CHAPTER 1
NSTP PROGRAM
(RA 9163)
NSTP Components
NSTP consists of the
following:
1. ROTC, institutionalized
under Sections 38 and 39 of
Republic Act No. 7077 is
designed to provide military
training to motivate, equip,
organize, and mobilize the
youth for national defense
preparedness. It shall instill
in them patriotism, moral
virtues, respect for rights of
civilians, and adherence to
the Constitution.
2. LTS is designed to train
students to teach literacy and
numeracy skills to school
children, out-of-school youth,
and other segments of society
in need of such services.
3. CWTS is designed to
involve students actively in
activities contributory to the
general welfare and the
betterment of life the
members of the community
or the enhancement of its
facilities, especially those
devoted to improving health,
education, environment,
entrepreneurship, safety,
recreation, and morals of the
citizenry.
The Department of
National Defense (DND),
Commission on Higher
Education (CHED), and
Technical Education and
Skills Development
Authority (TESDA) lead in
the implementation and
monitoring of NSTP. Their
primary function is to
oversee if the program being
conducted in schools is in
consonance with the newly NSTP-CWTS Mission
revised IRR dated November
13, 2009. ➤ To train students to
become innovators of social
Coverage of NSTP Law change with a culture of
1. The NSTP Law covers the excellence and leaders with
following: All students, both integrity, competence, and
male and female, enrolled in commitment to render service
any baccalaureate degree or to the community.
two-year technical-vocational
or non-degree courses in ➤ To develop in the youth
public and private schools the values of patriotism and
must complete one NSTP national pride, discipline, and
component of their choice for hard work, integrity and
two semesters as a graduation accountability for nation-
requirement. building, and volunteerism as
2. All higher and technical- valuable and effective
vocational institutions, public members of the National
and private, must offer at Service Corps of CWTS.
least one NSTP component.
3. State universities and
➤ NSTP-CWTS aims to
colleges (SUCs) must offer
promote and integrate values
ROTC and at least one other
education, transformational
NSTP component, namely
leadership, and sustainable
LTS or CWTS.
social mobilization for youth
4. The Philippine Military
development, community
Academy (PMA), Philippine
building, national renewal,
Merchant Marine SUCs
and global solidarity by:
Academy of similar
(PMMA), nature, Philippine
in view National of the
1. Providing relevant
special Police character
activities that will contribute
Academy of (PNPA), these
to the physical, intellectual,
institutions, and other are not
spiritual, and social
covered by the NSTP Law.
development of students
2. Inculcating in students the
5. Private higher educational
values of leadership,
institutional (HEIs) and
patriotism, and social
technical-vocational
responsibility
educational institutions with
3. Training students to
at least 350 student cadets
become project planners,
may offer ROTC and
designers, and managers of
consequently establish and
innovative and sustainable
maintain a Department of
community service-oriented
Military Science and Tactics,
projects
which is still subject to the
4. Conducting capability
existing rules and regulations
enhancements for civic
of the Armed Forces of the
welfare services geared
Philippines.
toward preparing the youth to
become results-oriented
social entrepreneurs,
volunteers, and a socio-
economic mobilizing force
that serves communities as
value-driven innovators for
progress
5. Working closely with a
network of organizations
within and outside the higher
education institution
6. Creating opportunities
where students can render
direct service to the
community
NSTP-CWTS Core Values
NSTP-CWTS fosters the
following values:
1. Love of God
2. Human dignity
3. Discipline, truth, goodness,
and social responsibility
4. Awareness, innovation,
and creativity
5. Respect, synergy, and
professionalism
6. Excellence and indigenous
learning
7. Protection and
conservation of the
environment
8. Quality service delivery
NSTP-CWTS Minimum
Standards
➤ NSTP-CWTS helps
develop informed and self-
reliant communities by
encouraging inter-
government agency
cooperation and providing
complementary assistance
and support to facilitate
socio-economic progress,
environmental management,
and delivery of basic
services, geared toward
uplifting the well-being of
people. The NSTP-CWTS
strategies follow an
integrative approach to
community development,
which unites the people, local
officials, civic leaders, and
non-governmental
organizations. The NSTP-
CWTS 1 is a three-unit, non-
academic course for students
who opt to take the CWTS
component of NSTP. The
minimum standard for NSTP
is the development of the
common and specific
modules set forth in the IRR.
➤ NSTP-CWTS 1 spans a
total of 83 training hours for
two semesters and includes
seven topics and a scope of
instructions as follows:
1. Self-awareness and values
development deal with the
nature of self, personal
development, roots of the
Filipino character,
nationalism and patriotism,
and good citizenship values
with core Filipino values.
2. Leadership training
discusses the concepts of
leadership, human behavior,
communication, motivation,
teamwork, time management,
and decision making.
3. Dimensions of
development cover global,
national, and local issues on
(a) health, (b) education
(enhancement of instructional
support, materials and
faculties), (a) (c)
entrepreneurship, (d)
recreation, and (e) morals of
the citizenry and other social
welfare concerns such as
voters' education and poverty
alleviation.
4. Community exposure and
agency visits refer to the
nature, development, and
approaches in community
work and community-
building.
5. Community needs
assessment includes knowing
the community and the
community needs assessment
process, survey, and actual
conduct.
6. Community services dwell
on drug education, health
education (medical and
dental), environmental
education, entrepreneurship,
and culture.
7. Program evaluation tackles
the fundamentals,
development,
implementation, monitoring,
and evaluation of the
program.
Conclusion
NSTP as a graduation
requirement is implemented
by the DND, CHED, and
TESDA. The NSTP Act of
2001 or Republic Act No.
9163 has made ROTC
optional and introduced LTS
and CWTS as new
alternatives, thus making
NSTP a three-pronged
program on citizenship
training.
NSTP provides a policy
framework on volunteerism
that underscores the
fundamental principle to
harmonize the broad and
diverse efforts of the
volunteer sector of the
country into an integrative
and effective partnership for
local and national
development as well as
international cooperation and
understanding. It sets a
mechanism to protect the
rights and privileges of the
youth in recognition of their
roles and contributions to the
development of society.
CHAPTER 2
THE NATURE
of
HUMAN PERSON
THE HUMAN PERSON
▸It is essentially difficult to
understand the human
person, human nature, and
the possibility of achieving a
productive society through
the highest potential of a
person.
▸Estañol (2007) defines the
human person as having
physical, spiritual, emotional.
and intellectual attributes. St.
Thomas Aquinas describes
the human personas having
physical and spiritual
substance because he/she has
a soul and is created by a
Superior Being with a divine
purpose. Dictionaries define
the human person as a "self-
conscious animal."
CHARACTERISTICS OF
A HUMAN PERSON
▸Babor (2007) in his book,
The Human Person: Not
Real, But Existing, discusses
the several characteristics of
a human person, namely:
1. A human person is a
rational being. He/She is free
to think and has the capacity
to reason and distinguish
between right and wrong.
2. A human person is born
free. He/She has the freedom
to do or not to do things.
However, every person is
responsible for his/her own
action.
3. A human person is unique.
He/She possesses an identity
that makes him/her unlike
any other person. Generally
speaking, even if two persons
have the same characteristics
and physical features, they
are not the same because
each one has his/her own
perception, and a different set
of values and priorities in
life.
4. Every person is
intrinsically a social being
and cannot detach
himself/herself from other
creatures in the universe. By
nature, he/she is
characterized by his/her
relationships with other
creatures, objects, or his/her
fellowmen.
5. All living things are sexual
by nature, but the uniqueness
of expression of a person's
sexuality makes him/her
different. The expression of a
person's emotions, attitudes,
feelings, actions, and
thoughts in sexual activity
best exemplifies his/her
uniqueness from animals.
HIERARCHY OF NEEDS
▸The guiding principle in
realizing a person's
competence and ability is the
exploration of his/her totality
in the field of humanistic
psychology, which theorizes
hat a person's behavior and
his/her relationship with
others are shaped by his/her
inner feelings and self-image.
▸Maslow presented the levels
of hierarchy of needs in his
theory of personality.
1. Physiological needs
include the biological and
basic needs such as water and
clothing. These needs are
immensely important because
they are essential for
survival.
2. Safety needs include
security and protection from
physical and emotional harm.
3. Social needs include
affection, sense of belonging,
and friendship, which people
seek to overcome feelings of
loneliness and alienation.
4. Self-esteem needs include
achievement, mastery, and
confidence derived from
recognition, respect, and
attention. When these needs
are satisfied, the person feels
confident and valuable.
However, when they are not
met, the person may feel
inferior, weak, helpless, and
worthless.
5. Self-actualization means a
person has reached the peak
of his/her potential.
SELF-ACTUALIZATION
Pursue Inner Talent
Creativity Fulfillment
SELF-ESTEEM
Achievement Mastery
Recognition Respect
LOVE/BELONGING
Friends Family Spouse Lover

SAFETY
Security Stability Freedom
from Fear
PHYSIOLOGY
Food Water Shelter Warmth
Maslow’s hierarchy of
needs.
HIERARCHY OF NEEDS
▸Maslow's theory points out
that a person needs to satisfy
first the lower needs before
realizing his/her self-worth
and potential. Accordingly,
when the lower needs are not
met, a person cannot
completely devote his/her
time to developing his/her
full potential. He also
maintains that self-
actualization is the driving
force of human personality.
Thus, a person cannot
appreciate intellectual and
aesthetic learning when
he/she is hungry or if he/she
feels unsafe. Artistic and
scientific endeavors do not
flourish in a society where
people must struggle for
food, shelter, and safety.
Self-actualization can only be
achieved after all other needs
are satisfied.
▸According to Rogers'
person-centered therapy
theory, every person has
within him/ her an inherent
desire for a positive
transformation and the
development of his/her
capacities. He/She possesses
an innate goodness no matter
how imprudent his/her
actions are.
▸Based on this theory, the
society should be a sounding
board of reflections in life, so
that an individual can realize
his/her problem and
formulate solutions for it.
However, it is the individual
who will eventually create
his/her own path and not the
people around him/her.
He/She is the only one
qualified to choose the path
that he/she should take. It
may not always be smooth,
but that does not diminish
his/her value as a person. A
self-actualized person allows
his/her innate goodness to
transform further. Only by
understanding himself/herself
first can he/she effectively
relate to others. Furthermore,
every person must understand
that he/she only exists in this
world transitorily. As such
he/she should utilize his/her
gifts and talents to reach
his/her goals and to help
others realize their own
worth as a person. He/She
must take on the challenge
that the Supreme Being has
posed upon him/her.
CONCLUSION
It is basically difficult to
understand the human
person. He/she is described
as having physical, spiritual,
emotional, and intellectual
attributes, capable of
knowing, loving, and
believing. Various Biblical,
philosophical, classical, and
sociological views and
perspectives offer essential
insights into the human
nature. Nevertheless, it boils
down to the human person's
relational character toward
others called "service to his/
her fellowmen.'
A person is a social being
with various needs that have
to be satisfied. This will
enable him/her to reach the
peak of his/her potential, so
that he/she could effectively
relate with others and be a
productive part of his
community.
CHAPTER3
VALUES DEVELOMENT
For CITIZENHIP
TRAINING
THE PREMBLE
The preamble to the 1987
Constitutionstates:
"We,thesovereignFilipinopeo
ple imploring the aid of
Almighty God, in order to
build a just and
humanesocietyand establish a
Government that shall
embody our ideals and
aspirations,promotethe
common good, conserve and
develop our patrimony, and
securetoourselvesandour
posterity the blessings of
independence and democracy
under the rule of law and ;
regime of truth, justice,
freedom, love, equality, and
peace, do ordain and
promulgate this Constitution"
(De Leon et al ., 2011).
THE PREAMBLE
➤ A preamble is an
introductory and preliminary
statement in a document that
explains the document's
purpose and underlying
philosophy. It may cite
historical facts pertinent to
the subject of the statute. The
preamble to the constitution
of the Philippines dictates
that the Philippines and the
Filipino people are the
sovereign masters of the
Philippine Islands.
ROOTS OF THE
FILIPINO CHARACTER
Here are some highlights
from "A Moral Recovery
Program: Building a
PeopleBuilding a Nation" by
Patricia Licuanan (1988).
The strengths and
weaknesses of the Filipino
have their roots in many
factors such as (a) the home
environment, (b) the social
environment, (c) culture and
language, (d) history, (e) the
educational system, (f)
religion, (g) the economic
environment, (h) the political
environment, (i) mass media,
and (j) leadership and role
models.
1. The Family and Home
Environment. Child-bearing
practices, family relations,
and family attitudes and
orientation are the main
components of the home
environment. Child-bearing
in the Filipino family
generally is characterized by
high nurturance, low
independence training, and
low discipline. The Filipino
child grows up in an
atmosphere of affection and
overprotection, where one
learns security and trust, on
the one hand, and
dependence, on the other. In
the indulgent atmosphere of
the Filipino home, rigid
standards of behavior or
performance are not imposed,
leading to a lack of
discipline. Attempts to
maintain discipline come in
the form of many "no's" and
"don'ts" and a system of
criticism to keep children in
line. Sometimes, subtle
comparisons among siblings
are also used by mothers to
control their children. These
may contribute to the "crab
mentality."
In a large family where we
are encouraged to get along
with our siblings and other
relatives, we learn
pakikipagkapwa-tao. In an
authoritarian setting, we learn
respect for age and authority;
at the same time, we become
passive and dependent on
authority. In the family,
children are taught to value
family and to give it primary
importance.
2. The Social Environment.
The main components of the
social environment are social
structures and social systems
such as interpersonal,
religious, and community
interaction. The social
environment of the Filipino is
characterized by a feudal
structure with great gaps
between the rich minority
and the poor majority. These
gaps are not merely
economic but cultural as
well, with the elite being
highly Westernized and
alienated from the masses.
This feudal structure
develops dependence and
passivity.
The Filipino is raised in an
environment where one must
depend on relationships with
others in order to survive. In
a poor country where
resources are scarce and
where the systems meant to
respond to people's needs can
be insensitive, inefficient, or
non-existent, the Filipino
becomes very dependent on
kinship and interpersonal
relationships.
Sensitivity about hurting
established relationships
controls our behavior. We are
restrained from making
criticisms no matter how
constructive, so standards of
quality are not imposed. We
have difficulty saying no to
requests and are pressured to
favor our family and friends.
That trying to get ahead of
others is not considered
acceptable exerts a strong
brake upon efforts to improve
our individual performance.
The struggle for survival and
our dependence on
relationships make us in-
group oriented.
3. Culture and Language.
Much has been written about
Filipino cultural values. Such
characteristics as warmth and
person orientation, devotion
to family, and sense of joy
and humor are part of our
culture and are reinforced by
all socializing forces like the
family, school, and peer
group. Filipino culture
rewards such traits and
corresponding behavioral
patterns develop because they
make one more likable and
enable life to proceed more
easily.
Aside from emphasizing
interpersonal values, Filipino
culture is also characterized
by an openness to the outside
world which easily
incorporates foreign elements
without a basic consciousness
of our cultural core. This is
related to our colonial
mentality and to the use of
English as the medium of
instruction in schools.
The introduction of English
as the medium of education
de-Filipinized the youth and
taught them to regard
American culture as superior.
The use of English
contributes also to a lack of
self-confidence on the part of
the Filipino. The fact that
doing well means using a
foreign language, which
foreigners inevitably can
handle better, leads to an
inferiority complex. At a very
early age, we find that our
self-esteem depends on the
mastery of something
foreign. The use of a foreign
language may also explain
the Filipino's unreflectiveness
and mental laziness.
Thinking in our native
language, but expressing
ourselves in English, results
not only in a lack of
confidence, but also in a lack
in our power of expression,
imprecision, and a stunted
development of one's
intellectual powers.
4. History We are the product
of our colonial history, which
is regarded by many as the
culprit behind our lack of
nationalism and our colonial
mentality. Colonialism
developed a mindset in the
Filipino which encouraged us
to think of the colonial power
as superior and more
powerful. As a second-class
citizen beneath the Spanish
and then the Americans, we
developed a dependence on
foreign powers that makes us
believe we are not
responsible for our country’s
fate.
The American influence is
more ingrained in the
Philippines because the
Americans set up a public
school system where we
learned English and the
American way of life.
Present-day media reinforce
these colonial influences and
the Filipino elite set the
example by their Western
ways.
Another vestige of our
colonial past is our basic
attitude toward the
government, which we have
learned to identify as foreign
and apart from us. Thus, we
do not identify with
government and are
distrustful and uncooperative
toward it. Much time and
energy is spent trying to
outsmart the government,
which we have learned from
our colonial past to regard as
an enemy.
5. The Educational System.
Aside from the problems
inherent in the use of a
foreign language in our
educational system, the
educational system leads to
other problems for us as a
people. The lack of suitable
local textbooks and
dependence on foreign
textbooks, particularly in the
higher school levels, force
Filipino students as well as
their teachers to use school
materials that are irrelevant
to the Philippine setting.
From this comes a mindset
that things learned in school
are not related to real life.
Aside from the influences of
the formal curriculum, there
are the influences of the
"hidden curriculum," i.e ., the
values taught informally by
the Philippine school system.
Schools appear to be highly
authoritarian, with the teacher
as the central focus. The
Filipino student is taught to
be dependent on the teacher
as we attempt to record
verbatim what the teacher
says and to ? give this back
during examinations in its
original form and with little
processing. Usually, teachers
reward well-behaved and
obedient students. Some
teachers tend to be
uncomfortable with those
who ask questions and
express a different viewpoint.
Hence, the Filipino student
learns passivity and
conformity.
6. Religion. Religion is the
root of the Filipinos'
optimism and capacity to
accept life's hardships.
However, religion also
instills in us attitudes of
resignation and a
preoccupation with the
afterlife and superstitions.
7. The Economic
Environment. Many local
traits are rooted in the
poverty and hard life that is
the lot of most Filipinos. Our
difficulties drive us to take
risks, impel us to work very
hard, and develop in us the
ability to survive. Poverty,
however, has also become an
excuse for graft and
corruption, particularly
among the lower rungs of the
bureaucracy. Unless things
get too difficult, passivity
sets in.
8. The Political Environment.
The Philippine political
environment is characterized
by a centralization of power.
Political power or authority is
concentrated in the hands of
the elite and the participation
of most Filipinos often is
limited to voting in elections.
Similarly, basic services from
the government are
concentrated in Manila and
its outlying towns and
provinces. A great majority
of Filipinos are not reached
by such basic services as
water, electricity, roads, and
health services. Government
structures and systems-e.g .,
justice and education-are
often ineffective or
inefficient.
Since the government often is
not there to offer basic
services, we depend on our
family, kin, and neighbors for
our everyday needs. The
absence of government
enhances our extreme family-
and even community-
centeredness. We find it
difficult to identify with a
nation-family, since the
government is not there to
symbolize or represent the
state.
The fact that political power
is still very much
concentrated in the hands of a
few may lead to passivity.
The inefficiency of
government structures and
systems also leads to a lack
of integrity and
accountability in our public
servants.
9. Mass Media. Mass media
reinforce our colonial
mentality. Advertisements
using Caucasian models and
emphasizing a product's
similarity with imported
brands are part of our daily
lives.
The tendency of media to
produce escapist movies,
soap operas, comics, etc .,
feed the Filipinos' passivity.
Rather than confront our
poverty and oppression, we
fantasize instead. The
propensity to use flashy sets,
designer clothes, superstars,
and other bongga features
reinforce porma.
10. Leadership and Role
Models. Filipinos look up to
their leaders as role models.
Political leaders are the main
models, but all other leaders
serve as role models as well.
Thus, when our leaders
violate the law or show
themselves to be self-serving
and driven by personal
interest, when there is lack of
public accountability, there is
a negative impact on the
Filipinos.
NATIONALISM AND
PATRIOSM
➤ The philosophy of
nationalism nowadays does
not concern itself much with
the aggressive and dangerous
form of invidious nationalism
that often occupies center
stage in the news and in
sociological research.
Although this pernicious
form can be of significant,
instrumental value mobilizing
oppressed people and giving
them a sense of dignity, its
moral costs are usually taken
by philosophers to outweigh
its benefits.
➤ The term nationalism is
generally used to describe
two things. The first is the
attitude of the members of a
nation which includes the
concepts of national identity,
origin, ethnicity, and cultural
ties. The second is the action
that the members of a nation
take when seeking to achieve
or sustain full statehood with
complete authority over
domestic and international
affairs. Patriotism is love of
and devotion to one's
country.
➤ The word comes from the
Greek patris, meaning
"fatherland." However,
patriotism has had different
meanings over time, and its
meaning is highly dependent
upon context, geography, and
philosophy. Although
patriotism is used in certain
vernaculars as a synonym for
nationalism, nationalism is
not necessarily considered an
inherent part of patriotism.
Likewise, patriotism is
strengthened by adherence to
a native religion, particularly
some communities that may
have their own holy places.
This also implies a value
preference for a specific civic
or political community.

DEVELOPMENT OF
NATIONALISM AND
PATRIOSM IN
PHILIPPINES
➤ Nationalism is
characterized by the
attachment of superiority to
one's country, an aspiration
for its continuity and
prosperity, and maintaining a
high regard and respect for its
laws, principles and policies.
A country is an artificial
body of people that need
protection and identity. The
government constitutes all
non-political and political
personnel in the service of
the country. They range from
the President to the last civil
servant. Philippine
nationalism witnessed an
upsurge of patriotic
sentiments and nationalistic
ideals in the late 1800s as a
result of the Filipino
Propaganda Movement from
1872 to 1892. It became the
main ideology of the first
Asian nationalist uprising,
the Philippine Revolution of
1896. Spain already ruled the
Philippines for about 333
years before Philippine
nationalism was developed.
➤ The term Filipino
originally referred to
Spaniards born in the
Philippines and not the native
inhabitants. But certain
events finally led to the
development ofnative
patriotism and transcended
the cultural and geographical
boundaries that had been
barriers to the unification of
the inhabitants of the
archipelago.
Chapter 4
Leadership Training
Good Leadership
➤ Leadership pertains to the
qualities exemplified by a
leader. It also refers to acts of
a leading or the “process of
social influence in which one
person can enlist the aid and
support of others in the
accomplishment of a
common task.” It is often
said that some people are
good leaders while others are
not. But what is really the
basis for judging one’s
capacity to be a good leader?
From a follower’s
perspective, good leadership
can be attributed to qualities
that make people follow a
leader. It would be great to
have all these qualities, but
not all leaders do have them.
Characteristics of a Good
Leader
Here are ten characteristics of
a good leader. Do you think
you possess them?
1. Vision. Good leaders
know where they want to go
and they can motivate people
to believe in their vision for
their country, community and
family.
2. With Good leaders can
make sound judgements and
decisions even during crucial
situations.
3. Passion. Good leaders
are very passionate and
intensely obsessed in
whatever they are focused on,
be it business sports or
hubby.
4. Compassion. Good
leaders show compassion for
their supporters and
followers. They possess
exemplary coaching skills.
5. Charisma. Good leaders
are captivating, charming
individuals who tend to draw
people toward them. It could
be because the way they talk,
or carry themselves.
6. Communication skills.
Good leaders are usually
good orators and persuaders.
They can express their ideas
clearly and convincingly.
7. Persistence. Good
leaders are determined to
attain their goals in spite of
obstacles and problems.
8. Integrity. Good leaders
mean what they say. They
walk the talk, practice what
they preach and keep their
promises.
9. Daring. Good leaders
are bold, willing to take risks,
and determined to chase their
dreams amid the reality of
fear and uncertainty.
10. Discipline. Good
leaders observe self control
and order.
Transformational
Leadership
➤ Bass (1990) explains that
transformational leadership is
a form of leadership that
occurs when leaders broaden
and elevate the interests of
their employees, when they
generate awareness and
acceptance of the purposes
and missions of the group,
and when they stimulate their
employees to look beyond
their personal interest.
Transactional and
Transformational
Leadership
➤ Transactional leadership is
based on power that makes
use of rewards and coercion
to deliver benefits to
members (patronage), or to
force or instill fear as
illustrated by colonization,
vote buying and similar
methods.
➤ Transformational
leadership or real leadership
starts from recognition of
what the members need and
the steps toward achieving
this these needs, and relating
rewards to effort.
Behaviors of a
Transformational Leader
1. Is articulate in creating
compelling vision of the
future
2. Uses stories and symbols
to communicate his/her
vision and message
3. Specifies the importance
of having a strong sence of
purpose and a collective
mission
4. Talks optimistically and
enthusiastically and
expresses confidence that
goals will be achieved
5. Engenders the trust and
respect of his/her followers
by doing the right thing
rather than simply doing
things right
6. Instills pride in employees
7. Talks most about
important values and beliefs
8. Considers the moral and
ethical consequences of
decisions
9. Seeks different
perspectives when solving
problems.
10. Encourages employees to
challenge old assumptions
and to think about problems
in anew ways
11. Spends time teaching
and coaching
12. Considers each
individual employee’s
different needs, abilities, and
aspirations
13. Is compassionate,
appreciative, and responsive
to each employee and
recognizes and celebrates
each employees
achievements
Four Components of
Transformational Leader
1. Charisma. The leader
charisma or idealized
influence is envisioning and
building confidence, and
he/she sets high standards to
be followed
2. Inspirational Motivation.
Provides followers with
challenges and
meanings/reasons for
engaging in shared goals and
undertakings.
3. Intellectual stimulation.
Moves followers to question
assumptions and generate
more creative solutions to the
problems.
4. Individualized
consideration. The leader
treats each follower as
individual and provides
coaching, mentoring, and
growth opportunities.
Time Management
➤ The succeeding sections
have been adopted from the
writing of Paula Estes edited
by Niki Foster (May 28,
2012).
➤ Time management is the
art of arranging, scheduling,
and budgeting one’s time for
the purpose of generating
more productive work and
productivity. There is an
abundance of books, classes,
day-planners, and seminars
on time management, which
teach individuals and
corporations how to be more
organized and productive.
Chapter 5
Fundamentals of Group
Dynamics
Group
➣ Group - is defined as two
or more persons engaged in
social interaction. This
implies that each member of
a group is aware of the other
members and their influence.
➣ Group - some
psychologists consider as a
collection of individuals who
find their association with
one another.
➣ Group - other says exists
only when the individual
members have developed
status and role relationship
with one another.
Group Dynamics
➣ Group dynamics – refers
to the attitudinal and
behavioral characteristics of a
group. In a group the
members shares
consciousness of membership
and interaction. A group is
not a mere collection of
individuals but an aggregate
of personalities acting and
interacting with one another
in the process of living. To be
a member of a group, one
must participate in its
common life and activities.
Types of Groups
Groups are generally
classified as follows:
➣ 1. Primary group is
characterized by intimate
face-to-face association and
cooperation among its
members. It fundamentally
forms the social nature and
ideals of individual. It
involves sympathy and
identification which is a form
of natural expression (San
Juan & Centeno, 2011).
➣ 2. Secondary group
consists of members who are
aware and cognizant of
personal relationships, but
they do not feel that their
lives are bound with one
another except in time of
social crisis. The members
may be separated from one
another by distance or by
lack of physical contact.
Nevertheless, they can share
their interests through
correspondence, press, radio,
telephone, or other means
(San Juan & Centeno, 2011).
CHAPTER 6
DIMENSION OF
DEVELOPMENT:
HEALTH AWARENESS
COMMUNICABLE
DISEASES
Here are some common
infections diseases:
 Dengue
 MALARIA
 Cholera
➥ Cholera is an acute
intestinal infection caused by
ingestion of food or water
contaminated with the
bacterium Vibrio cholerae. It
has a short incubation period
lasting from less than one day
to five days. It also produces
an enterotoxin that causes
copious, painless, and watery
diarrhea that can quickly lead
to severe dehydration and
death if treatment is not
promptly given. Vomiting
also occurs in most patients
(Hawker et al., 2007).
➥ The incubation period of
cholera according to Hawker,
et al. (2007) is from six (6) to
forty-eight (48) hours, but
there are reported cases of
people being infected during
the period of diarrhea and up
to seven (7) days after.
- SIGNS AND
SYMPTOMPS OF
CHOLERA
➥ Aside from diarrhea, the
patient may also experience
nausea, vomiting, fever, and
muscle clamps.
- Prevention of Cholera
➥ Follow these precautions
to reduce the risk of
contracting cholera:
1. Wash hands with soap and
water frequently and
throughly.
2. Drink safe water only.
3. Eat food that is completely
cooked.
4. Avoid raw food, street
food, and any food from
suspicious sources.
5. Observe proper hygiene
and sanitation at all times.
Another common infections
diseases:
 AVIAN
INFLUENZA(BIRDFL
U)
 H1N1
 TYPHOID FEVER
NON-COMMUNICABLE
DISEASES
➥ Here are some non-
communicable but dreaded
diseases:
 Hypertension
 Cardiovascular Disease
 Heart Attack
 STROKE
 DIABETES
 CANCER
➥ Cancer is a class of
diseases characterized by out-
of-control cell growth. There
are over 100 different types
of cancer, and each is
classified by the type of cell
that is initially affected.
➥ Cancer harms the body
when damaged cells divide
uncontrollably to form lumps
or masses of tissue called
tumors (except in the case of
leukemia where cancer
prohibits normal blood
function by abnormal cell
division in the bloodstream).
Tumors can grow and
interfere with the digestive,
nervous, and circulatory
systems and they can release
hormones that alter body
functions. Tumors that stay in
one spot and demonstrate
limited growth are generally
considered to be benign

➥ More dangerous or
malignant tumors form when
two things occur:
1. A cancerous cell manages
to move throughout the body
using the blood or lymph
systems, destroying healthy
tissue in a process called
invasion.
2. A cancerous cell manages
to divide and grow, making
new blood vessels to feed
itself in a process called
angiogenesis.
- CLASSIFICATION OF
CANCER
➥ There are five broad
groups of cancer, namely:
1. Carcinomas are
characterized by cells that
cover internal and external
parts of the body such as
lung, breast, and colon.
2. Sarcomas are characterized
by cells that are located in the
bone, cartilage, fat,
connective tissue, muscle,
and other supportive tissues.
3. Lymphomas are cancers
that begin in the lymph nodes
and immune system tissues.
4. Leukemias are cancers that
begin in the bone marrow and
often accumulate in the
bloodstream.
5. Adenomas are cancers that
arise in the thyroid, pituitary
gland, adrenal gland, and
other glandular tissues.
- CANCER
➥ When a tumor
successfully spreads to other
parts of the body and grows,
invading and destroying other
healthy tissues, it is said to
have metastasized. This
process itself is called
metastasis, and the result is a
serious condition that is very
difficult to treat. Physicians
and researchers who
specialize in the study,
diagnosis, treatment, and
prevention of cancer are
called oncologists. Normal
cells in the body follow an
orderly path of growth,
division, and death.
Cancer is ultimately the
result of cells that grow
uncontrollably and do not
die. Programmed cell death is
called apoptosis, and when
this process breaks down,
cancer and instead continue
to grow and divide. This
leads to a mass of abnormal
cells that grow out of control.
- SIGNS AND
SYMPTOMS OF CANCER
➥ Cancer symptoms are
quite varied and depend on
where the cancer is located,
where it has spread, and how
big the tumor is. Some
cancers can be felt or seen
through the skin. For
instance, a lump on the breast
or testicle can be an indicator
of cancer in those locations.
Skin cancer (melanoma) is
often marked by a change in
a wart or mole on the skin.
Some oral cancers present
white patches inside the
mouth or white spots on the
tongue.
➥ Other cancers have
symptoms that are less
physically apparent. Some
brain tumors tend to manifest
early as they affect important
cognitive functions. Pancreas
cancers are usually too small
to produce symptoms until
they induce pain by pushing
against nearby nerves or
interfere with liver function
to bring about a yellowing of
the skin and eyes called
jaundice. Symptoms can also
appear as a tumor grows and
pushes against organs and
blood vessels. For example,
colon cancers lead to
constipation, diarrhea, and
changes in stool size. Bladder
or prostate cancers affect
bladder functions such as
more frequent or infrequent
urination.
➥ As cancer cells use the
body's energy and interfere
with normal hormone
function, it is possible to
cause fever, fatigue,
excessive sweating, anemia,
and unexplained weight loss.
However, these symptoms
are common in several other
maladies as well. For
example, coughing and
hoarseness can point to lung
or throat cancer as well as
several other conditions.
➥ When cancer spreads or
metastasizes, additional
symptoms can be noted in the
newly affected area. Swollen
or enlarged lymph nodes are
common and likely. When
cancer spreads to the brain,
patients may experience
vertigo, headaches, or
seizures. In the lungs cancer
may cause coughing and
shortness of breath. The liver
may become enlarged and
cause jaundice; bones
become painful and brittle or
break easily.
PREVENTION OF
CANCER
➥ The following are
essential measures to help
prevent cancer:
1. Quit smoking and drinking
to significantly lower the risk
of several types of cancer,
most notably in the lung,
throat, mouth, and liver. The
earlier you quit, the better.
2. Stay in the shade and
protect yourself with a hat,
shirt, and sunscreen when
under the sun, to prevent skin
cancer.
3. Diet is an important part of
cancer prevention since what
we eat has been linked to the
disease. Follow
recommended diets that are
low in fat and rich in fresh
fruits and vegetables and
whole grains. A
➥ A systematic screening
will help detect small
irregularities or tumors as
early as possible even when
there are no clear symptoms
yet. Breast self-examination,
mammograms, testicular self-
examination, and Pap smears
are common screening
methods for various cancers.
CONCLUSION
➥ A person can only take
proper precautions regarding
communicable and non-
communicable diseases if
he/she is aware about them.
His/Her familiarity with the
said diseases will enable
him/her to adopt certain
lifestyle modifications, like
avoidance of alcoholic
beverages, to avoid diseases
and stay healthy as he/she
performs his/her various
functions in life.
Health is wealth and a
person's good health is
crucial to his/her being a
successful person who has
the opportunity to maximize
his/her potentials in order to
achieve all his/her goals in
life learn the rudiments of
first aid. A first aider may
encounter different problems
in the performance of his/her
duty. He/She must remember
that his/her decision and
active participation depend
on the circumstances that
cause the injury or the sudden
illness, the number of persons
involved, the immediate
environment, and the
availability of medical
assistance, emergency
equipment, and help from
others.
The first aider needs to adapt
to the situations at hand and
improvise as necessary
He/She should also know the
limits of his/her capabilities
and should apply minimal
effort to avoid further
damage or injury to the
victim. A good first aider
must have a strong desire to
help the victim. He/She
should act tactfully and make
quick and wise decisions
depending on the condition
of the injured person.