National Service Training Program (NSTP)

Curricular Program for the Civic Welfare Training Service

(CWTS 1)

Albert Dela Cruz

COHM Adviser
 CWTS-NSTP1 Curricular Program
The Civic Welfare Training Service (CWTS) of the
National Service Training Program (NSTP)
lessons include both lectures and practicum.
The CWTS is one of the three components of National
Service Training Program and it is offered for two
(2) semesters as a three (3) 1-unit subject for
CWTS1 and CWTS2 respectively. These subjects
are requirements for a baccalaureate degree for
both male and female students.
The curricular program is designed to encourage the
youth to contribute in improving the general welfare
and the quality of Filipino life. The students are
required to carry out projects and services
contributing to the general welfare and betterment of
life of community people as embodied under the
objectives and program of instructions of the
curricular program.
The students taking the CWTS are expected to learn
and acquire the values and skills in Community
Organizations and Development through
Management, Empowerment and Social Mobilization.
The training program aims to develop
and improve oneself as a 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 Regulations
(IRR) of the CHED, DND and TESDA.
A Primer on the National Service Training Program Act of
2001 or NSTP
1. What is the National Service Training Program
(NSTP) law?
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 and 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 moral of the citizenry and
other social welfare services.
 3. Who shall take the NSTP?
All incoming freshmen students, male and female,
enrolled in any baccalaureate and in at least two (2) year
technical-vocational or associate courses, are required to
complete one (1) NSTP component of their choice, as a
graduation requirement.
4. Since when has the NSTP been implemented?
The NSTP has been implemented since the start of school
year 2002-2003.
5. How is the NSTP taken up?
Each of the NSTP components is undertaken for an
academic period of two (2) semesters and is 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 the students
to cross enroll to other schools, irrespective of whatever 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 enrolled 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 students who has completed all his academic
requirements except ROTC be allowed to graduate?
A students 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 a which is on March 23, 2002.
 10. What if a male student has completed two semesters of
the E-ROTC/NSTP?
He is deemed to have complied with the NSTP requirement.
11. What if a male students has taken only one (1) semester
of basic ROTC or E-ROTC/NSTP?
He shall take one more semester of any of the NSTP
components to qualify for graduation.
12. What will become of NSTP graduates?
Graduates of the 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 component 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 has completed the two (2) semesters of
basic ROTC.
14. How much fee will be charged for an NSTP
component?
No fees shall be collected for any of the NSTP components
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 students incentives provided for by the
NSTP?
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 subjects to the availability of funds;
b. a team of school authorities concerned, CHED and TESDA
which shall ensure that health and accident group
insurances are provided to students enrolled in any of the
NSTP components; and
c. a Special Scholarship Program for qualified NSTP
students which shall be administered by CHED and TESDA
subjects to the availability of funds.
 16. Who is responsible in supervising the NSTP to students?
School authorities shall exercise academic and administrative
supervision over the design, formulation, adoption and
implementation of the different NSTP components I n 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
training conducted are in consonance with this act.
 18. Is the NSTP available in all schools and universities?
All higher and technical-vocational institutions offer at least one (1) of
the NSTP components while State universities and colleges offer the
ROTC component and at least one other NSTP component. Private
schools that have at least 350 student cadets offer the ROTC
component through its Department of Military Science and Tactics
(DMST).
Guidelines for the Establishment of the National Service Reserve
Corps (NSRC).
1. 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 Civic Welfare Training Service (CWTS) and
Literacy Training Service (LTS). Members of this Corps may be
tapped by the State for literacy and civic welfare activities, through
the joint efforts of DND, CHED and TESDA.
2. The National Service Reserve Corps (NSRC)
a. 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.
b. Functions
1. To assist in the disaster preparedness,
mitigation, response and rehabilitation programs
2. To serve as an auxiliary to the Disaster
Coordinating Council (DCC) response units
3. To assist in the promotion of civic welfare
activities
4. To assist in the implementation of literacy
programs
 5. To assist in socio-economic development
6. To assist in environmental protection
7. To perform other similar endeavors
c. 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.
d. 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 the
respective level organization.
e. Inter-Agency Relationship of the NSRC Concerned
Agencies
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
TESDA PO- TESDA Provincial Office
HEI- Higher Education Institution
 f. Duties and Responsibilities
1. NDCC through DND shall
a.) 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 results thereof;
e.) formulate specific guidelines for the administration, training,
organization, development, maintenance and utilization of the
NSRC members; and
f.) do related work.
2. CHED/TESDA
A.) Central Offices shall
a.1 provide Secretariat services for the NSRC;
a.2 prepare consolidated national master lists of officially registered
CWTS and LTS graduates per school year;
a.3 submit official national master list of registered NSRC members,
with corresponding centrally- determined serial numbers to NDCC
through DND per school year;
a.4 assist in the administration, training, organization, development,
maintenance and utilization of the NSRC members;
a.5 coordinate with NDCC through DND regarding NSRC concerns
and activities; and
a.6 do related work.
B.) Regional Offices shall
b.1 prepare consolidated Regional list of CWTS and LTS Graduates
from HEIs and in the case of TESDA from the Provincial Office to the
schools, for submission to CHED/TESDA Central Offices;
 b.2 coordinate with RDCC (OCD RCs) on matters relative to NSRC
concerns;
b.3 maintain a Directory of CWTS and LTS graduates for reference;
b.4 prepare report as may be required; and
b.5 do related work.
C.) Higher Education Institution (HEIs), TESDA Provincial Offices and
Schools shall
c.1 prepare and submit a certified master list with complete addresses and
contact numbers, of CWTS and LTS graduates to respective Regional
Offices. In the case of TESDA, the same shall be submitted through its
provincial offices;
c.2 provide information on CWTS and LTS graduates as may be officially
requested by the authorized concerned agencies;
c.3 coordinate with PDCC/CDCC/MDCC/BDCC, as the case may be,
on matters relative to NSRC; and
c.4 do related work.
D.) NSRC Members shall
d.1 report to the call of NSRC for training and respond
immediately for utilization in cases of disasters/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
d.2 register at the said Center and get instructions/briefing for
specific duties and responsibilities.
 Self-Awareness and Values Development
A. Self-awareness is defined as an awareness of one’s own personality
or individuality. Self oftentimes refers to yourself, myself,
himself,/herself, oneself, and your own self. This refers to a person
in a prime condition, as entire person or individual. Awareness is
referred to having or showing realization, participation, commitment
and knowledge of one’s values development.
Dare to Dream, Dare to Be!
The following are examples of great individuals who dared to dream
and dared to be:
 Beethoven was totally deaf, yet he produced musical master pieces.
 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 President.
 Burt Reynolds washed dishes for a living before he became a well-
respected actor.
 Helen Keller struggled to overcome her handicap to become an
inspiration to both the blind and the seeing.
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.
a. Know the difference between your biological or inherited traits
and your environmental or acquired traits.
b. Self-Awareness is an awareness of one’s own personality or
individuality.
 Self- oneself/himself/herself/myself
* belonging to oneself
* a person in prime condition
* entire person as an individual
 Awareness – having or showing realization, perception or knowledge
* Be your own best friend and believe in yourself, so that you can
become the person you want to be.
* You are you and you are what you think. You are unique in your
own way. Only you can control your destiny and make a difference
in your life.
2. You as a Filipino
 Being aware of and remaining constantly on guard against the
Filipino tendency towards 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 involved 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 have got only one real friend
and one worst enemy and that is yourself.
 Believe in your abilities and work unyieldingly to reach your objective.
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, we tend
to turn against God and blame Him for all the misfortunes.
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 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 Readjust As Necessary
*Be Tolerant
*Do Everything With Love
*Don’t Hate
*Have Courage
*Recognize That Most Of What We Believe About Life Is An Illusion
*Be Honest
*Work Hard
*Believe Money Is Good And It Will Come To You
and so on, and on, and on
5. A Self-Made Wall of Negative Self-Talk
Here are few examples of frequently-used negative self-talk. As you read them,
see if you know someone who says something similar, or if you have said
something like any of these yourself:
*I can’t remember names.
*It’s going to be another one of those days!
*It’s just no use!
*I just know it won’t work!
*Nothing ever goes right for me.
*That’s just my luck.
*I’m so clumsy!
*I don’t have the talent.
*I’m just not creative.
*Everything I eat goes right to my waist.
*I can’t seem to get organized.
*Today just isn’t my day!
*I can never afford the things I want.
*I already know I won’t like 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 ever learn!
*I get sick just thinking about it.
*Sometimes I just hate myself.
*I’m just no good!
*I’m too shy.
*I never know what to say,
and so on, and on, and on
 Knowledge

Myself Own self

SELF

Realization Perception

Him/Her
self Oneself

Commitment

Self-Awareness and Its Relation to Holistic Community Affairs

 1. The Art of Selling Yourself
Tell me About Yourself
Directions: The following are tough, often pretentious
questions. Figure out the question’s real meaning and fire back a
crisp, insightful answer. (Select only 10 questions and write your
answers on your notebook).
1. Tell me about yourself.
2. What do you see as your greatest strength and greatest weakness?
3. Tell me about some projects you have led.
4. Tell me about problems you have solved in a group situation.
5. How would you define success?
6. Why should I hire you?
7. Why haven’t you received any offer so far?
8. What do professors tend to criticize most about your performance?
9. Tell me about the best professor you ever had.
10. How do you go about making important decisions?
11. Tell me about your involvement in community extension work.
12. Do you work well under pressure?
13. Do you prefer to work with others or by yourself?
14. What kind of a student are you?
15. What extra-curricular activities are you involved in?
16. What were your most memorable high school experiences? What
did you learn from them?
17. What do you do in your spare time?
18. Are you a member of your Barangay Organization? What is the
nature of the organization?
19. How do you handle conflict?
20. If you could change something about your work style, what
would it be?
 2. With the “Self-help” Concepts, select ten (10) related self improvement
teachings that will help you to become more successful.
3. Select at least ten (10) negative self-talk, and change these negative self-
talk to positive.
B. The Self-Management Sequence
Life is not a matter of luck or fortune. If we leave our lives up to chance,
chances are, we will fail. Success in self-management is always the
result of something else, something that leads up to it. Most of what
seems to happen to you, happens because of you-something you
created, directed, influenced, or allowed to happen.
The Five Steps that control our success or failure.
1. Behavior
The step that most directly controls our success or failure 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. 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 we will do it. If
feel good or positive about something, we will behave more positively about it.
Our feelings will directly influence our actions, our feelings are created,
controlled, determined, or influenced by our attitudes.
3. Attitudes
Your attitudes are the perspective from which you view life. Some people seem
to have a good attitude about most things. Some seem to have a bad attitude
about everything. But when you look closer, you will find that most of us have a
combination of attitude-some good, some not so good.
Our attitudes play a very important part in helping us become successful. Good
attitudes are created, controlled or influenced entirely by our beliefs.
4. Beliefs
What we believe about anything will determine our attitudes about it, create our
feelings, direct our actions, and help us to do well or poorly, succeed or fail. The
belief that we have about anything is so powerful that it can even make
something appear to be something different than what it really is!
 Belief does not require that something be the way we see it to be. It only
requires us to believe that it is. Belief does not require something to be true. It
only requires us to believe that it’s true!
5. Programming
We believe that we are programmed to believe. Our conditioning from the day
we were born has created, reinforced, and nearly permanently cemented most
of what we believe about ourselves and what we believe about most of what
goes on around us. Whether the programming was right or wrong, true or
false, the result of it is what we believe. It is our programming that sets up our
beliefs, and the chain 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
C. 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 our lives by active intent rather than by passive acceptance.
Self-Talk gives each of us a way to change what we would like to
change, even if we have not been able to do so in the past. There are
five levels of Self-Talk.
1. Level I Self-Talk – The Level of Negative Acceptance
(“I Can’t…”)
The level of negative acceptance is the lowest, least beneficial level
and the most harmful level of self-talk. It is a self-talk by which you
say something bad or negative about yourself, and you accept it. It is
characterized by words, “I can’t…” or “if only I could…” It is our way
of telling ourselves to hesitate, question our capabilities, and accept less
than we know we could have done, had we only given ourselves a
chance.
2. Level II Self-Talk – The Level of Recognition and Need to Change (“I
need to…I should…”)
This level is beginning. On the surface it looks as though it should
work for us. But instead it works against us. In this level we are stating
to ourselves and to others our recognition of our need to change. It is
characterized by words such as “I need to..” or “I ought to…” or “I
would…”
3. Level III Self-Talk – The Level of Decision to Change
(“I never… I no longer…”)
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. Level IV Self-Talk – The Level of the Better You
(“I am…”)
This is the most effective kind of Self-Talk we can ever use. This has been used
the least, but is needed most. It is at this level that you are 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!” It is characterized
by words, “I am…”. It is the positive Self-Talk. It replaces helpless “cannot’s”
with vibrant “yes I can’s!. It excites, demands, and pushes us forward.
5. 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 a greater
reward. It is characterized by the words, “It is…”. It sounds like this: “I am one
of the universe and it is one with me. I am fit, within it, and exist as a shining
spark in a firmament of divine goodness”.
SELF-ASSESSMENT
A. WHO AM I?
Directions: Check your self-estimate on the following Personality Dimensions.
Choose only one per group of descriptions.
Personality Put Check Who am I? Self-estimate of your characteristic
Dimensions Marks features.

Intellectual A Brilliant, Creative, a thinker, Highly informed

B Bright, Studious, school-minded, well-informed
C Average, Conscientious, adequately-informed
D Below average, indifferent, easy-going, hardly-
informed

Leadership A High achiever, outgoing, very active leader

B Above average achiever, independent, moderately
active leader
C Average achiever, conventional, active follower
D Below average achiever, conforming, indifferent
follower
Personality Put Check Who am I? Self-estimate of your characteristic
Dimensions Marks features.
Conscience A Strongly law-abiding, strongly disturbed with
misdeeds, committed, strictly conventional
B Somewhat law-abiding, Somewhat disturbed with
misdeeds committed, Somewhat conventional
C My disobey rules or laws as long as no one else sees;
not disturbed by misdeeds committed, indifferent to
convention
D Delights in misdeeds that flaunt-rules and law; does
not care about conventions

Achievement A Performing outstandingly in school, recipient of

awards and honors
B Performing well in school; better than most students
C Performing satisfactorily; as good as half the class
D Performing barely satisfactorily; among the poorest
in class
Personality Put Check Who am I? Self-estimate of your characteristic
Dimensions Marks features.
Physical A Very physically active, athletic, energetic
B Somewhat physically active, takes to athletics
regularly
C Physically inactive, shuns athletics; to weak to do
physical exercise
D Hardly physically active, joins athletics only when
required, lacking in energy

Aesthetic A Highly artistic, connoisseur of art; avid consumer

of artistic commodity like records and tapes, art
exhibits, plays, concerts, etc.
B Somewhat what appreciate of art, some artistic
talent, regular consumer of artistic commodity
C Likes certain forms of art; attends artistic
performances if there is time
D Don’t care about art; don’t understand art.
Personality Put Check Who am I? Self-estimate of your characteristic
Dimensions Marks features.
Emotional Warmth A Very lively, cheerful, very enthusiastic, fun to be
with
B Somewhat lively, pleasant, somewhat enthusiastic,
relaxing to be with
C Hardly lively, occasionally pleasant, with little
enthusiasm, quiescent
D Grouchy, irritable, unenthusiastic, unexcitable, tense

Personal Relations A Very accommodating, empathetic, adaptable,

affiliates with others
B Somewhat accommodating, considerate, cooperative
C Hardly accommodating, somewhat self-directed
D Stand-offish, hostile, insensitive to others, wishing
harm done to others
Personality Put Check Who am I? Self-estimate of your characteristic
Dimensions Marks features.
Work A Very enduring, responsible, enterprising,
persevering, playful
B Somewhat enduring, prefers to execute ready-made
plans, accepts but does not seek responsibility
C Hardly enduring, short-lived efforts; seldom makes
plans; if possible, accepts no responsibility
D Un enduring, does not work up to completion of
task; irresponsible, adverse to planning

Communicating A Eloquent, forceful, assertive, persuasive, effective in

communication
B Somewhat eloquent; somewhat assertive, somewhat
effective
C Hardly skillful and effective in communication
D Faltering, awkward, ineffective in communication

Religious A Very religious, gives much time to church work,

contemplative, very benevolent
B Somewhat religious, gives some time to church
Personality Put Check Who am I? Self-estimate of your characteristic
Dimensions Marks features.
Outlook on Life A Very ambitious, very highly aspiring, very optimistic
and hopeful of the future
B Somewhat ambitious, somewhat aspiring, quite
hopeful of the future
C Hardly ambitious, uncertain about life goals and
vague as to the future
D Lacking in ambition, makes no projection about the
future; lives by the day

Self-Worth A Very loving and worthy of love; indispensable peer

in attainment of goals, most highly regarded by
family; recognized as leader in civic /social work
B Somewhat loving and lovable; seen by peers as
cooperative; appreciated by community for
civic/social work
C Hardly loving and lovable; seen by peers as passive
follower; unnoticeable in civic/social work
D Unloving and unlovable; seen by peers as obstructive
of group goals; un civic-minded
How to Score the Self-Assessment:
Score A x 10 = 130 points
Score B x 8 = 104 points
Score C x 6 = 78 points
Score D x 4 = 52 points

*Summation of all the points= ______ points

 Human Person and Values Development
I. THE HUMAN PERSON
A. Important Realities of the Human Person
1. The Self-Image
a. Self-image refers to a person’s understanding of
himself/herself.
b. It is responsible in influencing people’s way of living.
The formation of self-image is derived from two sources:
others and the experiences of the self.
c. There are three kinds of self-image:
1.) Negative self-image – delves on limitations and
differences rather than assets
2.) Overrated self-image – stresses on the positive
traits
3.) Realistic self-image – based on the real self
2. The Others
These are referred to persons or groups considered
important and given the right to influence one’s self.
 3. The Being
a.) It is the mainspring or a motivating force in the human
person.
b.) It is the wellspring, a fountainhead of one’s identity,
one’s essential course of action, one’s essential bonds.
c.) These are seven approaches to get in touch with the
Being:
1.) Approach by way of the self-image (answer,
Activity 3A)
2.) Approach by way of important choices
3.) Approach by way of action
4.) Approach by way of what is “natural” and
stress less
5.) Approach by way of people who had the
greatest impact on you
6.) Approach to self through severe trials
7.) Approach by way of deep and not yet fulfilled
aspirations
4. The “I”
The “I” has 3 different aspects. These are the intellect, the
freedom and the will.
5. The Sensibility and the Body
This is the important realities of the human person.
B. Five Pivotal Centers as the Components of the Human
Person
1.) The Being – This is the fundamentally positive reality which can
be sensed in the very depths of the human person.
2.) The “I” – This is the reality felt at the level of the head.
3.) The Sensibility – It carries messages from the “I”, from the being
and from the in-depth conscience.
4.) The Body – It is the biological reality and has its own laws.
5.) In-depth Conscience – This reality is a place where the other
four pivotal centers can be perceived in a synthesis. This is the
place of the person in the process of growth; a place where what is good
can be sensed.
Behavior - It is the manner of conducting oneself. It is the
response of an individual, group or species to its
environment. It is a manner in which a person behaves.
Attitude - It is a position assumed for a specific purpose.
 It is an organismic state of readiness to respond in characteristic way
to a stimulus as an object, concept or situation.
 Human attitude affects much of a person’s behavior and human
behavior depends on the kind of environment he or she is interacting
with. The attitude can be readily changed depending on the kind of
stimulus, concept or situations that will greatly affect the human
person.
 Attitude

Human Environment
Person

Behavior

Human Person in Relation to his Environment with Respect to

Attitude and Behavior
Human Environment Stimulus
Person Attitudes ( Sensibility )
Life Situations

Object - Physical
Biological

Concept - Love
Any Issues

Situation - Politics
State of Religion
Oneself Readiness Society

Behavior
Manners of Conducting Oneself
C. Ten Commandments of Human Relations
1. Speak to people. There is nothing as nice as a cheerful word of
greeting.
2. Smile at people. It takes 65 muscles to frown and only 15 to smile.
3. Call people by name. The sweetest music to everyone’s ear is the
sound of his/her own name.
4. Be friendly and helpful. If you would have friends, be friendly.
5. Be cordial. Speak and not act as if everything you do were a genuine
pleasure.
6. Be genuinely interested in people. You can like everybody if you try.
7. Be generous with praise – Take caution in criticizing.
8. Be considerate with the feelings of others. It will be appreciated.
9. Be thoughtful with the opinion of others. There are three sides to a
controversy – yours, the other fellow’s, and the right one.
10. Be alert to give service. What counts most in life is what we do for
others.
 D. Mission Possible Team (I Can Win)
1. Successful people have a positive mental attitude.
2. Successful people are courageous people who take risk.
3. Successful people choose well.
4. Successful people persist.
5. Successful people adhere to the power of Prayer.
6. Successful people know how to pace themselves and journey through life
with enthusiasm.
7. Successful people govern themselves with discipline.
8. Successful people give the best to whatever they do.
9. Successful people keep a positive count by responding positively to any
person or situation.
10. Successful people align their sense of purpose with the common good.
11. Successful people harmonize with encouragement.
12. Successful people are decisive people who makes things happen.
Name: ________________________ Course: _______________

Personal Growth Assessment and Reflection – Guidelines for Personal Analysis

(GPA) – Alituntunin sa Pag-analisa sa Sarili. Write your answers/reactions on
the space provided or indicated in each item.
Approach by Way of Self-Image/Self-inventory (Pag-analisa sa Sarili)
A. How do I see myself? (Paano ko tinitingnan ang aking sarili?)

Positive Negative Limitations

B. What do people say of me? (Ano ang sinasabi ng ibang tao tungkol sa akin?)

Who? (Sino) Says What? (Anong Sinabi) Do I Experience Myself To

Be Like That? Why?
(Ganito Ba Talaga Ako?
Bakit?)
C. What can I say about myself in the following
categories? (Ano ang masasabi ko tungkol sa aking
sarili sa mga sumusunod na kategorya?)
Categories Explanation
My Heart
(ang aking puso)
My Sensibility/Emotion
(damdamin)
Intelligence
(Kakayahan sa pag-iisp)
My will
(Kagustuhan)
Action
(Aksyon/Galaw)
Interpersonal
Relationship
(Pakikitungo sa Kapwa)
Relationship with God
(Relasyon sa Panginoon)
D. Positive traits which I sense are really part of me
(Positibong kaugalian na talagang parte ng aking
pagkatao): Rate 0 – 5, with 0 as the lowest and 5 as
P
the highhest.
1. Perseverance (Pagtitiis)

2. Forgiveness and Tolerance (Pagpapatawad at Pagpapasensya)

3. Optimism (Pagiging Positibo sa Buhay)

4. Helpfulness and Empathy (Pagiging Matulungin at Pakikiramay)

5. Self Confidence (Paniniwala sa Sariling Kakayahan)

E. Influence of certain persons or groups in my life
(Impluwensya ng ilang mga tao o mga grupo sa aking
buhay)
Persons/Group Influence (impluwensya) Infuence
(Mga Tao at Grupo) Positive Negative

1. Parents

2. Spouse/Children

3. Friends/Neighbor

4. Church

5. Co-Worker
F. Important Choices in Life
Choices Motivation of Choices

1. Marriage and Family

2. Single-Blessedness

3. Participation in Civic Organization

G. Severe Trials Encountered in Life (Mga grabeng

pagsubok na naranasan sa buhay)
Trials How did it affect you? What did you
(Mga Pagsubok) do to overcome it?
(Paano ito nakaapekto sa iyo?
Paano mo ito nalampasan/)
H. Not Yet Fulfilled Aspirations
Aspiration What should I do to reach it?
(Pangarap/Minimithi) (Ano ang gagawin ko para makamit ko ito?)

1. Myself
(Sa aking Sarili)

2. My Family
(Sa aking Pamilya)

3. My Community
(Sa aking Komunidad)
 II. VALUE DEVELOPMENT
A. Value Defined
1. Value is derived from the Latin word, valere, to be worth, be
strong-something intrinsically valuable or desirable. A thing has
value when it is perceive as good and desirable. To develop is to
acquire gradually, by successive changes, to move from the
original position-to one proving more opportunity for effective
use. Thus, values development is the act, process or result of
developing the values for a Human Dignity.
2. Since values are the bases of judging what attitudes and
behavior are correct and desirable and what are not, it is therefore
crucial that there be an appropriate framework as well as strategy
for providing the context and operational guidelines for
implementing a values education program (DECS Values
Education Program Framework, Values Education for Filipino,
1988).
B. Values Systems: Various Views
According to Clyde Kluckholm: “A value is a conception, explicit or implicit,
distinctive of an individual or characteristic of a group, of the desirable which
influences the selection from available modes, means and ends of action.”
According to Cornelius Van Der Poel: “Value refers to the understanding of a
certain good for an individual or society which is considered worthy of
realization.”
According to Brian Hall, Michael Kenny & Maury Smith: “Something tat is
freely chosen from alternatives and is acted upon, that which the individual
celebrates as being part of the creative integration in development as a person.”
A value is something or someone who is considered good or worthy and is
desirable or useful. It is something considered worthy by a person or a group. It
can be one-word standard of conduct (respect) or a policy everyone in an
organization adheres to and believe in. society depends on certain values like
cooperation and honesty. To function values may also be concepts considered
importantly by a select group, and not by others. It may be explicitly stated as
they are more and more in organizations. Or they may be unspoken, yet
recognized by all.
C. VALUES EDUCATION
Values education is the process by which values are formed in the learner under the
guidance of the teachers and parents as he/she interacts with his/her environment.
1. Values as subject matter must have a direct and immediate relevance to the
personal life of the learner.
2. The process must involve all the faculties of the learners. It must not just be
cognitive. It must appeal not only to the mind but to the heart, recognizing the
total human person.
3. The teacher’s and parent’s personal values play an important role in values
learning.
D. The Why, When, Where, Who, What, and How, in Teaching Values
1. Why teach values?
 because our parents tried to teach them to us
 because they are what makes our society safe and workable
 because it helps develop a sense of autonomy,
independence, and confidence
 because it is the most significant and effective thing to attain happiness
 2. When? Value should be taught to all ages with differing agendas and changing
emphasis as one gets mature. Teach values now and always.
3. Where? Values are best taught in the home, in either the positive or the negative
sense. It can be far more influential than what is taught in school.
4. Who? Parents are the crucial examples and instructors of values. They are the
general contractor. The teachers, the institution and organizations are considered as
subcontractors serving as supplement, support and back up of parents.
5. What? Decide which values to teach. Choose a teaching system that will help you
decide what to teach.
6. How? There are methods especially designed in teaching values to pre-schoolers,
elementary ages, adolescents and community people.
E. IMPORTANCE OF TEACHING VALUES
1. Values are extremely powerful. They guide people and identify what behavior is
acceptable and what behavior is not. It is a principle that either accomplishes a well-
being or prevents harm or does both. It is something that helps or something that
prevents hurt.
2. Values have to do with being and with giving. It is who we are and what we give
rather than what we have that make up our truest inner selves.
 3. The values of being (who we are) are honesty, courage, peaceability, self-
reliance, discipline and fidelity. These are given as they are gained and practiced
on the “outer” as they are developed in the “inner”. The values of giving (what
we give) are respect, love, loyalty, unselfishness, kindness and mercy. These
gained and developed as they are practiced.
F. The Values of Being and Giving
1. On Values of Being:
 Honesty
Honesty must be practiced with other individuals, with institutions, with
society and with self. The inner strength and confidence are bred by exacting
truthfulness, trustworthiness, and integrity.
 Courage
This means daring to attempt difficult things that are good. It is the strength
not to follow the crowd, to say no and mean it and influence others by it. It
means being true to convictions and following good impulses even when
they are unpopular or inconvenient. It means boldness to be outgoing and
friendly.
 Peaceability
This means calmness, peacefulness, and serenity. It is the tendency to
accommodate rather that argue. It is the ability to understand how others feel
rather than simply reacting to them. It means the control of temper.
 Self-Reliance and Potential
This means individuality, awareness and development of gifts and uniqueness. It
means taking responsibility for one’s own actions. It means overcoming the
tendency to blame others for difficulties. It is commitment to personal
excellence.
 Self-Discipline and Moderation
This refers to physical, mental and financial self-discipline. It means moderation
in speaking, in eating and exercising. It also means the controlling and bridling
of one’s own appetites and understanding the limits of body and mind. It means
avoiding the dangers of extreme, unbalanced viewpoint.
 Fidelity and Chastity
This refers to the value and security of fidelity within marriage and restraint and
limits before marriage. It is the commitment that go with marriage and that
should go with sex.
2. On Values of Giving:
 Loyalty and Dependability
This refers to loyalty to family, to employers, to country, to church, to schools and to
other organizations and institutions. It means reliability and consistency in doing what
you say you will do.
 Respect
This means respect for life, for property, for parents, for elders, for nature, and for the
beliefs and rights of others. It refers to courtesy, politeness, and manners. It means self-
respect and the avoidance of self-criticism.
 Love
It means individual and personal caring that goes beneath and beyond loyalty and
respect. It means love for friends, neighbors even adversaries, and prioritized, lifelong
commitment of love for family.
 Unselfishness and Sensitivity
This means becoming more extra-centered and less self-centered. It means learning to
feel with and for others. It refers to empathy, tolerance, brotherhood, sensitivity to needs
in people and situations.
 Kindness and Friendship
This refers to awareness that being kind and considerate is more admirable than
being tough or strong. The tendency to understand rather than confront, and be
gentle, particularly toward those who are younger and weaker. It is the ability to
make and keep friends. It means helpfulness and cheerfulness.
 Justice and Mercy
This refers to obedience to law, fairness in work and play. It is an understanding
of the natural consequences and the law of harvest. It refers to the grasp of
mercy and forgiveness and an understanding of the futility (and bitter poison) of
carrying a grudge.
G. Value Formation
The Christian Value-Formation is a lifelong process of growing which gets its
strength from Jesus’ sermon on the mount. The following factors affect one’s
value formation:
1. Two (2) Factors Affecting Value Formation
* Influences – these depend on a person’s internal influences such as
intellectual and emotional capabilities.
 * Experience Factor – like good influences, good experiences are needed in value
formation.
2. There are four (4) types of experiences that will influence or affect the formation
of values
* Liturgical Experience
* Bible Experience
* Learning Experience
* Human Experience
H. Value Clarification – Value Clarification is a difficult task
1. There are three basic steps that are useful in Value Clarification:
* Choice
* Value
* Action
2. Values are better than rules.
Forward- thinking – the organization promotes values to guide people. Doing
this serves time because organizations need not write rules, and need not refer to
rule books or organization manual.
 3. Values serve as outline goals.
An explicit set of values shall form the foundation of any organization because they
endure.
4. Values send a message.
A good value teaches and guides the members of the organization.
A symbolic act affirms the value over and over.
5. Values shape an organization.
Value manifest itself in various ways. It trusts members to produce quality good
products. Values can shape and animate an organization.

III. DEVELOPING GOOD HABITS FOR EFFECTIVENESS

Our character is a composite of our habits. Habits are powerful factors in our lives.
They are consistent, often unconscious patterns. They constantly, daily, express our
character and produce our effectiveness or ineffectiveness.
A. Habit is defined as the interaction of knowledge, skills, and desire. Knowledge is the
theoretical paradigm, the what do to and the why. Skill is the how to do, and desire is the
motivation, the want to do. All these three are necessary to make something a habit in our
lives.
 Knowledge
( what to, why to)
H = Habit

Effective Habits Desire

H (want to)
Skill
( Internalized Principles and Patterns of Behavior)
(how to)
The Seven Habits according to Stephen Covey move us progressively on a
Maturity Continuum from dependence to independence to interdependence.
On the Maturity Continuum:
a. Dependence is the paradigm of you-you take care of me; you come through
for me, you didn’t come through. I blame you for the results.
b. Independence is the paradigm of I – I can do it; I am responsible; I am self-
reliant; I can choose.
c. Interdependence is the paradigm of we – we can do it; we can cooperate ; we
can combine our talents.
B. Effectiveness is defined as the basis of a person’s character, creating an
empowering center of correct maps from which an individual can effectively
solve problems, maximize opportunities, continually learn and integrate
principles in an upward growth.
According to Stephen Covey in his book, The 7 Habits of High Effective
People, there are Seven Habits that make one a highly effective person.
1. Being Proactive
Proactivity means taking initiative, as a human being, we are
 responsible for our own lives. Our behavior is a function of our decisions, not
our conditions. Highly proactive people recognize responsibility. “ Response –
ability” means the ability to choose your response. In making such a choice, we
become reactive. Reactive people are affected by their physical and social
environment, the ‘social weather’. They are defensive or protective driven by
feelings, circumstances and by the condition of their environment. Proactive
people influenced by external stimuli, whether physical, social or psychological.
But their response to the stimuli, conscious or unconscious, is a value-based
choice or response.
2. Begin with the End in Mind
“Begin with end in mind” is to begin today with the image, picture, or paradigm
of the end of your life as your frame of reference or the criterion by which of
everything else is examined. Each part of your life- today’s behavior,
tomorrow’s behavior, next week’s behavior, next month’s behavior – can be
examined in the context of the whole, of what really matters most to you. To
begin with the end in mind means to start with a clear understanding of your
destination. It means to know where you are going so that you
 better understand where you are now so you can go to a right direction.
“Begin with the end in mind” is based on the principle that all things are created
twice. There is a mental or first creation, and a physical or second creation to all
things.
3. Putting First Things First
Effective management is putting first things first. While leadership decides what
“first things” are, it is management that puts them first, day-by-day, moment-by-
moment. Management is discipline carrying it out.
4. Think Win/Win
The habit of effective interpersonal leadership is Think Win/Win.
Win/Win is not a technique; it is a total philosophy of human interaction. In fact, it
is one of the six paradigms which include Win/Lose, Lose/Win, Lose/Lose, Win and
Win/Win or No Deal.
5. Seek First to Understand then to be Understood
“Seek first to understand” involves a very deep shift in paradigm. We typically seek
first to be understood. Most people do not listen
 with the intent to understand; they listen with the intent to reply. They are either
speaking or preparing to speak. They are filtering everything through their own
paradigms reading their autobiography into other people’s lives.
6. Synergize
Synergize means that the whole is greater than the sum of its parts. It means
that the relationships which the parts have to each other is a part in and of itself.
Synergy is the highest activity in all life – the true test and manifestation of all
of the other habits put together. It is the essence of principle-centered
leadership and parenting.
7. Sharpen you “Saw” of Self-Principles of Balanced Self-Renewal
Habit is taking time to sharpen the saw. It is the habit that makes all the others
possible. It is preserving and enhancing the greatest asset you have – you. It is
reserving the four dimensions of your nature – physical, spiritual, mental, and
social/emotional.
 Dimensions of Self – You! Values

1. Physical Health, Physical Fitness, Cleanliness,

Harmony with the Materials, Universe,
Beauty, Art

2. Intellectual (Mental) Truth, Knowledge, Creative and Critical

Thinking

3. Moral (Social/Emotion) Love, Integrity/Honesty, Self Worth / Self

Esteem, Personal Discipline

4. Spiritual Spirituality, Faith in God

 BASIC LEADERSHIP TRAINING
A. Leader and Leadership Defined
1. 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. A leader is one who helps/facilitate communities of people, take risks and
envisions a better future for his group, encourages commitment and helps
people move ahead along a path to accomplish a 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. A leader has followers. As Peter Drucker pointed out, a leader is someone
who has followers. Even poor leaders have followers, but usually not for long.
That is because the goal of leadership is to get results.
B. Virtues As a Foundation of Leadership
1. Virtue is defined as conformity to a standard of right and morality. It is a
beneficial quality or power of a thing and a commendable quality, trait or habit.
2. The following virtues are considered the foundation of leadership:
a. Prudence – the habit which enables man to direct his actions to human
life’s goals, knowing the right thing to do and applying it.
b. Justice - the habit of giving each one his due with constant and
perpetual will; gives stability that man needs to work without fear and anxiety
in the search for happiness.
c. Fortitude - the habit of overcoming the difficulties and pressures of life
in the pursuit of good.
d. Temperance - the habit of bringing the desires and natural inclination of
man under the control of reason.
e. Industry - the habit of working hard and working under pressure.
f. Loyalty - the habit of remaining true to your friends and to your
principles (goals) in times of difficulty.
 g. Responsibility - the habit of being accountable for one’s actions,
duties, obligations; readiness to answer for the consequences of one’s actions.
h. Cheerfulness - the habit of being optimistic, positive, always seeing the
bright side of things.
i. 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.
j. Magnanimity - the habit of having great ideals and ambitions of doing
good; being concerned with doing great deeds of service to others by
devoting one’s life to serve one’s country or to help people.
C. Traits of Leadership
1. True leadership is the art of changing a group from what it is into what it
ought to be.
2. Leadership is the ability to recognize a problem before it becomes an
emergency.
3. Leadership and learning are indispensable to each other.
 4. Leadership is learning to give whether you get anything or not. If you ever
give something to get something, you are not giving in the true sense of the word,
you are trading!
5. Leadership is the other side of the coin of loneliness, and he who is a leader
must always act alone, and acting alone means accepting everything alone.
6. Leadership is the ability to handle uncertainty.
7. What is “it”? This is the aspect of leadership that is concerned with outward
appearance. It means looking, dressing and talking like a leader.
8. Leadership has nothing to do with ordering people around or directing their
every move.
9. The climax of leadership is to know when to do what.
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 leaders ensure that learning and competence matter.
 Good leaders, 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 not only in
the leader but also in one another.
 A good leader displays reliability and integrity.
 A good leader is honest and trustworthy, 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
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 team work;
 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;
 know their field and job in great depth;
 work to instill 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 that people have resources to do their 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 these characteristics, but good leaders seem to display most
of them at one time or another.
F. Leadership Styles
1. Authoritarian Leadership (Survival)
A leader makes a decision and announces it.
 A leader announces his decision with no feeling of responsibility or
accountability to share the reasons.
A leader presents decision but “Sells it to Members”.
 A leader announces his decision and share the reason behind it,
 which has been prepared in advance.
A leader presents a decision and invites questions for clarification.
 A leader announces his decision, but responds to questions for clarification on
an impromptu basis with a rationale to explain to the members.
2. Consultative Leadership (Security)
A leader presents a tentative decision subject to change.
 A leader announces his “tentative” decisions and announces that he is open to
questions for clarification and discussion.
A leader presents a situation, gets input, makes a decision.
 A leader identifies a situation or problem and moves into a facilitating rule to
surface assumptions and suggestions, then moves out of facilitating role and
makes a decision.
A leader calls on members to make a decision, but holds on veto.
 A leader calls on the group to identify situations and limitations, explores and
makes a decision contingent on leader’s veto power.
3. Enabling Leadership (Participation)
A leader defines limits, calls on members to make a decision.
 A leader shares any “givens” (e.g. funds available, time parameter, etc.) and
facilitates a decision by members on basis of limitations.
A leader calls on members to identify limits, explore situation, and make a
decision.
 A leader maintains a facilitating role by allowing members to identify a situation
or problem, identify limits, explore and make a decision.
Homework to be Presented during our Zoom Class, be prepared during your
Presentation. This is your Graded Recitation!
1. From the list of Virtues on Slide 79-80 considered as a foundation of leadership,
choose at least five virtues that are considered commendable qualities/traits that
describe your habits.
2. From the list of traits of leadership on Slide 80-81, select the qualities of a good
leader that describe yourself to be a good leader.
3. Which of the Characteristics listed on Slide 82-84 best describe you as a leader
of community? Consider only 2 character traits.
4. Which of the Leadership styles do you consider effective? EXPLAIN.
 Team Building for Youth Organization
A. Team Development
1. A Youth Organization is a collection of teams comprising of young people.
The success of a youth organization depends on the ability of teams within it
to work together to attain the commonly held objectives. Because
organizations are becoming increasingly more complex, team leaders must be
concerned with developing a more cohesive and cooperative relations between
members and the teams. The development of effective teams within the
organization will determine, to a large extent, the ability of the youth
organization to attain its goals.
2. Factors Contributing to Team Development and Effectiveness
The development of a team is based on the assumption that any team is able
to work effectively if its members are familiar with the four factors that
contribute to team development and effectiveness. These are:
a. Shared Goals and Objectives
The team must state the goals and objectives. The goal must be an
overall understanding of the role of the team in the total organization.
 b. Utilization of Resources
The team must use effectively all the resources at its disposal. This means
establishing an environment that allows individual resources to be used. Maximum
use of team members require full participation and self-regulation.
c. Trust and Conflict Resolution
The ability to openly recognize conflict and to seek to resolve it through discussion
is critical to the team’s success.
d. Shared Leadership
Individuals will not function as a team if they are brought together simply to
“rubber stamp” decision made by the team’s formal leader or others not in the
team. The development and cohesion of a team occurs only where there is a
feeling of shared leadership among all team members.
3. Team Relationship and Management
a. A team is number of persons associated ensemble, marked by devotion to
teamwork rather than individual achievement.
b. In a relationship in an organization or movement, people have various
expectations of each other. These expectations sometimes are not stated;
sometimes they are unconscious. In the rush of activity, an organization may move
along, but friction often begins to build up between people. Many times, it is
because we have different expectations of others and of ourselves in doing a
particular task.
 c. The management of the organization depends on proper coordination.
Coordination implies enabling people to reach their own goals, transform their
situation and take their destiny into their own hands.
4. Building a Better Team
The following aspects are necessary for building a better team.
a. Teamwork reflects Camaraderie
A team will not work if members are self-centered and if they do not know
each other. There will be no fun, excitement and sharing.
b. Teamwork reflects Unity
Whatever the outcome of the project, it is the team that work towards it. It is
not a single stick anymore, but a bundle of sticks hard to break, strong and
fighting.
c. Teamwork divides the Effort and multiplies the Success
Each group has ample zest and inspiration to become a dream team.
5. The Characteristics of an Effective Team
a. The team members share a sense of purpose or common goals,
and each team member is willing to work toward achieving these goals.
b. The team is aware of and interested in its own processes and it examines
norms operating within the team.
c. The team identifies its own resources and uses them, depending on its needs.
The team willingly accepts the influence and leadership of the members whose
resources are relevant to the immediate task.
d. The team members continually try to listen to and clarify what is being said
and show interest in what others say and feel.
e. Differences of opinion are encouraged and freely expressed. The team does
not demand narrow conformity or adherence to formats that inhibit freedom of
movement and expression.
f. The team is willing to surface conflict and focus on it until it is resolved or
managed in a way that does not reduce the effectiveness of those involve.
g. The team exerts energy toward problem solving rather than allowing it to be
drained by interpersonal issues or competitive struggles.
 h. Roles are balanced and shared to facilitate both the accomplishment of tasks
and feelings of team cohesion and morale.
i. To encourage risk taking and creativity, mistakes are treated as sources of
learning rather than reasons for punishment.
j. The team is responsive to the changing needs of its members and to the
external environment to which it is related.
k. Team members are committed to periodical evaluation of the team’s
performance.
l. The team is attractive to its members, who identify with it and consider it a
source of both professional and personal growth.
m. Developing a climate of trust is recognized as the crucial element for
facilitating all of the above elements.
6. The Characteristics of Effective Team Leaders
Effective team leaders:
 communicate
 are open, honest, and fair
 make decisions with input from others
 act consistently
 give the team members the information they need to do their jobs
 set goals and emphasize them
 keep focused through follow-up
 listen to feedback and ask questions
 show loyalty to the company and to the team members
 create an atmosphere of growth
 have wide visibility
 give praise and recognition
 criticize constructively and address problems
 develop plans
7. The Characteristics of Effective Team Members
Effective team members:
 support the team leader
 help the team leader to succeed
 ensure that all viewpoints are explored
 express opinions, both for and against
 compliment the team leader on the efforts
 provide open, honest, and accurate information
 support, protect, and defend both the team and the team leader
 act in a positive and constructive manner
 provide appropriate feedback
 understand personal and team roles
 bring problems to the team (upward feedback)
 accept ownership for team decisions
 recognize that they each serve as a team leader
 balance appropriate levels of participation
 participate voluntarily
 maintain confidentiality
 show loyalty to the company, the team leader, and the team
 view criticism as an opportunity to learn
 state problems, along with the alternative solutions/options
 give praise and recognition when warranted
 operate within the parameters of team rules
 share ideas freely and enthusiastically
 encourage others to express their ideas fully
 ask one another for opinions and listen to them
 criticize ideas, not people
 confront the team leader when his or her behavior is not helping the team
 avoid disruptive behavior such as side conversations and inside jokes
 avoid defensiveness when fellow team members disagree with the ideas
 attend meetings regularly and promptly

8. Symptoms of Team Problems

Any social organization has its own problems.

Symptoms Description Explanation

Backbiting and Members of the team Team members are not
Complaining openly complain about and cleared about standards,
find fault with one another. leading to a loss of control
over one another.
 Symptoms Description Explanation
Presence of a “spy of the Members of the team suspect New members have
owner” and distrust new members. difficulty breaking into the
established team.
Two coalitions The team has two factions, The team experiences a lack
one of which has very little of cohesiveness.
influence or power.

Personal stress Stress shows up in the team Team members feel

members, evidence by threatened and thus become
“blowing up” and physical less efficient and more
symptoms. dissatisfied.
Combative behavior Team members resort to Team members express
yelling and to combative conflict through the use of
behavior in the name of threats, attacks, and so on.
playing the devil’s advocate.
 Symptoms Description Explanation
Infinite details Team members Team distrust one
scrutinize every detail another and fear being
and check on all aspects penalized for errors.
of minor or major
decisions.
Amount of time to Decisions on minor Team members feel a
make decisions issues are brought to lack of trust directly
the top of the related to team
organization, requiring problem-solving.
excessive time.
Shifting and changing Decisions are often Team members are not
decisions changed shortly after willing to commit the
being made. team to a unified course
of action.
9. Seven Team Well-being Secrets
a. Purpose (Are we committed to the same purpose?)
A healthy team has a well-articulated corporate and team purpose, usually
phrased as a vision statement, mission statement, or values statement. The team
members have a common understanding of this purpose. They willingly
commit their energies to achieve this purpose and frequently take time to recall,
review and relive it.
b. Role (How will we contribute to fulfilling our purpose?)
In a healthy team, the members continually ask themselves whether the team is
enacting the specific role needed to achieve its purpose. The members seek to
enact the optimal role for the moment with the understanding that its role may
change over time.
c. Strategy (What will we do achieve our purpose?)
In a healthy team, the members understand the team’s strategy and use it to
guide day-to-day activities. The members ask what new things they should do
and what things they should stop doing in order to achieve the team’s purpose.
d. Processes (How will we work together?)
In a healthy team, the members are aware of what processes or systems of operations are used to produce
results. They know which processes needs attention and improvement. They take conscious effort to
frequently improve and update these processes.
e. People (How will we care for one another?)
A healthy team has members who have the required expertise and knowledge to implement the team’s
strategy and achieve its purpose.
The team members feel well-utilized and valued. Each team member understand his or her individual
contribution to the team and the team members empower themselves to act for the team when necessary.
f. Feedback (How will we obtain and use information about our performance?)
A healthy team solicits feedback on its behavior and performance from key stakeholders, who
might include customers, suppliers, managers, and the other teams. This feedback is used to
improve the quality of work of the team.
Each team member can also exchange feedback with other members in order to correct or
improve each other’s performance and behavior.
g. Interfaces (How will we manage the team’s relationships?)
A healthy team intentionally manages its critical relationships with external people
or environment in order to build needed relationships and enhance existing ones.
They do not isolate themselves as independent islands.
 Decision-Making
Decision – making skills and techniques underpin most aspects of management.
The art of good decision-making is complex, encompassing a wide range of
personal and interpersonal skills such as fact finding, logical thinking, analytical
ability, sensitivity to others, creativity and assertiveness.
1. Importance of Decision-Making
Deciding something means making a choice or coming to a conclusion and
neither of those things is easy. Decision is a choice between two or more
options/alternatives. It is the act or process of deciding, a determination of
arrived at after careful consideration. It is a determination of either to win or to
lose. Decisions involve a commitment to action; and the hardest step in
achieving anything is making a true commitment. The decisions are important
because they have the power to trigger the process of forming aspirations and
goals into reality.
2. Kinds of Decisions (Thompson, J.L. 1997)
a. Operational decision - This is concerned with how the different functions of
the organization, such as marketing, production, finance, etc. will contribute to
its strategic plan.
b. Strategic decision – The decision at this level is likely concerned with the
scope of the organization’s activities.
c. Routine decision – This is an ordinary decision on a wide range of issues. The
decisions are left to one person, usually the leader.
d. Urgent decision – This is a decision intended for some problems that occur
rapidly and may cause serious consequences if not dealt with urgency.
e. Problematic decision - This decision must be taken when difficulty has
emerged and there is no obvious solution. Experts from outside the team may be
called to give advice.
f. Consultative decision – This is a decision that involves those who are affected
by the results of the decision. Consulting other people from outside the
organization means inviting others to serve as consultant.
3. Decision-making Approaches
There are two main approaches to decision-making that are linked to
McGregor’s X and Y Theories.
a. The Authoritarian Approach – Leaders assume the authority to take decisions
alone and to pass them down the line for implementation.
b. The Democratic Approach – The responsibility for decision-making is shared
between the leader and members of a team.

Between these two extremes lies a range of decision-making processes in which

the leader ‘sells’ the decision to the rest of the team before a decision is made.
Whichever approach you prefer, you will almost certainly need to judge whether
a decision will be acceptable to everyone else.

4. Key Steps in Decision-Making by Systematic Approach

a. Setting Objectives – Define the purpose of the decision and consider what
outcomes or objectives it will achieve.
 b. Collecting Information - Have sufficient information for the choices you need
to make.
c. Identifying Alternative Solution - Look at possible options: some are obvious,
others have to be logically deduced, and others require a more creative
approach.
d. Evaluating Options - This involves determining the extent to which the
decision options meet the decision objectives.
e. Selecting the best option - After the evaluation, the ‘best’ option is selected
using anyone of a number of techniques or approaches.
5. Involvement in Decisions
Every group has to make a decision and the way in which these decisions are
made will affect deeply the commitment of the members to the life and work of
the group. When a group cannot make decisions, the members become very
frustrated. Most groups need some skills to practice decision-making so that all
the members discover and learn what helps and what hinders good decision-
making.
If we look back on how many people are actively involved in making a decision,
we will find out the following:
a. The Plop
 Here the group makes a decision by not making a decision. This means ‘Not to
decide’ is to decide. Someone makes a suggestion, but it is dropped like a stone
into a pond, and no one pays any attention to it at all.
b. The One-person Decision
 This is quickly made, but later when the decider depends on free or voluntary
support from others to implement it, he may find himself carrying it out alone.
c. The Handclasp
 One person makes a suggestion: another says, ‘What a marvelous idea,’ and
without further discussion, the matter is decided. These decisions are more
frequent than one thinks, and often pass unnoticed at the time, but resentment
comes to the surface later.
d. The Clique
 This decision is made by a small group who plans beforehand to get their way.
Because they are better organized than those who disagree, they are often
successful on the immediate issue, but they bring a spirit of rivalry rather than
co-operation into the group.
e. Minority
 These decisions are not consciously organized as those of the clique, but a few
powerful personalities dominate the group, often unconsciously, and then later
they wonder why the others are apathetic.
f. Majority Vote
 In big groups, this is often the most effective way to make a decision. However,
one may lose the interest or the loyalty of the minority who voted against a
decision, especially if they feel their point of view was not heard.
g. Silent Consensus
 Some groups aim at unanimous decisions. These are good, if genuine, but they
are rarely achieved completely on important issues. Unanimous agreement is
sometimes assumed, when some members have not felt free to disagree and have
kept silent.
h. Consensus
 This is an agreement, often involving compromise or the combination of various
possibilities, after all opinions have been heard. Disagreement and minority
viewpoints are discussed fully. It takes time and care to build a climate in which
all feel free to express themselves. This method does build unity, co-operation
and
 commitment. It does not mean listening to people and then doing what was
going to be done in the first place. It means adapting to accommodate the
concerns of all. This process may take longer.
6. Difficulties in Decision-Making
Most of the difficulties encountered by a group in making decisions center
around one or another of the following factors:
a. Fear of Consequences
b. Conflicting Loyalties
c. Interpersonal Conflict
d. Hidden Agenda
e. Blundering Methods
f. Inadequate Leadership
g. Clash of Interests
7. A Simple Guide for Making Decisions by Consensus
a. What are we trying to decide? (Be sure this is clear to everyone.)
b. What are the different possibilities? (Consider as many as possible.
Brainstorming may be useful.)
 c. How may each possibility work? (Consider the pros and cons.)
d. What suggestion, or a combination of suggestions, do we choose?
e. What do we need to do to carry out the decision?
f. Who will do what, when, where,, and how?
8. Factors which help Decision-Making
a. Clear Goal
b. Clear understanding of who has responsibility for the decision
c. Good means of stimulating and sharing ideas (e.g., a code, film or diagram)
d. Effective leadership and structures to deal with the size of the group
e. Effective way of testing different suggestions offered
f. Commitment of the leader to genuine group involvement in making the
decision
g. Agreement beforehand on what procedures will be most appropriate (e.g.,
consensus, majority vote, secret ballot, etc.)
Dimensions of Development
According to Commissioner Teresita D. Baltazar, “Good governance is not
enough to let us work on being good citizens”. Let us translate the good
citizenship values derived from the Preamble of the Philippine Constitution into
concrete action in order to build our nation.
She maintains that, “If we have to build a better nation we have to demand
ourselves, each of us to be a good citizen that is value-based and values-driven.
Let’s not leave our future in the hands of our leaders alone. If we cannot find
heroes among our leaders, let us find them among the ordinary people, who will
build our nation by heroic act of being good citizens all the days of our lives by
living the Philippine Constitution which contains a provision which has a direct
and indirect bearing upon the development of strong and sound nationalism
among our people. By living according to good citizenship values, we can
derive this from the Preamble of our Constitution.’
Senator Leticia R. Shahani (1993) asserts that there is a need to change
structures and to change people. She explains that, “Building a people means
eliminating our weaknesses and developing our strengths and weaknesses… we
must change. And understanding oneself is the first step.”
To give the strengths and weaknesses of a Filipino, she proposes the following
goals for change:
 Develop in the Filipino a sense of patriotism and national pride. A genuine love,
appreciation and commitment to the Philippines and Filipino things.
 Develop a sense of the common good, the ability to look beyond selfish interest,
a sense of justice and sense of outrage at its violation.
 Develop value and habits of discipline and hard work, self-reflection and
analysis, along with the internalization of spiritual values.
I. The Good Citizenship Values Cluster (Based on the 1987 Philippine
Constitution, taken from the Modules on Good Citizenship Values – The
Institution Building Team, 2004)
A. Pagkamaka – Diyos
1. Faith in the Almighty
2. Respect for Life
3. Order
4. Work
5. Concern for the Family and Future Generations
B. Pagkamaka – Tao
1. Love
2. Freedom
3. Peace
4. Truth
5. Justice
C. Pagmaka – Bayan
1. Unity
2. Equality
3. Respect for Law and Government
4. Patriotism
5. Promotion of the Common Good
D. Pagkamaka – Kalikasan
Concern for the Environment
II. The Good Citizenship Values and Its Learning Outputs (Models on Good
Citizenship Values, 2004)
A. Faith in the Almighty
Jesus said to them, “ Have faith in God. Whoever says to the mountain. ‘Be
lifted up and thrown to the sea,’ and does not doubt in his heart but believes that
what he says will happen, it shall be done for him” (Mark 11:22-23).
Learning Outputs
 To enable the students to recognize their unique Faith in God as Filipinos.
 To affirm the students’ unique gift of faith and illustrate to them how they can
continue to live a life of faith in God.
B. Respect for Life
“ Life is raw material. We are artisans. We can sculpt our existence into
something beautiful, or debase it into ugliness. It’s in our hands”
Learning Outputs
 To enable students to realize the relevance of human dignity in their lives
 To inspire students to be stewards of life
C. Order
“ Order is the sanity of the mind, the health of the body, the peace of the City,
the security of the State. As the beams of the house, as the bones of the body, so
is order to all things.”
Learning Outputs
 To identify the significance of the value of order in the lives of the students and
in nation-building
 To apply orderliness in health of body and mind of the people for unity and
peace of the community
D. Work
“ If a man will not work, he shall not eat.”
“ Give fish to a man and he will have food to eat for a day; Teach him how to
fist and he shall have food to eat throughout his lifetime.”
Learning Outputs
 To appreciate the value of work
 To identify the significance of work and labor in one’s life
E. Concerns for the Family and Future Generations
“ When His parents saw Him, they were astonished, and his mother said to him,
‘ Son, why have you done this to us? Your Father and I have been looking for
you with great anxiety….” He went with them to Nazareth and was obedient to
them; and His mother kept all these things in her heart.” (Matthew 19:4-7)
Learning Outputs
 To have a deeper appreciation of value of family
 To asses their own family values
F. Love
“Love is patient… It never fails, it is eternal… There are faith, hope and love
and the greatest of these is love.” (Corinthians 13)
Learning Outputs
 To illustrate the real essence of love and how it can truly be applied
G. Freedom
“Freedom consists not in doing what we like, but in having the right to do what
we ought.” (Pope John Paul II)
 Learning Output
 To raise the interest and appreciation of the value of freedom in our life
H. Peace
“Glory to God in the highest and on earth peace to men of good will.” (Luke
2:14)
Learning Output
 To identify ways by which the people can promote the values of peace in their
homes, workplace, communities and country
I. Truth
“The truth can be hidden for a time but it cannot be overcome”
(St. Augustine)
“If it is not right do not do it; if it is not true, do not say it” (Marcus Aurelius)
Learning Output
 To highlight the basic importance of truth in one’s life, its role in nation
development and in building a more just and humane society
J. Justice
“You, Lord, are just in all your ways, faithful in all your work” (Psalm
145:17)
“Treat others the way you want to have them treat you” (Matthew 7:12)
Learning Output
 To identify the relevant social issues that highlight the value of justice
K. Unity
“Behold how good and pleasant it is for brethren to dwell together in unity.”
(Psalm 133)
“Let’s work together to attain the common good for our community people…”
(SJ,2004)
Learning Outputs
 To realize the importance of the value of unity in nation building and progress
 To identify relevant implications when value of unity is either present or absent
in the community
L. Equality
“That all men are created equal; that they are endowed by their creator with
inalienable rights…” (Thomas Jefferson)
Learning Output
 To identify the relevance and implications of the value of equality
M. Respect for Law and Governance
“The law is not meant to curtail freedom; it is meant to ensure that every citizen
acts responsibly while exercising his freedom.” (TIBI,2004)
Learning output
 To develop a sense of appreciation of law and government
N. Patriotism
“The Filipino is worth dying for.” (Senator Benigno Aquino,Jr.)
“Patriotism is not a short outburst of emotions, but a lifetime of dedication.”
(AR Stevenson)
Learning Outputs
 To appropriate the value of patriotism in the light of our being Filipino
 To identify concrete ways wherein the citizen may practice his sense of
patriotism on a daily basis
O. Promotion of the Common Good
“Common good is a substantial and extremely fertile estate, no crowding or
diminishment as it is shared with others.” (Saint Augustine)
Learning Outputs
 To identify ways by which the participants will be able to promote the common
good
 To awaken interest in the promotion and protection of the interests of the
common good
P. Concern for the Environment
“For 200 years we’ve been conquering nature. Now we’re beating it to death.”
(MacMillan)
“And now, we have to do something… to save our only Planet Earth… before
it’s too late!” (Serge J. Lee,2004)
Learning Outputs
 To save our environment and nature relative to its present state of degradation
 To identify concrete ways of caring for the environment on a daily basis
III. Nationalism and National Pride
A. Nationalism is a patriotic feeling of love for one’s own country or a strong
deep-seated attachment to one’s native land. It is an attitude of mind that values
and places the welfare of the country over that of all others. It is a “dynamic
Filipinism.” Nationalism is not developed, nor does it come through by accident
or chance. It is fed and nourished systematically over a period of time.
B. Natural Pride
All of us must be proud of being a Filipino. As a good citizen every Filipino
should know the different national symbols and their meanings.
The national symbols of our country are:
1. The Filipino Flag
2. The Philippine National Anthem
3. The Sampaguita - National Flower
4. The Narra Tree – National Tree
5. The Kundiman – National Song
6. The Nipa Hut
7. The Barong Tagalog for men
8. The Balintawak for women
9. The National Seal of the Philippine Republic
10. The National Hero – Dr. Jose Rizal
11. Tinikling, Carinosa, Pandanggo sa Ilaw – The Filipino Folk Dances
12. The Patriotic Pledge – Ang Panatang Makabayan
C. Teaching of Nationalism
To carry out the program of Teaching Nationalism, the following practical
activities should be undertaken.
1. Use classroom decorations to include pictures of Filipino great men, local
historical scenes, and inspiring quotation by Filipino patriots
2. Establish a Filipiniana Section in the Library
3. Establish a Social Science Museum to exhibit relics, documents with cultural
and historical values
4. Require extensive use of Filipino hymns and folk songs
5. Use native materials for classroom instruction/use
6. Study biographies of great Filipinos
7. Commemorate historical events of national importance
8. Celebrate special days – (e.g. National Heroes Day, Flag Day, Independence Day,
etc.)
9. Organize educational field trips to places of national interest in Manila and
outside
10. Visit beautiful spots in the Philippines
11. Organize pageant presentation on Filipino talents
12. Organize educational exhibit of Philippine products

IV. Contents and Meaning of Filipino Nationalism(Gregorio C. Pitacsil)

A. The Historic Service of Nationalism
Nationalism is the cementing principle that unites the people of a nation, in
order to realize an ideal that becomes national with respect and dignity it
deserves among other nations.
B. The development of Filipino Nationalism
The lack of national sentiments was the cause of all the failures of the sporadic
revolts in the Philippines from 1565 to 1872.
The Execution of Burgos, Gomez and Zamora in 1872 and Jose Rizal in 1896
emotionally united the people due to their national demand for reform.
 The Katipunan with Bonifacio as leader initiated the uprising movement. The
Philippine Revolution under Aguinaldo with its adoption of the Filipino Flag
and the singing of National Anthem and promulgation of the Malolos
Constitution completed the needed symbols that expressed our national
sentiments, the elements that bind and unite the Philippines to develop the
Filipino Nationalism.
C. The Program of Filipino Nationalism
The program of Filipino nationalism has been to forge instruments that would
liberate and completely emancipate Filipinos in all aspects of the National life.
V. PATRIOTISM
Patriotism refers to love for or devotion to one’s country. The Filipino Civic
Code was formulated to ensure that patriotism can be developed in oneself and
practiced by all.
The Filipino Civic Code
General
1. Faith in Divine Providence
Guides the destinies of people and nations
2. Patriotism
Love of country
3. Love of Fellowmen
Love of fellowmen as brothers/sisters or companion in life’s journey
4. Respect for Parents and Elders
Honor to parents through grateful and dutiful service to them
5. Reverence for heroes
Veneration of the memories of the nation’s heroes
Individual
1. Honor
Value your honor as you value your life.
2. Devotion to Truth
Be truthful and honest in thought and in action.
3. Fortitude
Bear suffering with fortitude.
4. Self-Reliance
Have confidence in yourself and in your own power/capacity.
5. Humility
Be humble. Acknowledge your own shortcomings; no human being is perfect.
6. Self-control
Temper your will and curb your passions. Long life, peace, and happiness are
the fruits of moderation and self-control.
7. Frugality
Live within your means and save part of your earnings for the rainy days. Avoid
extravagance, pretense, and dissipation.
8. Purposeful Living
Ever keep in mind an honorable purpose.
9. Perseverance
Be persistent in whatever things of good report you may wish to do.
10. Punctuality
Do you work on time; leaving nothing undone that you can do today. Be
punctual.
11. Cleanliness
Keep your body clean and your clothes neat at home and other surroundings.
Cleanliness is essential to good health and community welfare.
12. Appreciation of the Beautiful
Learn to appreciate the beauty in nature and in art.
Social
1. Industry
Be industrious and do your work well.
2. Interest in Education
Develop your faculties through study without departing from the path of
virtue.
3. Respect for Law and Authority
Respect the law and duly constituted authorities for peace, morality or
progress of community.
4. Sense of Duty and Responsibility
Contribute to the common good as a matter of civic duty.
5. Justice and Righteousness
Strive to be fair and just in your dealings with everybody.
6. Tolerance
Be tolerant of the ways, beliefs, and opinions of others.
7. Civic Courage
Be vigilant against oppression or injustice in any form.
8. Judicious Imitation
Improve yourself through the judicious imitation of good customs and practices.
9. Sportsmanship
Observe the rules of sportsmanship in any contest or competition.
10. Good Breeding
Treat everybody, high and low, with courtesy.
The Human Acts, Integrity, Discipline and Hard Work
1. A human act is an act which proceeds from deliberate free will of man. It is any
sort of activity, internal or external, bodily or spiritually performed by a
human being. Human acts refer to only those acts that proceed from deliberate
and freely willing human being.
2. Integrity is a firm adherance to a code of moral and values; its quality or state of
being is complete or undivided and honest.
3. Discipline is the orderly or regular pattern of behavior in accordance with a self-
imposed rule or self rules and with the rules of organization. It is a training or
experience that corrects, molds strengthens or perfects especially the mental
faculties or moral character in order to acquire some corrected knowledge or
skill.
4. Hard work is a need to work with utmost effort or energy, that of being
industrious, working, with endurance based on the human ability and capacity to
work deliberately in many sort of activities.
Duties and Rights of the Filipino People necessary to properly control the
human acts
A. Duties of the People
The people of our Republic must understand that they have certain duties or
obligation to perform. These duties are the price of freedom and of the rights
which we enjoy.
The following are the duties of our people to the state:
1. to vote honestly and wisely
2. to obey the laws of the land
3. to respect public authority
4. to be loyal to the Republic
5. to defend the Motherland
6. to pay taxes to the government
7. to take active interest in local national and international affairs
B. Rights
The following are the various classes of rights that a citizen of a democratic
state must enjoy.
1. Natural Rights – Rights conferred upon to human being by God – this cannot be
taken from the person.
Example: the right to life, to love and to marry
2. Civil Rights – Rights granted by the state for promotion of common welfare of
individual citizen.
Example: right to life, to own property, to marry, to enter into any contracts, to
seek justice in the courts
3. Political Rights - Rights conferred by the state to the people so that they may
participate in government.
Example: right to citizenship, suffrage, freedom of speech, freedom of press, to
petition the government for redress of grievances.
4. Constitutional Rights – Rights recognized and protected by the constitution and
part of the fundamental law of the land.
Example: freedom of religion, freedom of speech, freedom to choose one’s
residence, freedom from slavery.
5. Statutory Rights – Rights conferred by statutes or law promulgated by law
making body and can be abolished by the same body.
Example: right to inherit property, minimum wage, to go on strike for higher
wages and better working conditions
Sports and Recreation
If you are an observer, watching a sport may be a lot of fun. If you are parent
and it is your child out there hitting the ball or making the basket, you may be
excited, but there will be a dose of terror mixed with that “fun”.
Every sport is governed by guidelines, and although primarily only officials and
coaches should know them, it would be beneficial to understand the pitfalls of
team sports.
A. The Young Athlete’s Bill of Rights
1. The right to have the opportunity to participate in sports regardless of one’s
ability level
2. The right to participate at a level commensurate with the child’s
development level
3. The right to have qualified adult leadership
4. The right to participate in a safe and healthy environment
5. The right of each child to share leadership and decision-making
6. The right to play as a child and not as an adult
7. The right to proper preparation for participation in sports
 8. The right to equal opportunity to strive for success
9. The right to be treated with dignity by all involved
10. The right to have fun through sport
B. Just for Fun
Physical activity or “play” is a primitive drive that we all possess and when
fulfilled leads to sensations of vitality and exhilaration. The sensation of “letting
go” and exerting your muscles or a steady three-mile run can all provide
exciting moments of physical joy and makes you feel young and energetic.
All areas of the sport and recreation industry are becoming more popular
nowadays. Enrollment in local health clubs which emphasize weight lifting,
calisthenics, aerobics and even ballroom dancing is popular. Significantly, a year
ago, people were eager to spend time and money to participate in the activities
on a regular basis.
The Filipino is currently experiencing an unprecedented obsession with physical
fitness. This interest has definitely passed the “fad” stage and is evidenced by
staggering growth in all areas of sport and recreation.
Exercise and sports can provide a unique opportunity for finding achievement
and reward. It improves mental fitness by helping people cope with stress in
their lives.
A good exercise program may revolve around just one sport, or it may include
two or three sports used on different days or at different times of the year. Some
people even enjoy mixing sports during each session – for example, jumping
rope for 10 minutes, then running for 10 minutes followed by 10 minutes of
swimming.
 Disaster Management: Preperedenss, First Aid and Emergency Safety Measures
A. Disaster Preparation and Response
1. Prepare for Earthquakes, Fires, Hurricanes and Tornados
a. Learn to shut off your gas, water and electricity.
b. Secure shelves and heavy objects that could cause injury.
c. Keep an emergency kit stocked with supplies to last for at least 3 days
(replace supplies regularly). Your supplies should at least include the following:
 Two or four quarts of water per person per day
 First-Aid Kit
 Packaged/canned no-perishable food and can opener
 Blankets/Sleeping bags
 Plastic bags to store waste
 small radio with batteries/cell phones
d. Renew prescriptions for essential medications so that you always have a 7-10
day supply on hand.
e. Have a family plan on what to do if you cannot go home.
2. During a Natural Disaster
a. Stay calm. Check for and treat injuries.
b. Check for gas or water leaks and fires. If you suspect a gas leak, turn off the gas.
c. Listen to the emergency broadcast system.
d. Update the Information Bulletin/News.
3. Practicing General Common Safety and Health Regulations
a. Fire Drill/Escape Plan
1. Plan with everyone an escape route from each room in the house.
2. Plan an alternate escape route from each room in case one route is blocked by fire.
3. Avoid using interior stairways and open halls for escape routes, as fire and smoke collect in these areas.
4. Have each member of the household practice rolling out off bed, and then crawling along the escape route.
5. Practice everyone to feel for the door handle if it is hot, if so, then try to use another route.
6. Keep a working flashlight in all rooms. Fire is pitch black, and flashlight could make a difference in your
escape.
7. Make sure everyone practices opening all doors, windows and screens in all escape routes.
8. Stress the importance of closing all the doors behind them as they leave the home.
9. 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.
10. Anyone who will call the fire department should call upon getting out of the building.
11. Establish a crucial meeting place, such as under a lamppost, the frontal lawn, and stay there. Never go back
inside a burning building.
 12. Check to see if it is safe to escape via a window; if it is too high, place a
retractable folding ladder on certain windows.
13. Practice stuffing cloth around door jambs to keep out smoke.
b. CWTS role in children’s fire safety
1. Practice a fire drill, seriously yet in an entertaining way, every three
months with the children.
2. Keep all matches out of reach of children, and teach them to tell you if
they find some.
3. Instruct the children to call for help if they see even a small fire. Teach
them to call 117 for even the smallest of emergencies.
4. Children have to be taught not to hide when they see a fire. Instead they
could shout “fire” as loud as long as they possibly calm.
5. Teach children the dangers of fire, never assume that they know already.
6. Teach by example, always be careful in handling fires.
c. CWTS role in the elderly/disabled person’s fire safety
1. Practice together a fire drill every three months.
2. Help the older person to develop confidence to be able to open and climb out of
the window.
3. Be prepared to drag them with a blanket if necessary.
4. Practice as well, using wet cloths, pressed over the nose and mouth to keep
them from breathing smoke, and blocking smoke with cloth from seeping it
through the door. Teach them how to signal to other people outside the house, and
how to call 117 if needed.
5. Place the essential things on the bedside table such as whistles, eyeglasses,
flashlights, telephones, canes, and walkers. Always minimize obstacles along the
path of escape. Encourage them to use ground floor rooms facing the street.
6. Keep at least three feet of clear space around space heaters; never use them to
dry clothes.
7. Check electric blankets every three months.
8. Never add anything over an electric blanket this could cause them to overheat.
9. Fireplaces should have guards, and the fire should be cut before you sleep.
10. 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
a. Garden
 Always lock up sheds and garages where you keep garden chemicals and dangerous
tools. Don’t leave gardening tools lying around.
 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 rainwater butts securely or get rid of them.
 Never leave bucket 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. Keeps sandpits
covered.
 Always use a pram net to protect your baby from insects.
b. Bathroom
 Keep all medicines, cosmetics, household cleaners and razor blades well out of reach of
children. Put them 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.
 c. Living Room
 Keep all breakable objects out of reach of children.
 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 reach of children.
 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.
d. Hallways and Stairs
 Keep hallways well lit. never leave toys lying around where you could trip
over them.
 Check if 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 in case a young child can get out of bed unaided.
 Don’t let your child walk around carrying things like scissors or sharp pencils.
 e. Bedrooms
 Don’t leave cosmetics, perfumes, breakables, and nail scissors and so on within
a child’s reach.
 Make sure that wardrobe doors can be opened from the inside in case your child
gets shut it. 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.
f. Children’s Room
 Make sure that all equipment is stable and toys are safe.
 Store any toys which contain tiny pieces out of reach of smaller 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 a drawstrings
around the neck.
 Remove any hot water around before you put your baby or child to bed.
 g. Kitchen
 When possible, keep your child out of the kitchen.
 Keep well all bleach, household cleaners and detergents out of reach of children.
Put them preferably in a locked cupboard.
 Turn all saucepan handles inward 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 his/her high chair
before you leave him/her for a while.
 Always disconnect electrical appliances when not in use.
 Avoid highly polished floors and loose mat or rugs.
 Don’t use long tablecloths that your child can easily pull.
 Never leave an iron or bottle where a child can pull it down.
B. First Aid and Emergency Safety Measures (Kemper, D.W. 1994)
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 not 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 the rescue 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 shoulders 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 together as
a unit until he is on his back. If the victim does not respond, call for help.
 For 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 air moving out of the mouth. If the victim is 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 on the victim’s forehead and tilt the head back gently.
 Place the fingers of your hand under the chin and lift to pull it forward.
 Sometimes, just opening the airway will allow the victim to breathing. If the
victim does not start breathing, begin rescue breathing immediately.
Step 3: Begin Rescue Breathing
 Pinch the victim’s nostrils shut with thumb and forefinger. With your other 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 you mouth over the mouth and nose.
 Slowly blow air in until the victim’s chest rises. Take 1 ½ 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, 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.
If there is a pulse: Continue rescue breathing only until help arrives or the victim
start to breath 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: Begin Chest Compressions
 For Adults: Kneel next to the victim. Use your fingers to locate the end of the
breastbone (sternum), where the ribs come together. Place 2 fingers at the tip of
the breastbone. Place the heel of one 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 arm, 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.
 Repeat the 15 compressions. 2 breaths cycle 4 times. Check the pulse again. If there
is no pulse, continue rescue breathing and chest compressions until help arrives, or
the victim’s pulse and breathing return.
 For 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 inch.
 For adults: 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
compression until help arrives or until the victim’s pulse and breathing are restored.
 CPR Ready Reference (Guidelines from the American Heart Association

Adults Children Infants

If the victim has pulse, 5 seconds 4 seconds 3 seconds
give one rescue breath
every:

If the victim has no pulse, Trace ribs into notch: place Same as adult One finger width below
locate the chest 2 fingers on sternum nipple line
compression landmark

Do chest compression 2 hands stacked: heel of Heel of 1 hand on sternum 2 or 3 fingers on sternum
with: one hand on sternum
Rates of compressions per 80 to 100 80 to 100 At least 100
minute:

Compression depth: 1 ½ to 2” 1 to 1 ½” ½ to 1”

Ratio of Compression to 15:25:1 5:15:1 5:15:1

breaths:
1 rescuer
2 rescuer
 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’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 about what happened. Then begin doing
a primary survey by checking the ABCs.
4. More About Rescue Breathing
a. Air in the Stomach
Sometimes during rescue breathing, the rescuer may breathe air into the
victim’s stomach. Air in the stomach can be a serious problem. It can cause the
victim to vomit. When unconscious person vomits, the stomach contents may
go into the lungs, that can lead to death.
 Air can enter the stomach in three 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. Breath 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.
b. 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.
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 on a mannequin. Do not perform finger sweeps on a mannequin. Do not touch the
mannequin’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.
7. Practice Session: First Aid for Complete Airway Obstruction
(Unconscious Adult)
Skill Sheet
You find a person lying on the ground, not vomiting. You should survey the scene to see if it is safe and to get
some idea about what happened. Then begin doing a primary survey by checking the ABCs.
Remember: Do not perform finger sweeps on a mannequin. Do not touch the mannequin’s lips or the inside of the
mouth with your finger.
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 of a 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 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 the skin often cause bacterial infections. Cat and human bites are
particularly prone to infection. Tetanus can occur if shots are not up to date.
Prevention
 Vaccinate all pets against rabies.
 Do not keep wild animals as pets.
 Do not disturb animals while they are eating, even if they are 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 observed for 10
days to see if it develops symptoms of rabies. Contact the local Health
Department for proper animal observation.
 If you are bitten by a wild animal, contact the Health Department to determine
whether a 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 skin. The skin is dry,
painful, and sensitive to touch.
Example: 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 it
breaks open. Nerves are destroyed or damaged, so there may be little pain
except on the edge where there is a second-degree burn.
Prevention
 Install smoke detectors in your home.
 Keep a fire extinguisher near the kitchen. Have it inspected yearly.
 Set your water heater at 120’F 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 a pot holder 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
Bumps and Bruises are the most common types of injury, and in most cases they
require the least amount of first aid. Shocks come from common household
items and outlets.
a. Bumps and Bruises are types of damage that occur in the soft tissue under 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 the numbness or tingling.
 The person is not suffering from any paralysis.
 b. Cut and Scrape First Aid
 If the injured area has a skin scrape, wash it with mild soap and lukewarm water.
 Apply antibacterial cream or spray to prevent infection.
 Cover the wound with a sterile gauge pad and tape or a simple ban-aid.
c. Steps for Treating Bruises
Bruises are types of damage that occur 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, lake, and rivers, but it can also happen in a bath tub or even
in a swimming pool.
Drowning may be due to heart attack or stroke that causes unconsciousness. Head
injury may also be caused by diving into shallow water. Cramps that cause panic can
lead to drowning.