CAGAYAN VALLEY COMPUTER AND

INFORMATION TECHNOLOGY COLLEGE

GENERAL EDUCATION COURSES DEPARTMENT
National Service Training Program

G-NSTP-1
MODULE

Prepared by:

ANGELO K. LAHINA, LPT, MAT

Instructor V
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COURSE
SYLLABUS

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COURSE MODULE

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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, compiled 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.
6 2 0 1 If the student answers F, give two points. If the 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 points.
9 0 2 1 If the student answers F, give zero point. If the student
10 0 2 1 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 defined
13 0 2 1 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 STYLE 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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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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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 a 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
universe, beauty and art
AS SELF

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

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.
Early Childhood

 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
 The child begins to explore and by foiling fear of punishment.
Pre-School Age

(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
allow him to become
(Ages6– 11)
School Age

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
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
Young Adulthood

 Intimacy – the ability to merge  defined as the mutuality of

(Ages20–35)

one‘s identity with that of devotion forever subduing the

another person. antagonism inherent in dividend
 Isolation – the inability to share functions
one‘s identity with that of  Development of a greater sense of
another person. intimacy.
Generativity VS. Stagnation Care
 Generativity – the impulse to  The widening concern for what has
Middle Adulthood

help members of the next been generated by love, necessity;

(Ages35–64)

generation. it overcomes the ambivalence

 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.

Old Age

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 G-NSTP-1 MODULE

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 awaiting 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 themselves first is the best way
for 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.