SAL Foundation College - Talayan Campus

Talayan, Maguindanao
st
1 Semester in A.Y. 2025-2026

Course Code: NSTP/CWTS 1

Descriptive Title:
Instructor: ADNAN B. BUTUAN RCRIM
Course Unit: 3 Units

PRELIM (WEEK 1-4)

THE NATIONAL SERVICE TRAINING PROGRAM

1. What is the legal basis of the National Service Training Program (NSTP)?
The National Service Training Program (NSTP) Law or RA 9163 also known as
“An Act Establishing the National Service Training Program (NSTP) for tertiary
level students, amending for the purpose Republic Act No. 7077 and
Presidential Decree No. 1706, and for other purposes.” was enacted last
January 2002 to amend the Expanded ROTC. This program aimed to enhance
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 components of the NSTP?
a. Reserve Officer’s Training Corps [ROTC] - refers to the program
component, institutionalized under Section 38 and
39 of Republic Act No. 7077, designed to provide military training to
motivate, train organize and mobilize them for national defense
preparedness.
b. Civic Welfare Training Service [CWTS] - refers to the program component
or 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.
c. Literacy Training Service [LTS] - refers to the program component designed
to train the students to teach literacy and numeracy skills to school children,
out-of-school youth and other segments of society in need of their services.

Who are covered by the NSTP Law?

A. All incoming freshmen students, male, female, starting school year (SY)
2002-2003, 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;
B. All higher and technical-vocational education institutions must at least
offer one (1) of the NSTP components.
C. State universities and colleges (SUC‟s), shall offer the ROTC
component and at least one (1) other NSTP component.
 D. The Philippine Military Academy (PMA), Philippine Merchant Marine
Academy (PMMA), Philippine National Police Academy (PNPA), and
other SUC‟s of similar nature, in view of the special character of these
institutions, are exempted from the NSTP.
E. Private higher education and technical-vocational education
institutions with at least 350 student cadets may offer the ROTC
component and consequently establish / maintain a Department Of
Military Science and Tactics (DMST), subject to the existing rules and
regulations of the Armed Forces of the Philippines (AFP).
3. What is the duration and equivalent course unit of each of the NSTP
Component?
Each of the NSTP components shall be undertaken for an academic period of
two (2) semesters for 54 to 90 training hours per semester. It shall be
credited for three (3) units per semester.
4. What fees shall be charged to students taking any of the NSTP components?
No other fees shall be collected except basic tuition fees, which should not be
more than 50% of the charges of the school per academic unit.
5. Who are covered by the suspension of the ROTC requirement?
The completion of ROTC training as a requisite for graduation is set aside for
students who have completed all their academic requirements for their
respective courses as certified by the school on or before the effectivity of the
NSTP Act of 2001, which is March 23, 2002. The concerned students may
apply for graduation in their respective schools.
6. What happens to male students who are currently enrolled and have not
taken nor completed the ROTC requirements for graduation?
a. Male students who are not covered by Section 12 of this Rule and are
currently enrolled but have not taken any of the Military Service (MS), Civic
Welfare Service (CWS) or Law Enforcement Service (LES) shall be covered
by the NSTP Law.
b. Male students who have completed two semesters of the Expanded ROTC
(E-ROTC) / National Service Program (NSP) are deemed to have complied
with the NSTP requirement.
c. Male students who are not covered by Section 12 of these Rules and have
taken only one (1) semester of Basic ROTC or E-ROTC/NSP shall take any
of the NSTP components to qualify for graduation.
d. Students who want to qualify for enlistment in the Reserve Force or attend
the advance ROTC program shall undertake a special program for this
[Link] are Clustering and Cross-Enrollment done?
e. Clustering of students from different education institutions during
semestral or summer periods may be done for any of the NSTP
component, taking into account logistics, branch of service and
geographical locations. The host school shall be responsible in managing
the Program.
f. Schools that do not meet the required number of students to maintain the
optional ROTC and any of the NSTP components, or do not offer the
component chosen by the student shall allow their students to cross-
enroll in other schools irrespective of whether such school is under CHED
or TESDA; and in the case the students taking the ROTC component
irrespective of whether the two semesters shall be taken from different
schools whose ROTC is managed by different branches of service of the
 Armed forces of the Philippines(AFP).
7. What is NSTP-One Summer Program (NSTP-OSP)?
NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially
Section 6 and jointly devised, formulated and adopted by DND, CHED and
TESDA.
NSTP-OSP is established for the three (3) components: ROTC, CWTS and LTS.
This is intended for graduating students in baccalaureate or at least two-year
technical-vocational or associate courses, who have yet to comply with the
NSTP as a requirement for graduation, as well as for students, thus allow
them to concentrate on the academic subjects and other co- curricular
concerns.
8. What is the National Service Reserve Corps (NSRC)?
NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001,
composed of graduates of the non-ROTC components: the CWTS and LTS.
Members of this Corps maybe tapped by the State for literacy and civic
welfare activities, through the joint efforts of DND, CHED, and TESDA.

Introduction to NSTP-CWTS

THE CITIZEN ARMED FORCE

The Citizen Armed Force, alternately referred to as the Reserve Force provides the
base for the expansion of the armed forces of the Philippines in the event of war,
invasion or rebellion. It gives assistance in relief and rescue during disasters or
calamities. Moreover, it aids in the socio-economic development and in the
operation and maintenance of essential government or private utilities in the
furtherance of overall mission.
The missions of the Citizen Armed Force are:
 To uphold the sovereignty, support the constitution and defend the territory of
the republic of the Philippines against all enemies, both foreign and domestic.
 To advance the national aims, interests and policies.
 To effectively plan for the organization, maintenance, development and
employment of its active and reserve forces for national security.
 To perform such other duties as the president may direct.
THE RESERVE OFFICERS’ TRAINING CORPS
The Reserve Officers‟ Training Corps is the primary source of reservist officers
and enlisted reservists of the reserve force AFP. It is one of the primary sources
of Officer Corps of the Armed Forces of the Philippines which accounts for sixty
four percent (64%) while the remaining thirty six percent (36%) comes from other
sources.
THE ROTC OBJECTIVES
The ROTC is designed to provide military training to tertiary level students in order
to motivate, train, organize and mobilize them for national defense preparedness.
It seeks:
 To indoctrinate, train, and provide the ROTC cadets with the basic knowledge
on military subjects and practical exercises that will enable them to acquire
skills and capabilities to lead, move, survive, shoot & communicate.
 To prepare college students for possible service in the defense
establishment in the event of emergency.
  To train and develop the ROTC cadets as future enlisted reservists for the
reserve component of the armed forces of the Philippines.
 To inculcate in the youth the spirit of patriotism and nationalism.
 To prepare the youth for the vital role in nation-building.
 To develop and promote the physical, moral, spiritual, intellectual, and social
well-being of the youth.
 To train the youth as potential community leaders.
 To develop the civic consciousness and good citizenship among the youth.
STUDENT ACTIVITIES
ROTC cadets shall undergo orientations and field trainings. Classroom lectures
will be held to discuss the military concepts and principles. For the practical
application, field drills shall be conducted to fully train the cadets. The following
are the activities:
1. Combat Training of the Individual Soldier (CTIS) – involves training in basic
intelligence, map reading and land navigation, basic signal communication,
unit formations, basic weapons training and pre-marksmanship training.
2. Public Information – deals with topics such as threat to National Security
and the peace process.
3. Small Unit Tactics – the conduct of drills such as patrolling, raids,
ambuscades and rifle squad tactics.
4. Individual/Unit Training – refers to the training in visual tracking, military
mountaineering and jungle base operations.
5. Crew-Served Weapons Training – familiarization of cadets with selected
military artillery.
Cadets may also partake in extracurricular activities such as:
1. Civil Military Operations - participation in activities such as the Foundation
Day of the Institute, Intramuros Day, Blood Letting Activity, Tree Planting
Program and Alay-Lakad.
2. Military Values Education (MILVED) – the conduct of routine flag raising
and retreat activities, weekly conferences, critique or after action review,
orientation among the parents about the program.
3. Military Livelihood Enhancement (MILE) – activities related to livelihood
and economic development.
4. Community Relations (COMREL) – attendance to the selected events,
ceremonies and celebrations.

THE
HUMAN
PERSON

THE HUMAN PERSON: OVERVIEW

What is a human person? What is the nature of a human person? How does a
person attain his highest potential that can create a positive result towards
society?
Even during ancient times, these questions had been consistently raised and
evaluated. Brilliant psychologists, philosophers, theologians, and even natural
scientists had written and made in- depth analyses on the topic of human nature
using wide range of theories and observations.
 It is essentially difficult to define man. This perspective aims to revisit and
challenge, in all humility, our perception of human nature; and the possibility of
achieving a productive society through the actualization of a person‟s highest
potential.
THE HUMAN PERSON: REVISITED
When we talk about the human person, it is obviously everything that pertains to
man - physical, spiritual, emotional and intellectual attributes. There are several
definitions of a human person based on different perspectives:
Aristotle and Boethius described man as a rational being. As rational being, a
person is able to know, reason out and apply what he knows.
Theologians describe a human person as a substance of physical and spiritual.
Spiritual in nature because man has a soul and is created by a Superior Being with
a divine purpose. Physical in nature, because a person is created with body and
faculty that correspond to his relationship with society.
Dictionaries define a human person as a living, self-conscious animal or a thing.
WHO AM I?
To fully understand the meaning of a person, let us re-evaluate and understand
the characteristics of a person:
Characteristics of a Person
Eddie Babor discussed in his book “The Human Person, Not Real But Existing”
that the human person have several characteristics, among which are the
following:
1. Rational - Every person is a rational being. This is what distinguishes a
person from all other creatures in the world. As a rational being, a person is
free to think and has the capacity to reason. He can distinguish what is right
and what is wrong because he has intellect.
2. Free - All human beings are born free. A person has the freedom to do or not
to do a specific action. However, every person must be responsible for his
own action. In other words, a person can do whatever he pleases but not to
the extent of doing harm to his co-creatures.
3. Unique - Every person is unique. Every person has his own identity such that
no two persons are the same. Generally speaking, human beings have the
same characteristics and physical features and but no two persons are the
same because every person has its own perception, has different sets of
values and priorities in life.
4. Social being - Every person is intrinsically a social being. He cannot detach
his “being” from others and all other creatures in the universe. Human nature
is characterized by his togetherness and relationship towards other creatures;
be it a thing, object or his fellowman.
5. Sexual - All created living things are sexual in nature but the uniqueness of
expression of a person‟s sexuality makes it all different. The expression of a
person‟s emotions, attitudes, feelings, actions and thoughts in sexual activity
best exemplifies his uniqueness from animals.
THE ESSENCE OF A PERSON
By understanding the character and the definition of a person, the next question
would be “how are we going to maximize these characteristics to be able to
create a positive result?”
 There are several guiding principles in realizing a person‟s competence and
ability. The totality of the person is best explored in the field of humanistic
psychology. This study theorized that a person‟s behavior and relationship with
others is shaped by his inner feelings and self-image.

One of the foundations of humanistic psychology is Abraham Maslow and his

theory on the hierarchy of needs as illustrated below:
The hierarchy of needs has five levels, namely:
1. Physiological Level - these are biological needs such as food, water and
clothing. They are the strongest needs because when a person is deprived of
these, the person will ultimately find ways to fulfill its satisfaction.
2. Safety - when physiological needs are met, the person transcends in finding
security and protection from physical and emotional harm.
Social and Belongingness - when the needs for physiological and safety had been
satisfied, the desire for affection, belonging, friendship can become active. Maslow
states that people seek to overcome feeling of loneliness and alienation.

3. Esteem - there are two esteem needs: The self-esteem that include
achievement, mastery, confidence and the esteem the person gets from others.
These include recognition, respect, attention etc. When these needs are
satisfied, the person feels self-confident and valuable as a person in the world.
However, when these needs are not met, the person may feel inferior, weak,
helpless and worthless.
4. Self Actualization - it is the highest form of motivation. Maslow describes this
need as reaching the person‟s peak potential.
As discussed above, Maslow‟s theory pointed out that a person must satisfy first
the other lower needs before he can actually realize his self worth and potential.
Accordingly, when lower needs are unmet, the person cannot fully devote himself
to fulfilling his potentials (Boeree;1988). He theorized that self - actualization is
the driving force of human personality. Thus, a person cannot appreciate
intellectual and aesthetic learning when the person is hungry and his safety is
difficult to obtain. “Artistic and scientific endeavors do not flourish in a society
where people must struggle for food, shelter and safety. The highest motive - self
actualization - can only be fulfilled after all other needs are fulfilled” (Intro to Psych
th
10 ed by Atkinson, Smith, Bem, p. 525).

Following Maslow‟s theory, Carl Rogers (1902-1987) in his person- centered

therapy theory, believed that every person has within him an inherent desire
towards a positive transformation and development of his capacity. Furthermore,
he came to believe that man is basically good and inherently possesses a seed of
 goodness no matter how imprudent his actions are.

The theory of person - centered therapy of Carl Rogers explained that persons are
the only ones able to change the direction of their lives and which path to take.
The therapist‟s role is to act as a “sounding board” while the person himself
th
explores and analyzes his problem (Intro to Psych 10 ed by Atkinson, Smith, Bem,
p 523).

In accordance with the view of Roger‟s theory, the writer of this article personally
believes that the therapist being referred to should not be restricted to
psychologists only, but must also be identified with the person‟s environment and
the people surrounding him. In other words, the role of our society should be a
“sounding board” of our reflections in life to be able for the individual to realize his
problem and create his own solutions for it. It is the individual who will eventually
direct his own life and not the people around him.
MIDTERM (WEEK 5-9)
THE FILIPINO VALUE SYSTEM
What are values?
Before delving into the discussion of values – Filipino values, in particular – it is
worth analyzing the word itself. The word “value” has its root in the Latin word
“valere” which means to be strong and vigorous. This proceeds from the premise
that a human person has to have strength or valor in every endeavor. It is the basis
on which his strength in facing the challenges of life should be directed.
Dr. Tomas Q. D. Andres (1986) would define values as “things, persons, ideas or
goals which are important to life; anything which enables life to be understood,
evaluated, and directed.”
On the other hand, Edgar Sheffield Brightman defines value as “whatever is liked,
prized, esteemed, desired approved, or enjoyed by anyone at any time. It is the
actual experience of enjoying a desired object or activity. Hence, value is an
existing realization of desire.”
Collectively, the values of a society would be the standards or principles for which
an act is judged to be what is right or wrong, correct or incorrect. As such, it is the
goal set for every member of the community to attain what is desirable. In other
words, values in a society give meaning and direction to every individual‟s life and
influence his human behavior.
Based on these definitions, we can say that values are those which are considered
by the society as desirable and important and have attained the status as moral
impetus behind every action of each member geared towards the desired end or
goal.
What are Filipino Values?
Significantly, Filipino values would be the standards or principles set forth by the
Filipino society as basis for what is right or wrong, the principles on which every
member of the Filipino society should persevere to attain in order to reach the
ultimate realization of his life, regarding his person and in relation to his family and
society in general.
Significance of Studying Filipino Values
Several studies have been made on Filipino Values. They have always been
interested in examining Filipino values because it influences a Filipino‟s behavior
in particular, and shaping the Philippine Society in general. How Fil1ipinos feel
and motivated to do a specific task is directed and evaluated by his set of values.
In order to understand the Filipino culture and the development of the Filipino
individual, one has to understand the underlying values on which every Filipino
acts. Thus, a study on the Filipino values would provide us a deeper
understanding of the Filipino culture.
The shaping of the Philippine society into a successful and progressive nation
would depend on understanding and appreciating the positive side of Filipino
values and how they are applied to attain such goal. Thus, it is imperative that a
full understanding and appreciation of the positive side of our very own
principles be made and used for our personal and national success.
The purpose of this chapter, therefore, is to help us understand our Filipino
values to enable us to put the positive side of Filipino values in use and to
disregard the negative ones. Thus, in the end, through the development and use
of positive Filipino values, we may bring out the best in the Filipino society in
general and the individual in particular.
Understanding Filipino Values and Culture
The Filipino society is composed of a mixture of different races and cultures,
many of which influenced the lifestyle and values being practiced in the
Philippine community. Among those who influenced the Filipino culture and
values are our ancestors – the Malays and Indons, our colonists – the Spaniards
and the Americans, and nationals of other countries who have dealt with the
Philippine society through trade – the Chinese and the Indians. The resulting
blend of this mixture of influences, which are sometimes conflicting, is uniquely
Filipino in character.
Most of the prominent Filipino values are the result of a blend of the rich
Christian values of Europe, the pragmatic and democratic values of America, and
the spiritual values of Asia.
OTHER STRENGTHS OF THE FILIPINO CHARACTER

Strengths of the Filipino

Results
Character

 Camaraderie and feeling of closeness to

1. Pakikipagkapwa–Tao one another; foundation for unity as well
as sense of social justice.
 Feeling of belongingness and rootedness
2. Family Oriented
and a basic sense of security.
 Emotional balance, optimism, a healthy
3. Joy and Humor disrespect for power and office and the
capacity to survive.
 Productivity, innovation,
4. Flexibility and Adaptability entrepreneurship, equanimity and
survival.
 Productivity and entrepreneurship for
5. Hardwork and Industry some and survival despite poverty for
others.
 Courage, daring, optimism, inner peace,
6. Faith and Religiosity as well as the capacity to genuinely
accept tragedy and death.
 Bravely live through the harshest
7. Ability to Survive
economic and social
circumstances.
OTHER WEAKNESSES OF THE FILIPINO CHARACTER
 Weaknesses of the
Results
Filipino Character

1. Extreme Personalism  Leads to graft and corruption.

2. Extreme Family  Lack of concern for the common good and
Centeredness acts as the block to national
3. Lack of Discipline  Inefficient and wasteful work systems,
violation of rules leading to more serious
transgressions and a casual work ethics
4. Passivity and Lack of leading to carelessness and lack of follow-
Initiative through.
 Easily resigned to one‟s fate and thus easily
oppressed and exploited.
 Basic feeling of national inferiority that makes
5. Colonial Mentality it difficult for them to relate as equal to
Westerners.
 Dampening of cooperative and community
6. Kanya-kanya
spirit and in the trampling upon of the rights of
Syndrome
others.
7. Lack of Self- Analysis  Emphasis on form more than substance.
and Self – Reflection

FILIPINO CITIZENSHIP VALUES

The given set of values is inherently within each Filipino. This part of the module
aspires to awaken these values amongst us and hopefully, later on, inspire us to
practice it in our every day lives. These values, if carried out with one‟s heart can
serve as a vehicle and reinforcement towards our goal of realizing social change
and progress.
For us to have a better view on the said topic, short stories and activities,
conveying and promoting the said set of values were integrated in this module.
THE VALUE OF RESPECT FOR LIFE

“Treat life with respect and life itself will reveal its beauty to you.”

The House of Life

By Andrew Maria (2004)
The crowd said to the Mystic, “We found a big and beautiful house called Life.
Without giving any thought to whom the House of Life might belong, we rushed
inside it. Yet to our dismay, the House of Life was empty and there was nothing in
it. Life is empty, Life has no meaning.”
The Mystic went to the House of Life to see if it really was empty. He knocked on
the door before entering and someone from within opened it. He stayed inside the
house for quite sometime while the crowd waited outside. It was already evening
when the Mystic went out.
“Is the House of Life empty as we told you?” the crowd questioned him.
The Mystic answered the crowd, “the House of Life is not empty. When I was
inside, I saw the most beautiful rooms with golden chairs, silver tables, and
jeweled walls. Above all these, I dined and conversed with the Master of Life
himself.”
“How can that be? The crowd insisted. “When we were inside the House of Life, it
was empty, yet now you tell us that it is not.”
The Mystic rebuked the crowd, “You found the House of Life empty because you
did not knock before you entered it. You rushed into life even without knocking,
as if the house belonged to you. The Master of Life, seeing that you lacked
 respect for life and reverence for it, took away its beauty because you would not
know how to use it. You are proud and vain as if you are the master of your own
life. For this reason, the Master of Life gave you the House of Life to look at but
not to live in. If only you had knocked before you entered, then you would have
seen the beauty I saw and conversed with the Master of Life himself.”
“Tell us please,” the crowd begged the mystic, “what does it mean to knock on
the Door of Life?”
The Mystic solemnly spoke, “to knock on the door of Life is to be humble enough
to accept that the house does not belong to you but to the Master. “To knock on
the door of life is to seek the Master of the House and not the treasure in the
House. To knock on the Door of Life is to wait with patience for the Master to
open it from within and not to force it from the outside. To knock on the Door of
Life is to follow the statutes and commandments of the Master of Life.”
“To knock on the Door of Life is to pray to the Master of Life that you may love
him since he not only owns the house but your very selves as well.”
They left the Mystic after they heard this. The crowd returned to the House of
Life and they knocked before entering. The Master of the House of Life opened it
from within. Once inside, the crowd saw the beautiful things the Mystic had seen.
But most of all, they were able to dine and converse with the Master of Life
himself.
Life, after all, is not empty.

THE VALUE OF CONCERN FOR THE FAMILY AND THE FUTURE

GENERATIONS
“We can get so involved in what we are doing that we forget why we are doing it. We
are so involved in living that we forget the purpose of living. We get so involved in
pursuing the things money can buy that we forget about the things that money can‟t
buy.”
Father’s Mistake - No Time
By Bel San Luis (2004)
One night, a father came to a parent-teacher conference in a city high school.
During a talk with one of his son‟s teachers, the father broke down and began to
cry.
After he regained his composure, the father apologized, saying, “My son no longer
lives with me. But I still love him and I want to know how he‟s doing in school.”
The father then told the teacher how his wife and four children had left him that
afternoon.
He was a building contractor and sometimes worked sixteen hours a day.
Naturally, he saw little of his family, and then slowly grew farther and farther apart.
Then the father said something sad. He said: “I wanted to buy my wife and kids all
the things I had dreamed of giving them. But in the process, I got so involved in
working that I forgot about what they needed most: a father who was around at
nights to give them love and support”.
THE VALUE OF TRUTH
The Truth about Lies (2004)
Lies are said in the place of truth…
Why not prefer to tell the truth than settle for a lie?
There are no half-truths or white lies…
It‟s either you say the truth or tell a lie!
 A million lies cannot make up a single truth…
You can never transform a lie into truth.
It’s easier to tell the truth than tell a lie… With the truth, you
merely have to state the facts: With lies, you‟d have to cook up a
thousand alibis.

You’ll know when your lies have caught up with you…

When you begin to believe in them as being the truth.
In the end, we find but a single truth about lies:
That there is No Truth and No Good in Lies.
THE VALUE OF JUSTICE

Justice is giving every man his due.

To Every Man His Due

Institute for Development Education Center for Research and Communication (2004)
There was once a poor farmer who would come to town everyday in order to
supply a baker with homemade bibingka. In exchange for five pounds of bibingka,
the baker would give the farmer five pounds of bread for his family.
One day, the baker decided to weigh the bibingka. He discovered that the bibingka
was one pound short. This made the baker very angry, and he accused the farmer
of having cheated him.
But the farmer very calmly declared, “You see sir, I am very poor and have no
weights at home. So I take the five pounds of bread you give me and use it as a
standard. In this way, I can be sure of giving you an equal amount of bibingka.”

THE VALUE OF EQUALITY

Each man may differ in worldly stature, but each one bears the same amount of
dignity as another and all share one common destiny.
Skulls
By Andrew Maria Almonte (2004)
One day, a group of skulls in the cemetery had a conversation. “Hey,” said a skull

to another, “who were you when you were alive?” “I was a king,” answered the

skull with an air of pride.

“Yes, I was once his slave,” replied another skull. “He was a tyrant, a ruthless,
merciless king!”
“How dare you speak about me like that!” countered the king-skull. “I am your
king, remember?”
“Shut-up!” shouted the slave-skull. “You are no longer my king nor am I your
slave anymore! We are the same now-rotten skulls!”
THE VALUE OF PROMOTION OF THE COMMON GOOD

The real heroes among us are those who live their lives daily in genuine concern
for the welfare of the others.
A Chinese Legend
By Benigno P. Beltran (2004)
Once upon a time, in the western Kingdom, lay a beautiful garden. And there, in the
cool of the day was the Master of the garden want to walk. Of all the denizens of
the garden, the most beloved was a gracious and noble bamboo. Year after year,
Bamboo grew yet more noble and gracious, conscious of his master‟s love and
watchful delight, but modest and more gentle withal. And often, when the wind
revel to the garden, Bamboo could cast aside his grave stateliness, to dance and
play right merrily, tossing and swaying, leaping and bowing in joyous abandon,
leading the Great Dance of the Garden which most delighted the Master‟s heart.
One day, the Master himself drew near to contemplate his Bamboo with eyes of
curious expectancy. And Bamboo, in a passion of adoration, bowed his great head
to the ground in loving greeting. The Master spoke: “Bamboo, Bamboo, I would
use thee.” Bamboo flung his head to the sky in utter delight. The day of days had
come, the day for which he had been made, the day for which he had been growing
hour by hour, this day in which he would find his completion and his destiny. His
voice came low: “Master, I am ready. Use me as thou wilt.”
“Bamboo”- the Master‟s voice was grave- “I would fain take thee and cut thee
down!” A trembling of great horror shook Bamboo.
“Cut… me… down! Me… who, Master, has made the most beautiful in thy entire
garden…to cut me down! Ah, not that, not that. Use me for thy joy, O Master, but
cut me not down.”
“Beloved Bamboo” – the Master‟s voice grew graver still – “If I cut thee not down,
I cannot use thee.” The garden grew still. Wind held his breath. Bamboo slowly
bent his proud and glorious head. There came a whisper: “Master, if thou cannot
use me if though cut me not down… then… do thy will and cut.”

“Bamboo, beloved Bamboo, I would… cut thy leaves and branches from thee also.”
Master, Master, spare me. Cut me down and lay my beauty in the dust; but
wouldst though take from me my leaves and branches also?”
“Bamboo, alas, if I cut them not away, I cannot use thee.” The sun hid his face. A
listening butterfly glided fearfully away. And Bamboo shivered in terrible
expectancy, whispering low: “Master, cut away.”
“Bamboo, Bamboo, I would yet… cleave thee in twain and cut thine heart, for if I
cut not so, I cannot use thee.” Then Bamboo bowed to the ground. “Master,
Master… then cut and cleave.” So the Master of the garden took Bamboo and cut
him down and hacked off his branches and stripped off his leaves and cleaved
him in twain and cut out his heart. And lifting him gently carried him to where
there was a spring of fresh, sparkling water in the midst of his dry field. Then
putting one end of broken bamboo in the spring, and the other end into the water
channel in his field, the Master laid down gently his beloved Bamboo. And the
spring sang welcome and the clear, sparkling waters raced joyously own the
channel of Bamboo‟s torn body into the waiting fields. Then the rice was planted,
and the days went by, and the shoots grew and the harvest came.
In that day was Bamboo, once glorious in his stately beauty, yet more glorious in
his brokenness and humility. For in his beauty he was life abundant, but in his
brokenness he became a channel of abundant life to his Master‟s world.
THE VALUE OF CONCERN FOR THE ENVIRONMENT
The Giving Tree
By Fr. Benigno P. Beltran (2004)
Once there was a tree… and she loved a little boy. Everyday, the boy would gather
leaves, make them into a crown and play king of the forest. The boy would also
play hide and seek, climb her branches and eat her mangoes. At the end of the day,
when he is tired, the boy would sleep in her shade. And the boy loved the tree…
very much… and the tree was very happy.
But time went on… and the boy grew older. And the tree was often alone. One day
the boy went to the tree who said: “Come boy, come and climb up my trunk, swing
from my branches, eat my mangoes, play in the shade and be happy.” “I am too big
to climb and play and I don‟t have money,” said the boy. “If only I can have some
money.” “I am sorry,” said the tree, “but I don‟t have money. Go take my mangoes,
boy, and sell them to the market. That way, you will have enough money and you
will be happy.” And so the boy gathered all her mangoes and carried them away.
And the tree was happy.
But the boy stayed away for a long time… then one day, the boy came back to the
tree who shook with joy and said: “Come boy and climb up my trunk, swing from
my branches, eat my mangoes, play in the shade and be happy.” “I am too busy to
climb trees.” said the boy. “I want a house to keep me warm.” “I want a wife and
children so I need a house. Can you give me a house?” “I have no house,” said the
tree, “the forest is my house, but you may cut-off my branches and build a house.
And so the boy cut-off her branches and carried them away to build his house.
And the tree was happy.
But the boy stayed away for a long time… then one day the boy came back and the
tree was happy that she could speak. “Come, boy,” she whispered, “come and play.”
“I am too old to play.” said the boy. “I want a boat that would take me away from
her. Can you give me a boat?” “Cut down my trunk and make a boat,” said the tree.
“Then you can sail away. And the tree was happy… but not really.
And after a time, the boy came back again. “I am sorry boy,” said the tree. “But I
have nothing left to give you – my mangoes are gone.” “My teeth are too weak
for mangoes,” said the boy. “My branches are gone,” said the tree. “You cannot
swing on them.” “I am too old to swing on branches,” said the boy. “My trunk is
gone,” said the tree. “You cannot climb.” “I am too tired to climb,” said the boy. “I
am sorry,” sighed the tree. “I wish I could give you something… but I have nothing
left. I am just an old stump. I am sorry.” “I don‟t need very much now.” said the boy,
“Just a quiet place to sit and rest. I am very tired.” “Well,” said the tree,
straightening herself up as much as she could, “well, an old stump is good for
sitting and resting. Come, boy, sit down and rest.” And the boy did and the tree
was happy.
DEFINITION
Group is defined as any number of persons who share a consciousness of
membership and interaction. A group is not a mere collection of individuals but an
aggregate of personalities acting and interacting with one another in the process
of living. To be a member of a group, one must participate in the common life and
activities of the group.
TYPES OF GROUPS
1. Primary Group - described by Charles Cooley as those characterized by
intimate face-to-face association and cooperation. They are primary in several
 senses, but chiefly in that they are fundamentally in forming the social nature
and ideas of the individual. The result of intimate association, psychologically,
is a certain fusion of individualities in a common whole, so that one‟s very self,
for many purposes at least, is the common life and purpose of the group.
Perhaps the simplest way of describing this wholeness is by saying that it is a
“we”; it involves the sort of sympathy and mutual identification for which “we”
is the natural expression. One lives in the feeling of the whole and finds the
chief of his will in that feeling.
2. Secondary Group - those which do not necessarily involve face-to-face
association or intimate and personal relations. The members are aware of
these relationships and take cognizance of them, but they do not feel that their
lives are bound up in them except in time of social crisis. The members may be
separated from one another by distance or by lack of personal physical contact.
Their contact may be through correspondences, the press, the radio, the
telephone or other means.
CHARACTERISTICS OF GROUPS
1. Interaction - patterns of mutual influence (physical, verbal, non-verbal,
emotional)
2. Structure - stable patterns of relationships
 Roles - behavior expected of members in a given position
 Norms - rules that identify and describe appropriate behaviors
 Inter-member relations - how they relate (authority,
communication)
3. Goals - reasons for existence
4. Perceived Groupness - extend to which members see themselves as
one (common fate, similarity, proximity)
5. Dynamic Interdependency - extend to which members are active, energized,
vibrant and changing
6. Motivation - personal needs / gain being satisfied
SEMI-FINAL (WEEK 9-12)

LEADERSHIP

THE LEADER
A Leader is:
 Someone who acts as a guide;
 A directing head;
 Someone who leads a body of troops;
Leadership is:
 The position of a leader;
 The quality displayed by a leader;
 The act of leading;

HOW TO BECOME A GOOD LEADER

We often say that some people are good leaders, while others are not. But what is
really our basis for judging one‟s capacity for being a good leader?
From a follower‟s perspective, good leadership can be attributed on several
qualities that a person must have. These qualities make people comply and
passionately follow a leader.
THE 21 INDISPENSABLE QUALITIES OF A LEADER
John C. Maxwell‟s book entitled “21 Indispensable Qualities of a Leader” defines
essential traits of a leader. This book will help people recognize, develop, and
refine the personal characteristics needed to be a truly effective leader, the kind of
leader people want to follow. The following qualities of a leader taken from his
book are as follows:

Leader Qualities # 1: [CHARACTER] CHARACTER:

 The quality of a person‟s behavior, as revealed in his habits of
thoughts and expressions, his attitudes and interests, his action and his
personal philosophy in life.

Be a piece of the rock. There would always be two paths to choose from:
character and compromise. “Every time a person chooses character, he becomes
stronger, even if that choice brings negative consequences.”
What people must know about character?

 Character is more than talk;

 Talent is a gift, but character is a choice;
 Character brings lasting success with people;
 Leaders cannot rise above the limitations of their character;
Character can be improved by doing the following:
Search for the cracks. Reflect on the major decisions that you had done in your life as
far as you can remember in terms of letting people down or giving compromises.
Look for patterns. From the reflections that you have done, are there particular
instances that kept emerging? These patterns will help you diagnose issues of
character.
Face the music. It is when you apologize and accept your mistakes that character
repairs begin.
 Rebuild. You have been brave enough to face your past actions but more courage
is needed to face the future. Let your past actions serve as your guide so as not to
commit the same mistakes in the future.

Leader Qualities # 2: [CHARISMA]

The first impression can seal the deal.
CHARISMA:

 Special spiritual gift bestowed temporarily by the holy spirit on a group or

an individual for the general good of the church
 An extraordinary power in a person, group, cause, etc. which takes hold of
popular imagination, wins popular support
To make yourself the kind of person who attracts others, you need to personify
these pointers:
 Love Life;
 Put a “10” on every person‟s head; Give people hope;
 Share yourself;
Charisma can be improved by doing the following:
Change your focus. Always check if your focus during conversation is towards
yourself. Learn how to balance. Recognize the persons who made contributions
on the success of a project.
Play the first impressions game. When you meet a person for the first time, focus on
him. Remember his name and interests, and give positive comments. Try your
best to give a very good impression.
Share yourself. Share your resources to others. Resources come in different ways.
Share what you have: talents, skills and valuable services aside from material
things. These are highly appreciated.

Leader Qualities # 3: [COMMITMENT]

It separates “doers” from “dreamers”.
COMMITMENT:

 Something which engages one to do something, a continuing obligation

especially financial
 The act of committing, the state of intellectual and emotional adherence to
some political, social, religious theory or action especially the conscious
linking of works of literature and art with such theory of action.
True nature of commitment:
 Commitment starts in the heart;
 Commitment is tested by action;
 Commitment opens the door to achievement;
Commitment can be improved by doing the following:
Measure it. Commitments can be measured through the following: how much
time you devote at work, family, in service, in health and recreation activities, and
how much you spend on living expenses, entertainment, personal development,
and giving. Compare how much you devote and spend on these things. Is it
justifiable?
Know what’s worth dying for. Answer the question. Write what‟s in your thoughts.
Match if your actions are parallel with your ideas.

Leader Qualities # 4: [COMMUNICATION]

Without it you travel alone.
COMMUNICATION:

 The act of communicating

 Something communicated
 A means of sending a message, orders, etc.

You can be more effective as a communicator if you follow four basic truths:
 Simplify your message;
 See the person;
 Show the truth;
 Seek a response;
Communication can be improved by doing the following:
Be clear as a bell. Whether in oral or written communication, being brief and concise
and direct simplifies and clarifies thoughts. Simplicity and clarity must be noted
to achieve good communication.
Refocus your attention. Different instances require different topics. Don‟t make
yourself arrogant. Know the needs and desires of your listener.
Live your message. Make sure that you had been understood. Ask questions for
clarity. Accept comments without defensiveness.
Leader Qualities # 5: [COMPETENCE]
If you build it, they will come.
COMPETENCE:
 The state of being competent

To cultivate competence, do the following:

 Show up everyday;
 Keep improving;
 Follow through with excellence;
 Accomplish more than expected;
 Inspire others
Competence can be improved by doing the following:
Get your head in the game. Devote yourself to your job. Be firm to give a proper
amount of attention.

Redefine the standard. When your performance is not consistently at high levels,
evaluate yourself. Define your standards. Make adjustments to fit standards of
your job description.
Find three ways to improve. There‟s always room for improvement. Assess
yourself and make necessary changes.

Leader Qualities # 6: [COURAGE]

One person with courage is a majority.
COURAGE:

 The quality of the mind that enables the person to face difficulty,
danger, etc. without fear.
Truths about courage:
Courage begins with an inward battle;
Courage is making things right, not just smoothing them over;
Courage in a leader inspires commitment from followers;
 Your life expands in proportion to your courage
Courage can be improved by doing the following:

Face the music. Be active. Try muscle-stretching activities. Conquer your fears.
Sky dive if you‟re afraid of heights.
Talk to that person. Avoiding confrontation does not solve differences. Have the
courage to talk to that person but do it with love.

Take a giant step. When everything seems to be monotonous, don‟t be afraid to

make a career move. There are more things out there to be enjoyed and to be
discovered.

Leader Qualities # 7: [DISCERNMENT]

Put an end to unsolved mysteries.
DISCERNMENT-“DISCERN”:
To perceive by the sight or the intellect To distinguish
mentally
To maximize effectiveness of a leader, do the following:
 Discover the root issues;
 Enhance your problem solving;
 Evaluate your options for maximum impact;
 Multiply your opportunities
Discernment can be improved by doing the following:
Analyze past success. Remember the things you had done to succeed on your
goals. Problems arise on the process of achieving these goals. Solutions that
made you succeed can be used again in the future.
Learn how others think. We admire other personalities as leaders. Putting ourselves
to think like leaders who are wise will make us more discerning.
Listen to your gut. Your intuition affects your decisions. There are many instances
that your intuition is correct. Find a pattern of your intuitive ability. This pattern
will give you imminent recourse that will affect your decision.
Leader Qualities # 8: [FOCUS]
The sharper it is, the sharper you are.
FOCUS
A central point of attraction, attention or activity.

Guidelines to focus your time and energy:

70% on strength; 25% on new things;

5% on areas of weakness

Focus can be improved by doing the following:

Shift to strengths. Identify your strengths and dedicate 70% of your time on it.
Staff your weaknesses. Identify your weaknesses and try to improve on them.
Create an edge. Since you had identified your strengths and weaknesses, you can
proceed to the next level. Think of the new tools that you need, to go to the next
level.

Leader Qualities # 9: [GENEROSITY]

Your candle loses nothing when it lights another.
GENEROSITY-“GENEROUS”

 The quality of being generous.

 Giving freely.
The following will cultivate the quality of generosity in your life:
Be grateful for whatever you have. Contentment seems to be very ideal. A person
cannot become generous if he is not contented with what he has. There are things
that we must be grateful for and be contended with. Be generous in your own
small ways.
Put people first. Giving becomes easier when generosity comes in. A leader is
measured not in terms of the number of people who serve him but rather, to the
number of people he is serving.
Don’t allow the desire for possessions to control you. Let your heart be in charge within
you, not the material things that you possess. There would never be satisfaction if
your material desires are endless.
Regard money as a resource. Man has been a slave of money. The only way to win
over money as J. C. Maxwell states is to hold it loosely and be generous with it
to accomplish things of value.
Develop the habit of giving. There is a time when all things come in abundance, and it
is also a time of redistributing it for those in need. For those who don‟t have
material things to share, let this saying be their guide: “Richness, I have nothing,
but I can help through loving, with my life worth giving.”

Generosity can be improved by doing the following:

Give something away. There are things that are important to you that can be
replaced. Try giving this to people who will really benefit from it. As they say,
giving it anonymously would be better.
Put your money to work. Use your money to improve other‟s lives. Money as
resources can be put into work to outlive your expectations for better people,
community, and world.
Find someone to mentor. A time will come when you had reached the peak of your
leadership. It would be good if you have someone whom you would train to be a
good leader like you.

Leader Qualities # 10: [INITIATIVE]

You won‟t leave home without it.
INITIATIVE:

An introductory act or step, readiness and the ability in initiating action,

one personal, responsible decision
A leader possesses the following qualities to make things happen:
 They know what they want;
 They push themselves to act;
 They take more risks;
 They make more mistakes
“Only those who dare to fail greatly can ever achieve greatly” – Sen. Robert
Kennedy
Initiative can be improved by doing the following:
Change your mind-set. Resistance comes from within. It is only when you had come
out of your shell that you begin to take the challenge outside.
Don’t wait for opportunity to knock. Opportunity does not knock at your door. You know
that you have the potential. Find opportunities. Show and share to the world what
you‟ve got.

Take the next step. When opportunities come, select the best. Now that you have
found the opportunity to share and show the world what you‟ve got, work it as far
as you can.

Leader Qualities # 11: [LISTENING]

To connect with their hearts, use your ears.
LISTENING-“LISTEN”:
To give attention for the purpose of hearing.
Keep your ears open to the following:
 Your mentors;
 Your followers;
 Your customers;
 Your competitors

Listening can be improved by doing the following:

Change your schedule. Have time to listen to your mentors, followers, customers,
and competitors.

Meet people on their turf. Seek common ground to build rapport with the person you
are talking. Learn something about him so you can talk things of common
interests.
Listen between the lines. Factual and emotional content of conversation must
be given attention. Listen with your heart.

Leader Qualities # 12: [PASSION]

Take this life and love it.
PASSION:

Any compelling emotion, strong amorous feeling, strong sexual desire,

strong fondness or enthusiasm
Truths about passion:
 Passion is the first step to achievement;
 Passion increases your willpower;
 Passion changes you;
 Passion makes the impossible possible
Passion can be improved by doing the following:
Take your temperature. Assess the level of desire towards your work and your life.
Passion makes the difference on how you see life.
Return to your first love. You are more enthusiastic when doing other things. These
are the things that you had left behind because you have to attend to other
obligations. Take advantage and do these things again to relax and to energize
your body.
Associate with people of passion. Your environment affects your being. Birds of the
same feather flock together. Having passionate people around gives booster to
bring you back on track.

Leader Qualities # 13: [POSITIVE ATTITUDE]

If you believe you can, you can.
To be more positive, think of the following:
  Your attitude is a choice;
 Your attitude determines your actions;
 Your people are a mirror of your attitude;
 Maintaining a good attitude is easier than regaining one;
Positive attitude can be improved by doing the following:
Feed yourself the right food. Books about positive attitude are available on book
stands. Give yourself time to read and reflect on it.

Achieve a goal every day. Setting an achievable goal every day changes the attitude
of a person. When a pattern of achievement has been observed, a person has the
tendency to think more positively.
Write it on your wall. It does not mean that you vandalize your wall. Make a corner
where you can show all your awards and citations. Have your plaques and trophies
displayed on that corner. These will serve as a reminder that you have been doing
positive things in your life and willing to do it over and over again.

Leader Qualities # 14: [PROBLEM SOLVING]

You can‟t let your problems be a problem.

Five (5) qualities demonstrated by a leader with good problem solving ability:

They anticipate problems;

They accept the truth;
They see the big picture;
They handle one thing at a time;
They don‟t give up a major goal when they‟re down
Problem solving can be improved by doing the following:
Look for trouble. Don‟t avoid problems. Encountering and solving a problem is an
experience that molds and strengthens us to deal with different situations and
difficult circumstances.
Develop a method. TEACH method for problem solving according to J.C. Maxwell:
Time – spend time to discover the real issue. Exposure – find out
what others have done. Assistance – have your team study all angles.
Creativity – brainstorm multiple solutions.
Hit it – implement the best solution.
Surround yourself with problem solvers. Be with persons who are good at problem-
solving. They will complement your weaknesses and teach you on how to deal
with them.

Leader Qualities # 15: [RELATIONSHIPS]

If you get along, they‟ll go along.
RELATIONSHIP:
The state or fact of being related.
To cultivate good relationships, it requires the following:
Have a leader‟s head – understand people; Have a leader‟s heart – love
people; Extend a leader‟s hand – help people
Relationships can be improved by doing the following:
Improve your mind. Be mature enough and widen your understanding. Allot
some time to observe and talk to people and try your best to understand them.
Strengthen your heart. Show them that you care. Show your feelings and act
your way out.

Repair a hurting relationship. Rebuild, reconcile and reconnect relationships that

had crumbled even though it has happened several years ago. Learn to forgive
and apologize. Try to be more loving and understanding to people whom you had
disagreement before.

Leader Qualities # 16: [RESPONSIBILITY]

If you won‟t carry the ball, you can‟t lead the team.

RESPONSIBILITY-“RESPONSIBLE”:
 The state or fact of being responsible
 A person or thing for which one is responsible
 Involves duties or obligations
 Accountable, as for something within one‟s power
The one who embraces responsibility has the following characteristics:
They get the job done;
They are willing to go the extra mile; They are driven by
excellence;
They produce regardless of the situation
Responsibility can be improved by doing the following:

Keep hanging in there. When everything seems to crumble, stop for a while then
think and find ways to succeed. Be creative in finding ways to keep you on the
right track.
Admit what’s not good enough. Failing depends on standards that must be met.
Reset your standards to a higher level. The standards that you have been following
might not be as good as it may seem as it was, compared to this time.
Find better tools. It seems that things are not falling on their right places even
though your standards are high, you have good attitude and you had been working
hard consistently. Consider the tools that you are using. It‟s time to update your
materials and further develop your skills. Read books.

Leader Qualities # 17: [SECURITY]

Competence never compensates for insecurity.
SECURITY:

 Freedom from danger or risk Freedom from care,

 anxiety or doubt
 Something that protects and shelters
Common traits of insecure leaders:
 They don‟t provide security to others;
 They take more from people than they give;
 They continually limit their best people;
 They continually limit the organization
Security can be improved by doing the following:
Know yourself. Gather information about yourself from people you know. Let them
assess you as a person. Don‟t be defensive and reactive on their assessment.
Reflect and make some necessary improvements.
Give away the credit. Lift the morale of your team. Recognize their contributions.
This will improve the organization.
Get some help. Seek professional help if you cannot fight insecurities on your
own. Be honest with yourself.

Leader Qualities # 18: [SELF – DISCIPLINE]

The first person you lead is you.
Action points to follow:
 Develop and follow your priorities;
 Make a disciplined lifestyle your goal;
 Challenge your excuses;
 Remove rewards until the job is done;
 Stay focused on results
Self – Discipline can be improved by doing the following:
Sort out your priorities. Identify the areas in your life that are important to you.
Develop a plan where you can practice self – discipline so that you can improve
those areas.
List the reasons. Make a list why self – discipline is important and beneficial to
you. Let this be your reminder to achieving your priorities.
Get rid of excuses. Dismiss all excuses that arise in order for you to achieve your
goals. Always think of the benefits that you will harvest and the consequences
you might encounter when having a lot of excuses.
Leader Qualities # 19: [SERVANTHOOD]
To get ahead, put others first.
A true servant leader embodies the following:

 Puts others ahead of his own agenda;

 Possesses the confidence to serve;
 Initiates service to others;
 Is not position-conscious;
 Serves out of love
Servanthood can be improved by doing the following:
Perform small acts. Perform small acts of kindness to others. Show them that
you care. Others greatly appreciate small things beneficial to them.
Learn to walk slowly through the crowd. Try to connect as much as many people in
the crowd. Approach them and say hello. Be updated on what keeps them busy.

Move into action. Learn how to serve. You can start with your family, your church
and then with your community.

Leader Qualities # 20: [TEACHABILITY]

To keep leading, keep learning.
Guidelines to help cultivate and maintain teachable attitude:
 Cure your destination disease;
 Overcome your success;
 Swear off shortcuts;
 Trade in your pride;
 Never pay the same price for the same mistake;
Teachability can be improved by doing the following:
Observe how you react to mistakes. Everybody commit mistakes. How do we
react to our own mistakes? Ask someone close to you on how you react when
you commit mistakes. Do we ask apology or are we defensive when we commit
one? Accept your Try something new. Always open your world for challenges. Try
things that need mental, emotional and physical activities.
Learn in your area of strength. There is always room for improvement. New
things are being discovered every now and then. Read books, update yourself
and get a harder grip on your field.

Leader Qualities # 21: [VISION]

You can seize only what you can see.
TRANSFORMATIONAL LEADERSHIP
Adopted from:
Olga Epitropaki ([Link]@[Link]) Institute of Work
Psychology
University of Sheffield Sheffield
S10 2TN
England
Transformational leadership is a form of leadership that occurs when leaders
“broaden and elevate the interests of their employees, when they generate
awareness and acceptance of the purposes and the mission of the group and
when they stir their employees to look beyond their own self-interest for the good
of the group” (Bernard Bass 1990).
Transformational leaders have a clear collective vision and most importantly they
manage to communicate it effectively to all employees. By acting as role models,
they inspire employees to put the good of the whole organization above self
interest. They also stimulate employees to be more innovative, and they
themselves take personal risks and are not afraid to use unconventional (but
ethical) methods in order to achieve the collective vision.
This form of leadership goes beyond traditional forms of transactional
leadership that emphasized corrective action, mutual exchanges and rewards
only when performance expectations were met. Transactional leadership relied
mainly on centralized control. Managers controlled most activities, telling each
person what, when and how to do each task. Transformational leaders, on the
other hand, trust their subordinates and leave them space to breathe and grow. In
that respect, transformational is a more developmental and constructive form of
leadership for both individual employees and the organization as a whole.
Four components of transformational leadership: (Bass, 1985, 1998, Bass &
Aviolo, 1993)
1. Charisma - If the leadership is transformational, its charisma or idealized
influence is envisioning, confident, and sets high standards to be followed.
2. Inspirational motivation - If the leadership is transformational, its
inspirational motivation provides followers with challenges and meaning for
engaging in shared goals and undertakings.
3. Intellectual stimulation - If the leadership is transformational, its
intellectual stimulation helps followers to question assumptions and to
generate more creative solutions to problems.
4. Individualized consideration - If the leadership is transformational, its
individualized consideration treats each follower as an individual and
provides coaching, mentoring and growth opportunities
If such transformational leadership is authentic, it is characterized by high
moral and ethical standards in each of the above dimensions.
 THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE
In Stephen Covey‟s Seven Habits of Highly Effective People, he wrote about
ways in which people can be productive. The seven habits of highly effective
people are as follows:
Habit # 1: [BE PROACTIVE]
Proactive means “the ability to choose the response.” We have the ability to
choose between right and wrong. But it must be taken into account that we
must be responsible enough for whatever consequences our actions may lead
to. Use your creativity and initiatives. You are the one in charge.
Habit # 2: [BEGIN WITH THE END IN MIND]
Where do we go from here? Know where you want to go. In making plans and
decisions, see to it that the time and efforts that will be spent and utilized
conforms to what we want to achieve. Use your ability to envision. This is where
I want to go and these are the things that must be done to lead me to that
direction.
Habit # 3: [PUT FIRST THINGS FIRST]
Practice self-management. Know your priorities.
Habit # 4: [THINK WIN-WIN]
This concerns mutual benefit. Putting both parties on favorable situation.
Habit # 5: [SEEK FIRST TO UNDERSTAND… THEN TO BE UNDERSTOOD]
As the saying goes, “The best way to understand is to listen.” The practice of
empathy governs this habit. It is about putting ourselves on the shoes of the
other person. Based on the person‟s explanation, we ought to evaluate, probe,
advise and interpret as a way of responding to the person‟s feelings.
Habit # 6: [SYNERGIZE]
The whole is greater than the sum of its parts. More tasks will be done if we
utilize all the things that we have. Even though your contribution is that small, if
everybody will do their part, things will go on smoothly.
Habit # 7: [SHARPEN THE SAW]
DECISION MAKING
INVOLVEMENT IN DECISIONS:
1. The Plop - Here the group makes a decision by not making a decision. “Not
to decide – is to decide” Someone makes a suggestion, but it drops like a
stone into a pond, and no one pays any attention to it at all. If the person
who made the suggestion really felt enthusiastic about it, the fact that it
was totally ignored could make that person withdraw or resist later
suggestions.
2. 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.
Topic Jumping: One person can also prevent a group reaching a decision
by introducing a new point just as the group is ready to decide something. If
the point is relevant it should be allowed, though it should have been
brought in earlier. If it is not relevant, it should be recognized as a
distraction or any attempt by one person to control the group, and should
not be allowed to prevent the group from making a decision.
3. 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 other pass
 unnoticed at the time but resentment comes to the surface later.
4. The Clique - This decision is made by a small group who plan 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 cooperation into the group.
5. Minority - These decisions are as consciously organized as those of the
clique, but a few powerful personalities dominate the group, often
unconsciously and then later they wonder why the other is apathetic.
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.
6. 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.
7. Consensus - This is an agreement, often involving compromise or the
combination of various possibilities, after all opinions have been heard.
Disagreements and minority viewpoints are discussed fully. It takes time
and care to build a climate in which all feel free to express themselves,
but this method does built unity, cooperation and commitment. It does not
mean listening to people and then doing what we were going to do in the
first place. It means adapting to accommodate the concern of all. It may
take longer to make a decision this way, but it will often be carried out
more quickly and whole-heartedly.
DIFFICULTIES IN DECISION - MAKING
1. Fear of Consequences - The possible outcome of an impending decision
may bring division and disagreement.

2. Conflicting Loyalties - When one person is a member of a number of groups,

this frequently leads to divided loyalties about decisions.
3. Interpersonal Conflict - Personal differences occur which provokes feelings
of affection or dislike among members and which interfere with sound
decision making. Often another member who is not involved in the
interpersonal conflict can bring the real problem into the open.
4. Hidden Agenda - One person may try to get the group to make a certain
decision, which he wants for reasons which he will not share with the
group.
5. Blundering Methods - A group may be so bound by rigid procedures that
there is little chance for a free expression of differences. Or a group
may allow itself to substitute personal opinions for adequate
information. Or group may approach the decision making process without
testing for consensus.
6. Inadequate Leadership - A leader may hinder good decision making if he
restricts the expression of opinion or discussion on issues too soon.
Leaders also may fail to provide assistance in selecting appropriate
methods for decision making or be insensitive to the factors causing
difficulty in the group.
7. Clash of Interest - Sometimes different groups or individuals within an
CONFLICT RESOLUTION AND STYLES AND PROBLEM
SOLVING
organization do have opposing interest.
CONFLICT – a sharp disagreement or clash of ideas, interest, etc.

1. “Win-Lose” Style - One party in a conflict situation seeks to meet individual

goals at all cost, without concern for the needs of his opponent or their
relationship.
2. “Yield-Lose” Style - One party view the relationship with the other party as
the most important consideration and not the attainment of one‟s goals.
The party using this style yields and loses his position.
3. “Lose-Leave” Style - One party has low concern for both the goals and the
relationship with the opponent. He loses by default through withdrawing
from the situation.
4. “Compromise” Style - One party has a moderate degree of concern for both
the goals and the relationship with the opponent. The party will try to reach
a “compromise”, or what is known as the “win some - lose some” effect.
5. “Integrative” Style - One party has a high concern for both the goal and the
relationship with the opponent. The conflict is resolved by working
collaboratively with all concerned parties so that everyone will end up a
winner. This is also known as “win – win” style.

HUMAN SECURITY AND NATIONAL SECURITY

Since time immemorial, man has an awareness and knowledge about security. In
ancient era, man has devised means to protect himself from ferocious animals
and harsh conditions. As the society advanced, they learned to create tools and
weapons to safeguard their lives and their properties. In our country, heroes were
born because they strive to save our people from conquerors. Currently, every
country has its own way of defending and maintaining its human and national
security.
In the 1994 United Nations Development Programme (UNDP) Report, human
security was referred to as having two aspects:
“…first safety from such chronic threats as hunger, disease and
repression…second, it means protection from sudden and hurtful
disruptions in the patterns of daily life – whether in homes, in jobs, or in
communities. Such threats can exist at all levels of national income and
development.”
This was supplemented by an explanation from the former UN Secretary-General
Kofi Annan which states that:
 “Human security, in its broadest sense, embraces far more than the absence
of violent conflict. It encompasses human rights, good governance, access
to education and health care and ensuring that each individual has
opportunities and choices to fulfill his or her potential… Every step in this
direction is also a step towards reducing poverty, achieving economic
growth and preventing conflict. Freedom from want, freedom from fear,
and the freedom of future generations to inherit a healthy natural
environment – these are the interrelated building blocks of human – and
therefore national – security.”
Thus, according to the United Nations (UN) Commission, Human Security:
 seeks to “protect the vital core of all human lives in ways that enhance
human freedoms and human fulfillment”
 requires “protecting people from critical and pervasive threats” and
"empowering them to take charge of their own lives"
 “protection and empowerment are mutually reinforcing and cannot
succeed in isolation”
 Commission puts emphasis on the “need for comprehensive, integrated
and people-centered solutions that together can help people develop
the building blocks of survival, livelihood and dignity”
National Security is defined as the state or condition wherein the values which a
nation treasures such as territorial integrity, sovereignty, people‟s way of life and
well-being are protected and enhanced. It is the requirement to maintain the
survival of the nation-state through the use of economic military and political
power and the exercise of diplomacy. The measures taken to ensure national
security include:
 Using diplomacy to rally allies and isolate threats;
 Maintaining effective armed forces;
 Implementing civil defense and emergency preparedness measures
(including anti-terrorism legislation);
 Ensuring the resilience and security of critical infrastructure; and
 Using intelligence services to detect and defeat or avoid threats and
espionage, and to protect classified information.
In the Philippine context as indicated by the NSC Permanent Secretariat, National
Security is described as a condition or state of being where the Filipino people‟s
values, way of life, institutions, welfare, and well-being, sovereignty and strategic
relations are protected and enhanced. The elements of National Security are the
following:

 Moral-spiritual consensus
 Cultural cohesiveness
 Economic solidarity
 Socio-political stability
 Ecological balance
 Territorial integrity
 International harmony
NATIONAL SECURITY AND THE NSTP PROGRAM
The 1987 Philippine Constitution enshrined in its Declaration of Principles that the
Filipinos are duty-bound to protect the country and, as such, they may be
subjected to undergo service training programs (Art. II, Sec. 14, The Philippine
 Constitution).
The Government may call upon the people to defend the state, and in fulfillment
thereof, all citizens may be required, under conditions provided by law, to render
personal, military or civil service.
The NSTP 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.
MANPOWER RESERVOIR FOR NATIONAL SECURITY
1. Graduates of CWTS and LTS shall belong to the National Service Reserve
Corps (NSRC) which could be tapped by the State for literacy and civic
welfare activities such assisting in disaster preparedness, mitigation,
response and rehabilitation programs.
2. Graduates of the ROTC component shall form part of the AFP Citizen
Armed Forces and AFP Reserve Force, subject to DND requirements.
THREATS TO NATIONAL SECURITY
A. Man Made Threats
a. Terrorism
b. Explosion/Bomb Threats
c. Campus Violence/Frat and Gang War
d. Kidnapping/Hostage Taking
e. Drug Addiction
f. Armed Robberies/Hold Ups
g. Snatching
h. Sabotage
i. Fire
j. Technological Threats such as gambling through number games,
internet hold ups and cyber crimes (computer hacking, computer
pilferage, ATM stealing and cyber prostitution)
B. Natural Threats
a. Earthquakes
b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunamis

DISASTER AWARENESS, PREPAREDNESS AND MANAGEMENT

The Philippines is located in the circumpacific belt of fire and typhoon. This being
so, the country has always been subjected to natural disaster and calamities
anytime of the year. In whatever part of the country, we have been experiencing
yearly natural calamities – floods, typhoons, tornadoes, earthquakes, drought,
tsunamis and volcanic eruptions which have brought incessant miseries to our
people, lost of lives and properties.
In the mid-seventies and eighties, strong typhoons and torrential rains brought
devastation to Manila and large areas of central Luzon. The 1990 killer earthquake
that hit several Luzon provinces as well as Metro Manila and the effects of the
1991 Mt. Pinatubo eruption had put the National Disaster Coordinating Council
 (NDCC) in the forefront.
To enhance the people‟s preparedness and ensure precision and spontaneity in
responding to emergencies or catastrophes, the NDCC, together with the
concerned agencies conduct regular mobilization exercises and drills at all levels
with the participation of the private agencies concerned and the non-government
organization.
DEFINITION OF TERMS
Here are the terminologies often used in disaster response and rescue operations:
CALAMITY – refers to a situation that is associated with catastrophic events
where a number of persons are plunged with hardship and suffering that are
caused by problems like shortage of food, clothing, medical care and other
basic necessities.
DISASTERS – are progressive or sudden events brought about by natural or
human-induced hazards that cause losses and sufferings the consequence of
which results to people and communities undertaking extra-ordinary measures
to cope with their impacts.
DISASTER CONTROL – refers to the act of limiting the effect of disaster through
the introduction of measures designed to prepare the inhabitants before,
during and after a disaster.
DISASTER MANAGEMENT – the efficient and effective utilization of resources
and the application of measure that will mitigate the impact of unfortunate
events and facilitate return to normalcy and redevelopment.
FLOOD – a state or condition when water overflows from natural waterways
caused by heavy rainfall resulting in the water accumulation in low lying areas.
HAZARDS – are natural or man-induced phenomena or activities, the presence of
which poses a threat to people‟s lives, limbs, properties and socio-economic
conditions.
NATIONAL DISASTER COORDINATING COUNCIL – the highest
government body responsible in advising the President of the country on the
status of disaster preparedness program and disaster relief and rehabilitation
effort at the national level.
POLLUTION – refers to any discharge of liquid, solid substance or gases into
land, soil, waters, atmosphere, air or space which will create or render such
environmental elements and atmospheric air harmful or detrimental or
injurious to human beings, animals, plants and the nature‟s environment and
ecological balance.
RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with the
radioactive materials that cling to them and are drawn up into mushroom
clouds resulting from detonation of a nuclear weapon or devise and which are
carried by the wind and sent back to earth.
REHABILITATION – refers to the restoration of a person‟s economic dependency
to a stable living either physically, economically, socially or emotionally.
RELIEF – refers to anything that is done to alleviate the condition of those who
are suffering from the effects of a calamity/disaster and who at that
particular time are completely helpless.
RISKS – refers to the degree or chance and frequency that such hazards will
affect or impact people and communities.
SPACE DEBRIS – these are remains of artificial satellites and other components
as well as their means of carriage aloft which fall back to earth.
 STATE OF CALAMITY – it is a condition that is declared by the President of the
country in the event of a widespread destruction to property and lives due to
destructive forces of nature and emergencies.
VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic
materials such as molten lava, rock fragments, ashes, lahar flow, steam and
other gases through the fissure brought about by tremendous pressure which
forces open the rock formation or steam reservoirs beneath the Earth‟s crust.

THE DISASTER EQUATION AND THE DISASTER MANAGEMENT

CYCLE
VULNERABILITY – the level of susceptibility or resiliency of the people and
communities against the impact of the prevailing hazards based on the state
of physical, social, and economic conditions in a given area.
Disaster is characterized by several elements namely hazards, risk, people or
community and vulnerability. Hazards (H) or the physical impact of the
disturbance, either man-made or natural, is heightened by the amount of risk (R) to
the people and the community. Moreover, the degree of the vulnerability (V) of all
the involved further fuels the magnitude of a disaster. This is presented in the
Disaster Equation as shown below:
H x R + V = DISASTERS

The concept of disaster risk management accepts that some hazard events may

occur but tries to lessen the impact by improving the community‟s ability to
absorb the impact with minimum damage or destruction. The Disaster
Management Cycle is a traditional approach to disaster management wherein
disaster measure is regarded as a number of phased sequences of action or a
continuum. It aims to reduce the vulnerabilities in the community. In addition,
when sustained over long term, it reduces unacceptable risk to acceptable levels
and makes a community become disaster resistant or resilient. This is
represented as a cycle. This is illustrated below:
The comprehensive risk management process has the potential to break the
cycle of damage and reconstruction when a community is subjected to repeated
natural hazards. It refers to a range of policies, legislative mandates,
professional practices, social, structural and non-structural adjustments and risk
transfer mechanisms to prevent, reduce or minimize the effects of hazards on a
community. To be effective, a strategy must be in place and ready for immediate
implementation when necessary. This can only be done through advance
preparation and planning. The following are risk management measures:
 Engineering measures (keep hazard away from people)
  Land use planning and management measures (keep people away from
hazard)
 Control and protection works (modifying the hazard)
 Early warning (predicting hazard)
Preparedness planning (prepare in anticipation of a hazard event)
Reconstruction planning after a disaster with the aim of reducing the
vulnerability
 Mainstreaming risk management in development practice and
institutionalization
NATIONAL DISASTER COORDINATING COUNCIL AND ITS OPERATING POLICIES

Since the DND and the AFP possess the capability to react to natural calamities with
the DND‟s unique nature of organization and network of troops and asset
disposition, an inter-agency plan headed by the DND was organized specifically to
put into realization an action oriented Civil Defense Plan with the creation of the
National Disaster Coordinating Council.
In the year 1989, the NDCC, by virtue of Memorandum Order Number 4 has issued
some functional policies and procedures intended to assist the victims of calamities
and alleviate their plight.
Upon the declaration of a state calamity by the President, priority assistance is
instantly extended to victims in terms of relief operations, medical assistance,
immediate repair of vital infrastructures which were damaged by natural disasters
and resettlement of calamity victims. Calamity funds are released directly to the
implementing departments and agencies. Funds released to the Department of
Social Welfare and Development are used for emergency relief and rehabilitation
assistance to affected areas and disaster victims. Funds released to the Department
of Health are used in the procurement of needed medicines and for medical
assistance to disaster victims.
The NDCC is composed of the following:
Department of National Defense (lead agency) Department of Public
Works and Highways Department of Transportation and
Communication
Department of Social Welfare and Development
Department of Education
Department of Finance
Department of Labor and Employment Department of
Justice
Department of Trade and Industries
Department of Interior and Local Government
Department of Public Information
Department of Budget and Management
Chief of Staff, AFP
Secretary General,
Philippine National Red Cross
Civil Defense Office
KEY PLAYERS IN DISASTER MANAGEMENT
Disaster risk management includes administrative decisions and operational
activities that involve:
 Prevention
 Mitigation
  Preparedness
 Response
 Recovery
 Rehabilitation
It involves all levels of government – decision makers and local government.
Non-government and community-based organizations plays a vital role in the
process. Meanwhile, communities themselves are the first responders.
ROLE OF GOVERNMENT AGENCIES

During disaster operations, all other disaster coordinating councils make

available their facilities and expertise relative to the effective implementation of
the council mission. Likewise, the office of the Civil Defense prepares the
national/regional disaster and calamity preparedness plan in accordance with
the approved disaster and calamity guidelines. The members and tasks of the
NDCC are as follows:
1. Chairman – convenes the Council as often as necessary and calls on all other
departments/bureaus/agencies, other instrumentalities of the government
and the private sector for assistance when the need arises.
2. Administrator, Office of Civil Defense – coordinates the activities, functions of
the various agencies and instrumentalities of the government, private
institutions and civic organizations to implement the policies and programs
of the NDCC; disseminates materials relative to disaster prevention, control
and mitigation; advises the Chairman on matters concerning disaster
management.
3. Secretary of Interior and Local Government – oversees the organization of
DCCs, the establishment of Disaster Operations Centers of all local
governments, and the training of DCC members in coordination with OCD,
DSWD, PNRC, and other appropriate agencies.
4. Secretary of Social Welfare and Development – extends relief assistance and
social services to the victims as necessary.
5. Secretary of Health – provides health services during emergencies as
necessary, and organizes reaction teams in hospitals, clinics and sanitary
and other health institutions.
6. Director-General, NEDA – responsible for the determination and analysis of the
effects of disasters and calamities on the socio-economic plans and
programs of the country, and development of damage assessment scheme.
7. Secretary of Labor and Employment – provides emergency employment
opportunities to disaster victims, implements the industrial civil defense
programs and measures, and organizes and trains Disaster Control Groups
in all factories and industrial complexes.
8. Secretary of Education – provides assistance in the public education and
campaign regarding disaster preparedness, prevention and mitigation,
makes available school buildings as evacuation centers, and organizes and
trains disaster control groups and reaction teams in all schools and
institutions of learning.
9. Secretary of Trade and Industry – maintains normal level of prices of
commodities during emergencies, and organizes Disaster Control Groups
and Reaction Teams in large buildings used for commercial and recreational
purposes, maintains normal level of prices of commodities during
emergencies.
 10. Secretary of Agriculture – undertakes surveys in disaster areas to determine
the extent of damage of agricultural crops, livestock and fisheries and
renders technical assistance to disaster victims whose crops or livestock
have been destroyed.
11. Secretary of Budget and Management – releases funds required by the
departments for disaster operations.

12. Secretary of Environment and Natural Resources – responsible for

reforestation and control of areas which tend to cause flooding, landslides,
mudflow and ground subsidence, provide seeds, seedlings and saplings
and technical assistance regarding mines, forests and lands, formulates
rules and regulations for the control of water and land pollution.
13. Secretary of Finance – issues rules and regulations with the relevant
agencies concerned for the funding by local government of the
requirements for organizing, equipping, and training of their disaster
coordinating councils and reaction teams.
14. Secretary of Public Works and Highways – restores destroyed public
structures such as flood control, waterworks, roads, bridges, and other
vertical and horizontal facilities/structures and provides heavy and light
equipment for relief, rescue and recovery operations.
15. Secretary of Tourism – organizes and trains disaster control groups and
reaction teams in hotels, pension houses, restaurants and other tourist-
oriented facilities.
16. Secretary of Transportation and Communications – restores destroyed
communication and transportation facilities such as railroads and vertical
structures, and organizes emergency transport services from the national
down to the barangay level; and restores destroyed communication and
transportation facilities such as railroads and vertical structures.
17. Director, Philippine Information Agency – provides public information service
through dissemination of disaster mitigation measures.
18. Secretary-General, Philippine National Red Cross – conducts disaster
leadership training courses, assists in the training of DCCs at all levels; and
assists in providing emergency relief assistance to disaster victims.
19. Chief of Staff, Armed Forces of the Philippines – responsible for the provision
of security in disaster area and provision of assistance in the
reconstruction of roads, bridges and other structures and transportation
facilities for rapid movement of relief supplies and personnel and for the
evacuation of disaster victims.

YOUTH’S CONTRIBUTION IN DISASTER MANAGEMENT

All able-bodied young citizen of the land should get themselves involved in civic
actions in the community where she/he lives and should be ready to render
assistance anywhere and anytime their service are needed. More than anything else,
it is everybody‟s moral obligation to assist her/his countrymen in distress.
In times of natural calamities or manmade disorders, the youth should be willing and
ready to render direct assistance to calamity victims in any of the following areas:
 Sorting, loading and distribution of relief goods
 Administering first aid treatment on victims
 Comforting and assisting in their rehabilitation
  Disseminating information to concerned individual
 Surveying of affected families and areas
 Monitoring and liaisoning work
 Civic action activities like environmental and ecological protection, river and
watershed control projects and tree planting/forest fire control
Likewise, the concerned youth development agencies should establish
coordination and linkages to be set up before, during and after every disaster. By
using the NDCC operational model, the leadership in the youth development
agencies, in order to succeed in their chosen endeavor should:

a. Plan the chosen activities ahead before any calamity strikes. Join or
participate in training exercise on disaster and relief operations.
b. See to it that the resources that are available could meet the needs of
chosen activities.
c. Coordinate all activities properly with the City, Provincial and Municipal
Disaster Coordinator Councils.
d. Organize the groups. Assign the members‟ responsibilities which they
feel they can properly handle. Confidence in what is one is doing is the
key to success.
e. Work as a team. Coordinate efforts with other organizations (NGO, PO,
LGU or religious organizations)

BARANGAY AS NUCLEUS OF COMMUNITY GOVERNANCE AND DISASTER

PREPAREDNESS

The Philippines has a unique local governance system of Barangay. It has a

primary function of planning and implementing government policies, plans,
programs, projects and activities in the community. Local people are the source
of knowledge about their community so that solutions can address what is really
needed and wanted.
FINAL (WEEK 13-17)

SUBSTANCE ABUSE EDUCATION

WHAT IS A DRUG?
A drug is any substance that brings physical, psychological, emotional and
behavioral changes when used.
WHAT IS DRUG ABUSE?
Drug abuse is the continuous misuse of any substance, licit, illicit which results to
changes in an individual‟s physical, mental or behavioral condition.
WHY DO PEOPLE TURN TO DRUGS?
 Peer pressure
 Curiosity
 Adventure
 Feel good
 Escape from reality
 Easy access to drugs
HISTORY AND COMMONLY ABUSED DRUGS IN THE PHILIPPINES
A. PRE-MARTIAL LAW ERA
a. Hallucinogens – drugs which affects sensation, thinking and emotion
 Example: Marijuana, Hashish, LSD
b. Sedatives – drugs which reduces anxiety and excitement Example:
Barbituates, Tranquilizers, Alcohol
c. Narcotics – drugs that relieve pain and induce sleep Example: Opium and
derivatives like Heroin, Morphine, Codeine
B. MARTIAL LAW ERA
a. Cough Syrups – with narcotic and non-narcotic cough suppressants
Example: Corex, Endotussin, Robitussin AC, etc.
b. Inhalants – chemicals used by manufacturing industries Example:
Rugby, Glue, Thinner

C. AFTER EDSA REVOLUTION

a. Stimulants – drugs which increases alertness Example:
Amphetamine, Derivatives, Cocaine
HOW CAN YOU TELL IF A PERSON IS ON DRUGS?
Changes in…
1. Appearance
2. Mood
3. Behavior
4. Interest
ILL EFFECTS OF DRUGS
These are several effects of drugs:
A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS
a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c. Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide
B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS
a. Systemic
1. Cardiac (HEART) Pathology – irregularity of heart beat, elevated or
lowered blood pressure, chest pain, convulsions or death from
cardiac arrest
2. Pulmonary (LUNG) Illnesses
3. Hepatic (LIVER) Problems
4. Renal (KIDNEY) Diseases

b. General Health
1. Malnutrition or weight loss
2. Infections
3. Accidents
4. Blood Transmitted Disease
C. BEHAVIORAL EFFECTS
Substance seeking behavior can lead to various criminal and anti-social
acts.
COMMON SIGNS OF DRUG ABUSE
The profile of a drug dependent or a substance abuser is as follows:
Changes in attendance in school or work
Changes in the normal capabilities in school/work
Abrupt changes in overall attitude
Generally lazy, irritable, discourteous, aggressive
Usually untrustworthy and lacks self-confidence Manipulative
 Have a distorted view of reality
Low frustration tolerance
Con-game player
Lacks interest in his studies/work (withdrawal from
responsibilities)
Blames everybody but himself (blame tosser) No respect for the
rights of others
Prefers to stay with peers (barkada)
May frequently go to odd places (to take drugs)
Poor physical appearance (unconcerned with grooming and hygiene)
Wearing of sunglasses at inappropriate times
Unusual effort to cover arms to hide needle marks (long- sleeved
garments)
Stealing items which can be readily sold
Unusual borrowing of money from relatives and friends
Association with known drug abusers

CLASSIFICATION OF DRUG ABUSERS

Substance abusers can be classified according to the frequency of their
substance use.
1. Experimenters – people who abuse the drug(s) for experimental basis.
2. Occasional Users – abuse the drug occasionally/whenever there are special
occasions. They abuse the drug once every two (2) weeks to two (2)
times a week.
3. Regular Users – abuse the drug on a regular basis approximately three (3) to
four (4) times a week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday (almost
everyday) or about five (5) to seven (7) times a week.
5. Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug abusers
who manifest signs and symptom of psychotic disorders caused by the
effects of drugs (hallucinations, disorientation, delusions, etc.)
SUBSTANCE DEPENDENCY AND KEEPING DRUG-FREE

WHAT ARE THE CRITERIA FOR DRUG DEPENDENCY?

o Withdrawal symptoms
o Need to take drugs to overcome withdrawal symptoms
o Compulsion
o Tolerance
o Relapse
o Reduced social/occupational act
HOW CAN YOU STAY AWAY FROM DRUGS?
o Devote yourself to your studies and other productive activities at home or in
school
o Stay away from people, places and events that promote drug use
o Learn to manage feelings and cope with stress without using drugs
o Develop a strong moral and spiritual foundation
o Educate yourself about the effects of drug abuse
o Always say NO
WHAT ARE THE COUNTER-MEASURES FOR SUBSTANCE ABUSE?
CLASSIFICATION MANAGEMENT
 Abstainer Preventive Education
Experimenters
Occasional Users Counseling
Regular Users
Drug Dependent Drug Rehabilitation
Mentally Ill Chemical Abuser
(Substance Induced Psychiatric Treatment
Psychosis)
THE COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002
These are some of the important provisions in the Republic Act 9165 also known
as the Comprehensive Dangerous Drugs Act of 2002.
SEC 5 – sale, administration, dispensation, delivery, distribution and
transportation of dangerous drugs
SEC 6–maintenance of den, dive or resort
SEC 11 –possession of dangerous drugs
SEC 15 –use of dangerous drugs
SEC 19 –unlawful prescription of dangerous drugs
SEC 36 –authorized drug testing
SEC 54 – voluntary submission of a drug dependent to confinement,
rehabilitation
SEC 60 – confidentiality of records under the voluntary submission
SEC 61 – compulsory confinement of a drug dependent who refuses to apply
under the voluntary submission
REFERENCES
th
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Warren, Rick. The Purpose Driven Life : OMF Literature Inc, 2002.
Simons,Janet A. Irwin,Donald B.; Drinnien, Beverly A.: The Search for Understanding:
NewYork, West Publishing Company, 1987.
Andres, Tomas Quintin and Pilar Corazon Ilada-Andres.: Making Filipino Values
Work for You. Makati, Philippines: St. Paul Publications, 1986.
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: “The TRUTH About Lies”: Modules on Good Citizenship Values.
Manila, Philippines: The Institution Building Team, 2004.
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Beltran, Benigno P.: “A Chinese Legend”: Modules on Good Citizenship Values.
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Social Psychology Handout Miriam College Foundation Inc.
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