PEACE EDUCATION

Introduction
Humankind needs to take lessons from its past in order to build a new and better tomorrow. One lesson learned is that, to prevent our
violence –ridden history repeating itself, the values of peace, non-violence, tolerance, human rights and democracy will have to
beinculcated in every woman and man- young and old, children and adults alike.

Peace education does not simply mean learning about conflicts and how to resolve them peacefully. It should also involve
participation of young people in expressing their own ideas and cooperating with each other to eliminate violence in our individual
lives, in our communities and in our societies. –

Ambassador Anwarul K. Chowdhury -UN Representative

I. Holistic Understanding of Peace and Violence

Peace
• is the absence of war or direct violence
• absence of death and destruction as a result of war and physical/directive violence (Thee2002)
• is the absence of violence, not only personal or direct but also structural or indirect (Johan Galtung)
Violence
Humanly inflicted harm (Reardon)

Types of Violence
• Physical or direct violence
• Structural violence
Direct Violence can be categorized as: Organized violence – refers to war which describes as organized and
collective violence which occurs between states or within a states. (Birgit Brock-Utne 1989)
• Unorganized violence – includes wife battering, rape, child abuse and street crime.

What is a culture of Peace?

► The Declaration of (UN,1998) states that “a culture of peace is a set of values, attitudes, traditions, modes of the behavior and
ways of life that reflect and inspire:

Culture of Peace
• Respect for life and for all human rights
• Rejection of violence in all its forms
• Prevention of violent conflict by tackling their root cause through dialogue and negotiations
• Recognition of the right of everyone to freedom of expression
• Devotion to principles of freedom, justice, democracy, tolerance, solidarity, cooperation, pluralism, cultural diversity,
dialogue and understanding between nations, ethnic, religious, cultural and other groups and between the individuals.

II. Peace Education as TransformativeEducation

► What is Peace education?
Peace education, or an education that promotes a culture of peace, is essentially transformative. It cultivates the knowledge base,
skills, attitudes and behaviors.

Why educate for peace?

Educating for peace is an ethical imperative considering the negotiation of life and wellbeing caused by all forms of violence. The
ethical systems of the major world faith traditions, humanitarian ethics and even primal and indigenous spirituality have articulated
principles that inspire the striving of peace.

Education for peace: List of knowledge areas, skills, and attitudes/values

1. Holistic concept of Peace
Peace is not just the absence of direct/physical violence but also the presence of conditions of wellbeing,
cooperation and just relationships in the human and ecological spheres.
2. Conflict and violence
Conflicts are natural part of person’s social life, but they become a problem of violence depending on the methods of
conflict resolution used.

Some Peaceful Alternatives

a) Disarmament – the goal is abolishing war and reducing global armed forces and armaments.
b) Nonviolence – study the philosophical and spiritual underpinnings of non-violence as well as its efficacy as a method of
change
c) Conflict Resolution, transformation and prevention – study the effective ways of resolving conflicts non-violently
and how these can be applied their lives
d) Human Rights – It is important to learners to have integral understanding of human rights and to reject all forms of
repression and discrimination based on beliefs, race ethnicity, gender and social class.
e) Human solidarity – all humans have common basic needs and aspirations and a shared membership in an
interdependent human/global community. We have only one home (Planet Earth) and a common future.
f) Development based on justice- aware of the realities and tragic consequences of structural violence.
g) Democratization – democracy provides the environment within which people’s fundamental rights, interests, and
wishes are respected.
h) Sustainable development – Learners need to understand the interdependent relationship between humans and
the natural environment and understand the changes that are necessary to ensure the wellbeing of earth’s
ecosystem.
 Attitudes/Values
1. Self-respect – having a sense of their own worth and a sense of pride in their own particular social, cultural and family
background as well as a sense of their own power and goodness which will enable them to contributes toward positive
change.
2. Respect for others – having a sense of the worth and inherent dignity of other people, including those with social,
religious, cultural and family backgrounds different from their own.
3. Respect for life / Non violence – valuing of human life and refusal to respond to an adversary or conflict situation with
violence.
4. Gender equality – valuing the rights of women to enjoy equal opportunities when men and to be free from abuse,
Exploitation and violence
5. Compassion – Sensitivity to the difficult conditions and suffering of other people and acting with deep empathy and
kindness toward those who are marginalized/excluded.
6. Global concern – caring for the whole human community transcending or going beyond the concern which they
have for their nation or local /ethnic community
7. Ecological concern – caring for thenatural environment, preference for sustainable living and simple
lifestyle.
8. Cooperation – valuing cooperative process and principle of working together towards the common goals.
9. Openness/Tolerance – openness to the process of growth and change as well as willingness to approach and receive
other people’s ideas and beliefs.
10. Justice – Acting with a sense of fairness towards others, upholding the principle of equality (in dignity and rights)and
rejection of all forms of exploitation and oppression.
11. Social responsibility – willingness to take action to contribute to the shaping of a society characterized by justice, non
violence and wellbeing; sense of responsibility toward present and future generations.
12. Positive vision – Imaging the kind of future they prefer with a sense of hope and pursuing its realization in ways that they
can.

Skills
1. Reflection – the use of reflective thinking or reasoning, through which they deepen their understanding of themselves and
their connectedness to others and to living earth.
2. Critical thinking and analysis – ability to approach issues with an open but critical mind; knowing how to research,
question, evaluate and interpret evidence.
3. Decision –making – ability to analyze problems, develop alternative solutions, analyze alternative solutions
considering advantages and disadvantages and having arrived preferred decision.
4. Imagination – creating and imagining new paradigms and new preferred ways of living and relating
5. Communication – Listening attentively and with empathy, as well as ability to express ideas and needs clearly in an
non aggressive way
6. Conflict resolution – ability to analyze conflicts in an objective and systematic way and to suggest a range of
nonviolent solutions
7. Empathy – the ability to see the perspective of another person or group and to feel what that person or group feels.
8. Group building – working cooperatively in one another in order to achieve common goals.

III. The comprehensive Scope of Peace Education

• Disarmament Education – to educate and to campaign against arms proliferation because it fuels armed conflicts and
draws resources away from the basic needs of the people.
• Human Rights Education – contributes to peace, the enjoyment of the fundamental human rights and freedoms by the
people provide the foundation for a nonviolent social order.
• Global Education – education for responsible participation in an interdependent world community; human value-
centered, world oriented and future oriented
• Conflict Resolution Education - to create a safe and constructive learning environment; to enhance student’s social and
emotional development and to create constructive conflict community.
• Multicultural Education – educational movement that has developed first in countries that are multicultural or have
culturally diverse population. It promotes person’s uniqueness of his own culture as a positivecharacteristics and enables
one to accept the uniqueness of the cultures of others.
• Education for International Understanding – the primary principles includes the importance of education in promoting
peace, human rights and democracy and the recognition of their intimate relationship.
• Interfaith Education – To bring together religious and spiritual leaders of diverse traditions to engage in dialogue, to
educate each other and their audience about respective traditions.
• Development Education – Emerged to challenge the mainstream model of development which then equated development
with modernization. To criticize the unjust and unsustainable economic orderwhich has resulted to hunger, homelessness s
and marginalization.
• Gender-fair / Non-sexist Education- Seeks to foster among the learners respect for the abilities and rights of both sexes
and to develop awareness of the gender biases and stereotyping that have been culturally perpetuated
• Environmental Education – Seeks to empower people with the knowledge, skills and values that will enable them to live in
peace with mother earth. Everyone should be a good steward or kin of the natural environment.

IV. Spiritual and Faith Traditions as Resources for Peace

Christianity
1. Rejection of violence
2. Love and reconciliation rather than retaliation
3. Use of transforming initiatives
Islam
Meaning: “peace with God and other human beings”

1. A declaration and acceptance of the oneness of God and prophet hood of Mohammed
2. Prayer five times a day
3. Payment of zakah or obligatory charity ► 4 fasting in the month of Ramadhan

Buddhism
Teaches compassion and loving kindness

Hinduism
The ultimate goal is to gain a vision of unity which is non-discriminatory, where every kind of life form is important.

Indigenous Traditions
They have this profound reverence for nature. They also developed mechanisms for peacefully resolving their conflicts and disputes by
drawing from their own forms of indigenous spirituality

V. Upholding Human Dignity

Universal Declaration of Human Rights

Civil Rights
• Article 3 – Right to life, liberty and personal security
• Article 4 – Freedom from slavery
• Article 5 – Freedom from torture and degrading treatment
• Article 9 – Freedom from arbitrary arrest and exile
• Article 10 – Right to a fair public hearing
• Article 11 – Right to be considered innocent until proven guilty
• Article 12 – Freedom from interference with privacy, family, home and correspondence
• Article 13 – Right to free movement in and out of the country
• Article 16 – Right to marriage and family
• Article 19 – Freedom of opinion and information
Political Rights
• Article 14- Right to asylum in othercountries from persecution
• Article 20- Right of peaceful assembly and association
• Article 21- Right to participate in government and in free elections
Economic Rights
• Article 17- Right to own property
• Article 23- Right to desirable work and to join trade union
Social Rights
• Article 22- Right to social security
• Article 24- Right to rest and leisure
• Article 25- Right to adequate living standard (health, food, housing, etc.)
• Article 26- Right to education
Cultural Rights
• Article 18- Freedom of belief and religion
• Article 27- Right to participate in the cultural life of community

VI. Challenging Prejudice and Building Tolerance

• Prejudice – Is a negative feeling or attitude towards a person or a group even if it lacks basis.
• Stereotype – refers to the negative opinion about a person or group based on incomplete knowledge
• Discrimination – refers to negative actions towards members of a specific social group that may be manifested in
avoidance, aversion or even violence.

Types of Prejudice
• Racism – the belief that one’s own cultural or racial heritage is innately superior to that of others, hence the lack of respect or
appreciation for those who belong a “difference race”.
• Sexism – a system of attitudes, actions and institutional structures that subordinates women on thebasis of their sex.
• Heterosexism- negative attitudes toward lesbians and gay men.
• Classism – distancing from and perceiving the poor as “the other”.
• Linguicism – negative attitudes members of dominant language groups hold against non-dominant language groups.
• Ageism – negative attitudes held against the young or the elderly.
• Lookism- prejudice against those who do not measure up to set standards of beauty. The usual victims are the
overweight, the undersized, and the dark skinned.
• Religious intolerance – prejudice against those who are followers of religions other than one’s own.

VII. Challenging the War System

War – “werra” which means confusion, discord, or strife.
• An actual intentional and widespread armed conflict between political communities.
• Territorial disputes as the more causes of war.
• The most horrible effect of war is death. Massacres, tortures, disappearances, sexual violence including rape, executions,
assassinations, bombing, burning and kidnapping are examples of atrocious acts.

The UNESCO Preamble states that “if wars begin in minds of men, then it is in minds of men that the defenses of peace
must be constructed. “Peace education is one concrete pathway to challenge war. Peace education seeks to develop a
global perspective on the problems and understanding that humans are single species”
 THE SELF AND SOCIETY

Self – refers to a person’s essential being that distinguishes them from others,
especially considered as the object of introspection or reflexive action.

CARING OF ONESELF
Physical
● sleep
● stretching
● walking
● physical release
● healthy food
● yoga
● rest
Emotional
● stress management
● emotional maturity
● forgiveness
● compassion
● kindness
Social
● boundaries
● support systems
● positive social media
● communication
● time together
● ask for help
Spiritual
● time alone
● meditation
● yoga
● connection
● nature
● journalizing
● sacred space

SELF CONCEPT
1. is how we think about and evaluate ourselves
2. to be aware of oneself is to have a concept of oneself

Aspects of self-concept by Lewis (1990)

Existential Self
● most basic part of the self-scheme or self-concept – “the sense of being separate and distinct from others and the
awareness of the constancy of the self’” (Bee, 1992)
Categorical Self
● having realized that he or she exists as a separate experiencing being

COMPONENTS OF SELF-CONCEPT (Carl Rogers 1959)

Self-image – the view you have of yourself
● Physical description
● Social roles
● Personal traits

Self-esteem and self-worth – the extent to which you value yourself

● High self-esteem
● Low self esteem

Ideal self-ways in which others react to us

● How we think compare to others
● Social roles
● Extent to which we identify with other people

Socialization
● is the process of internalizing the norms and ideologies of society
 Values
Values
○ a person’s principles or standards of behaviour
○ one’s judgement of what is important in life
Formation of Values
○ Personal values – values endorsed by an individual
○ Moral values – values that help determine what is morally right or wrong
○ Aesthetic values – values associated with the evaluation of artwork or beauty
○ Universal values – they are the set of norms of coexistence that are valid, accepted by a community at a certain time,
but also shared by the vast majority of people around the world.
○ Human values – norms and principles that are taught to us from birth and grow as an intrinsic part of our being
○ Social values – set of beliefs broader and accepted by a society that shares common codes.

FILIPINO VALUES
● are cultural norms a group of Filipinos come to accept as standard
● standards or principles set forth by the Filipino society as basis for what is right or wrong, the principles on which every
member of the Filipino society should preserve to attain in order to reach the ultimate realization of his life, regarding his
person and in relation to his family and society in general

Strengths of the Filipino Character Results

BAYANIHAN/UNITY
Camaraderie and feeling of closeness to one another; foundation for unity as well as sense of social justice; connotation of
getting along with people

FAMILY ORIENTED
Feeling of belongingness and rootedness and a basic sense of security

SENSE OF HUMOR
Emotional balance, optimism, a healthy disrespect for power and office and capacity to survive

ADAPTABILITY AND RESILIENCE/RESOURCEFULNESS AND CREATIVITY

Productivity, innovation, entrepreneurship, equanimity, and survival

HARDWORK AND INDUSTRY

Productivity and entrepreneurship for some and survival despite poverty for other

FAITH AND RELIGIOSITY

Courage, daring, optimism, inner peace, as well as the capacity to genuinely accept tragedy and death

THRIFTINESS
Bravely live through the harshest economic and social circumstances

POLITENESS
Customed to using “po”and ‘’opo” to the elderly

GRATEFULNESS
Warm friendly feelings of gratitude

BRAVERY
When a person visits a friend’s house, the host greets him or her with a very warm welcome

GENEROSITY AND HELPFULNESS

Even when we have very little, we always share with those around us

Weaknesses of the Filipino Character Results

EXTREME PERSONALISM
Leads to graft and corruption

EXTREME FAMILY CENTEREDNESS

Lack of concern for the common good and act as the block to national consciousness

LACK OF DISCIPLINE
Inefficient and wasteful work systems, violation of rules leading to more serious transgressions and a casual work ethics leading
to carelessness and lack of follow through

PASSIVITY AND LACK OF INITIATIVE

Easily resigned to one’s fate and thus easily
oppressed and exploited

COLONIAL MENTALITY
Basic feeling of national inferiority that makes it
difficult for them to relate
 GOOD CITIZENS
What is a good Filipino citizen?
● plays an active and intelligent role as a member of the community
● fulfils his duties and obligation to the government and society
● possesses the traits of respectfulness, courtesy, and selflessness for parents, elders, and others
● observes punctuality, promptness, and good moral conduct

GOOD CITIZENSHIP
1. Pagka Maka-Diyos
2. Pagka Maka-bayan
3. Pagka Maka-kalikasan
4. Pagka Maka-tao

VOLUNTEERISM
What does the Bible say about Service or Volunteerism?

2 Corinthians 9:12-13 (Easy-to Read Version)

The service you are offering helps God’s people with their needs, but that is not all it does. It is also bringing more and more
thanks to God. 13 This service is a proof of your faith, and people will praise God because of it. They will praise God that you
freely share what you have with them and with all people. They will praise Him to see you following the Good News about Christ
that you openly accepted. They will praise God because you freely share with them and with all people.

Many people are curious about what the Bible has to say about service. God expects those who love Him to provide service to
others. By providing service to others, we become God's hands reaching out to others. God has a special place in His heart for
the most vulnerable members of society and charges his followers with providing service to them.

The Bible emphasizes the importance of providing service to others. When asked how to inherit eternal life, Jesus indicated that
the two key points were loving God and loving your neighbor as yourself. (See Luke 10:27.) The parable of "The Good
Samaritan" is a good example of how the person who loves his neighbor is the one who provides service to him (see Luke 10:25-
37). Everyone is your neighbor and you love your neighbor by providing him service when he is in need.

WHAT IS VOLUNTEERISM?
● An act involving a wide range of activities, including traditional forms of mutual aid and developmental interventions that
provides an enabling and empowering environment both on the part of the beneficiary receiving, and the volunteer
rendering the act, undertaken for reasons arising from socio-developmental, business or corporate orientation,
commitment or conviction for the attainment of the public good and where monetary and other incentives or reward are
not the primary motivating factors. (From RA 9418 or The Volunteer Act of 2007).
✓ Free will, no compulsion
✓ No financial gain
✓ Benefits a third party

● Is the act, practice, or principle of contributing one’s time, talents, and resources freely to worthwhile purposes without
tangible compensation.
● It is considered the most fundamental act in the society.
● It is geared toward good causes that helped alleviate the suffering of others.
● It promotes peace, solidarity, and trust among citizens.

Who is involve in this Volunteerism? VOLUNTEERS

What do you call a person doing volunteerism? VOLUNTEERS

Moore (2002) describes a Volunteer as:

1. A volunteer is a person who is a light to others, giving witness in a mixed-up age, doing well and willingly the tasks at
hand, namely, being aware of another’s need and doing something about it.

2. Is a person who strives to make other people happy, who takes loneliness out of the alone by talking to them, who is
concerned when others are unconcerned, who has the courage to be a blessing and to say the things that have to be
said for the good of all.

3. Is a person whose charity is fidelity, to who is faithful in an unfaithful world, grateful in an ungrateful world, giving
when all are grasping, listening when others need tell about their fears and problems.”

To share and to help

People want to give back to society
while others want to make difference and touch other people’s lives

To be part of or to belong to society

Volunteers want to feel valued.

To learn
People volunteer in order to gain
new skills, experience or knowledge.

WHAT CAN YOU OFFER AS A VOLUNTEER?

1. Time
2. Talent
3. Treasure
IS NSTP A FORM OF VOLUNTEERISM?
● Building awareness and appreciation and inculcating the value of volunteerism in personal, community and national
development
● Preparation for future volunteer engagement in the NSRC and other individual or institutional volunteer programs

VOLUNTEER ACT OF 2007

R.A. 9418- (Volunteer Act of 2007) strengthened Volunteerism

This legislation recognizes that volunteerism or “bayanihan” can be harnessed as a strategy for national development and
international cooperation.

The Act commits government to partnership to achieve the needed social transformation and sustainable development through
volunteerism.

Being a framework, the Volunteer Act recognizes the different roles of different sectors of society, including government. It is
tasked to provide the environment for volunteerism to prosper. It shall be facilitative, coordinative and promotive in performing its
functions. To a certain extent, this means taking a backseat.

The Volunteer Act specifically calls for integrating volunteerism in the education curriculum. Such integration provides students
with the volunteering arena by which they can channel their idealism and vigor into something worthwhile.

Three main interrelated objectives of the Volunteer Act of 2007

1. It aims to provide the policy framework that shall underscore the fundamental principles necessary to harmonize the
broad and diverse efforts of the voluntary sectors.
2. It aims to provide a conducive and enabling environment for the mobilization and nurturance of volunteers and volunteer
organizations.
3. It hopes to strengthen the Philippine National Volunteer Service Coordinating Agency (PNVSCA) as an effective
institution to support volunteerism in the country.

BENEFITS OF VOLUNTEERS

Volunteerism yields the following benefits:

1. Community Development
2. Development of the skills of the volunteers
3. Peace, solidarity and trust among citizens
4. Career opportunities for volunteers
5. Friendship among citizens
6. Experienced and self esteem gained by volunteers

VALUES EXPECTED OF VOLUNTEERS

1. Commitment. Volunteers are attached to, identified with, and involve in community service.
2. Professionalism. Volunteers observed work ethics in performing their responsibilities with socially and morally accepted
behavior.
3. Creativity. Volunteers search constantly for new strategies and methods of doing a task for improved results
4. Unity. A volunteer supports teamwork to achieve the common goal.

VOLUNTEERS OPPORTUNITIES
The 2001 National Survey of Giving, Volunteering, and Participating shares the following questionnaire, the answers to
which help determine what kind of Volunteer opportunities will be suited to the individual volunteer.
1. If you have all the human and financial resources in the world, what problem would you love solve, what would you
change, and what would you create? Your answers will tell you what matters the most to you.
2. What kind of time commitment are you willing to make? Are you looking for a regular/weekly volunteer commitment or a
short-term/one-time opportunity?
3. Would you like to volunteer with other people or by yourself?
4. Would you like to volunteer from your own home or would you prefer to volunteer in an organization?
5. If you would like to volunteer away from home, where is the best location for you?
6. Do you have specific skills or talents that you would like to share in an organization?
7. Would you like to develop specific skills?
8. What are your personal goals? Would you like to re-enter the workforce or meet new people?

POTENTIAL VOLUNTEER OPPORTUNITIES

A. Based on the interest of an individual

1. If you like animals, you can help out at an animal shelter or the nearest zoo.
2. If you like working with kids, you can get involved at a day-care or preschool center or help younger students
with their schoolwork.
3. If you enjoy playing sports, you can play games with the kids at a nearby sports complex or organize a mini-sports fest.
4. If you like to cook, you can get together with friends and teach moms or housekeepers new recipes, the latest
about food preparation and preservation, and entrepreneurship opportunities in cooking.
5. If you enjoy arts and crafts, you can teach how to make curtains or bedspreads, embroider pillowcases and towels, and
make unique fashion accessories at a women’s shelter, nursing home, or orphanage.
6. If you enjoy the outdoors, you can help organize a clean-up drive in your street or park or help a neighbor plant
flowers.
7. If you enjoy dancing, singing, and acting, you can participate in your community’s cultural show group.
8. If your grandparents have passed away or live far away and you do not get to see them as often as you want to, you can
make friends with a senior citizen and adopt him/her as your grandma or grandpa.
9. If you are interested in foreign culture, you can volunteer at a school that accepts foreign students.
If you are concerned about people with disabilities, you can volunteer at an agency

B. Based on the future career goal of an individual

1. If you like to work in the medical field, you can volunteer at a community health center or a government hospital or clinic.
2. If you are interested in teaching, you can volunteer at a public school.
 3. If you are interested in science, you can volunteer at the local science museum or zoo.
4. If you like to work in an office someday, you can volunteer at a non-profit organization

COMMUNITY SERVICE
➢ Is identified by the Higher Educational Institution (HEIs) in consultation with the local government, community-based
organizations, and non-government organizations as designed to improve the quality of life of community
residents, particularly low-income individuals, or to solve particular problems related to their needs.

Community service includes the following:

1. First aid training or health care, preschool storytelling, social welfare, social services, trauma counseling, group
dynamics, crime prevention, recreation, street dancing, and community improvement.
2. Serving in the youth corps as defined in the NSTP Act of 2001
3. Assisting students with disabilities
4. Tutoring, supporting educational and recreational activities, and counseling, including career counseling

Volunteer Community-Service can be rendered in government offices, private companies or in any place where services
may be needed. Volunteers can also work from their homes.

Community Volunteerism
● entails identifying resources,
● building up present strengths;
● empowering partners or individuals to reach their potential;
● facilitating new connections within the community and strengthening such connections;
● and fostering relationships that enhance the ability of groups and individuals to have a sense of belonging and a
desire to be involved.

REPUBLIC ACT 8044

“Youth in Nation-Building Act”

An act creating the NATIONAL YOUTH COMMISSION, establishing a NATIONAL COMPREHENSIVE AND COORDINATED
PROGRAM on YOUTH DEVELOPMENT, APPROPRIATING FUNDS, THEREFORE, AND FOR OTHER PURPOSES

SECTION 2
The State recognizes its responsibility to enable the youth to fulfill their vital role in nation-building and hereby establishes the
National Comprehensive and Coordinated Program on Youth Development, creates the structures to implement the same
and appropriate adequate funds to provide support for the program and implementing structures on a continuing sustained basis.

The State hereby declares that “Youth” is the critical period in a person’s growth and development from the onset of
adolescence towards the peak of mature, self-reliant and responsible adulthood comprising the considerable sector of the
population from the age of fifteen (15) to thirty (30) years.

FIRST AID

Emergency First Aid

Introduction to First Aid
Tagline: “Always First, Always Ready, Always There”
I
NTRODUCTION
FIRST AID
Is immediate help provided to a sick or injured person until professional medical help arrives or becomes available.

OBJECTIVES OF FIRST AID

First aid aims to accomplish the following goals:
▪ Preserve life.
▪ Prevent further harm and complications.
▪ Seek immediate medical help.
▪ Provide reassurance.

LEGAL CONCERNS:
▪ Consent
▪ Duty to Act
▪ Standard of Care
▪ Negligence
▪ Abandonment
▪ Confidentiality

HEALTH HAZARDS AND RISKS

Common Transmittable Diseases

In some acute cases you might not see signs of transmittable diseases but this are common transmittable disease that you can
see.
▪ Herpes
▪ Meningitis
▪ Tuberculosis
▪ Hepatitis
▪ Human Immune Deficiency Virus (HIV)/Acquired Immune Deficiency Syndrome (AIDS).
▪ CoViD-19
PREVENTION AND PROTECTION

Universal Precautions are a set of strategies developed to prevent transmission of blood borne pathogens. Body Substance
Isolation (BSI) are precautions taken to isolate or prevent risk of exposure from body secretions and any other type of body
substance such as urine, vomit, faeces, sweat, or sputum. Personal Protective Equipment (PPE) is specialized clothing,
equipment and supplies that keep you from directly contacting infected materials.

EMERGENCY ACTION PRINCIPLES

Scene Size-Up
1. Scene Safety
2. Knowing What Happened
a. Cause of injury
b. Nature of illness
3. Role of bystanders
4. Number of casualties
5. Asking permission or consent

PRIMARY ASSESSMENT

I. ASSESSING RESPONSIVENESS

A patient’s response level can be summarized in the AVPU mnemonic as follows:

▪ A – Alert
▪ V – Responsive to Voice
▪ P – Responsive to Pain
▪ U – Unresponsive/Unconscious

II. ACTIVATE MEDICAL HELP

Ask someone to call for local emergency number and get an Automated External Defibrillator (AED)

Secondary Assessment
If you determine that an injured or ill person is not in an immediately life-threatening condition, you can begin to check for other
conditions that may need care.
▪ Interviewing the person and bystanders
▪ Checking the person from head to toe.
▪ Checking for vital signs.

Interview the Patient

S – Sign and Symptoms
A – Allergy
M – Medication
P – Past Medical History
L – Last Meal
E – Event Prior to the Injury

Head to Toe
D – Deformity
O – Open Injury ( Burn, Wound)
T – Tenderness
S – Swelling

Vital Signs
T – Temperature
(36.5 – 37.5 Degrees Celsius)
P – Pulse
(60 – 90 beats/min)
R – Respiration
(12 – 20 Breaths/min)
B/P – Blood Pressure
90 – 130 mmHg
60 – 90 mmHg

COMMON EMERGENCIES
HEART ATTACK
Also called myocardial infarction occurs when the blood and oxygen supply to the heart is reduced causing damage to the heart
muscle and preventing blood from circulating effectively. It is usually caused by coronary heart disease.

CARDIAC ARREST
Is a condition occurs when the heart stops contracting and no blood circulates thru the blood vessels and vital organs are
deprived of oxygen.

Compression only CPR

If a person is unwilling or unable to perform mouth-to-mouth ventilation for an adult victim, chest compression only- CPR should
be provided rather than no attempt of CPR being made.
FOREIGN-BODY AIRWAY OBSTRUCTIONS
Also known as choking, is a common breathing emergency that occurs when the person’s airway is partially or completely
blocked by a foreign object, such as a piece of food or a small toy; by swelling in the mouth or throat; or by fluids, such as vomit
or blood.

Two Types of Obstruction

1. Anatomical Obstruction. When tongue drops back and obstructs the throat. Other causes are acute asthma, croup,
diphtheria, swelling and whooping cough.
2. Mechanical Obstruction. When foreign objects lodged in the pharynx or airways; solid or liquid accumulate in the back
of the throat.

ABDOMINAL/CHEST THRUST/ BACKSLAPS

Is a first aid procedure that is performed on a person who is choking. This is done by applying pressure on the upper abdomen or
at the chest at the center of the breastbone from the back so as to remove the choking object.

BLEEDING AND WOUNDS

Bleeding is the loss of blood escaping from the circulatory system.

Techniques to Control Bleeding

▪ Direct pressure
▪ Pressure bandage

CLOSED WOUNDS
A closed wound is a wound where the outer layer of the skin is intact and the damage lies below the surface.

First Aid Management:

▪ Apply an ice pack.
▪ Elevate the injured part.
▪ Do not assume that all closed wounds are minor injuries.
▪ Help the person to rest.
▪ Provide comfort and reassure the person.
OPEN WOUND
In an open wound, the outer layer of skin is broken. The break in the skin can be as minor as a scrape of the surface layers or as
severe as a deep penetration.

First Aid Management

General care for open wounds includes controlling bleeding, preventing infection and using dressings and bandages correctly.

MINOR OPEN WOUNDS

▪ Use a barrier between your hand and the wound.
▪ Apply direct pressure.
▪ Wash abrasions and other superficial wounds.
▪ Apply a Povidone-iodine (PVP-I) antiseptic solution or, if available, a triple antibiotic ointment or cream.
▪ Cover the wound with a sterile dressing.
▪ Wash your hands immediately after giving care.

MAJOR OPEN WOUNDS

▪ Call the local emergency number.
▪ Put on PPE (Personal Protective Equipment)
▪ Control bleeding by applying direct pressure or employing a pressure bandage.
▪ Monitor airway and breathing.
▪ In cases where the injured party is in shock, keep him or her from experiencing chills or feeling overheated.
▪ Have the person rest comfortably and provide reassurance.
▪ Wash your hands immediately after giving care.

First Aid Management

• R – Rest.
• I – Immobilize.
• C – Cold.
• E – Elevate.
FAINTING
Fainting is a partial or complete loss of consciousness resulting from a temporary reduction of blood flow to the brain.

First Aid Management

• Position the victim on his or her back.
• Keep the victim in a lying position.
• Loosen any restrictive clothing, such as a tie or a buttoned-up collar.
• Check for any other life-threatening and non-life-threatening conditions.
• Do not give the victim anything to eat or drink.
 UNDERSTANDING COMMUNITY-BASED MANAGEMENT
Lofel J. Diamante-Dideles

Community
 People living in a specific area
 Social group of any size whose members reside in a specific locality, share a government,
and have common cultural and historical heritage
 A social system
Characteristics of a Community
1. Common system of values
2. Normatively defined relations
3. Interdependent
4. Recognition of belonging
5. System of stratification
6. Locality of citizenry
Types of Community
 Rural
 Urban
 Suburban
Components of Community
Core – represents the people that make up the community; demographics of the population as well
as the values, beliefs and history of the people.

Eight subsystems of the community

 Housing
 Education
 Fire and safety
 Politics and government
 Health
 Communication
 Economics
 Recreation

Community Organization
 process forged along people’s empowerment and the essential formation of a self-reliant
organization that will facilitate development in a sustainable manner.
 o Involves a series of interrelated activities aimed to unify the people into an organization
o Involves people’s participation in all stages of the organizing process
 Manifests the people’s collective will to participate, voice out and be heard and to decide as a
unified group
Community Organization (GOALS)
 People empowerment
 Building organization
 Improved quality of life

Community Organization (STEPS)

 Remember that development must be for the people and from the people
 Do not appear as a savior or someone who will solve people’s problems
 Dress simply as possible and act as naturally as you can as you enter the community
 Do not regard yourself as superior or different from the people in the community
 Gather basic information about the place such as culture, practices and the lifestyle of the
people

1. Enter in the community

Integration with the people
 Integrate yourself with the people
 Gradually join their small groups
 Slowly start working in the community
 Participate actively in production process
 Seek out congregation places
 Participate in social activities
 Appearance, speech and behaviour should keep with the community
 Choose a modest and respected dwelling family
 Adopt a low-key approach and profile, never gamble or drink alcohol
 Avoid courting and flirting with the men and women in the community
 Be sensitive to the needs of the people
 Go where the people are
 Trust and believe in the people

2. Community Study or Situational Analysis

 Facilitating people’s participation in analyzing their situation and problems
 Raise the awareness and consciousness of the people in handling national problems
3. Identifying and developing potential community leaders
 Equip them with useful knowledge and experiences to develop them into leaders
 Educate and convince them that they can be potential leaders to represent the group
 Belongs to the poor sector
 Well respected
 Willing to work for a change
 Can find me, conscientious and resourceful
 Communicate effectively

4. Core Group Formation

 Consists of the identified potential leaders
 Leaders are expected to meet and accept the challenge to organize the rest of the
community projects

5. Setting up and developing the organizational structure

 People are now ready to set up their organization
 Election of their own leaders through the democratic or participatory process of selection

6. Strengthening the organization

 Give leaders a chance to move and work together on their own
 Let people learn how to identify the issues and problems confronting them
 Let them plan the various activities they can perform together for the common good
 Let them see their financial problems and how to solve them by coming up with income-
generating projects

COMMUNITY DEVELOPMENT
1. Planned and organized effort to assist individuals to acquire the attitude, skills, knowledge, and
general capabilities required in their democratic participation in the effective solution of
community problems in an order of priority determined by increasing level of competence
(Aims and Objectives)
1. Promote
2. Sustain community action
3. Support

(Major Purposes and Objectives)

1. To help people employ the right methods to organize self-help activities
2. To develop techniques relevant to the situation for socio-economic and cultural progress
COMMUNITY DEVELOPMENT (PRINCIPLES)
1. Focus on people’s participation
2. Be attuned to the demands off the people
3. Based on a theory that is tested, validated and relevant
4. Integrated in approach
5. Lead to empowerment of the people
6. Sustain the natural environment as a socio-economic base

COMMUNITY DEVELOPMENT (FIVE ELEMENTS)

1. A focus on the goals and needs of the community
2. The encouragement of self-help
3. Technical assistance from governmental and voluntary organizations which may include
personnel, equipment, supplies and money
4. Integration of various specialties
5. Felt needs of the people in the community

COMMUNITY DEVELOPMENT (FOUR GENERAL PHASES)

1. Issues/problem identification and information dissemination:
 Real needs are distinguished from felt needs
 Problems are defined and analyzed
 Relationship developed
 Rapport is established
 Face-to-face interaction with people is made
 Opinions are elicited and information is disseminated

2. Mobilization of people/community
 People are stimulated to come together to discuss problems
 Meetings are called to identify community problems
 People analyzed problems together, set objectives and plan and implement action
 Potential leaders are identified and committee work is stimulated

3. Organization
 Combination of constructive forces of men and materials, machinery and money working
together in an orderly way
4. Education
 Members of the community are educated to assume responsibility for their organization and to
acquire the organizational skills and techniques essential to organization maintenance.

GUIDENLINES FOR COMMUNITY WORKERS

 Work with the poor and oppressed, not for them
 Development is an awakening process
 Let the people frow
 Build up the people’s solidarity
 Build up the people’s organization

STRATEGIC PLANNING
1. Represents analytical strategy creation and can lead to an intent
2. Useful framework for managing the organization’s strategic resource
3. Provide means of controlling resource allocation and fostering internal linkages
4. Translating goals/objectives into specific activities to meet community needs or solve
community problems
Answers:
 How much? (quality or resources)
 Of what? (programs, services, projects)
 For whom? (target beneficiaries/clients)
 Why? (to achieve what goals)
 For how much? (social and economic costs)
 What conditions? (with what other consequences)

PLANNING (STEPS)
 Diagnosis
 What do we want to achieve in a particular period?
 What are the possible ways of achieving this objective?
 What are the advantages and disadvantages of each proposal?
 Which proposal do we accept?
 Who will do what, when, where, and how?
 At what point do we need to evaluate?

MONITORING AND EVALUATION

 Process of periodically gathering data pertaining to the status and formation of the extent of
project/program implementation.
PROCESS OF MONITORING
 Provide a systematic method of collecting data on the implementation of the plan as
implementation Is taking place
 Generate information that can be used for evaluation of the plan
 Detect problems in implementation as they occur for proper corrective measures

EVALUATION
 Process through which the effectiveness of services is gauged against the goals which the
agency sets out to achieve
 Heart of any program development process

EVALUATION (CLASSIFICATION)
 Participatory
 Non-participatory
EVALUATION
(Kinds)
 Ongoing
 Concluding

(Methods)
 Written
 Informal-oral
 Structured interview
 Group discussion method
 Observation
 Survey
 Case study
 Slides, photos, drawings
 PEACE EDUCATION
I. HOLISTIC UNDERSTANDING OF PEACE
AND VIOLENCE
PEACE
- is the absence of war or direct violence
- Absence of death and destruction as a result
of war and physical/directive violence
(Thee2002)
- is the absence of violence, not only personal
or direct but also structural or indirect
violence (Johan Galtung)
- Humanly inflicted harm (Reardon)
TYPES OF VIOLENNCE
a. Physical or Direct violence
Direct violence can be categorized as:
1. Organized violence – refers to war
which describes aS organized and
collective violence which occurs
between states or whithin a states.
(Birgit Brock-Utne 1989)
2. Unorganized violence – includes
wife battering, rape, child abuse and
street crime.
WHAT IS A CULTURE OF PEACE?
The Declaration of (UN,1998) states that “a culture
of peace is a set of values, attitudes, traditions,
modes of the behavior and ways of life that reflect
and inspire.
CULTURE OF PEACE
o Respect for life and for all human rights
o Rejection of violence in all its forms
o Prevention of violent conflict by tackling
their root cause through dialogue and
negotiations
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o Recognition of the right of everyone to
freedom of expression
o Devotion to principles of freedom, justice,
democracy, tolerance, solidarity,
cooperation, pluralism, cultural diversity,
dialogue and understanding between nations,
ethnic, religious, cultural and other groups
and between the individuals.
II. PEACE EDUCATION AS
TRANSFORMATIVE EDUCATION
WHAT IS PEACE EDUCATION?
Peace education, or an education that promotes a
culture of peace, is essentially transformative. It
cultivates the knowledge base, skills, attitudes and
behaviors.
WHY EDUCATE FOR PEACE?
o Educating for peace is an ethical imperative
considering the negotiation of life and
wellbeing caused by all forms of violence.
o The ethical systems of the major world faith
o Traditions, humanitarian ethics and even
primal and indigenous spirituality have
articulated principles that inspire the striving
of peace.
EDUCATION FOR PEACE : LIST OF
KNOWLEDGE AREAS, SKILLS, AND
ATTITUDES/VALUES
1. HOLISTIC CONCEPT OF PEACE
Peace is not just the absence of direct/physical
violence but also the presence of conditions of
wellbeing, cooperation and just relationships in the
human and ecological spheres.
2. CONFLICT AND VIOLENCE
Conflicts are natural part of person’s social life, but
they become a problems of violence depending on
the methods of conflict resolution used.
  SOME PEACEFUL ALTERNATIVES o Environmental Education
o Disarmament V. SPIRITUAL AND FAITH TRADITIONS AS
o Nonviolence RESOURCES FOR PEACE
o Conflict Resolution, transformation
and prevention  CHRISTIANITY
o Human Rights
o Human solidarity 1. Rejection of violence
o Development based on justice 2. Love and reconciliation rather than retaliation
o Democratization 3. Use of transforming initiatives
o Sustainable development

 ISLAM
 ATTITUDES/VALUES
o Self-respect Meaning “ peace with God and other human
o Respect for others beings”
o Respect for life / Non violence
o Gender equality 1. A decleration and acceptance of the oneness of
o Compassion God and prophethood of Mohammed
o Global concern 2. Prayer five times a day
o Ecological concern 3. Payment of zakah or obligatory charity
o Cooperation 4 . Fasting in the month of Ramadhan
o Openness/Tolerance
o Justice
o Social responsibility  BUDDHISM
o Positive vision
Teaches compassion and loving kindness

 SKILLS
o Reflection  HINDUISM
o Critical thinking and analysis
o Decision –making The ultimate goal is to gain a vision of unity which
o Imagination is non-discriminatory, where every kind of life
o Communication form is important.
o Conflict resolution ,
o Empathy
o Group building V. UPHOLDING HUMAN DIGNITY

UNIVERSAL DECLARATION OF HUMAN

 THE COMPREHENSIVE SCOPE OF RIGHTS
PEACE EDUCATION
o Disarmament Education
o Human Rights Education
o Global Education
o Conflict Resolution Education
o Multicultural Education
o Education for International
Understanding
o Interfaith Education
o Development Education
o Gender-fair/ Non-sexist Education
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1. CIVIL RIGHTS
 Article 3- Right to life, liberty and
personal security
 Article 4 – Freedom from slavery
 Article 5 – Freedom from torture and
degrading treatment
 Article 9- Freedom from arbitrary arrest
and exile
 Article 10 – Right to a fair public
hearing
  Article 11 – Right to be considered
innocent until proven guilty
 Article 12- Freedom from interference
with privacy, family, home and
correspondence
 Article 13- Right to free movement in
and out of the country
 Article 16- Right to marriage and family
 Article 19- Freedom of opinion and
information
2. POLITICAL RIGHTS
 Article 14- Right to asylum in other
countries from persecution
 Article 20- Right of peaceful assembly
and association
 Article 21- Right to participate in
government and in free elections
3. ECONOMIC RIGHT
 Article 17- Right to own property
 Article 23- Right to desirable work and
to join trade union
4. SOCIAL RIGHTS
 Article 22- Right to social security
 Article 24- Right to rest and leisure
 Article 25- Right to adequate living
standard (health, food, housing, etc.)
 Article 26- Right to education
5. CULTURAL RIGHTS
 Article 18- Freedom of belief and
religion
 Article 27- Right to participate in the
cultural life of community
VI. CHALLENGING PREJUDICE AND
BUILDING TOLERANCE
PREJUDICE
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Is a negative feeling or attitude towards a person or
a group even if it lacks basis.
STEREOTYPE
Refers to the negative opinion about a person or
group based on incomplete knowledge
DISCRIMINATION
Refers to negative actions towards members of a
specific social group that may be manifested in
avoidance, aversion or even violence
TYPES OF PREJUDICE
 Racism
 Sexism
 Heterosexism
 Classism
 Linguicism
 Ageism
 Lookism
 Religious intolerance
VII. CHALLENGING THE WAR SYSTEM
WAR
“werra” which means confusion, discord, or strife.
An actual intentional and widespread armed
conflict between political communities.
Territorial disputes as the more causes of war.
The most horrible effect of war is death. Massacres,
tortures, disappearances,sexual violence including
rape, executions, assassinations, bombing, burning
and kidnapping are examples of atrocious acts.
The UNESCO Preamble
states that “if wars begin in minds of men, then it is
in minds of men that the defenses of peace must be
constructed.
“Peace education is one concrete pathway
to challenge war. Peace education seeks to
develop a global perspective on the
problems and understanding that humans
are single species”
 VOLUNTEERISM
- Prof. Ruben Magan Gamala
What does the Bible say about Service or
Volunteerism?
2 Corinthians 9:12-13 (Easy-to Read Version)
12
The service you are offering helps God’s people
with their needs, but that is not all it does. It is also
bringing more and more thanks to God. 13 This
service is a proof of your faith, and people will
praise God because of it. They will praise God that
you freely share what you have with them and with
all people. They will praise Him to see you
following the Good News about Christ that you
openly accepted. They will praise God because you
freely share with them and with all people.
What is Volunteerism?
An act involving a wide range of
activities, including traditional forms of mutual
aid and developmental interventions that
provides an enabling and empowering
environment both on the part of the beneficiary
receiving, and the volunteer rendering the act,
undertaken for reasons arising from socio-
developmental, business or corporate orientation,
commitment or conviction for the attainment of
the public good and where monetary and other
incentives or reward are not the primary
motivating factors. (From RA 9418 or The
Volunteer Act of 2007).
• Free will, no compulsion
• No financial gain
• Benefits a third party
 Is the act, practice, or principle of
contributing one’s time, talents, and
resources freely to worthwhile purposes
without tangible compensation.
 It is considered the most fundamental act in
the society.
 It is geared toward good causes that helped
alleviate the suffering of others.
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 It promotes peace, solidarity, and trust
among citizens.
Moore (2002) describes a Volunteer as:
A. A volunteer is a person who is a light to others
 volunteer is a person who is a light to
others, giving witness in a mixed-up
age, doing well and willingly the
tasks at hand, namely, being aware
of another’s need and doing
something about it.
B. Is a person who strives to make other people
happy.
 Is a person who strives to make other
people happy, who takes loneliness
out of the alone by talking to them,
who is concerned when others are
unconcerned, who has the courage to
be a blessing and to say the things
that have to be said for the good of
all.
C. Is a person whose charity is fidelity.
 Is a person whose charity is fidelity,
who is faithful in an unfaithful world,
grateful in an ungrateful world,
giving when all are grasping,
listening when others need to tell
about their fears and problems.”
Why do people voluteer?
1. to share and to help
People want to give back to
society while others want to make
difference and touch other people’s
lives
2. to be part or to belong to society
Volunteers want to feel valued.
3. to learn
 People volunteer in order to
gain new skills, experience or
knowledge.
What can you offer as a Volunteer?
1. time
2. talent
3. treasure
Is NSTP a form of volunteerism?
Volunteerism and NSTP
 Building awareness and appreciation
and inculcating the value of
volunteerism in personal, community
and national development
 Preparation for future volunteer
engagement in the NSRC and other
individual or institutional volunteer
programs.
Volunteer Act of 2007
R.A. 9418- (Volunteer Act of 2007) strengthened
Volunteerism
 This legislation recognizes that
volunteerism or “bayanihan” can
be harnessed as a strategy for
national development and
international cooperation.
 The Act commits government to
partnership to achieve the needed
social transformation and sustainable
development through volunteerism.
Being a framework, the Volunteer Act recognizes
the different roles of different sectors of society,
including government. It is tasked to provide the
environment for volunteerism to prosper. It shall be
facilitative, coordinative and promotive in
performing its functions. To a certain extent, this
means taking a backseat.
The Volunteer Act specifically calls for integrating
volunteerism in the education curriculum. Such
integration provides students with the volunteering
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arena by which they can channel their idealism and
vigor into something worthwhile.
Three main interrelated objectives of the
Volunteer Act of 2007
1. It aims to provide the policy framework that
shall underscore the fundamental principles
necessary to harmonize the broad and diverse
efforts of the voluntary sectors.
2. It aims to provide a conducive and enabling
environment for the mobilization and nurturance of
volunteers and volunteer organizations.
3. It hopes to strengthen the Philippine National
Volunteer Service Coordinating Agency (PNVSCA)
as an effective institution to support volunteerism in
the country.
Benefits of Volunteers
1. Community Development
2. Development of the skills of the volunteers
3. Peace, solidarity and trust among citizens
4. Career opportunities for volunteers
5. Friendship among citizens
6. Experienced and self esteem gained by volunteers
Values Expected of Volunteers
1. Commitment.
Volunteers are attached to, identified
with, and involve in community service.
2. Professionalism.
Volunteers observed work ethics in
performing their responsibilities with
socially and morally accepted behavior.
3. Creativity.
Volunteers search constantly for new
strategies and methods of doing a task for
improved results
4. Unity.
A volunteer supports teamwork to
achieve the common goal.

Volunteers Opportunities
The 2001 National Survey of Giving, Volunteering,
and Participating shares the following questionnaire,
the answers to which help determine what kind of
Volunteer opportunities will be suited to the
individual volunteer.
1. If you have all the human and financial
resources in the world, what problem would
you love solve, what would you change, and
what would you create? Your answers will
tell you what matters the most to you.
2. What kind of time commitment are you
willing to make? Are you looking for a
regular/weekly volunteer commitment or a
short-term/one-time opportunity?
3. Would you like to volunteer with other
people or by yourself?
4. Would you like to volunteer from your own
home or would you prefer to volunteer in an
organization?
5. If you would like to volunteer away from
home, where is the best location for you?
6. Do you have specific skills or talents that
you would like to share in an organization?
7. Would you like to develop specific skills?
8. What are your personal goals? Would you
like to re-enter the workforce or meet new
people?
Potential Volunteer Opportunities are as follows
A. Based on the interests of an individual
1. If you like animals, you can help out at an
animal shelter or the nearest zoo.
2. If you like working with kids, you can get
involved at a day-care or preschool center or
help younger students with their schoolwork.
3. If you enjoy playing sports, you can play
games with the kids at a nearby sports
complex or organize a mini-sports fest.
4. If you like to cook, you can get together
with friends and teach moms or
housekeepers new recipes, the latest about
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food preparation and preservation, and
entrepreneurship opportunities in cooking.
5. If you enjoy arts and crafts, you can teach
how to make curtains or bedspreads,
embroider pillowcases and towels, and make
unique fashion accessories at a women’s
shelter, nursing home, or orphanage.
6. If you enjoy the outdoors, you can help
organize a clean-up drive in your street or
park or help a neighbor plant flowers.
7. If you enjoy dancing, singing, and acting,
you can participate in your community’s
cultural show group.
8. If your grandparents have passed away or
live far away and you do not get to see them
as often as you want to, you can make
friends with a senior citizen and adopt
him/her as your grandma or grandpa.
9. If you are interested in foreign culture, you
can volunteer at a school that accepts foreign
students.
10. If you are concerned about people with
disabilities, you can volunteer at an agency
or institution that care for people with
physical or mental disabilities.
B. Based on the future career goal of an
individual
1. If you like to work in the medical field, you
can volunteer at a community health center
or a government hospital or clinic.
2. If you are interested in teaching, you can
volunteer at a public school.
3. If you are interested in science, you can
volunteer at the local science museum or zoo.
4. If you like to work in an office someday,
you can volunteer at a non-profit
organization.
COMMUNITY SERVICE
 Is identified by the Higher Educational
Institution (HEIs) in consultation with the
local government, community-based
organizations, and non-government
organizations as designed to improve the
quality of life of community residents,
 particularly low-income individuals, or to
solve particular problems related to their
needs.

Community Service includes the following

1. First aid training or health care, preschool
storytelling, social welfare, social services,
trauma counseling, group dynamics, crime
prevention, recreation, street dancing, and
community improvement.
2. Serving in the youth corps as defined in the
NSTP Act of 2001
3. Assisting students with disabilities
4. Tutoring, supporting educational and
recreational activities, and counseling,
including career counseling
Volunteer Community-Service can be rendered in
government offices, private companies or in any
place where services may be needed. Volunteers
can also work from their homes.
SECTION 2
The State recognizes its responsibility to enable the
youth to fulfill their vital role in nation-building and
hereby establishes the National Comprehensive and
Coordinated Program on Youth Development,
creates the structures to implement the same and
appropriate adequate funds to provide support for
the program and implementing structures on a
continuing sustained basis
The State hereby declares that “Youth” is the
critical period in a person’s growth and
development from the onset of adolescence towards
the peak of mature, self-reliant and responsible
adulthood comprising the considerable sector of the
population from the age of fifteen (15) to thirty (30)
years.

Community Volunteerism

entails identifying resources,

building up present strengths;
empowering partners or individuals to reach their
potential;
facilitating new connections within the community
and strengthening such connections;
and fostering relationships that enhance the ability
of groups and individuals to have a sense of
belonging and a desire to be involved.

REPUBLIC ACT 8044

“Youth in Nation-Building Act”

An act creating the

NATIONAL YOUTH COMMISSION, establishing
a
NATIONAL COMPREHENSIVE AND
COORDINATED PROGRAM
on YOUTH DEVELOPMENT, APPROPRIATING
FUNDS, THEREFORE, AND FOR OTHER
PURPOSES

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 isolate or prevent risk of exposure from
body secretions and any other type of body
substance such as urine, vomit, faeces, sweat,
or sputum. Personal Protective Equipment
INTRODUCTION TO FIRST AID (PPE) is specialized clothing, equipment and
supplies that keep you from directly
- Jojee Roy T. Juarez
contacting infected materials
.
FIRST AID
EMERGENCY ACTION PRINCIPLES
is immediate help provided to a sick or
Scene Size-up
injured person until professional medical help
I. Scene Safety
arrives or becomes available.
II. Knowing What Happened
• Cause of injury
• Nature of illness
Objectives of First Aid
III. Role of bystanders
First aid aims to accomplish the following goals:
IV. Number of casualties
 Preserve life.
V. Asking permission or consent
 Prevent further harm and complications.
 Seek immediate medical help.
 Provide reassurance.
Primary Assessment

1. Assessing Responsiveness
Legal Concerns
 Consent
A patient’s response level can be summarized in the
 Duty to Act
AVPU mnemonic as follows:
 Standard of Care
 A – Alert
 Negligence
 V – Responsive to Voice
 Abandonment
 P – Responsive to Pain
 Confidentiality
 U – Unresponsive/Unconscious

2. Activate Medical Help

HEALTH HAZARDS AND RISKS
Ask someone to call for local emergency number
Common Transmittable Diseases
and get an Automated External Defibrillator (AED)
 Herpes
 Meningitis
 Tuberculosis
Secondary Assessment
 Hepatitis
If you determine that an injured or ill person is not
 Human Immune Deficiency Virus
in an immediately life-threatening condition, you
(HIV)/Acquired Immune Deficiency
can begin to check for other conditions that may
Syndrome (AIDS).
need care.
 CoViD-19
 Interviewing the person and bystanders
 Checking the person from head to toe.
Prevention and Protection
 Checking for vital signs.
Universal Precautions are a set of
strategies developed to prevent transmission
of blood borne pathogens. Body Substance
INTERVIEW THE PATIENS
Isolation (BSI) are precautions taken to
S – Sign and Symptoms
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A – Allergy victim, chest compression only- CPR should
M – Medication be provided rather than no attempt of CPR
P – Past Medical History being made.
L – Last Meal
E – Event Prior to the Injury
Head to Toe

D – Deformity
O – Open Injury ( Burn, Wound)
T – Tenderness
S – Swelling

Vital Signs

T – Temperature
(36.5 – 37.5 Degrees Celsius)
P – Pulse
(60 – 90 beats/min)
R – Respiration
(12 – 20 Breaths/min)
B/P – Blood Pressure
90 – 130 mmHg
60 – 90 mmHg

COMMON EMERGENCIES

Heart Attack

Also called myocardial infarction occurs

when the blood and oxygen supply to the
heart is reduced causing damage to the heart
muscle and preventing blood from
circulating effectively. It is usually caused
by coronary heart disease.

Cardiac Arrest

Is a condition occurs when the heart stops

contracting and no blood circulates thru the
blood vessels and vital organs are deprived
of oxygen.

Compression only CPR

If a person is unwilling or unable to perform

mouth-to-mouth ventilation for an adult
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Foreign-body Airway Obstructions
Also known as choking, is a common
breathing emergency that occurs when the
person’s airway is partially or completely
blocked by a foreign object, such as a piece
of food or a small toy; by swelling in the
mouth or throat; or by fluids, such as vomit
or blood.
TWO TYPES OF OBSTRUCTION
1. Anatomical Obstruction.
When tongue drops back and
obstructs the throat. Other causes are acute
asthma, croup, diphtheria, swelling and
whooping cough.
2. Mechanical Obstruction.
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When foreign objects lodged in the
pharynx or airways; solid or liquid
accumulate in the back of the throat.
Abdominal/Chest thrust/ Backslaps
Is a first aid procedure that is
performed on a person who is choking. This
is done by applying pressure on the upper
abdomen or at the chest at the center of the
breastbone from the back so as to remove
the choking object.
BLEEDING AND WOUNDS
Bleeding
Bleeding is the loss
of blood escaping from the circulatory
system.
Techniques to Control Bleeding
 Direct pressure
 Pressure bandage
Closed Wound
A closed wound is a wound where
the outer layer of the skin is intact and the
damage lies below the surface.
First Aid Management
 Apply an ice pack.
 Elevate the injured part.
 Do not assume that all closed wounds are
minor injuries.
 Help the person to rest.
 Provide comfort and reassure the person
Open Wound
In an open wound, the outer layer of
skin is broken. The break in the skin can be
as minor as a scrape of the surface layers or
as severe as a deep penetration.
 Puncture
 Abrasion
 Laceration
 Avulsion
First Aid Management • Do not give the victim anything to eat or
General care for open wounds includes controlling drink.
bleeding, preventing infection and using dressings
and bandages correctly.

Minor Open Wounds

 Use a barrier between your hand and the
wound.
 Apply direct pressure.
 Wash abrasions and other superficial
wounds.
 Apply a Povidone-iodine (PVP-I) antiseptic
solution or, if available, a triple antibiotic
ointment or cream.
 Cover the wound with a sterile dressing.
 Wash your hands immediately after giving
care.

Major Open Wounds

 Call the local emergency number.
 Put on PPE (Personal Protective Equipment)
 Control bleeding by applying direct pressure
or employing a pressure bandage.
 Monitor airway and breathing.
 In cases where the injured party is in shock,
keep him or her from experiencing chills or
feeling overheated.
 Have the person rest comfortably and
provide reassurance.
 Wash your hands immediately after giving
care.
DISLOCATION AND FRACTURE
R – Rest.
I – Immobilize.
C – Cold.
E – Elevate.

Fainting
Fainting is a partial or complete loss
of consciousness resulting from a temporary
reduction of blood flow to the brain.

First Aid Management

• Position the victim on his or her back.
• Keep the victim in a lying position.
• Loosen any restrictive clothing, such as a tie
or a buttoned-up collar.
• Check for any other life-threatening and
non-life-threatening conditions.

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 THE SELF AND FILIPINO SOCIETY ● sacred space

SELF d. Social
– refers to a person’s essential being that ● boundaries
distinguishes them from others, especially
● support systems
considered as the object of introspection or reflexive
action ● positive social media
● communication
Aspects of Self ● time together
1. Physical
2. Emotional ● ask for help
3. Social
4. Spiritual
SELF-CONCEPT
CARING OF ONESELF - is how we think about and evaluate
ourselves
a. Physical - to be aware of oneself is to have a concept
● sleep of oneself
● stretching
● walking
● physical release ASPECTS OF SELF-CONCEPT BY LEWIS
● healthy food (1990)
● yoga ● Existential self
● rest ○ most basic part of the self-scheme or
self-concept – “the sense of being
b. Emotional separate and distinct from others and
● stress management the awareness of the constancy of the
● emotional maturity Ideal self-ways in which self’” (Bee, 1992)
others react to us
● How we think compare to others ● Categorical self
● Social roles ○ having realized that he or she exists
as a separate experiencing being
● Extent to which we identify with other
people
● COMPONENTS OF SELF-CONCEPT (CARL
● forgiveness ROGERS 1959)
● compassion Self-image – the view you have of yourself
● kindness ● Physical description
● Social roles
c. Spiritual ● Personal traits
● time alone
● meditation Self-esteem and self-worth – the extent to which
you value yourself
● yoga
● High self-esteem
● connection
● Low self esteem
● nature
● journalizing Ideal self - ways in which others react to us
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 ● How we think compare to others society should preserve to attain in
order to reach the ultimate realization
● Social roles of his life, regarding his person and
● Extent to which we identify with other in relation to his family and society
people in general

Socialization
● is the process of internalizing the norms and
ideologies of society

VALUES
○ a person’s principles or standards of
behaviour
○ one’s judgement of what is important
in life

● FORMATION OF VALUES
○ personal values – values endorsed
by an individual
○ moral values – values that help
determine what is morally right or
wrong
○ aesthetic values – values associated
with the evaluation of artwork or
beauty
○ universal values – they are the set of
norms of coexistence that are valid,
accepted by a community at a certain
time, but also shared by the vast
majority of people around the world.
○ human values – norms and
principles that are taught to us from
birth and grow as an intrinsic part of
our being
○ social values – set of beliefs broader
and accepted by a society that shares
common codes.

● FILIPINO VALUES
○ are cultural norms a group of
Filipinos come to accept as standard
○ standards or principles set forth by
the Filipino society as basis for what
is right or wrong, the principles on
which every member of the Filipino

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GOOD CITIZEN

● plays an active and intelligent role as a

member of the community
● fulfils his duties and obligation to the
government and society
● possesses the traits of respectfulness,
courtesy, and selflessness for parents, elders,
and others
● observes punctuality, promptness, and good
moral conduct

GOOD CITIZENSHIP

 Pagka Maka-tao
 Pagka Maka-Diyos
 Pagka Maka-bayan
 Pagka Maka-kalikasan

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 a) Housing
b) Education
c) Fire and Safety
d) Politics and Government
e) Health
f) Communication
g) Economics
h) Recreation

COMMUNITY ORGANIZATION
UNDERSTANDING COMMUNITY-
BASED MANAGEMENT
- Lofel J. Diamante-Dideles
COMMUNITY
- People living in aspecific area
- A social group of any size whose members
reside in a specific locality, share a
government, and have common cultural and
historical heritage
- A social system
CHARACTERISTICS OF A COMMUNITY
- Process forged along people’s empowerment
and the essential formation of a self-reliant
organization that will facilitate development
in a sustainable manner
- Involves a series of interrelated activities
aimed to unify the people into an
organization
- Involves people’s participation in all stages
of the organizing process
- Manifests the people’s collective will to
participate, voice out and be heard and to
decide as aunified group

1. Common system of values COMMUNITY ORGANIZATION GOALS

2. Normatively defined relations 1. People Empowerment
3. Interdependent 2. Building Organization
4. Recognition of belonging 3. Improved Quality of Life
5. System of stratification 4.
6. Locality of the citizentry
COMMUNITY ORGANIZATION STEPS

TYPES OF COMMUNITY 1. ENTRY IN THE COMMUNITY

1. Rural a. Gather basic information about the

2. Urban place such as culture, practices and
3. Sub-Urban the lifestyle of the people.
b. Do not regard yourself as superior or
different from the people in the
COMPONENTS OF COMMUNITY community
c. Dress simply as possible and act as
1. CORE naturally as you can as you enter the
- represents the peoplr that make up the community.
community; demographics of the population as well d. Do not appear as a savior or
as the values, beliefs, and history of the people. someone who will solve people’s
problems
2. 8 SUBSYSTEMS OF THE COMMUNITY
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 e. Remmber that development must be
for the people and from the people
INTEGRATION WITH THE PEOPLE
f. Integrate yourself with the people
g. Graduall join their small groups
h. Slowly start working in the
community
i. Participate actively in production
processes
j. Seek out congregation places
k. Participate in social activities
l. Appearance. Speech and behavior
should keep with the community
m. Choose a modest and respected
dwelling family
n. Adopt a low key approach and
profile, never bamble or drink
alcohol
o. Avoid courting and flirting with the
men and women in the community
p. Be sensitive to the needs o the people
q. Go where the people are
r. Trust and believe in the people
2. COMMUNITY STUDY or SITUATIONAL
ANALYSIS
a. Facilitating people’s participation in
analyzing their situations and problems
b. Raise the awareness and consciousness of
the people in handling national problems.
3.IDENTIFYING AND DEVELOPING
POTENTIAL COMMUNITY LEADERS
a. Equip them with useful knowledge and
experiences to develop them into leaders.
b. Educat and convince them that they can be
potential leaders to represent the group
c. Belongs to the poor sector
d. Well respected
e. Willing to work for a change
f. Can find time, conscientious and resourceful
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g. Communicate effectively
4. CORE GROUP FORMATION
a. Consist of the identifies potential leaders
b. Leaders are expected to meet an accet the
challenges to organize the rest of the
community projects
5. SETTING UP AND DEVELOPING THE
ORGANIZATIONAL STRUCTURE
a. People are now ready to set up their
organization
b. Election of their own leaders through the
democratic or participatory process of
selection
6. STRENGTHENING THE ORGANIZATION
a. Give leaders a chance to move and work
together on their own
b. Let people learn how to identify the issues
and problems confronting them
c. Let them plan the various activities they can
perform together for the common good
d. Let them see their financial problems and
how to solve them by coming up with
income-generation projects
COMMUNITY DEVELOPMENT
- Planned and orgabized effort to assist
individuals to acquire the attitudes, skills,
knowledge, and general capabilities required
in their democratic participation in the
effective solution of community problems in
an order of priority determined by increasing
level of competence.
AIMS and OBJECTIVES
 a. Promote
b. Sustauin community action
c. Support
MAJOR PURPOSES/OBJECTIVE
a. To help people employ the right methods to
organize self-help activities
b. To develop techniques relevant to the
situation for socio-economic and cultural
process
PRINCIPLES
a. Focus on people’s participation
b. Be attuned to the demands of the people
c. Based on the theory that is tested, validated
and relevant
d. Integrated in approach
e. Lead to empwerment of the people
f. Sustain thee natual environmetn as a socio-
econommic base
FIVE ELEMNTS
a. A focus on the goals and needs of the
community
b. The encourgament of self-help
c. Technical assistance from the governmental
and voluntary organizations which may
include personnel, equipment, supplies, and
money
d. Integration of various specialties
e. Felt needs of the people in the commnunity.
FOUR GENERAL PHASES
1. ISSUE/PROBLEM IDENTIFICATION AND
INFORMATION DISSEMINATION:
a. Real needs are distinguished from felt needs
b. Problems are defined and analyzed
c. Relationships developed
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2.MOBILIZATION OF PEOPLE or
COMMUNITY
a. Peole are stimulated to come together to
discuss problems
b. Meetings are called to identify community
problems
c. People analyze problems together, set
objectives and plan and implement action
d. Potential leaders are identified and
committee work is stimutaled
3. ORGANIZATION
- Combination of constructive forces of men
and materials,machinery and money
working together in an orderly way
4. EDUCATION
- Members of the community are educated to
assum responsibilty for their organization ad
to acquire the organizational skills and
techniques essential to organization
maintenance.
GUIDELINESFOR COMMUNITY WORKERS
a. Work with the poor and oppressed, not for
them
b. Development is an awakening process
c. Let the people grow
d. Build up the people’s solidarity
e. Build up the people’s organization
STRATEGIC PLANNING
1) Represents analytical strategy creation and
can lead to an intent
2) Useful framework for managing the
organization’s strategic resource
3) Provides means of controlling resource
allocation and fostering internal linkages
 4) Translating goals/objectives into specific  Process through which the effectiveness of
activities to meet community needs or solve services is gauged against the goals whoch
community problems the agency sets out to achieve
Answers:  Heart of any program develeopment process
 How much? (quality of resources)
 Of what? (programs, services, projects)
 For whom? (targer beneficiaries/clients) EVALUATION:
 Why? (to achieve what goals)
 For how much? (social and economic costs) 1. CLASSIFICATION
 What conditions? (with what other  Participatory
consequences)  Non-participatory

2. KINDS
 Ongoing
PLANNING  Concludinh

a. Diagnosis 3. METHODS
b. What do we want to achieve in a particular  Written
perios?  Informal-oral
c. What are the possible ways of achieving this  Structural interview
objective?  Group discussion method
d. What are the advantages and disadvantages  Obeservation
of eacg proposal?  Survey
e. Which proposal do we accept?  Case study
f. Who will do what, when ,wherem and how?  Slides, photos, drawings
g. At what point do we need to evaluate?

MONITORING and EVALUATION

 Process of periodically gathering data

pertaining to the status and formation of te
extent of project/progam implementation

PURPOSE OF MONITORING

a. Provide s systematic method of collecting

data in the implementation of the plan as
implemetantion is taking place.
b. Generate information that canbe used for
evaluation of the plan.
c. Detect problems in implementation as they
occur for proper corrective measures.

EVALUATION