CWTS Final For Instructor

Gov. Alfonso D.
Tan College
Maloro, Tangub City
CIVIC WELFARE TRAINING

SERVICE MODULE
Name: Program/Year:
Section: Day/Time: Instructor:

COURSE INFORMATION
Course Code: NSTP - CWTS

Descriptive Title: Civic Welfare Training Service
Credit Units: 3 units
Credit Hours: 3 hours per week
Pre-requisites: None
Course Description:
This course deals on how NSTP students contribute to the

welfare and improvement of the lives in the community they lived in, by
enhancing of its facilities and practices especially those devoted in
improving health services, education, environment, safety recreation,
morals of the citizenry and values.
Course Outline:
These topics are intended for the month of October to January.
Topic 5 – Sexually Transmitted Diseases
Topic 6 – Drug Abuse Awareness
Topic 7 – National Security
Topic 8 – Personal Development
Topic 9 – Interpersonal Relations
Topic 10 – Communication
Topic 11 – Stress Management
Topic 12 – Self-Awareness and Self-Management
Topic 13 – The Self-Management Sequence
Topic 14 – Human Person and Values Development
Topic 15 - Values Development
COURSE REQUIREMENTS
Each student is required to:

1. Submit all Activity Sheets/Workbook/Worksheets
2. Submit Action Plan.
3. Submit portfolio.
4. Give a presentation of the assigned topic
5. Pass the Final Examination.
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CLASS POLICIES
1. Final examination is compulsory and failure to take will

receive a 5.0 grade.
2. The following cases shall be considered valid to take special
examination: sickness, accident, death of immediate member of
the family, unwanted environmental conditions.
Consultation Time
All Alfonsos’ Students enrolled in CWTS are allowed to consult with their
respective instructors if they have questions or clarifications about the topics
given. Students may contact their instructors through social media or text
message provided that the instructor has no other business to be done or the
instructor is available to answer queries.
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General Instruction
This module is intended for the month October to January. After

receiving this instructional material, read carefully and understand the content
of every topic of this module before answering and performing the activities in
the (Assessment Section). As much as possible, avoid any erasures and
answer it honestly. More importantly, fill-up all the necessary information asked
in this module. You can contact the instructor for any clarifications through his
mobile number or in chat. All of the drills in the assessment section are graded
assessments and will constitute 30% of your grade in each term. It is
encourage also to comply all the other necessary requirements stated in this
module.
Furthermore, the instructor will allocate hours or a day for a

discussion and clarification on the topics that need to be expounded.
Students with no internet connections or means of participating in the online
class should inform or message their instructor before the scheduled online
class.
Schedule of Exam
Final Exam – December 2021
DISCLAIMER
This Learning Material is Modified-Adapted from NMSCST. The author of

this Instructional Material does not claim the whole content as his own work.
Some of the information presented here are from different books related to
NSTP. The author acknowledges the various sources either it’s from the web or
from NMSCST and GADTC library. Also, the ownership of the information lies
with the respective authors of each information source. Further, this module is
not intended to be used for commercial purpose and it is only given to the
students for free for their education.
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I. TOPIC 5: SEXUALLY TRANSMITTED DISEASES
II. LEARNING OUTCOMES:
At the end of this topic, the students must have:
1. Produced their own preventive measures about sexually
transmitted diseases, and;
2. Produced brochures/ flyers about sexually transmitted diseases.
III. TIME FRAME: 3 hours
IV. CONTENT:
SEXUALLY TRANSMITTED DISEASES

The Sexually Transmitted Diseases (STDs) of Venereal Diseases (VD) -
infections passed from person to person through sexual intercourse or genital
contact. Chlamydia, genital herpes, genital warts, gonorrhea, hepatitis B, and
syphilis are among the most common STDs. AIDS (Acquired Immune
Deficiency Syndrome) is the most virulent and deadly of all STDs.
What are risk factors and protective factors?
 Community or Neighborhood Factors
Protective Factors
 Communities with high levels of trust, cohesiveness, and
social capital help young people avoid risky sexual behaviors
and pregnancy. Neighborhoods of this kind are also supportive
of positive, attentive parenting styles.
 Neighborhoods that offer youth many opportunities -- such as

after-school programs, sports, and job training -- support
positive sexual health, including decreased teen pregnancy.
Risk Factors
 Neighborhoods with high rates of violence, hunger, and/or
substance use tend to have poor sexual health outcomes
among their youth.
 School Factors
Protective Factors
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 School connectedness -- involvement in school activities, liking
school and finding it important, bonding with teachers and peers,
feeling safe and fairly treated -- protects against sexual risk
taking.
 Academic achievement and aspirations lead youth to make

healthy decisions about sex.
 Family Factors
Protective Factors
 A supportive, responsive parenting style helps youth feel safe and
enables them to plan positively for the future. In turn, this orientation
toward the future makes it more likely that youth will avoid high-risk
behaviors.
 Parental monitoring -- so long as it does not become over controlling

-- helps youth maintain health.
 Family connectedness and good parent-child communication,

including communication about sex, condoms, and contraception,
help young people achieve positive sexual health outcomes.
 Youth who live with both of their parents are less likely to engage in
certain risky sexual behaviors.
 When parents express disapproval of sex in adolescence, or support

for contraception if a teen does have sex, youth are more likely to act
on those values.
 Higher family income and higher levels of parents' education are

protective factors.
Risk Factors
 Substance use in the household has a negative influence.
 An over-controlling parenting style backfires, leading youth to take
more risks.
 Peer Factors
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 Youth have a tendency to reflect peer social norms, which may be
protective or may increase risk. For example, if they believe their
peers disapprove of sex, they are less likely to become sexually
active. If they believe their peers are having sex, they are more
likely to become sexually active.
Relationship Factors
Protective Factors
 Good communication between sexual partners is associated with
girls using contraception.
 When girls feel connected to a sexual partner, they are more likely
to use effective contraception.
Risk Factors
 Having an older romantic partner increases the likelihood of
pregnancy and STDs.
 Frequent dating and having a close romantic relationship make
sex more likely.
 Individual Factors
Protective Factors
 Having plans for a positive future and believing in the ability to
control one's own life are protective factors.
 Spirituality and religious affiliation help youth avoid risky sexual
behavior.
 Initiating sex at an older age is associated with better sexual
health.
 Beliefs and attitudes about sex, condoms, and contraception can
be protective or can increase risk. For example, a positive attitude
toward condoms is protective; a permissive attitude toward sex
increases risk.
 Having the skills and intention to use condoms and contraception,
as well as belief in one's own ability to successfully use those
skills, protects young people against early pregnancy and
STDs/HIV.
Risk Factors
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 Being lesbian, gay, or bisexual is associated with an increase in risky
behaviors.
 Youth who use alcohol and other drugs are more likely to initiate sex
at an early age and are also more likely to have multiple partners.
 Gang involvement, fighting, and violence are associated with risky

sexual behavior.
Who are at higher risk of Sexually Transmitted Diseases?
 Have more than one sex partner

 Have sex with someone who has had many partners
 Don't use a condom when having sex
 Share needles when injecting drugs
 Trade sex for money or drugs
What are the different preventive measures of Sexually Transmitted

Diseases?
 Use latex condoms every time you have sex. If you use a lubricant,
make sure it's water-based. Use condoms for the entire sex act.
Condoms are not 100% effective at preventing disease or pregnancy.
However, they are extremely effective if used properly. Learn how to
use condoms correctly.
 Avoid sharing towels or underclothing.
 Wash before and after intercourse.
 Get a vaccination for hepatitis B. This is a series of three shots.
 Get tested for HIV.
 If you have a problem with drug or alcohol abuse, get help. People who
are drunk or on drugs often fail to have safe sex.
 Consider that not having sex is the only sure way to prevent STDs.
It was once thought that using condoms with nonoxynol-9 helped to prevent
STDs by killing the organisms that can cause disease. New research shows
that doing so also irritates a woman's vagina and cervix and may increase the
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risk of an STD infection. Current recommendations are to avoid using condoms
with nonoxynol-9.
To prevent giving an STD to someone else:
 Stop having sex until you see a doctor and are treated.
 Follow your doctor's instructions for treatment.
 Use condoms whenever you have sex, especially with new partners.
 Don't resume having sex unless your doctor says it's OK.
 Return to your doctor to get rechecked.
 Be sure your sex partner or partners also are treated.
Types of Sexually Transmitted Diseases (STDs)

a. Chlamydia – is a bacterial infection that affects millions of men
and women. Its symptoms show up after two to four weeks after
exposure. In women, symptoms may include vaginal discharge
or irregular menstrual bleeding, painful urination, genital itching,
or lower abdominal pain. In men, there may be a penile
discharge and painful urination. Chlamydia is easily treated with
antibiotics. If undetected and untreated, it may cause pelvic
inflammatory disease in women, which may lead sterility.
b.
(Photo of Chlamydia in the mouth)
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c. Genital Herpes – is caused by the herpes simplex virus, which also
cause cold sores and fever blisters. It is easily spread through sexual
and other direct skin contact. Symptoms occur 2 to 30 days after
contact with an infected person. There is no known cure for herpes.
Once infected, you may have recurrent outbreaks, which are usually
shorter and less severe that the first one. Itching, burning or tingling
may occur at the place where the sores will later appear. Medication
is available that help reduce the frequency and severity of recurrent
outbreak.
(Photo of Genital Herpes
d. Genital Warts – are caused by the human papillomavirus (HPV)

which is spread by sexual contact. They appear as small fleshy
bumps or flat white patches on the labia (the lips around the vagina),
inside the vagina, on the penis or scrotum, or around the anus. Of
most concern to women is the link between HPV and cervical cancer.
e. The virus can be detected by a pap smear. Warts developed on the

cervix can be removed by surgery. In some cases, it may recur.
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(Photo of Genital Warts
f. Gonorrhea – also known as clap, drip, or GC, is a bacterial infection

spread through sexual contact. The symptoms include painful
urination, vaginal discharge, irregular menstrual bleeding, or a thick
discharge from the penis. If untreated, gonorrhea in women may lead
to pelvic inflammatory disease and sterility. It can sometimes spread
to the joints and cause arthritis.
(Photo of Genital Warts
g. Hepatitis B – is a viral infection spread through sexual contact or

contact with infected blood. An infected pregnant woman can also
transmit the virus to her baby. Symptoms, including vomiting,
abdominal pain, loss of appetite and yellow tint to the eyes and skin
(jaundice) appear two to five months after exposure. Long term
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effects of the diseases include life-threatening liver-damage. A
vaccine against hepatitis B is recommended for all infants and
people in certain high-risk groups.
(Photo of Hepatitis B)
h. Syphilis – is a bacterial infection spread through sexual contact or

sharing of contaminated needles. Symptoms appear two weeks to
one month after contact. The first symptom is a chancre, a small red
blister, ulcer or sore that appears on the genitals, rectal area, which
may go unnoticed. The lymph nodes in the groin may also swell.
Symptoms of the second phase include skin rash, patchy hair loss,
fever, swollen lymph glands and flu-like symptoms which may be
confused with other illness. Syphilis can be treated with antibiotics.
If untreated, it will cause serious problems and premature death.
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V. ASSESSMENT
Name: Month:
Date of Submission: Course:
Year: Score:
Home Address:
G-mail Account/ Address:
Facebook Account:
I. Direction: Explain and Answer the following questions. Essay (20 points)
Rubrics:
Content - 60%
Grammar – 40%
Total – 100%
1. As CWTS students, what are the things you need to do to help prevent
Sexually transmitted diseases?
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_
2. Produce brochures/ flyers about sexually transmitted diseases.
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I. TOPIC 6: DRUG ABUSE AWARENESS
1. Determined the commonly abused drugs;
2. Distinguished the following characteristics of the commonly
abused drug substance, and;
3. Produced brochures/ flyers about prohibited drugs.
IV. CONTENT:
Risk Factors and Protective Factors

What are risk factors and protective factors?
Studies over the past two decades have tried to determine the origins
and pathways of drug abuse and addiction—how the problem starts and how
it progresses. Many factors have been identified that help differentiate those
more likely to abuse drugs from those less vulnerable to drug abuse. Factors
associated with greater potential for drug abuse are called “risk” factors, while
those associated with reduced potential for abuse are called “protective”
factors. Please note, however, that most individuals at risk for drug abuse do
not start using drugs or become addicted. Also, a risk factor for one person
may not be for another.
Risk and protective factors can affect children in a developmental risk
trajectory, or path. This path captures how risks become evident at different
stages of a child’s life. For example, early risks, such as out-of-control
aggressive behavior, may be seen in a very young child. If not addressed
through positive parental actions, this behavior can lead to additional risks
when the child enters school. Aggressive behavior in school can lead to
rejection by peers, punishment by teachers, and academic failure. Again, if not
addressed through preventive interventions, these risks can lead to the most
immediate behaviors that put a child at risk for drug abuse, such as skipping
school and associating with peers who abuse drugs. In focusing on the risk
path, research-based prevention programs can intervene early in a child’s
development to strengthen protective factors and reduce risks long before
problem behaviors develop.
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The table below provides a framework for characterizing risk and
protective factors in five domains, or settings. These domains can then serve
as a focus for prevention. As the first two examples suggest, some risk and
protective factors are mutually exclusive—the presence of one means the
absence of the other. For example, in the Individual domain, early aggressive
behavior, a risk factor, indicates the absence of impulse control, a key
protective factor. Helping a young child learn to control impulsive behavior is a
focus of some prevention programs.
Risk Factors Domain Protective Factors
Early Aggressive Individual Impulse Control
Behavior
Lack of Parental Family Parental Monitoring
Supervision
Substance Abuse Peer Academic Competence
Drug Availability School Antidrug Use Policies
Poverty Community Strong Neighborhood Attachment
Other risk and protective factors are independent of each other, as

demonstrated in the table as examples in the peer, school, and community
domains. For example, in the school domain, drugs may be available, even
though the school has “antidrug policies.” An intervention may be to strengthen
enforcement so that school policies create the intended school environment.
Risk factors for drug abuse represent challenges to an individual’s
emotional, social, and academic development. These risk factors can produce
different effects, depending on the individual’s personality traits, phase of
development, and environment. For instance, many serious risks, such as
early aggressive behavior and poor academic achievement, may indicate that
a young child is on a negative developmental path headed toward problem
behavior. Early intervention, however, can help reduce or reverse these risks
and change that child’s developmental path.
“For young children already exhibiting serious risk factors,
delaying intervention until adolescence will likely make it more difficult
to overcome risks. By adolescence, children’s attitudes and behaviors
are well established and not easily changed.”
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Risk factors can influence drug abuse in several ways. They may be
additive: The more risks a child is exposed to, the more likely the child will
abuse drugs. Some risk factors are particularly potent, yet may not influence
drug abuse unless certain conditions prevail. Having a family history of
substance abuse, for example, puts a child at risk for drug abuse. However, in
an environment with no drug-abusing peers and strong antidrug norms, that
child is less likely to become a drug abuser. And the presence of many
protective factors can lessen the impact of a few risk factors. For example,
strong protection—such as parental support and involvement—can reduce the
influence of strong risks, such as having substance-abusing peers.
“An important goal of prevention, then, is to change the balance
between risk and protective factors so that protective factors outweigh
risk factors.”
What are the early signs of risk that may predict later drug abuse?
Some signs of risk can be seen as early as infancy. Children’s
personality traits or temperament can place them at increased risk for later
drug abuse. Withdrawn and aggressive boys, for example, often exhibit
problem behaviors in interactions with their families, peers, and others they
encounter in social settings. If these behaviors continue, they will likely lead to
other risks. These risks can include academic failure, early peer rejection, and
later affiliation with deviant peers, often the most immediate risk for drug abuse
in adolescence. Studies have shown that children with poor academic
performance and inappropriate social behavior at ages 7 to 9 are more likely
to be involved with substance abuse by age 14 or 15.
In the Family
Children’s earliest interactions occur within the family and can be
positive or negative. For this reason, factors that affect early development in
the family are probably the most crucial.
Children are more likely to experience risk when there is:
 lack of mutual attachment and nurturing by parents or
caregivers;
 ineffective parenting;
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 a chaotic home environment;
 lack of a significant relationship with a caring adult; and
 a caregiver who abuses substances, suffers from mental
illness, or engages in criminal behavior.
These experiences, especially the abuse of drugs and other

substances by parents and other caregivers, can impede bonding to the family
and threaten feelings of security that children need for healthy development.
On the other hand, families can serve a protective function when there is:
 a strong bond between children and their families;
 parental involvement in a child’s life;
 supportive parenting that meets financial, emotional, cognitive,
and social needs; and
 clear limits and consistent enforcement of discipline.
Finally, critical or sensitive periods in development may heighten the

importance of risk or protective factors. For example, mutual attachment and
bonding between parents and children usually occurs in infancy and early
childhood. If it fails to occur during those developmental stages, it is unlikely
that a strong positive attachment will develop later in the child’s life
Outside the Family
Other risk factors relate to the quality of children’s relationships in
settings outside the family, such as in their schools, with their peers, teachers,
and in the community. Difficulties in these settings can be crucial to a child’s
emotional, cognitive, and social development. Some of these risk factors are:
 inappropriate classroom behavior, such as aggression and impulsivity;
 academic failure;
 poor social coping skills;
 association with peers with problem behaviors, including drug abuse;
and
 misperceptions of the extent and acceptability of drug-abusing
behaviors in school, peer, and community environments.
Association with drug-abusing peers is often the most immediate risk

for exposing adolescents to drug abuse and delinquent behavior. Research
has shown, however, that addressing such behavior in interventions can be
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challenging. For example, a recent study (Dishion et al. 2002) found that
placing high-risk youth in a peer group intervention resulted in negative
outcomes. Current research is exploring the role that adults and positive peers
can play in helping to avoid such outcomes in future interventions.
Other factors such as drug availability, drug trafficking patterns, and
beliefs that drug abuse is generally tolerated are also risks that can influence
young people to start to abuse drugs.
Family has an important role in providing protection for children when
they are involved in activities outside the family.
When children are outside the family setting, the most salient protective factors
are:
• age-appropriate parental monitoring of social behavior, including establishing
curfews, ensuring adult supervision of activities outside the home, knowing the
child’s friends, and enforcing household rules;
• success in academics and involvement in extracurricular activities;
• strong bonds with prosocial institutions, such as school and religious

institutions; and
• acceptance of conventional norms against drug abuse.
What are the highest risk periods for drug abuse among youth?
Research has shown that the key risk periods for drug abuse occur
during major transitions in children’s lives. These transitions include significant
changes in physical development (for example, puberty) or social situations
(such as moving or parents divorcing) when children experience heightened
vulnerability for problem behaviors.
The first big transition for children is when they leave the security of the
family and enter school. Later, when they advance from elementary school to
middle or junior high school, they often experience new academic and social
situations, such as learning to get along with a wider group of peers and having
greater expectations for academic performance. It is at this stage—early
adolescence—that children are likely to encounter drug abuse for the first time.
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Then, when they enter high school, young people face additional
social, psychological, and educational challenges. At the same time, they may
be exposed to greater availability of drugs, drug abusers, and social
engagements involving drugs.
These challenges can increase the risk that they will abuse alcohol,
tobacco, and other drugs. A particularly challenging situation in late
adolescence is moving away from home for the first time without parental
supervision, perhaps to attend college or other schooling. Substance abuse,
particularly of alcohol, remains a major public health problem for college
populations.
When young adults enter the workforce or marry, they again confront
new challenges and stressors that may place them at risk for alcohol and other
drug abuse in their adult environments. But these challenges can also be
protective when they present opportunities for young people to grow and
pursue future goals and interests. Research has shown that these new
lifestyles can serve as protective factors as the new roles become more
important than being involved with drugs.
“Risks appear at every transition from early childhood through
young adulthood; therefore, prevention planners need to consider their
target audiences and implement programs that provide support
appropriate for each developmental stage. They also need to consider
how the protective factors involved in these transitions can be
strengthened.”
When and how does drug abuse start and progress?
Studies such as the National Survey on Drug Use and Health, formerly
called the National Household Survey on Drug Abuse, reported by the
Substance Abuse and Mental Health Services Administration, indicate that
some children are already abusing drugs by age 12 or 13, which likely means
that some may begin even earlier. Early abuse includes such drugs as
tobacco, alcohol, inhalants, marijuana, and psychotherapeutic drugs. If drug
abuse persists into later adolescence, abusers typically become more involved
with marijuana and then advance to other illegal drugs, while continuing their
abuse of tobacco and alcohol. Studies have also shown that early initiation of
drug abuse is associated with greater drug involvement, whether with the
same or different drugs. Note, however, that both one-time and long-term
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surveys indicate that most youth do not progress to abusing other drugs. But
among those who do progress, their drug abuse history can vary by
neighborhood drug availability, demographic groups, and other characteristics
of the abuser population. In general, the pattern of abuse is associated with
levels of social disapproval, perceived risk, and the availability of drugs in the
community.
Scientists have proposed several hypotheses as to why individuals first

become involved with drugs and then escalate to abuse. One explanation is a
biological cause, such as having a family history of drug or alcohol abuse,
which may genetically predispose a person to drug abuse. Another explanation
is that starting to abuse a drug may lead to affiliation with more drug-abusing
peers which, in turn, exposes the individual to other drugs. Indeed, many
factors may be involved.
Different patterns of drug initiation have been identified based on

gender, race or ethnicity, and geographic location. For example, research has
found that the circumstances in which young people are offered drugs can
depend on gender. Boys generally receive more drug offers and at younger
ages. Initial drug abuse can also be influenced by where drugs are offered,
such as parks, streets, schools, homes, or parties. Additionally, drugs may be
offered by different people including, for example, siblings, friends, or even
parents.
While most youth do not progress beyond initial use, a small

percentage rapidly escalate their substance abuse. Researchers have found
that these youth are the most likely to have experienced a combination of high
levels of risk factors with low levels of protective factors. These adolescents
were characterized by high stress, low parental support, and low academic
competence.
However, there are protective factors that can suppress the escalation
to substance abuse. These factors include self-control, which tends to inhibit
problem behavior and often increases naturally as children mature during
adolescence. In addition, protective family structure, individual personality,
and environmental variables can reduce the impact of serious risks of drug
abuse.
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Preventive interventions can provide skills and support to high-risk youth to
enhance levels of protective factors and prevent escalation to drug abuse.
REASONS FOR ABUSING DRUGSKINDS OF COMMONLY ABUSED

DRUG SUBSTANCE
In an article from Recovery Connection (2019), it listed ten (10) reasons why
people use drugs. It explains that there are circumstances that put a person to
choice between properly using drugs and abusing it. Here is the reasons:
1. Experimenting – It is not uncommon for addiction to stem from a person
being curious and experimenting with drugs or alcohol. It is a scenario that
often starts with a young person using alcohol or marijuana out of curiosity.
While it seems harmless, adolescents that experiment with drugs and
alcohol are more likely to develop substance use disorder according to the
National Institute on Drug Abuse.
2. Family History / Genetics - If you have a family history of drug addiction,
you may have a genetic predisposition to develop an addiction to drugs or
alcohol. It is stated that about 30% – 70% of a person’s risk for addiction is
linked to the genes they are born with along with other social factors.
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3. Prescription Drugs - There is a popular misconception that any medication
prescribed by a doctor is safe. Unfortunately, that is not always the case.
Doctors prescribe medications to alleviate symptoms of physical or mental
health issues. However, many individuals are not properly educated on the
risks that the medications may carry. Chronic pain is often managed through
opioid medications, which are highly addictive. Dependent upon the amount
used and other factors, someone may require a medical detox just to stop
using opioids. Likewise, those suffering from anxiety and depression may
be prescribed addictive medications to ease symptoms. Non-addictive
medication and/or pain recovery services are often available.
4. Loneliness - Addiction can start when an individual feels lonely or is isolated
from the friends and family. They turn to drugs and alcohol thinking that it
will fill a void that they have been living with. People lacking positive daily
interaction may choose to use substances to feel happy or content.
Additionally, users begin to alienate themselves further if they fear being
judged or that help is not available to them.
5. Peer Pressure - Peer pressure usually applies to adolescents or young
adults. The need to fit in, on some level, is built into each and every one of
us. Some people may feel the need to participate in potentially harmful
activities to do so. The pressure of being around others who are abusing
drugs or alcohol can push someone to follow suit.
6. Drugs And Alcohol Can Make You Feel Good - There is a popular quote
in the Big Book of Alcoholics Anonymous that states: “Men and women drink
essentially because they like the effect produced by alcohol.” While this
seems obvious, some people like the effect so much that they are unable
to stop. It may be difficult to see the harm in something that makes you feel
good.
7. Mental Health Disorder - Depression, anxiety, and PTSD can put
individuals at higher risk of developing an addiction. Using substances to
cope with difficult feelings may seem like an easier path for some. Though
they may seem crippling at times, there is help available to anyone
struggling with a mental health disorder. Non-narcotic medications are often
available for most mental health disorders. It’s worth researching with a
doctor to see if there is an alternative to addictive medications.
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8. Recreation - Many people use drugs or alcohol socially with friends or to
“unwind” after a long day. They often see substances as a way to relax or
clear their minds. Recreational drug users are still at risk to become
addicted if their use becomes more frequent or they use highly addictive
substances.
9. Alcohol Isn’t Enough - For some, alcohol stops doing the trick. A few beers
after work or having drinks with friends at a local bar just doesn’t have the
same effect that it used to. Some individuals end up “chasing a buzz” that
they were once able to attain with a few drinks. This can leave someone
powerless over alcohol and unable to quit drinking.
10. Self-Medicating - People struggling with any of a multitude of ailments
may turn to drugs or alcohol to ease their pain. Mental health disorders and
chronic pain leave some seeking solutions on their own. Alcohol or other
substances can alleviate symptoms and seem like a short-term solution.
However, people should look for manageable, long-term solutions under
medical supervision to combat these issues.
1. Kinds of Commonly-Abused Drug Substance
a. Hallucinogens (psychedelics) are drugs capable of provoking
changes or cessation of thinking, self-awareness and emotion.
People under the influence of these seem far away. They might talk
to invisible people of objects and experience a bad or “High Trip”.
They might act paranoid, alternately screaming an acting catatonic.
LSD, marijuana, PCP (angel dust), mescaline and ecstasy are the
popular hallucinogens.
Chemical Structure of Hallucinogenic Mushrooms Cannabis sativa (marijuana) Example of

Drug Hallucinogens
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b. Stimulants (uppers or pep pills) are drugs which increase alertness,
reduce hunger and provide a feeling of well-being. They stimulate
mind, over-confidence, extreme energy, euphoria, excessive
talking. They are highly addictive. The most common stimulants are
amphetamines, cocaine, CAT (crystal methamphetamine and
cocaine).
Chemical Structure of Oxilofrine (stimulant drug) Oxilofrine (stimulant drug)

c. Depressants (downers) are drugs which decrease of depress
body functions and nerve activity. These are also known as
tranquilizers which keep people from having panic attacks,
anxiety and insomnia. Barbiturates, methaqualine, valium and
halcyon are among the commonly-used depressants.
Chemical Structure of Barbiturates (depressant drug) Barbiturates (depressant drug)

d. Narcotics are drugs which produce insensitivity, stupor,
melancholy or dullness of mind with delusions. These are the
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most deadly drugs of all. They are highly addictive and
dangerous to the body. Opium, heroin, codein, and morphine
are the most popular narcotics.
Chemical Structure of Narcotics (Heroin) Heroin Example of Narcotics
e. Volatile Solvents or inhalants are chemicals that, when sniffed

or inhales, can produce intoxication excitement, dulling of the brain and
irrational behavior. Chemical inhalants include rugby, gasoline, paint,
kerosene, airplane glue, nail polish, acetone and lighter fluid.
Example of Volatile Solvents
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General Symptoms of Drug Abuse
a. Abrupt changes in school or work attendance, quality of work,
grades, work output.
b. Unusual flare-ups or outbreaks of temper.
c. Withdrawal from responsibility.
d. Change in overall attitude
e. Deterioration of physical appearance and grooming.
f. Furtive behavior regarding actions.
g. Wearing of sunglasses to hide dilated or constricted pupils.
h. Association with drug abusers.
i. Unusual borrowing of money from parents of friends.
j. Stealing small items.
CLASSIFICATION OF DRUG ABUSERS
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 every day) 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?
 Withdrawal symptoms
 Need to take drugs to overcome withdrawal symptoms
 Compulsion
 Tolerance Relapse
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 Reduced social/occupational act
How can you stay away from drugs?
 Devote yourself to your studies and other productive activities
at home or in school
 Stay away from people, places and events that promote drug
use
 Learn to manage feelings and cope with stress without using
drugs
 Develop a strong moral and spiritual foundation
 Educate yourself about the effects of drug abuse
 Always say NO
COMMUNITY LEADERS’ ADVOCACY TO PREVENT DRUG ABUSE

a. Plan and implement social action programs involving young people,
civic group, professionals and religious organizations to improve the
community life. The following activities must be implemented in the
community:
 Parent Education Programs
 Recreational, Social and Sports Programs
 Vocational/Skills Development and Training Programs
 Youth Development Program
 Seminar on Drug Education
Participate and assist in the implementation of Comprehensive Dangerous
Drug Act Of 2002
 Motivating known drug abusers to undergo treatment and
rehabilitation;
 Reporting drug pushers, den maintainers, drug traffickers to the
law enforcement agencies;
 Encouraging and supporting the establishment of Community
Guidance Clinics for drug users;
 Helping after-care rehabilitated clients to be accepted back to
their community and involving them in meaningful and
productive activities; and
 Helping strengthen the moral and spiritual values of the
discharged clients.
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COMPREHENSIVE DANGEROUS DRUG ACT OF 2002
Comprehensive Dangerous Drugs Act of 2002 or Republic Act 9165 is an act

that supersedes R.A. 6425 or the Dangerous Drugs Act of 1972. This amended
law practices a more intensive approach against drug abuse, trafficking and
enforcement. It also gives emphasis on the role of the educational system in
information dissemination and prevention campaign. It re-evaluates the
procedures, policies and programs concerning drug abuse. It highlights the
importance of rehabilitation and reintegration of rehabilitated individuals to
society.
These are some of the important provisions in the law:

Unlawful Acts and Penalties
SEC. 5 Sale, Trading, Administration, Dispensation, Delivery, Distribution and
Transportation of Dangerous Drugs and/or Controlled Precursors
and Essential Chemicals
SEC. 6 Maintenance of a Den, Dive or Resort
SEC. 11 Possession of Dangerous Drugs
SEC. 15 Use of Dangerous Drugs
SEC. 19 Unlawful Prescription of Dangerous Drugs DANGEROUS DRUGS
TEST AND RECORD REQUIREMENTS
SEC. 36 Authorized Drug Testing PARTICIPATION OF THE FAMILY,
STUDENTS, TEACHERS AND SCHOOL AUTHORITIES IN THE
ENFORCEMENT OF THE ACT
SEC.46 Special Drug Education Center PROGRAM FOR TREATMENT AND
REHABILITATION OF DRUG DEPENDENTS
SEC. 54 Voluntary Submission of a Drug Dependent to Confinement,
Treatment and Rehabilitation
SEC. 60 Confidentiality of Records under the Voluntary Submission Program
SEC. 61 Compulsory Confinement of a Drug Dependent who refuses to apply
under the Voluntary Submission Program
YOUTH’S IN DRUG ABUSE PREVENTION

As drug abuse and addiction is prevalent in younger generation, it is
imperative that the youth take part in its prevention and rehabilitation efforts.
Youth group or organizations can be a vehicle in which their community can
help alleviate or eradicate the possibility of drug abuse. Whether individually
or as a group, the youth is a good driving force that could shape the drug
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abuse prevention initiative of the country. Here are some ways the youth can
step up in this endeavor:
1. UNDERSTAND. Know the concept and reality of drug abuse. Having a
grasp of the addiction can help in avoiding it and watching out for others.
2. LISTEN. Open yourself up in the knowledge of the experts and
experiences of others that have undergone the abuse. Hear the stories
and get their lessons to heart.
3. SHARE. Share your knowledge and network in aiding others towards
being informed and recognizing their role in drug prevention.
4. ENCOURAGE. Give your peers and family members a good push in the
right direction whether its prevention or rehabilitation.
5. SUPPORT. Take part in activities beneficial in the drug abuse prevention
initiative. Add your presence to the growing force tackling this issue.
6. ORGANIZE. Great minds think alike. Having a mutual goal, it is more
purposeful to combine efforts and sources to create a bigger impact
about the concern.
7. INFORM. Approached appropriate government agencies regarding
incidents and cases of drug abuse.
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V. ASSESSMENT
Name: Month:
Year: Score:
Home Address:
Facebook Account:
Activity 1- Modified True of False (2 points each)

Direction:
Write “T” if the sentence is true and “F” if the sentence is false and
change the underline word to make the sentence correct. Write your answer
to the space provided.
1. Hallucinogens are drugs not capable of provoking

changes or cessation of thinking, self-awareness and emotion.
2. Volatile Solvents or inhalants are chemicals that, when
sniffed or inhales, can produce intoxication excitement, dulling of the brain
and irrational behavior.
3. Hallucinogens are drugs which produce insensitivity,
stupor, melancholy or dullness of mind with delusions. These are the most
deadly drugs of all.
4. Stimulants are drugs which decrease alertness, reduce
hunger and provide a feeling of well-being. They stimulate mind, over-
confidence, extreme energy, euphoria, excessive talking.
5. Depressants are drugs which increase of depress body
functions and nerve activity. These are also known as tranquilizers which
keep people from having panic attacks, anxiety and insomnia.
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Activity 2 – Cross Word Puzzle ( 2 points each)
Direction: Complete the crossword puzzle using the hints below.
1 5
4
Across
1. Is a chemical substance, typically of known structure, which, when
administered to a living organism, produces a biological effect.
2. Are drugs capable of provoking changes or cessation of thinking, self-
awareness and emotion.
Down
3. Is a drug that lowers neurotransmission levels, which is to depress or reduce
arousal or stimulation, in various areas of the brain.
4. Is a psychoactive drug from the Cannabis plant used primarily for medical
or recreational purposes.
5. Is a substance that dissolves a solute, resulting in a solution
III. Essay.
1. How drug abuse affect the lives of every individuals?
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2. What would be effect on the economic growth of every nations if their
citizens continue patronizing the prohibited drugs?
3. In your barangay, as an NSTP students how could you help your
barangay in implementing a drug free community?
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I. TOPIC 7 : NATIONAL SECURITY
1. Explained the importance of national security, and;
2. Appreciated their role as CWTS student in national security.
IV. CONTENT:
NATIONAL SECURITY THE NATIONAL SITUATION OF THE

PHILIPPINES (PIA 2018)
Press Statement of Hermogenes Esperon Jr, Director General, National
security Council
The Philippines was stable and secure in 2018.
We recall that in 2018, the security sector was preoccupied with the following:
In the external environment, the West Philippine Sea issue remained to be

contentious due to overlapping territorial claims and maritime domain concerns
among the various claimants. The great powers contest had actually shifted
focus towards the contested waters of the South China Sea/West Philippine
Sea, and in Asia in general
Amidst this renewed global interest on Asia, the Duterte Administration

adopted a “middle ground” position signifying that the Philippines is a friend to
all and an enemy to none. With this mindset, the Philippines had embarked on
an independent foreign policy that forges new partnerships with China and
Russia, while maintaining ties with traditional partners such as the United
States.
In securing the country’s territorial integrity and sovereignty in the West

Philippine Sea, we continue the use of diplomatic engagements with China
and other claimant states without compromising Philippine national interest.
The Bilateral Consultative Mechanism with China was established while the
ASEAN-centered negotiations for the Code of Conduct in the South China Sea
was formalized.
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The Philippines also pursued the development of its deterrence capabilities for
a credible defense posture, particularly through the increased funding
allocation by Congress. The improvement of facilities in the Philippine-
occupied features in the West Philippine Sea were also undertaken.
Trans-boundary issues such as terrorism, drug-trafficking, piracy, smuggling,

and human trafficking are being addressed through the strong collaborative
mechanisms within the ASEAN framework. The Philippines remains an active
member-state that recognizes the ASEAN way in undertaking concerted
actions against security threats and challenges in the region.
In the Philippines, illegal drugs have become a national security threat. The
campaign against illegal drugs has become a primary mission and the
campaign will even be more intensified to eradicate the menace. The terrorist
threat posed by local communist terrorist groups and other extremist groups
continue to threaten the lives, properties, and freedoms of the Filipino people.
They hamper the country’s potential economic gains and progress.
The threat from ISIS-affiliated groups remains despite their resounding defeat
in Marawi, which is now undergoing reconstruction and rehabilitation.
Elsewhere, in areas where there are local terrorist groups such as the Abu
Sayyaf, Maute and the BIFF, the operations will be relentless. More security
forces will be deployed, as necessary.
Only a few weeks ago, President Duterte issued Executive Order 70 (EO 70)
providing for a Whole-of-Nation approach in defeating the Local Communist
Terrorist Groups. A National Task Force to End Local Communist Armed
Conflict (NTF-ELCAC) was created to synchronize the utilization of the
government’s instrumentalities of power with the capabilities of private sector
stakeholders to finally end the 50-year long deceit, lies and atrocities
committed by the communist terrorists against the people.
The President himself is leading the way By taking the role of National Task
Force Commander, he is demonstrating resolve to fulfill his vow to provide a
better future for the Filipino people.
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The “Whole-of-Nation Approach” gives importance to inclusive and
sustainable framework towards attaining peace. In this light, the government
remained persistent in implementing the Enhanced Comprehensive Localized
Integration Program (E-CLIP), wherein rebel returnees have found alternatives
to a life of crime and violence.
On the Mindanao situation, the recent Congressional approval to extend

Martial Law demonstrates government’s commitment at maintaining peace
and order and eliminating extremist influence in the region. The extended
implementation of Martial Law will be vital in ensuring the success of the
upcoming plebiscite of the Bangsamoro Organic Law in January 2019.
Prospects are bright for an even more stable and secure nation in 2019. With
the NSS and the “Whole-of Nation Approach” in place, the security sector will
become more robust in addressing future security challenges. We are
optimistic that as we are able to provide continuing stability, more
developmental prospects, small and big – such as our Build, Build, Build
projects -- will see fruition. All these will translate to improved economic
standing and better living conditions of most Filipinos.
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 . ”
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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 is defined as 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 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
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 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

THREE MAJOR PILLARS OF NATIONAL SECURITY
(National Security Policy 2017-2022, National Security Council )
1. Safeguarding the Philippine’s national Unity, its democracy and its social
institutions– All citizens share one national identity that is, being Filipinos
regardless of their ethnic, religious, cultural and ideological orientation.
2. Security of the State and preserving and protecting its sovereignty,
territorial integrity and institutions – This is provided in the Constitution as
stated in the following:
 Definition of national territory consistent with new international
covenants (Art. I)
 Renunciation of war as an instrument of national policy (Art. II
SEC. 2)
 Civilian supremacy over military (Art. II SEC. 3)
 Role of the armed forces as protector of the people and the
State (Art. II SEC. 3)
 Maintenance of peace and order, the protection of life, liberty
and property and the promotion of the general welfare (Art. II
SEC. 5)
 Pursuit of an independent foreign policy based on national
sovereignty and national interest (Art. II SEC. 7)
 Right to self-determination (Art. II SEC. 7)
 Freedom from nuclear weapons (Art II SEC. 8)
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 Suspension of the writ of habeas corpus (Art. III SEC. 15)
 Concept of a citizen army (Art XVI SEC. 4)
3. Protection of properties, infrastructures and keeping the people safe from
all forms of threats, both here and abroad, and to the extent possible,
creating jobs in order to bring back home overseas Filipino workers where
their physical safety can be fully guaranteed by the Government.
NATIONAL SECURITY INTEREST
From the Preamble and the mandate of the President, there are eight (8)
National security interest that serve as the government strategic focus with
regard to the country’s security.
1. Public Safety, Law and Order and Justice

2. Socio-Political Stability
3. Economic Solidarity and Sustainable Development
4. Territorial Integrity
5. Ecological Balance
6. Cultural Cohesiveness
7. Moral and Spiritual Consensus 8. International Peace and Cooperation
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.
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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.
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 cyber-crimes (computer hacking, computer
pilferage, ATM stealing and cyber prostitution)
B. Natural Threats
a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunamis
ROLE OF THE YOUTH IN NATIONAL SECURITY

“We are addressing youth today, because youth have placed themselves on
the top of the agenda.”
- Ban Ki - moon, secretary General of the United Nation
In an article entitle “10 Ways Youth Can Make an Impact”, it provided the youth
means to contribute to the country’s national security. It emphasized that youth
engagement can bring about social change. It sends a message that the youth
don’t have to wait to become adults to be significant and active members of
the society.
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1. Know your rights. Read up, get informed and practice your right!! The
youth can maximize their rights if they are well-informed. The existing rights
are only of value to the youth if they are understood, observed and used.
2. Learn about local issues. What are the concerns plaguing your
community? How are the concerns affecting you and your immediate
environment? Knowing the problem can lead to possible solutions and the
youth’s role in the grand scheme of things.
3. Speak out. Don’t be afraid to speak your mind either online, through social
media, and offline, gatherings and meetings. Be assertive and express your
interests. Someone is bound to read or to listen to it. However, be
responsible of what you aired and support it with facts. Also, respect the
views of others regardless if it agrees or disagrees with you.
4. Network. There is strength in numbers. Reach out to them and learn their
efforts and initiatives. It could pave way to bigger things for you.
5. Spread the word. Talk to your friends and family about the concerns and
issues you see as important. You can provide a voice to unaddressed
issues, educate and influence the people around you.
6. Join campaigns. Be one with the people having the same vision and
initiative as you. Create solutions and actions that can be done in your
community.
7. Host a youth summit. Learn and share your perspectives and views with
peers as well as decision makers. Schools and local organizations can be
of great support to you in trying to create a forum for the exchange of ideas.
Bring together different communities and understand what you have in
common, as well as your differences in interests and perspectives.
8. Use your creativity. Use your passion for the arts and your hobbies into a
productive action towards your ideals.
9. Join/create a youth organization. Local youth organizations are great
places to expand your knowledge and become an active member of your
society. If your community doesn’t have an organization representing youth,
create one. Be the trendsetter!
10. Be an inspiration. Believe in yourself, and follow your passion.
Passionate youth will change the
world .
SOURCE:https://www.undp.org/content/undp/en/home/blog/2015/8/11/10-ways-youth-can-
make-an-impact.html
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V. ASSESSMENT
Name: Month:
Year: Score:
Home Address:
Facebook Account:
Answer the following questions concisely.
1. In your own perception, how was the implementation of national

security in our country?
-
2. What is role as NSTP – CWTS student in the implementation of

national security and how can you contribute?
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I. TOPIC 8: PERSONAL DEVELOPMENT

1. Identified their values, skills, and personal strengths and weaknesses;
2. Linked personal values to their daily lives;
3. Identified goals and made a plan to reach their goals, and;
4. Appreciated different learning styles and identified different learning
strategies.
VI. CONTENT:
Values are basic and fundamental beliefs that guide or motivate attitudes or
actions. They help us to determine what is important to us. Values describe
the personal qualities we choose to embody to guide our actions; the sort of
person we want to be; the manner in which we treat ourselves and others, and
our interaction with the world around us. They provide the general guidelines
for conduct.
Examples of Values, Beliefs & Desirable Qualities
For each column, choose the top 5 values you have and mark them with an X.
VALUES ME FAMILY/FRIENDS EMPLOYER

Acceptance
Accomplishment
Ambitiousness
Attentiveness
Caring
Cautiousness
Commitment
Communication
Compassion
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Creativity
Determination
Devotion
Dignity
Empathy
Enthusiasm
Ethics
Fairness
Focus
Friendliness
Goals
Honesty
Inspiration
Intelligence
Involvement
Loyalty
Optimism
Persistence
Respect
Responsibility
Tolerance
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Skill is the ability to perform an action with determined results often within a
given amount of time, energy, or both. Skills can often be divided into domain-
general and domain-specific skills.
My Skills and Qualities
Rate yourself and put an X in the appropriate box.

needs to
very good not so improve a
good good lot
Dependable
Patient
Honest
Responsible
Punctual
Courteous
able to work in teams
able to lead others
able to work without
supervision
Creative
self---confident
Organized
learn quickly
Hardworking
use money wisely
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give advice to people
communicate clearly
make decisions
write
supervise
solve problems
Strengths and weaknesses refer generally as individual’s character.

Oftentimes, strength can be a weakness or vice versa.
Setting and Achieving Goals
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Setting Goals
What is your vision of success? The image is different for each of us. For one
person it's working in an office setting, for another it is being a successful
farmer.
Goals should be Example that cannot be Example that can be

SMART: reached reached
Specific I will become rich. I will earn P5,000.00

per month.
Measurable I will attend Saturday I will attend Saturday
classes. classes three times
per month.
Achievable I will become president I will become the
of the Philippines by president of the
next year. youth group in our
barangay by next
year.
Realistic I will become a player of I will play basketball
one of the famous with the basketball
Philippine Basketball team in our
Association teams. barangay.
Time Framed I will find a construction I will find a
job. construction job in
the next 2 months.
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Steps to Setting and Achieving Goals
Setting goals is more than deciding what you want to do. It involves figuring
out what you need to do to get where you want to go, and how long it will
take you to get there.
The first step to success is knowing where you want to go. The second step
is having a plan to get there. Your goals are your road map. Follow them
and you'll be well on your way.
1. Where do I want to be in the next 3 months, 6 months, 1 year?

Example: By the end of the year, I want to graduate from secondary
school.
Example: To graduate from secondary school, I will participate in an
evening study group. I will study for one hour every evening. I will seek
extra help from the teachers when I need it. I will improve my basic
math skills…
2. What must I know to get there?

Example: In order to improve my basic math skills I will need to have a
better foundation in the basic topics.
3. What steps must I take in order to know and be able to do these things?
Example: To improve my basic math skills, I will need to identify a math
tutor who can spend time with me each week. To participate in an evening
study group, I will need to ask my friends and teachers of existing study
groups including the days and times they meet.
4. What abilities and experience do I already have that are going to help me
take these steps? Example: I will talk to people I know who are in my
youth group, ask friends and teachers involved in on-going study groups,
etc.
5. What obstacles might be in my way and how can I deal with them?
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Example: It will be difficult to find time to participate in an evening study
group because I take care of my younger siblings. I will see if I can get
assistance from friends and see if there are any day time study groups.
6. What should I do first, second and so on?
How Do You Learn Best?
I like to listen to people talk about things.

I usually remember what I hear.
I learned more in school by listening to the teacher's explanation
rather than by reading the textbook.
I prefer listening to the news on the radio than reading the
newspaper.
I prefer that someone tells me about a meeting than reading an
announcement.
I get pictures in my head when I read.

I remember faces better than I remember names.
When I have to concentrate on spelling a word, I see that word in
my mind.
I remember what pages in a book look like.
I remember events in the past by seeing them in my mind.
It's hard for me to sit still and study.

I prefer learning by doing something with my hands than reading
about that same thingin a book.
I like to make models of things.
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When I see something new and interesting I usually want to touch
it in order to find outmore about it.
I prefer going out with friends than staying home and reading a
book.
I write down things that I need to remember.

I make fewer mistakes when I write than when I speak.
I like it when people explain something to me by writing down the
main points.
When I read, I take notes to better understand the ideas I've read.
After I take notes, I rewrite my notes to remember better.
I like to read in my free time.

I usually remember information that I read better than information
that I hear.
I prefer reading the newspaper than watching the news on TV.
I can learn how to put something together by reading the
instructions.
I like it when teachers write on the board, so that I can read what
they write.
When I have a problem to figure out I often talk to myself.

I remember things better when I say them out loud. For example,
if I have to learn a new phone number I repeat it again and again
to myself.
I communicate better by speaking than by writing.
I enjoy talking on the phone.
I learn best when I study with other people, and we discuss new
ideas or concepts.
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Tips on how to improve your learning:
If you learn best by listening...
• Read aloud information you need to do a job or to study.

• Ask people to explain things to you that you don't understand.
• Study with other people.
• Call people on the phone instead of writing to them.
• Choose a job where listening plays an important role.
If you learn best by viewing...
• Watch other people do the things that you are going to need to know
how to do. You will be able to visualize their actions later on.
• As you read something imagine what it would look like if it were
happening in real life or on TV.
• Take note of the shape and color of the things that you will want to
remember.
• Visualize telephone numbers and words in your mind.
• Use charts, graphs, pictures.
If you learn best by doing...
• If given a choice, show others that you know how to do something by

showing them how you do it.
• Go on visits to places to see how things are actually done.
• When you have to learn how to do something new, watch someone
who is actually doing it and ask them to coach you while you do it.
• Choose a job that lets you work with your hands and move around.
If you learn best by writing...
• When you read, underline and take notes as you read along.
• Take notes when listening to instructions.
• Write down the things that you need to do. Make lists. Keep a written
schedule.
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• Get a job that involves writing.
If you learn best by reading...
• Take good notes and then read them later on.

• Read instructions instead of having someone tell you or show you
how to do something.
• Have people write down directions for you to read.
• Get information through the written word.
• Choose a job that requires reading.
If you learn best by speaking...
• Ask questions when you don't understand something or need

clarification.
• Study with other people so that you can talk to them about the new
information.
• Repeat things right after you hear them in order to better remember
them.
• Choose a job that requires a lot of talking.
Many people aren't aware that learning preferences exist. Others are usually
not aware of what your particular learning preference is. Let them know. Feel
free to share with them what you know about your own learning style.
Doing: "I wonder if you could show me how this work?"
Listening: "Could you explain to me how this works?"
Reading: "Would you mind giving me written instructions of how this works?"
Viewing: "Would you mind giving me a diagram of how this works?"
Speaking: "Let's talk through this together."
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Writing: "Let me write down what you are saying about how this works."
Other Considerations: It is also important to strengthen your weak learning
styles. Select a style that is weak and share ideas with classmates for
improving that learning style.
LEADER AND LEADERSHIP
What Makes A Great Leader?
To help you improve your leadership skills, here are examples of what
makes a great leader.
1) Determination
A great leader has never---ending determination. He is the first one
to initiate an idea and the last one to give up. It is because of a
leader's determination that projects are completed.
2) Flexibility
A great leader can adapt to any situation. He sees the situation
from many different angles and can adjust himself accordingly.
3) Resourcefulness
Leaders don’t always get what they want easily but they are
creative. They think of ways to get what they want.
4) Creativity
Thinking of effective ways of doing things that don’t require a lot of time,
effort or money.
5) Self---confidence
People will follow a leader who believes in him or herself.
This does not mean being arrogant; rather, it means
trusting in yourself and your abilities.
6) Positive Attitude / Optimism
A great leader has a positive outlook and tries to make the best out of
everything.
7) Responsibility
A great leader understands that whatever happens in his team
(whether good or bad) is his responsibility. He does not take all
the credit for work well done and does not blame others when
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there is failure.
8) Good Communication Skills
What makes a leader great is his ability to communicate effectively
with his team. A good leader understands that people don't
understand messages in the exact same way so is always
confirming what s/he has said or has heard is understood.
9) Consistency / Reliability / Accountability
A great leader is dependable, always does his/her best, takes action &
delivers good results.
10) Planning Ahead
A good leader plans and knows what is up ahead. He has
good judgment in predicting what may happen in the future
and can make work decisions based on that.
11) Patience
12) Being Objective
A good leader does not take sides but is open to different opinions.
13) Perceptive
A good leader has an awareness of the people s/he is leading.
So what makes a great leader? It is a mix of these qualities. You
don't necessarily have to possess all of them, but you should at
least strive to develop many of them.
Leadership Styles
As a leader, it is important to understand the different styles of leading.

The style you choose will depend on the context in which you are
working – who you are working with and what their needs and
expectations are, whether or not you have a deadline, the task at
hand, etc. Four of the most typical leadership styles are:
1. The “Authoritarian” Leader:
• Identifies a problem, considers alternative solutions,
chooses one of them, and then tells followers what they
are to do.
• May or may not consider what the group will think or feel
about the decision, but they clearly do not participate in the
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decision---making.
• Assigns roles.
• Relies primarily on his or her own judgment.
2. The “Persuading” leader:

• Like the “Authoritarian” leader, makes the decisions
without consulting the group. Instead of simply announcing
the decision he or she attempts to persuade the group
members to accept the decision.
• Describes how the decision fits everyone’s interests.
3. The “Consulting” Leader:

• Gives the group a chance to influence the decision from the
beginning.
• Presents the problem and relevant background information,
then asks the members for their ideas on how to solve the
problem.
• May offer a possible solution for the group members’ reaction.
• Selects the solution the members regard as most promising.
4. The “Joining” Leader:

• Participates in the discussions as “just another” member
agreeing in advance to carry out whatever decision the
group makes.
• Encourages group decisions.
• Allows for individual recognition.
• Tends to guide, not rule.
The Authoritarian and Persuading styles of leadership are most prevalent:

• In large groups
• In passive groups
• In groups which seldom meet
• At times when a quick decision or deadline must be met
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The Consulting style of leadership is most effective and/or prevalent:
• In large groups
• In motivated groups
• In organized groups
The Joining style of leadership is most prevalent and/or effective:
• In small groups
• In highly motivated groups
• In groups that can deal with a less structured
environment. There might be a lotof brainstorming, trying
things out but switching direction as needed, etc.
• In groups which have a relatively high need for independence
• In groups where the members have the necessary
knowledge and experience to deal with the problem
• In groups where the members expect to share in decision-making
LEADING TEAMWORK / GROUP COOPERATION
To be successful, teams need:

1. A common purpose or goal: All team members need to
understand and accept the team’s objectives.
2. Clear roles and tasks: All team members should understand
what is expected of them. May want to use a plan that shows the
tasks that each team member is responsible for and the timelines.
3. Decision making procedures: All team members should know
how decisions are made and in what ways problems are solved.
An effective team works with defined procedures to come to a
unanimous decision so that action can be taken.
4. Clear communication: All team members should practice
effective listening, speaking, and transparent communication.
5. Trust among team members: All team members should feel safe and
supported.
Aspects of teamwork: A team is a group of individuals working
together to reach a common goal. To make a teamwork,
supervisors or leaders should consider:
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As a leader you can do the following to develop team spirit:
Work with the team to develop a common goal
Nurture a sense of belonging; focus on what team members have
in common
Make all team members feel that they have something to contribute
Help team members work together to efficiently solve problems
Encourage members to set aside personal goals and desires for
the benefit of the team
Treat team members fairly and equally
Structure the work of the team in a simple & logical fashion;
distribute work fairly
Manage the team efficiently so that every member is able to
deliver his/her tasts and work proceeds in a timely manner
Create an environment that supports and rewards
openness, creativity, trust, mutual respect and a
commitment to provide high quality services.
Working as a team means that team members:
Consult each other
Help each other
Complement each other
Encourage and motivate each other
The following strategies can be used by the leader to support the
effectiveness of the team:
Encourage discussion
Ensure all team members understand that their ideas & opinions
are equally important & relevant
Encourage everyone to participate fully
Model respect towards everyone
Encourage people with different abilities & personalities to work
together
Use positive feedback
Remain calm
Teams can work independently (if leader is not there) if team members:
Are aware of strengths & weaknesses
Are able to set their own goals
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Are able to act according to goals
Take responsibility for their action
Are able to avoid opinions and behavior that block
change
As a leader you need to support members in helping them to
understand their own individual strengths and find support
from the people around them.
PROBLEM SOLVING AND DECISION MAKING
Problem Solving Steps and Tips
1. Define the problem: keep emotions aside and state the problem
2. Get more information about the problem: at work –
from supervisor, colleagues, written materials
3. Generate many ideas on how to solve the problem: there is
often more than one solution!
4. Choose a solution: should be acceptable to all involved
5. Implement the solution
6. Evaluate the solution: Has the problem been solved?
Solutions should be REAL:
R Realistic: applicable not only in theory but also in practice

E Effective: the solution is an answer to the problem
A Acceptable: the solution is accepted by all of those involved
L Logical: the solution is not based on emotion but is fair
(REAL from Inter-Agency Peace Education Programme: Skills for
Constructive Living, UNESCO, INEE, UNHCR.)
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Problem Solving Tips
Often there is more than one solution to a

problem. Be open to different possibilities!
Your experiences, culture and background will
influence the solutions you think of.
Avoid making assumptions.
Never give up!
Be prepared to listen openly to different points of view.
Focus on the solution you want, not on things that cannot be
changed.
Remember to use your good listening, speaking and
cooperation skills when problem solving with others.
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V. ASSESSMENT:
Name: Subject: Score:

Date of Submission: Contact #:
Email add: Fb accnt:
I. Direction: Read and answer the following questions.
1. Think about someone you respect and who served as your role model.
What made that person so special to you?
2. Write a list of all the personal strengths and weaknesses you have.
3. Think about the things you do on a regular basis. What values

are reflected in your daily activities?
4. Think about the values and skills you have identified from the previous
page, how can you apply these values and skills to your future?
5. How do you think what you learned today can help you plan for your
work in the future? For your career in the future?
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6. When planning for your work or career in the future, how important do
you think are your skills, qualities, and values?
II. In this activity, write down your plans in the next one year. Indicate when
will be achieved and what need to do to achieve that goal.
Goal in 1 year from now: By When: What do I

need?:
Steps:
1.
3.
4.
5.
1. Draw a large tree that includes the roots, trunk, major branches,
smaller branches, leaves, flowers and thorns. The growth of a tree is
like the growth and development of a person. The parts of the tree
represent the following:
Roots: their values and skills
Trunk: areas in their lives that give them strength – friends,
family, church, mosque, work place
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Branches: goals in the near future (what they want to do or
accomplish soon) Thorns: obstacles they might meet along
the way
Leaves: resources that they will need to reach goals (people,
information)
Flowers: goals in the far away future or future achievements
-Label the tree with your information.
III. Direction: read and answer the given questions.

1. Choose at least five (5) virtues that are considered commendable
qualities/ traits that describe your traits and your habits and explain.
2. Select at least 3 qualities of a good leader that describes yourself to be

a good leader and why?
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3. Which of the characteristics describe the best you as a leader of the
community? Consider only two-character traits and explain.
4. Which of the leadership styles do you consider effective? Explain.
II. Read and answer the following scenario.
1. Alice and her siblings are orphans. As the head of the family, she
has been raising her younger sisters. She has small part time
jobs. She sells vegetables and cleans houses. Alice is worried
because she does not earn enough money to pay for rent and for
school fees for her younger sisters.
Help Alice solve her problem.
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2. You work at El Manuel Construction site. You notice that
tools are disappearing from the worksite on a regular basis.
What will you do?
3. Anna is 16 years old. Her mother is an OFW and a single

parent. Her mother left her in the care of her grandmother. Anna
has not heard from her mother for almost a year now. Her
grandmother is unable to make a living because she is sickly.
If you were in Anna’s situation, how will you handle this problem?
4. Bob, Mark, Gina and Gerry are neighbors and they often go out together
to have fun. Lately, they noticed that Gerry has been avoiding them and
has been hanging out with a gang of young men who are known in the
neighborhood as trouble makers and suspected as drug pushers.
If you were Gerry’s friends, how will you handle the situation?
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5. Nilda is new in her work as a salesperson in a department store. She
noticed that a group of salespersons in her station keep on talking and
not minding the customers, so she often ends up attending to so many
customers. She is afraid to complain to the supervisor because she is
still new in the job.
What will you do if you were Nilda?
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Rubrics/ Assessment Criteria
CRITERIO EXEMPLARY ADEQUATE NO POIN

N (10pts) (5 pts) ANSWER TS
(0 pt)
Answers are Answers are Did not
comprehensive not answer
, accurate and comprehensiv question.
complete. Key e or
Content ideas are completely
clearly stated, stated. Key
explained, and points are
well supported. addressed,
but not well
supported.
Well organized, Inadequate Did not
Organizati coherently organization answer
on developed, and or question.
(answers easy to follow development.
are clearly Structure of
thought out the answer is
and not easy to
articulated) follow.
Writing Displays no Displays some Did not
Conventio errors in errors in answer
ns spelling, spelling, question.
(Spelling,
punctuation, punctuation,
punctuatio
n, grammar, and grammar, and
grammar, sentence sentence
and structure. structure.
complete
sentences)
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I. TOPIC 9: INTERPERSONAL RELATIONS

1. Explained the importance of interpersonal- relationships;
2. Explained the three stages in interpersonal relationships, and;
3. Apprehended how to maintain positive relationships.
IV. CONTENT:
What is Interpersonal Relationship?
A strong bond between two or more people refers to interpersonal

relationship. Attraction between individuals brings them close to each other
and eventually results in a strong interpersonal relationship.
Forms of Interpersonal relationship
An interpersonal relationship can develop between any of the following:
 Individuals working together in the same organization.

 People working in the same team.
 Relationship between a man and a woman (Love, Marriage).
 Relationship with immediate family members and relatives.
 Relationship of a child with his parents.
 Relationship between friends.
Relationship can also develop in a group (Relationship of students with their

teacher, relationship of a religious guru with his disciples and so on)
Must have in an Interpersonal Relationship
 Individuals in an interpersonal relationship must share common goals

and objectives. They should have more or less similar interests and
think on the same lines. It is always better if individuals come from
similar backgrounds.
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 Individuals in an interpersonal relationship must respect each other’s
views and opinions. A sense of trust is important.
 Individuals must be attached to each other for a healthy interpersonal
relationship.
 Transparency plays a pivotal role in interpersonal relationship. It is
important for an individual to be honest and transparent.
Interpersonal Relationship between a man and a woman
A strong interpersonal relationship between a man and a woman leads

to friendship, love and finally ends in marriage.
 A sense of commitment is essential in marriages and love affairs.

 Partners must feel attached to each other and most importantly trust
each other.
Famous psychologist Robert Sternberg proposed the triangular theory of love

in interpersonal relationship.
According to triangular theory of love following three components lay the

foundation in love affairs and marriages.
1. Passion
2. Intimacy
3. Commitment
The amount of love in any relationship is directly proportional to the above

three components. More the three components, stronger the relationship is.
1. Passion: Passion refers to the physical and sexual attraction between

two individuals. Individuals must feel physically attracted to each other
for the charm to stay in relationship for a much longer period of time.
2. Intimacy: The amount of closeness between two individuals in a
relationship refers to intimacy. Partners must gel with each other and a
strong bond between them is essential.
3. Commitment: The decision of two individuals to stay together forever
is called commitment. Commitment is nothing but two people deciding
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to be with each other life-long either by staying together or by entering
the wedlock.
If any of the above factors is missing from a relationship, love fades away in a
short span of time giving rise to troubles and sorrows.
Relationship between friends
 Friends must be honest to each other.

 Stand by your friends at times of need.
 Avoid leg pulling, criticism and making fun of your friends.
 Try not to mix friendship with love as it creates problems and
misunderstandings.
Interpersonal relationship between children and their parents, brother and

sister, immediate family members or relatives revolve around trust,
commitment and care.
Transactional Analysis and Ego State
Transactional Analysis is first and foremost a therapeutic tool for positive

change and growth. It can be used either in therapy for the individual
concerned or on a more surface level for problem solving in everyday life.
TA is basically the study of how people take on certain behaviors, either by

accident or from their early caretakers or authority figures and then continue
to play them out in their adult lives. It is a model for people to use to work
towards ‘autonomy’, a place from where they can choose to live the way they
want to and not to be still acting as if they are controlled by past events or
messages.
Transactional Analysis then is a modern psychotherapy model, which has; it’s

own particular language and theory of personality. It states that the person
transacts with a person in certain ways, structures their time between life and
death in a particular way, plays their own particular games and lives out their
own unique script.
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An understanding of Transactional Analysis can give hope for the person in
that they can change their script and choose the way they want to re-write their
own life plan, without hanging on to inappropriate behaviors of the past.
The creator of Transactional Analysis Was Eric Berne, a Psychiatrist and a

man who was largely influenced by Freud,though by the time of his death in
1970,he had become a,in some ways, a critic of Freud. Transactional Analysis
though does have its roots in Psycho dynamic theory.
The personality for Transactional Analysis, for Berne, is based on the

recognition of three quite different ego states, called specifically the Parent,
Adult and Child.
An ego state for Berne is:
‘a system of feelings accompanied by related set of behaviour patterns.’
For example, spontaneous feelings, compliance and rebellion are all features
of the child ego state and may be activated by the individual at any time
throughout his life.
Berne recognised that three such ego states must be in everyone and that
together they make up the unique individuals Personality.
For Berne the ego states are not roles but are phenomenological realities.
Each ego state is concerned with what actually happened in the past for that
person and how they acted will determine how they act in the here and now.
The decisions that they made then will determine the decisions and behaviours
they now make in the present.
The Parent Ego State
(Case Study One)
Bob was the leader of his group of friends and it was he who always set the
time that they should meet, where they should go and what they ‘should do’.
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He often shook his finger at his friends reprovingly. People in his circle of
friends eventually got fed up of him and many left the group.
(Case Study Two)
Mary and Joan were good friends and they went everywhere together. When
Joan’s mother died it was Mary who looked after her and often put her arm
around Joan saying such words as ‘Don’t worry about things. I will help you
with all your work; I love you a lot you know’.
The above then, are examples of a controlling parent behaviour and a

nurturing parent behaviour,of the Parent Ego state
The Parent Ego State
The parent ego state contains the attitudes and behaviours that are observed
and copied from the individual’s caretakers and figures. In other words the
spoken and unspoken rules. The “shoulds’ and the ‘oughts” of life. The
individual’s early parent is formed in the child from birth to approx five years
and in Transactional Analysis terms is called the parent in the child or the P1.
The complete parent ego state or the P2 is formed between the ages of five
years to approx twenty years as a result of even more external stimuli from
their authority of caretaker figures.
When the P2 is activated in later life, the person will be acting in the ways that
their authority figures will have acted, indeed this is the model that the
individual will have incorporated into his own parent, though it must be noted
that each individual will have a different parent ego state and will act in their
own unique way.
The Adult Ego State
(Case Study Two)
James decided to go and see his aunt who lived in the next town – as he had
never left his town before, he had to get his map out to work out how he would
get there – this he did successfully and he got to his aunt’s house at the time
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he said he would. Thus we can see that James used his adult ego state to
work out logically, given the facts, how to solve a given problem.
The Adult Ego State emerges around six months in the child and is concerned
primarily with appraising facts, reasoning, thinking, evaluating and responding
to available data.
It is described by many Transactional Analysis writers like a computer,

concerned only with rationality and logic.
However, I think this position is some what misleading and I prefer Berne’s
commentary, which describes that adult as coming from an integrated stance
which does not mean that when the person activates their adult ego state he
is coming from just a rational position, but that he also has access to feelings,
thinking and attitudes. Indeed the person will be part of the ‘here and now’ and
experiencing and coming from an integrated adult stance.
The Child Ego State
(Case Study One)
When john’s mother died when he was three years old, he was too young to
really understand what had happened, he just felt hurt that his mother had
gone away. When he was fifteen years of age, John had a hard time trusting
women – he often complained that women left him and let him down a lot when
he most needed them. Other people felt that women were really good to him
and helped him a lot.
(Case Study Two)
Fiona when a small girl could get her father to do anything she really wanted.
Indeed as she grew up she was very good at managing to get men to do what
she wanted. Later, she was fired from several jobs by her bosses who said
they felt she was manipulating them.
(Case Study Three)
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As a child, Freda’s parents argued a lot and her major method of defense was
to withdraw and spend a lot of time alone going for long walks. At eighteen she
got sacked from many jobs for daydreaming and fantasizing. In her personal
life, she would withdraw mentally if her friends argued with her. They got fed
up with her and left.
People who spend a lot of time operating from a child ego state usually are
acting as they did when they were a child. For example, Freda lost a lot of jobs
because she daydreamed when she should have been concentrating on her
work. Fiona attempted to manipulate men in her life with the expectation that
she would get what she wanted as she had from her father when a child.
Being in your child ego state does not mean that you are being childish. It
simply means that you are acting out as you did when you were a child.
The Child Ego State
The Child Ego State is primarily concerned with feelings though that does not
mean that when in the ‘here and now’ experience the person does not have
access to attitudes and thinking, but it simply means that when activated
feelings are usually the executive energy force.
The child ego state is the part of the personality, which is preserved from actual
childhood; it also contains all the impulses a person was born with. The child
ego state is, as said above, primarily about spontaneous feelings, needs and
wants of the child. It is also important to note that the child ego state contains
‘recordings’ of childhood memories and experiences. Therefore, when the
person feels and acts as they did when they were very young, they are
experiencing their child ego state.
The personality can be subdivided further into the Nurturing and Controlling
parent and the Free and Adapted child. An example of the nurturing side of the
parent ego state would be the person who lovingly takes care of the dog who
go injured whilst crossing the road. An example of the controlling parent being
activated would be in the person who might say ‘all dogs should be kept on
leads and not allowed to roam free’ and do nothing to look after the injured
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dog. From this particular example we can see how the same ego state can act
in different ways according to people past messages.
An example of the difference between the free and adapted child ego state
would be for example, the person who complies to almost anything and
perhaps may automatically say ‘thank you’ whilst repressing other feelings as
opposed to the free child stance of free and spontaneous feelings, according
to the situation. The free child is naturally inquisitive, curious and often does
act without thinking of the consequences.
Another stance of the adapted child position is one of pseudo-rebellion. In

other words, an aware adaptation to a particular situation is the flip child of the
compliant child stance.
Again I think it is important to mention here that different people will respond
differently to situations and thus different ego states will be activated according
to their past messages in life. But, almost certainly, most people will have
access to all parts of their personality if they wish, though according to their
particular pathology, certain ego states may well dominate their personality in
may situations of their lives.
Structural Pathology
This is the part of TA theory that deals with when we get, “stuck” in one Ego
State or part of the Self.
The Two major parts of Structural Pathology are Contaminations and

Exclusions.
Contamination’s between the different parts of the personality or ego states

simply means that two ego states overlap or distort so that the person often
feels he cannot keep the different ego states separate from each other.
He will often describe a ‘stuck’ feeling within his personality. A lot of work in
Transactional Analysis is around alleviating this ‘stuck’ sensation or de-
contamination, as it is known. An example of a child/adult contamination from
a child stance would be a person stating,
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‘If I believe my mother is not dead for long enough, she will not be’
Or
‘If I wear my lucky medallion, I am bound to pass my exams without even

revising.’
In other words, in these statements, there is obviously a distortion of adult

reality from the child’s perspective. It is then necessary to cathart the adult.
Contamination can also occur between parent and adult and often does; you
may even diagnose double contamination between parent and adult and the
child and adult ego states.
Contamination whether from a dominant parent or a dominant child ego state

will lead to a dysfunctional ego structure and the person will stay in the unreal
position for him or her. This may provide a certain degree of security for the
person as it will be familiar to them, but it will also inhibit the real potential for
positive change in their life. What the person needs to be able to do is to have
access to all ego states and also be able to redistribute his energy evenly in
all of them.
An example of a parent/child contamination would be when a person uses

such statements as ‘coloured people are inferior to white people’ and ‘boys are
cleverer than girls’.
These examples are obviously prejudiced and occur when the person acts or
behaves as though something he believes in is the absolute truth and valid for
all time. It often comes directly from their own authority figures and is not
necessarily true, thus the person, instead of moving to check out the belief by
using his adult ego state instead takes it straight on board into his own parent.
Identifying the different Ego States of the Self.
So far, I have described the structure and function of the different units of the
personality and how you might be aware of which part you may be operating
from in you life experiences. To enable you to identify even more specifically
which ego state you are coming from in a specific situation, there are certain
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clues, which will help you. There are many ‘behaviours ‘which are typical of
each ego state.
Your Child Ego State
When coming from a Child Ego State, your tone may be one of laughing,
screaming, angry, rebellious, whining, helpless, stubborn or playful. Your
words may be ‘wow! I love you. Brill. I hate you. Ace. Amazing. Incredible, I
never do it right. Sorry!
Your Critical Parent Ego State
Your tone of voice may be harsh, strong, self-righteous, critical, ordering,

dogmatic, uncompromising, overbearing. The posture here will likely be
upright, hands on hips, wagging finger, head upright, invasive, erect. The
words could be – lots of “woulds, Shoulds” disappointed in you, upset by your
behaviour, eat all your food, children should be seen and not heard, don’t be
late, stupid, when are you going to do…….., why have you not……….
Your Adult Ego State
The tone of voice may be measured, clear, precise, crisp, rational, and logical.
Words may well be very factual. ‘I see you are well, how long it is to London,
what time is it, it is a fact it is cold today!
All the above words and behaviors, will then give you some clue as to what
ego state that person is operating from and thus what you can do to change
the situation for yourself. However, it must be remembered that these are only
some of the clues for exact ego analysis, you will need more evidence or
information for a positive and accurate diagnosis. You may need to ask more
historical questions and certainly, you will need to see the person in the ‘here
and now’ to be certain of you analysis.
The Ego gram in TA theory
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To talk about the ego structure and not to mention the innovation of the Ego
gram by Jack Dusay in the early 1970s would be a disservice in my opinion to
Transactional Analysis. An Ego gram is simply defined as:
‘a bar graph showing the relationship of the parts of the personality to each
other and the amount of psychological energy emanating outward.’
The Ego gram is a bar graph showing the amount of energy within the ego
structure of the person and how he will re-distribute his energy within the
different egos at one given time. Thus the most important aspect for the use
of the Egogram in modern psychotherapy is that, it gives an evaluation of the
distribution of energy in the personality, and it can be used by the individual to
show how much energy is needed to be re-distributed to other parts of the
personality to make positive change. It is simple to construct and use, for
example, firstly, draw a horizontal line on a piece of paper. Underneath, label
the five ego states – adapted child, free child, adult, controlling parent and
nurturing parent.
Think of yourself at this particular time or at a specific moment in the past, draw
whatever you feel is the most energized part of your personality, and draw it
with a vertical line. (This will be your highest column.)
Now, using your intuition, draw the lowest energized part of your personality
as it is in comparison with the other. (This will be the lowest column.)
Then fill in the other states as you see them in comparison with the above.
Having done the exercise, you should have now an egogram of the distribution
of your energy within your personality at a given time. This will help you see
where you might need at certain times to re-distribute your energy to help solve
problems in life or therapy.
At this point it is important to mention the constancy hypothesis. As John

Dusay suggests in his book on Egograms, when the energy in one Ego state
increases, the energy in another Ego state decreases, which means that one
can successfully distribute one’s energy from one Ego state to another.
Indeed, having used Egograms successfully in my own self-evaluation whilst
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in therapy, and with my own clients within my practice, I have come to the
conclusion’ that the creation of the Egogram by Dusay has been invaluable to
modern psychotherapy and especially Transactional Analysis. Certainly, it
shows graphically, the kind of person you are and will show you the way you
can positively change to be the person that you want to be in your life.
Analysis of Life Positions
As per the concepts involved in Transactional Analysis, four different

types of Life positions have been identified. They are:
1. I am OK You are OK
2. I am not OK You are not OK

3. I am OK You are not OK
4. I am not OK You are OK
1. I am O.K., You are O.K.: This life position shows that an individual has
several O.K. experiences with others. This means, an individual
encountered no severe problems or issues with others in his childhood
and had a normal relationship with them. People with such life positions
about themselves and others around him can solve any problem very
easily and realizes the significance of others being in his life. This
position is based on the adult ego.
2. I am O.K., You are not O.K.: This life position is created when an
individual was too much ignored when he was a child. Here, an
individual believes that he is right, and all the others around him are
wrong. These are the individual who possesses the rebellion child ego
and put blame on others for anything that goes wrong with them.
3. I am not O.K., you are O.K.: This life position gets created when an
individual feels that others do things better than him. He feels inferior
to others and believes that others can do many things which he cannot
do by himself. These kinds of people always complain about one thing
or the other and remain highly dissatisfied with their lives.
4. I am not O.K., you are not O.K.: This kind of life position is created by
those who lacks interest in living. They feel life is not worth living and
are the ones who have been neglected by their parents in their
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childhood and were brought up by the servants. Such kind of people
commits suicide or homicide to end their lives.
Thus, the life positions talk about the individual developing his identity, sense
of worth and perception about others during his childhood and believing it to
be true until and unless some major experience changes it.
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V. ASSESSMENT:

Email add:_ Fb accnt:
Direction: Read and answer the statement.

1. Explain the importance of interpersonal relationships and
relate it to your daily living.
2. What are the three stages in interpersonal relationships? Explain each

stage.
3. How to maintain positive relationships among your family,

friends and all the people around you?
3. What are the types of Life positions? Explain and cite a real-life
situation.
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I. TOPIC 10: COMMUNICATION

1. Defined and comprehended communication and the communication
process;
2. Listed and overcome the barriers in a communication process;
3. Practiced active listening, and;
4. Tips to improve verbal and non-verbal communication.

IV. CONTENT:
Introduction to Communication
Communication is simply the act of transferring information from one

place, person or group to another.
Every communication involves (at least) one sender, a message and a

recipient. This may sound simple, but communication is actually a very
complex subject.
The transmission of the message from sender to recipient can be affected by

a huge range of things. These include our emotions, the cultural situation, the
medium used to communicate, and even our location. The complexity is why
good communication skills are considered so desirable by employers around
the world: accurate, effective and unambiguous communication is actually
extremely hard.
A communication therefore has three parts: the sender, the message, and the
recipient.
The sender ‘encodes’ the message, usually in a mixture of words and non-
verbal communication. It is transmitted in some way (for example, in speech
or writing), and the recipient ‘decodes’ it.
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In face-to-face communication, the roles of the sender and recipient are not
distinct. The two roles will pass back and forwards between two people talking.
Both parties communicate with each other, even if in very subtle ways such as
through eye-contact (or lack of) and general body language. In written
communication, however, the sender and recipient are more distinct.
Categories of Communication
There are a wide range of ways in which we communicate and more than one
may be occurring at any given time.
The different categories of communication include:
 Spoken or Verbal Communication, which includes face-to-face,

telephone, radio or television and other media.
 Non-Verbal Communication, covering body language, gestures, how
we dress or act, where we stand, and even our scent. There are many
subtle ways that we communicate (perhaps even unintentionally) with
others. For example, the tone of voice can give clues to mood or
emotional state, whilst hand signals or gestures can add to a spoken
message.
 Written Communication: which includes letters, e-mails, social
media, books, magazines, the Internet and other media. Until recent
times, a relatively small number of writers and publishers were very
powerful when it came to communicating the written word. Today, we
can all write and publish our ideas online, which has led to an explosion
of information and communication possibilities.
 Visualizations: graphs and charts, maps, logos and other
visualizations can all communicate messages.
The process of interpersonal communication cannot be regarded as a

phenomena which simply 'happens'. Instead, it must be seen as a process that
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involves participants who negotiate their roles with each other, whether
consciously or unconsciously.
A message or communication is sent by the sender through a

communication channel to one or more recipients.
Barriers to Effective Communication
The skills of Active Listening, Clarification and Reflection may help but the
skilled communicator also needs to be aware of the barriers to effective
communication and how to avoid or overcome them.
There are many barriers to communication and these may occur at any stage
in the communication process. Barriers may lead to your message becoming
distorted and you therefore risk wasting both time and/or money by causing
confusion and misunderstanding.
Effective communication involves overcoming these barriers and conveying a

clear and concise message.
Common Barriers to Listening
There are many things that get in the way of listening and you should be aware
of these barriers, many of which are bad habits, in order to become a more
effective listener. Barriers and bad habits to effective listening can include:
 Trying to listen to more than one conversation at a time, this

includes having the television or radio on while attempting to listen to
somebody talk; being on the phone to one person and talking to
another person in the same room and also being distracted by some
dominant noise in the immediate environment.
 You find the communicator attractive/unattractive and you pay
more attention to how you feel about the communicator and their
physical appearance than to what they are saying. Perhaps you simply
don't like the speaker - you may mentally argue with the speaker and
be fast to criticize, either verbally or in your head.
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 You are not interested in the topic/issue being discussed and become
bored.
 Not focusing and being easily distracted, fiddling with your hair,
fingers, a pen etc. or gazing out of the window or focusing on objects
other than the speaker.
 Feeling unwell or tired, hungry, thirsty or needing to use the toilet.
 Identifying rather than empathising - understanding what you are
hearing but not putting yourself in the shoes of the speaker. As most of
us have a lot of internal self-dialogue we spend a lot of time listening
to our own thoughts and feelings - it can be difficult to switch the focus
from 'I' or 'me' to 'them' or 'you'. Effective listening involves opening
your mind to the views of others and attempting to feel empathetic.
 Sympathizing rather than empathizing - sympathy is not the same
as empathy, you sympathize when you feel sorry for the experiences
of another, to empathize is to put yourself in the position of the other
person.
 You are prejudiced or biased by race, gender, age, religion, accent,
and/or past experiences.
 You have preconceived ideas or bias - effective listening includes
being open-minded to the ideas and opinions of others, this does not
mean you have to agree but should listen and attempt to understand.
 You make judgments, thinking, for example that a person is not very
bright or is under-qualified so there is no point listening to what they
have to say.
 Previous experiences – we are all influenced by previous experiences
in life. We respond to people based on personal appearances, how
initial introductions or welcomes were received and/or previous
interpersonal encounters. If we stereotype a person, we become less
objective and therefore less likely to listen effectively.
 Preoccupation - when we have a lot on our minds, we can fail to listen
to what is being said as we're too busy concentrating on what we're
thinking about. This is particularly true when we feel stressed or worried
about issues.
 Having a Closed Mind - we all have ideals and values that we believe
to be correct and it can be difficult to listen to the views of others that
contradict our own opinions. The key to effective listening and
interpersonal skills more generally is the ability to have a truly open
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mind - to understand why others think about things differently to you
and use this information to gain a better understanding of the speaker.
Non-Verbal Signs of Ineffective Listening
Although with all non-verbal signals a certain amount of error has to be

expected, generally signs of inattention while listening include:
 Lack of eye contact with the speaker – listeners who are engaged
with the speaker tend to give eye contact. Lack of eye contact can,
however, also be a sign of shyness.
 An inappropriate posture - slouched, leaning back or ‘swinging’ on a
chair, leaning forward onto a desk or table and/or a constantly shifting
posture. People who are paying attention tend to lean slightly towards
the speaker.
 Being distracted - fidgeting, doodling, looking at a watch, yawning.
 Inappropriate expressions and lack of head nods - often when a
listener is engaged with a speaker, they nod their head, this is usually
an almost subconscious way of encouraging the speaker and showing
attention. Lack of head nods can mean the opposite – listening is not
happening. The same can be true of facial expressions, attentive
listeners use smiles as feedback mechanisms and to show attention.
Further Signs of Ineffective Listening
Other common traits of ineffective listening include:
 Sudden Changes in Topic: When the listener is distracted, they may

suddenly think about something else that is not related to the topic of
the speaker and attempt to change the conversation to their new topic.
 Selective Listening: This occurs when the listener thinks they have
heard the main points or have got the gist of what the speaker wants
to say. They filter out what they perceive as being of key importance
and then stop listening or become distracted.
 Daydreaming: Daydreaming can occur when the listener hears
something that sets off a chain of unrelated thoughts in their head –
they become distracted by their ‘own world’ and adopt a ‘far-away’ look.
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 Advising: Some people want to jump in early in a conversation and
start to offer advice before they fully understand the problem or
concerns of the speaker.
Effective Speaking Skills & Strategies
 Be clear, brief, concise- to the point

 Use examples to get to the point
 Be polite/ friendly
 Be honest
 Be respectful
 When you need to be direct, speak with respect
 Speak with confidence but not with arrogance
 Be flexible- check the mood and attitudes of others and adjust
accordingly
 Be aware of body language- your own and that of others
Choosing a Form of Workplace Communication2
Choose a written Choose an

Choose a verbal
message electronic
message if…
if… message if…
You don’t need You need quick but
You want immediate
immediate not
feedback.
feedback. immediate feedback
Your message is
Your message is Your message is
simple, but
simple and complex and
you’re physically
easy to understand. requires planning.
separated
You don’t need a
You need a written You need an
written
record electronic
record of the
for your files record
interaction
Your audience is You are
You can get together
more geographically
easily Formal spread out, or want
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to avoid
time‐zone barriers
You want to solve a
You want to avoid You want to avoid
problem
miscommunication miscommunication.
or make a decision
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V. ASSESSMENT:

II. Direction: Read and answer the questions.

1. Why communication is significant in our day to day living?
2. Draw the process flow of communication.
3. Choose at least 5 barriers in communication and give remedy/ies to

overcome such barrier.
a.
b.
c.
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d.
e.
4. What are the tips to improve verbal and non-verbal communication?
II. Identify the items/ format in the left whether it is verbal, written or
electronic. Write X of your answer.
Format Verbal Written Electronic
Face‐to‐face conversation
Phone (landline)
Mobile phone
Interview
Meeting
Training
Presentation
Letter
Memo
Report
Proposal
Email
Fax
Voicemail
Webinar
Conference Call
Video Conference
Project Management Website
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Instant Messaging (Skype)
Email Mailing List
SMS / Text Message
Sticky
III. Role Play/ Script Writing

Directions:
2. Given the situation below, you will make a script out of the roles
given.
3. Be sure that the script should portray the roles.
4. Submit the hard copy of your script before this month ends.
Scenario:
Renovations are complete and the new office space is ready for people to
move into. A group of co‐workers has been called together to plan the move.
A leader has been selected but everybody else’s roles need to be determined.
This is the first time you have met as a group. You need to discuss the location
of people’s desks, the photocopier, printers, etc. and decorate so the office will
attract customers. You all need to determine the steps necessary to
accomplish the task and the roles and responsibilities of those in the group.
Roles:
Group leader: You are a strong leader who tries to speak clearly and listen
effectively. You need to clearly explain the objectives to the group and keep
the group on task. Try to involve all in the
discussion. You are responsible for developing the plan.
Quiet / shy person: You have a lot of very good ideas but you won’t say
anything until someone asks you directly.
Domineering person: You want to take over the discussion and lead the
group. You think you have all the answers and do not want to waste time
having everybody share their ideas.
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Disagreeable person: You have a negative attitude and are resistant
towards all ideas.
Harmonious person: You always try to make people feel relaxed and are
constantly trying to smooth things out between people who are disagreeing.
Encouraging person: You want to make sure that everybody is heard,
regardless of their background or ideas. Pull group members into the
conversation.
Ideas person: You get very excited in the group and love to brainstorm and
share extravagant ideas that aren’t always realistic.
Task master: You are always very organized and like to stay focused on the
task at hand. You keep bringing the group back to the practical actions that
need to be taken to accomplish the task.
Observers: Observe the person directly in front of you. What type of

personality does this person have? Is s/he helping the group make
decisions? Is s/he preventing the group from making
progress? How could others encourage this person to contribute to the
group?
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I. TOPIC 11: STRESS MANAGEMENT

1. Describe the major components of the organizational stress model;
2. Compare individual, group, and organizational work stressors;
IV. CONTENT:
Stress is a feeling of emotional or physical tension. It can come from any event
or thought that makes you feel frustrated, angry, or nervous.
Stress is your body's reaction to a challenge or demand. In short bursts, stress

can be positive, such as when it helps you avoid danger or meet a deadline.
But when stress lasts for a long time, it may harm your health.
Considerations
Stress is a normal feeling. There are two main types of stress:

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 Acute stress. This is short-term stress that goes away quickly. You
feel it when you slam on the brakes, have a fight with your partner, or
ski down a steep slope. It helps you manage dangerous situations. It
also occurs when you do something new or exciting. All people have
acute stress at one time or another.
 Chronic stress. This is stress that lasts for a longer period of time. You
may have chronic stress if you have money problems, an unhappy
marriage, or trouble at work. Any type of stress that goes on for weeks
or months is chronic stress. You can become so used to chronic stress
that you don't realize it is a problem. If you don't find ways to manage
stress, it may lead to health problems.
STRESS AND YOUR BODY
Your body reacts to stress by releasing hormones. These hormones make

your brain more alert, cause your muscles to tense, and increase your pulse.
In the short term, these reactions are good because they can help you handle
the situation causing stress. This is your body's way of protecting itself.
When you have chronic stress, your body stays alert, even though there is no
danger. Over time, this puts you at risk for health problems, including:
 High blood pressure

 Heart disease
 Diabetes
 Obesity
 Depression or anxiety
 Skin problems, such as acne or eczema
 Menstrual problems
If you already have a health condition, chronic stress can make it worse.
SIGNS OF TOO MUCH STRESS
Stress can cause many types of physical and emotional symptoms.

Sometimes, you may not realize these symptoms are caused by stress. Here
are some signs that stress may be affecting you:
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 Diarrhea or constipation
 Forgetfulness
 Frequent aches and pains
 Headaches
 Lack of energy or focus
 Sexual problems
 Stiff jaw or neck
 Tiredness
 Trouble sleeping or sleeping too much
 Upset stomach
 Use of alcohol or drugs to relax
 Weight loss or gain
What causes stress?
Feelings of stress are normally triggered by things happening in your life which
involve:
 being under lots of pressure

 facing big changes
 worrying about something
 not having much or any control over the outcome of a situation
 having responsibilities that you're finding overwhelming
 not having enough work, activities or change in your life
 times of uncertainty.
There might be one big thing causing you stress, but stress can also be caused
by a build-up of small pressures. This might make it harder for you to identify
what making you feels stressed, or to explain it to other people.
"Lots of things stress me at the moment, mainly worries about my memory, as

I'm a pensioner with nothing to do all day. Trying to fill my day is hard as I have
arthritis so can’t walk too far."
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Why do certain things make me feel stressed?
The amount of stress you feel in different situations may depend on many
factors such as:
 your perception of the situation – this might be connected to your

past experiences, your self-esteem, and how your thought processes
work (for example, if you tend to interpret things positively or
negatively)
 how experienced you are at dealing with that particular type of
pressure
 your emotional resilience to stressful situations
 the amount of other pressures on you at the time
 the amount of support you are receiving.
We're all different, so a situation that doesn't bother you at all might cause
someone else a lot of stress. For example, if you're feeling confident or usually
enjoy public speaking, you might find that giving a speech in front of people
feels comfortable and fun. But if you're feeling low or usually prefer not to be
the center of attention, this situation might cause you to experience signs of
stress.
"I get stressed when things get out of perspective – too much work, thinking
too far ahead."
What kind of situations can cause stress?
Stress can be caused by a variety of different common life events, many of

which are difficult to avoid. For example:
Personal
 illness or injury
 pregnancy and becoming a parent
 bereavement
 long-term health problems
 organizing a complicated event, like a group holiday
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 everyday tasks such as travel or household chores.
Friends and family
 getting married or civil partnered

 going through a break-up or getting divorced
 difficult relationships with parents, siblings, friends or children
 being a carer for a friend or relative who needs lots of support.
Employment and study
 losing your job

 long-term unemployment
 retiring
 exams and deadlines
 difficult issues at work
 starting a new job.
Housing
 housing problems such as poor living conditions, lack of security or

homelessness
 moving house
 problems with neighbors.
Money
 worries about money or benefits

 poverty
 debt.
"My breakdown [...] was due to having a stressful job as a project manager
and dealing with a marriage break up and subsequent divorce."
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Can happy events cause stress?
Some of the situations listed above are often thought of as happy events – for
example, you might feel expected to be happy or excited about getting married
or having a baby.
But because they can bring big changes or make unusual demands on you,
they can still be very stressful. This can be particularly difficult to deal with,
because you might feel there's additional pressure on you to be positive.
"I've never been more stressed in my life than the 6 months leading up to my
wedding... everyone kept asking me if I was happy and expecting me to be
excited all the time, but I just couldn't feel it. I ended up getting really ill."
Why is it so important to manage stress?
Effective stress management helps you break the hold stress has on your life,
so you can be happier, healthier, and more productive. The ultimate
goal is a balanced life, with time for work, relationships, relaxation, and
fun—and the resilience to hold up under pressure and meet challenges
head on. But stress management is not one-size-fits-all. That’s why it’s
important to experiment and find out what works best for you. The
following stress management tips can help you do that.
Tip 1: Identify the sources of stress in your life
Stress management starts with identifying the sources of stress in your life.
To identify your true sources of stress, look closely at your habits, attitude, and
excuses:
 Do you explain away stress as temporary (“I just have a million things
going on right now”) even though you can’t remember the last time you
took a breather?
 Do you define stress as an integral part of your work or home life
(“Things are always crazy around here”) or as a part of your personality
(“I have a lot of nervous energy, that’s all”)?
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 Do you blame your stress on other people or outside events, or view it
as entirely normal and unexceptional?
Until you accept responsibility for the role you play in creating or maintaining
it, your stress level will remain outside your control.
Tip 2: Practice the 4 A’s of stress management
While stress is an automatic response from your nervous system, some

stressors arise at predictable times: your commute to work, a meeting with
your boss, or family gatherings, for example. When handling such predictable
stressors, you can either change the situation or change your reaction. When
deciding which option to choose in any given scenario, it’s helpful to think of
the four A’s: avoid, alter, adapt, or accept.
The four A’s – Avoid, Alter, Adapt & Accept
Avoid unnecessary stress
It’s not healthy to avoid a stressful situation that needs to be addressed, but
you may be surprised by the number of stressors in your life that you can
eliminate.
Learn how to say “no.” Know your limits and stick to them. Whether in your
personal or professional life, taking on more than you can handle is a surefire
recipe for stress. Distinguish between the “shoulds” and the “musts” and,
when possible, say “no” to taking on too much.
Avoid people who stress you out. If someone consistently causes stress in
your life, limit the amount of time you spend with that person, or end the
relationship.
Take control of your environment. If the evening news makes you anxious,
turn off the TV. If traffic makes you tense, take a longer but less-traveled route.
If going to the market is an unpleasant chore do your grocery shopping online.
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Pare down your to-do list. Analyze your schedule, responsibilities, and daily
tasks. If you’ve got too much on your plate, drop tasks that aren’t truly
necessary to the bottom of the list or eliminate them entirely.
Alter the situation
If you can’t avoid a stressful situation, try to alter it. Often, this involves
changing the way you communicate and operate in your daily life.
Express your feelings instead of bottling them up. If something or

someone is bothering you, be more assertive and communicate your
concerns in an open and respectful way. If you’ve got an exam to study for
and your chatty roommate just got home, say up front that you only have five
minutes to talk. If you don’t voice your feelings, resentment will build and the
stress will increase.
Be willing to compromise. When you ask someone to change their

behavior, be willing to do the same. If you both are willing to bend at least a
little, you’ll have a good chance of finding a happy middle ground.
Create a balanced schedule. All work and no play is a recipe for burnout.
Try to find a balance between work and family life, social activities and solitary
pursuits, daily responsibilities and downtime.
Adapt to the stressor
If you can’t change the stressor, change yourself. You can adapt to stressful
situations and regain your sense of control by changing your expectations
and attitude.
Reframe problems. Try to view stressful situations from a more positive

perspective. Rather than fuming about a traffic jam, look at it as an opportunity
to pause and regroup, listen to your favorite radio station, or enjoy some alone
time.
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Look at the big picture. Take perspective of the stressful situation. Ask
yourself how important it will be in the long run. Will it matter in a month? A
year? Is it really worth getting upset over? If the answer is no, focus your time
and energy elsewhere.
Adjust your standards. Perfectionism is a major source of avoidable stress.

Stop setting yourself up for failure by demanding perfection. Set reasonable
standards for yourself and others, and learn to be okay with “good enough.”
Practice gratitude. When stress is getting you down, take a moment to

reflect on all the things you appreciate in your life, including your own positive
qualities and gifts. This simple strategy can help you keep things in
perspective.
Accept the things you can’t change
Some sources of stress are unavoidable. You can’t prevent or change

stressors such as the death of a loved one, a serious illness, or a national
recession. In such cases, the best way to cope with stress is to accept things
as they are. Acceptance may be difficult, but in the long run, it’s easier than
railing against a situation you can’t change.
Don’t try to control the uncontrollable. Many things in life are beyond our
control, particularly the behavior of other people. Rather than stressing out
over them, focus on the things you can control such as the way you choose
to react to problems.
Look for the upside. When facing major challenges, try to look at them as
opportunities for personal growth. If your own poor choices contributed to a
stressful situation, reflect on them and learn from your mistakes.
Learn to forgive. Accept the fact that we live in an imperfect world and that
people make mistakes. Let go of anger and resentments. Free yourself from
negative energy by forgiving and moving on.
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Share your feelings. Expressing what you’re going through can be very
cathartic, even if there’s nothing you can do to alter the stressful situation.
Talk to a trusted friend or make an appointment with a therapist.
Tip 3: Get moving
When you’re stressed, the last thing you probably feel like doing is getting up
and exercising. But physical activity is a huge stress reliever—and you don’t
have to be an athlete or spend hours in a gym to experience the benefits.
Exercise releases endorphins that make you feel good, and it can also serve
as a valuable distraction from your daily worries.
While you’ll get the most benefit from regularly exercising for 30 minutes or
more, it’s okay to build up your fitness level gradually. Even very small activities
can add up over the course of a day. The first step is to get yourself up and
moving. Here are some easy ways to incorporate exercise into your daily
schedule:
 Put on some music and dance around

 Take your dog for a walk
 Walk or cycle to the grocery store
 Use the stairs at home or work rather than an elevator
 Park your car in the farthest spot in the lot and walk the rest of the way
 Pair up with an exercise partner and encourage each other as you work
out
 Play ping-pong or an activity-based video game with your kids
The stress-busting magic of mindful rhythmic exercise
While just about any form of physical activity can help burn away tension and
stress, rhythmic activities are especially effective. Good choices include
walking, running, swimming, dancing, cycling, tai chi, and aerobics. But
whatever you choose, make sure it’s something you enjoy so you’re more likely
to stick with it.
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While you’re exercising, make a conscious effort to pay attention to your body
and the physical (and sometimes emotional) sensations you experience as
you’re moving. Focus on coordinating your breathing with your movements, for
example, or notice how the air or sunlight feels on your skin. Adding this
mindfulness element will help you break out of the cycle of negative thoughts
that often accompanies overwhelming stress.
Tip 4: Connect to others
There is nothing more calming than spending quality time with another human
being who makes you feel safe and understood. In fact, face-to-face interaction
triggers a cascade of hormones that counteracts the body’s defensive “fight-
or-flight” response. It’s nature’s natural stress reliever (as an added bonus, it
also helps stave off depression and anxiety). So make it a point to connect
regularly—and in person—with family and friends.
Keep in mind that the people you talk to don’t have to be able to fix your stress.
They simply need to be good listeners. And try not to let worries about looking
weak or being a burden keep you from opening up. The people who care about
you will be flattered by your trust. It will only strengthen your bond.
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Of course, it’s not always realistic to have a pal close by to lean on when you
feel overwhelmed by stress, but by building and maintaining a network of close
friends you can improve your resiliency to life’s stressors.
Tips for building relationships
1. Reach out to a colleague at work

2. Help someone else by volunteering
3. Have lunch or coffee with a friend
4. Ask a loved one to check in with you regularly
5. Accompany someone to the movies or a concert
6. Call or email an old friend
7. Go for a walk with a workout buddy
8. Schedule a weekly dinner date
9. Meet new people by taking a class or joining a club
10. Confide in a clergy member, teacher, or sports coach
Tip 5: Make time for fun and relaxation
Beyond a take-charge approach and a positive attitude, you can reduce stress
in your life by carving out “me” time. Don’t get so caught up in the hustle and
bustle of life that you forget to take care of your own needs. Nurturing yourself
is a necessity, not a luxury. If you regularly make time for fun and relaxation,
you’ll be in a better place to handle life’s stressors.
Set aside leisure time. Include rest and relaxation in your daily schedule.
Don’t allow other obligations to encroach. This is your time to take a break from
all responsibilities and recharge your batteries.
Do something you enjoy every day. Make time for leisure activities that bring
you joy, whether it be stargazing, playing the piano, or working on your bike.
Keep your sense of humor. This includes the ability to laugh at yourself. The
act of laughing helps your body fight stress in a number of ways.
Take up a relaxation practice. Relaxation techniques such as yoga,

meditation, and deep breathing activate the body’s relaxation response, a state
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of restfulness that is the opposite of the fight or flight or mobilization stress
response. As you learn and practice these techniques, your stress levels will
decrease and your mind and body will become calm and centered.
Tip 6: Manage your time better
Poor time management can cause a lot of stress. When you’re stretched too
thin and running behind, it’s hard to stay calm and focused. Plus, you’ll be
tempted to avoid or cut back on all the healthy things you should be doing to
keep stress in check, like socializing and getting enough sleep. The good
news: there are things you can do to achieve a healthier work-life balance.
Don’t over-commit yourself. Avoid scheduling things back-to-back or trying

to fit too much into one day. All too often, we underestimate how long things
will take.
Prioritize tasks. Make a list of tasks you have to do, and tackle them in order
of importance. Do the high-priority items first. If you have something
particularly unpleasant or stressful to do, get it over with early. The rest of your
day will be more pleasant as a result.
Break projects into small steps. If a large project seems overwhelming,

make a step-by-step plan. Focus on one manageable step at a time, rather
than taking on everything at once.
Delegate responsibility. You don’t have to do it all yourself, whether at home,

school, or on the job. If other people can take care of the task, why not let
them? Let go of the desire to control or oversee every little step. You’ll be
letting go of unnecessary stress in the process.
Tip 7: Maintain balance with a healthy lifestyle
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In addition to regular exercise, there are other healthy lifestyle choices that can
increase your resistance to stress.
Eat a healthy diet. Well-nourished bodies are better prepared to cope with
stress, so be mindful of what you eat. Start your day right with breakfast, and
keep your energy up and your mind clear with balanced, nutritious meals
throughout the day.
Reduce caffeine and sugar. The temporary “highs” caffeine and sugar
provide often end in with a crash in mood and energy. By reducing the amount
of coffee, soft drinks, chocolate, and sugar snacks in your diet, you’ll feel more
relaxed and you’ll sleep better.
Avoid alcohol, cigarettes, and drugs. Self-medicating with alcohol or drugs

may provide an easy escape from stress, but the relief is only temporary. Don’t
avoid or mask the issue at hand; deal with problems head on and with a clear
mind.
Get enough sleep. Adequate sleep fuels your mind, as well as your body.
Feeling tired will increase your stress because it may cause you to think
irrationally.
Tip 8: Learn to relieve stress in the moment
When you’re frazzled by your morning commute, stuck in a stressful meeting

at work, or fried from another argument with your spouse, you need a way to
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manage your stress levels right now. That’s where quick stress relief comes
in.
The fastest way to reduce stress is by taking a deep breath and using your
senses—what you see, hear, taste, and touch—or through a soothing
movement. By viewing a favorite photo, smelling a specific scent, listening to
a favorite piece of music, tasting a piece of gum, or hugging a pet, for example,
you can quickly relax and focus yourself. Of course, not everyone responds to
each sensory experience in the same way. The key to quick stress relief is to
experiment and discover the unique sensory experiences that work best for
you.
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V. ASSESSMENT:

I. Direction: Read and answer the questions. Encircle the letter of your
answer.
1. The physical and mental response that our bodies go through when
exposed to challenges or perceived threats is .
a. Eustress b. Distress c. Trauma d. Stress
2. A real or perceived threat or challenge that causes the body to produce a
response is a(n) .
a. Frustration b. Phobia c. Stressor d. Injury
3. Josiah is a full-time student who is captain of the football team,and vice
president of the biology club. He also works part-time. The primary
stressor in his life would be .
a. overload b. eustress c. exhaustion d. conflict
4. Anger can develop in response to all of the following, EXCEPT a .
a. series of minor frustrations
b. reaction to injustice
c. sense of safety and well-being
d. perceived threat
5. Which of the following is a time-management tip that can help reduce
stress?
a. Take a day off to relax even if you have assignments due immediately.
b. Make a list of tasks, prioritize, and budget time to handle them.
c. Don't open your bills right away if you know you are behind on
payments.
d. Don't bother cleaning up clutter until you have time to do it correctly.
6. Exercise reduces stress by .
a. improving aerobic capacity
b. suppressing immune function
c. raising levels of endorphins
d. decreasing energy
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7. Stress management is about learning
a. How to avoid the pressures of life

b. How to develop skills that would enhance our body’s adjustment
when we are subjected to the pressures of life
c. Both ‘1’ & ‘2’ are true
d. None of the above
8. Which of the following statements is true about stress management
a. Stress management is learning about the connection between mind

and body.
b. Stress management helps us control our health in a positive sense
c. Stress management teaches us to avoid all kinds of stress
d. Only a & b are right
9. The following are examples of environmental stressors except:
a. Weather b. Traffic
c. Financial problems d. Substandard housing
10. Examples of social stressors.

a. Weather b. Traffic
c. Job interviews d. Substandard housing
11. Which of the following statement is true?

a. Positive stress is short-term
b. Negative stress can be short or long-term
c. Negative stress can lead to mental as well as physical problems
d. Negative stress is perceived within our coping abilities
12. What thoughts come to the mind when you’re under negative stress?
a. You think that you can cope with the situation
b. You think that you cannot cope with the situation
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c. You think that everything will get fine eventually
d. You think that you will get hep immediately
13. Which of the following statements is true

a. Moodiness is a cognitive symptom of stress
b. Moodiness is an emotional symptom of stress
c. Poor judgement is an emotional symptom of stress
d. Agitation is cognitive symptom of stress
14. Aches, shallow breathing and sweating, frequent colds are
a. Physical symptoms of stress
b. Behavioural symptoms of stress
c. Emotional symptoms of stress
d. Cognitive symptoms of stress
15. The following are stress busters except:
a. Trying to find something funny in a difficult situation
b. Developing a support network
c. Taking a mindful walk
d. You need a hypnotist for this technique
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I. TOPIC 12: SELF-AWARENESS AND SELF-MANAGEMENT

1. Discussed self-awareness and self-management;
2. Evaluated their self in positive and negative way, and;
3. Developed self-awareness and self-management.
III. TIME FRAME: 1 hour

IV. CONTENT:
Self-awareness and self- management
 Is defined as an awareness of one’s own personality or individuality.

Self oftentimes refers to yourself, myself, himself/herself, oneself, and
your ownself. This refers to a person in a prime condition, as entire
person or individual.
 Awareness is referred to having showing realization, participation,
commitment and knowledge of one’s values development.
Dare to dream, Dare to be!
The following are examples of great individuals who dared to dream and
dared to be:
1. Beethoven was totally deaf, yet he produced musical masterpieces.
2. Milton was blind, poor and sick, yet he wrote Paradise Lost and
Paradise Regained.
3. Abraham Lincoln failed several times in his political career, before he
was elected to become one of the greatest US Presidents.
4. Burt Reynolds washed dishes for a living before he became a well-
respected actor.
5. Helen Keller struggled to overcome her handicap to become an
inspiration to both the blind and the seeing.
1. You as You
o Nosce te ipsum is Latin for “Know thyself”
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o Let’s begin to know yourself, since the essential formula for
achievement is self-analysis.
a. Know the difference between your biological or inherited
traits and you environmental or acquired traits.
b. Self-awareness is an awareness of one’s own personality
or individuality
 Self- oneself/himself/herself/myself
 Belonging to oneself
 A person in prime condition
 Entire person as an individual
 Awareness – having or showing realization, perception
or knowledge
 Be your own best friend and believe in yourself,
so that you can become the person you want to
be.
 You are you and you are what you think. You are
unique in your own way. Only you can control
your destiny and make difference in your life.
2. You as a Filipino
o Being aware of and remaining constantly on guard against the
Filipino tendency towards negativism, you can eventually
propel yourself into positivism.
o Use your “lakas at tibay ng loob” (courage and strength) to
move away from the fatalistic “gulong ng palad” (wheel of
furtune) and “bahala na” (come what may) attitude.
o Begin by getting involved with your own life. Makialam ka sa
Buhay mo! Cooperate, makisama ka, by first initiating a change
in yourself.
o Begin without expecting instant miracles. You have got only one
real friend and one worst enemy and that is yourself.
o Believe in your abilities and work unyielding to reach your
objectives.
3. You and Your Faith
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 Filipino worship is directed towards God as a Father-figure who
takes care of all- “Bahala na ang Diyos”, significantly that Devine
Providence is responsible for our destinies. Thus, whenever
problems confront us, we tend to turn against God and blame Him
for all the misfortunes.
4. Your “Self-help” Concepts (Morell R.W. - 1999)
 You may or may not be of the self-help or self-improvement
teachings, but if you want to be more successful, you should:
 Believe in Yourself
 Keep Your Priorities Straight
 Take Responsibility for Yourself
 Create Your Own Future
 Focus On What You Want
 Learn to Visualize the Outcome of your Goals
 Never let anyone control your destiny for you
 Be creative
 Control stress
 Be aggressive and assertive
 Think positively
 Chart your own course
 Set specific goals and review them often
 Spend some time each day improving your mind
 Review your results and readjust as necessary
 Be tolerant
 Do everything with love
 Don’t hate
 Have courage
 Recognize that most of what we believe about life is an
illusion
 Be honest
 Work hard
 Believe money is good and it will come to you and so on,
and on, and on
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5. A Self- Made Wall of Negative Self-Talk (Helmstetter, S. 2000)
 Here are few example of frequently-used negative talk. As you road
them, see if you know someone who says something similar, or if
you have said something like any of these yourself:
 I can’t remember names
 It’s going to be another one of those days!
 It’s just no use
 I just know it won’t work!
 Nothing ever goes right for me
 That’s just my luck
 I’m so clumsy!
 I don’t have the talent
 I’m just not creative
 Everything I eat goes right to my waist
 I can’t seem to get organized
 Today just isn’t my day!
 I can never afford the things I want
 I already know I won’t like lit
 No matter what I do can’t seem to lose weight
 I never have enough time
 I just don’t have the patience for that
 That really makes me mad!
 When will I ever learn!
 I get sick just thinking about it
 Sometimes I just hate myself
 I’m just no good!
 I’m too shy
 I never know what to say, and so on, and on, and on
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V. ASSESSMENT:

Email add:_ Fb accnt:
1. The art of selling yourself
Tell me about yourself
Instructions: the following are though, often pretentious questions. Figure out
the question’s real meaning and fire back a crisp, insightful answer. (Select
only 10 questions and right your answer on the space provided following the
list).
1. Tell me about yourself.

2. What do you see as your greatest strength and greatest weakness?
3. Tell me about some projects you have led.
4. Tell me about problems you have solved in a group situation.
5. How would you define success?
6. Why should I hire you?
7. Why haven’t you received any offer so far?
8. What do professors tend to criticize most about your performance?
9. Tell me about the best professor you ever had.
10. How do you go about making important decisions?
11. Tell me about your involvement in community extension work.
12. Do you work well under pressure?
13. Do you prefer to work with others or by yourself?
14. What kind of a student are you?
15. What extra-curricular activities are you involve in?
16. What were your most memorable high school experiences? What did
you learn from them?
17. What do you do in your spare time?
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18. Are you a member of your Barangay Organization? What is the
nature of the organization?
19. How do you handle conflict?
20. If you could change something about your work style, what would it
be?
Answers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2. With the Self-help Concepts, select ten (10) related self-improvement

teachings that will help you to become more successful.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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3. Select at least ten (10) negative self-talk, and change these negative
self-talk to positive.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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I. TOPIC 13: THE SELF-MANAGEMENT SEQUENCE

1. Built self-management.
2. Discussed the sequence of self-management
III. TIME FRAME: 45 minutes
IV. CONTENT:
THE SELF-MANAGEMENT SEQUENCE (HELMSTETTER, SHAD, 2000)
 Life is not matter of luck or fortune. If we leave our lives up to chance,

chances are, we will fail. Success in self-management is always the
result of something else, something that leads up to it. Most of what
seems to happen to you, happens because of you- something you
created, directed, influences, or allowed to happen.
 The self-management sequence. The five steps that control our success
or failure.
1. Behavior
o The step that most directly controls our success or failure is our
behavior-what we do or do not do.
o Behavior means our action. How we act, what we do, each moment of
each day will determine whether or not we will be successful that
moment or that day in everything that we do.
2. Feelings
o Every action we take is first filtered through our feelings. How we feel
about something will always determine or affect what we do and how we
will do it. If we feel good or positive about something, we will behave
more positively about it. Our feelings will directly influence by our
attitudes.
3. Attitudes
o Your attitudes are the perspective from which you view life. Some
people seem to have a good attitude about most things. Some seem to
have a bad attitude about everything. But when you look closer, you will
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find that most of us have a combination of attitude- some good, some
not so good.
o Our attitudes play a very important part in helping us become
successful. Good attitudes are created, controlled or influenced entirely
by our beliefs.
4. Beliefs
o What we believe about anything will determine our attitudes about it,
create our feelings, direct our actions, and help us to do well or poorly,
succeed or fail. The belief that we have about anything is so powerful that
it can even make something appear to be something different than what
is really is! Belief does not require that something be the way we see it to
be. It only requires us to believe that it is. Belief does not require
something to be true. It only requires us to believe that it’s true!
5. Programming
o We believe that we are programmed to believe our conditioning from the
day we were born has created, reinforced, and nearly permanently
cemented most of what we believe about ourselves and what we believe
about most of what goes on around us. Whether the programming was
right or wrong, true or false, the result of it is what we believe. It is our
programming that sets up our beliefs, and the chain of reaction begins.
What we believe determines out attitudes, affects our behavior, and
determines our success or failure.
 Programming creates beliefs
 Beliefs create attitudes
 Attitudes create feelings
 Feelings determine actions
 Actions create results
The levels of Self-Talk (Helmstetter, Shad, 2000)
 Self-talk is a way to override our past negative programming by

erasing or replacing it with conscious, positive new directions. It is
a practical way to live our lives by active intent rather than by
passive acceptance.
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 Self-talk give each of us a way to change what we would like to
change, even if we have not been able to do so in the past. There
are five levels of self-talk.
1. Level I Self-Talk – the level of negative acceptance
(“I Can’t…”)
 The level of negative acceptance is the lowest, least beneficial level and
the most harmful level of self-talk. It is a self-talk by which you say
something bad or negative about yourself, and you accept it. It is
characterized by words, “I Can’t”…. or “if only I could”…. It is our way of
telling ourselves to hesitate, question our capabilities, and accept less
than we know we could have done, had we only given ourselves a
chance.
2. Level II Self-Talk – the level of Recognition and need to change
(“I need to… I should…”)
 This level is beguiling. On the surface it looks as though it should work
for us. But instead, it works against us. In this level we are stating to
ourselves and to others our recognition of our need to change. It is
characterized by words such as “I need to”… or “I ought to”.. or “I
would”…
3. Level III Self-Talk – the level of Decision to Change
(“I never… I no longer…”)
 Is the first level of self-talk that works for you instead of against you. In
this level recognize the need to change, but also you make the decision
to do something about it – and you state the decision in the “present
tense” – as though the change has already taken place. It is
characterized by the words, “I never”… or “I no longer”…
4. Level IV Self-Talk – the level of the better you
(“I am…”)
 This is the most effective kind of Self-Talk we can ever use. This has
been used the least, but is needed most. It is at this level that you are
paintaing a completed new picture of yourself, the way you really wanted
to be, handing it to your subconscious, and saying, “This is me I want
you to create!” it is characterized by the words, “I am…” . it is the positive
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Self-Talk. It replaces helpless “cannot’s” with vibrant “yes I can’s!”. it
excites, demands, and pushes us forward.
5. Level IV Self-Talk – the level of the better you
(“It is…”)
 This level of self-talk has been spoken for thousands of years. It is as old
as the ancient religious which inspired it. It is the self-talk of “Oneness”
with God.
 This level speaks of a unity of spirit, a divine and timeliness cosmic
affinity which transcends all worldly things and gives meaning to our
being. This is self-talk for seekers, still living among mankind, but anxious
to find a greater reward.
 It is characterized by the words, “it is…”. It sounds like this: “I am one of
the universe and it is one with me. I am fit, within it, and exist as a shining
spark in a firmament of divine goodness”.
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V. ASSESSMENT:

SELF-ASSESSMENT
A. WHO AM I?
Instructions: Check your self-estimate on the following Personality
Dimensions. Choose only one per group of description.
Put
Personality Chec Who am I? Self-estimate of your characteristics
Dimensions k features
Mark
s
A Brilliant, creative, a thinker, highly-informed
Intellectual B Bright, studious, school-minded, well-informed
C Average, conscientious, adequately-informed
D Below average, indifferent, easy-going, hardly-
informed
A High achiever, outgoing, very active leader
Leadership B Above average achiever, independent, moderately
active leader
C average achiever, conventional, active follower
D Below average achiever, conforming, indifferent
follower
A Strongly law-abiding, strongly disturbed with
Conscience misdeeds committed, strictly conventional
B Somewhat law-abiding, somewhat disturbed with
misdeeds committed, somewhat conventional
C May disobey rules or law as long as no one else
sees; not disturb by misdeeds, indifferent to
convention
D Delights in misdeeds that flaunt-rules and law; does
not care about conventions
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A Performing outstandingly in school; recipient of
Achievement awards and honors
B Performing well in school; better than most students
C Performing satisfactorily; as good as half the class
D Performing barely satisfactorily; among the poorest
in the class
A Very physically active, athletic, energetic
Physical B Somewhat physically active, takes to athletics
regularly
C Physically inactive, shuns athletics; too weak to do
physical exercise
D Hardly physically active, joins athletics only when
required, lacking of energy
A Highly artistic, connoisseur of art; avid consumer of
Aesthetic artistic commodity like records and tapes, art
exhibits, plays, concerts, etc.
B Somewhat appreciative of art, has some artistic
talent, regular consumer of artistic commodity
C Likes certain forms of art; attends artistic
performances if there is time
D Don’t care about art; don’t understand art
A Very lively, cheerful, very enthusiastic, fun to be
Emotional with
Warmth B Somewhat lively, pleasant, somewhat enthusiastic,
relaxing to be with
C Hardly lively, occasionally pleasant, with little
enthusiasm, quiescent
D Grouchy, irritable, unenthusiastic, unexcitable,
tense
A Very accommodating, empathetic, adaptable,
Personal affiliates with others
Relations B Somewhat accommodating, considerate,
cooperative
C Hardly accommodating, somewhat self-directed
D Stand-offish, hostile, insensitive to others, whishing
harm done to others
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A Very enduring, responsible, enterprising,
persevering, playful
Work B Somewhat enduring, prefers to execute ready-made
plans, accepts but does not seek responsibility
C Hardly enduring, short-lived effort; seldom makes
plans; if possible, accepts no responsibility
D Unenduring, does not work up to completion of task,
irresponsible, adverse to planning
A Eloquent, forceful, assertive, persuasive, effective in
Communicati communication
ng B Somewhat eloquent, somewhat assertive,
somewhat effective
C Hardly skillful and effective in communication
D Faltering, awkward, ineffective in communication
A Very religious, give much time to church work,
Religious contemplative, very benevolent
B Somewhat religious, gives some time to church
work, somewhat benevolent
C Hardly religious, seldom engages in church work,
hardly performs benevolent acts
D Irreligious, does not perform church work, performs
no benevolent acts or work
A Very ambitious, very highly aspiring, very optimistic,
Outlook on and hopeful of the future
life B Somewhat ambitious, somewhat highly aspiring,
quite hopeful of the future
C Hardly ambitious, uncertain about life goals and
vague as to the future
D Lacking in ambition, makes no projection about the
future; lives by the day
A Very loving and worthy of love, indispensable peer
Self-worth in attainment of goals, most highly regarded by
family; recognized as leader in civic/ social work
B Somewhat loving and lovable; seem by peers as
cooperative; appreciated by commonly for
civic/social work
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C Hardly loving and lovable; seen by peers as passive
follower; unnoticeable in civic/social work
D Unloving and unlovable; seen by peers as
obstructive of group goals; uncivic-minded
How to Score your self-assessment
Score A x10 = 130 points
Score B x10 = 104 points
Score C x10 = 78 points
Score D x10 = 52 points
*Summation of all the points = points
*Refer to the following table for your rating score
Score (pts.) Personality Dimension Grade
110-130 Excellent 90%
89-109 Above Average 85%
68-88 Average 80%
47-67 Below Average 75%
26-46 Poor 60%
 If you got a poor personality dimensions, after knowing who you are, you
need not worry,. Instead you must challenge yourself in improving your
personality dimensions by applying the five steps of self-management
sequence. This will help you in controlling your success and failure in life.
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I. TOPIC 14: HUMAN PERSON AND VALUES DEVELOPMENT

3. Built self-management.
4. Discussed the sequence of self-management
III. TIME FRAME: 45 minutes
IV. CONTENT:
THE HUMAN PERSON

A. Important Realities of the Human Person
1. The Self-Image
a. Self-image refers to a person’s understanding of himself/herself.
b. It is responsible in influencing people’s way of living. The formation
of self-image is derived from two sources: others and the
experiences of the self.
c. Three kinds of self-image:
1. Negative self-image – delves on limitations and differences rather
than assets.
2. Overrated self-image - stresses on the positive traits
3. Realistic self-image – based on the real self.
2. The Others
o These are referred to a persons or groups considered important
and given the right to influence one’s self.
3. The Being
a. It is mainspring or a motivating force in the human person.
b. It is the wellspring, a fountainhead of one’s identity, one’s
essential course of action, one’s essential bonds.
c. Seven approaches to get in touch with the Being:
1. Approach by way of the self-image
2. Approach by way of important choices
3. Approach by way of action
4. Approach by way of what is “natural” and stresses
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5. Approach by way of people who had the greatest impact on you
6. Approach to self through severe trails
7. Approach by way of deep and not yet fulfilled aspirations\
4. The “I”
o The “I” has 3 different aspects.
1. The Intellect
2. The Freedom
3. The will
5. The Sensibility and the Body
o This is the important realities of the human person

B. Five Pivotal Centers as the Components of the Human Person
1. The Being – this is the fundamentally positive reality which can be
sensed in the very depths of the human person.
2. The “I” – this is the reality felt at the level of the head.
3. The Sensibility – it carries messages from the “I”, from the being and
from the in-depth conscience.
4. The Body – it is the biological reality and has its own laws.
5. In-depth Conscience – this reality is a place where the other four
pivotal centers can be perceived in a synthesis. This is the place of
the person in the process of growth; a place where what is good can
be sensed.
Behavior – it is the manner of conducting oneself. It is the response of an

individual, group or species to its environment. It is a manner in which a
person behaves.
Attitude – it is a position assumed for a specific purpose.
 It is an organismic state of readiness to respond in a characteristic

way to a stimulus as an object, concept or situation.
 Human attitude affects much of a person’s behavior and human
behavior depends on the kind of environment he or she is
interacting with. The attitude can be readily changed depending
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on the kind of stimulus, concept or situations that will greatly affect
the human person.
Insert picture
C. Ten Commandments of Human Relations
1. Speak to people. There is nothing as nice as a cheerful word of
greeting.
2. Smile at people. It takes 65 muscles to frown and only 15 to smile.
3. Call people by name. The sweetest music to anyone’s ear is the
sound of his/her own name.
4. Be friendly and helpful. If you would have friends, be friendly.
5. Be cordial. Speak and act as if everything you do were a genuine
pleasure.
6. Be genuinely interested in people. You can like everybody if you try.
7. Be generous with praise – take caution in criticizing.
8. Be considerate with the feelings of others. It will be appreciated.
9. Be thoughtful of the opinion of others. There are three sides to a
controversy – yours, the others fellow’s, and the right one.
10. Be alert to give service. What counts most in life is what we do for.
D. Mission Possible Team (I Can Win)
1. Successful people have a positive mental attitude.
2. Successful people are courageous people who take risks.
3. Successful people choose well.
4. Successful people persist.
5. Successful people adhere to the power of prayer.
6. Successful people know how to pace themselves and journey
through life with enthusiasm.
7. Successful people govern themselves with discipline.
8. Successful people the best to whatever they do.
9. Successful people align their sense of purpose with the common
good.
10. Successful people keep a positive count by responding positively to
any person or situation.
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11. Successful people harmonize with encouragement.
12. Successful people are decisive people who make things happen.
V. ASSESSMENT:

Personal Growth Assessment and Reflection – Guidelines for Personal
Analysis (GPA)
Write your answers/ reaction on the pace provided or indicated in each item.
1. Approach by Way of Self-Image/ Self-Inventory (Pag-analisa sa Sarili)
A. How do I see myself? (paano ko tinitingnan ang aking sarili?)
Positive Negative Limitations
B. What do people say of me? (Ano ang sinasabi ng ibang tao tao
tungkol sa akin?)
Who? (Sino?) Says What? Do I Experience
(Anong Sinabi) Myself To Be Like
that? Why? (Ganito
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Ba Talaga Ako?
Bakit?)
C. What can I say about myself in the following categories? (Ano ang
masasabi ko tungkol sa aking sarili sa mga sumusunod na
kategorya?)
Categories Explaination
My heart
(ang aking Puso)
My Sensibility /
Emotion
(damdamin)
Intelligence
(kakayahan sa
pag-iisip)
My will
(kagustuhan)
Action
(ksyon/galaw)
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Interpersonal
Relationship
(pakikitungo sa
kapwa)
Relationship with
GOD
(Relasyon sa
Panginoon)
D. Positive traits which I sense are really part of me (Positibong

kaugalian na talagang parte ng aking pagkatao)
Rate 0-5, with 0 as the lowest and 5 as the highest
1. Perseverance (pagtitiis)
2. Forgiveness and Tolerance (pagpapatawad at

Pagpapasensya)
3. Optimism (Pagiging positibo sa buhay)
4. Helpfulness and Empathy (Pagiging matulungin at

Pakikiramay)
5. Self-confidence (Paniniwala sa Sariling
kakayahan)
E. Influence of certain persons or groups in my life (impluwensya ng

ilang mga tao o mga grupo sa aking buhay).
Persons/Group Influence (Impluwensya)
(Mga tao at Grupo)
Positive Negative
1. Parents
2. Spouse/Children
3. Friends/Neighbor
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4. Curch
5. Co-Worker
F. Important choices in life

Choices Motivation of Choices
1. Marriage and Family

life
2. Single-Blessedness
3. Participation in Civic
Organization
G. Severe trials encountered in life (mga grabeng pagsubok na
naranasan)
How did it affect you? What did
Trials (mga pagsubok) you do to overcome it? (Paano
it nakaapekto sa iyo:? Paano
ito nakakaapekto sa iyo?
Paano m ito nalampasan?)
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H. Not yet fulfilled aspirations
Aspiration (pangarap saking What should I do to search

Sarili) it? (ano ang gagagwin ko
para makamit koi to?)
1. Myself (sa aking sarili)
2. My family (sa aking

pamilya)
3. My community (sa aking

komsuidad)
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I. TOPIC 15: VALUES DEVELOPMENT

1. Built values.
2. Explained the Importance of Values.
3. Discussed values education.
4. Developed the values of giving.
III. TIME FRAME: 1 hour
IV. CONTENT:
A. Value defined
o Derived from the Latin word, valere, to be worth, be strong- something
intrinsically valuable or desirable. A thing has value when it is perceived
a good and desirable. To develop is to acquire gradually, by successive
changes, to move from the original position – to one providing more
opportunity for effective use. Thus, values development is the act,
process or result of developing the values for a Human Dignity.
o Values are the bases of judging what attitudes and behavior are correct
and desirable and what are not, it is therefore crucial that there be an
appropriate framework as well as strategy for providing the context and
operational guidelines for implementing a values education program
(DECS Values Education Program Framework, Values Education for
Filipino, 1998).
B. Value Systems: Various Views
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The meaning of values
 According to Clyde Kluckholm: “ A value is a conception, explicit or
implicit, distinctive of an individual or characteristics of a group, of the
desirable which influences the selection from available modes means
and ends of action”.
 According to Cornelius Van Der Poel: “Value refers to the understanding
of a certain good for an individual or society which is considered worthy
of realization”.
 According to Brian Hall, Michael Kenny and Maury Smith: Something
that is freely chosen from alternatives and is acted upon, that which the
individual celebrates as being part of the creative integration in
development as a person.
 A value is something or someone who is considered good or worthy and
desirable or useful. It is something considered worthy by a person or
group. It can be one-word standard of conduct (respect) or a policy
everyone in an organization adheres to and believe in. society depends
on certain values like cooperation and honesty. To function values may
also be concepts considered important by a select group, and not by
others. It may be explicitly stated as they are more and more in
organizations. Or they may be unspoken, yet recognized by all.
C. Values Education
 Values education is the process by which values are formed in the learner
under the guidance of the teachers and parents as he/she interacts with
his/her environment.
1. Values are subject matter must have a direct and immediate relevance
to the personal life of the learner.
2. The process must involve all the faculties of the learners. It must not
just be cognitive. It must appeal not only to the mind but to the heart,
recognizing the total human person.
3. The teacher’s and parent’s personal values play an important role in
values learning.
D. The Why, When, Where, Who, What, and How, in Teaching Values
1. Why teach values?
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 Because our parents tried to teach them to us
 Because they are what makes our society safe and workable
 Because it helps develop a sense of autonomy, independence and
confidence
 Because it is the most significant and effective thing to attain happiness
2. When? Value should be taught to all ages with different agendas and
changing emphasis as one gets mature. Teach values now and always.
3. Where? Values are best taught in the home, in either the positive or
the negative sense. It can be far more influential than what is taught in
school.
4. Who? Parents are the crucial examples and instructors of values. They
are the general contractor. The teachers, the institution and
organizations are considered as subcontractors serving as
supplement, support and back up of parents.
5. What? Decide which values to teach. Choose a teaching system that
will help you decide what to teach.
6. How? There are methods especially designed in teaching values to
pre-schools, elementary ages, adolescents and community people.
E. Importance of Teaching Values
1. Values are extremely powerful. They guide people and identify what
behavior acceptable and what behavior is not. It is a principle that either
accomplishes a well-being or prevents harm or does both. It is
something that helps or something that prevents hurt.
2. Values have to do with being and with giving. It is who we are and what
we give rather than what we have that make up our truest inner selves.
3. The values of being (who we are) are honesty, courage, peaceability,
self-reliance, discipline and fidelity. These are given as they are gained
and practice on the “outer” as they are developed in the “inner”. The
values of giving (what we give) are respect, love, loyalty, unselfishness,
kindness and mercy. There are gatherd and develop as they are
practiced.
F. The Values of Being and Giving (Linda Eyre, et.al; 1993)
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 A true and universally acceptable “value” is one that produces behavior
that is beneficial both to the practitioner and to those whom it is practiced.
A value is a quality distinguished by:
a. Its ability to multiply and increase in our possession even as it is given
away
b. The fact (even the law) that, the more it is given to others, the more it
will be returned by others and received by others.
1. On Values of Being. The following are the values of Being:
 Honesty
Honesty must be practiced with other individuals, with institutions, with
society and with self. The inner strength and confidence are bred by
exacting truthfulness, trustworthiness, and integrity.
 Courage
This means daring to attempt difficult things that are good. It is the strength
not to follow the crowd, to say no and mean it and influence others by it. It
means being true to convictions and following good impulses even when
they are unpopular or inconvenient. It means boldness to be outgoing and
friendly.
 Peaceability
This means calmness, peacefulness, and serenity. It is the tendency to
accommodate rather than argue. It is the ability to understand how offers
feel rather than simply reacting them. It means the control of temper.
 Self-Reliance and Potential
This means individually, awareness and development of gifts and
uniqueness. It means taking responsibility for one’s own actions. It means
overcoming the tendency to blame others for difficulties. It is commitment
to personal excellence.
 Self-Discipline and Moderation
This refers to physical, mental and financial self-discipline. It means
moderation in speaking, in eating and in exercising. It also means the
controlling and bridling of one’s own appetites and understanding the limits
of body and mind. It means avoiding the dangers of extreme, unbalanced
viewpoint.
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 Fidelity and Chastity
This refers to the value and security of fidelity within marriage and of
restraint and limits before marriage. It is the commitment that go with
marriage and that should go with sex.
2. On values of Giving. The following are values of Giving:
 Loyalty and dependability
This refers to loyalty to family, to employees, to country, to church, to
schools and to other organization and institutions. It means reliability and
consistency in doing what you say you will do.
 Respect
This means respect for life, for property, for parents, for elders, for nature,
and so for the beliefs right so for others. It refers to courtesy, politeness
and manners. It means self-respect and the avoidance of self-criticism.
 Love
This means individual and personal caring that goes beneath and beyond
loyalty and respect. It means love for friends, neighbors even adversaries,
and a prioritized, lifelong, commitment of love for family.
 Unselfishness and Sensitivity
This means becoming more extra-centered and less self-centered. It
means learning o feel with and for others. It refers to empathy, tolerance,
brotherhood, sensitivity to needs in people and situations
 Kindness and Friendship
This refers to awareness that being kind and considerate is more admirable
than being or strong. The tendency to understand rather than confront, and
be gentle, particularly toward those who are younger and weaker. It is the
ability to make and keep friends. It means helpfulness and cheerfulness.
 Justice and Mercy
This refers to obedience to law, fairness in work and play. It is an
understanding of the natural consequences and the law of the harvest. It
refers to the grasp of mercy and forgiveness and an understanding of the
futility (and bitter poison) of carrying a grudge.
G. Value Formation
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 The Christian Value-Formation is a lifelong process of growing which gets
its strength from Jesus’ sermon on the amount. Factors affect one’s value
formation:
1. Two (2) Factors Affecting Value Formation
o Influences – these depend on a person’s internal influence such as
intellectual and emotional capabilities.
o Experience Factor – like good influences, good experience are needed in
value formation.
2. There are four (4) types of experiences that will influence or affect the
formation of values
o Liturgical Experience
o Bible Experience
o Learning Experience
o Human Experience
H. Value Clarification – Value Clarification is a difficult task
1. There are three basic steps that are useful in Value Clarification
a. Choice
b. Value
c. Action
2. Values are better than rules
 Forward-thinking – the organization promotes values to guide people.
Doing this serves time because organizations need not write rules, and
need not refer to rule books or organization manual.
3. Values serves as outline goals
 An explicit set of values shall from form the foundation of any
organization because the endure
4. Value send a message
 A good value teachers and guides the members of the organization. A
symbolic act affirms the value over and over.
5. Values shape an organization
 Value manifests itself in various ways. It trusts members to produce
quality good products. Values can shape and animate an organization.
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DEVELOPING GOOD HABITS FOR EFFECTIVENESS
 Our character is a composite of our habits. Habits are powerful

factors, in our lives. They are consistent, often unconscious pattern.
They constantly, daily, express our character and produce our
effectiveness or ineffectiveness.
A. Habit is defined as the interaction of knowledge, skill, and desire.
Knowledge is the theoretical paradigm, the what to do and the why.
Skill is the how to do, and desire is the motivation, the want to do. All
these three are necessary to make something a habit in our lives.
Insert picture
 The Seven Habits according to Stephen Covey move us

progressively on a Maturity Continuum from dependence to
independence to interdependence.
On the Maturity Continuum:

a. Dependence is the paradigm of you – you take care of me; you
come through for me, you didn’t come through. I lame you for the
results.
b. Independence is the paradigm of I – I can do it; I am responsible; I
am self-reliant; I can choose.
c. Interdependence is the paradigm of we – we can do it; we
cooperate; we can combine our talents.
B. Effectiveness is defined as the basis of a person’s character, creating
an empowering center of correct maps from which an individual can
integrate principles in an upward growth.
According to Stephen Covey in his book, The 7 Habits of Highly
Effective People, there are Seven Habits that make one a highly
effective person. These habits are:
1. Being Proactive
o Proactivity means taking initiative, as a human being, we
responsible foir our own livs. Our behavior is a function of
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our decisions, not our conditions. Highly proactive people
recognize responsibility.
o “Response-ability” means the ability to choose your
response. In making such a choice, we become reactive.
Reactive people are affected by their physical and social
environment, the “social weather”. They are defensive or
proactive driven by feelings, circumstances and by the
condition of their environment.
o Proactive people influence by external stimuli, whether
physical, social or psychological. But their responses to
stimuli, conscious or unconscious, are a value-based
choice or response.
2. Begin with the End in Mind

o “Begin with the End in Mind” is to begin today with the
image, picture, or paradigm of the end of your life as your
frame of reference or the criterion by which everything else
is examined. Each part of your life- today’s behavior,
tomorrow’s behavior, next week’s behavior, next month’s
behavior – can be examined in the context of the whole, of
what really matters most to you.
o To begin with the end in mind means to start with a clear
understanding of your destination. It means to know where
you are going so that you better understand where you are
now so you can go to a right direction.
o “Begin with the end in mind” is based on the principle that
all things are created twice. There is a mental or first
creation, and a physical or second creation to all things.
3. Putting First Things First
o Effective management is putting first things first. While
leadership decides what “first thing” are, it is management
that puts them first, day-by-day, moment –by-moment.
Management is discipline carrying it out.
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4. Think Win/Win
o The habit of effective interpersonal leadership is Think
Win/Win. Win/Win is not a technique; it is a total philosophy
of human interaction. In fact, it is one of the six paradigms
which include Win/Lose, Lose/Win, Lose/Lose, Win and
Win/Win or No Deal.
5. Seek First to Understand then to be Understood
o “Seek first to understand” involves a very deep shift in
paradigm. We typically seek first to be understood. Most
people do not listen with the intern to understand; they listen
with the intent to reply. They are either speaking or
preparing to speak. They are filtering everything through
their own paradigms readings their autobiography into
others people’s lives.
6. Synergize
o Means that the whole is greater than the sum of its parts. It
means that the relationship which the parts have to each
other is a part in and of itself.
o Synergy is the highest activity in all life –the true test and
manifestation of all of the other habits put together. It is the
essence of principle-centered leadership and parenting.
7. Sharpen you “Saw” of Self-Principles of Balanced Self-
Removal
o Habit is taking to sharpen the saw. It is the habit that makes
all the others possible. It is preserving and enhancing the
greatest asset you have- you. It is reserving the four
dimensions of your nature- physical, spiritual, mental, and
social/emotional.
C. Dimension (core) and Related Values
Dimensions of Self-You! Values
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1. Physical Health, Physical Fitness,
Cleanliness, harmony with the
Materials, Universe, Beauty, Art
2. Intellectual (Mental) Truth, knowledge, Creative and

Critical Thinking
3. Moral Love, Integrity/Honesty, Self Worth/

(Social/Emotional) Self Esteem, Personal Discipline
4. Spiritual Spiritually, Faith on God
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147
V. ASSESSMENT:

Answer the following.
1. Explain the four dimensions of self in terms of your attitudes and behavior
leading to their corresponding values.
2. How will you able to actualize these values in your family, school and
community? Explain how each of these values affect your personhood.
3. Explain each of the Seven Habits of Highly Effective People with respect to
your own experiences. Which of the 7 Habits do you consider most effective?
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4. Explain how knowledge, skill and desire interest with each other in forming
a good habit in your life?
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147
References
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 Val

ues. Manila, Philippines: The Institution Building Team, 2004.
Carroll, F. I., Pawlush, N, Kuhar, M.J., Pollard, G.T., and

Howard, J.L.. “Synthesis, Monoamine Transporter Binding
Properties, and Behavioral Pharmacology of a Series of 3‚
-(Substituted Phenyl)-2‚ -(3’-substituted Isoxazol-5-yl)tropanes,” J
Med Chemistry, 47 (2): 296–302, 2004.
Carroll, F.I., Howard, J.L., Howell, L.L., Fox, B.S., and Kuhar,
M.J. “Development of the Dopamine Transporter Selective RTI-
336 as a Pharmacotherapy for Cocaine Abuse.” AAPS Journal,
8(1): E196–E203, 2006.
Dr. Griffith Edwards has commented on alcohol and the public

good in publications such as: Edwards, G. “Alcohol policy and the
public good.” Addiction, 92 (Suppl 1): S73-9, 1997; Edwards, G.
“The Trouble with Drink: Why Ideas Matter.” Addiction, 105: 797–
804, 2010.
East, P. L. (2013). Cohesive, trusting communities buoy at-risk youth

throughout adolescence [Editorial]. Journal of Adolescent Health, 53.
doi:10.1016/j.jadohealth.2013.04.022
Kirby, D., & Lepore, G. (2007). Sexual risk and protective factors (PDF). ETR
Associates.
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Kogan et al. (2013). Avoiding adolescent pregnancy: A longitudinal analysis of
African-American Youth. Journal of Adolescent Health, 53.
doi:10.1016/j.jadohealth.2013.01.024
Schantz, K. (2012). Substance Use and Sexual Risk Taking in

Adolescence (PDF). ACT for Youth.From: Understanding Sexually
Transmitted Diseases (STDs) Sources Reviewed by Traci C.
Johnson on January 30, 2019
San Luis, Bel.: “ Father‟s Mistake - No Time”: Modules on Good Citizenship

Values . Manila, Philippines: The Institution Building Team, 2004.
: “The TRUTH About Lies”: Modules on Good Citizenship Values. Manila,

Philippines: The Institution Building Team, 2004.
Institute for Development Education Center for Research and Communication:

“To Every Man His Due”: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.
United Nations Development Programme (UNDP). Human Development

Report 199 4. New York: Oxford University Press, 23.
http://www.undp.org/hrdo/1994/94.htm
Wainer, B.H., Fitch, F.W., Rothberg, R.M., C.R. Schuster. “In

Vitro Morphine Antagonism by Antibodies.” Nature, February 23;
241(5391): 537–538, 1973
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Gov. Alfonso D.

CIVIC WELFARE TRAINING

Section: Day/Time: Instructor:

Course Code: NSTP - CWTS

This course deals on how NSTP students contribute to the

Each student is required to:

1. Final examination is compulsory and failure to take will

This module is intended for the month October to January. After

Furthermore, the instructor will allocate hours or a day for a

Final Exam – December 2021

This Learning Material is Modified-Adapted from NMSCST. The author of

SEXUALLY TRANSMITTED DISEASES

 Neighborhoods that offer youth many opportunities -- such as

 Academic achievement and aspirations lead youth to make

 Parental monitoring -- so long as it does not become over controlling

 Family connectedness and good parent-child communication,

 When parents express disapproval of sex in adolescence, or support

 Higher family income and higher levels of parents' education are

 Gang involvement, fighting, and violence are associated with risky

Who are at higher risk of Sexually Transmitted Diseases?

 Have more than one sex partner

What are the different preventive measures of Sexually Transmitted

Types of Sexually Transmitted Diseases (STDs)

d. Genital Warts – are caused by the human papillomavirus (HPV)

e. The virus can be detected by a pap smear. Warts developed on the

f. Gonorrhea – also known as clap, drip, or GC, is a bacterial infection

g. Hepatitis B – is a viral infection spread through sexual contact or

h. Syphilis – is a bacterial infection spread through sexual contact or

2. Produce brochures/ flyers about sexually transmitted diseases.

Risk Factors and Protective Factors

Other risk and protective factors are independent of each other, as

These experiences, especially the abuse of drugs and other

Finally, critical or sensitive periods in development may heighten the

Association with drug-abusing peers is often the most immediate risk

• strong bonds with prosocial institutions, such as school and religious

Scientists have proposed several hypotheses as to why individuals first

Different patterns of drug initiation have been identified based on

While most youth do not progress beyond initial use, a small

REASONS FOR ABUSING DRUGSKINDS OF COMMONLY ABUSED

Chemical Structure of Hallucinogenic Mushrooms Cannabis sativa (marijuana) Example of

Chemical Structure of Oxilofrine (stimulant drug) Oxilofrine (stimulant drug)

Chemical Structure of Barbiturates (depressant drug) Barbiturates (depressant drug)

Chemical Structure of Narcotics (Heroin) Heroin Example of Narcotics

e. Volatile Solvents or inhalants are chemicals that, when sniffed

Example of Volatile Solvents

SUBSTANCE DEPENDENCY AND KEEPING DRUG-FREE

COMMUNITY LEADERS’ ADVOCACY TO PREVENT DRUG ABUSE

Comprehensive Dangerous Drugs Act of 2002 or Republic Act 9165 is an act

These are some of the important provisions in the law:

YOUTH’S IN DRUG ABUSE PREVENTION

Activity 1- Modified True of False (2 points each)

1. Hallucinogens are drugs not capable of provoking

NATIONAL SECURITY THE NATIONAL SITUATION OF THE

The Philippines was stable and secure in 2018.

In the external environment, the West Philippine Sea issue remained to be

Amidst this renewed global interest on Asia, the Duterte Administration

In securing the country’s territorial integrity and sovereignty in the West