male or Female)
Volunteer)

XX. List of Project Beneficiaries (Per date of implementation, enumerate all who
attended and benefitted from the Community Extension Activity you
organized.)
Name Role in the Community Sex
or Institution (Male or Female)
(Community leader,
member, president,
principal, etc.)

XXI. Evaluation Results (use the results gathered from the evaluation forms and
when applicable, use the results from the evaluation phase of the project.)
a. Quantitative Results (Make use of graphs and Interpret Results)

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b. Qualitative Results (Synthesize comments made by project

beneficiaries)

XXII. Summative recommendation for future projects in the partner

community or institution

XXIII. Over-all learnings or reflection of students and community/institution

participants derived from the experience [Ask co-project implementers to
write at least a paragraph (3-5 sentences) regarding their community
extension experience. Indicate their names and age]

XXIV. Photo Documentation with Captions

XXV. Appendices
Prepared by: Noted by:
Name and Signature Name of SBO Adviser/ Head of Office &
Signature
Name of Dean and Signature

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REFERENCES
Atkinson, Atkinson, Smith and Bem. Introduction to Psychology 10th edition :Harcourt Brace
Jovanavich Publishers, 1990.

Babor, Eddie R. The Human Person: Not Real but Existing: C & E Publishing Incorporated,
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Boeree, George C. Personality Theories: 1988.

Warren, Rick. The Purpose Driven Life : OMF Literature Inc, 2002.

Simons,Janet A. Irwin,Donald B.; Drinnien, Beverly A.: The Search for Understanding:
NewYork, West Publishing Company, 1987.

Andres, Tomas Quintin and Pilar Corazon Ilada-Andres.: Making Filipino Values Work
for You. Makati, Philippines: St. Paul Publications, 1986.

Effective Discipline through Filipino Values. Manila, Philippines: Rex Book Store, Inc., 1996.

Andres, Tomas Quintin.: ―And the Pinoy Manager said… ‗Bahala na!‘‖ Philippine Values

Digest. Manila, Philippines: Values and Technologies Management Centre, 1986.

Kartagi, Grietje.: ―Introduction to Values.‖ Reflections on Values. Manila, Philippines:

Rex Book Store, Inc., 2000.

Panopio, Isabel S.: Sociology: Focus on the Philippines. Quezon City, Philippines: KEN
Incorporated, 1994.

Covey, S.: Seven Habits of Highly Effective People.

Maxwell, John C.: 21 Indispensable Qualities of a Leader.

Espiritu, Socorro C. et.al.: Sociology in the Philippine Setting Fifth Edition. Quezon
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Gonzales, Vivian A.: Values Integration and Promotion: A Civic Welfare Service. Los
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Maria, Andrew.: ―The House of Life‖: Modules on Good Citizenship Values. Manila,
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San Luis, Bel.: ―Father‘s Mistake- No Time‖: Modules on Good Citizenship Values.

Manila, Philippines: The Institution Building Team, 2004.: ―The TRUTH About Lies‖:
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Manila, Philippines: The Institution Building Team, 2004.

Institute for Development Education Center for Research and Communication: ―To
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Almonte, Andrew Maria: ―Skulls‖: Modules on Good Citizenship

Values. Manila, Philippines: The Institution Building Team. 2004.

Beltran, Benigno P.: ―A Chinese Legend‖: Modules on Good Citizenship Values.

Manila,Philippines: The Institution Building Team, 2004.

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National Capability Enhancement Training in the Successful Program Implementation of NSTP

in the HEIs Presentation Philippine Society of NSTP Educators and Implementers, Inc. (PSNEI)

United Nations Development Programme (UNDP). Human Development Report 1994. New
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http://www.dictionary.com
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http://www.cls.binghamton.edu/BassSteid.html
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http://ndcc.gov.ph/home/index.php?option=com_content&task=view&id=12&Itemid=26

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