NSTP 1 Quiz Bee

LESSON I
NSTP-CWTS Curricular Program
A. Introduction
The Civic Welfare Training Service (CWTS) of the National Service Training Program (NSTP) lessons
include both lectures and practicum. The lectures will be usually held at the College Lecture Hall while the
practicum will be at the adopted target communities. This will include activities related to Community
Extension projects and Services.
Lesson I is an introductory lecture about the syllabus of NSTP Curricular Program for CWTS, Republic
Act No. 9163 of Congress of the Philippines; Implementing Rules and Regulations (IRR) of the NSTP Act of
2001; CWTS Network Flowchart and Guidelines for the Establishment of the National Service Reserve Corps
(NSRC).
The CWTS is one of the components of NSTP. It is offered for two (2) Semester as a three (3) units
subject, CWTS-1 and CWTS-2. This is a requirement for a baccalaureate degree for both male and female
students. The curricular program is designed to encourage the youth to contribute to the improvement of the
general welfare and the quality of Filipino life. The students are required to carry out projects and services
contributory to the general welfare and betterment of life of community people.
The students taking the CWTS are expected to learn and acquire the values and skills in Community
Organization and Development through Management and Social Mobilization. The training program aims to
develop and improve oneself as community leader and implementer of the Civic Welfare Programs and
Services as mandated by the National Service Training Program (NSTP) under the Republic Act No. 9163 and
the Implementing rules and Regulation (IRR) of the CHED, DND, and TESDA.
B. A PRIMER ON THE NATIONAL SERVICE TRAINING PROGRAM ACT OF 2001 OR NSTP
1. What is the National Service Training Program (NSTP) law?
Answer (A) – The National Service Training Program (NSTP) law or republic Act 9163 is a program aimed at
enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and
patriotism while undergoing training in any of its three (3) program components, specifically designed to
enhance the youth’s active contribution to the general welfare.
2. What are the program components of the NSTP?
- First is the “Reserve Officers’ Training Corps” (ROTC) which is designed to provide military training
to tertiary level, students in order to motivate, train, organize mobilize them for national defense
preparedness.
- Second is the “Literacy Training Service” (LTS) which is designed to train the students to teach literacy
and numeracy skills to children, out-of-school youth and other segments of society in need of their
services.
- Third is the “Civic Welfare Training Service”” (CWTS) which refers to activities contributory to the
general welfare and the betterment of life for the members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment, entrepreneurship,
safety, recreation and morel of the citizenry and other social welfare services.
3. Who shall take NSTP?

- All incoming freshmen students, male and female, enrolled in any baccalaureate and in at least two (2)
year technical-vocational or associate course, are required to complete one (1) NSTP component of their
choice, as a graduation requirement.
4. Who shall take the NSTP be implemented?
- The NSTP will be implemented starting school year 2002-2003.
5. How will the NSTP be taken up?
- Each of the NSTP components shall be undertaken for an academic period of two (2) semesters and be
credited for three (3) units per semester with fifty four (54) to ninety (90) training hours per semester.
6. What if I cannot take the NSTP during the regular semester?
- A one summer program in lieu of the two (2) semester program may be designed, formulated and
adopted by DND, CHED and TESDA, subject to the capability of the school and the AFP to handle the
same.
7. What if the NSTP component of my choice is not offered in my school?
- Schools that do not meet the required number of students in order to conduct a program component or
do not offer the component chosen by their students shall allow them to cross enroll to other schools,
irrespective of whether that school is under CHED or TESDA; and for the ROTC, whether they are
managed by different AFP Branches of Service.
8. Are currently enrolled students covered by the NSTP law?
- Male students currently but have not taken any program component of the previous Expanded ROTC
(E-ROTC)/ National Service Program (NSP) are covered by the NSTP.
9. Will a student who has completed all his academic requirements except ROTC be allowed to graduate?
- A student who has completed all his academic requirements except for ROTC will be allowed to
graduate provided that he is a certified candidate by the school on or before the effectively of the NSTP
which is March 23, 2002.
10. What if a male student has completed two semesters of the E-ROTC/NSP?
- He is deemed to have complied with the NSTP requirement.
11. What is a male student has only taken one (1) semester of basic ROTC or E-ROTC/NSTP?
- He shall take one more of any of the NSTP components to qualify for graduation.
12. What will become of NSTP graduates?
- Graduates of non-ROTC components shall belong to the National Service Reserve Corps (NSRC) which
could be tapped by the State for literacy and civic welfare activities. Graduates of the ROTC
components shall form part of the AFP Citizen Armed Force, subject to DND requirements.
13. How can a student continue to qualify for enlistment in the AFP reserve force?
- He/she may qualify for enlistment in the AFP reserve force as long as he/she completed the two (2)
semester of basic ROTC.
14. How much fee will be charged for an NSTP component?
- No fees shall be collected for any NSTP component except basic tuition fees which should not be more
than fifty (50%) percent of the charges of the school per academic unit.
15. Are there any student incentives for an NSTP component?
- The following incentives are to be provided to students when they take up NSTP:
a. A program of assistance/incentives for ROTC students from DND which will be in accordance with
existing laws and regulations and subject to the availability of funds.
b. School authorities concerned, CHED and TESDA shall ensure that health and accident group
insurances are provided to students enrolled in any of the NSTP components.
c. A special Scholarship Program for qualified NSTP students shall be administered by CHED and
TESDA subject to the availability of funds.
16. Who is responsible in supervising the NSTP students?
- School authorities shall exercise academic and administrative supervision over the design, formulation,
adoption and implementation of the different NSTP components in their respective schools.
- In the case of ROTC, the school authorities and DND shall exercise joint supervision over its
implementation.
17. What lead agencies will monitor the implementation of the NSTP?
- CHED regional offices, TESDA provincial and district offices and DND-AFP through major service
reserve commands and their ROTC units shall oversee and monitor the implementation of the NSTP
under their respective jurisdiction, to determine if the trainings conducted are in consonance with this
Act.
18. Is the NSTP available in all schools and universities?
- All higher and technical-vocational educational institutions will be offering at least one (1) of the NSTP
components while State universities and colleges will offer the ROTC component and at least one other
NSTP component. Private schools who have at least 350 student cadets will be offering the ROTC
component through its Department of Military and Tactics (DMST).
C. Guidelines for the establishment of the National Service Reserve Corps (NSRC)
A. Background:
Section 11 of RA 9163 or the National Service Training Program Act of 2001, specifically provides for
the creation of a National Reserve Corps (NSRC), Composed of graduates of the non-ROTC
Components: the Civil Welfare Training Service (CWTS) and Literacy Training Service (LTS).Member
of this Corps maybe tapped by the state for literacy and civic welfare activities, through the joint effort
of DND, CHED and TESDA.
B. 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 nation.
2. Functions
A. To assist in the disaster preparedness, mitigation , response and rehabilitation program

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;
G. To perform other similar endeavors
3. Composition
The NSRC shall be composed of the graduates of the Civic Welfare Training Service (CWTS) and Literacy
Training Service (LTS) components of the NSTP.
4. Organization
The NSRC is organized under the umbrella of the National Disaster Coordinating Council (NDCC). It shall
have a national, regional, provincial and city/municipal level of organization parallel to the Disaster
Coordinating Council (DCC) structures at all levels. The DCC centers shall serve as the headquarters of the
NSRC at respective level organization. Its National Center shall be based at the NDCC Disaster Preparedness
Center Camp General Emilio Aguinaldo, Quezon City. A Secretariat at all levels shall be organized and
composed of representative from CHED and TESDA.
5. Inter-Agency Relationship of the NSRC Concerned Agencies.
NDCC (DND-OCD) CHED and TESDA
RDCC (DND-OCD RC’s) CHEDRO’s and TESDA RO’s
PDCC/MDCC HEI’s and TESDA PO

CDCC/BDCC
TESDA Schools
RDCC – Regional Disaster Coordinating Council

PDCC – Provincial Disaster Coordinating Council
CDCC – City Disaster Coordinating Council
MDCC – Municipal Disaster Coordinating Council
BDCC – Barangay Disaster Coordinating Council
CHEDRO – CHED Regional Office
TESDA RO – TESDA Regional Office
HEI – Higher Educational Institution
6. Duties and Responsibilities
a. NDCC through DND:

a. Shall act as the lead agency in the administration, training, organization, development,
maintenance and utilization of the NSRC members,
b. Maintain an official master list of registered NSRC members,
c. Coordinate with concerned agencies for the efficient and proper administration, training,
organization, development, maintenance and utilization of NSRC members,
d. Conduct performance assessment of NSRC members mobilized for the purpose and furnish
the three (3) implementing agencies result thereof,
e. Formulate specific guidelines for the administration, training, organization, development,
maintenance and utilization of the NSRC
f. member, and NSRC and,
g. Do related work.
b. CHED/TESDA
Central Offices
a. Provide Secretariat services for the NSRC,

b. Prepare consolidated national master list of officially registered CWTS and LTS graduates
per school year;
c. Submit official national master list of registered NSRC members, with corresponding
centrally-determined serial number to NDCC through DND per school year.
d. Assist in the administration, training, organization, development, maintenance and utilization
of the NSRC members;
e. Coordinate with NDCC through DND regarding NSRC concerns and activities, and
f. Do related work.
Regional offices
a. Prepare consolidated Regional list of CWTS and LTS Graduates from HEIs and in the case
of TESDA from the Provincial Offices to the schools, for submission to CHED/TESDA
Central Offices;
b. Coordinate with RDCC (OCD RC’s) on matters relative to NSRC concerns;
c. Maintain a Directory of CWTS and LTS graduates for reference;
d. Prepare report as maybe required and
e. Do related work.
Higher Education Institution (HEIs), TESDA Provincial Offices and Schools.
a. Prepare and submit a certified master list with complete addresses and contact numbers of
CWTS and LTS graduates to respective Regional Offices. In case of TESDA, the same shall
be submitted through its provincial offices.
b. Provide information on CWTS and LTS graduates as maybe officially requested by the
authorized concern agencies.
c. Coordinate with PDCC/CDCC/MDCC/BDCC, as the case may be, on matters relative to
NSRC; and
d. Do related work.
NSRC Members
a. Report to the call of NSRC for training and respond immediately for utilization in cases of
disaster/calamities and other relevant socio-economic service concerns as the needs arise,
through its Centers (RDCC/PDCC/CDCC/MDCC/BDCC) nearest the member’s residence
and/or workplace at the time of the call, and
b. Register at the said Center and get instructions/briefing for specific duties and
responsibilities.
ANGELO T. REYES (SGD.) ESTER ALBANO-GARCIA (SGD.) ALCESTIS M. GUIANG (SGD.)

Secretary Chairperson Director General
Dept. of National Defense Commission of Higher Education Technical Education & Skills
Development Authority
D. Course Program
National Service Training Program (NSTP), Curricular Program for the Civic Welfare Service (CWTS).
I. 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 Filipino.
This will require the students to carry out projects and activities contributory to the general welfare and the
betterment of life of community members or the enhancement of its facilities, especially those devoted to
improving health, education, safety, livelihood, environment, entrepreneurship, recreation, morals of the
citizenry, and other social welfare services.
The CWTS Curricular Program consist of lectures and participatory discussions and team building and bonding
activities designed to highlight values and skills, especially that of the teamwork, leadership, communication
and risk taking in the context of Community Organization and Development; Management and Social
Mobilization.
II. Program Implementation:
a. Coverage:
All incoming freshmen students, male or female, starting school year (SY) 2018-2019, enrolled in
baccalaureate are required to complete one (1) NSTP component of their choice, as a graduation
requirement.
b. Duration and Equivalent Course Unit:
CWTS as components of NSTP shall be undertaken for two (2) semesters program, credited three (3)
units per semester, for fifty-four (54) to ninety (90) training hours per semester/ or one (1) summer
program in lieu to the two (2) semester program.
III. Course Outline:
a. Objectives:
At the end of the course, the students should be able to:
1. Internalize virtues as the foundation, and how it applies on an individual, team, and institutional
levels vis-a-vis national development in the context of the 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 CWS projects and activities; and
5. Generate an individual output on the CWTS experience, focusing on the core values learned.
Students must present their individual output either written or visual form.
b. Program of Instruction
Requirements: There are five basic requirements for the CWTS-1
1. Presentation/discussion/team building activities

2. Project Consultations with Accreditation Agencies
3. Project Implementation and Presentation
4. Recitations, Assignments, Major Examinations and Quizzes
5. Participation in Community Outreach Extension Projects/Activities/Services
NSTP-CWTS PROGRAM DESIGN
NSTP -CWTS
V - M- G
CWTS (I) CWTS ( II )
E Program Implementation Designs E

V F V F
A e A e
L e Teaching / Learning Strategies L e
U d U d
A b A b
T a Action Learning Options T a
I c (Participatory Approaches) I c
O k O k
N N
Lecturettes/ Experiential Field Trip/ Project-Based Action

Lecture Forum Learning Survey Learning Research
School / Community Civic Welfare

Services Implementations
Program Assessment
UNIT 2
Unit 2
Self-Awareness and Values Development
Lesson II
 Self-Awareness and Self-Management
Lesson III
 Human Person and Values Development

LESSON II
SELF AWARENESS AND SELF-MANAGEMENT
A. Self- Awareness is defined as an awareness of one’s own personality or individuality. Self is sometimes
referred to yourself, myself, himself/herself, oneself and your own self. This is referred to a person in a prime
condition, as entire person or individual. Awareness is referred to having or showing realization, participation,
commitment and knowledge for one’s values development.
1.0 Dare to Dream, Dare to Be!
 Beethoven was totally deaf, yet he produced musical masterpiece

 Milton was blind, poor and sick, yet he wrote Paradise Lost and Paradise Regained
 Abraham Lincoln failed several times in his political career, before he was elected to become one of the
greatest US Presidents.
 Burt Reynolds washed dishes for a living before he became an actor
 Helen Keller overcame her handicap to become an inspiration to both the blind and the seeing.
1.1 You as You
“Nosce te ipsum” is Latin for “Know thyself”

Let’s begin to know yourself, since the essential formula for achievement is self-analysis,
1.1.1 Know different between your biological or inherited traits and your environment or
acquired traits.
1.1.2 Self-Awareness: an awareness of one’s own personality or individually
 Self – Oneself/himself/myself
- Belonging to oneself-own
- A person in prime condition
- Entire person as an individual
 Awareness – having or showing realization, perception or knowledge
 Be your own best friend and believe in yourself, so that you can become the person you want to be.
 You are you and what you think. You are unique in your own way. Only you can control your destiny
and make a difference in your life.
1.2 You as a Filipino
 Being aware of and remaining constantly on guard against the Filipino tendency toward
negativism, you can eventually propel yourself into positivism.
 Use your “lakas at tibay ng loob” (courage and strength) to move away from the fatalistic
“gulong ng palad” (wheel of fortune) and “bahala na” (come what may) attitude.
 Begin by getting involve with your own life. Makialam ka sa buhay mo! Cooperate, makisama
ka by first initiating a change in yourself.
 Begin without expecting instant miracles you’ve got only one real friend and one worst enemy
and that is yourself.
 Believe in your abilities and work unyielding to reach your objective.
1.3 You and Your Faith

Filipino worship is directed towards God as a father-figure who takes care of all “Bahala na ang
Diyos”. Signifying that divine Providence is responsible for our destinies. Thus, whenever problems
confront us, they tend to turn against God and blame Him for all the misfortune.
1.4 Your “Self-Help” Concepts
You may or may not be aware of the “self-help” or self-improvement teachings but if you want
to be more successful, you should:
Believe in Yourself
Keep your Priorities Straight
Take Responsibility for Yourself
Create Your Own Future
Focus Your Own Future
Learn On What You Want
Learn To Visualize the Outcome of your Goals
Never Let Anyone Control Your Destiny for You
Be Creative
Think Big
Control Stress
Be Aggressive and Assertive
Think Positively
Chart Your Own Course
Set Specific Goals and Review Them Often
Spend Some Time Each Day Improving Your Mind
Review Your Results and Re-adjust As Necessary
Be Tolerant
Do Everything with Love
Don’t Hate
Have Courage
Recognize that most of what we believe about life is an Illusion
Be Honest
Work Hard
Believe Money Is Good and It Will Come To You
And so on, and on, and on.
1.5 A Self-Mad Wall of Negative Self-Talk
Here are a few examples of frequently used negative self-talk. As you read them, see if you
know someone who says something similar, or you have said something like any of this yourself:
I can’t remember names

It’s going to be another one of those days!
It’s just no use
I just know it won’t work!
Nothing ever goes right for me
That’s just my luck
I’m so clumsy
I don’t have the talent
I’m just not creative
Everything I eat goes right to my waist
I can’t seem to get organized
Today just isn’t my day
I can never afford the things i want
I already know i won’t like it
No matter what i do, i can’t seem to lose weight
I never have enough time
I just don’t have the patience for that
That really makes me mad
Another Blue Monday!
When will I ever learn!
I get sick just thinking about it
Knowledge
Myself Own self
SELF
Realization
Perception
Awareness
Him/Her self
Oneself
Commitment
1.0 Behavior
The step that most directly controls our success or failures is our behavior – what we do or do not do.
Behavior means our actions. How we act, what we do, each moment of each day will determine
whether or not we will be successful that moment or that day in everything that we do.
2.0 Feelings
Every action we take is first filtered through our feelings. How we feel about something will always
determine or affect what we do and how will we do it. If we feel good or positive about something we will
behave more positively about it. Our feelings will directly influence our actions; your feelings are created,
controlled, determined, or influenced by your attitudes.
3.0 Attitudes
Your attitude are the perspective from which your view life. Some people seem to have a good attitude
about most things. Some seem to have a bad attitude about everything. But when you look closer, you find that
most of us have a combination of attitude, some good, some not good.
Our attitudes play a very important part in helping us become successful. A good attitude are created,
controlled or influenced entirely by our beliefs.
4.0 Beliefs
What we believe about everything will determine our attitudes about it, create our feelings, direct our
actions, and help us to do well or poorly, succeed or fail. The belief that we have about anything is so powerful
that it can even make something appear to be something different than what is really is! “Belief” does not
require that something be the way we see it to be. It only requires us to believe that it is. Belief does not
require something to be true. It only requires us to believe that it’s true!
5.0 Programming
We believe that we are programmed to believe. Our conditioning from the day we were born has
created; reinforced and nearly permanently cemented most of what we believe about ourselves and what we
believe about most of what goes on around us. Whether the programming was right or wrong, true or false, the
result of it is what we believe. It is our programming that sets up our belief, and the chain reaction begins.
What we believe determines our attitudes, affects our behavior, and determines our success or failure:
 Programming creates beliefs

 Beliefs create attitudes
 Attitudes create feelings
 Feelings determine actions
 Actions create results
B. The Levels of Self-Talk
Self-Talk is a way to override our past negative programming by erasing or replacing it with conscious, positive
new directions, it is a practical way to live s by active intent rather than by passive acceptance.
Self-talk gives each of us a way change what we would like to change, even if we haven’t been able to do so in
the past. There are five levels of Self-Talk.
1.0 Level I Self-Talk – The Level of Negative Acceptance

(“I Can’t...”)
The level of negative acceptance is the lowest, least beneficial level and the most harmful level of self-
talk. It is a self-talk by which you say something bad or negative about yourself, and you accept it. It is
characterized by words, “I can’t...” or “if only I could...”. It is our way of telling ourselves to hesitate,
question or capabilities, and accept less than we know we could have done, had we only given ourselves
a try.
2.0 Level II Self-Talk – The Level of Recognition, and Need to Change

(“I need to...I should...”)
This level is beguiling. On the surface it looks as though it should work for us. But instead, it works
against us. In this level we are starting to ourselves and to others our recognition of our need to change.
It is characterized by works such as “I need to...” or “I ought to...” or “I would...”
3.0 Level III Self-Talk – The Level of Decision to Change

(“I never...I no longer...”)
Level III Self-talk is the first level of self-talk that work for you instead of against you. In this level you
recognize the need to change, but also you make the decision to do something about it – and you state
the decision in the “present tense” – as though the change has already taken place. It is characterized by
the words, “I never...”, or” I no longer...”.
4.0 Level IV Self-Talk – The Level of the Better You

(“I am...”)
This is the most effective kind of Self-Talk we can ever use. This has been used the least and is needed
most. It is at this level that you are painting a completed new picture of yourself, the way you really
wanted to be, handling it to your subconscious, and saying, “This is me I want you to create!
5.0 Level V Self-Talk – The level of Universal Affirmation

(“It is...”)
This level of self-talk has been spoken for thousands of years. It is as old as the ancient religions which
inspired it. It is the self-talk of “Oneness” with God. This level speaks of a unity of spirit, a divine and
timeless cosmic affinity which transcends all worldly things and gives meaning to our being. This is the
self-talk for seekers, still living among mankind, but anxious to find greater reward. It is characterized
by the words, “it is...”. It sounds like this: “I am one of the universe and it is one with me. I am fit,
within it, and exist as a shining spark in a firmament of divine goodness”.
LESSON IV
LEADERS AND LEADERSHIP
A. Leader & Leadership Defined:
1.0 Leadership is the art of influencing people to get the necessary support and cooperation in community
affairs to maintain solidarity among people. It is the ability to influence others towards desired goals. It
also means “doing the right things”.
2.0 Leader is the one who helps/facilitate communities of people take risks and envision a better future
ahead along a path to accomplish their goal. Leaders are necessary to make decisions, to direct
community activities and to speak for the community both in relation to its internal organization and its
outside relationships.
3.0 Leader has followers. As Peter Drucker point out, a leader is someone who has followers. Even poor
leaders have followers, but usually not for long. That’s because the goal of leadership is to get results.
B. Virtues as Foundation of Leadership
1.0 Virtues is defined as conformity to a standard of right, morality. It is a beneficial quality or power of a
thing and a commendable quality/trait or habit.
2.0 The following virtues are considered the foundation of leadership:
1. Prudence - The habit which enables man to direct his actions to human life’s goals of
knowing the right thing to do and apply it.
2. Justice - the habit of giving each one his due with constant and perpetual will; gives
stability which man needs to work without fear and anxiety in search for
happiness.
3. Fortitude - the habit of overcoming the difficulties and pressure of life in the pursuit of
good.
4. Temperance - The habit of bringing the desires and natural inclination of man under the
control of reason.
5. Industry - the habit of working hard and working

under pressure.
6. Loyalty - the habit of remaining true to your friends and to your principles (goals) insure
of difficulties.
7. Responsibility - the habit of being accountable for one’s actions, duties, obligations; readiness to
answer to the consequences of our actions.
8. Cheerfulness - the habit of being optimistic, positive, always seeing the bright side of things.
9. Generosity - the habit of sharing the good that one has with other people; thinking first of the
people around him and looking for ways he can help and serve them.
10. Magnanimity - the habit of having great ideas and ambitions of doing good; being concerned
with doing great deeds of service to others by devoting his life to serve his
country or to help people.
C. Trait of Leadership
1. True Leadership is the art of changing a group from what it is onto what it ought to be.
2. Leadership is the ability to recognize a problem before it becomes an emergency.
3. The climax of leadership is to know when to do what.
4. Leadership and learning are indispensable to each other.
5. Leadership is learning to give whether you get anything or not! If you ever give something to get
something, you’re not giving in the true sense of the word, you’re trading!
6. Leadership is the other side of the coin of loneliness, and he who is a leader must always act alone.
And acting alone, accept everything alone.
7. Leadership is the ability to handle uncertainty.
8. What is “it”? The aspect of leadership concerned with outward appearance. Looking, dressing and
talking like a leader.
9. Leadership has nothing to do with ordering people around or directing them every move.
D. Qualities of a Good Leader
 Good leaders enable people to feel and become empowered

 Good leaders inspire values of caring. In such a caring community, each person has a meaning
 Good pleaders ensure that learning and competence matter
 Good leader, particularly those in administration, create an atmosphere where work is stimulating,
challenging and fun.
 Good leaders help people feel a sense of unity
 Good leaders help members develop a sense of security and trust in the leader but also in one another
 A good leader displays reliability and has integrity
 The best leaders use thinking to help members develop a set of intentions, outcomes, goals and
directions.
E. Characteristics of a Leader (taken from the Agile Manager’s Guide to Leadership by W. Wadsworth)
Even if leaders have no common traits, they share characteristics that, in total, define their work. Leaders:
 Have the will to lead rather than manage;

 Maintain high morale among their people;
 Inspire commitment and teamwork;
 Display, at times energy, passion and enthusiasm;
 Are focused and able to focus those they lead;
 Take prudent risks;
 Are honest with themselves;
 Carry on despite setbacks;
 No their field and job and great depth;
 Work to instil values in their people;
 Orient themselves toward the customer;
 Take a long term perspective;
 Invite input;
 Tolerate mistakes;
 Set standards and objectives;
 Remain calm under fire;
 Ensure people have resources to do the job;
 Believe in themselves and their people;
 Initiate change rather than react to it;
 Take responsibility;
 Aren’t afraid to work side by side with good, ambitious people;
 Envision a better future;
 Don’t blame others;
 Have a “buck stops here” attitude;
 Want to win;
 Are curious and flexible;
 Test assumptions constantly;
 Don’t over control;
 Gives subordinates leeway to act;
 Tolerate, if not invite, dissent;
 Believe they can affect the world for the better;
 See opportunity in challenges;
 Make instinctive decisions based on experience;
 Take time to teach people their point of view.
No one will display all this characteristics. But good leaders seem to display most of them at one time or
another.
F. Leadership Styles
1.0 AUTHORITARIAN LEADERSHIP (Survival)
Leader makes decision and announces it,

 A leader announces his decision with no feeling of responsibility or accountability to share the reasons.
Leader present decision but “Sells it to Members”.

 Leader announces his decision and shares the reason behind it, which were prepared in advance.
Leader present decision & invited question of clarification

 Leader announces his decision, but responds on an impromptu basis with a rationale based on the
questions of clarification from the members. (Dialogue with no willingness to change decisions.)
2.0 CONSULTATIVE LEADERSHIP (Security)
Leader presents tentative decision subject to change.

 Leader announces his “tentative” decisions and announces that he is open to questions of clarification
and discussion. (Dialogue with willingness to change decision if necessary)
Leader present situation, gets input, make decision.

 Leader identifies situation or problem and moves into a facilitating rule to surface assumptions and
suggestions, then move out of facilitating role and makes a decision.
Leader calls on members to make decision, but holds on veto.

 Leader call on group to identify situation and limitations, explore and make decision contingent on
leader’s veto power.
3.0 ENABLING LEADERSHIP (Participation)
Leader defines limit, calls on members to make decision.

 Leader shares any “givens” (e.g. funds available, time parameter, etc) and facilitate a decision by
members on basis of limitations.
Leader calls on members to identify limits, explore situation, make decision.
 Leader maintains a facilitating role allowing members to identify situation or problem, identify limits,
explore and make decisions.
LESSON IX
DISASTER MANAGEMENT: PREPAREDNESS, FIRST AID AND EMERGENCY SAFETY

MEASURES
A. Disaster Preparation and Response
1. Prepare for Earthquakes, Fires, Hurricanes and Tornadoes:
1.1 Learn how to shut off your gas, water and electricity
1.2 Secure shelves and heavy objects that could cause injury
1.3 Keep an emergency kit stocked with supplies for at least 3 days (replace supplies regularly)
 Two to four quarts of water per person per day

 First aid kit
 Packaged/canned non-perishable food and can opener
 Blankets/sleeping bags
 Plastic bags to store waste
 Small radio with batteries
1.4 Renew prescriptions for essential medications so that you always have a 7-10 days supply on hand.
1.5 Have a family plan on what to do if you can’t go home.
2. During a Natural Disaster:
2.1 Stay calm. Check for and treat injuries

2.2 Check for gas or water leaks and fires. If you suspect a gas leak, turn off the gas
2.3 Listen to the emergency broadcast system
3. Practicing General Common Safety and Health Regulations
3.1 Fire Drill/Escape Plan
a. Plan with everyone an escape route from each room in the house.
b. Plan an alternate escape mute from each room in case one route is blocked by fire.
c. Avoid using interior stairwells and open hall for escape route, as fire and smoke collects in
these areas.
d. Have each member of the household practice rolling out of bed, and the crawling along the
escape route.
e. Practice everyone to feel for the door handle if it is hot, if so, then try to use another route.
f. Keep a working flashlight in all rooms. Fire is pitch black, and a flashlight could make a
difference in your escape
g. Make sure everyone practices opening all doors, windows and screens in all escape routes.
h. Stress the importance of closing all the doors behind them as anyone leaves the home
i. Determine how the client especially small children, the elderly or disabled person, will escape
and how they are to be assisted. Practice this procedure dozens of times.
j. Anyone who will call the fire department should call upon getting out of the building
k. Establish a crucial meeting place, such as under a lamppost, the front lawn, and stay there.
Never go back inside a burning building.
l. Check to see if it’s safe to escape via a window, if it is too high, place a retractable folding
ladder on certain widows
m. Practice stuffing cloth around door jambs to keep smoke in case someone is trapped in a
room.
3.2 CWTS’ role in children’s fire safety
a. Practice a fire drill, seriously yet in an entertaining way, every three months with the children
b. Keep all matches out of reach of children, and teach them to tell you if they find some.
c. Instruct the children to call for help if they see even a small fire.
d. Children have to be taught not to hide when they see a fire. Instead they should shout “fire”
as loud and as long as they can possibly can.
e. Teach children the dangers of fire, never assume that they know already
f. Teach by example, always be careful in handling fires
3.1 CWTS role in the elderly/disabled person’s fire safety
a. Practice together a fire drill every three months.
b. Help the older person to develop confidence to be able to open and climb out of the window.
c. Be prepared to drag them if necessary with a blanket.
d. Practice as well, using wet cloths, pressed over the nose and mouth to keep from breathing
smoke, and blocking smoke with cloth from seeping it through the door, and how to signal to
other people outside the house, and how to call 911 if needed.
e. Place the essential things on the bedside table such as whistles, eyeglasses, flashlight, and
telephones, canes and walkers. Always minimize obstacles along the path of escape.
Encourage them to use ground floor rooms facing the street.
f. Keep at least three feet of clear space around space heaters; never use them to dry clothes.
g. Check electric blankets every three months.
h. Never add anything over an electric blanket as this could cause them to overheat.
i. Fireplaces should have guards, and the fire should be cut before you sleep.
j. For smoking clients, provide large ashtrays for them, separate the ashes from the regular
trash, and double check the area where the smoker was for anything smoldering.
4. Home Common Safety and Health Regulations
4.1 Garden
 Always lock up sheds and garages where you keep garden chemicals and dangerous tools. Don’t
leave gardening tools lying absent
 Make sure you don’t have any poisonous plants
 Teach your child not to eat any plants or berries from the garden
 Cover garden pools and rainwater butts securely or get rid of them
 Never leave buckets of water around
 Supervise water play all the time
 Fit a childproof catch to the garden gate
 Make sure that children don’t play with cats and dogs excrement. Keep sandpits covered
 Always use a pram net to protect your baby from insects
4.2 Bathroom
 Keep all medicines, cosmetics, household cleaner and razor blades well out of reach, preferably
in a cupboard with a childproof lock
 Run the bath before the child gets in and check that the water is not too hot. Never leave your
child unattended in the bath as she could drown in even a few centimeters of water. Never use a
portable electric fire in the bathroom. Adjust the thermostat so the water is never dangerously
hot.
 Keep the lavatory seat down.
4.3 Living Room

 Keep all breakable objects out of reach
 Use cable clips to secure training flexes
 Disconnect your television when not in use
 Don’t put hot drinks on table and keep alcoholic drinks out of child reach
 Never hold or pass hot drinks over your baby
 Make sure that rugs cannot slip under your feet. Use non-slip floor polish
 Make sure shelves and bookcases are secure and can’t be pulled over
4.4 Hallways and Stairs

 Keep hallways lit. Never leave toys lying around where you could trip over them.
 Check that banisters are secure and that a small child can’t get between the rails.
 Always use a safety gate on the stairs and make sure that the gate at the top is closed at night
once a young child can get out of bed unaided.
 Don’t let your child walk around carrying things like scissors or sharp pencils in case she falls on
them.
4.5 Bedroom
 Don’t leave cosmetics, perfumes, breakables, and nail scissors and so on within a child’s reach.
 Make sure the wardrobe doors can be opened from the inside in case your child gets shut in.
Make sure cupboards are not top-heavy and can’t be pulled over.
 Don’t leave an electric blanket on if the child is alone in the room.
 Disconnect and put away electrical equipment such as hairdryers when not in use.
4.6 Children’s Room

 Make sure that all equipment is stable and toys are safe
 Store any toys for older children which contains tiny pieces out of reach of children
 Never use a pillow for a baby under one year old
 Never put your child to sleep with a bib on, or a garment with drawstrings around the neck
 Remove hot water before you put your baby to bed
4.7 Kitchen
 When possible, keep your child out of the kitchen
 Keep all bleach cleaners and detergents well out of reach preferably in a locked cupboard.
 Turn all saucepan handles inwards and fit a hob guard. Don’t let your child play with the knobs
 Never leave a chip pan unattended
 Make sure your child is sitting at the table or harnessed in her high chair before you save lot or
food
 Always disconnect electrical appliances when not in use
 Avoid highly polished floors and loose mat or rugs
 Don’t use long tablecloths that a child can pull
 Never leave an iron or bottle where a child can pull down.
B. First Aid and Emergencies Measures
1. Rescue Breathing and CPR (Cardiopulmonary Resuscitation)
Improper CPR or CPR performed on a person whose heart is still beating can cause serious injury.
Never perform CPR unless:
 Breathing has stopped
 There is no heartbeat
 No one with training in CPR is present
For basic life support, think ABC: Airway, Breathing and Circulation in this order. Establish an
open airway to start breathing, and give breathing before you can begin the chest compressions
needed if the victim’s heart has stopped.
Step 1: Check for Consciousness
Grasp the victim by the shoulder and shout “Are you okay?” If he does not respond, roll him onto
his back, unless there is a possible spinal injury, if he may suffered a spinal injury, gently roll the
head, neck and shoulders as a unit until he is on his back. If the victim does not respond, call for
help.
 Children age 8 and under: Give one full minute of rescue breathing (and CPR if there is no
pulse)
Step 2: Open the Airway
Check for breathing. Look to see if the victim’s chest and abdomen are moving. Listen and feel for
moving out of the mouth. If the victim in not breathing, open the airway:
 Turn the head to one side and clear any foreign material from the mouth with your fingers
 Place one hand of the victim’s forehand and tilt the head back gently
 Place the fingers on your hand under the chin and lift to pull it forward
 Sometimes, just opening the airway will allow the victim to breathe. Keep the airway open
and look and feel for signs of breathing. If the victim does not start breathing, begin rescue
breathing immediately.
Step 3: Begin Rescue Breathing

 Pinch the victim’s nostrils shut with your thumb and forefinger, with your hand continue
tilting the chin forward to keep the airway open
 Take a deep breath and place your mouth over the victim’s, making a tight seal.
For an infant: Place your mouth over the mouth and nose
 Slowly blow air in until the victim’s chest rises. Take 1 ½ to 2 seconds to give each breath.
Remove your mouth from the victim’s and take a deep breath between rescue breaths. Allow
the victim’s chest to fall and feel the air escape.
 Give 2 full breaths, and then check for circulation.
Step 4: Check for circulation

Locate the carotid artery in the neck
Find the voice box or Adam’s apple. Slide the tips of your index and middle fingers into the groove
beside it
Feel for a pulse for 5 to 10 seconds
If there is no pulse: Begin chest compression. See Step 5
If there is no pulse: Continue rescue breathing only until help arrives or victim starts to breathe on
his own. If he begins breathing again, he still needs to be seen by a health professional.
Give rescue breaths:

 Adult (age 9 and older): 1 breath every 5 seconds
 Children age 1 to 8: 1 breath every 4 seconds
 Infant under 1 year: 1 breath every 3 seconds
Step 5: Chest Compressions
 For Adults: Kneel next to the victim. Use your fingers to locate the end of the breast bone
(sternum), when the ribs come together. Place 2 fingers at the tip of the breastbone. Place
the heel of the hand directly above your finger.
 Place your other hand on top of the one that is in position. Do not allow your fingers to
touch the chest as that may damage the ribs.
 Straighten your arms, lock your elbows, and center your shoulders directly over your hand.
 Press down in a steady rhythm, using your body weight and keeping your arms locked. The
force from each thrust should go straight down into the sternum, compressing it 1 ½ to 2
inches. It may help to count “one and two and three and four...” up to 15 compressions.
Give one downward thrust each time you say a number, lift your weight. But not your hand,
open the victim’s chest on the upstock.
 After 15 compressions, quickly do the head tilt/chin lift, and give 2 full, slow breaths, taking
one breath in between.
 For a child: Using the heel of one hand, press with less force, compressing the sternum 1 to 1
½ inches.
 For an infant: Place 2 fingers on the sternum, about one finger width below an imaginary line
connecting the nipples. Press with gentle force, compressing the sternum about ½ inches.
 For children: Give 5 chest compression, then breath. Repeat 4 times and check the pulse
again. If there is still no pulse, continue rescue breathing and chest compressions until help
arrives or until the victim’s pulse and breathing are restored.
CPR READY REFERENCE*
ADULTS CHILDREN INFANTS
If the victim has a pulse,

give one rescue breath
5 seconds 4 seconds 3 seconds
every
If the victim has no pulse, Trace ribs into notch,

locate the chest place 2 fingers on One finger width
Same as adult
compression landmark sternum below nipple line
2 hands stacked; heel Heel of 1 hand on 2 or 3 fingers on

Do chest compression
of one hand on sternum sternum sternum
Rate of compression per

80 to 100 80 to 100 At least 100
minute
Compression Depth 1 ½ to 2” 1 to 1 ½” ½ to 1”
Ration of Compression to
breaths
1 rescuer 15:2 5:1 5:1
2 rescuer 5:1 5:1 5:1
*Guideline from the American Heart Association
2. Practice Session: Rescue Breathing (Adult)
The Rescue Breathing practice session is the first of the three practice sessions. During this practice
session, you will first practice on a partner. If possible, a third person should read the skill checklist
as you practice.
* Remember: When you practice on a partner, do not make mouth-to-mouth contact or give
actual rescue breaths.
When you practice on a mannequin, you will practice all the steps and will give actual breaths.
Make sure that the mannequin’s face and mouth are cleaned with disinfecting solution before each
person starts practicing on the mannequin
3. Skill Sheet
You find a person lying on the ground, not moving. You should survey the scene to see if it is safe,
and to get some idea of what happened. Then begin doing a primary survey by checking the ABC’s
* Remember: When using a real person as a victim, do not make mouth-to-mouth contact or
give rescue breaths.
Partner Check Instructor Check

Check for Unresponsiveness
Tap or gently shake victim. Rescuer shouts “Are you ok?

Partner/Instructor says “unconscious”
Position the Victim
Roll victim onto back, necessary kneel facing victim,

midway between victim’s hips and shoulders
Straighten victim’s legs, if necessary, and move arm closest

to you above victim’s head.
Lean over victim, and place one hand on victim’s shoulder

and other hand on victim’s hip
Roll victim toward you as single unit; as you roll, move

your hand from shoulder to support back of head and neck.
Place victim’s arm nearest you alongside victim’s body.

Open the Airway: Use head-tilt/chin-lift method
Place one hand on victim’s forehead

-place one hand of other hand under bony part of lower jaw
near chin
-tilt head and lift jaw – avoid closing victim’s mouth
Check or Breathlessness
- Maintain open airway

- Place your ear over victim’s mouth and nose
- Look at ches6t, listen and feel for breathing for 3 to 5
second
Partner/Instructor says “No breathing”

Rescuer repeats “No breathing”
Give 2 Full Breaths

- Pinch nose shut
- Open your mouth wide, take a deep breath, and make a
tight seal around outside of victim’s mouth
- Give 2 full breaths at the rate of 1 to 1 1’2 seconds per
breath
- Observe the chest rise and fall; listen and feel for escaping
air
Check for Pulse
- Maintain head tilt with one hand on forehead

- Locate Adam’s apple with middle and index fingers of
hand closest to victim’s feet
- Feel for carotid pulse for 5 to 10 seconds
Partner/Instructor says “No breathing, but there is a pulse”
Rescuer repeats “No breathing, but there is a pulse”
Phone the EMS System for Help
- Tell someone to call for an ambulance
Rescuer says “No breathing, has a pulse, call

___________.” (Local emergency number or operator)
Now begin Rescue Breathing

- Pinch nose shut
- Open your mouth wide, take a deep breath, and make a
tight seal around outside of victim’s mouth
- Give 1 breath every 5 seconds at the rate of 1 to 1 ½
seconds per breath
- Observe chest rise and fall; listen and feel for escaping air
and the return of breathing
Continue for 1 minute – about 12 breaths

Recheck Pulse
- Tilt head
- locate carotid pulse and feel for 5 seconds
Partner/Instructor says “Has pulse”

Rescuer repeats “Has pulse”
-Next look, listen and feel for breathing for 3 to 5 seconds

Rescuer repeats “No breathing”
Continue Rescue Breathing

- Give 1 breath every 5 seconds at the rate of 1 to 1 ½
seconds per breath
- Recheck pulse every minute
What to do Next
While the rescuer is rechecking pulse and breathing, the

partner should read one of the following statements:
1. Victim is breathing but still unconscious

2. Victim has a pulse but is not breathing
Based on this information, the rescuer should make a

decision about what to do next, and continue giving the right
care
Final Instructor Check ___________________________________________________

4. More about Rescue Breathing
4.1 Air in the Stomach
Sometimes during rescue breathing, the rescuer may breathe air into the victim’s stomach. Air in the
stomach can cause serious problem. It can cause the victim to vomit. When an unconscious person
vomits, the stomach contents may go into the lungs. That can lead to death.
Air can enter the stomach in three (3) ways:
 When the rescuer keeps breathing into the victim after the chest has risen. This causes extra
air to fill the stomach.
 When the rescuer has not tilted the victim’s head back far enough to open the airway
completely and must breathe at greater pressure to fill the victim’s lungs.
 When the rescue breaths are given too quickly. Quick breaths are given with higher pressure,
which causes air to enter the stomach.
To avoid forcing air into the stomach, make sure you keep the victim’s head tilted all the way back.
Breathe into the victim only enough to make the chest rise. Don’t give breath too quickly; pause
between breaths long enough to let the victim’s lungs empty and for you to get another breath.
If you notice that the victim’s stomach has begun to bulge, make sure that the head is tilted back far
enough and make sure you are not breathing into the victim too hard or too fast.
4.2 Vomiting
Sometimes while you are helping an unconscious victim, the victim may vomit. If this happens, turn
the victim’s head and body to the side, quickly wipe the material out of the victim’s mouth and
continue where you left off.
5. Practice Session: First Aid for Choking (Complete Airway Obstruction)
The first Aid for Choking practice session is the second of the three practice sessions. During this
session, you will practice on a partner, and then you will practice on a mannequin. Before you start
practicing, carefully read the following directions and the skill sheet checklist on pages 64 to 66 in
this sourcebook.
In this practice session you will learn two separate skills: first aid for a conscious adult with
complete airway obstruction, and first aid for an unconscious adult with complete airway
obstruction.
First Aid for Complete Airway Obstruction

(Conscious Adult)
You will practice this skill on a partner. If possible, a third person should read the skill checklist as
you practice.
* Remember: When practicing abdominal thrusts on a partner, do not give actual abdominal
thrusts
First aid for Complete Airway Obstruction

(Unconscious Adult)
You will practice this skill with one of your family member. Do not perform finger sweeps on a
person. Do not touch the person’s lips or inside the mouth with your fingers
6. Practice Session: First Aid for Complete Airway Obstruction (Conscious Adult)
Skill Sheet
* Remember: When practicing abdominal thrusts on a partner, do not give actual abdominal
thrusts.
Determine if Victim is Choking
- Rescuer asks “Are you choking”
Partner/Instructor says “Victim cannot cough,

speak, or breathe”
Rescuer shouts “Help!”
Perform Abdominal Thrust
- Stand behind victim

-Wrap arms around victim’s waist
-Make a fist with one hand and place thumb
side of fist against middle of victims abdomen
just above navel and well below lower tip of
breastbone
- grasp your fist with your other hand
-Keeping elbows out, press fist into victims
abdomen with a quick upward thrust
-Each thrust should be a separate and distinct
attempt to dislodge the object
- Repeat thrust until obstruction is cleared or
victim becomes unconscious
Final Instructor Check_______________________________________________
7. Practice Session: First Aid Complete Airway Obstruction (Unconscious Adult)
Skill Sheet
You find a person lying on the ground, not moving. You should survey the scene to see if it is safe and
to get some idea of what happened. Then begin doing a primary survey by checking the ABC’s.
* Remember: Do not perform finger sweeps on a mannequin. Do not touch the mannequin’s lips or
inside the mouth with your finger.

Check for Unresponsiveness
Tap or gently shake victim

Rescuer shouts “are you ok?”
Partner/Instructor says “Unconscious”

Rescuer repeats “Unconscious”
Rescuer shouts “Help!”
Position the Victim
- Roll victim onto back, if necessary kneel facing

victim, midway between victim’s hips and
shoulders
- Straighten victim’s legs, if necessary, and move
arm closest to you above the victim’s head.
- Lean over victim, and place one hand on victim’s
shoulder and other hand on victim’s hip
- roll victim toward you as a single unit; as you roll
victim, move your hand from shoulder to support
back of head and neck
-Place victim’s arm nearest you alongside victim’s
body
Open the Airway: Use head tilt/chin-lift method
Place one hand on victim’s forehead

- Place finger of other hand under bony part of
lower jaw near chin
-Tilt head and lift jaw-avoid closing victim’s mouth
Check for Breathlessness
- Place your ear over victim’s mouth and nose
- Look at chest, listen and feel for breathing for 3 to
5 seconds
C. Other Important Community First Aid Safety Measures
First Aid is the immediate and temporary care given to a victim of an accident or sudden illness until the service
if physician can be obtained. Proper first aid reduces suffering and makes the physician’s task easier when he
assumes the care of the patient. The responsibilities of the first aider stop when the Physician’s begin.
1. Animal Bites
When bitten by an animal, most people want to know if they need a rabies shot. The main wild animal carriers
of rabies are bats, mice and foxes, etc. Pet dogs and cats that have been vaccinated rarely have rabies.
However, stray animals are often not vaccinated. Rabies is quite rare, but is fatal if not treated. The treatment
is no more painful than a typical injection.
Bites that break skin often cause bacterial infections. Cat and human bites are particularly prone to infection.
Tetanus can occur if shot are not up to date.
Prevention:
 Vaccinate all pets against rabies

 Do not keep wild animals as pets
 Do not disturb wild animals while they are eating, even your family pets
 Do not play with stray dogs and cats
 Do not touch wild animals or provoke them to attack
 Do not handle sick or injured animals
Home Treatment:
 Scrub the bite immediately with soap and water. Treat it as a puncture wound.
 If you are bitten by a pet dog or cat, find out whether it has been vaccinated for rabies.
 A healthy pet that has bitten someone should be confined and watched for 10 days to see if it developed
symptoms of rabies. Contact the local Health Department for proper animal observation.
 If you are bitten by wild animal, contact health department to determine whether the treatment is needed.
2. Burns
Burns are classified as first, second or third degree depending on their depth, not on the amount of pain or the
extent of the burn.
A First-degree burn involves only the outer layer of the skin. The skin is dry, painful, and sensitive to touch.
Ex. a mild sunburn
A Second-degree burn involves several layers of skin. The skin becomes swollen, puffy, weepy or blistered.
A Third-degree burn involves all layers of skin and any underlying tissues or organs. The skin is dry, pale,
white or charred black, swollen and sometimes breaks open. Nerves are destroyed or damaged, so there maybe
little pain except on the edge where there is second-degree burn.
2.1 Prevention:
Install smoke detection device on your home.

 Keep a fire extinguisher near the kitchen. Have it inspected yearly.
 Set your water heater at 120F or lower to avoid burns
 Don’t smoke in bed
If your clothing catches fire:

 Do not run, as it will fan the flames. Stop, drop and roll on the ground to smother the flames.
 Smother the flames with a blanket, rug or coat
 Use water to douse the fire and cool the skin
To avoid kitchen burns:

 Use caution when handling hot foods
 Turn pot handles toward the back of the stove
 Smother burning food or grease with lid or pot
 Supervise children closely.
3. Bumps and Bruises
Bump and bruises are the most common type of injury, and in most cases they require the least amount
of first aid. Shocks come from common household items and outlets.
3.1 Bumps and bruises are damage that occurs in the soft tissue under the skin.
There is no need to call for medical assistance when a person suffers a cut, scrape, bump or bruise.
The injury is small (less than ½ inch around)

There is no bleeding, or only slight bleeding
The victim does not feel numbness or tingling
The person is not suffering any paralysis
3.2 Cut and Scrape First Aid
a. If the injured area has a skin scrape, wash it with mild soap and lukewarm water
b. Apply antibacterial cream or spray to prevent infection
c. Cover the wound with a sterile gauze pad and tape or a simple band-aid.
3.2 Steps for treating Bruises
Bruises are damage that occurs in the soft tissue under the skin producing ugly black and blue mark due
to blood clots.
 Immediately apply an ice pack to the bruise to reduce swelling

 If possible, elevate the bruised area so that it is higher than the heart to prevent blood “pooling”
in the affected area.
 Seek prompt medical help if there is any swelling around the bruise. This can signal danger to
nerves, muscles and bones.
4. Drowning
Death by drowning is one of the most common causes of accidental death. Drowning doesn’t just happen in
sea, lakes, and rivers but it can also happen in a bath tub or even in a swimming pool.
Drowning maybe due to heart attack or stroke that causes unconsciousness, head injury caused by diving into
shallow water, cramps that cause panic can lead to drowning.
4.1 Water Rescue
Rescue in a large body of water is not quite easy. It is possible when the rescuer knows what he
is doing.
 If a lifeguard is nearby, let him do the rescuing. Otherwise, shout for help as loud as you can
 Try to reach the injured person without leaving the shore. Use your arm, life preserver, rope or
rescue pole or anything that can float
 Hold onto something on solid ground with your other hand to prevent yourself being swept away
by strong currents.
 Locate a boat and find someone to assist you to reach the victim from the shore.
 Even of your a good swimmer, always have a floatation device with you. You can give this to
the victim to hold on as you swim back to shore.
4.2 Reviving someone who has drowned or swallowed water
Rescue is only half the job. Reviving drowned person or who had swallowed water is the other half and
important when it comes to saving ones life. This involves performing mouth-to-mouth resuscitation.
Implement universal safety guidelines in implementing this important first aid emergency measure.
 Turn the drowning person’s head to the side, allowing water to drain from his mouth and nose.
 Turn the head back to the center.
 Begin mouth-to-mouth resuscitation on land or in the water if the injured person needs
immediate life-and-death measures (See Pages 62-63).
 Strongly breathe four times into the mouth of the injured person as you pinch the nose. This
helps air get past any water that is clogging the breathing passage ways and the lungs.
 After four strong breaths, put your ear near the mouth and watch the chest for any breathing
movement.
 Check the pulse for signs of life.
 Repeat the cycle.
 Take the drowning victim to the hospital for further medical help.
5. Dealing with Electric Shock
Electricity causes burns via the flow of electric voltage through the skin. But electric shock can cause more
than burns. It can cause tissue damage, and extremely high voltages may even stop the heart.
1.1 Steps in Handling emergencies Involving Electric Shock

1.1.1 Turn off the electrical power if you can
Turn off power, don’t waste time to switch-off or remove plugs or immediately move the master
fuse to turn off all the power. Things you can do to help without injuring yourself
1.1.2 Stand on a thick pile of newspaper or a rubber mat only if the ground is wet. Wetness can make
you a conductor of electricity regardless of where you are standing.
1.1.3 Try to push the injured off the live wire by using a wooden broom, mop or pole. Your hands
must be dry
1.2 Treating for electric Shock before help arrives

1.2.1 Because shock is more of a risk with electricity than other type of burn, check the injured
person’s ABC. Airway, Breathing and Circulation, and take the appropriate measures. If person
is not breathing, immediately begin mouth-to-mouth resuscitation.
1.2.2 Apply small amount of anti-bacterial or burn ointment on the burned skin
1.2.3 Keep injured person on his back with feet and legs elevated
1.2.4 If injured person is unconscious, gently turn him/her to the side, supporting the head with a
pillow. This will aid breathing and keep shock damage from increasing.
1.2.5 Gently cover the injured person with a blanket.
6. Fainting
Fainting during the Victorian Times was considered feminine and a sign of aristocratic good breeding. Today,
fainting is a signal of something is wrong inside the body. It can be a sign of danger to the heart or brain, a
panic attack, hyper ventilation, malnutrition, or even pregnancy or menopause.
6.1 Warning signs to Faint
 Sudden paleness of the face

 Cold, clammy skin
 Dizziness and nausea
 Numbness or tingling in the fingers and toes
 Sudden rapid or weak pulse
 Feeling or panic
 Blurred vision
6.2 Treatment
Step by step guide for maintaining medical safety when a person fainted
6.2.1 Lay the person down on the floor on his back

6.2.2 Practice your ABC of first aid. Make sure that the airways are clear, that the person is
breathing and that blood is circulating (listen for a heartbeat)
6.2.3 Loosen clothing if necessary to make sure the victim is comfortable and able to breathe clearly
6.2.4 Open windows when indie a building to allow air to circulate
6.2.5 Turn head to the side and wipe out the mouth with a cloth, if victim vomits
6.2.6 Keep chin up to prevent the victim’s tongue from obstructing the throat
6.2.7 Wipe the victim’s face with a damp cool cloth
6.2.8 If victim remains unconscious, or conscious but groggy, disoriented, and nauseated, it is best to
call for medical help
6.3 The least you need to know

6.3.1 Fainting in and of itself is not usually an emergency condition. But it is a signal of
underlying problem, and it can create its own set of problems.
6.3.2 Be aware of fainting signs: clammy skin, dizziness, a pale face, and nausea
6.3.3 Follow the “Five Minute” rule: if a person remains unconscious for more than five
minutes, get help
6.3.4 Do not use swelling salt to revive someone.
6.3.5 Place fainted person in prone position loosen clothes and open nearby windows.
6.3.6 Make sure airway is clear, breathing is regular, and circulation is normal.
LESSON X
HEALTH CARE PROGRAM
A. HEALTH CARE at HOME and in COMMUNITY
1.0. There are ten (10) ways to stay healthy at home with your family
1.1. Immunize – immunization are the best bargain in Health Care. When you immunize, you
prevent illness for your family and help prevent epidemics in your community.
1.2. Keep moving – Fitness is essential to good health. Exercise makes a huge difference
both in how you and your family feel and what illnesses you get.
1.3. Eating right – eating a well balanced, low fat diet wholesome food will keep your
family energetic and free of many illnesses.
1.4. Control Stress – Even with a hectic and hurried lifestyle, your family prevent stress
from undermining their health.
1.5. Be smoke-free. Smokers who quit gain tremendous health benefits so do people who
avoid second-hand smoke.
1.6. Avoid drugs and excess alcohol

When you say “no” to drugs and limit what you drink, you prevent accident and illness
and avoid a lot of problem for yourself and your family.
1.7. Put Safety First – Safety at home, safety at work, safety at play, safe driving,
firearm safety, and safe sex will all keep you and your family healthy.
1.8. Pursue healthy pleasures

Take nap, relax during meals, play with kid, care for a pet- they all can add to your
health.
1.9. Think well of yourself

A good Self-image is the foundation of good health.
1.10. Promote Peace – Peace on earth begins at home. Seek nonviolent ways of resolving
conflicts at home, at school, at work, and in your community.
2.0. Vital Signs
With a few tools and an eye for observation, you can help detect and monitor health in your family.
A normal body temperature ranges from 97.6 to 99.6 F or 36.9 to 37.2 C and for most people in
98.6 F or 37.5 C. Minor changes in temperature are due to time of the day and other factors.
Whenever a person feels hot or cold to your touch, it is good idea to measure and record the
person’s temperature.
These are four ways to take a body temperature:
 Orally (in the mouth)

 Rectally (in the anus)
 Auxiliary (under the armpit)
 Using an electronic oral or ear thermometer or temperature strip.
2.1. Oral temperatures are recommended for adults and children age six years and
older.
 Clean the thermometer with soapy water or rubbing alcohol.

 Hold it firmly at the end opposite the bulb and shake the mercury down to 95 F or 35 C or
lower.
 Make sure nothing hot or cold has recently been drunk.
 Place the bulb of the thermometer under the tongue and close the lips around it. Do not bite
it. Breathe through the nose and do not talk.
 Wait three to five minutes.
 Read the thermometer temperature reading and record
2.2. Rectal Temperatures are recommended for children younger than six years or anyone
who cannot hold the thermometer in the mouth. Use only a rectal thermometer.
 Clean the thermometer and shake it down to lower temperature.
 Put Vaseline or other lubricant on the bulb.
 Hold the child bottom-up across your lap.
 Hold the thermometer one inch from bulb and gently insert it into the rectum no more than
one inch. Do not let go. Hold it right at the anus so that it cannot slip in further.
 Wait for three minutes.
Note: Rectal temperatures are 0.5 to 1 higher than oral temperature.
2.3. Auxiliary Temperatures – are less accurate and about 1 lower than oral.
 Use either an oral or rectal thermometer, shake it down below 95 F/35 C
 Place the thermometer in the armpit and have the child cross her arm across the chest and
hold her opposite upper arm
 Wait for five minutes. Read and record and the temperature.
2.4. Electronic Thermometers are convenient and easy to use. They are quite accurate but
some are expensive. Temperature stops are convenient but should only be used to
measure auxiliary (armpit temperature)
3.0. Taking a Pulse Rate
The pulse is the rate at which a person’s heart is beating. As the heart forces blood through the
body, a throbbing can be felt in the arteries whenever they come close to the skin surface. The pulse can
be taken at the wrist, neck or upper arm.
Certain illness can cause the pulse to increase, so it is helpful to know your resting pulse when you are
well. The pulse rate raises about 10 beats per minute for every degree of fever.
3.1. Count the pulse after the person has been sitting or resting quietly for 5 to 10 minutes.
3.2. Place two fingers gently against the wrist. Don’t use your thumb.
3.3. If it is hard to feel the pulse in the wrist, locate the carotid artery in the neck, on
either side of the windpipe. Press gently.
3.4. Count the beat for 39 seconds, and then double the result for beats per minute.
3.5.
4.0. Counting Respiratory Rates
Respiratory rate is refer to how many breathes you take in a minute. The best time to count is when the
person is resting, perhaps after taking the pulse while your fingers are still on their wrist. The person’s
breathing is likely to change if they know you are counting it respiration rate increases with your fever
and some illness.
 Count the rise and fall of the chest for one full minute
 Notice whether there is any sucking in beneath the ribs or any apparent wheezing or
difficulty of breathing.
5.0. Measuring Blood Pressure
Blood pressure is the force of the arteries. The pressure when the heart beats is called the systolic
pressure (the first number in blood pressure readings). The pressure between the beats, when the heart is
at rest is called diastolic pressure. Any blood pressure is below 150/90 is considered normal for the
adult over 18 blood pressure is measure by a stethoscope and a blood pressure cuff
(sphygmomanometer). Electronic blood pressure cuffs are also available, which does not require a
stethoscope or good hearing.
B. FAMILY PLANNING and BIRTH CONTROL
Family planning is having the number of children you want, when you want them. Different parents have
different reasons for wanting to limit the size of their family. Some young parents may decide to delay
having any children until they have worked and saved enough so that they can afford to care them well.
Some parents may decide that a small number of children are enough, and they want more. Others may want
to space their children and their mother will be healthier. There are several methods to prevent the women
from becoming pregnant for as long as she wishes. These are methods of birth control or contraceptive.
CHOOSING A METHOD OF BIRTH CONTROL
Difference in effectiveness, safety, convenience, availability and cost should be considered in choosing the
methods of Birth control to be used. Husbands and wives should decide together and share the responsibility
for the method that they are going to adopt.
1.0. BIRTH CONTROL PILLS (ORAL CONTRACEPTIVES)
The ‘pill’ is one of the most effective methods for avoiding pregnancy. This should be given by health
workers, midwives, or other trained persons. The pills usually come in packets of 21 or 28 tablets. These
are the less expensive depending on the brand of pills.
 How to take the pills-packet of 21:
Take the first pill on the fifth day from the beginning of your period as day 1. Then take the pill every
day until the packet is finished (21 day). This way, you will take the pills for 3 weeks out of each
month, then go 1 week without taking any. Normally, the menstrual period will come during the
week when the pill is not taken. Even if the period does not come, start the new packet 7 days after
finishing the last one.
 Side Effect
Some women get a little morning sickness, swelling of the breasts or other signs of pregnancy
when they first start taking the pill. This is due to the hormones that a woman’s body puts into her
blood when she is pregnant. The most serious problems are related to blood clots in the heart, lungs
or brain. Health related to taking the pill is rare.
2.0. Other Methods of Birth Control
2.1. The Condom (also called “prophylactic”, rubber or sheath) is a narrow rubber or latex
bag that the man wears on his penis while having sex. Usually it works will to prevent
pregnancy. It also helps to prevent the spreading of venereal diseases, but it’s not a complete
safeguard.
2.2. The Diaphragm is a shallow cup made of soft rubber that the woman wears it in her
vagina while having sexual relations. It should be left in for at least 6 hours afterward. It
should be used together with a contraceptive cream or jelly. Check the diaphragm regularly
for holes and get a new each year. This is not expensive method.
2.3. Contraceptive Foam – comes in a tube or can. The woman puts it into her vagina with a
special applicator.
2.4. The Intrauterine Device (IUD) is a plastic (or something metal) object that a specially
trained health worker or midwife places inside the womb.
It prevents pregnancy while the IUD is in the womb. It can cause pain, discomfort and
serious problems. This is the simplest and most economical method.
2.5. Withdrawal all pulling out (Coitus Interruptus). This is a method in which the man pulls
his penis out of the woman before the sperm comes. This is disturbing to the couple and does
not always work, because some sperm often leaks out ahead of time and can cause
pregnancy.
3.0. Methods for those who never want to have more children
3.1. Injections. There are special injections to prevent pregnancy, depo-provera is one. An
injection is usually given every 3 months to woman. Side effects and precautions are
similar to those for birth control pills.
4.0. Home Methods for Preventing Pregnancy
4.1. The Sponge Method

This method is not harmful and sometimes work. You will need a sponge and either
vinegar, lemons or salts. Either sea sponge or an artificial sponge will work.
 Mix 2 tablespoons vinegar with 5% acidity of water or 1 teaspoon lemon juice in 1 cup
water, or 1 spoon of salt in 4 spoons water.
 Wet the sponge with one of this liquids
 Push the wet sponge deep into the vagina before having sex for an hour
 Put back the sponge in at least 6 hours after having sex. Then take it out
4.2. Breast feeding. While a woman is breast feeding her baby, she is less likely to become
pregnant especially when breast milk is the only food her baby receives. The chance of her
becoming pregnant is much greater after 4 to 6 months, when the baby begins to get other
foods.
5.0. Methods that do not work very well
5.1. The Rhythm (calendar) Method
This method is not very sure to prevent pregnancy, but it has advantage of not costing
anything. This method is not very sure to prevent pregnancy, but it has advantage of not
costing anything. This method is effective to woman with regular menstrual cycle or
regular period which comes more or less once every 28 days. Usually woman has a
chance of becoming pregnant only during 8 days of her monthly cycle her “fertile
days”. These 8 days come midway between her periods beginning 10 days after the first
day of the menstrual bleeding. To avoid getting pregnant, a woman should mark on a
calendar the 8 days she is not to have sex.
For example: suppose a woman period begins on the 25th day of May.
May
Sun Mon Tues Wed Thurs Fri Sat
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
During these 8 “fertile days” do not have sexual relations
Legend:
- Put asterisk mark on the day 5,
- Then count ten (10) days, starting with the tenth day, shade under the 8 days (see the
above illustration)
5.2. The Mucus Method
This is a variation of rhythm method that is being encouraged by some religious groups.
It works fairly well to some people. It is not considered to very effective but it costs
nothing to practice it every day, except during her period, the woman should examine the
mucus for her vagina. Take a little mucus out of your vagina with a clean finger and try
to make it stretch between your thumb and forefinger.
 When the mucus is sticky like paste-not slippery or slimy-the woman cannot become
pregnant and can continue to have sexual relations.
 When the mucus begins to get slippery or slimy, like raw egg white, or if it stretches between
your fingers, you may become pregnant if you have sexual relations. Do not have sex when
mucus is slippery or stretches.
C. Nutrition Education
Nutrition is defined as all the interactions between food and a living organism. It involves physiological and
biochemical processes, and myriad of physiological, social, economic and technological factors.
A nutrient is a substance in food that is used by the body for normal growth, reproduction and maintenance of
health. Nutrients are the basic materials from which the body is constructed and by which it is fuelled and
regulated.
Deciding which foods are the most beneficial to eat is a challenge. The human requires close to 50 specific
substances that must be taken into the body performed and in sufficient quantities to meet the body’s need.
These materials are the nutrients. The nutrients are grouped into 6 classes: water, carbohydrates, lipids (fats),
proteins, vitamins and minerals.
1.0. Foods our Bodies Need to Stay Healthy
1.1. Body-Building Foods or Proteins

Proteins are building foods. They are necessary for proper growth, for making healthy
muscles, brains and many other parts of bodies.
 Foods high in protein
Meat Sea Food

Chicken Soy Beans
Eggs Cheese
Fish
 Foods with some protein
Beans Peanut
Nuts Dark green leafy vegetables
Lentils Cereals
Peas
1.2. Energy foods or Carbohydrates: Sugar & Starch
 Starches
Mais (corn) Cereals

Noodles Potatoes
Sweet potatoes Squash
Yam Cassava
Banana Taro (gabi)
 Sugars
Sugar Fruit
Honey Ripe banana
Raw sugar, molasses Milk
1.3. Energy Storage Foods: fats and oils
 Foods high in fat
Cooking oil Lard

Salad oil Bacon
Butter Meat fat
Margarine
 Foods with some fat
Peanut Nuts
Sesame Avocado
Soy bean Milk
Coconut
1.4. Protective Foods: Those rich in vitamins and minerals.

Vitamins are protective foods. They help our bodies work properly. Minerals are needed
for making healthy blood, bones and teeth.
 Food rich in vitamin and minerals
Meat Fish (fish liver oil for vitamin A)

Chicken Cheese
Eggs Milk
Vegetables Fruits
Cereals Sea weeds (for iodine)
2.0. Seven Simple Guidelines for Eating Well

(Dietary Guidelines for Americans, USDA, 1990
2.1. Eat a variety of foods, include a daily selection of:
 Whole-grain and enriched bread, cereals and grain products

 Vegetables
 Fruits
 Milk, cheese and yogurt
 Meat, poultry, fish, eggs, dried beans and peas tofu
2.2. Maintain a healthy weight

2.3. Choose a diet low in fat, saturated fat, and cholesterol
A high-fat diet increases the risk of heart disease and some concerns
2.4. Eat plenty of vegetable, fruits and grain products. Complex carbohydrates and fruits pack
the most nutrient per calorie.
2.5. Use sugar only in moderation. Sugar has little, if any vitamins, minerals or fiber.
2.6. Use of salt and sodium only in moderation. Sodium increases blood pressure.
2.7. If you drink alcohol do it in moderation. Alcohol is high in calories, and has no nutrients.
3.0. Sickness caused by not eating well
Good food is needed for a person to grow well, work hard and stay healthy. Many common sicknesses
come from not eating enough of the foods, the body needs. To eat right means to eat enough. But it also
means to eat a balanced of the different foods the body needs. To be healthy, a person needs to eat
enough foods from each of the food groups just described.
A person, who is weak or sick because he does not eat right foods, or does not eat enough, is said to be
poorly nourished or malnourished. He suffers from malnutrition.
Poor nutrition is the most common cause of the health problems:
In children In anyone
*failure of a child to grow or gain weight *weakness and tiredness

normally *loss of appetite
*slowness in walking, talking, or thinking *anemia
*swollen bellies, thin arms and legs *sores in the corners of the mouth
*sadness, lack of energy *”burning” or numbness of the feet
*swelling of feet, face and hands
*thinning or loss of hair or less of its color or
shine
*Dryness eyes, blindness
4.0. Eating Well: A Basic Plan
Eat a variety of foods every day. Eat more from the breads and cereals and fruits and vegetables groups
than from the other groups.
4.1. Breads, Cereals and Starches
Contrary to popular belief, bread, potatoes, rice, and pasta are not fattening! These starchy foods are
actually good for you.
Starches are carbohydrates, which have less than half the calories per gram as fat. Unprocessed
starches (whole grains, vegetables) also contain large amounts of vitamins, minerals, fiber and water.
Starchy foods are fattening only when you add fat to them. Try non-fat yogurt or salsa on baked
potatoes. Use fresh vegetable and tomato sauces on pasta.
4.2 Fruits and Vegetables

Fresh fruits and vegetables are good for you. They provide vitamins, minerals, and fiber and are
naturally low in fat. Many fruits and vegetables, contain a lot of vitamins A (beta carotene), and C,
especially oranges and other citrus fruits, broccoli, sweet potatoes, winter squash, carrots, spinach,
and other leafy greens. As a result, a diet that includes lots of fruits and vegetables helps protect you
against heart and disease and cancer.
Fruits and vegetables are most nutritious when eaten fresh and raw or lightly cooked. When you
cook vegetables, steam and microwave them to retain more vitamins.
4.3 Fiber
Fiber has no vitamins and minerals, yet it is important to good health. There are two types of fiber.
Insoluble fiber in whole-grain products provides bulk for your diet. Together with fluids, fiber
stimulates the colon to keep waste out of the bowels. Without fiber, waste moves to slowly,
increasing your risk for constipation, colon and bowel cancer, and diverticulitis.
Soluble fiber found in fruit, beans and peas and other legumes, and oats helps lower cholesterol,
reducing your risk of heart disease. The fiber in legumes can also help regulate blood glucose and
cholesterol levels.
Do you need more fiber? If your bowel movement are soft and easy pass, you probably get plenty of
fiber. If they are hard and difficult to pass, more fiber and waste can help.
To increase fiber in your diet:
 Eat at least five servings of fruits and vegetables a day. Eat fruits with edible skins and seeds:
berries, apples and pineapples. Eat more of stems of kangkong and camote.
 Switch to whole-grain and whole-wheat breads, pasta and cereals. If it just says wheat flour,
it means white flour, from which of the fiber has been removed.
 Eat more cooked dried beans, peas and lentils.
 Popcorn is a good high-fiber snack. However, avoid added oil, butter and salt.
4.4 Water
One easy way to improve your diet is to drink more water. Active people need two quarts of
water a day. People who exercise regularly need even more water. If you drink other fluids, you
can get by with less, but plain water is best.
4.5 Sugar
What’s wrong with sugar? It comes from a vegetable (Sugar beets or sugar cane), is relatively
cheap, tastes good, is fat free, and is even a carbohydrate.
From a health point of view, the biggest problem with sugar is that it is stripped of all vitamins,
minerals and fiber. What are left are crystals of pure calories.
In moderation, sugar does little harm. However, if too many of your calories come from sugar,
you will either gain weight or not get enough of the other nutrients you need. Sugar also
contributes to cavities.
 Be aware of hidden sugars in flavored, canned and other processed foods. Check the label for
words that end in “-ose,” like dextrose, fructose, sucrose, lactose, and maltose, which are
forms of sugar. Corn syrup is another common form of sugar.
 Limit foods that list sugar among the first few ingredients.
 Look for breakfast cereals that have six grams or less of added sugar per serving.
 You can reduce the sugar in home-made baked goods by to one half without affecting the
texture.
 Eat a sweet piece of fruits of instead a sugar dessert.
 All sugars are basically alike. Honey and brown or raw sugar have no advantage over other
sugars
4.6. Fats in Foods
Fat, butter, lard, cream, oil margarine, mayonnaise and grease in foods account for 37
percent of the calories in the average diet. Fat has more than twice as many calories per
gram as carbohydrates or protein.
How much fat is too much? The Dietary Guidelines recommend that less than 30 percent of total
calories came from fat. Changing from a diet that contains 37 percent of fat to one that contains
30 percent fat may slow the development of heart disease, reduce cancer risk and improve your
overall diet.
Many scientists suggest a 30 percent fat diet is still too high for a healthy heart. A 20 percent fat
diet will slow heart disease even more. There is some evidence that a 10 percent fat diet is
challenging to maintain.
Based on your heart disease risks, you may wish to set a goal for how much fat to include in your
diet. A nutritionist can help you with a menu plan to meet your goal.
15 Simple Ways to Reduce Fat
When eating meat:
1. Eat more poultry and fish. Choose lean cuts of meats.

2. Remove all visible fat before cooking. Poultry skin may be removed either before or after
cooking.
3. Broil or bake instead of frying.
4. Reduce serving sizes to two or three ounces and don’t take seconds.
5. Replace some meat with cooked dry beans and grains.
6. Use skim or 1% milk.
7. Choose low-fat, skim milk cheese.
8. Substitute low-fat or non-fat cottage cheese and yogurt for cream and sour cream.
In cooking:
9. Steam vegetables, sauté with one teaspoon of oil or less or cook with wine or defatted broth.
10. Use non-stick pans or add oil to a preheated pan. Less oil goes further this way.
11. Flavor vegetables with herbs and spices instead of butter and sauces or try Butter Buds or
Molly Mc butter.
12. Experiment using less oil than is called for in recipes. You may need to increase other
liquids.
In General:
13. Avoid crackers, chips, cookies and margarine made with hydrogenated oil, coconut oil or
cocoa butter.
14. Eat plenty of carbohydrates to fill you up (fruits, vegetables, grains, breads, pasta, etc.).
15. Let salad go naked, modestly dressed with lemon juice or use fat free dressings and
mayonnaise.
D. HIV Infection and AIDS
1.0. AIDS (Acquired Immune Deficiency Syndrome) is caused by the human immune
deficiency virus (HIV). HIV destroys the immune system, which makes it possible for the body to
fight off disease or even minor illnesses. AIDS is the last phase in HIV disease, when the body is
unable to fight a disease or infection.
2.0. A person is said to be HIV-positive of anti-bodies to the virus are detected in his/her
blood. It may take up to six months after infection for anti-bodies to appear. Someone who is HIV-
positive may appear to be healthy for 10 years or longer before symptoms of AIDS develop.
3.0. HIV is not spread by mosquitoes, toilet seats, being cough on by an infected person,
casual contact with someone who is HIV-positive or who has AIDS.
HIV is spread only when blood, semen or vaginal fluids from an infected person enters
someone else’s body. The specific behaviors that spread HIV include:
3.1. Sharing injection needles and syringes with someone who is HIV-positive.
3.2. Unprotected (without a condom) rectal entry intercourse (anal sex) with someone who is
HIV-positive.
3.3. Unprotected vaginal or oral sexual activity with someone who is HIV-positive.
3.4. Babies born to or breast feed by women who are HIV-positive are also at high risk of
contracting the virus.
3.5. Being touched, hugged or lightly kiss by someone who is HIV-positive will not transfer
the virus to you.
3.6. As long as you practice the prevention behaviors, you have virtually no risk of
contracting the virus.
3.7. If your behavior puts you at risk for HIV infection, a blood test should be done six
months after the risky behavior. Early diagnosis and treatment of HIV is important even
before symptoms develop.
3.8. A simple, confidential blood test, available at a Health Department, can determine if you
are HIV-positive.
4.0. Symptoms of HIV Infection and AIDS
4.1. The early symptoms of HIV Infections are like the symptoms that won’t go away.
Common symptoms are:
 Rapid unexplained weight loss

 Persistent unexplained fever and night sweats
 Persistent diarrhea
 Persistent severe fatigue
 Swelling of glands in neck, armpits or groin
4.2. As the immune system deteriorate, a variety of other symptoms may appear including:
 Unusual sores on the skin, in the mouth; white patches in the mouth
 Increase outbreaks of cold sores
 Unexplained shortness of breath and dry cough
 Severe numbness or pain in the hands and feet
 Personality change or mental deterioration
 Unusual cancers and infections
These symptoms are usually caused by many illnesses other than HIV infections or AIDS. However,
if any symptom develops or persists without a good explanation, especially of your behavior puts
you at risk of HIV infection, call your doctor.
5.0. Prevention
Only monogamy between uninfected partners or sexual abstinence completely eliminates the risk of
HIV and other sexually transmitted diseases. The following actions will reduce your risk:
5.1 If you are beginning a sexual relationship, take time before having sex to talk about HIV and
other STDs. Find out if your partner has been exposed or infected or if you partner’s behavior
puts him or her risk of HIV infection. Remember that it is possible to be infected without
knowing it.
5.2 Use condoms with any partner until you are certain that person does not have any sexually
transmitted diseases and you are certain that neither of you will have unprotected sexual contact
with anyone else while your relationship lasts.
E. Sexually Transmitted Diseases (STDs)
1.0. The Sexually Transmitted Disease (STDs) or Venereal Diseases (VD) are infections passed
from person to person through sexual intercourse or genital contact. Chlamydia, genital herpes,
genital warts, gonorrhea, hepatitis B and syphilis are among the most common STDs. AIDS
(acquired Immune Deficiency Syndrome), the most virulent and deadly of all STDs.
1.1. Chlamydia - is a bacterial infection that affects millions of men and women symptoms
shoe up after two-four weeks after exposure. In women, symptoms may include vaginal
discharge or irregular menstrual bleeding, painful urination, genital itching or lower
abdominal pain. In men, there maybe a penile discharge and painful urination. Chlamydia is
easily treated with antibiotics. If undetected and untreated, it may cause pelvic inflammatory
disease in women, which may lead to sterility.
1.2. Genital Herpes is caused by the herpes simplex virus, which also causes cold sores and
fever blisters. It is easily spread through sexual and other direct skin contact. Symptoms
occur 2 to 30 days after contact with infected person. There is no known cure for herpes.
Once infected, you may have recurrent outbreaks, which are usually shorter and less severe
than the first one. Itching, burning or tingling may occur at the place where the sores will
late appear. Medication is available that help reduce the frequency and severity of recurrent
outbreak.
1.3. Genital Warts are caused by the human papillomavirus (HPV) which is spread by sexual
contact. They appear as small fleshy bumps or flat white patches on the labia (the lips
around the vagina), inside the vagina, on the penis or scrotum, or around the anus. Of most
concern to women is the link between HPV and cervical cancer. The virus can be detected
by a pap smear. Wart develop on the cervix can remove by surgical. In some cases it may
occur.
1.4. Gonorrhea also known as clap, drip or GC, is a bacterial infection spread through sexual
contact. The symptoms include painful urination, vaginal discharge, irregular menstrual
bleeding, or a thick discharge from the penis. If untreated, gonorrhea in women may lead to
pelvic inflammatory disease and sterility. It can sometimes spread to the joints and cause
arthritis.
1.5. Hepatitis B is a viral infection through sexual contact or contact with infected blood. An
infected pregnant woman can also transmit the virus to her baby. Symptoms appear two to
five months after exposure, and including vomiting, abdominal pain, loss of appetite and
yellow tint to the eyes and skin (jaundice). Long-term effects of the disease include life-
threatening liver damage. A vaccine against Hepatitis B is recommended for all infants and
people in certain high-risk group.
1.6. Syphilis is a bacterial infection spread through sexual contact or sharing of contaminated
needles. Symptoms appear two weeks to one month after contact. The first symptom is a
chancre, a small red blister, ulcer or sore that appears on the genital, recta area and may go
unnoticed. The lymph nodes in the groin may also swell. Symptoms of the second phase
include skin rash, patchy hair loss, fever, swollen lymph glands and flu-like symptoms which
are confused with other illness. Syphilis can be treated with antibiotics. If untreated, it will
cause serious problems and premature death.
2.0. Prevention
Preventing a sexually transmitted disease is easier than treating an infection once it occurs. Only
monogamy between uninfected partner or sexual abstinence completely eliminates the risk
Avoid sexual contact while you are or your partner is being treated for a sexually transmitted
disease.
F. Drug Abuse Education and Prevention
Drug Abuse is a problem which adversely affects our most precious resource – the Filipino youth. Hence, the
Philippine government through the Dangerous Drug Board has taken the initiative to prevent the menace and
widespread of this social epidemic that will destroy the lives and aspirations of our youth.
The drug overdose is a serious matter. Unfortunately, many adults and teens suffer from its slings. Usually
drug overdose is a mask, hiding other problems, insecurity self-loathing, a sense of failure, or deep un-abiding
depression. These problems must also be addressed in order to prevent the “self-medication” so many drug
addicts use from becoming a dangerous overdose.
A. General Symptoms of Drug Abuse

1. Abrupt changes in school or work attendance, quality of work, grades, work output.
2. Unusual flare-ups or outbreaks of temper.
3. Withdrawal from responsibility.
4. Change in overall attitude.
5. Deterioration of physical appearance and grooming
6. Furtive behavior regarding actions.
7. Wearing of sunglasses to hide dilated or constricted pupils.
8. Association with drug abusers.
9. Unusual borrowing of money from parents or friends.
10. Stealing small item.
B. Definition of terms about Drug Abuse
1. Drug – It is any chemical substance which affects a person in such a way as to bring about
physiological, emotional or behavior change.
2. Drug Abuse – is the use of a chemical substance, licit or illicit which results in an individual’s
physical, emotional and social impairment.
3. Drug Addiction – person dependence on a drug, associated with narcotics. The term “addiction” is
now being replaced by the term “drug dependence”.
C. Drug Substance Commonly Abused
1. Hallucinogens (also called psychedelics) are drug capable of provoking changes of cessation, self-
awareness and emotion. People under the influence of these seem far away. They might talk to invisible people
or objects and experience a bad or “high trip. They might act paranoid, alternately screaming and acting
catatonic. LSD, marijuana, PCP (angel dust), mescaline, and ecstasy are the popular hallucinogens.
2. Stimulants (uppers or pep pills) are drugs which increase alertness, reduce hunger and provide a feeling of
well-being, stimulate mind, over-confidence, extreme energy, euphoria, excessive talking. They are highly
addictive. The most common stimulants are amphetamines, cocaine, and CAT (crystal methamphetamine)
3. Depressants (downers) are drugs which decrease or depress body functions and nerve activity. These are
also known as tranquilizers which help people from panic attacks, anxiety and insomnia. Barbiturates,
methaqualine, valium, halcyon are among the commonly used depressants.
4. Narcotics are drugs which produce insensitivity, stuper and melancholy or dullness of mind with delusions.
These are the most deadly drugs of all highly addictive and dangerous to the body. Opium, heroin, codeine,
morphine are the most popular narcotics; Cocaine is also known as Marijuana derived from the leaves of coco
plant grown in South America
5. Volatile Solvents or inhalants are chemicals that when sniffed or when inhaled a smell can produce
extoccination, excitement, dulling of the brain and irrational behavior. Chemical inhalants are rugby, gasoline,
paint kerosene, airplane glue, nail polish, acetone, and lighter fluid
D. Why do people turn to drugs?
Teenagers resort to drugs for a variety of reasons:
 For curiosity, due to misinformation and just want “experience”.

 “Pakikisama” so as to be accepted by the “barkada”.
 For security feelings.
 For relief from problems-personal, family, school, work and others.
 To escape from boredom and problems.
E. Community Leaders Advocacy to Prevent Drug Abuse
1. Plan and implement social action program involving young people, civic group, professionals and
religious organization to improve the Community Life. The following activities must be implemented in
the community.
 Parent Education Program

 Recreation, social and Sports Programs
 Vocational, Skills Development & Training programs
 Youth Development Program
 Seminar on Drug Education
2. Participate and assist in the implementation of RA 6425 also known as Dangerous Drug Act of 1972
 Motivate known drug abusers to undergo treatment and rehabilitation

 Report drug pushers, den maintainers, drug traffickers to the law enforcement agencies
 Encourage and support the establishment of Community guidance clinics for drug users
 Help after-care rehabilitated clients to be accepted back to their community and involve in meaningful
and productive activities
 Help the strengthening moral and spiritual values of the discharged clients.
F. What the CWTS students and parents should do to help prevent Drug Abuse?
1. Create a warm and friendly atmosphere in the home

2. Assist parents to develop effective means of communication with their children, for the children to be
open and honest to their parents
3. Help parents how to understand and accept their children for what they are
4. Assist parents on how to listen and respect the opinion of their children
5. Motivate parent to develop strategies on how to be with their children in spite of being
busy
6. Educate parents on how to strengthen moral and spiritual values of their children
7. Assist parents on how to give responsibility to their children commensurate to their age
LESSON XI
VOLUNTEERISM
THE WIND BENEATH THE WINGS OF SOCIAL TRANSFORMATION

“Service is not a chore. Service is a privilege.”
Sad as it may seem, but we are living in a world filled with frustration, pessimism, and hopelessness. In order to
combat social negativism, we do not need a Superman nor a Wonder Woman but concerned citizens, service-
oriented individuals who are willing to share their time and resources to facilitate social renewal.
Volunteerism is defined as an act of willingly and freely contributing one’s time and/or talents for worthwhile
purposes, be it cultural, educational, environmental, social, moral or political, without regard for any tangible
gain monetary compensation. It is considered the most fundamental act of citizenship and philanthropy in
society.
It is an extension of being a good neighbor, transforming a collection of houses into a community, as people
become involved in the improvement of their surroundings and choose to help others. By caring and
contributing to change, volunteers decrease suffering and disparity, while they gain skills, self-esteem, and
change their lives. People work to improve the lives of their neighbors and, in return, enhance their own.
Since the beginning of time, man has shaped every nation by their voluntary efforts, providing various free
services like organizing social and political actions, caring for the poor and the sick or disabled, reaching out to
the needy, providing education and training, responding to relief operations and working for development and
progress.
In the language of economics, volunteerism is known as “voluntary employment” because its workers do not
get paid. Their reasons for volunteering vary from simple altruistic, charitable nature, some consider it a hobby,
others a vocation and for many it is a way of gaining experience in cultural immersion. Volunteers make
contacts, develop skills, build self-esteem, improve their health, sometimes finding paying jobs and sometimes
turn their lives around through volunteer work. When volunteers use their professional skills like teachers,
doctors and lawyers, it is referred to as “Pro Bono Service” or “Skill-Based Volunteerism.”
In volunteer work, many are called but few are actually chosen to lead the mission. In fact, one does not become
a volunteer by simply raising his hand. Volunteers have to undergo training and attend seminars for specific
functions or tasks such as training for rescuers, guides, tutors assistants, missionaries, and operators, among
others.
Marjorie Moore, in her November 18, 2004 article for “The Beacon” described a volunteer as:
A VOLUNTEER is a person who is a light to others, giving witness in a mixed-up age, doing well and willingly
the tasks at hand-namely, being aware of another’s need and doing something about it.
A VOLUNTEER is a person who remembers to do the thing to make other people happy, who takes the
loneliness out of the alone by talking to them, who is concerned when others are unconcerned, who has the
courage to be a prophet and to say the things that have to be said for the good of all.
A VOLUNTEER is a person whose charity is fidelity, who is faithful in an unfaithful world, grateful in an
ungrateful world, giving when all about are grasping, listening when others need to tell about their fears and
problems.
Volunteers are people from all walks of life, all ages and stages. What they have in common is the desire to
make a difference in their community – and in their own life – by giving of their time and expertise. For youth,
volunteering brings a new sense of confidence, self-gratification and a good way to interact in the “grown-up
world.” It also enables young people to develop new communication, career building, and social skills that will
be useful in other facets of their lives.
VOLUNTEERISM TIDBITS
 Volunteers come from all walks of life and represent a wide cross-section of the population.
 Women are more likely than men to volunteer. But men contribute more total volunteer hours per year.
 Married people have the highest rate of volunteering (28%) and widowed have the lowest rate (17%).
However, widowed, separated or divorced volunteers gave more hours than those who were married.
 Volunteer rates and volunteer hours generally increase with level of education.
 Higher levels of income increase the likelihood of volunteering.
 Volunteer participation is highest for those aged 35-54 (30%) closely followed by those aged 15-24
(29%).
 The amount of time spent volunteering increases with age, from a low of 130 hours per year in those
aged 15-24 volunteered to a high of 269 hours per year in those aged 65 and older.
 In 2000, the average annual number of hours contributed per volunteer increased to 162 hours from 149
hours in 1997.
 Almost three-quarters of all volunteer hours come from one-quarter of volunteers. These volunteers
contribute 188 hours or more.
 In 2000, volunteers contributed approximately 1 billion hours.
 These volunteer hours translate into the equivalent of 549, 000 full-time year-round jobs (assuming 40
hours of work per week for 48 weeks).
 Taken from the 2000 National Survey of Giving, Volunteering and Participating, August 2001
TIPS ON GETTING STARTED AS A VOLUNTEER
If you are interested in volunteering, but aren’t sure where to begin, try asking yourself the following questions
to determine what kind of volunteer opportunities will be best suited to you:
 If you had all the human and financial resources in the world, what problem would you solve, what
would you change, or what would you create? Your answer will tell you what matters the most to you.
 What kind of commitment are you willing to make? Are you looking for a regular/weekly volunteer
commitment or a short-term/one-time opportunity?
 Would you like to volunteer with other people or by yourself?
 Would you like to volunteer from your own home or would you prefer to volunteer at an organization?
 If you would like to volunteer away from home, where is the best location for you? Near your home,
your work, your child’s day care?
 Do you have specific skills or talents you would like to share with an organization?
 Would you like to develop a specific skill?
 What are your personal goals? Would you like to re-enter the workforce? Meet new people?
Volunteering is a two-way street. Not only do the recipients of voluntary action benefit, but so, too, do the
volunteers. Volunteering provides a satisfying outlet for people’s talents, ambitions, and concerns in ways that
are different from their regular daily responsibilities.
Voluntary organizations provide training in six general areas:
 Inter-personal skills
 Communication skills
 Organizational and managerial skills
 Fundraising skills
 Technical skills
 Enhance knowledge of health, women’s issue, political questions, criminal justice, and the environment.
*taken from the 2000 National Survey of Giving, Volunteering and

Participating, August 2001
BENEFITS OF VOLUNTEERING
Volunteering can help you explore and develop your interest and potentials.
 If you like animals, you can help out at an animal shelter or at your nearest zoo.
 If you like working with kids, get involved at a daycare center or at a preschool program, or help
younger students with their schoolwork.
 If you enjoy playing sports, play games with the kids at a nearby sports complex or organize a mini-
sports fest.
 If you like to cook, get together with friends and teach single moms or housekeepers the latest about
food preparation and preservation.
 If you enjoy arts and crafts, you can teach people to make curtains or bedspreads for the families at a
women’s shelter or embroider pillowcase & towels for nursing home residents. You can also help your
kikay’s make unique fashion accessories.
 If you enjoy being outdoors, help your community by organizing a clean-up drive in your street, park or
volunteer to help a neighbor plant flowers.
 If you enjoy dancing, singing and acting, explore volunteer opportunities with a community cultural
show group.
Volunteering can provide direction for future career goals.
 If you think you’d like to work in the medical field, volunteer at a community health center or a
government hospital or clinic.
 If you’re interested in teaching, spend time with younger children, helping them with their school work
or projects.
 If you’re interested in science, consider volunteering at your local science museum or zoo.
 If you’d like a job in an office someday, offer to help with filing and data entry at a nonprofit
organization.
You can make new friends and meet unique, interesting people.
 By volunteering in a group, you’ll meet other people with the same interests you have.
 If your grandparents have passed away or live far away and you don’t get to see them often, you can
become friends with a senior adult and adopt them as your “grandma” or “grandpa.”
 By volunteering in a school that accepts foreign students, you can meet people who have come here
from other countries. You’ll learn about their culture and help them to adapt to life here.
 By volunteering with an agency that works with people with physical or mental disabilities, you’ll find
out that they’re not so different from you after all.
Volunteer work can pep-up your resume as you prepare to apply for a job.
 Colleges and Universities would want to know you more than what your credential say (grades or
academic accomplishments). They would want to discover your “inner” beauty than what documents
will claim.
 Potential employers want to know if you show up on time, can take direction, are responsible, and work
well with others. A good reference from an agency you’ve volunteered with can help them decide that
you’d be a good employee.
Volunteer is fun!
 People who volunteer often say that they get more out of the experience than they give.
 Giving of your time and energy makes you feel good about yourself and raises your self-esteem.
 Working with other volunteers builds friendship.
A Paradox
The paradox of our time in history is that we have taller buildings, but shorter tempers; wider freeways, but
narrower viewpoints; we spend more, but have less; we buy more, but enjoy it less.
We have bigger houses and smaller families; more conveniences, but less time; we have more degrees, but less
sense; more knowledge, but less judgment; more experts, but more problems; more medicine, but less wellness.
We have multiplied our possessions, but reduced our values. We talk too much, love too seldom, and hate too
often. We’ve learned how to make a living, but not a life, but not a life. We’ve added years to life, not life to
years.
We’ve been all the way to the moon and back, but have trouble crossing the street to meet the new neighbor.
We’ve conquered outer space, but not the inner space. We’ve cleaned up the air, but polluted the soul. We’ve
split the atom, but not our prejudice. We have higher incomes, but lower morals. We’ve become long on
quantity, but short on quality.
These are the times of tall men, and short character; steep profits, and shallow relationships. These are the times
of world peace, but domestic warfare; more leisure, but less fun’ more kinds of food, but less nutrition. These
are days of two incomes, but more divorce; of fancier houses, but broken homes.
It is a time when there is much in the show window and nothing in the stockroom; a time when technology can
bring this letter to you, and a time when you can choose either to make a difference, or just to hit delete.
-Author Unknown
IMPORTANT REMINDERS TO TEACHERS AND FACILITATORS ON REWARDING

VOLUNTEERS BY ELLA MARIN (JULY 25 & AUGUST 8, 2000)
A. The Value of Social Reinforcements
Countless studies over the past several decades have shown the power of positive reinforcement
to help maintain and increase desirable performances in volunteers.
While business managers believe that money is very motivating, in reality it only makes people
work just enough to avoid getting in trouble. Volunteer coordinators and supervisors, on the
other hand, have no choice but to set other reinforces, which can be highly advantageous.
Sincerity- Always be sincere in your praise. People can spot insincerity, and do not appreciate it. By
giving praise only when you believe someone deserves it, you help gain people’s trust, and increase the
value of the reinforce.
Specificity – Never be vague with your praise, or you risk reinforcing the wrong behavior. Since only
about 20% of behaviors account for 80% of productivity (think of all the things you do in a day… the
20/80 rule is pretty accurate), it’s important to pinpoint which behaviors and results you think are
important to volunteers. Don’t say “Thanks for the great work you’re doing” when you can say “I
appreciate your punctuality” or “Good job handling the phones.” Being specific also increases sincerity
by making it harder to bluff your praise.
Immediacy – People need to be reinforced for their behavior when they do it, not months later at a
performance review. Though supervisors cannot be hanging around waiting for a chance to reinforce
accomplishments, you must be quick to praise or congratulate when the opportunity arises. This is
particularly important when the volunteer comes in ones a week or less frequently. A “by the way, I
really appreciated what you did last time” normally has very little reinforcing effect. (However, late is
still better than ever!)
Personalized – Don’t send praise though third parties, don’t e-mail “thank you’s” when you can say
them in person, and don’t say things like “We at XYZ, Inc. appreciate…” That’s fine for volunteer
luncheons and the like, but if you are withholding most of your praise for special events, you are doing
something wrong. People need to be reinforced often, and they need to hear it from you.
B. The Don’ts List
1. Don’t confuse reinforcement with bribery. There is a big difference between rewarding someone for
doing a behavior and rewarding them for promising to do something. The latter is bribery (which parents
are prone to do – “I’ll let you watch television if you promise me to do your homework after this
show”), and the only behavior it reinforces or increases is making promises. If you work with a
volunteer that requires particular coaxing to do anything, watch yourself to make sure you are not
bribing him or her.
2. Don’t make praise sandwiches. How many times have you said or heard “I really liked what you did,
but…” While people might do this to “soften the blow,” mixing praise with punishment is never a good
idea. It creates a cringe factor, because volunteers will start expecting bad news whenever they hear
well. Also, it weakens the effect of both the reinforced and the criticism. It’s fine to mix the good with
the bad during a performance appraisal – in fact, you will usually have to – but don’t confuse six month
reviews and the like with opportunities for reinforcement.
3. Don’t start competition. In every group there are going to be a range of abilities and motivation. Do
not push the less capable people by making rewards available only the “best” person. It creates a hostile
atmosphere instead of fostering collaboration. If you want a fun competition to increase productivity,
measure individual volunteers against their previous performance ) Let’s see if you can improve on last
week’s achievements” instead of “Whoever does the most this week wins”).
4. Don’t take things lightly. Deliver what you say you will. If reinforcement does not follow a behavior,
then that action is much less likely to be repeated. On the other hand, when you do use a reinforcement,
mean it. A “Volunteer of the Month” type program that has nothing to do with performance will not be
reinforcing. In fact, it may give people the impression that the organization does not care what type of
job they do.
5. Don’t stop once you get result. This is a mistake most supervisors commit: once they see that the
volunteer is reacting favorably to the reinforcement (i.e., by increasing the particular behavior), they
stop reinforcing. You can reinforce less often (this process is called thinning), but do not stop
reinforcing all together, or you run the risk of extinguishing, or stopping, the volunteer’s desirably
behavior.
POSITIVE YOUTH DEVELOPMENT PROGRAMS
These are suggested approaches that seek to achieve remedies or solutions to social ills that affect a nation by
mobilizing its most valuable resource: the youth. The objectives of the said programs are as follows:
1. Promotes cohesiveness, teamwork and bonding – Bonding is the emotional attachment and
commitment a person makes the social relationships in the family, peer group, school, community, or
culture. Positive bonding with others is crucial to the development of a capacity for adaptive responses
to change, and growth into a healthy and functional adult.
Good bonding establishes the person’s trust in others and in self. Inadequate bonding establishes
patterns of insecurity, self-doubt and creates an emotional emptiness that he wrongly fills through drugs,
impulsive acts, antisocial peer relations, or other problem behaviors.
2. Fosters resilience and self-determination – Resilience is an individual’s capacity for adapting to

change and stressful events in healthy and flexible ways. Self-determination is the ability to think for
oneself, and to take action consistent with that thought or simply, the ability to chart one’s own course.
The program aims to increase youths’ capacity for empowerment, autonomy independent thinking, or
self-advocacy, or their ability to live and grow by self-determined internal standards and values.
3. Fosters prosaically behavior – In adolescence, it is especially important that youth have that
opportunity for interaction with positively oriented peers and for involvement in roles in which they can
make a contribution to the group, whether family, school, neighborhood, peer group, or larger
community and make a positive contribution, and experience positive social exchanges.
4. Promotes social, mental, and emotional competence – In recent years, many competence promotion
efforts have sought to develop skills to integrate feelings (emotional competence) with thinking (mental
competence) and actions (behavioral competence), in order to help the child achieve specific goals.
Social competence is the range of interpersonal skills that help youth integrate feelings, thinking, and
actions in order to achieve specific social and interpersonal goals.
Emotional competence is the ability to identify and respond to feelings and emotional reactions in
oneself and others. On the other hand, mental competence is defined as the ability to develop and apply
the cognitive skills of self-talk, the reading and interpretation of social cues, using steps for problem-
solving and decision-making, understanding the perspective of others, understanding behavioral norms,
a positive attitude toward life, and self-awareness.
5. Provides belief in the future with recognition for positive behavior – Recognition for positive
involvement is the positive response of those in the social environment to desired external behaviors by
youths. According to social learning theory, behavior is in large part a consequence of the reinforcement
or lack of reinforcement that follows action.
Behavior is strengthened through reward (positive reinforcement) and avoidance of punishment
(negative reinforcement). Belief in the future could be fostered by programs designed to influence
youth’s optimism about a healthy and productive adult life.
DEFINITION OF TERMS
Self- Awareness - defined as an awareness of one’s own personality or individuality.
Self - sometimes referred to yourself, myself, himself/herself, oneself and your own self. This is referred to a
person in a prime condition, as entire person or individual.
Awareness - referred to having or showing realization, participation, commitment and knowledge for one’s
values development.
“Nosce te ipsum” - Latin for “Know thyself”
Self-Talk - is a way to override our past negative programming by erasing or replacing it with conscious,
positive new directions, it is a practical way to live s by active intent rather than by passive acceptance.
Virtues - is defined as conformity to a standard of right, morality. It is a beneficial quality or power of a thing a
and a commendable quality/trait or habit.
Prudence - The habit which enables man to direct his actions to human life’s goals of knowing the right thing
to do and apply it.
Justice - the habit of giving each one his due with constant and perpetual will; gives stability which man needs
to work without fear and anxiety in search for happiness.
Fortitude - the habit of overcoming the difficulties and pressure of life in the pursuit of good.
Temperance - The habit of bringing the desires and natural inclination of man under the control of reason.
Industry - the habit of working hard and working under pressure.
Loyalty - the habit of remaining true to your friends and to your principles (goals) insure of difficulties.
Responsibility - the habit of being accountable for one’s actions, duties, obligations; readiness to answer to the
consequences of our actions.
Cheerfulness - the habit of being optimistic, positive, always seeing the bright side of things.
Generosity - the habit of sharing the good that one has with other people; thinking first of the people around
him and looking for ways he can help and serve them.
Magnanimity - the habit of having great ideas and ambitions of doing good; being concerned with doing great
deeds of service to others by devoting his life to serve his country or to help people.
Leadership is the art of influencing people to get the necessary support and cooperation in community
affairs to maintain solidarity among people. It is the ability to influence others towards desired goals. It also
means “doing the right things”.
Leader is the one who helps/facilitate communities of people take risks and envision a better future ahead along
a path to accomplish their goal. Leaders are necessary to make decisions, to direct

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LESSON I

NSTP-CWTS Curricular Program

B. A PRIMER ON THE NATIONAL SERVICE TRAINING PROGRAM ACT OF 2001 OR NSTP

1. What is the National Service Training Program (NSTP) law?

2. What are the program components of the NSTP?

3. Who shall take NSTP?

4. Who shall take the NSTP be implemented?

- The NSTP will be implemented starting school year 2002-2003.

5. How will the NSTP be taken up?

6. What if I cannot take the NSTP during the regular semester?

7. What if the NSTP component of my choice is not offered in my school?

8. Are currently enrolled students covered by the NSTP law?

- He is deemed to have complied with the NSTP requirement.

12. What will become of NSTP graduates?

14. How much fee will be charged for an NSTP component?

15. Are there any student incentives for an NSTP component?

16. Who is responsible in supervising the NSTP students?

18. Is the NSTP available in all schools and universities?

B. The National Service Reserve Corps (NSRC)

A. To assist in the disaster preparedness, mitigation , response and rehabilitation program

5. Inter-Agency Relationship of the NSRC Concerned Agencies.

NDCC (DND-OCD) CHED and TESDA

RDCC (DND-OCD RC’s) CHEDRO’s and TESDA RO’s

PDCC/MDCC HEI’s and TESDA PO

RDCC – Regional Disaster Coordinating Council

6. Duties and Responsibilities

a. NDCC through DND:

a. Provide Secretariat services for the NSRC,

Higher Education Institution (HEIs), TESDA Provincial Offices and Schools.

ANGELO T. REYES (SGD.) ESTER ALBANO-GARCIA (SGD.) ALCESTIS M. GUIANG (SGD.)

II. Program Implementation:

b. Duration and Equivalent Course Unit:

III. Course Outline:

2. Interpret the basic concepts of Development management and Social Mobilization;

Requirements: There are five basic requirements for the CWTS-1

1. Presentation/discussion/team building activities

CWTS (I) CWTS ( II )

E Program Implementation Designs E

Lecturettes/ Experiential Field Trip/ Project-Based Action

School / Community Civic Welfare

 Self-Awareness and Self-Management

 Human Person and Values Development

SELF AWARENESS AND SELF-MANAGEMENT

1.0 Dare to Dream, Dare to Be!

 Beethoven was totally deaf, yet he produced musical masterpiece

1.1 You as You

“Nosce te ipsum” is Latin for “Know thyself”

 Awareness – having or showing realization, perception or knowledge

1.2 You as a Filipino

1.3 You and Your Faith

1.4 Your “Self-Help” Concepts

1.5 A Self-Mad Wall of Negative Self-Talk

I can’t remember names

Myself Own self

 Programming creates beliefs

B. The Levels of Self-Talk

1.0 Level I Self-Talk – The Level of Negative Acceptance