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CHAPTER 1: IMPLEMENTING RULES AND REGULATIONS OF THE NATIONAL SERVICE TRAINING PROGRAM

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program
(NSTP) Act of 2001, the Commission on Higher (CHED), Technical Education and Skills Development Authority
(TESDA), and Department of National Defense (DND). In consultation with concern government agencies, The
Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational
Association of the Philippines (COCOPEA), Non-Government Organization and recognized student organization,
hereby jointly issue, adopt and promulgate the following implementing rules and regulation to implement the
provision of the Act.

RULE I – Guiding Principles

What is the prime duty of the government to its citizens?

Section 1. Guiding Principle.

While it is the prime duty of the government to serve and protect its citizens, in turn it shall be the
responsibility of all citizens to defend the security of the state, and in fulfillment thereof, the government may
require each citizen to render personal, military or civil service.

How does the government recognize the role of the youth in nation building?

Section 2. Role of the Youth.

In recognition of the vital role of the youth in nation building, the State shall promote civic consciousness
among them and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate the
ideals of patriotism, nationalism, and advance their involvement in public and civic affairs. As the most valuable
resource of the nation, youths shall be motivated, trained, organized and get involved in the military, literacy, civic
welfare programs and other similar endeavors in the service of the nation.

RULE II – Definition of Terms

Section 3. As used in this Implementing Rules and Regulations (IRR), the following terms shall mean:
a. National Service Training Program (NSTP) – refers to the program aimed at enhancing civic
consciousness and defense preparedness in the youth, by developing the ethics of the three (3) Program
components specifically designed to enhance the youth’s active contribution to the general welfare.
b. Reserve Officers’ Training Corps (ROTC) – refers to the program component, institutionalized under
section 38 and 39 of Republic Act No. 7077, designed to prove military training to tertiary level students
in order to motivate, train, organize and mobilize them for national defense preparedness.
c. Literacy Training Service (LTS) – refers to the program component designed to train the students to
teach literacy and numeracy skills to school children, out-of-school youths and other segments of society
which is considerably in need of their services.
d. Civic Welfare Training Service (CWTS) – refers to the program component of activities contributory to
the general welfare and the betterment of life for the members of the community or the enhancement
of their facilities, especially those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services.
e. Program Component- refers to the service components of the NSTP as defined herein.
f. Clustering- refers to the grouping of students enrolled in the different school and taking up the same
NSTP component into one (1) group under the management and supervision of the designated school.
g. Cross Enrollment- refers to the system of enrollment where a student is officially enrolled in an
academic program of a school but allowed to enroll in the NSTP component of other school and
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h. Non-Government Organization (NGO) – refers to any private organization duly accredited by CHED or
recognized by TESDA.

Rule III – Program Implementation

Who are required to complete one (1) component of their choice as a graduation requirement?

Section 4. Coverage

All incoming freshmen students, male and female, starting School Year (SY) 2002-2003, enrolled in any
baccalaureate or bachelor’s degree and in at least two (2) year technical-vocational or associate courses, are
required to complete one (1) NSTP component of their choice, as a graduation requirement.
a. All higher and technical-vocational education institutions must offer at least one (1) of the NSTP
components.
b. State Universities and Colleges (SUCs), shall offer the ROTC component and at least One (1) other NSTP
component.
c. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA), and other SUCs or similar nature, in view of the special character of
this constitution are exempted from the NSTP.
d. Private higher and technical-vocational education institutions with at least 350 student cadets may offer
the ROTC component and consequently establish/maintain a Department of Military Science and Tactics
(DMST), subject to the existing rules and regulations of the armed forces of the Philippines (AFP).

What are the different components of NSTP?

Section 5. Program Components

a. The NSTP shall have the following components which the students can choose from as those defined in
Rule II, Section 3 hereof, the Reserve Officers Training Corps (ROTC), Literacy Training Service (LTS), and
Civic Welfare Training Service (CWTS).
b. All program components; the ROTC in particular shall give emphasis on citizenship training and shall
instill patriotism, moral virtues and respect for the right of civilians and adherence to the Constitution.
The CHED and TESDA, in consultation with the DND, and PASUC, COCOPEA and other concerned
government agencies, may design and implement such as other non-military training components as
maybe necessary in consonance with the provisions of R.A. 9163.
c. Within thirty (30) days of approval of this IRR, the CHED, TESDA and the DND shall issue the minimum
standards for the three (3) NSTP components, which shall form part of these guidelines.

What is the duration of the NSTP components and equivalent course per semester?

Section 6. Duration and Equivalent Course Unit.

a. Each of the aforementioned NSTP components shall be undertaken for an academic period of two (2)
semesters. It shall be credited three (3) units per semester, for a duration of fifty-four (54) to ninety (90)
training hours per semester.
b. A one (1) summer program in lieu of the two (2) semester program may be designed, formulated and
adopted by the DND, CHED and TESDA. However, it will be subjected to the capability of the school and
the AFP to handle the same.
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SPECIFICS FOR CWS

1. CWS shall program activities shall be part of the HEIs extension service and shall focus on those, which help
promote the general welfare and development of the community members, particularly in terms of health
education, safety, livelihood, recreation, environmental protection and the morale of the citizenry.
2. Evaluation scheme and rating of student trainees shall be devised by the HEIs based on the quality of their
performance, project accomplishments and attendance, and shall form part of their scholastic records.

The National Service Reserve Corps (NSRC)

1. Mission
To provide a trained and motivated manpower pool that can be tapped by the State for civic welfare,
literacy and other similar endeavors in the service of the nation.
2. Functions
a. To assist in the disaster preparedness, mitigation, response and rehabilitation programs;
b. To serve as an auxiliary to the Disaster Coordinating Council (DCC) response units;
c. To assist in the promotion of civic welfare activities;
d. To assist in the implementation of literacy programs;
e. To assist in socio-economic development;
f. To assist in environmental protection; and
g. To perform other similar endeavors.

Course Program
The National Service Training Program (NSTP), Curricular Program for the Civic Welfare Training Service
(CWTS).

Course Description
The Civic Welfare Training Service (CWTS) of the National Service Training Program (NSTP) is designed to
encourage the youth to contribute to the improvement of the general welfare and the quality of life of Filipinos. This
will require the students to carry out projects and activities contributory to the general welfare and betterment of
lives of community members or the enhancement of its facilities, especially those devoted to improving health,
education, safety, livelihood, environment, entrepreneurship, recreation, moral, patriotism, and nationalism of
the citizenry, and other social welfare services.
The CWTS Curricular Program consists of lectures and participatory discussions, team building and bonding
activities that are designed to highlight values and skills formation, especially that of teamwork, leadership,
communication and risk taking in the context of Community Organization and Development, Management,
Empowerment and Social Mobilization.

Course Outline
A. Objectives
At the end of the course, the students should be able to:
1. internalize virtues as the foundation of leadership, and how it applies on an individual, team, and
institutional levels vis-à-vis national development in the context of self-awareness and values
integration and promotion framework for understanding human nature;
2. interpret the basic concepts of Development Management and Social Mobilization;
3. apply the concepts learned and design civic welfare projects/activities to be implemented as a team
in their assigned community, barangay or government agency;
4. document team activities in their assigned barangay or government agency and provide a summary
of lessons learned in carrying out CWTS projects and activities; and
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5. generate an individual output on the CWTS experience, focusing on the core values learned.
Students must present their individual output either in written or visual form.

SELF-CHECK ACTIVITY: Answer the following questions briefly. Use a separate sheet of paper.

1. Do you agree that ROTC (Reserve Officers Training Course) or Military Training be made compulsory? Why or why
not? Explain your answer.

CHAPTER 2: THE FILIPINO VALUE SYSTEM

What are values?

Etymologically, the word “values” comes from the Latin word “valere, “ which means – “to measure the
worth of something.” Values are the elements of life prevailing in any society. They lie at the core of man’s life. They
shape and determine an individual’s or group’s decision, to like or dislike, favor or disfavor, change or not to change.
Values may be positive or negative. They create an atmosphere – hence, the sense of values. There are also
subjective and objective values. Value experience involves a subject valuing and the object valued.
For example:
A watch has a sentimental value to someone, which is the subjective value. Life as opposed to death
is an objective value.
There are also moral values that refer to the good or evil nature of acts.
A value is something that is freely chosen from alternatives and is acted upon; that which the individual celebrates
as being part of his creative integration in development as a person. The essential point here is that a value is
something that is freely chosen from alternatives and is actually acted upon and lived out . The completed action or
the commitment to the choice is integral to the choice itself, and therefore, points out that one has truly chosen a
value and has acted upon it.

Values Education. It is life itself. It is the search for the human good. It is not prescriptive, as values cannot be
imposed. It is descriptive as it attempts to present a desirable value system on the basis of an understanding of the
human person.
It is conceptual as it lists ideals that have to be internalized in the education process. It is broad and flexible
enough for adaptation to specific contexts.

Categories. Values may be divided into three categories: choosing, prizing, and acting.
In the area of choice, it is stated that the value must be chosen freely. There must be no coercion, the
person makes a free choice and is totally accountable for the choice he makes. Secondly, the choice must be made
from alternatives. If there were not any alternatives, then there would be no free choice in the first place: one would
only be able to accept what he was faced with. The third aspect of choice is the thoughtful consideration of the
consequences of each of the alternatives. Therefore, choices which were made impulsively, without thought, would
not constitute a valuing process.
The second category is prizing. A value that has been chosen should be prized and cherished. This means
that a person who chooses a value must be happy about what he has chosen and hold it as something dear to him.
A second aspect of prizing is the area of affirmation; after we have chosen something from the alternatives
and are proud of it, we are then glad to be associated with it and are willing to admit so publicly.
The third category of a value is that we act upon our choice. One way in which we can see that the validity of
what we say is of value to us is simply to ask the question: “Have I acted on it, or was it something I was still thinking
about?” In this case, if the person has not acted upon it, it would simply not be a value. There must be commitment-
in-action which would change one’s behavior and which would make evident to other people that there is a value
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present. Finally, the value should be repeatedly acted upon. If something is really a value, it would be acted upon
and acted upon repeatedly. This would then show up in several situations.
The given definition of value contains seven elements and they are as follows.

Choosing: a. To choose freely;

b. To choose from alternatives; and
c. To choose from alternatives after considering the consequences of each alternative.

Prizing: d. Cherishing and being happy with the choice:

e. Willing to affirm the choice publicly;
f. Actually doing something with the choice; and
g. Actually repeated in some patterns of life.
The beauty of this definition is that it emphasizes the process of valuing throughout the seven aspects. It
clearly expresses all the views of what a value is and what the valuing process is, as developed in current psychology
and philosophy.

Filipino Core Values. The Values Education program of the Department of Education, Culture and Sports (1988)
identifies human dignity as the supreme value that characterizes education: The supreme value that characterizes
education is human dignity, and all other values are pursued because of the inner worth of the human person. Thus
in figure 1 it occupies the center of the circle and the core values flows from it.
What are the dimensions of the human person?
Figure 1 illustrates the human person’s dimensions (Coloma, T.M. p.22)
As physical (made or matter), man must maintain health and harmony with nature.
As intellectual (gifted with mind, the faculty of knowing), he must constantly search for the truth. He seeks
knowledge that would transform society and the world.
As moral (endowed with the faculty of freely choosing and loving), he must go out to others and, in fact, to
all humanity in love.
As spiritual (capable of higher concerns and of rising above the material), he must cultivate a sense of
spirituality in consonance with his nature and respond to God in faith.
These are the values pertaining to the person as self; indeed, the human being must achieve integral self-
development by cultivating his human faculties to the fullest possible. in fact, however, these values are actualized in
society.
As social (living in community), he must cultivate the sense of social responsibility, aware of his unique
participation in the pursuit of welfare of the family and the common good of the larger society so that society can, in
turn, look after the common good and well-being of the inhabitants.
As economic (bound to concerns of livelihood), he has the obligation to help achieve economic efficiency for
the community.
As political (member of the nation), he must foster the sense of nationalism and patriotism, by which he
identifies with the people and joins hands with them in the pursuit of common goals. As member of the world
community, he must cultivate a sense of global solidarity for the emerging concerns and problems of one country
can no longer be considered in isolation others.

Related Values. The Department of Education, Culture and Sports further explained the seven core values and
attempted to include related values which are indicated in the Philippine Constitution of 1987.
Again, human dignity is the overarching value; all other values are pursued because of the inner worth of the
human person.
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a. Health (Art. II, Sec. 15; Art. XII, Sec. 11) implies physical fitness and cleanliness. The physical nature of man calls
for a certain harmony with the material universe (Art. II, Sec. 16). He perceives his affinity with world and
apprehends beauty in the forms, and shapes of nature and the artifacts of man. Endowed with the aesthetic
sense, he must develop his appreciation of beauty and art.
b. Truth implies the tireless quest for knowledge in all its forms. Furthermore, it is not enough to discover data and
know facts, but one must develop creative and critical thinking to meet the challenges of the modern world (Art.
XIV, Sec. 3-2). The objective is a creative understanding and imagination that would transform the environment,
develop a culture expressive of the ideals and highest aspirations of the people, and build structures and
institutions in the pursuit of a “just and humane society.”
c. The moral nature of man places primacy in the value of love. It also implies the quest for personal integrity and
the development of self-worth or self-esteem, honesty, and personal discipline which are marks of a mature
person and a useful citizen.
d. Human existence – especially, experiences such as love and suffering – point to a reality beyond, through
experiences indicating that far from being closed in upon himself, man is more than man, a creature open to the
dimensions of the infinite, which religious believers call by the name of God (Preamble). The response to this
transcendent spiritual dimension is the surrender of faith. The cultivation of faith is what is meant by spirituality.
e. Social responsibility means, first of all, strengthening the family as “the foundation of the nation” (Art. XV, Sec.
1) and “a basic autonomous social institution” (Art. II, Sec. 12), if we wish to be a vigorous society weathering the
impact of modernization and technology. Mutual love, mutual respect, and fidelity are traditional values which
preserve the unity and “sanctity of family life” (Art. II, Sec. 12). Herein are subsumed the traditional family values
of respect for parents, elders, and those in authority. In addition, responsible parenthood is meant to strengthen
the family by improving the quality of life. Present conditions demand that the traditional institution of the
family be strengthened and at the same time contribute not to the fragmentation of society but to the building
of new social structures.
Social interaction among individuals and groups must be characterized by concern for others and the
common good, the love of freedom, the democratic principle of equality, and respect for human rights. Recent
historical experience underscores the need for popular participation in the determination of social policies, the
conduct of public affairs, and the shaping of the nation’s destiny (Art. XIII, Sec. 15 and 16).
Society, by its very nature, sets up structures and organizations. Justice, which should be fostered in the
human heart, must be built into just social structures, by which all, especially the poor, the oppressed, and the
underprivileged, have an equitable share not only in duties and obligations but in power, material resources,
essential services such as health and education, ownership especially of land, and the other benefits of growth and
development (Art. II, Sec. 26; Art. XIII).

Peace is also the common aspiration of human beings living in society: it is also intricately related to justice and
freedom (Art. II, Sec. 2). All too often police force, military might, armed struggle, and violence are overvalued in
national defense, the redress of wrongs, the attempt to change unjust social structures, and the perennial pursuit of
peace. But the one value which has been proven most effective and most in conformity with the dignity of the
human person is active nonviolence. The EDSA Revolution of 1986 is an eloquent testimony to this value. Active
nonviolence is not mere passive resignation or resistance, but indicates the active use of nonviolent means, such as
vigilance at the polling places, walking out of a fraudulent tabulation, stopping tanks by presence and persuasion,
and, above all, prayer. It recognizes the inner goodness of protagonists and antagonists alike, the superior power of
love over hate, of spirit over force.
f. Economic efficiency is achieved by man through work, the exercise of human mastery over the resources of
nature and creative imagination in the solution of complex problems. In this regard, the objective of the Filipino
today is the attainment of a self-reliant and independent national economy” (Art. II, Sec. 19). The work ethic is
an imperative particularly in a depressed economy. Man’s aim must be to produce food, goods, basic
commodities, and other manufactures for the survival and well-being of the community (Art. XII, Sec.1).
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Productivity as the key to raising the quality of life for all, especially the underprivileged, implies thrift, self-
reliance, conservation of our resources, the development and application of scientific and technological
knowledge, and vocational efficiency (Art. XIV, Secs. 3 & 10) to augment and accelerate output.
Another important element for economic growth and development is the daring spirit of entrepreneurship.
In a country of vast natural resources and enormous human power, entrepreneurship must enter into innovative
enterprises and use wisely scarce capital to achieve maximum results for the benefit of the community.
g. Lastly, the spirit of nationalism and patriotism (Art. II, Sec. 13; Art. XIV, Sec. 3-2) means the love of country and
the people as a distinct political unit bound by a common history (the past), committed to a common cause (the
present), and sharing a common destiny (the future). Filipinos, whether Tagalogs, Ilocanos, Bicolanos, Cebuanos,
Mangyans, Muslims, or Christians, whether of American, European, or Chinese ancestry, share a common
identity by reason of their common history. Contributory to this sense of common identity is the esteem of our
national heroes whose lives and deeds are part of our heritage (Art. XIV, Sec. 3).
There is a need likewise for national unity and a collective commitment to the present task of national
reconciliation and reconstruction for the future of the nation. This collective stance implies on the part of each one
of us a civic consciousness, which makes the citizen aware of his rights and duties in the community, and pride in
one’s country. The spirit of nationalism must bind us together as one nation. But nationalism must go beyond the
boundaries of the nation toward regional and global solidarity based on international understanding and
cooperation in serach of peace and justice in the community of nations.

Value Orientations of Filipino Adolescents. The MacCann-Erickson Youth Study (1993) involved 500 respondents
with 50/50 male-female ratio, 12-19 age range and from the ABCD socio-economic status, living in different parts of
Metro Manila. the highlights of this study are as follows:
a. Almost half of our youth experience parent absenteeism. Absence of father is more prevalent. Almost a quarter
of the youth sample do not have mothers and fathers with them. For those who experience father absenteeism,
2/3 are on a temporary basis. For those whose mothers are absent, ¾ are on a temporary basis.
b. The youth still look up to their parents as role models. Males still admire their fathers. Females admire their
mothers. However, the data are now lower compared to seven years ago.
c. In terms of celebrity idols, there is an emerging preference for what is Pinoy by both males and females.
d. Their sense of nationalism is likewise rising. Almost 9 out of 10 say that if reborn, they would choose to be
Filipinos again.
e. They are proud to be Filipinos because we are polite/courteous, industrious/hardworking, hospitable, patriotic,
and because of our color/race.
f. They are basically happy with their present condition. They perceive their lives to be slightly better compared to
5 years ago. Over 80% are optimistic that their lives will be better 5 years from now.
g. They feel their generation will be better than that of their parents due to availability of higher
technology/computers, modern times/more improvements, more affordable education, and higher standards of
education.
h. If their generation does not do well, they blame on one else but themselves (because of the use of drugs, not
being disciplined, high cost of living, high prices, high incidence of crimes, being disrespectful).
i. They identified the pressing problems of the country such as crime and violence, unemployment, pollution of the
environment, rising cost of living, and corruption.
j. Among the following practices, at least a third of the sample think of them as socially acceptable (SA) and at
least 1 out of 10 of the youth said they might or will do (MW) the following:

SA MW
 Use of forbidden drugs like shabu 33% 11%
 Cheat in school 40% 24%
 Have a mistress or boyfriend even if married 40% 19%
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 Look at pornographic materials 44% 17%

 Cheat on my boy/girlfriend/wife/husband 45% 15%
 Use sexually explicit language or swear 46% 21%
 Have sexual relationships before marriage 51% 41%
 Stay away from work or school even if not ill 52% 11%

Wilma Reyes’ Study on Adolescents’ Value System (1994). The study employed indigenous methods of
gathering data in describing and systematizing the values of college students of Philippine Normal University. The
major findings of the study are as follows:
a. The values of the subjects cluster around six value themes: pananampaltaya sa Diyos; pamilya; sarili; kapwa;
and edukasyon.
b. The students consider faith in God as the most important value in life because this is the center of life itself.
This is the animating force of life.
c. Faith in God is seen as directly interconnected with life which is given freely by God and is considered the
greatest gift.
d. The family is considered by the subjects as part of their being, a significant part of their own life. Selfand life
are not complete without the family.
e. The self is seen not as a separate entity but always related to other people.
f. From the values of pananampalataya, buhay, pamilya, and sarili spring the love for kapwa. Everything is
meaningless unless it is shared with the kapwa.
g. Education is considered important because an educated person is well respected in our society and social
mobility is directed towards having good jobs and economically stable conditions.
h. The subjects’ value system indicates interdependence of the six value themes. There appears to be a
unifying force (pananampalataya and buhay) which holds the six together and also becomes the animating
force of life.
i. The value system is unique in that the family is part of the inner core of the self.

REVIEW QUESTIONS: Use separate sheets of paper for your answer.

1. Identify the Filipino core values and describe its characteristics.
2. Name one value that you think is unique in your own culture. (i.e. Ibaloi, Kalanguya, Karao, Kankanaey,
Ilocano, etc.)

CHAPTER 3: THE CHALLENGE OF LEADERSHIP FOR THE YOUTH OF TODAY

The Concept of Leadership

The concept of leadership has been examined over centuries. Volumes have been written analyzing the
qualities of recognized leaders. The focus on persons such as Charlemagne, Churchill, Gandhi, Napoleon, Hitler, and
even Rizal traditionally has been to find traits that made them the leaders they were. Hundreds of studies try to
identify specific qualities or characteristics that distinguish leaders from non-leaders. Many of the qualities studied
seem to be inborn attributes, such as physical characteristics or intelligence, and some are acquired skills, such as
impeccable social behavior or dynamic public speaking. However, for the most part these studies have failed to yield
any truly discriminating traits or sets of traits.

Leadership defined. We define leadership as a planned process that results in the following:
1. Challenging people to work collaboratively toward an ever-expanding vision of excellence in the
achievement or organizational and personal/professional goals and objectives
2. Creating a threat-free environment for growth so that the creative talents and skills of each person
are used to the best advantage.
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3. Encouraging and building working relationships that are individually and organizationally satisfying,
unifying, and strengthening in the realization of mutually determined goals and objectives. Such
relationships result in effective group problem solving.
4. Optimizing available material and human resources.

Characteristics of Leadership
1. Goal Orientation. The leader sees the bigger picture, and understands the purpose of life and work
of the group or organization. To lead implies that the leader has foresight and sense of direction,.
2. Enablement. Effective leaders seek to enable others to experience life in its fullest.
3. Concern. Leaders must show concern for persons. Human beings are the most important resource
leaders have. Without people, material and financial resources are worthless.
4. Self-development. While developing others, leaders also need to develop a healthy self-image and a
positive, I-can-win attitude. Many people go through life without ever discovering who they are. We
must strive to avoid this dangerous pitfall.
Shortly after World War II, Ralph M. Stogdill published a benchmark study in which he reviewed 124
studies of psychological traits of leaders. Stogdill argues that psychological traits by themselves have
little predictive significance. In combinations, however, they show distinct leadership qualities. He
identifies the clusters of traits as:
1. Capacity: intelligence, alertness, verbal facility, originality, judgment.
2. Achievement: scholarship, knowledge, accomplishments.
3. Responsibility: dependability, initiative, persistence, aggressiveness, self-confidence, desire to excel.
4. Participation: activity, sociability, cooperation, adaptability, humor.
5. Status: socio-economic position, popularity.
6. Situation: mental ability, skills, needs and interests of followers, objectives to be achieved, and tasks
to be performed.

Leadership and the Group

Number 6 in the list cited above (Situation) clearly shows that leadership is actually a combination of specific
personal attributes which arise in specific situations. This will lead us to the concerns of leadership in relation to the
accomplishment of group needs and goals, regardless of the group’s size. The needs of a group help determine the
group leader.
An example of this is a basketball game where the group needs to win the game. To obtain this goal, they
must have certain specialized skills and personality traits. In such situations, people with the most skills or
knowledge frequently assume leadership (as team captain), or others cast them into leadership roles. However,
when the group’s needs change and the leader’s skills don’t match up to their needs, they may choose a new leader
or a new one will emerge.

The change in goals brings different requirements for leadership. Hew situations change the requirements
for leadership. This applies to formal office holders, sports, or a company. The major factors that determine who
leads, and for now long, depend upon leader’s personalities, skills, and abilities in a particular situation.

When selecting leaders, we need to match the qualities, skills and abilities of leaders with the position.
Sometimes, we cast people into roles for which they do not have the necessary abilities. Lack of knowledge and skills
can, however, be lessened by a carefully planned program. A willingness to accept a position (sometimes, the
inability to say “no”) is not the primary characteristics of effective leadership or group productivity.

Leadership Styles
The Three Elements. Leadership involves an inter-relationship among three elements:
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1. The qualities, skills, and needs of the leader;

2. The needs and expectations of the group;
3. The demands or requirements of the situation;
This interrelationship suggests that no one style of leadership serves best for all situations. The best style is
the one most appropriate in a given situation.

Leadership Is Situational. Leadership seeks to meet the genuine needs and expectations of the group by
performing required functions. Leadership is situational, that is, it depends largely on the demands of the task.
Leadership styles change from group to group and from situation to situation. Exercising strong directive
power provides effective leadership when groups lack a sense of direction or purpose. When groups have clear
directions and function well, nondirective styles of leadership work more effectively. Groups sometimes need
reorientation. At other times, they need encouragement.

Leadership as a Process. Studying leadership as a process, rather than as individual traits, helps us to
recognize two major parts in the leadership process:
 Task-oriented; and
 Relationship-oriented.
Leaders need an awareness of both parts and they also need to learn to strike a balance between them
because they can easily and unknowingly overemphasize one or more of these aspects. To overemphasize
the task results in short-time effectiveness and longer-range human problems. Overemphasis on
maintenance or relationships results in groups so involved with their feelings that they neglect the task.

Leadership Dilemma. Leaders often find themselves in a dilemma because they are people with unique
patterns of confidence and fear that come from their life influences, education, experiences, and personal needs.
They may want to be themselves, to be at peace with themselves, and to avoid the situations that make them
uncomfortable. They may want to grow into their full potential while maximizing the potential of the people they
lead.
Leaders also find themselves within a societal and organizational environment of constraints and challenges,
of limitations and freedom.

The basic dilemma of leadership lies between what they believe desirable and what they can actually do in
practice. Effective leaders ask themselves questions such as.
 How democratic can I be?
 How authoritarian must I be?
They struggle with a series of dilemmas:
 Competition is healthy, but we must cooperate.
 We must get the job done and be efficient but I must listen to all points of view.
 We are pushed for time, but I want teamwork in decision-making – and this takes time.
 I can see opportunities for quick results in one-person decisions, but shared responsibility motivates
better and brings about longer-lasting solutions.

Leadership Behavior. Let us examine now the dilemmas of leadership in a behavior continuum:

Leader-centered Group-centered

Use of authority
by leader
 11

Freedom of
Of the Group

Tells Persuades Consults Participates Delegates

If we extend the continuum at either extreme, we get autocracy or abdication. The “autocratic” boss violates
the values and self-respect of subordinates. The irresponsible “abdicate” violates the concept of leadership that gets
work done.
How leaders use their power affects both the productivity of the group and the freedom of subordinates. If
they use less authority and power, the group members gain greater freedom in decision-making. When they use
more power, the freedom of the group declines.
The above diagram relates different kinds of leader behavior to the balances of power between leaders and
group members. The pattern of leader behavior may range from “leader-centered” to “group-centered” depending
upon whose assessment of the problem, interests, experience, and motivation dominates the decision.

Leadership Patterns. Let us examine now the five typical patterns of leadership:
1. Telling – Leaders identify problems, consider options, choose one solution, and tell their followers what
to do. Leaders may consider members’ views, but members don’t participate directly in decision-making.
Leaders of this style may even use coercion.
2. Persuading – Leaders make decisions and try to persuade group members to accept them. They point
out that they have considered the organization goals and the interests of group members. They even
point out how members will benefit from carrying out the decision.

3. Consulting – Group members have opportunities to influence the decision-making from the beginning.
Leaders present problems and relevant background information. Leaders invite the group to suggest
alternative actions. Leaders then select the most promising solution.
4. Participating – Leaders participate as members in the discussion and agree in advance to carry out
whatever decision the group makes.
5. Delegating – Leaders define the boundaries within which to solve problems or accomplish tasks. Then
they turn it over to the group to work out solutions or to implement the tasks.

Factors Influencing Leadership Styles

Four important sources of influence determine the behavior patters that leaders will follow:
1. Personality of Leaders
Value Systems: How strongly do they feel that individuals should share in decision-making? How convinced are
they that the officials paid or chosen to assume responsibility should personally carry out the burden of decision
making? What relative importance do they attach to organizational efficiency and personal growth of subordinates?
Confidence in Group Members: Leaders differ in the amount of trust they have in other people. After considering
amount of trust they have in other people. After considering the knowledge and competence of a group in dealing
with problems, leaders my (justifiably or not) have more confidence in their own capabilities than in those of group
members.
Leadership Inclinations: Leaders differ in the way they function most comfortably. For example, directive leaders
issue orders and resolve problems easily. Some leaders operate best in a team role where they continually share
functions with subordinates.
 12

Feelings of Security in Uncertain Situations: Leaders who release control over the decision-making process
reduce the predictability of the outcome. Leaders with greater needs for predictability and stability are more likely to
“tell” or “sell” than to “join.” Social psychologists increasingly view “tolerance for ambiguity” as a key in people’s
manner of dealing with problems.

Personality of Group Members

Before deciding how to lead groups, leaders also need to understand the influence of personality variables.
Generally, leaders permit groups greater freedom if the following conditions exist:
 if members have relatively high need for independence;
 if members have a readiness to assume responsibility;
 if they have a relatively high tolerance for ambiguity;
 if they are interested in the problem and feel that it is important;
 if they understand and identify with the goals of the organization;
 if they have the necessary knowledge and experience to deal with the problem; and
 if they expect to share in decision-making.

Nature of the Task

Critical pressures on leaders include the following:
 The Problems Themselves: Do members have the needed knowledge? Do the complexities of the
problems require special experience, competence, or a one-person solution?
 The Pressure of Time: The more leaders feel the need for immediate decisions, the more difficult it is to
involve other people. Situations may arise needing immediate decisions, but some organizations operate
in a state of crisis or “crash programming.”
 Structure of the Organization: Like individuals, organizations have values and traditions that influence
the behavior of the people who work in them. These values and traditions are communicated in many
ways, such as through policy pronouncements, public statements, and job descriptions. Some
organizations put a heavy emphasis on the leader’s abilities to work effectively with people.
 Outside Pressure: These pressures include the social, economic, and political situations, even labor
unions.

REVIEW YOUR LEADERSHIP STYLE: Answer on a separate sheet of paper.

1. In reviewing your leadership behavior, what style of leadership (Tell-Persuade-Consult-Participate-Delegate)
have you chosen most frequently? Explain why you selected that particular style.
2. When you are a group member rather than the leader, what kind of leadership behavior makes you strive to
do your best? Explain your answer.
3. If you are to choose a leader, what characteristics or qualifications will you consider?

CHAPTER 4: RECREATION AND SPORT

What is Recreation?
Recreation can be defined as follows:
 An activity that diverts, amuses or stimulates a person. (ex. Scuba diving, poetry writing, solving
crossword puzzles)
 A diversion that occupies one’s time and thoughts, usually pleasantly. (ex. Sailing, reading and biking)
 An inclination to retreat from unpleasant realities through diversion or fantasy. (ex. reading novels)
 An activity that refreshes, renews health and the spirit by enjoyment and relaxation. (ex. membership in
physical fitness programs, yoga and availing of services in spa).
 13

However, the meaning of the terms leisure, recreation and sport is frequently debated. Despite the absence
of universally agreed definitions, it is important to set out the characteristics of these key terms.

Recreation – is a dimension of leisure. Leisure time is time spent away from work, pursuing activities that may fall
into the following categories.
(a) Activities that primarily have a mental and/or creative domain such as painting or embroidery
(b) Activities that primarily have an intellectual domain such as playing chess or reading
(c) Physical recreation, which may have a number of the following characteristics.
 Participants personally experience physical activity.
 There are flexible arrangements for the activity to take place.
 Physical activity is self-determined.
 The participant has control of the physical activity in terms of location, travel arrangement, clothing,
equipment, and criteria for determining its success.
 There are self-determined outcomes that relate to personal and social satisfaction.
 There is an investment of time, self-organization, socialization, emotion and physical commitment.
Sport – in general, sport is more structured than physical recreation and has parameters set externally from the
participants over which they have little or no direct control. Sport may have a number of the following
characteristics.
 Participants personally experience physical activity.
 The conditions of engagement in the activity are determined by others with rules that can only be
changed by authorities.
 Participants may be paid.
 There is uncertainty over the outcome.
 There are factors affecting the final result that are outside the participant’s control.
 There is an investment of allotted training time, participation time, emotion and physical
commitment.
 Authorities may determine participation on the basis of ability, age, physical characteristics, or
gender.
 Competition against an opponent or prescribed standard of achievement is basic to the activity.
 There is standardized equipment.
 The objective is to establish superiority over an opponent.
 There may be a membership or participation fee.
 Deviation or misconduct are determined by authorities with processes for formal sanctions.
 There is an organization environment associated with the competition that has formal membership
and organizational structures.
 There is a pathway to participation at an elite level.

What is the importance of recreation?

Recreation is described by Jay Griffiths, in his “The Ecologist, 2001” that western society’s fear of idleness is
part of our modern malaise.

LET US PLAY. Against the grey backdrop of a jobbing sky, play is the rainbow. Play is freedom, is creation, is
energy is wicked flirtatiousness, is the helplessly laughing, the leglessly laddered, the god of things which
brimmethover, the pint down the pub, the resplendently unnecessary, and the one-too-many that make the whole
damn thing worthwhile.
Play is harvest, is abundance, is generosity; the harvest of pleasure after work, the excess and the gusto, the
more-than-enough, the gifts, the spirit of exchange. To play a game is, in German “ein Spiel spielen,” and the spilling-
over abundance of play is mirrored in that brimming-over phrase; spill it, spill it twice just for fun.
 14

A sense of play – serious play – in Indian mythology, is the deepest energy in creation. As Vandana Shiva
describes it: ‘All existence arises from the play of creation and destruction. The manifestation of this energy is called
Nature – Prakriti… Prakriti is also called Lalitha, the Player, because “lila” or play, as free spontaneous activity, is her
nature. Aristotle said, “Nature requires us not only to be able to work well but also to idle well.” Jung remarked,
“Civilizations, at their most complete moments, always brought out in man his instinct to play and made it more
inventive.” Johan Huizinga, author of Homo Ludens – Mankind at Play, argues that culture itself “arises in the form of
play.”

Self-Check Activities: Answer the following questions. Use separate sheets of paper.
1. What recreations do you do? What benefits do you get from them?
2. What sports or games do you play? What benefits do you get from these sports?
3. Explain the saying, “All work with no play makes Pepe a dull boy.”

CHAPTER FIVE: SAFETY AND HEALTH

What is one’s role in the following work-related health and safety procedures?

Follow health and safety rules/procedures.

 Demonstrates a positive attitude toward safety
 Wears proper/required protective attire
 Locates emergency exit plan and fire exits
 Locates safety procedures and guidelines
 Locates emergency protection areas
 Identifies and responds to emergency alarms
 Maintains a clean and safe work environment
 Explains safety signs and symbols
 Explains safety procedures and guidelines
 Explains personal responsibility for following health and safety rules
 Participates in programs to improve health/safety
Prevent health or safety violations.
 Uses/handles materials properly and safely
 Stores materials properly
 Practices proper waste disposal
 Recognizes common physical, chemical, or biological hazards
 Complies with established safety practices
 Obtains proper material handling information
 Maintains protective attire
 Encourages others to manage and reduce health/risk factors
Manage unsafe or hazardous incidents.
 Recognizes unsafe/unhealthy situation
 Reports unsafe practices to appropriate personnel
 Implements corrective actions when environment is unsafe/unhealthy
 Performs first aid skills when needed
 Maintains materials safety data sheets
 15

FIRST AID AND OTHER BASIC LIFE SUPPORT

What is first aid?

First aid is the immediate care given to a person who has been injured or suddenly taken ill. It includes self-
help and home care if medical assistance is not available or is delayed. It also includes well-selected words of
encouragement, evidence of willingness to help, and promotion of confidence by demonstration of competence.
The first aider deals with the whole situation, the injured person, and the injury or illness. He knows what
not to do as well as what to do; he avoids errors that are frequently made by untrained persons through well-meant
but misguided efforts. He knows, too, that his first aid knowledge and skill can mean the difference between life and
death, between temporary and permanent disability, and between rapid recovery and long hospitalization.

How does one become a first aider?

The Philippine National Red Cross (PNRC) holds training for those who are interested to become First Aiders.
If you are physically and mentally fit, you can go to your local PNRC Chapter and register for a fee. This will include a
one-week training on basic first aid and a kit needed for the training.

What are the values of first aid training?

Self- help –If you, as a first aider, are prepared to help others, you are better able to care for yourself in case
of injury or sudden illness. Even if your own condition keeps you from caring for yourself, you can direct
others in carrying out correct procedures to follow in your behalf.
Help for Others - Having studied first aid, you are prepared to give others some instruction in first aid, to
promote among them a reasonable safety attitude, and to assist them wisely if they are stricken. There is
always an obligation on a humanitarian basis to assist the stricken and the helpless. There is no greater
satisfaction than that resulting from relieving suffering or saving life.

Preparation for Disaster – first aid training is of particular importance in case of catastrophe, wen medical
and hospital services are limited and delayed. Catastrophe may take the form of a flood, an earthquake, an
explosion, or a fire. It may also take the form of a single accidental death or a life-threatening illness.
Knowing what to do in an emergency helps to avoid the panic and disorganized behavior that are
characteristic of unprepared persons at such times. Knowledge of first aid is a civic responsibility. It not only
helps to save lives and prevent complications from injuries but also helps to setting up an orderly method of
handling emergency problems according to their priority for treatment, so that the greatest possible good
may be accomplished for the greatest number of people.

Safety Awareness – first aid training helps you to develop safety awareness and habits that promote safety
at home, at work during recreation, and on the streets and highways.

What are the general directions for first aid?

As a first aider, you may encounter a variety of problem situations. Your decisions and actions will vary
according to the circumstances that produced the accident or sudden illness, the number of persons involved, the
immediate environment, and the availability of medical assistance, emergency dressings and equipment, and help
from others. You will need to adapt what you have learned to the situation at hand or will need to improvise.
In case of serious injury or sudden illness, and while help is being called, you must immediately –
 Determine the best way of rescue (for example, removal of an accident victim from water, from a fire, or
from a garage or room containing carbon monoxide or smoke)
 16

 Ensure that the victim has an open airway and give mouth-to-mouth or mouth-to-nose artificial
respiration if it is necessary;
 Control or severed bleeding; and
 Give first aid for poisoning or ingestion of harmful chemicals
Unless it is necessary for safety to move a victim at once, keep him in the position best suited to his
condition or injuries. Do not let him get up or walk around. The first aid worker is not expected to explain the
victim’s probable condition to bystanders or to reporters. He is expected, however, to remain in charge until the
victim can be placed in the care of qualified persons, (for example, a physician, an ambulance crew, a rescue squad,
or a police officer) or until the victim can take care of himself or can be placed in the care of relatives. Meanwhile,
proper first aid measures should include standard specific techniques that have been taught and that, in view of the
circumstances, appear to be necessary.
Above all, as a first aid worker, you should know the limits of your capabilities and must make every effort to
avoid further injury to the victim in your attempt to provide the best possible emergency first aid care.

What is CPR?
Cardiopulmonary resuscitation (CPR) involves a combination of mouth-to-mouth rescue breathing and chest
compression. CPR keeps oxygenated blood flowing to the brain and other vital organs until appropriate medical
treatment can restore a normal heart rhythm.

 Breathing. Mouth-to-mouth rescue breathing is the quickest way to get oxygen into a person’s lungs.
However, if you’re not trained in emergency procedures, doctors recommend skipping mouth-to-mouth
rescue breathing and proceeding directly to chest compression. The reason is that, if you are distracted by
trying to perform unfamiliar breathing techniques, valuable lifesaving minutes might be lost for the person
who needs help. The most important thing you can do is to proceed directly to chest compression to move
blood to vital organs particularly the brain and heart. If you’re trained in emergency procedures, it’s
important to do both mouth-to-mouth rescue breathing and chest compression.
 Chest compression. Chest compressions replace the heartbeat when it has stopped. Compressions help
maintain some blood flow to the brain, lungs, and heart. You must perform rescue breathing any time you
perform chest compressions.

Before starting CPR, assess the situation.

 Is the person conscious or unconscious?
 If the person appears unconscious, tap or shake his or her shoulder and ask loudly, “Are you OK?
 If the person doesn’t respond, follow the steps below and get help by dialing 117 or calling for
emergency medical assistance. If you can’ leave the scene, have some else call.
To perform CPR:
1. Position the person so you can check for signs of life by laying the person flat on his back on a firm surface
and extending the neck.
2. Open the person’s mouth and airway by lifting the chin forward.
3. Determine whether the person is breathing by simultaneously listening for breath sounds, feeling for air
motion on your cheek and ear, and looking for chest motion.
4. If the person is not breathing, pinch his or her nostrils closed, make a seal around the mouth and breath into
his or her mouth twice. Give one breath every five seconds. – 12 breaths each minute – and completely refill
your lungs after each breath.
5. If there are no signs of life – no response, movement, or breathing – begin chest compressions. Place your
hands over the lower part of the breastbone, keep your elbows straight and position your shoulders directly
above your hands to make the best use of your weight.
 17

Push down 1 ½ to 2 inches at a rate of 80-100 times a minute. The pushing down and letting up phase of each
cycle should be equal in duration. Don’t jab down and relax. After 15 compressions, breathe into the person’s mouth
twice.
After every four cycles of 15 compressions and two breaths, recheck for signs of life. Continue the rescue
maneuvers as long as there are no signs of life.

Discussion Questions. Answer in separate sheets of paper.

1. What safety precautions do you do to avoid accidents in and outside your house?
2. If you are inside a house or building and there is an earthquake, what will you do?
3. What safety precautions should you do when using candle light inside your house?
4. What will you do in case you see a motorcycle accident and you are not a trained first aider?
5. What health and safety rules will you do so that you will not be infected with corona virus?

CHAPTER 6: DRUG ABUSE PREVENTION

Drug abuse, or chemical dependency, is one of the major problems faced by every society in the world. If it
were possible to add up all the direct and indirect results of drug abuse, including automobile accidents, violent
crime and behavior, and the full range of health problems associated with the abuse of alcohol and other drugs, it
might be the major health problem in most countries today. If the economic and social effects of drug abuse are
totaled, including the economic costs of health care, job absenteeism, and reduced functioning and effects on the
family and other social units, drug abuse can be considered one of the most serious social problems.

What is drug abuse?

Drug abuse is the overuse of a drug without due regard to accepted medical practice resulting in the
individual’s physical, mental, emotional, or behavioral impairment.

What is drug dependence?

Drug dependence is a compulsive behavior brought about by drug abuse. In 1987, the American Medical
Association declared all drug dependencies to be diseases. When chemical dependencies are viewed as diseases,
their treatment and understanding are facilitated. Such a view also reduces the guilt and blame traditionally
associated with chemical dependency.

Who is a drug user?

Drug user is another term for “drug addict,” which refers to an individual who is dependent on a certain drug
or drugs. Smith et al. (1986) define addiction as a pathological process involving a compulsion to use a psychoactive
drug, loss of control over use of the drug, and continued use of the drug despite adverse consequences.

What are the common signs of drug abuse?

1. Change in attendance at work or school
2. Change from normal capabilities (work habits, efficiency, etc.)
3. Poor physical appearance, including inattention to dress and personal hygiene
4. Constant wearing of sunglasses at inappropriate times (for instance, indoors or at night only to hide diluted
or constricted pupils but also to compensate the eyes’ inability to adjust to sunlight). Marijuana causes
bloodshot eyes
5. Unusual effort made to cover arms in order to hide needle marks
6. Association with known drug abusers
7. Stealing items that can be readily sold for cash (to support a drug habit)
 18

8. Change in mood, depending on the drug taken

What are the classification of drugs and their effects?

1. Alcohol liquor, which is extracted from chemical compound as ethyl and hydrocarbon, is a dangerous
chemical substance that triggers the central nervous system and may damage vital organs.

Effects of Alcohol abuse

 Gives a feeling of relaxation and loss of inhibitions
 A sense of excitement due to the release of inhibitions
 Disrupted motor activity, motor skills and coordination
 Deep intoxication that causes disturbance in bodily processes
 Dilated superficial blood vessel causing warm feeling
 Deep intoxication that can lead to “coma” and “death”
 Waning consciousness, causing mental dullness
 Loss of self-control resulting in violent behavior
2. Marijuana, Cannabis Sativa, is an annual plant that grows wild in many temperate parts of the world.

Effects of Marijuana
 Throat intoxication and coughing
 Increased heart beat and pulse rate
 Reddening of the eyes, dizziness, bodily incoordination
 Sleepiness and decreased physical activity
 Possible chronic bronchitis and asthma
 Feeling of excitement and friendliness
 Distortion of time and space perception
 Disturbance to brainwave activity, causing impairment of skills leading to abnormal behavior

3. Stimulants are drugs used to increase mental activity, relieve fatigue, increase alertness, and offset
drowsiness.

Kinds of Stimulants
 Amphetamines/Cocaine/Shabu (methamphetamine, HCL)

Effects of Stimulants
 Feeling of being stronger, more decisive and self-possessed
 Extended wakefulness and increased mental alertness
 May include irritability, anxiety, and fear
 Loss of appetite resulting in decreased body weight
 Pregnant women who abused “shabu” can cause mental retardation to their unborn babies
 Loss of sexual desire and interests towards work
 “Schizophrenia” or split personality, leading to violent behavior
 Loss of memory by chronic users
 Chronic snorters from irritation of the nose leading to frequent nose bleeding
 Injecting “shabu” using dirty needles can lead to various infections such as Hepatitis B. blood poisoning,
and AIDS.

4. Cough syrups are also called over the counter colds/cough preparations.
a. Ephedrine, pseudo-ephedrine, phenylephrine, and phenylpropanolamine for nasal decongestion
b. Chlorphenamine maleate for allergic asthma, nocturnal cough
 19

c. Dextromethorphan is cough suppressant; codeine has an antitussive effect

5. Depressants (Downers), usually known as “downers,” are drugs that act on the nervous system, promoting
relaxation and sleep.
a. Barbiturates
b. Mathaqualone

Effects of Depressants
As usual dose of a barbiturate causes a calming, relaxing effect that promotes sleep. Other notable
reactions are given.
 Relief of anxiety and excitement
 Reduce mental and physical activity
 A marked increase in breathing
Barbiturates are used to reduce the frequency of convulsions in epileptics. An overdose of barbiturate
produces the following reactions:
- Unconsciousness and decrease in breathing
- Deepening unconsciousness leading to “coma”

6. Hallucinogens (Psychedelics) are drugs that can produce changes in mood and behavior. They can produce
delusions and hallucinations. They induce a state of excitation of the central nervous system, shown by
changes in mood. Hallucinogens disorient the sense of direction, distance, and time of a person. A user may
speak of “hearing” colors, “seeing” sounds.
a. Mescaline
b. LSD
c. Psilocybin
d. Phencyclidine
Effects of Hallucinogens
 Increased heart beat and pulse rate
 Elevated or increased blood pressure
 Increased activity of the body due to the effect of the brain
 Enlarged or dilated pupils of the eyes
 Increased body temperature
 Paleness of the face and skin of the body

7. Tranquilizer are drugs used to treat nervous disorders, calm psychotic patients. They are not habit-forming
but when taken in large numbers will produce deep unconsciousness, a drop in blood pressure, and finally
respiration stops leading to death. While the margin of safety associated with these drugs is considerable,
overdose can occur, and continuous use can lead to dependence.
a. Meprobamate
b. Diazepam
Effects of Tranquilizer
1. Physical weakness and sleepiness
2. Induced mental and psychological dullness
3. It calms the nerves and relieves tension and anxiety
4. Overdose can lead to “coma,” respiratory failure, and death

8. Narcotics, in medicine, refer to opium, morphine, codeine, heroin, hydromophone.

Effects of Narcotics
 Reduced size of the pupils of the eyes and reduced vision
 Drowsiness and decreased physical activity
 20

 Nausea, vomiting, and difficulty in breathing if taken in larger dosage

 “tolerance”, which finally leads to “drug dependence”
 Induced “coma” with slow, shallow respiration
 Convulsions, followed by the stopping of breathing that can lead to death if overdosed
9. Inhalants are volatile substances derived from ether or chloroform. It is inhalated through the nose to
experience intoxication. Recently, inhalation of different substances known as “glue sniffing” has become
popular among young people in their early teens. These substances include the following:
- Quick-drying glue or plastic cement, like “rugby”
- Paint remover and lacquer, such as “thinner” and “solvent”
- Gasoline and other gasoline-based products
- Nail polish and cuticle remover
- Lighter fluid and dry-cleaning fluid
- Kerosene or commonly known as “gaas”
Effects of Inhalants
1. Unsteadiness and restlessness
2. Drunkenness with depression leading to unconsciousness
3. Irritability and highly agitated condition
4. Initial excitement thereby losing emotional control
5. Irritation of the throat and nasal passages. Sometimes inhalants contain toxic elements that are harmful
to the heart and can cause sudden death when inhaled.

What are the reasons behind drug abuse?

The most common reason why drugs are abused, are as follows:
- For relief from problems – personal, family, school, or work
- To experience its effect on the mind and body
- To ease depression, boredom, pain, or misery
- Giving in to pressures from “peers” or other drug users
- For curiosity, due to misinformation from acquaintances
- For security feelings – with drugs they have self-confidence

What are some of the preventive measures for drug abuse?

Drug abuse must be avoided from the start before problems set in. there are several basic ways to do this,
namely:
a. Improvement in family relations. The parents and children must communicate with each other and
strengthen their ties to combat drug addiction;
b. Direct and sincere action on the part of the government to address the growing problems of drug abuse;
c. Clear and noticeable reforms in the environment and economy to provide everyone with a bright future and
good life;
d. Strict enforcement of drug laws against violators and traffickers; and
e. Establishment of a dedicated judiciary so as to facilitate the delivery of aid to victims of drug abuse;
f. Complete “crackdown” against drug pusher and syndicates; and
g. Instituting heavy penalties, specially the “death penalty” for drug-related crime and serious drug violators.

What are the roles of schools, the community, and parents in preventing drug abuse?

School
Every school must formulate a “drug policy” designed to help students and all school personnel fight drug
abuse. Also, the school can initiate “drug awareness” program and realistic prevention efforts that will benefit the
entire community. All students must take an active part in making this program a success.
 21

Community
The community, as a whole, must work toward eradicating the drug menace by”
- conducting an anti-drug campaign, cooperating with authorities in the arrest of drug pushers;
- helping drug users get treatment from drug rehabilitation centers, dismantling the drug based network
existing in the community thru police action;
- planning a community action program involving young people, civic welfare, and religious organizations
in tackling the drug problem; and
- organizing worthwhile and constructive activities such as recreational, social, and economic projects that
will serve as a positive alternative to drug abuse.
Parents
Parents must serve as a model to their children through the following:
 if parents use medicines improperly and in large dosages, children will imitate this bad example. This
should be avoided.
 Parents must teach their children not to use drugs indiscriminately so as to develop in their children the
correct drug attitude.
 Parents should advice their children on their choice of friends and inculcate the basic knowledge about
drug abuse.
 If parents discover their son or daughter is into drugs, they must face the problem and seek professional
help at once.
 Parents must create a happy family life and maintain an open communication between them and their
children.

What are some pieces of helpful and timely advice for this problem?
- Maintain good physical and mental health.
- Use drugs properly. Most drugs are beneficial when used under medical advice.
- Understand your own self. Accept and respect yourself for what you are.
- Develop your potentials. Engage in wholesome, productive, and fulfilling activities.
- Learn to relate effectively with others. Have somebody to whom you can communicate your problems
and other stresses without the use of drugs.
- Seek professional help if you fell you cannot cope with your problems anymore.
- Develop strong moral and spiritual foundation in life.

CHAPTER ACTIVITY
Instruction: Make a poster about drug prevention or drug awareness. Explain your work. Use a cartolina.

CHAPTER 7: DISASTER PREPAREDNESS

Disaster comes to our lives and communities when we least expect it. It is, therefore, important to empower
community people to overcome their vulnerability to disasters and be ready to cope with any disaster that may
occur anytime. The school’s N2STP may include this aspect in the Civic youth so that they can help train the people in
the community on disaster preparedness. The focus now is on community-based training along disaster prevention,
preparedness, mitigation, and rehabilitation wherein the teaching of first aid and primary health care skills and how
to take care of trauma victims is given importance.
This will develop the response capability of the people at disaster management and organizing them into
Disaster Response Teams to ensure the efficiency and effectiveness. Eventually, the youth may be counted upon as
volunteers and partners of the barangay officials and the Red Cross in improving the lives of vulnerable people.

Historical Background
 22

Disasters, whether natural or man-made, have always been part of life of the Filipinos but they have learned
to live with them by force of nature and /or by circumstances. The resiliency of the Filipinos to overcome these
difficulties is a symbol of their steadfastness and undauntedness to rise from the rubbles and recover from the wrath
of nature. Deeply concerned with the serious effects of disaster upon the lives and properties of the people, and
realizing that the Philippines can never get rid of the threats of disaster due to its geographical location, the
government from pre-Commonwealth days up to the present has evolved a scheme to counteract their effects. This
scheme has found its way through legislation that laid down the grounds for the types of emergencies, and
delineating tasks and responsibilities on disaster management to various government agencies.
The Philippines, being in the so-called Circum-Pacific belt of fire and typhoon, has always been subjected to
constant disasters and calamities. The great ocean and seas around her, while providing wide avenues for
international trade and commerce and a source of tremendous marine resources, also serve as the spawning areas
of destructive typhoons and monsoons. In whatever part of the country we are located, the possibility of our
experiencing the gloom and the stark reality of disasters such as flood, typhoons, tornadoes, earthquakes, tsunamis,
volcanic eruptions, drought, flashflood, and man-made disasters such as land, air and sea disasters, civil strife, armed
conflict, etc., their resultant toll in lives and properties is always present. Everyone, even in the safety of his home,
has not been spared the sight nor the feeling of loss by the terrific disasters and calamities, not as an abstract
tragedy, but in the pictures of stunned faces of the survivors.

What are the objectives of the National Calamity and Disaster Preparedness Plan?
The primary objective of this plan is to ensure effective and efficient implementation of civil protection
program thru an integrated, multi-sectoral, and community-based approach and strategies for the protection and
preservation of life, property, and environment.

What is the concept of this plan?

This plan embraces all conceivable contingencies, making use of all available resources, both government
and private, it also develops self-reliance by promoting and encouraging the spirit of self-help and mutual assistance
among the local officials and their constituents. Each political and administrative subdivision of the country shall
utilize its own resources before asking for assistance from neighboring entities or higher authority. While emergency
preparedness is a joint responsibility of the national and local governments, its effectiveness will depend largely on
the skills and resources and the involvement of private organizations and the general public in the area of disasters.
Regular exercises and drills will be conducted at all levels to enhance the people’s reaction capability and to ensure
precision spontaneity in responding to emergencies. The regional offices of the departments shall provide similar
support/assistance to the Regional Disaster Coordinating Council.

This relationship shall be maintained down the line to the Barangay Disaster Coordinating Councils and their
respective Disaster Operation Centers. Disaster Councils at the Regional, Provincial, Municipal/City and Barangay
levels shall be established to complement the National Disaster Coordinating Council. Each council shall have staff
elements stationed in their respective operations centers, and composed of the following:
 Damage Assessment and Needs Analysis Unit;
 Emergency Management Information Service Unit;
 Vulnerability Risk Reduction Management Unit;
 Plans and Operations Unit; and
 Resource Unit.
Each council shall provide operating units for:
 Communication Transportation Service and Early Warning Service;
 Health Service;
 Auxiliary Fire and Police Service;
 Relief and Rehabilitation Service;
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 Public Information Service; and

 Rescue, Evacuation, and Engineering Service.

Chapter Activity
Answer the questions below:
1. How do you prepare for a coming typhoon so that your family and properties will be safe?
2. What did you do to prepare for typhoon Ulysses which hit our locality last November 12? What was the
effect of the typhoon in your place? What have you learned from it?

CHAPTER 8: ECOLOGICAL SOLID WASTE MANAGEMENT

What is the Ecological Solid Waste Management Act of 2000?

It is Republic Act 9003, which aims for the reduction of solid waste through “source reduction and waste
minimization measures including composting, recycling, re-use, recovery, green charcoal process, and others before
collection, treatment, and disposal in appropriate and environmentally sound solid waste management facilities in
accordance with ecologically sustainable development principles” (Sec. 2-C).
RA 9003 is also set to “ensure the proper segregation, collection, transport, storage, treatment, and disposal
of solid waste through the formulation and adoption of the best environmental practice in ecological waste
management excluding incineration” (Sec. 2-D). Said Act 9003 gives strong emphasis on the role of municipal and
local government units (LGUs) given the impact RA 9003 has on local communities, providing for the creation of solid
waste management communities even on the barangay level. This requires the participation of non-government
offices, people’s organizations, church leaders, educators, and other business and community associations.

What are the types of wastes identified by RA 9003?

1. Solid Wastes – all discarded household, commercial wastes, nonhazardous institutional and industrial
wastes, street sweepings, construction debris, agricultural wastes, and other nonhazardous/nontoxic solid
wastes.
2. Special Wastes – these are household hazardous wastes as paints, thinners, household batteries, lead-acid
batteries, spray canisters, and the like. These include wastes from residential and commercial sources that
compose of bulky wastes, consumer electronics, white goods, yard wastes that are collected separately, oil,
and tires. These wastes are usually handled separately from other residential and commercial wastes.
3. Hazardous Wastes – these are solid, liquid, contained gaseous or semisolid wastes that may cause or
contribute to the increase in mortality, or in serious or incapacitating reversible illness or acute/chronic
effect on the health of people and other organisms.
4. Infectious Wastes – mostly generated by hospitals and wastes resulting from mining activities including
contaminated soil and debris.

What is RA 9003?
Republic Act 9003 considers “waste as a resource that can be recovered,” emphasizing recycling, re-use, and
composting as methods to minimize and eventually manage the waste problem. Solid waste management starts at
the point where people learn how to conserve the resources available, thus promoting sustainable development.
Awareness on how to conserve resources at first ins expected to reduce the volume of waste generated whether at
the industrial or household and commercial levels. This requires extensive education to change the values of the
people.

How can non-biodegradable wastes like plastics be drastically reduced?

Through the re-introduction of traditional indigenous and environmentally safe packaging and products.
Recycled paper products ranging from bags to egg cartons, including the traditional banana leaf wrappers for food
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must replace once again the disposables that daily urban dwellers have learned to depend on due to western
technological influence.

Chapter Activity
Instructions: Observe the environment where you live. Write your observations on the types of wastes and the
practices of managing solid wastes. Follow the table below.
Types of Wastes Practices in Waste Actions in Waste
Where I Live Management Management

CHAPTER 9: UNDERSTANDING COMMUNITY

What is community?
It is a geographical area where a group of people live a common life linked together by factors such as
religious beliefs, sexual orientation, occupation, or ethnic origin and a shared sense of identity and belonging.
The fact that people live close to one another does not necessarily mean that they have much to do with
each other. There may be little interaction between neighbors it is the nature of the relationships between people
and the social networks of which they are a part that is often seen as one of the more significant aspects of the
community.
The nature of the networks within a particular place or grouping is of fundamental importance when making
judgments about communities and the extent to which people can flourish within them
People in a community are social beings. Connection and interaction both widen and deepen what they can
achieve and make possible improved individual character and knit the social fabric.

Participating in Community Development

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

Who are involved in community development?

Community development is a partnership among the community development workers, the students, the
professionals, people of the community, and other agencies in uplifting the standards of life of the community. The
people of the community must be willing to give their share in the work

What is the aim of community development?

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

What does community development concern itself with?

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

What is community work?

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

What is meant by the functional purposes of local action and community development
An active and mutually supportive community can organize and deliver services, jobs, environmental
improvements, etc., that may not be seen as viable within the public and private sectors.
Examples include cooperatively managed consumer stores, gasoline stations, daycare centers, farm inputs
store, drugstores, clinics, barangay action centers, community health centers, “DAP-AYAN” or community recreation
center.

What is meant by the developmental purposes?

This refers to participation in community-based action that enables people to grow in confidence and
competence, collectively growing with them and their communities’ self-respect and greater influence and control
over their future

For example, participation a preschool playgroup management committee will present many young parents
with a chance to discuss wider common problems, to learn about the system and policies that affect their lives and
their children, and begin to diversity into, for example, mutual family support, lobbying for better children support or
helping to run a local barangay hall, barangay cultural center, health clinic, environmental programs.
Taking action as part of a community not only strengthens and affirms the community as the key local social
system within which people interact, but it also develops the skill, awareness, and outlook of the individual for
understanding and participating in wider social and political processes.
Democracy in society is highly dependent upon social interaction and development at a local community
level.
Effective community work practice requires the functional and developmental purposes of community
development to be kept in balance overemphasis on outcome or product would deprive community work of the
dimension of human change and the idea of process. Conversely, to be concerned only with process at the expense
of achieving tangible results would also be a distortion of community work. Keeping the balance is as important for
the social worker, clergy, youth worker, and others who are essentially using community work as a method as it is for
community workers.

A Model of Community Service

For individuals or groups to effectively make a dent in community work and service, they must first recognize
the key characteristics of the place, the people, the leaders, the environment, the resources, the lifestyle, etc.

What is a model?
Essentially, a model offers a way of conceptualizing and ordering related ideas and provides a framework. It
guides the community development workers, social workers, students, and teachers in their program planning and
implementation.

How does a model of community work and service operate?

Community work and service spring from voluntary involvement and concern for the improvement of the
community or to help address felt-needs in the community.
The main activities of a direct community work are:
 Building trust, confidence, and relationships with and between all parts of the community;
 Strengthening and building groups;
 Facilitating the creation of a strategy
 Putting ideas into action; and
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 Refreshment and regeneration.

Building Trust, Confidence and Relationships with and between all Parts of the Community
Getting to know and understand the community is essential: what makes it tick; which are the groups,
factors, networks; where and on what basis are the affinities and conflicts; who are people with power and influence
and how do they operate; what are the values which underpin people’s place in the community; what are the issues
and has been the history of activity within the community.
This process of getting to know and understand the community goes hand-in-hand with the building of trust,
confidence, and relationship with the community.

Strengthening and Building Groups

The intensity and intimacy of direct work or service allow the individual or group to assess the strengths and
weakness of existing groups and to facilitate the creation of new groups and relationships.

Existing groups may well be placed to further the community work objectives but may need nurturing and
support to become active. Alternatively, they may be nonexistent in a community or completely inappropriate to the
task and so the individual or group may need to concentrate on building new groups. This brings challenges both for
securing the involvement of people who may not normally participate in group activities and in working around
existing groups.

Facilitating the Creation of Strategy

Communities and groups within them do not readily think and organize themselves strategically. Indeed, a
community that values tradition and continuity may feel quite uncomfortable with the concepts of organization and
strategy.
However, if community groups and the people within them are to move forward, they need to clarify the
issues of what they are trying to achieve, decide what matters are a priority, and how they are going to make
progress this process is done in a purposeful way.
The skill of the community workers is to help people not only to develop a sense of strategy but also to do
this in a way that is appropriate to the community.

Putting Ideas into Action

To implement a strategy or take an action to meet identified needs may seem the natural and spontaneous
core of the community work process, but it may need the community workers’ involvement both to happen at all
and to work well
A considerable challenge to the worker is to facilitate this process rather than to do it himself pointing
people in the direction of resources like money, technical expertise, appropriate agencies, etc., is a key activity as is
helping people to overcome setbacks, to deal with conflicts, and generally, to learn by doing.

Refreshment and Regeneration

A community-based action is not a simple process of beginning, middle, and ending, but rather a complex
overlay of relationships, processes, highs and lows, false starts, dashed hopes, successes, bursts of enthusiasm, and
vision.
The community worker is involved in this complexity: spurring people when spirits are low, encouraging
fresh thinking, creating challenge, promoting participation and compassion, caring and sharing, helping to see things
not only as they are but how they could be. The aim of this is to do it in a way that does not make the community
people totally dependent on the community worker but to help them eventually to stand on their own feet.
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The tendency to become an integral part of the community, experiencing and sharing its values, can be
overwhelming. This has both advantage and dangers. For the individual or group volunteers, direct community work
can be a personally rewarding and highly effective means of facilitating community work, but it can result in isolation
and in their credibility and legitimacy being challenged by some local people.
Fundamental to good practice of direct community work is empathy with the values and culture of the
community. For this to be possible, the community worker will need to have a high degree of awareness of, and
respect for, how local people think, talk, and behave. Only in this way will he gain the trust needed to be able to
practice direct community work effectively.

Chapter Activity
1. What projects or programs are being implemented in your barangay or community? What is the
importance of these projects/programs? What benefits do you get? Are you involved in these
projects/programs? What is your participation in these projects/programs?
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