NSTP Module

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE
MAPA INSTITUTE OF TECHNOLOGY NATIONAL SERVICE TRAINING PROGRAM CIVIC WELFARE TRAINING SERVICE [MAPA-CWTS] STUDENTS MODULE
CONTENTS Course Objectives Course Description CWTS Student Attendance Grading System MODULE 1: THE MAPA-CWTS The National Service Training Program NSTP !AP"A O##ice !AP"A CWTS O##ice $ision !ission MODULE 2: THE HUMAN PERSON The %uman Person& Overvie' %uman Person& (evisited Who am )* Core and (elated $alues The +ssence o# A Person +ight Stages o# Development )n a Nutshell MODULE 3: THE FILIPINO VALUE SYSTEM The ,ilipino $alue System ,ilipino Characteristics Other Strengths o# the ,ilipino Character Other Wea-nesses o# the ,ilipino Character MODULE 4: GROUP DYNAMICS De#inition Types o# Groups Characteristics o# Groups MODULE : LEADERSHIP The .eader %o' To /ecome A Good .eader The 01 )ndispensable 2ualities o# A .eader Trans#ormational .eadership The Seven %abits o# %ighly +##ective People MODULE !: DECISION MA"ING )nvolvement )n Decisions Di##iculties in Decision !a-ing Con#lict (esolution and Styles and Problem Solving
MODULE #: FILIPINO CITI$ENSHIP VALUES The $alue o# (espect ,or .i#e& The House of Life The $alue o# Concern #or the ,amily and the ,uture Generations& Fathers Mistake-No Time The $alue o# Truth The $alue o# 3ustice& To Every Man His Due The $alue o# +4uality& Skulls The $alue o# Promotion o# the Common Good& A Chinese Legen The $alue o# Concern #or the +nvironment& +5ercise MODULE %: DIMENSIONS OF DEVELOPMENT The NSTP CWTS Dimensions o# Development NSTP CWTS SE!"#CE Components !AP"A CWTS Support and Delivery System Components MODULE &: COMMUNITY ORGANI$ING The Community Types o# Communities Community Organi6ation A /rie# %istory& Community Organi6ation in the Philippine Setting Goals o# Community Organi6ing Guiding Principles o# Community Organi6ing Getting Started& The Community Organi6ation Process Phase One& Community Selection Phase T'o& )ntegration Phase Three& Analysis Phase ,our& Course o# Action Phase ,ive& )mplementation Phase Si5& Phase out The Community Organi6er Tips During Community $isit MODULE 1': PRO(ECT IMPLEMENTATION Project Planning Who Develops a Plan* What are the Steps in Developing a Plan* The Project The Project Development Cycle Project Proposal
APPENDICES !odule 0 +5ercises Sel# +steem Test Personal Style Survey What7s 8our Personality .i#etraps !odule 9 +5ercise :idnapping Pastor Green !odule ; +5ercise (ound the World Trip )I)LIOGRAPHY
To promote and inculcate ,ilipino values< trans#ormational leadership 4ualities and a high level o# civic consciousness among the students= To identi#y the students7 role as agents #or social change in pursuit #or national development= To harness and utili6e the technical e5pertise and interest o# the students in response to the identi#ied needs o# the community
COURSE DESCRIPTION S*+,-./ C01NSTP11 [MAPACWTS] D-2.345/406 Part 1 o# the classroom based discussion that covers the student orientation to the )nstitute7s history< #acilities< departments< schools and the theoretical concepts concerning the human person< ,ilipino value system< group dynamics< trans#ormational leadership< communication and decision ma-ing> Part 0 o# the classroom based discussion that covers the theoretical concepts concerning the ,ilipino citi6enship values< dimensions o# development< relevant societal concerns< community organi6ing< community basic needs assessment and project preparation> Part 1 o# the hands on application o# the ac4uired s-ills and -no'ledge that involves project preparation< planning and implementation at the assigned adopted communities> Part 0 o# the hands on application o# the ac4uired s-ills and -no'ledge that involves project preparation< planning and implementation at the assigned adopted communities>
NSTP12 [MAPACWTS]
NSTP13 [MAPACWTS]
NSTP14 [MAPACWTS] COURSE O)(ECTIVES: At the end o# the course< the students 'ill be able&
CWTS STUDENT ATTENDANCE Students are re4uired to attend their classes 06 /47-> Students 'ho incurred more than t'o ?0@ absences 'ithin a term 'ill 8*/078/4.899: ;849 the course< regardless o# class per#ormance> Students 'ho report to class #i#teen ?1A@ minutes a#ter the o##icial start o# the class 'ill be considered tardy> Three ?B@ accumulated tardiness is e4uivalent to one ?1@ absence> Students 'ho have #ailed to meet 'ith their class and #acilitator during a community based activity <499 60/ +- 8990<-1 /0 ;0990< to the said area> The #ollo'ing shall be the basis o# student7s evaluation& A3-8 Attendance Written +5am?s@H(eports Student7s Classroom ParticipationHCommunity )nvolvement T0/89 P-3.-6/8=AEI 0EI BEI 1''@
GRADING SYSTEM The grading system shall be as #ollo's& R8/46= CD 1EE CA CF CE C9 DA DC DE D9 FA FC FE F9 ;A ;C ;E ;9 /elo' ;E )ncomplete Absent Dropped G381- E>*4?89-6/ 1>EE 1>0A 1>AE 1>FA 0>EE 0>0A 0>AE 0>FA B>EE A>EE F>EE D>EE C>EE
Students 'ith an G)ncompleteG grade on hisHher ,inal Grade (eport must complete the course in accordance 'ith the )nstitute7s policy as stated in the Student7s %andboo-> Any change o# grade shall be in compliance 'ith the )nstitute7s policy>
The National Service Training Program ?NSTP@ .a' or (A C1;B also -no'n as JAn Act +stablishing the National Service Training Program ?NSTP@ #or tertiary level students< amending #or the purpose (epublic Act No> FEFF and Presidential Decree No> 1FE;< and #or other purposes>G 'as enacted last 3anuary 0EE0 to amend the +5panded (OTC> This program aimed to enhance civic consciousness and de#ense preparedness in the youth by developing the ethics o# service and patriotism 'hile undergoing training in any o# its three ?B@ program components< speci#ically designed to enhance the youth7s active contribution to the general 'el#are> 2A WB8/ 83- /B- .07506-6/2 0; /B- NSTPE a> R-2-3?- O;;4.-32 T384646= C0352 CROTCD (e#ers to the program component< institutionali6ed under Section BD and BC o# (epublic Act No> FEFF< designed to provide military training to motivate< train organi6e and mobili6e them #or national de#ense preparedness> b> C4?4. W-9;83- T384646= S-3?4.- CCWTSD (e#ers to the program component or activities contributory to the general 'el#are and the betterment o# li#e #or the members o# the community or the enhancement o# its #acilities< especially those devoted to improving health< education< environment< entrepreneurship< sa#ety< recreation and moral o# the citi6enry and other social 'el#are services> c> L4/-38.: T384646= S-3?4.- CLTSD (e#ers to the program component designed to train the students to teach literacy and numeracy s-ills to school children< out o# school youth and other segments o# society in need o# their services>
MODULE 1 THE MAPA-CWTS

THE NATIONAL SERVICE TRAINING PROGRAM 1A WB8/ 42 /B- 9-=89 +8242 0; /B- N8/40689 S-3?4.T384646= P30=387 CNSTPDE
EB
WB0 83- .0?-3-1 +: /B- NSTP L8<E
A> All incoming #reshmen students< male< #emale< starting school year ?S8@ 0EE0 0EEB< enrolled in any baccalaureate and in at least t'o ?0@ year technical vocational or associate courses< are re4uired to complete one ?1@ NSTP component o# their choice< as a graduation re4uirement= $% All higher and technical vocational education institutions must at least o##er one ?1@ o# the NSTP components> C> State universities and colleges ?SKC7S@< shall o##er the (OTC component and at least one ?1@ other NSTP component> D> The Philippine !ilitary Academy ?P!A@< Philippine !erchant !arine Academy ?P!!A@< Philippine National Police Academy ?PNPA@< and other SKC7s o# similar nature< in vie' o# the special character o# these institutions< are e5empted #rom the NSTP> +> Private higher education and technical vocational education institutions 'ith at least BAE student cadets< may o##er the (OTC component and conse4uently establish H maintain a Department O# !ilitary Science and Tactics ?D!ST@< subject to the e5isting rules and regulations o# the Armed ,orces O# The Philippines ?A,P@> 3A WB8/ 42 /B- 1*38/406 861 ->*4?89-6/ .0*32- *64/ 0; -8.B 0; /B- NSTP C07506-6/E +ach o# the NSTP component shall be underta-en #or an academic period o# t'o ?0@ semesters #or A9 to CE training hours per semester> )t shall be credited #or three ?B@ units per semester>
4A WB8/ ;--2 2B899 +- .B83=-1 /0 2/*1-6/2 /8F46= 86: 0; /B- NSTP .07506-6/E No other #ees shall be collected e5cept basic tuition #ees< 'hich should not be more than AEI o# the charges o# the school per academic unit> A WB0 83- .0?-3-1 +: /B- 2*25-62406 0; /B- ROTC 3->*43-7-6/E The completion o# (OTC training as a re4uisite #or graduation is set aside #or students 'ho have completed all their academic re4uirements #or their respective courses as certi#ied by the school on or be#ore the e##ectivity o# the NSTP Act o# 0EE1< 'hich is !arch 0B< 0EE0> The concerned students may apply #or graduation 'ith their respective schools> !A WB8/ B855-62 /0 789- 2/*1-6/2 <B0 83- .*33-6/9: -63099-1 861 B8?- 60/ /8F-6 603 .0759-/-1 /BROTC 3->*43-7-6/2 ;03 =381*8/406E a> !ale students 'ho are not covered by Section 10 o# this (ule and are currently enrolled but have not ta-en any o# the !ilitary Service ?!S@< Civic Wel#are Service ?CWS@ or .a' +n#orcement Service ?.+S@ shall be covered by the NSTP .a'> b> !ale students 'ho have completed t'o semesters o# the +5panded (OTC ?+ (OTC@ H National Service Program ?NSP@ are deemed to have complied 'ith the NSTP re4uirement> c> !ale students 'ho are not covered by Section 10 o# this (ules and have ta-en only one ?1@ semester o# /asic (OTC or + (OTCHNSP shall ta-e any o# the NSTP components to 4uali#y #or graduation> d> Students 'ho 'ant to 4uali#y #or enlistment in the (eserve ,orce or attend the advance (OTC program shall underta-e a special program #or this purpose>
#A H0< 83- C9*2/-346= 861 C3022-E630997-6/ 106-E a> Clustering o# students #rom di##erent education institutions during semestral or summer periods may be done #or any o# the NSTP component< ta-ing into account logistics< branch o# service and geographical locations> The host school shall be responsible in managing the Program> b> Schools that do not meet the re4uired number o# students to maintain the optional (OTC and any o# the NSTP components< or do not o##er the component chosen by the student shall allo' their students to cross enroll to other schools irrespective o# 'hether such school is under C%+D or T+SDA= and in the case the students ta-ing the (OTC component irrespective o# 'hether the t'o semesters hall be ta-en #rom di##erent schools 'hose (OTC are managed by di##erent branches o# service o# the Armed #orces o# the Philippines?A,P@> %A WB0 <499 7868=- /B- NSTP 4759-7-6/8/406E a> The school authorities shall e5ercise academic and administrative supervision on the design< #ormulation< adoption and implementation o# the di##erent NSTP components in their respective schools> b> )n the case o# (OTC< the school authorities and Department o# National De#ense ?DND@< subject to the policies< regulations and programs o# DND on the military component o# the training< shall e5ercise joint supervision over its implementation> c> Schools 'ho have contracted C%+D accredited or T+SDA recogni6ed Non Governmental Organi6ations ?NGOs@ to #ormulate and administer training modules #or any o# the NSTP components shall jointly e5ercise academic and administrative supervision 'ith those NGOs> d> C%+D (egional O##ices< T+SDA< ProvincialHDistrict O##ices and DND A,P ?through the !ajor Service (eserve Commands@< shall oversee and monitor the implementation o# the NSTP under their respective jurisdiction< to determine i# the trainings are being conducted in consonance 'ith the objectives o# the NSTP .a'> &A WB8/ 83- /B- G*41-946-2 ;03 /B- A..3-14/8/406 0; NGO2 /0 F037*98/- 861 A174642/-3 T384646= M01*9-2E C%+D H T+SDA shall jointly accredit NGOs 'hich satis#y the #ollo'ing& Duly registered 'ith the Securities and +5change Commission ?S+C@ H Cooperative Development Authority ?CDA@= %ave good trac- record o# community service= %ave 4uali#ied personnel 'ith e5perience in program related implementation= $iable and sustainable organi6ation= and Program o# )nstruction ?PO)@ H Curriculum Program #or Civic Wel#are Training Service ?CWTS@ 'hich should include the dimensions o# development such as %ealth and Nutrition< Sa#ety and Security< (ecreation< +ducation and Training< +ntrepreneurship and Social Wel#are Concerns particularly Dangerous Drugs Prevention and Control< $oters A'areness and Poverty Alleviation> Accreditation Certi#icate shall be issued #or a ma5imum period o# three ?B@ years subject to rene'al H revocation upon periodic evaluation>
the ne5t semester=
1'AWB8/ 83- /B- +824. =*41-946-2 ;03 /B- ;037*98/406 0; /B- NSTP C*334.*9*7E a> The curriculum shall be #ormulated by the Program coordinator duly approved by the school authorities< copy #urnished C%+D H T+SDA (egional O##ices> )t shall comply 'ith the intent and re4uirements o# the NSTP and its components> b> )t shall provide #or both lecture and practicum activities> NSTP Practicum activities shall be separate #rom the practicum re4uirements o# other subjects H courses> c> The course syllabi shall clearly de#ine the objectives< contents< activities< re4uirements and student evaluation system> d> Program coordinators and instructors H lecturers shall be duly 4uali#ied in terms o# training and e5perience< to handle their respective assignments> 11AWB8/ 42 CMO N0A G 2-34-2 0; 2''3E
+5penditures H disbursement shall be subjected to periodic audits by the proper school authorities and concerned NSTP O##icers and (OTC Commandants H CWTS and .TS Program Coordinators shall submit a comprehensive report on the utili6ation o# the NSTP ,unds to their respective school heads and (eserve Knit Commanders H Program %eads< t'o ?'ee-s@ a#ter the end o# every semester>
12A WB8/ 42 NSTP-O6- S*77-3 P30=387 CNSTP-OSPDE NSTP OSP is created under (A C1;B or the NSTP Act o# 0EE1< especially Section ; and jointly devised< #ormulated and adopted by DND< C%+D and T+SDA> NSTP OSP is established #or the three ?B@ components& (OTC< CWTS and .TS> This is intended #or graduating students in baccalaureate or at least t'o year technical vocational or associate courses< 'ho have yet to comply 'ith the NSTP as a re4uirement #or graduation< as 'ell as #or students< thus allo' them to concentrate on the academic subjects and other co curricular concerns> 13AWB8/ 42 CNSRCDE /BN8/40689 S-3?4.R-2-3?C0352
)t is the utili6ation o# the NSTP Trust ,und 'herein& NSTP #ee collected shall constitute a Trust ,und< FEI o# 'hich shall be e5clusively #or the operation o# the Program= The remaining BEI retained by the school< shall serve as contingency #unds especially in unprogrammed activities not originally included in the Program o# +5penditures ?PO+@ prepared by the (OTC Commandant or CWTS H .TS Coordinator and approved by the school head= The remaining #und balance shall be carried over
NS(C is created under Section 11 o# (A C1;B or the NSTP Act o# 0EE1< composed o# graduates o# the non (OTC components& the CWTS and .TS> !embers o# this Corps maybe tapped by the State #or literacy and civic 'el#are activities< through the joint e##ort o# DND< C%+D< and T+SDA>
NSTP-MAPA OFFICE The National Service Training Program o# the !apLa )nstitute o# Technology O##ice also -no'n as NSTP !AP"A O##ice supervises the implementation o# the Civic Wel#are Training Service MCWTSN and the (eserve O##icer Training Corps M(OTCN> )ts implementation is governed by (>A> C1;B o# 0EE1> MAPA-CWTS OFFICE The !AP"A CWTS O##ice shall serve as the coordinating body composed o# !AP"A CWTS Program Coordinator< Sta## and ,acilitators> VISION )n line 'ith the !apua )nstitute o# Technology7s vision< the !AP"A CWTS shall be the center o# e5cellence in values education through the promotion o# civic consciousness and holistic development o# individuals to become productive members o# the society> MISSION The !AP"A CWTS thrusts are& To motivate< train and organi6e students as change agents in the community= To harness and ma5imi6e the technical e5pertise and interests o# di##erent schools and department and students7 courses to bene#it the underprivileged and economically poor sectors o# the society and= To develop each student to possess a high level o# social a'areness>
MODULE 2 THE HUMAN PERSON

THE HUMAN PERSON: OVERVIEW What is a human person* What is the nature o# a human person* %o' does a person attain his highest potential that can create a positive result to'ards society* +ven during ancient times< these 4uestions had been consistently raised and evaluated> /rilliant psychologists< philosophers< theologians< and even natural scientists had 'ritten and made in depth analyses on the topic o# human nature using 'ide range o# theories and observations> )t is essentially di##icult to de#ine man> This perspective aims to revisit and challenge< in all humility< our perception o# human nature= and the possibility o# achieving a productive society through the actuali6ation o# a person7s highest potential> THE HUMAN PERSON: REVISITED When 'e tal- about the human person< it is obviously everything that pertains to man physical< spiritual< emotional and intellectual attributes> There are several de#initions o# a human person based on di##erent perspectives& Aristotle and /oethius described man as a rational being> As rational being< a person is able to -no'< reason out and apply 'hat he -no's> Theologians describe a human person as a substance o# physical and spiritual> Spiritual in nature because man has a soul and is created by a Superior /eing 'ith a divine purpose> Physical in nature< because a person is created 'ith body and #aculty that correspond to his relationship 'ith society> Dictionaries de#ine a human person as a living< sel# conscious animal or a thing> 2. WHO AM IE To be able to #ully understand the meaning o# a person< let us re evaluate and understand the characteristics o# a person& CB838./-342/4.2 0; 8 P-3206 +ddie /abor discussed in his boo- JThe %uman Person< Not (eal /ut +5istingG that the human person have several characteristics< among 'hich are the #ollo'ing& 1. R8/40689 every person is a rational being> This is 'hat distinguishes a person #rom all other creatures in the 'orld> As a rational being< a person is #ree to thin- and has the capacity to reason> %e can distinguish 'hat is right and 'hat is 'rong because he has intellect> F3-- all human beings are born #ree> A person has the #reedom to do or not to do a speci#ic action> %o'ever< every person must be responsible #or his o'n action> )n other 'ords< a person can do 'hatever he pleases but not to the e5tent o# doing harm to his co creatures> U64>*- every person is uni4ue> +very person has his o'n identity such that no t'o persons are the same> Generally spea-ing< human beings have the same characteristics and physical #eatures and but no t'o persons are the same because every person has its o'n perception< has di##erent sets o# values and priorities in li#e> S0.489 +-46= every person is intrinsically a social being> %e cannot detach his JbeingG #rom others and all other creatures in the universe> %uman nature is characteri6ed by his togetherness and relationship to'ards other creatures= be it a thing< object or his #ello'man>
3.
4.
5.
S-H*89 all created living things are se5ual in nature but the uni4ueness o# e5pression o# a person7s se5uality ma-es it all di##erent> The e5pression o# a person7s emotions< attitudes< #eelings< actions and thoughts in se5ual activity best e5empli#ies his uni4ueness #rom animals>
Considering the characteristicsG and their de#initions< given above< it can be deduced that a human person is the ultimate e5pression o# the Supreme /eing that has the #reedom< capacity and ability to reason< re#lect and relate to his co e5istence> CORE AND RELATED VALUES DIMENSION VALUES
HEALTH Physical ,itness< cleanliness< harmony 'ith the material universe< beauty and art TRUTH :no'ledge< creative and critical thin-ing LOVE )ntegrityHhonesty< sel# 'orthH sel# esteem< personal discipline SPIRITUALITY ,aith in God SOCIAL RESPONSI)ILITY !utual .oveH respect< #idelity< responsible parenthood< concern #or othersHcommon good< #reedomHe4uality< social justiceH respect #or human rights< peaceH active non violence< popular participation ECONOMIC EFFICIENCY Thri#tHconservation o# resources< 'or- ethics< sel# Oreliance< productivity< scienti#ic and technological -no'ledge< vocational e##iciency< entrepreneurship NATIONALISM Common identity< national unity<
esteem o# national heroes< commitment< civic consciousnessH pride< J/ayanihanGH solidarity< loyalty to country GLO)AL SOLIDARITY )nternational understanding and cooperation
&& Sour'e( "alues #ntegration an )romotion( A Civi' *elfare Servi'e Core an !elate "alue
THE ESSENCE OF A PERSON /y understanding the character and the de#inition o# a person< the ne5t 4uestion 'ould be ho' are 'e going to ma5imi6e these characteristics to be able to create a positive result* There are several guiding principles on reali6ing a person7s competence and ability> The totality o# the person is best e5plored in the #ield o# humanistic psychology> This study theori6ed that a person7s behavior and relationship 'ith others is shaped by his inner #eelings and sel# image> One o# the #oundations o# humanistic psychology is Abraham !aslo' and his theory on the hierarchy o# needs as illustrated belo'&
HUMAN PERSON
AS SELF IN COMMUNITY
PHYSICAL
INTELLECTUA L MORAL SPIRITUAL SOCIAL F8749: S0.4-/:
ECONOMIC
The hierarchy o# needs has #ive levels< namely& 1> PB:24090=4.89 L-?-9 these are biological needs such as #ood< 'ater and clothing> They are the strongest needs because 'hen a person is deprived o# these< the
POLITICAL
person 'ill ultimately #ind 'ays to #ul#ill its satis#action> 0> S8;-/: 'hen physiological needs are met< the person transcends in #inding security and protection #rom physical and emotional harm>
,ollo'ing !aslo'7s theory< Carl (ogers ?1CE0 1CDF@ in his ,erson-'entere thera,y theory- believed that -?-3: 5-3206 B82 <4/B46 B47 86 46B-3-6/ 1-243- /0<8312 8 5024/4?/3862;0378/406 861 1-?-9057-6/ 0; B42 .858.4/: > ,urthermore< he came to believe that man is basically good and inherently possesses a seed o# goodness no matter ho' imprudent his actions are> The theory o# ,erson - 'entere thera,y o# Carl (ogers e5plained that persons are the only ones able to change the direction o# their lives and 'hich path to ta-e> The therapist7s role is to act as a Jsounding boardG 'hile the person himsel# e5plores and analy6es his problem> ?)ntro to Psych 1E th ed by At-inson< Smith< /em< p A0B@ )n accordance 'ith the vie' o# (oger7s theory< the 'riter o# this article personally believes that the thera,ist being re#erred to should not be restricted to psychologists only< but must also be identi#ied 'ith the person7s environment and the people surrounding him> )n other 'ords< the role o# our society should be a Jsounding boardG o# our re#lections in li#e to be able #or the individual to reali6e his problem and create his o'n solutions #or it> )t is the individual 'ho 'ill eventually direct his o'n li#e and not the people around him>
B> S0.489 861 )-906=46=6-22 'hen the needs #or physiological and sa#ety had been satis#ied< the desire #or a##ection< belonging< #riendship can become active> !aslo' states that people see- to overcome #eeling o# loneliness and alienation> 9> E2/--7 there are t'o esteem needs& The sel# esteem that include achievement< mastery< con#idence and the esteem the person gets #rom others> These include recognition< respect< attention etc> When these needs are satis#ied< the person #eels sel# con#ident and valuable as a person in the 'orld> %o'ever< 'hen these needs are not met< the person may #eel in#erior< 'ea-< helpless and 'orthless> A> S-9; A./*894I8/406 it is the highest #orm o# motivation> !aslo' describes this need as reaching the person7s pea- potential> As discussed above< !aslo'7s theory pointed out that a 5-3206 7*2/ 28/42;: ;432/ /B- 0/B-3 90<-3 6--12 +-;03- B- .86 8./*899: 3-894I- B42 2-9; <03/B 861 50/-6/489 > Accordingly< 'hen lo'er needs are unmet< the person cannot #ully devote himsel# to #ul#illing his potentials> ?/oeree=1CDD@> %e theori6ed that sel# actuali6ation is the driving #orce o# human personality> Thus< a person cannot appreciate intellectual and aesthetic learning 'hen the person is hungry and his sa#ety is di##icult to obtain> JArtisti' an s'ientifi' en eavors o not flourish in a so'iety +here ,eo,le must struggle for foo shelter an safety% The highest motive - self a'tuali.ation - 'an only /e fulfille after all other nee s are fulfille % G ?)ntro to Psych 1Eth ed by At-inson< Smith< /em< p> A0A@
MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE A*/0607: VSA SB87- 861 D0*+/ Child develops rapidly varied s-ills> .earns ho' to hold on and let go #eces and urine> Child can 'ill#ully decide to do something ort to do it> +##ects o# parental discipline and control over the development o# child7s o'n sel# control> ,rom a sense o# sel# control 'ithout loss o# sel# esteem comes lasting sense o# good 'ill and pride ,rom a sense o# sel# control comes a lasting propensity #or doubt and shame I64/48/4?- VSA G*49/ )nitiative O the general ability to initiate ideas and actions and to plan #uture events> The child begins to e5plore 'hat -ind o# person he can become limits are tested to #ind out 'hat is permissible and 'hat is not> Guilt develops i# parents ridicule the child7s sel# initiated behaviors and #antasies> ?Ages 1 O B@E839: CB491B001 W499 De#ined as the unbro-en determination to e5ercise #ree choice as 'ell as sel# restraint>
THE EIGHT STAGES OF DEVELOPMENT

ERI" HA ERI"SON STAGE CRISIS )824. T3*2/ VSA M42/3*2/ Child is helpless dependent on adults> Caring is the satis#ying needs o# the child> )# parents are rejecting and the satis#ying needs o# the child is inconsistent< it develops #eelings o# mistrust VIRTUE H05 +merges as an enduring belie# in the attainability o# #ervent 'ishes ?trusting children are more #uture oriented@ Children lac-ing enough trust cannot hope because they must 'orry constantly about 'hether their needs 'ill be satis#ied and there#ore are tied to the present>
?Ages 9 P3--S.B009 O A@ A=-
P*3502 The courage to envisage ?predict or visuali6e@ and pursue goals by de#eat o# in#antile #antasies< by guilt and by #oiling #ear o# punishment>
?/irth@I6;86.:
MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE ?Ages ; O 11@S.B009 A=I61*2/3: VSA I6;-34034/: )ndustry O the sense o# enjoyment #rom 'orand #rom sustained attention> Child learns s-ills necessary #or economic survival the technological s-ills that 'ill allo' him to become productive member o# his culture> School is the place 'here child is trained #or #uture employment> )n#eriority causes the child to lose con#idence in his ability to become contributing member o# society> I6/478.: VSA I2098/406 )ntimacy O the ability to merge one7s identity 'ith that o# another person> )solation O the inability to share one7s identity 'ith that o# another person> G-6-38/4?4/: VSA S/8=68/406 Generativity O the impulse to help members o# the ne5t generation> Stagnation O interpersonal impoverishment O the lac- o# concern about the ne5t generation> C075-/-6. )t is the #ree e5ercise o# de5terity and intelligence in the completion o# tas-s< unimpaired by in#antile in#eriority>
MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE ?Ages ;A O death@O91 A=W42107 The person has more ego integrity than despair De#ined as detached concern 'ith li#e>
The stages o# development are patterned se4uence encompassing appropriate physical< emotional and cognitive tas-s that the individual must muster in a struggle to adjust to the demands o# the social environment> +ach stage should be vie'ed as a psychosocial crisis or con#lict O and 'hether the con#lict o# a particular stage is success#ully resolved or not< the individual is pushed by both biological maturation and social demands into the ne5t stage> The con#lict in each stage involves bipolar tas-s such as trust vs> mistrust>
L0? De#ined as the mutuality o# devotion #orever subduing the antagonism inherent in dividend #unctions Development o# a greater sense o# intimacy>
?Ages 0E Y0*6= O 09@A1*9/B001 ?Ages 10 O 1C@T--6 A=-
IN A NUTSHELL The de#inition and characteristics o# a person< the presumptions o# Carl (ogers< Abraham !aslo' and +ri- +ri-son that had been analy6ed 83- 24759: =*4146= 5346.459-2 and motivations to better understand ourselves and e5amine our potentials> As 3,T /ugental pointed out< Jman7s li#e has greater possibilities but not reali6edG> )n other 'ords< there are many opportunities a'ait each person and he is blind enough not to notice those opportunities> As discussed previously< the person himsel# is the best 4uali#ied in changing and directing his li#e> %e has al'ays been given an alternative 'hether to do or not to do an act but this action should be accompanied by responsibility> /eing human< our dealings may not al'ays be positive but that does not negate our value as a person> Self-a'tuali.e persons allo' their innate positive values to trans#orm #urther and
?Ages 0A O ;9@ A1*9/B001
E=0 I6/-=34/: VSA D-25843 +do )ntegrity O the satis#action 'ith li#e and the lac- o# #ear o# death> Despair O the lac- o# satis#action 'ith li#e
C83 The 'idening concern #or 'hat has been generated by love< necessity= it overcomes the ambivalence adhering to irresistible obligation>
reali6e that by understanding his sel# #irst is the best 'ay that he can e##ectively relate to others> ,urthermore< every person must be guided by the understanding that he e5ists in this 'orld achieving his temporary assignments> +ach person should start no' by utili6ing his gi#ts and talents in obtaining his goals to positively trans#orm and help others reali6e their 'orth as person themselves> %e must ma-e use o# it and #ul#ill the greatest challenge that the Supreme /eing has besto'ed upon him>
MODULE 3 THE FILIPINO VALUE SYSTEM

THE FILIPINO VALUE SYSTEM WB8/ 83- ?89*-2E /e#ore delving into the discussion o# values O ,ilipino values< in particular O it is 'orth analy6ing the 'ord itsel#> The 'ord JvalueG has its root in the .atin 'ord JvalereG 'hich means to be strong and vigorous> This proceeds #rom the premise that a human person has to have strength or valor in every endeavor> )t is the basis on 'hich his strength in #acing the challenges o# li#e should be directed> Dr> Tomas 2> D> Andres 'ould de#ine values as Jthings< persons< ideas or goals 'hich are important to li#e= anything 'hich enables li#e to be understood< evaluated< and directed>G On the other hand< +dgar She##ield /rightman de#ines value as J'hatever is li-ed< pri6ed< esteemed< desired approved< or enjoyed by anyone at any time> )t is the actual e5perience o# enjoying a desired object or activity> %ence< value is an e5isting reali6ation o# desire>G Collectively< the values o# a society 'ould be the standards or principles #or 'hich an act is judged to be 'hat is right or 'rong< correct or incorrect> As such< it is the goal set #or every member o# the community to attain 'hat is desirable> )n other
'ords< values in a society give meaning and direction to every individual7s li#e and in#luence his human behavior> /ased on these de#initions< 'e can say that values are those 'hich are considered by the society as desirable and important and have attained the status as moral impetus behind every action o# each member geared to'ards the desired end or goal>
are applied to attain such goal> Thus< it is imperative that a #ull understanding and appreciation o# the positive side o# our very o'n principles be made and used #or our personal and national success> The purpose o# this chapter< there#ore< is to help us understand our ,ilipino values in order to enable us to put the positive side o# ,ilipino values in use and to disregard the negative ones> Thus< in the end< through the development and use o# positive ,ilipino values< 'e may bring out the best in the ,ilipino society in general and the individual in particular> U61-32/86146= F4945460 V89*-2 861 C*9/*3The ,ilipino society is composed o# a mi5ture o# di##erent races and cultures< many o# 'hich in#luenced the li#estyle and values being practiced in the Philippine community> Among those that in#luenced the ,ilipino culture and values are our ancestors O the !alays and )ndons< our colonists O the Spaniards and the Americans< and nationals o# other countries 'ho have dealt 'ith the Philippine society through trade O the Chinese and the )ndians> The resulting blend o# this mi5ture o# in#luences< 'hich are sometimes con#licting< is uni4uely ,ilipino in character> !ost o# the prominent ,ilipino values are the result o# a blend o# the rich Christian values o# +urope< the pragmatic and democratic values o# America< and the spiritual values o# Asia> The basic social unit in the Philippine society is the #amily> )t is here 'here values and principles are nurtured and imbibed in each and every member o# the #amily> The tradition o# close #amily ties has long been practiced and considered as the #oundation o# the Philippine society> So much is the e##ect o# this tradition that the members o# the constitutional commission o# the 1CDF Philippine Constitution deemed it proper to include it as a State Policy and a chapter o# the #undamental la' o# the land> Thus< Article P$< Section 1 o# the said constitution provides that JThe State recogni6es the ,ilipino #amily as the #oundation o# the nation>G )t is in the #amily that the ,ilipino individual is introduced to the concept o# structure and hierarchy o# po'er> %e is al'ays reminded to submit to the authoritarian #amilial set up< 'here
WB8/ 83- F4945460 V89*-2E Signi#icantly< ,ilipino values 'ould be the standards or principles set #orth by the ,ilipino society as basis #or 'hat is right or 'rong< the principles on 'hich every member o# the ,ilipino society should persevere to attain in order to reach the ultimate reali6ation o# his li#e< regarding his person and in relation to his #amily and society in general> S4=64;4.86.- 0; S/*1:46= F4945460 V89*-2 Several studies have been made on ,ilipino $alues> They have al'ays been interested in e5amining ,ilipino values because it in#luences a ,ilipino7s behavior in particular< and shaping the 1 Philippine Society in general> %o' ,ilipinos #eel and motivated to do a speci#ic tas- is directed and evaluated by his set o# values> )n order to understand the ,ilipino culture and the development o# the ,ilipino individual< one has to understand the underlying values on 'hich every ,ilipino acts> Thus< a study on the ,ilipino values 'ould provide us a deeper understanding o# the ,ilipino culture> The shaping o# the Philippine society into a success#ul and progressive nation 'ould depend on understanding and appreciating the positive side o# ,ilipino values and ho' they
roles are prescribed especially #or younger members o# the #amily> The ,ilipino #amily is structured in a 'ay that autocratic leadership rests on the elder members< 'here the young submit themselves to the decision o# #amily elders> %e is indoctrinated o# the tradition o# primacy o# the e5tended #amily over that o# the individual and that the only source o# emotional< economic< and moral support is the #amily> The ,ilipino individual identi#ies himsel# 'ith his #amily> (ight #rom childhood he is made to believe that he belongs to the #amily> The ,ilipino individual is al'ays encouraged to get advice #rom his parents and submit to his parents7 direction< counsel and advice> %e is admonished to be good because any disgrace that he commits is a disgrace to the #amily> )n times o# mis#ortune he is assured o# his #amily7s support< sympathy and love> Thus< ,ilipino society< in contrast 'ith Western societies< pre#ers a rather QstructuredQ 'ay o# li#e< and not 'here he can be assertive o# his o'n individuality> %o'ever< modern era is catching up 'ith the ,ilipino society> Changes must occur i# the ,ilipino society is to survive in a changing 'orld> The ,ilipino society 'ill have to -eep up 'ith the changes brought about by moderni6ation> The society must prepare itsel# #or a serious reevaluation o# its values> )n most instances< it 'ill have to brea- a'ay #rom its past and adjust itsel# to'ards the #uture> FILIPINO CHARACTERISTICS The characteristic that ma-es a ,ilipino vary #rom di##erent society is his uni4uely blended culture and values #rom di##erent in#luences> ,ilipino values< #or reason o# several in#luences that shaped its identity< are bipolar li-e a coin that has t'o sides> They may either be positive or3 negative in polarity> .et us ta-e #or e5ample the value o# utang na loo/< or debt o# gratitude> The value o# utang na loo/< the altruistic dra'ing o# interior goodness o# a person by returning a debt o# gratitude< is by itsel# positive> %o'ever< 'hen one is coerced to honor a debt o# gratitude and return the #avor< then it becomes negative>
Due to this ambivalence o# ,ilipino values< they have the potential o# being used #or good or evil> They may either help or hinder personal and national development< depending on ho' they are understood or practiced or lived> )n order to be able to shape the ,ilipino society into a success#ul and progressive nation< there is a need to reevaluate the di##erent values that in#luence every ,ilipino individual7s action to a set o# circumstances> We need to identi#y the positive side o# every ,ilipino value and develop them in order to yield a more success#ul and developed society> .et us then try to discuss some o# the values in the ,ilipino society and reevaluate them to develop a more positive value #or the ,ilipino individual> U/86= 68 L00+ There is no speci#ic translation that can appro5imate the meaning o# this ,ilipino value o# utang na loo/> Debt o# gratitude is a lean e5cuse o# a translation because it does not even appro5imate the #ertile concept o# the ,ilipino loo/%
Ktang na loob is a situation 'here an individual is re4uired to return a #avor or service received> %o'ever< the return o# such service or #avor cannot be translated into monetary e4uivalent< and may reciprocated in a month o# service or even a li#etime> ,or e5ample< a congressman proudly Rgives7 a to'n a ne' chapel< a bridge< or a 'aiting shed ?no matter 'hether the money came #rom his poc-et or #rom the government@< this ma-es the people indebted to him> And 'hen elections come< he recites the litany o# his projects and people JoughtG to repay these through their votes> Not to repay this #orm o# debt means that those 'ho 'ere bene#ited are +alang utang na loo/> A#ter having been elected< the people 'ould approach this congressman #or return o# the #avor by see-ing employment #or them> Thus< this 'ould end into a vicious cycle< 'here the person na ,inagkakautangan ng loo/ becomes the giver and the giver becomes the person na may utang na loo/> %o'ever< utang na loo/ may be interpreted in a positive outloo-> )# it is used 'ith the concept o# justice< truth and
MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE 1> Pa-i-ipag-ap'aOTao Camaraderie and #eeling o# closeness to one another= #oundation #or unity as 'ell as sense o# social justice> ,eeling o# belongingness and rootedness and a basic sense o# security> +motional balance< optimism< a healthy disrespect #or po'er and o##ice and the capacity to survive> Productivity< innovation< entrepreneurship< e4uanimity and survival> Productivity and entrepreneurship #or some and survival despite poverty #or others> Courage< daring< optimism< inner peace< as 'ell as the capacity to genuinely accept tragedy and death> /ravely live through the harshest economic and social circumstances>
human dignity< it 'ould re#lect the beauti#ul aspect o# the ,ilipino character> Thus< this altruistic #eeling must voluntarily come #rom 'ithin the person himsel#< kusang loo/= and should not be demanded by coercing the person 'ho has utang na loo/< so as blind his sense o# judgment> ,urthermore< this value should be used discriminately> The ,agtatana+ ng utang na loo/ should emerge #rom 'ithin the sel# o# an individual 'ith sense o# justice so as to repay the person #or the #avor or services rendered> We should al'ays remember that in demanding #or the return o# indebtedness< the golden rule JDo unto other as you 'ould 'ant them to do unto you>G /y demanding the return o# the #avor< 'ould you 'ish to become indebted in return* And 'hen indebted< 'ould you 'ant that person to act the same 'ay 'hen they are demanding the return o# the #avor*
0> ,amily Oriented B> 3oy and %umor
9> ,le5ibility and Adaptability
A> %ard'or- and )ndustry
;> ,aith and (eligiosity F> Ability to Survive
)8B898 68 ,ilipinos< by nature< are a religious group o# people> They #irmly believe in the supernatural and in all -inds o# spirit d'elling in individual persons< places or things> They believe in a Supreme /eing 'ho 'ill ta-e care o# things #or them> The ,ilipino is very religious that has a saint to pray to each day o# the 'ee-> The term /ahala na comes #rom the 'ords $athala na> )t re#lects the ,ilipino7s dependence on the supernatural being and on #ate> This tends to move to'ard the commonly conceived procrastination character o# the ,ilipino> OTHER STRENGTHS OF THE FILIPINO CHARACTER
S/3-6=/B2 0; /B- F4945460 CB838./-3 R-2*9/2 A> Colonial !entality ;> :anya -anya Syndrome
OTHER WEA"NESSES OF THE FILIPINO CHARACTER

W-8F6-22-2 0; /BF4945460 CB838./-3 1> +5treme Personalism 0> +5treme ,amily Centeredness B> .ac- o# Discipline R-2*9/2 .eads to gra#t and corruption> .ac- o# concern #or the common good and acts as the bloc- to national consciousness> )ne##icient and 'aste#ul 'or- systems< violation o# rules leading to more serious transgressions and a casual 'or- ethics leading to carelessness and lac- o# #ollo' through> +asily resigned to one7s #ate and thus easily oppressed and e5ploited> /asic #eeling o# national in#eriority that ma-es it di##icult #or them to relate as e4ual to Westerners> Dampening o# cooperative and community
9> Passivity and .ac- o# )nitiative
MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE spirit and in the trampling upon o# the rights o# others> +mphasis on #orm more than substance>
F> .ac- o# Sel# Analysis and Sel# O (e#lection
MODULE 4 GROUP DYNAMICS

DEFINITION G30*5 is de#ined as any number o# persons 'ho share a consciousness o# membership and interaction> A group is not a mere collection o# individuals but an aggregate o# personalities acting and interacting 'ith one another in the process o# living> To be a member o# a group< one must participate in the common li#e and activities o# the group> TYPES OF GROUPS 1> P34783: G30*5 - described by Charles Cooley as those characteri6ed by intimate #ace to #ace association and cooperation> They are primary in several senses< but chie#ly in that they are #undamentally in #orming the social nature and ideas o# the individual> The result o# intimate association< psychologically< is a certain #usion o# individualities in a common 'hole< so that one7s very
sel#< #or many purposes at least< is the common li#e and purpose o# the group> Perhaps the simplest 'ay o# describing this 'holeness is by saying that it is a J<-K= it involves the sort o# sympathy and mutual identi#ication #or 'hich J'eG is the natural e5pression> One lives in the #eeling o# the 'hole and #inds the chie# o# his 'ill in that #eeling> 0> S-.06183: G30*5 - those 'hich do not necessarily involve #ace to #ace association or intimate and personal relations> The members are a'are o# these relationships and ta-e cogni6ance o# them< but they do not #eel that their lives are bound up in them e5cept in time o# social crisis> The members may be separated #rom one another by distance or by lac- o# personal physical contact> Their contact may be through correspondences< the press< the radio< the telephone or other means>
4A P-3.-4?-1 G30*56-22 - e5tend to 'hich members see themselves as one ?common #ate< similarity< pro5imity@ A D:6874. I6/-31-5-61-6.: e5tend to 'hich members are active< energi6ed< vibrant and changing !A M0/4?8/406 - personal needs H gain being satis#ied
CHARACTERISTICS OF GROUPS 1A I6/-38./406 - patterns o# mutual in#luence ?physical< verbal< non verbal< emotional@ 2A S/3*./*3- - stable patterns o# relationships (oles behavior e5pected o# members in a given position Norms rules that identi#y and describe appropriate behaviors )nter member relations ho' they relate ?authority< communication@
3A G0892 - reasons #or e5istence
The act o# leading=
HOW TO )ECOME A GOOD LEADER We o#ten say that some people are good leaders< 'hile others are not> /ut 'hat is really our basis #or judging one7s capacity #or being a good leader* ,rom a #ollo'er7s perspective< good leadership can be attributed on several 4ualities that a person must have> These 4ualities ma-e people comply and passionately #ollo' a leader>
MODULE LEADERSHIP
MODULE O)(ECTIVES: General Objective& To develop the ability o# the students to become good leaders> Speci#ic Objectives& To instill among students the 4ualities o# a leader= To educate students to become highly e##ective people= To inculcate trans#ormational leadership to students= A L-81-3 42: Someone 'ho acts as a guide= A directing head= Someone 'ho leads a body o# troops= L-81-32B45 42: The position o# a leader= The 4uality displayed by a leader=
THE 21 INDISPENSA)LE LUALITIES OF A LEADER 3ohn C> !a5'ell7s boo- de#ines 01 indispensable 4ualities o# a leader> This boo- 'ill help people recogni6e< develop< and re#ine the personal characteristics needed to be a truly e##ective leader< the -ind o# leader people 'ant to #ollo'> The #ollo'ing 4ualities o# a leader ta-en #rom his boo- are as #ollo's& L-81-3 L*894/4-2 M 1: [CHARACTER] CHARACTER: THE LEADER The 0uality of a ,ersons /ehavior- as reveale in his ha/its of thoughts an e1,ressions- his attitu es an interests- his a'tion an his ,ersonal ,hiloso,hy in life% /e a piece o# the roc-> There 'ould al'ays be t'o paths to choose #rom& character and compromise> J+very time a person chooses character< he becomes stronger< even i# that choice brings negative conse4uences>G
WB8/ 5-059- 7*2/ F60< 8+0*/ .B838./-3E Character is more than tal-= Talent is a gi#t< but character is a choice= Character brings lasting success 'ith people= .eaders cannot rise above the limitations o# their character=
Share yoursel#=
CB834278 .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Change your focus. Al'ays chec- i# your #ocus during conversation is to'ards yoursel#> .earn ho' to balance> (ecogni6e the persons 'ho made contributions on the success o# a project> Play the first impressions game. When you meet a person #or the #irst time< #ocus on him> (emember his name and interests< and give positive comments> Try your best to give a very good impression> Share yourself. Share your resources to others> (esources come in di##erent 'ays> Share 'hat you have& talents< s-ills and valuable services aside #rom material things> These are highly appreciated>
CB838./-3 .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Search for the cracks. (e#lect on the major decisions that you had done in your li#e as #ar as you can remember in terms o# letting people do'n or giving compromises> Look for patterns. ,rom the re#lections that you have done< are there particular instances that -ept emerging* These patterns 'ill help you diagnose issues o# character> Face the music. )t is 'hen you apologi6e and accept your mista-es that character repairs begin> Rebuild. 8ou have been brave enough to #ace your past actions but more courage is needed to #ace the #uture> .et your past actions serve as your guide so as not to commit the same mista-es in the #uture> L-81-3 L*894/4-2 M 2: [CHARISMA] The #irst impression can seal the deal> CHARISMA: S,e'ial s,iritual gift /esto+e tem,orarily /y the holy s,irit on a grou, or an in ivi ual for the general goo of the 'hur'h An e1traor inary ,o+er in a ,erson- grou,- 'ause- et'% +hi'h takes hol of ,o,ular imagination- +ins ,o,ular su,,ort T0 78F- :0*32-9; /B- F461 0; 5-3206 <B0 8//38./2 0/B-32G :0* 6--1 /0 5-32064;: /B-2- 5046/-32: .ove .i#e= Put a J1EG on every person7s head= Give people hope=
L-81-3 L*894/4-2 M 3: [COMMITMENT] )t separates J oers2 #rom J reamers2> COMMITMENT: Something +hi'h engages one to o something- a 'ontinuing o/ligation es,e'ially finan'ial The a't of 'ommitting- the state of intelle'tual an emotional a heren'e to some ,oliti'also'ial- religious theory or a'tion es,e'ially the 'ons'ious linking of +orks of literature an art +ith su'h theory of a'tion T3*- 68/*3- 0; .0774/7-6/:
Commitment starts in the heart= Commitment is tested by action= Commitment opens the door to achievement=
!e clear as a bell. Whether in oral or 'ritten communication< being brie# and concise and direct simpli#ies and clari#ies thoughts> Simplicity and clarity must be noted to achieve good communication> Refocus your attention. Di##erent instances re4uire di##erent topics> Don7t ma-e yoursel# arrogant> :no' the needs and desires o# your listener> Li"e your message. !a-e sure that you had been understood> As- 4uestions #or clarity> Accept comments 'ithout de#ensiveness> L-81-3 L*894/4-2 M : [COMPETENCE] )# you build it< they 'ill come> COMPETENCE: The state of /eing 'om,etent T0 .*9/4?8/- .075-/-6.-G 10 /B- ;0990<46=: Sho' up everyday= :eep improving= ,ollo' through 'ith e5cellence= Accomplish more than e5pected= )nspire others
C0774/7-6/ .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Measure it. Commitments can be measured through the #ollo'ing& ho' much time you devote at 'or-< #amily< in service< in health and recreation activities< and ho' much you spend on living e5penses< entertainment< personal development< and giving> Compare ho' much you devote and spend on these things> )s it justi#iable* Know what s worth dying for. Ans'er the 4uestion> Write 'hat7s in your thoughts> !atch i# your actions are parallel 'ith your ideas> L-81-3 L*894/4-2 M 4: [COMMUNICATION] Without it you travel alone> COMMUNICATION: The a't of 'ommuni'ating Something 'ommuni'ate A means of sen ing a message- or ers- et'%
Y0* .86 +- 703- -;;-./4?- 82 8 .077*64.8/03 4; :0* ;0990< ;0*3 +824. /3*/B2: C075-/-6.- .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Simpli#y your message= See the person= Sho' the truth= See- a response= #et your head in the game. Devote yoursel# to your job> /e #irm to give a proper amount o# attention> Redefine the standard. When your per#ormance is not consistently at high levels< evaluate yoursel#> De#ine your
C077*64.8/406 .86 +- 47530?-1 +: 1046= /B- ;0990<46=:
standards> !a-e adjustments to #it standards o# your job description> Find three ways to impro"e. There7s al'ays room #or improvement> Assess yoursel# and ma-e necessary changes> L-81-3 L*894/4-2 M !: [COURAGE] One person 'ith courage is a majority> COURAGE: The 0uality of the min that ena/les the ,erson to fa'e iffi'ulty- anger- et'% +ithout fear% T3*/B2 8+0*/ .0*38=-: Courage begins 'ith an in'ard battle= Courage is ma-ing things right< not just smoothing them over= Courage in a leader inspires commitment #rom #ollo'ers= 8our li#e e5pands in proportion to your courage
DISCERNMENT-JDISCERNK: To ,er'eive /y the sight or the intelle't To istinguish mentally T0 78H474I- -;;-./4?-6-22 0; 8 9-81-3G 10 /B- ;0990<46=: Discover the root issues= +nhance your problem solving= +valuate your options #or ma5imum impact= !ultiply your opportunities
D42.-367-6/ .86 +- 47530?-1 +: 1046= /B- ;0990<46=: %naly&e past success. (emember the things you had done to succeed on your goals> Problems arise on the process o# achieving these goals> Solutions that made you succeed can be used again in the #uture> Learn how others think. We admire other personalities as leaders> Putting ourselves to thin- li-e leaders 'ho are 'ise 'ill ma-e us more discerning> Listen to your gut. 8our intuition a##ects your decisions> There are many instances that your intuition is correct> ,ind a pattern o# your intuitive ability> This pattern 'ill give you imminent recourse that 'ill a##ect your decision> L-81-3 L*894/4-2 M %: [FOCUS] The sharper it is< the sharper you are> FOCUS A 'entral ,oint of attra'tion- attention or a'tivity% G*41-946-2 /0 ;0.*2 :0*3 /47- 861 -6-3=:: FEI on strength= 0AI on ne' things= AI on areas o# 'ea-ness
C0*38=- .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Face the music. /e active> Try muscle stretching activities> Con4uer your #ears> S-y dive i# you7re a#raid o# heights> $alk to that person. Avoiding con#rontation does not solve di##erences> %ave the courage to tal- to that person but do it 'ith love> $ake a giant step. When everything seems to be monotonous< don7t be a#raid to ma-e a career move> There are more things out there to be enjoyed and to be discovered>
L-81-3 L*894/4-2 M #: [DISCERNMENT] Put an end to unsolved mysteries>
F0.*2 .86 +- 47530?-1 +: 1046= /B- ;0990<46=:
Shift to strengths. )denti#y your strengths and dedicate FEI o# your time on it> Staff your weaknesses. )denti#y your 'ea-nesses and try to improve on them> Create an edge. Since you had identi#ied your strengths and 'ea-nesses< you can proceed to the ne5t level> Thin- o# the ne' tools that you need< to go to the ne5t level> L-81-3 L*894/4-2 M &: [GENEROSITY] 8our candle loses nothing 'hen it lights another> GENEROSITY-JGENEROUSK The 0uality of /eing generous% 3iving freely% TB- ;0990<46= <499 .*9/4?8/- /B- >*894/: 0; =-6-3024/: 46 :0*3 94;-: !e grateful for whate"er you ha"e. Contentment seems to be very ideal> A person cannot become generous i# he is not contented 'ith 'hat he has> There are things that 'e must be grate#ul #or and be contended 'ith> /e generous in your o'n small 'ays> Put people first. Giving becomes easier 'hen generosity comes in> A leader is measured not in terms o# the number o# people 'ho serve him but rather< to the number o# people he is serving> 'on t allow the desire for possessions to control you A .et your heart be in charge 'ithin you< not the material things that you possess> There 'ould never be satis#action i# your material desires are endless> Regard money as a resource. !an has been a slave o# money> The only 'ay to 'in over money as 3> C> !a5'ell states is to hold it loosely and be generous 'ith it to accomplish things o# value>
'e"elop the habit of gi"ing A There is a time 'hen all things come in abundance< and it is also a time o# redistributing it #or those in need> ,or those 'ho don7t have material things to share< let this saying be their guide& 4!i'hness- # have nothing/ut # 'an hel, through loving- +ith my life +orth giving%2 G-6-3024/: .86 +- 47530?-1 +: 1046= /B- ;0990<46=: #i"e something away. There are things that are important to you that can be replaced> Try giving this to people 'ho 'ill really bene#it #rom it> As they say< giving it anonymously 'ould be better> Put your money to work. Kse your money to improve other7s lives> !oney as resources can be put into 'or- to outlive your e5pectations #or better people< community< and 'orld> Find someone to mentorA A time 'ill come 'hen you had reached the pea- o# your leadership> )t 'ould be good i# you have someone 'hom you 'ould train to be a good leader li-e you> L-81-3 L*894/4-2 M 1': [INITIATIVE] 8ou 'on7t leave home 'ithout it> INITIATIVE: An intro u'tory a't or ste,- rea iness an the a/ility in initiating a'tion- one ,ersonal- res,onsi/le e'ision A 9-81-3 5022-22-2 /B- ;0990<46= >*894/4-2 /0 78F/B46=2 B855-6: They They They They -no' 'hat they 'ant= push themselves to act= ta-e more ris-s= ma-e more mista-es
JOnly those 'ho dare to #ail greatly can ever achieve greatlyG O Sen> (obert :ennedy
I64/48/4?- .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Change your mind(set. (esistance comes #rom 'ithin> )t is only 'hen you had come out o# your shell that you begin to ta-e the challenge outside> 'on t wait for opportunity to knock A Opportunity does not -noc- at your door> 8ou -no' that you have the potential> ,ind opportunities> Sho' and share to the 'orld 'hat you7ve got> $ake the ne)t step. When opportunities come< select the best> No' that you have #ound the opportunity to share and sho' the 'orld 'hat you7ve got< 'or- it as #ar as you can> L-81-3 L*894/4-2 M 11: [LISTENING] To connect 'ith their hearts< use your ears> LISTENING-JLISTENK: To give attention for the ,ur,ose of hearing% "--5 :0*3 -832 05-6 /0 /B- ;0990<46=: 8our 8our 8our 8our mentors= #ollo'ers= customers= competitors
L-81-3 L*894/4-2 M 12: [PASSION] Ta-e this li#e and love it> PASSION: Any 'om,elling emotion- strong amorous feelingstrong se1ual esire- strong fon ness or enthusiasm T3*/B2 8+0*/ 5822406: Passion Passion Passion Passion is the #irst step to achievement= increases your 'illpo'er= changes you= ma-es the impossible possible
P822406 .86 +- 47530?-1 +: 1046= /B- ;0990<46=: $ake your temperature. Assess the level o# desire to'ards your 'or- and your li#e> Passion ma-es the di##erence on ho' you see li#e> Return to your first lo"e. 8ou are more enthusiastic 'hen doing other things> These are the things that you had le#t behind because you have to attend to other obligations> Ta-e advantage and do these things again to rela5 and to energi6e your body> %ssociate with people of passion. 8our environment a##ects your being> /irds o# the same #eather #loc- together> %aving passionate people around gives booster to bring you bac- on trac-> L-81-3 L*894/4-2 M 13: [POSITIVE ATTITUDE] )# you believe you can< you can> T0 +- 703- 5024/4?-G /B46F 0; /B- ;0990<46=: 8our attitude is a choice= 8our attitude determines your actions= 8our people are a mirror o# your attitude=
L42/-646= .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Change your schedule. %ave time to listen to your mentors< #ollo'ers< customers< and competitors> Meet people on their turf. See- common ground to build rapport 'ith the person you are tal-ing> .earn something about him so you can tal- things o# common interests> Listen between the lines. ,actual and emotional content o# conversation must be given attention> .isten 'ith your heart>
!aintaining a good attitude is easier than regaining one=
'e"elop a method. T+AC% method #or problem solving according to 3>C> !a5'ell& Time O spend time to discover the real issue> E5posure O #ind out 'hat others have done> Assistance O have your team study all angles> Creativity O brainstorm multiple solutions> Hit it O implement the best solution> Surround yourself with problem sol"ers. /e 'ith persons 'ho are good at problem solving> They 'ill complement your 'ea-nesses and teach you on ho' to deal 'ith them> L-81-3 L*894/4-2 M 1 : [RELATIONSHIPS] )# you get along< they7ll go along> RELATIONSHIP: The state or fa't of /eing relate % T0 .*9/4?8/- =001 3-98/4062B452G 4/ 3->*43-2 /B- ;0990<46=: %ave a leader7s head O understand people= %ave a leader7s heart O love people= +5tend a leader7s hand O help people
P024/4?- 8//4/*1;0990<46=:
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47530?-1
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Feed yourself the right food. /oo-s about positive attitude are available on boo- stands> Give yoursel# time to read and re#lect on it> %chie"e a goal e"ery day. Setting an achievable goal every day changes the attitude o# a person> When a pattern o# achievement has been observed< a person has the tendency to thin- more positively> *rite it on your wall. )t does not mean that you vandali6e your 'all> !a-e a corner 'here you can sho' all your a'ards and citations> %ave your pla4ues and trophies displayed on that corner> These 'ill serve as a reminder that you have been doing positive things in your li#e and 'illing to do it over and over again> L-81-3 L*894/4-2 M 14: [PRO)LEM SOLVING] 8ou can7t let your problems be a problem> F4?- C D >*894/4-2 1-7062/38/-1 +: 8 9-81-3 <4/B =001 530+9-7 209?46= 8+494/:: They They They They They anticipate problems= accept the truth= see the big picture= handle one thing at a time= don7t give up a major goal 'hen they7re do'n
R-98/4062B452 .86 +- 47530?-1 +: 1046= /B- ;0990<46=: +mpro"e your mind. /e mature enough and 'iden your understanding> Allot some time to observe and tal- to people and try your best to understand them> Strengthen your heart. Sho' them that you care> Sho' your #eelings and act your 'ay out> Repair a hurting relationship. (ebuild< reconcile and reconnect relationships that had crumbled even though it has happened several years ago> .earn to #orgive and apologi6e> Try to be more loving and understanding to people 'hom you had disagreement be#ore> L-81-3 L*894/4-2 M 1!: [RESPONSI)ILITY]
P30+9-7 209?46= .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Look for trouble. Don7t avoid problems> +ncountering and solving a problem is an e5perience that molds and strengthens us to deal 'ith di##erent situations and di##icult circumstances>
)# you 'on7t carry the ball< you can7t lead the team> RESPONSI)ILITY-JRESPONSI)LEK: The state or fa't of /eing res,onsi/le A ,erson or thing for +hi'h one is res,onsi/le #nvolves uties or o/ligations A''ounta/le- as for something +ithin ones ,o+er TB- 06- <B0 -7+38.-2 3-250624+494/: B82 /B- ;0990<46= .B838./-342/4.2: They get the job done= They are 'illing to go the e5tra mile= They are driven by e5cellence= They produce regardless o# the situation R-250624+494/: .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Keep hanging in there. When everything seems to crumble< stop #or a 'hile then thin- and #ind 'ays to succeed> /e creative in #inding 'ays to -eep you on the right trac-> %dmit what s not good enough. ,ailing depends on standards that must be met> (eset your standards to a higher level> The standards that you have been #ollo'ing might not be as good as it may seem as it 'as< compared to this time> Find better tools. )t seems that things are not #alling on their right places even though your standards are high< you have good attitude and you had been 'or-ing hard consistently> Consider the tools that you are using> )t7s time to update your materials and #urther develop your s-ills> (ead boo-s> L-81-3 L*894/4-2 M 1#: [SECURITY] Competence never compensates #or insecurity> SECURITY: Free om from anger or risk Free om from 'are- an1iety or ou/t Something that ,rote'ts an shelters
C07706 /384/2 0; 462-.*3- 9-81-32: They They They They don7t provide security to others= ta-e more #rom people than they give= continually limit their best people= continually limit the organi6ation
S-.*34/: .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Know yourself. Gather in#ormation about yoursel# #rom people you -no'> .et them assess you as a person> Don7t be de#ensive and reactive on their assessment> (e#lect and ma-e some necessary improvements> #i"e away the credit. .i#t the morale o# your team> (ecogni6e their contributions> This 'ill improve the organi6ation> #et some help. See- pro#essional help i# you cannot #ight insecurities on your o'n> /e honest 'ith yoursel#> L-81-3 L*894/4-2 M 1%: [SELF N DISCIPLINE] The #irst person you lead is you> A./406 5046/2 /0 ;0990<: Develop and #ollo' your priorities= !a-e a disciplined li#estyle your goal= Challenge your e5cuses= (emove re'ards until the job is done= Stay #ocused on results
S-9; N D42.45946- .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Sort out your priorities. )denti#y the areas in your li#e that are important to you> Develop a plan 'here you can practice sel# O discipline so that you can improve those areas> List the reasons. !a-e a list 'hy sel# O discipline is important and bene#icial to you> .et this be your reminder to achieving your priorities>
#et rid of e)cuses. Dismiss all e5cuses that arise in order #or you to achieve your goals> Al'ays thin- o# the bene#its that you 'ill harvest and the conse4uences you might encounter 'hen having a lot o# e5cuses>
Overcome your success= S'ear o## shortcuts= Trade in your pride= Never pay the same price #or the same mista-e=
L-81-3 L*894/4-2 M 1&: [SERVANTHOOD] To get ahead< put others #irst> A /3*- 2-3?86/ 9-81-3 -7+014-2 /B- ;0990<46=: Puts others ahead o# his o'n agenda= Possesses the con#idence to serve= )nitiates service to others= )s not position conscious= Serves out o# love
T-8.B8+494/: .86 +- 47530?-1 +: 1046= /B- ;0990<46=: ,bser"e how you react to mistakes. +verybody commit mista-es> %o' do 'e react to our o'n mista-es* As- someone close to you on ho' you react 'hen you commit mista-es> Do 'e as- apology or are 'e de#ensive 'hen 'e commit one* Accept your mista-es and learn #rom it> $ry something new. Al'ays open your 'orld #or challenges> Try things that need mental< emotional and physical activities> Learn in your area of strength. There is al'ays room #or improvement> Ne' things are being discovered every no' and then> (ead boo-s< update yoursel# and get a harder grip on your #ield> L-81-3 L*894/4-2 M 21: [VISION] 8ou can sei6e only 'hat you can see> VISION: The a't or ,o+er of seeing A vivi imaginative 'on'e,tion TB46=2 /0 +- *61-32/001 /0 B8619- ?42406: $ision $ision $ision $ision starts 'ithin= dra's in your history= meets other7s needs= helps you gather resources=
S-3?86/B001 .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Perform small acts. Per#orm small acts o# -indness to others> Sho' them that you care> Others greatly appreciate small things bene#icial to them> Learn to walk slowly through the crowd A Try to connect as much as many people in the cro'd> Approach them and say hello> /e updated on 'hat -eeps them busy> Mo"e into action. .earn ho' to serve> 8ou can start 'ith your #amily< your church and then 'ith your community> L-81-3 L*894/4-2 M 2': [TEACHA)ILITY] To -eep leading< -eep learning> G*41-946-2 /0 B-95 .*9/4?8/- 861 7846/846 /-8.B8+98//4/*1-: Cure your destination disease=
V42406 .86 +- 47530?-1 +: 1046= /B- ;0990<46=: Measure yourself. As- the opinions o# people around you regarding your vision> )# your vision is coherent then you7re living your li#e 'ith your vision> *rite it down. Writing clari#ies thin-ing> Put your vision into 'riting and evaluate it every no' and then> )# your vision 'ill ma-e you achieve your best< then do everything possible to pursue it>
employees> /y acting as role models< they inspire employees to put the good o# the 'hole organi6ation above sel# interest> They also stimulate employees to be more innovative< and they themselves ta-e personal ris-s and are not a#raid to use unconventional ?but ethical@ methods in order to achieve the collective vision> This #orm o# leadership goes beyond traditional #orms o# transactional leadership that emphasi6ed corrective action< mutual e5changes and re'ards only 'hen per#ormance e5pectations 'ere met> Transactional leadership relied mainly on centrali6ed control> !anagers controlled most activities< telling each person 'hat< 'hen and ho' to do each tas-> Trans#ormational leaders< on the other hand< trust their subordinates and leave them space to breathe and gro'> )n that respect< trans#ormational is a more developmental and constructive #orm o# leadership #or both individual employees and the organi6ation as a 'hole> *hy is transformational organi&ational functioningleadership important for
'o a gut check. Chec- your gut level by ans'ering the #ollo'ing 4uestions& *hat makes you 'ry5 *hat makes you ream5 *hat gives you energy5 8our ans'er on the above 4uestions has great impact on your gut level> (e#lect and deal 'ith it> TRANSFORMATIONAL LEADERSHIP Adopted #rom& Olga +pitropa-i ?O>+pitropa-iSshe##ield>ac>u-@ )nstitute o# Wor- Psychology Kniversity o# She##ield She##ield S1E 0TN +ngland Trans#ormational leadership is a #orm o# leadership that occurs 'hen leaders Jbroaden and elevate the interests o# their employees< 'hen they generate a'areness and acceptance o# the purposes and the mission o# the group and 'hen they stir their employees to loo- beyond their o'n sel# interest #or the good o# the groupG ?/ernard /ass 1CCE@> Trans#ormational leaders have a clear collective vision and most importantly they manage to communicate it e##ectively to all
Numerous studies have sho'n that trans#ormational leadership& Signi#icantly increases organi6ational per#ormance= )s positively lin-ed 'ith long term mar-et share and customer satis#action Generates higher commitment to the organi6ation #rom their employees= )ncreases employee trust in management and organi6ational citi6enship behaviors ?e5tra role 'orrelated behaviors such as conscientiousness< unsel#ishness and sportsmanship that are unrestricted< not related to the #ormal re'ard system o# the organi6ation@= +nhances employee satis#action 'ith both their job and the leader= (educes employee stress and increases 'ell being
.ow do transformational leaders beha"eTrans#ormational leaders& Articulate a compelling vision o# the #uture= Kse stories and symbols to communicate their vision and message= Speci#y the importance o# having a strong sense o# purpose and a collective mission= Tal- optimistically and enthusiastically and e5press con#idence that goals 'ill be achieved= +ngender the trust and respect o# their #ollo'ers by doing the right thing rather that doing things right= )nstill pride in employees #or being associated 'ith them= Tal- about their most important values and belie#s= Consider the moral and ethical conse4uences o# decisions= See- di##erent perspectives 'hen solving problems= Get employees to challenge old assumptions and to thin- about problems in ne' 'ays= Spend time teaching and coaching= Consider each individual employee7s di##erent needs< abilities and aspirations= Are compassionate< appreciative and responsive to each employee and recogni6e and celebrate each employee7s achievements>
,our components o# trans#ormational leadership& ?/ass< 1CDA< 1CCD< /ass T Aviolo< 1CCB@ 1> CB834278 )# the leadership is trans#ormational< its charisma or ideali6ed in#luence is envisioning< con#ident< and sets high standards to be #ollo'ed> 0> I625438/40689 70/4?8/406 )# the leadership is trans#ormational< its inspirational motivation provides #ollo'ers 'ith challenges and meaning #or engaging in shared goals and underta-ings> B> I6/-99-./*89 2/47*98/406 )# the leadership is trans#ormational< its intellectual stimulation helps #ollo'ers to 4uestion assumptions and to generate more creative solutions to problems> 9> I614?41*894I-1 .06241-38/406 )# the leadership is trans#ormational< its individuali6ed consideration treats each #ollo'er as an individual and provides coaching< mentoring and gro'th opportunities )# such trans#ormational leadership is authenti'< it is characteri6ed by high moral and ethical standards in each o# the above dimensions> THE SEVEN HA)ITS OF HIGHLY EFFECTIVE PEOPLE Stephen Covey 'rote a boo- about highly e##ective people> The seven habits o# highly e##ective people are as #ollo's& H8+4/ M 1: [)E PROACTIVE] Proactive means Jthe ability to choose the response>G We have the ability to choose bet'een right and 'rong> /ut it must be ta-en into account that 'e must be responsible enough #or 'hatever conse4uences our actions may lead to> Kse your creativity and initiatives> 8ou are the one in charge> H8+4/ M 2: [)EGIN WITH THE END IN MIND] Where do 'e go #rom here* :no' 'here you 'ant to go> )n ma-ing plans and decisions< see to it that the time and e##orts that 'ill be spent and utili6ed con#orms to 'hat 'e 'ant to
achieve> Kse your ability to envision> This is 'here ) 'ant to go and these are the things that must be done to lead me to that direction> H8+4/ M 3: [PUT FIRST THINGS FIRST] Practice sel# management> :no' your priorities> H8+4/ M 4: [THIN" WIN-WIN] This concerns mutual bene#it> Putting both parties on #avorable situation> H8+4/ M : [SEE" FIRST TO UNDERSTANDO THEN TO )E UNDERSTOOD] As the saying goes< JThe best 'ay to understand is to listen>G The practice o# empathy governs this habit> )t is about putting ourselves on the shoes o# the other person> /ased on the person7s e5planation< 'e ought to evaluate< probe< advise and interpret as a 'ay o# responding to the person7s #eelings> H8+4/ M !: [SYNERGI$E] The 'hole is greater than the sum o# its parts> !ore tas-s 'ill be done i# 'e utili6e all the things that 'e have> +ven though your contribution is that small< i# everybody 'ill do their part< things 'ill go on smoothly> H8+4/ M #: [SHARPEN THE SAW] What 'e had learned a couple o# years bac- 'ill become outdated> !any things evolve and develop so #ast< that there is a need to update ourselves through various #ood #or the brain resources>
3A $he .andclasp One person ma-es a suggestion> Another says< JWhat a marvelous ideaUG and 'ithout #urther discussion< the matter is decided> These decisions are more #re4uent than one thin-s< and other pass unnoticed at the time but resentment comes to the sur#ace later> 4A $he Cli/ue This decision is made by a small group 'ho plan be#orehand to get their 'ay> /ecause they are better organi6ed than those 'ho disagree< they are o#ten success#ul on the immediate issue but they bring a spirit o# rivalry rather than cooperation into the group> A Minority These decisions are as consciously organi6ed as those o# the cli4ue< but a #e' po'er#ul personalities dominate the group< o#ten unconsciously and then later they 'onder 'hy the other are apathetic> !A Ma0ority 1ote )n big groups this is o#ten the most e##ective 'ay to ma-e a decision> %o'ever< one may lose the interest or the loyalty o# the minority 'ho voted against a decision especially i# they #eel their point o# vie' 'as not heard> #A Silent Consensus Some groups aim at unanimous decisions> These are good< i# genuine< but they are rarely achieved completely on important issues> Knanimous agreement is sometimes assumed< 'hen some members have not #elt #ree to disagree and have -ept silent> %A Consensus This is an agreement< o#ten involving compromise or the combination o# various possibilities< a#ter all opinions have been heard> Disagreements and minority vie'points are discussed #ully> )t ta-es time and care to build a climate in 'hich all #eel #ree to e5press themselves< but this method does built unity< cooperation and commitment> )t does not mean listening to people and then doing 'hat 'e 'ere going to do in the #irst place> )t means adapting to accommodate the concern o# all> )t may ta-e longer to ma-e a decision this 'ay< but it 'ill o#ten be carried out more 4uic-ly and 'hole heartedly> DIFFICULTIES IN DECISION - MA"ING
MODULE ! DECISION MA"ING

INVOLVEMENT IN DECISIONS: 1A $he Plop %ere the group ma-es a decision by not ma-ing a decision> JNot to decide O is to decideG Someone ma-es a suggestion< but it drops li-e a stone into a pond< and no one pays any attention to it at all> )# the person 'ho made the suggestion really #elt enthusiastic about it< the #act that it 'as totally ignored could ma-e that person 'ithdra' or resist later suggestions> 2A $he ,ne(Person 'ecision This is 4uic-ly made< but later 'hen the decider depends on #ree or voluntary support #rom others to implement it< he may #ind himsel# carrying it out alone> T054. (*7546=: One person can also prevent a group reaching a decision by introducing a ne' point just as the group is ready to decide something> )# the point is relevant it should be allo'ed< though it should have been brought in earlier> )# it is not relevant< it should be recogni6ed as a distraction or any attempt by one person to control the group< and should not be allo'ed to prevent the group #rom ma-ing a decision>
1A Fear of Conse/uences The possible outcome o# an impending decision may bring division and disagreement> 2A Conflicting Loyalties When one person is a member o# a number o# groups< this #re4uently leads to divided loyalties about decisions> 3A +nterpersonal Conflict Personal di##erences occur 'hich provo-es #eelings o# a##ection or disli-e among members and 'hich inter#ere 'ith sound decision ma-ing> O#ten another member 'ho is not involved in the interpersonal con#lict can bring the real problem into the open> 4A .idden %genda One person may try to get the group to ma-e a certain decision< 'hich he 'ants #or reasons 'hich he 'ill not share 'ith the group> A !lundering Methods A group may be so bound by rigid procedures that there is little chance #or a #ree e5pression o# di##erences> Or a group may allo' itsel# to substitute personal opinions #or ade4uate in#ormation> Or group may approach the decision ma-ing process 'ithout testing #or consensus> !A +nade/uate Leadership A leader may hinder good decision ma-ing i# he restricts the e5pression o# opinion or discussion on issues too soon> .eaders also may #ail to provide assistance in selecting appropriate methods #or decision ma-ing or be insensitive to the #actors causing di##iculty in the group> #A Clash of +nterest Sometimes di##erent groups or individuals 'ithin an organi6ation do have opposing interest> CONFLICT RESOLUTION AND STYLES AND PRO)LEM SOLVING CONFLICT O a sharp disagreement or clash o# ideas< interest< etc>
1A 2*in(Lose3 S/:9- - One party in a con#lict situation see-s to meet individual goals at all cost< 'ithout concern #or the needs o# his opponent or their relationship> 2A 24ield(Lose3 S/:9- - One party vie' the relationship 'ith the other party as the most important consideration and not the attainment o# one7s goals> The party using this style yields and loses his position> 3A 2Lose(Lea"e3 S/:9- - One party has lo' concern #or both the goals and the relationship 'ith the opponent> %e loses by de#ault through 'ithdra'ing #rom the situation> 4A 2Compromise3 S/:9- - One party has a moderate degree o# concern #or both the goals and the relationship 'ith the opponent> The party 'ill try to reach a JcompromiseG< or 'hat is -no'n as the 4+in some - lose some2 effe't% A 2+ntegrati"e3 S/:9- - One party has a high concern #or both the goal and the relationship 'ith the opponent> The con#lict is resolved by 'or-ing collaboratively 'ith all concerned parties so that everyone 'ill end up a 'inner> This is also -no'n as 4+in 6 +in2 style%
THE VALUE OF RESPECT FOR LIFE 4Treat life +ith res,e't an life itself +ill reveal its /eauty to you%2 $he .ouse of Life The cro'd said to the !ystic< JWe #ound a big and beauti#ul house called .i#e> Without giving any thought to 'hom the %ouse o# .i#e might belong< 'e rushed inside it> 8et to our dismay< the %ouse o# .i#e 'as empty and there 'as nothing in it> .i#e is empty< .i#e has no meaning>G The !ystic 'ent to the %ouse o# .i#e to see i# it really 'as empty> %e -noc-ed on the door be#ore entering and someone #rom 'ithin opened it> %e stayed inside the house #or 4uite sometime 'hile the cro'd 'aited outside> )t 'as already evening 'hen the !ystic 'ent out> J)s the %ouse o# .i#e empty as 'e told you*G the cro'd 4uestioned him> The !ystic ans'ered the cro'd< Jthe %ouse o# .i#e is not empty> When ) 'as inside< ) sa' the most beauti#ul rooms 'ith golden chairs< silver tables< and je'eled 'alls> Above all these< ) dined and conversed 'ith the !aster o# .i#e himsel#>G
MODULE # FILIPINO CITI$ENSHIP VALUES

The given set o# values is inherently 'ithin each ,ilipino> This part o# the module aspires to a'a-en these values amongst us and hope#ully< later on< inspire us to practice it in our every day lives> These values< i# carried out 'ith one7s heart can serve as a vehicle and rein#orcement to'ards our goal o# reali6ing social change and progress> ,or us to have a better vie' on the said topic< short stories and activities< conveying and promoting the said set o# values 'ere integrated in this module>
J%o' can that be* The cro'd insisted> JWhen 'e 'ere inside the %ouse o# .i#e< it 'as empty< yet no' you tell us that it is not>G The !ystic rebu-ed the cro'd< J8ou #ound the %ouse o# .i#e empty because you did not -noc- be#ore you entered it> 8ou rushed into li#e even 'ithout -noc-ing< as i# the house belonged to you> The !aster o# .i#e< seeing that you lac-ed res,e't for life and reverence #or it< too- a'ay its beauty because you 'ould not -no' ho' to use it> 8ou are proud and vain as i# you are the master o# your o'n li#e> ,or this reason< the !aster o# .i#e gave you the %ouse o# .i#e to loo- at but not to live in> )# only you had -noc-ed be#ore you entered< then you 'ould have seen the beauty ) sa' and conversed 'ith the !aster o# .i#e himsel#>G
JTell us please<G the cro'd begged the mystic< J'hat does it mean to -noc- on the Door o# .i#e*G The !ystic solemnly spo-e< Jto -noc- on the door o# .i#e is to be humble enough to accept that the house does not belong to you but to the !aster> JTo -noc- on the door o# li#e is to seethe !aster o# the %ouse and not the treasure in the %ouse> To -noc- on the Door o# .i#e is to 'ait 'ith patience #or the !aster to open it #rom 'ithin and not to #orce it #rom the outside> To -noc- on the Door o# .i#e is to #ollo' the statutes and commandments o# the !aster o# .i#e>G JTo -noc- on the Door o# .i#e is to pray to the !aster o# .i#e that you may love him since he not only o'ns the house but your very selves as 'ell>G They le#t the !ystic a#ter they heard this> The cro'd returned to the %ouse o# .i#e and they -noc-ed be#ore entering> The !aster o# the %ouse o# .i#e opened it #rom 'ithin> Once inside< the cro'd sa' the beauti#ul things the !ystic had seen> /ut most o# all< they 'ere able to dine and converse 'ith the !aster o# .i#e himsel#> .i#e< a#ter all< is not empty> THE VALUE OF CONCERN FOR THE FAMILY AND THE FUTURE GENERATIONS 4*e 'an get so involve in +hat +e are oing that +e forget +hy +e are oing it% *e are so involve in living that +e forget the ,ur,ose of living% *e get so involve in ,ursuing the things money 'an /uy that +e forget a/out the things that money 'ant /uy%2 Father s Mistake ( 5o $ime One night< a #ather came to a parent teacher con#erence in a city high school> During a tal- 'ith one o# his son7s teachers< the #ather bro-e do'n and began to cry> A#ter he regained his composure< the #ather apologi6ed< saying< J!y son no longer lives 'ith me> /ut ) still love him and ) 'ant to -no' ho' he7s doing in school>G
The #ather then told the teacher ho' his 'i#e and #our children had le#t him that a#ternoon> %e 'as a building contractor and sometimes 'or-ed si5teen hours a day> Naturally< he sa' little o# his #amily< and then slo'ly gre' #arther and #arther apart> Then the #ather said something sad> %e said& J) 'anted to buy my 'i#e and -ids all the things ) had dreamed o# giving them> /ut in the process< ) got so involved in 'or-ing that ) #orgot about 'hat they needed most& a #ather 'ho 'as around at nights to give them love and supportG> THE VALUE OF TRUTH L4-2 83- 2841 46 /B- 598.- 0; /3*/BO Why not pre#er to tell the Truth than settle #or a lie* TB-3- 83- 60 B89;-/3*/B2 03 <B4/- 94-2O )t7s either you say the truth or tell a lieU A 7499406 94-2 .8660/ 78F- *5 8 246=9- /3*/BO 8ou can never trans#orm a lie into truth> I/2 -824-3 /0 /-99 /B- /3*/B /B86 /-99 8 94-O With the truth< you merely have to state the #acts& With lies< you7d have to coo- up a thousand alibis> Y0*99 F60< <B-6 :0*3 94-2 B8?- .8*=B/ *5 <4/B :0*O When you begin to believe in them as being the truth> I6 /B- -61G <- ;461 +*/ 8 246=9- /3*/B 8+0*/ 94-2: That there is No Truth an No 3oo in Lies%
THE VALUE OF (USTICE 7usti'e is giving every man his ue% $o 6"ery Man .is 'ue
There 'as once a poor #armer 'ho 'ould come to to'n everyday in order to supply a ba-er 'ith homemade /i/ingka% )n e5change #or #ive pounds o# /i/ingka< the ba-er 'ould give the #armer #ive pounds o# bread #or his #amily> One day< the ba-er decided to 'eigh the /i/ingka> %e discovered that the /i/ingka 'as one pound short> This made the ba-er very angry< and he accused the #armer o# having cheated him> /ut the #armer very calmly declared< J8ou see sir< ) am very poor and have no 'eights at home> So ) ta-e the #ive pounds o# bread you give me and use it as a standard> )n this 'ay< ) can be sure o# giving you an e4ual amount o# /i/ingka>G THE VALUE OF ELUALITY Ea'h man may iffer in +orl ly stature- /ut ea'h one /ears the same amount of ignity as another an all share one 'ommon estiny% Skulls One day< a group o# s-ulls in the cemetery had a conversation> J%ey<G said a s-ull to another< J'ho 'ere you 'hen you 'ere alive*G J) 'as a -ing<G ans'ered the s-ull 'ith an air o# pride> J8es< ) 'as once his slave<G replied another s-ull> J%e 'as a tyrant< a ruthless< merciless -ingUG J%o' dare you spea- about me li-e thatUG countered the -ing s-ull> J) am your -ing< remember*G JShut upUG shouted the slave s-ull> J8ou are no longer my -ing nor am ) your slave anymoreU We are the same no' rotten s-ullsUG THE VALUE OF PROMOTION OF THE COMMON GOOD
The real heroes among us are those +ho live their lives aily in genuine 'on'ern for the +elfare of the others% % Chinese Legend Once upon a time< in the 'estern :ingdom< lay a beauti#ul garden> And there< in the cool o# the day 'as the !aster o# the garden 'ant to 'al-> O# all the deni6ens o# the garden< the most beloved 'as a gracious and noble bamboo> 8ear a#ter year< /amboo gre' yet more noble and gracious< conscious o# his master7s love and 'atch#ul delight< but modest and more gentle 'ithal> And o#ten< 'hen the 'ind revel to the garden< /amboo could cast aside his grave stateliness< to dance and play right merrily< tossing and s'aying< leaping and bo'ing in joyous abandon< leading the Great Dance o# the Garden 'hich most delighted the !aster7s heart> One day< the !aster himsel# dre' near to contemplate his /amboo 'ith eyes o# curious e5pectancy> And /amboo< in a passion o# adoration< bo'ed his great head to the ground in loving greeting> The !aster spo-e& J/amboo< /amboo< ) 'ould use thee>G /amboo #lung his head to the s-y in utter delight> The day o# days had come< the day #or 'hich he had been made< the day #or 'hich he had been gro'ing hour by hour< this day in 'hich he 'ould #ind his completion and his destiny> %is voice came lo'& J!aster< ) am ready> Kse me as thou 'ilt>G J/ambooG the !aster7s voice 'as grave J) 'ould #ain ta-e thee and cut thee do'nUG A trembling o# great horror shoo/amboo> JCutV meV do'nU !eV 'ho< !aster< has made the most beauti#ul in thy entire gardenVto cut me do'nU Ah< not that< not that> Kse me #or thy joy< O !aster< but cut me not do'n>G J/eloved /ambooG O the !aster7s voice gre' graver still O J)# ) cut thee not do'n< ) cannot use thee>G The garden gre' still> Wind held his breath> /amboo slo'ly bent his proud and glorious head> There came a 'hisper& J!aster< i# thou cannot use me i# though cut me not do'nV thenV do thy 'ill and cut>G J/amboo< beloved /amboo< ) 'ouldV cut thy leaves and branches #rom thee also>G !aster< !aster< spare me> Cut me
do'n and lay my beauty in the dust= but 'ouldst though ta-e #rom me my leaves and branches also*G J/amboo< alas< i# ) cut them not a'ay< ) cannot use thee>G The sun hid his #ace> A listening butter#ly glided #ear#ully a'ay> And /amboo shivered in terrible e5pectancy< 'hispering lo'& J!aster< cut a'ay>G J/amboo< /amboo< ) 'ould yetV cleave thee in t'ain and cut thine heart< #or i# ) cut not so< ) cannot use thee>G Then /amboo bo'ed to the ground> J!aster< !asterV then cut and cleave>G So the !aster o# the garden too- /amboo and cut him do'n and hac-ed o## his branches and stripped o## his leaves and cleaved him in t'ain and cut out his heart> And li#ting him gently carried him to 'here there 'as a spring o# #resh< spar-ling 'ater in the midst o# his dry #ield> Then putting one end o# bro-en bamboo in the spring< and the other end into the 'ater channel in his #ield< the !aster laid do'n gently his beloved /amboo> And the spring sang 'elcome and the clear< spar-ling 'aters raced joyously o'n the channel o# /amboo7s torn body into the 'aiting #ields> Then the rice 'as planted< and the days 'ent by< and the shoots gre' and the harvest came> )n that day 'as /amboo< once glorious in his stately beauty< yet more glorious in his bro-enness and humility> ,or in his beauty he 'as li#e abundant< but in his bro-enness he became a channel o# abundant li#e to his !aster7s 'orld> THE VALUE OF CONCERN FOR THE ENVIRONMENT M8/-34892 6--1-1: !anila papersH scratch papers Scotch tapeH glue Other light indigenous materials
MODULE %
DIMENSIONS OF DEVELOPMENT
MODULE O)(ECTIVES: G-6-389 O+,-./4?-: To enlighten the students regarding the !AP"A CWTS dimensions o# development and the support and delivery systems MSDSN> S5-.4;4. O+,-./4?-2: To in#orm the students about the di##erent programs o# !AP"A CWTS that 'ill be implemented= To help students chose 'hat particular support and delivery system MSDSN to pursue in !AP"A CWTS program= To in#orm students about their responsibilities on SDS that they 'ill pursue>
pre schoolers< alternative learning system #or out o# school youths and adults< mathematics and science tutorials and e5tended services o# s-illed students> B> Recreation This area involves sports #est< parlor games #or street children and painting that enrich youth7s capacities to relate 'ith one another in the community> 9> 1alues Formation and Moral Reco"ery This involves the development o# youth to be good leaders< responsible individuals imbued 'ith good moral values and active agent o# development o# the community> A> +ndustry and 6ntrepreneurship This area includes programs and activities that are vital to economic gro'th> CWTS students demonstrate technical s-ills in communities li-e meat processing< sil-screen ma-ing and ho' to establish small business> ;> Care for .ealth This area aims to give -no'ledge on medical related #ields and e5tend health services needed in the community> )t includes medical services li-e #irst aid operation< vaccination< in#o dissemination< basic li#e saving seminars< heath H nutrition technical assistance and training o# youth to be #irst aid assistants> F> 6n"ironment This area inculcates environmental a'areness and its contribution to health and related #ields> )t involves management o# 'aste< environmental protection< dissemination and application o# technologies supportive o# the community needs and livelihood activities related to environment and other related #ields supportive o# the national thrust> MAPA-CWTS SUPPORT AND DELIVERY SYSTEM [SDS] COMPONENTS Since all o# the S+($)C+ components cannot be delivered as a 'hole< the !AP"A CWTS had de#ined three Support and Delivery Systems that harnesses !AP"A7s e5pertise 'hich can be o##ered to the community>
THE NSTP-CWTS DIMENSIONS OF DEVELOPMENT An acronym 'as coined #or the NSTP CWTS dimensions o# development< S+($)C+> This stands #or& S a#ety and Security E ducation R ecreation V alues ,ormation and !oral (ecovery I ndustry and +ntrepreneurship C are #or %ealth E nvironment NSTP-CWTS SERVICE COMPONENTS 1> Safety and Security This area involves disaster preparedness during #ire< earth4ua-e or other calamity that needs immediate response #rom any trained civilians during emergency situations> /asic li#e saving seminar< #ire drill and the li-e are some o# these e5amples> 0> 6ducation This area involves enhancement o# institutional support materials and #acilities #or the community and school such as providing materials containing basic literacy s-ills #or
)n line 'ith the community service rendered by !AP"A CWTS< students 'ill choose one o# the three SDS 'hich 'ill be pursued during Brd and 9th terms> THE ENGINEERING AND HEALTH SUPPORT AND DELIVERY SYSTEM [EHSDS] This SDS involves students in community 'or- in terms o# engineering e5pertise and health services> Students 'ill plan and implement simple projects related to their #ields that are bene#icial to the partner communities> These simple projects to be implemented 'ill have duration o# t'o terms> Students pursuing this SDS 'ill serve all the partner communities handled by !AP"A CWTS> +%SDS includes the #ollo'ing& +SDS C%+ C%!< /T +SDS !+ +SDS C+ A( +SDS )T +SDS ++ +C+ CO+ %SDS NK(S)NG
community surveying= a'areness programs or in#o dissemination on health< environment< sa#ety and security and other relevant issues= recreational activities #or the youth and support group #or the +%SDS and .SDS
Students pursuing this SDS 'ill serve one partner community> They act as ambassadors o# the !AP"A CWTS> /uilding rapport and strengthening relationships bet'een !)T and the communities>
Other +%SDS 'ill be implemented according to community needs> +ach +%SDS 'ill render services on alternate schedules to accommodate all partner communities> Separate !anuals o# )nstructions is provided #or speci#ic +%SDS> THE LEARNING SUPPORT AND DELIVERY SYSTEM [LSDS] This SDS involves students in community 'or- in terms o# literacy programs> !AP"A CWTS o##ers Alternative .earning +4uivalency and Accreditation Program MA.+APN #or out o# school youths ?OS8@ and adults> Students pursuing this SDS 'ill help )nstructional !anagers ?)!7s@ #acilitate learning process o# the OS8 and adults> Students 'ill be mentoring recipients o# the program using modular method> THE SOCIO-CIVIC [SCSDS] SUPPORT AND DELIVERY SYSTEM
This SDS involves students in community 'or- in terms o# socio civic programs> Some o# the programs include&
la+s ?geographical@8 a /o y of ,eo,le having 'ommon interests ?psychological@> One o# the most common and simplest de#initions 'as coined by (> !> !c)ver> According to !c)ver< a community is& Jan aggregation of families and indi"iduals settled in a fairly compact and contiguous geographical area7 with significant elements of common life7 as shown by manners7 customs7 traditions and modes of speech.3
MODULE & COMMUNITY ORGANI$ING

MODULE O)(ECTIVES: The module generally aims to prepare the !AP"A CWTS students in 'or-ing 'ith their partner communities> ,urthermore< at the end o# the module< the students are e5pected to& 1> .earn the basic -no'ledge on the concepts< principles and processes related to community organi6ing= 0> Demonstrate the basic roles and ideal 4ualities o# a community organi6er= B> +##ectively apply the learning gained during #ieldH community visits> THE COMMUNITY +ach and every one o# us belongs to a particular community> +ach and everyone o# us also< may di##er in de#ining 'hat a community is> Our descriptions may be based on the various boo-s and maga6ines that 'e read< television sho's that 'e 'atched< and #inally< on ho' 'e personally perceive our community based on the numerous e5periences that 'e7ve had> The term community 'as actually derived #rom the .atin 'ord< communis- a noun describing 4uality implying J#ello'ship< community o# relations and #eelingsG> Webster7s dictionaries< on the other hand< de#ine a community as a /o y of ,eo,le living in the same ,la'e un er the same
According to this vie'< the term community 'as de#ined based on the elements that it possesses> Other elements that a community may posses are the #ollo'ing& H#ST9!: ,rom public documents< #ol- history< historical roots S)ACE !ELAT#9NS )nternal (elation& 'ithin the community E;TE!NAL !ELAT#9N (elation 'ith other communities< nation and state !ES9<!CES %uman< man made and natural TECHN9L93: !odern or indigenous= the technical -no' ho' o# the people =N9*LED3E AND $EL#EFS "AL<ES AND SENT#MENTS 39ALS N9!MS )9S#T#9N AND !9LES +lected or not elected )9*E! LEADE!SH#) #NFL<ENCE S9C#AL !AN= Standing o# person in the group !E*A!D AND )<N#SHMENT
TYPES OF COMMUNITIES GEOGRAPHICAL COMMUNITIES RURALPUR)AN COMMUNITIES SECTORAL COMMUNITIES FUNCTIONAL COMMUNITIES TRI)ALPINDIGENOUS COMMUNITIES SPECIAL TYPES OF COMMUNITIES COMMUNITY ORGANI$ATION The very term JCommunity Organi6ationG suggests that the community is central in the use o# this method usually lin-ed to social 'or-> The term JCommunity Organi6ingG 'as #irst used by American Social Wor-ers in the late 1DEE7s to re#er to the speci#ic 'or- they 'ere involved in 'ith settlement houses #or ne' immigrants and the poor> JCommunity 9rgani.ingG 'as the term used to describe their e##orts to coordinate services #or these groups> Other de#initions have evolved all throughout the years and one 'ill be the #ollo'ing& 4Community 9rgani.ing is a systemati'- ,lanne an li/erating 'hange ,ro'ess of transforming a 'om,la'ent- e,rive an malfun'tioning 'ommunity into an organi.e - 'ons'iousem,o+ere an self-reliant- >ust an humane entity an institution%2 M Philippine /usiness #or Social Progress ?P/SP@N C077*64/: O3=864I46= CCOD 42 8 .06/46*0*2 530.-22 0;: +ducating the people to understand their consciousness o# their e5isting conditions= critical %as boundaries< territories The traditional 'ay o# classi#ying communities e>g> &Women< 8outh< ,armers< ,isher #ol-s Groups o# people 'ho share some common interests or #unctions e>g>& Aetas< !angyans e>g>& disabled< #amilies parishes<
!obili6ing people to develop their capability and readiness to respond and ta-e action on their immediate needs to'ards solving their long term problems> M KP College o# Social Wor- and Community DevelopmentN
Collectively< the above mentioned de#initions suggest that Community Organi6ing ?CO@ is both a 530.-22 861 8 7-/B01> CO is a process in the sense that it is perceived as a progressive and #or'ard movement #rom one condition to another> )t is also considered as a method because it consists o# a dynamically conscious and deliberate underta-ing to bring about social change>
PROCESS
C.O.
A )RIEF HISTORY: COMMUNITY ORGANI$ATION SETTING IN
METHOD
THE
PHILIPPINE
Organi6ing people to 'or- collectively and e##iciently on their problems=
Through the Philippine +cumenical Council #or Community Organi6ation ?P+CCO@< Community Organi6ing 'as introduced in the Philippines during the ,irst 2uarter Storm o# the seventies> The group organi6ed communities in the Tondo area 'here the program< Wone One Tondo ?WOTO@ 'as born> The program 'as replicated in other parts o# the Philippines< including the rural areas and 'as usually introduced through church structures>
Organi6ing e##orts continued even 'hen the !artial .a' 'as declared> During this time< Community Wor-ers began pushing #or people7s participation and community organi6ing became the tool #or achieving this> )nternational Development Groups and government both began to support and #und Community Organi6ing Programs> Community Organi6ing began to proli#erate> GOALS OF COMMUNITY ORGANI$ING Community Organi6ing trans#orms a complacent community to become sel# propelling and sel# nourishing> Community organi6ing is important because through this< people 'or- together in an organi6ed manner and become more e##ective 'hen social change ta-es place> /ut 'hat< basically is community organi6ing #or* (ead on to learn the di##erent goalsH purpose 'hy this method is still being 'idely used in the di##erent parts o# our country< and the 'hole 'orld> P+OP.+ +!POW+(!+NT )!P(O$+D 2KA.)T8 O, .),+ .+AD+(S%)P D+$+.OP!+NT AND !O/).)WAT)ON SOC)A. T(ANS,O(!AT)ON
Community organi6ers must begin 'ith the indigenous resources< technologies and structures that the community has> )mprove on their strengthsU 2$each !y Showing7 Learn by 'oing3 ,or the community to learn e##ectively< the 'or-er must demonstrate di##erent procedures or techni4ues and not merely give instructions> 25ot Piecemeal but an +ntegrated %pproach3 Community organi6ing is an inter relationship o# various elements and #actors> 25ot Relief7 !ut Release3 Community organi6ing is a process community #rom its identi#ied problems> that liberates a
GETTING STARTED: PROCESS
THE
COMMUNITY
ORGANI$ING
As earlier de#ined< community organi6ing is a systematic process> This process< 'hen e5pounded< shall consist o# the #ollo'ing phases&
GUIDING PRINCIPLES OF COMMUNITY ORGANI$ING 2#o to the People7 Li"e %mong the People3 One cannot help the community to'ards its development i# the organi6ers stay and 'or- 'ithin the com#orts o# an o##iceH school and do not integrate 'ith the people> 2Learn7 Plan and *ork with the People3 The people -no' better than any other outsider 'hat their needs and problems are> The community members< 'ith the assistance o# the community organi6er< must be the one to determine the program appropriate to ans'er their needsH problems> 2Start *ith and !uild on *hat the People Know3 COURSE OF ACTION COMMUNITY SELECTION
PRE-ENTRY ENTRY
INTEGRATION
PRO)LEM IDENTIFICATION
ANALYSIS
#ntegration( JAcceptance into a communityG When you per#orm the tas-s o# an organi6er< you do not go to the community and just ma-e yoursel# J#eltG by merely Jsho'ing upG> No matter ho' #re4uent you go to the area but #ail to e5ert any e##ort to integrate 'ith the community members< your visits 'ill just go to 'aste> )ntegrating 'ith the locals is also one o# the best strategies one organi6er can practice in order to catch up 'ith the current situation o# the community> 3oining a small 4um,ukan2 o# house'ives< or some o# the local youths at their J tam/ayan2< can< one 'ay or another help you gather pertinent in#ormation ?identi#ication o# problems and current issues@ on the community> /e observant> Attentively 'atch the community7s 4,amumuhay2 or 'ay o# living> What do the youths normally do* %o' do the community members spend their spare time* What is their common source o# income* What type o# houses do they have* These are just some o# the things you can initially observe during your visit> T!<ST $<#LD#N3 is important at this stage> PHASE THREE: ANALYSIS The community organi6ers during this stage assist the community in identi#ying< analy6ing and prioriti6ing current community needs and issues> A compromise bet'een the felt and o/>e'tive needs must be met> .et the locals decide on to 'hich program they thin- is appropriate #or them> PHASE FOUR: COURSE OF ACTION 4)eo,les ,arti'i,ation is the essen'e organi.ing2
IMPLEMENTATION
MONITORING AND EVALUATION
PHASE OUT
Community organi.ing ,hase here is e,i'te in a linear manner- /ut in realityC9 is a mu'h more 'om,le1 ,ro'ess in +hi'h ,hases overla, an integrate%
PHASE ONE: COMMUNITY SELECTION P3--E6/3: S/8=A#ter your speci#ic community has been identi#ied< organi6ers are then e5pected to conduct a social investigation ?S>)@ on the said area< conduct initial intervie's 'ith the community persons and to go around per#orming a siteH ocular inspection> These activities shall be o# great help to the organi6ers in ac4uiring pertinent in#ormation on the bac-ground o# the community they are to organi6e> E6/3: S/8=The community has the right to -no' o# the organi6ers7 entry in their area> /ecause o# such< a courtesy call to the barangay o##icials and respected leaders #orm the said community is necessary> An orientation on the assisting organi6er7s bac-ground and purpose must also be clearly relayed> PHASE TWO: INTEGRATION 4#ntegration rather than immersion%2 #mmersion( JComplete involvementG
of
'ommunity
A#ter the problems and issues o# the community have been identi#ied< a systematic course o# action may no' be determined> The organi6er< during this stage< plays the role o# a #acilitator to 'hich he ensures that the community is able to communicate and e5press their concerns< and is able to encourage them to give their o'n suggestions on ho' they could possibly resolve their problems> ,inally< organi6ers must
also ensure o# the community7s .0774/7-6/ on the produced plan>
583/4.458/406
and
continuous encouragement and support to the local strivings %5 %5+M%$,R Stimulates the people to thin- critically 'hen identi#ying problems and #inding ne' solutions> %5 65%!L6R Consistently directed at #reeing the community ?through -ey persons li-e leaders@ to reali6e their strengths and potentials in cooperative 'or-> % C%$%L4S$ change> %astens the process o# trans#ormationH LUALITIES OF A COMMUNITY
Consider also the available resources ?human< man made< natural@ in the community 'hich can be utili6ed during the implementation o# the project> PHASE FIVE: IMPLEMENTATION I759-7-6/8/406 The plan that 'as initially #ormulated 'ith the community is no' put into action> Collective 'or- #rom the community members must be encouraged by the 'or-er< a#ter all< the ,ro>e't is for them- therefore- shoul also /e ,arti'i,ate /y the ,eo,le themselves> E?89*8/406 )n some inevitable cases 'hen problems during the implementation may arise< the community organi6er< again< as a #acilitator< may assist the community in e5amining 'hat happened< 'hat 'ent 'ell< 'hat has been learned and 'hat should happen ne5t>
IDEAL PERSONAL ORGANI$ER
PHASE SIQ: PHASE OUT A#ter the goals o# the community have been met< and its members are empo'ered< the community organi6er can no' pull out #rom the community> (emember that prior to this< the 'or-er 7*2/ prepare the community be#ore phasing out> This is basic courtesy to the people> THE COMMUNITY ORGANI$ER ROLES OF A COMMUNITY ORGANI$ER An organi6er< 'hile at the community< plays various roles< depending on 'hat the situation calls #or> /elo' are the #our basic roles they portray< at one time or another& % F%C+L+$%$,R through listening ,acilitates the community process and 0uestioning and by giving
)NT+G()T8 C(+AT)$)T8 COK(AG+ ,.+P)/).)T8 O/3+CT)$)T8 S+., D)SC)P.)N+ TACT S+NS)T)$)T8 %ON+ST8 ADAPTA/).)T8 )!AG)NAT)ON S+NS+ O, %K!O(
TIPS DURING COMMUNITY VISIT DO2 .isten to your ,acilitator7s instructions> DONTS Per#orm any tas'ithout your ,acilitator7s -no'ledge or consent> Wear attention catching clothes and je'elries> As much as possible also< avoid bringing out your e5pensive gadgets li-e cellphones< !PB players
/e simple>
and the li-e> Al'ays go 'ith your assigned JbuddyG> )ntegrateU Observe> Go to the community and 'ander by yoursel#> Con#ine yourselves 'ithin your groupH class> Kse curse or o##ensive termsH 'ords>
/e courteous and polite> Kse 4o,o2 or 4,o2 'hile conversing 'ith those 'ho are older than you> /e a role model> /e a'are that in community 'or-< you carry not only yoursel# but the name o# the )nstitute> :no' the purpose and limitations o# your visit>
Sho' your disgust or annoyance i# any inconvenience 'ere encountered>
!a-e any promises that you cannot #ul#ill> This 'ill only give #alse hope to them>
MODULE 1' PRO(ECT PREPARATION

MODULE O)(ECTIVES: At the end o# this module on Project Preparation< the !AP"A CWTS students are e5pected to& 1> Ac4uire the necessary -no'ledge in developing a project plan= 0> ,amiliari6e themselves and be able to e5press the steps involved in creating a project proposal= B> Develop their planning s-ills by underta-ing an actual project planning and proposal dra#ting session
PRO(ECT PLANNING +ach and every one o# us at some point plans and implements a project> Whether you are a student #inishing a home'or-< an engineer designing a plan< an events coordinator organi6ing #or a #riend7s 'edding or a director shooting a movie 'hatever #ield or pro#ession you might choose< it can be sa#ely said that it is imperative #or us to be #amiliar 'ith the steps involved in planning and preparing #or a project> Not only this -no'ledge 'ill be able to ma-e our tas- easier but shall also give direction in achieving our project7s success> Projects can be easily demonstrated 'ith the aid o# a systematically prepared project plan> A plan is de#ined as& 2an outline which consists of strategies and specific actions or steps to be undertaken in order to reach the goals.3 Developing a plan is said to be the #irst critical step in ensuring a project7s success> Through the process o# planning< the persons involved collaborate and determine the best possible 'ay o# achieving the established goals 'ithin a given time #rame at the least possible cost>
+PP+(TS W%O %A$+ /++N WO(:)NG W)T% T%+ SA)D CO!!KN)T8 ?e>g> community organi6ers@
WHAT ARE THE STEPS IN DEVELOPING A PLANE A Pre re4uisite in developing your plan is the a'areness o# your partner community7s current condition> Through the aid o# the collated results ?'hich 'ill be provided@ o# the community assessment conducted< it 'ill be much easier #or your class to identi#y possible projects #or your partner community> The steps involved in developing a plan include the #ollo'ing& +STA/.)S% 8OK( GOA.
The initial step in developing a plan is to establish a common goal> Goals are the esire or e1,e'te out'ome of an en eavor- there#ore< goals are ends or targets> These goals serve as the bac-bone to your plans> )t provides your class the guide and direction that you need in determining the projects you intend to implement> /ecause o# the crucial role it plays< ma-e sure to consider the #ollo'ing points 'hile #ormulating your goals& - $e S,e'ifi'%
WHO DEVELOPS A PLANE Other than the group or section spearheading the project< other -ey persons can also be invited to help prepare a project plan> These -ey persons may include the #ollo'ing& CO!!KN)T8 !+!/+(S D)(+CT.8 A,,+CT+D /8 T%+ P(O/.+! ?e>g> youth< mothers< 'or-ers< etc>@ )N,.K+NT)A. P+(SONS ,(O! T%+ CO!!KN)T8 ?community leaders< elected or not@ -
Goals broadly or vaguely stated 'ould not be o# any help to your class> !a-e sure your goalHs are speci#ic as possible> $e !ealisti'% There 'ould be no sense in developing a goal< o# 'hich your class -ne' #rom the very start< 'ould be impossible to accomplish>
/ear in mind also that goalHs a#ter having been set can be changed> )n #act< goals should be constantly evaluated to #it changes>
)D+NT),8 ST(AT+G)+SH ACT)ONS ST+PSHACT)$)T)+S TO /+ TA:+N
+PP+CT+D OKTPKT 4*hat o +e e1,e't after the a'tion ste,s have /een ,erforme 52
Assuming that a common goal has already been established< it 'ill no' be the time #or your class to determine the various action steps you shall underta-e> These strategiesH action steps are the Jho+s2 to achieve your goals> )n identi#ying your strategiesH action steps< ma-e sure to also include in your list the #ollo'ing& P+(SONS )N$O.$+D 4*ho +oul /e in-'harge of the i entifie a'tion ste,s52 4*hat +oul /e my role52 During this part o# the planning< roles and responsibilities are designated to the planning participants> Who to do 'hat is usually determined by the individual7s e5pertise or capability and 'illingness to per#orm the assigned tas-> T)!+ ,(A!+ 4*hen +ill the a'tion ste,s /e ,erforme 52 4*hen o +e inten to finish the tasks52 A speci#ic schedule shall be set to determine 'hen the identi#ied action steps shall be carried out and up to 'hen these activities shall be per#ormed>
GOAL: ST(AT+G)+S H ACT)ON P.ANH ACT)$)T)+S 1> 0> B>
P+(SON S )N$O.$+ D
T)!+ ,(A!+ T)!+ STA( T +ND ,(A! + (+SOK(C +S N++D+D +PP+CT+ D OKTPKT
A sam,le ,lan in a 'hart form
(+SOK(C+S N++D+D 4*hat are the materials that +e nee 52
THE PRO(ECT No' that your class has agreed upon the speci#ic action steps directed to achieve your set goals< it is no' time to ta-e your plans to the ne5t level> No'< as- yourselves< ho' are 'e going to per#orm these activities* The solutions to this 4uery are pro0ects.
These resources needed by your class to deliver the action steps may not be limited to material objects but may also include the needed human resources ?manpo'er@ as 'ell>
Projects< as de#ined by the Webster7s Dictionaries are ,lanne un ertakings% These projects usually possess various elements 'hich can be categori6ed namely as& Project Objectives This element tries to ans'er 'hat your project aims to do and 'hat the project is #or> Project /oundaries This element speci#ies the scope and limitations o# your project> Project .ocation Speci#ies 'here the project 'ill be implemented> Project Target /ene#iciaries ,or 'hich group is the project and 'ho 'ould bene#it #rom its implementation is addressed by this element> Project Duration Planners must decide upon a particular schedule 'hen the project 'ill be e5ecuted and up to 'hen it shall be implemented> Project !ethodologies What techni4ues or procedures shall be used by the group to deliver the project is clari#ied in this element> Project Cost This element 'ill be based on the e5pected e5penses your class shall incur in the event that the project is implemented>
all projects are subject to undergo a similar process> This process is re#erred to as& The )ro>e't Develo,ment Cy'le.
PROJECT IDENTIFICATION
PROJECT PREPARATION
PROJECT IMPLEMENTATION
PROJECT EVALUATION
Although the phases may appear sequentially separated, the project life is actually a circular concept, wherein the phases continually .interface back and forth
P.%S6 ,568 PR,96C$ +'65$+F+C%$+,5
During this phase in the project development cycle< the JplannersG undergo the process o# searching #or potential projects directed to achieve their goals>
P.%S6 $*,8 PR,96C$ PR6P%R%$+,5
Once a particular project has been agreed upon< the ne5t step 'ould be to involve the planners to determine ho+ and +hen the project 'ill be implemented>
THE PRO(ECT DEVELOPMENT CYCLE Projects may be di##erentiated according to its purpose< objectives< target bene#iciaries< duration and scope> %o'ever<
P.%S6 $.R668 PR,96C$ +MPL6M65$%$+,5
,inally< the plans are e5ecuted during this stage> The project is carried out by the assigned persons #or the target bene#iciaries during the set schedule>
P.%S6 F,:R8 PR,96C$ 61%L:%$+,5
Sometime a#ter the project has been implemented< an evaluation is usually conducted to determine 'hether the project objectives has been reali6ed< and i# so< to 'hat e5tent> PRO(ECT PROPOSAL +ach !AP"A CWTS class< through the aid o# their ,acilitators 'ould be re4uired to submit a project proposal< based on each class7 adopted community assessment documents provided> A prescribed project proposal #ormat shall also be #ollo'ed to ensure uni#ormity o# the proposals being submitted> All proposals 'ill be assessed and evaluated by the !AP"A CWTS Social Wor-ers and Community (elations O##icer and shall later on be endorsed to the !AP"A O CWTS Overall Program Coordinator< #or #inal approval> +ach class 'ould also have a speci#ic budget allotment per term to #acilitate the project implementation>
APPENDICES
MODULE 2: THE HUMAN PERSON SELF-ESTEEM TEST DIRECTION: Ans'er honestly the 4uestions stated belo'>

RO W
Are you a happy and con#ident person 'ith a positive attitude to li#e< or do you try too hard and blame yoursel# 'hen things go 'rong* ,ind out 'here you stand on the sel# esteem scale 'ith our 4ui6< compiled by chartered psychologist Dr> Terry :ellard>
TRU E 1 0 B 9 A ; F D C 1 E 1 1 1 0 1 B 1 9 1 A 1 ; 1 F 1 D 1 C 0 E ) o#ten 'ish ) could change places and be someone else> ) #ind it very hard to tal- in #ront o# a group o# people> There are lots o# things about mysel# )7d change i# ) could> )7m a lot o# #un to be 'ith> )t ta-es me a long time to get used to anything ne'> )7m popular 'ith people o# my o'n age> People e5pect too much o# me> ) give in very easily> )t7s hard being me> !any things in my li#e are all mi5ed up> Other people usually listen to my ideas and #ollo' them> ) o#ten thin- )7d li-e to change my li#e completely> ) o#ten #eel upset> ) am not as good loo-ing as most people> )# ) have something to say< ) usually say it> !y #riends understand me> !ost people are more popular than ) am> ) usually #eel as i# something 'ere pushing me> ) o#ten get discouraged at 'hat )7m doing> Things don7t usually bother me> FALS E UNSURE
A ,orce#ul Pioneering /old Argumentati ve Daring Sel# reliant Decisive Assertive Knyielding Persistent (elentless Strong 'illed Adventurous Aggressive Determined Commanding ,orce o# character )ndependent Out spo-en )mpatient Competitive Courageous Pushy Directing
) +5pressive +5citing Animated Knpredictable Outgoing Persuasive .i#e o# the Party Popular Color#ul Optimistic Tal-ative Play#ul Charming Attractive +nthusiastic )mpulsive .ively )n#luential Popular +motional Spontaneous Convincing ,lighty Stimulating
C (estrained Satis#ied Willing )ndecisive Patient Gentle +ven tempered Generous +asy going Accommodati ng Neighborly ,riendly Deliberate Steady Sympathetic Slo' paced .aid bac:ind Pleasant Procrastinato r .oyal Considerate Dependent Tolerant
D Care#ul Correct Precise Doubting (espect#ul .ogical Cautious Per#ectionist !odest Systematic %umble Observant Disciplined (estrained Analytical Critical Consisting Orderly )dealistic Serious Thought#ul Sel# sacri#icing Stoic Conventional
1 0 B 9 A ; F D C 1E 11 10 1B 19 1A 1; 1F 1D 1C 0E 01 00 0B 09
WHATS YOUR PERSONALITY Select a shape belo' that appeals to you the most and then scroll do'n to read about your personality> A psychologist developed these shapes> They have been tested 'orld'ide< over a period o# several years> As 'e received #eedbac- #rom our research< 'e care#ully adjusted the color
PERSONAL STYLE SURVEY D)(+CT)ON& Circle one 'ord in each ro' that you #eel describes you best>
andHor #orm o# each shape< and then tested again< until 'e 'ere le#t 'ith a highly success#ul set o# shapes> These represent the nine basic personality types>
9 A ;
!oderately true o# me !ostly true o# me Describes me per#ectly
1A
2A
3A
,irst< rate ho' true the statements 'ere o# you as a child. )# your ans'er 'ould be di##erent #or various times your childhood< choose the rating that best #its the 'ay you #elt in general up until the age o# t'elve> Then< rate ho' true each item is o# you no'< as an adult> )# your ans'er 'ould be di##erent #or various periods o# your adult li#e< choose the rating that best applies to you in the past si5 months>
THE LUESTIONNAIRE CB49 1 N0< D-2.345/406 1> ) #ind mysel# clinging to people )7m close to because )7m a#raid they7ll leave me> 0> ) 'orry a lot that the people ) love 'ill #ind someone else they pre#er and leave me> B> ) am usually on the loo-out #or people7s ulterior motives= ) don7t trust people easily> 9> ) #eel ) cannot let my guard do'n around other people or they 'ill hurt me> A> ) 'orry more than the average person about danger O that ) 'ill get sic- or that some harm 'ill come to me ;> ) 'orry that ) ?or my #amily@ 'ill lose money and become destitute or dependent on others> F> ) do not #eel ) can cope 'ell by mysel#< so ) #eel ) need other people to help me get by> D> !y parents and ) tend to be over involved in each other7s lives and problems> C> ) have not had someone to nurture me< share himsel#Hhersel# 'ith me< or care deeply about 'hat happens to me> 1E> People have not been there to meet my emotional needs #or understanding< empathy< guidance< advice and support 11> ) #eel li-e ) do not belong> ) am di##erent> ) do not really #it in> 10> )7m dull and boring= ) don7t -no' 'hat to say socially> 1B> No one ) desire 'ho -ne' the real me O 'ith all my de#ects e5posed O could love me> 19> ) am ashamed o# mysel#= ) am un'orthy o# the love< attention< and respect o# others> 1A> ) am not as intelligent or capable as most
4A
!A
#A
%A
&A
LIFETRAPS
INTRUCTIONS: (ate each o# the ne5t t'enty t'o statements in terms o# ho' true each is o# you on this si5 point scale> SCORING "EYS 1 0 B Completely untrue o# me !ostly untrue o# me Slightly more true than untrue o# me
people 'hen it comes to 'or- ?or school@> 1;> ) o#ten #eel inade4uate because ) do not measure up to others in terms o# talent< intelligence and success> 1F> ) #eel that ) have no choice but to give un to other people7s 'ishes= other'ise they 'ill retaliate or reject me in some 'ay> 1D> People see me as doing too much #or others and not enough #or mysel#> 1C> ) try to do my best ) can7t settle #or good enough> ) li-e to be number one at 'hat ) do> 0E> ) have so much to accomplish that there is almost no time to rela5 and really enjoy mysel#> 01> ) #eel that ) shouldn7t have to #ollo' the normal rules and conventions other people do> 00> ) can7t seem to discipline mysel# to complete routine< boring tas-s or to control my emotions>
!istrust and Abuse $ulnerability Dependence +motional
B> A> F> C>
B> A> F> C> 11> 1B> 1A> 1F> 1C> 01>
9> ;> D> 1E> 10> 19> 1;> 1D> 0E> 00>
9> ;> D> 1E> 10> 19> 1;> 1D> 0E> 00>
Deprivation Social +5clusion De#ectiveness ,ailure Subjugation Knrelenting 1C> Standards +ntitlement 01> 11> 1B> 1A> 1F>
No' trans#er your scores #rom the 4uestionnaire to the score sheet> EH8759-: ,or 2uestion 1< ta-e your score #or this item under the Child column and trans#er it to /o5 1 under the Child column in the Score Sheet> No' ta-e your score #or this item 5ow and trans#er it to the ne5t /o5 1 ?under the No' column@> Ne5t< loo- at your score #or 2uestion 0 under the Child column> Trans#er it to /o5 0 under the Child column> Then< ta-e your score #or 2uestion 0 5ow and trans#er it to the ne5t /o5 0< under the No' column> .oo- at all the #our score in the ro'> Trans#er your highest score into the last bo5> )# your highest score is 9< A or ;< put a checmar- in the #irst column> )# your highest score is 1< 0< or B< leave the bo5 blan-> Go ahead and #ill in the rest o# the score sheet in the same 'ay>
(e#er to your score sheet= each li#etrap 'ith a X ne5t to it is li-ely to apply to you> Naturally< the higher your scores #or each li#etrap< the more po'er#ul it probably is #or you< and the more impact it probably has had on your li#e> THE ELEVEN LIFETRAPS T'o li#etraps relate to a la'k of safety or se'urity in your childhood #amily> These are %bandonment and Mistrust> A)ANDONEMENT The Abandonment li#etrap is the #eeling that people you love 'ill leave you< and you 'ill end up emotionally isolated #orever> Whether you #eel people close to you 'ill die< leave home #orever< or abandon you because they pre#er someone else< someho' you #eel that you 'ill be le#t alone> /ecause o# this belie#< you nay cling to people close to you too much> )ronically< you end up pushing them a'ay> 8ou may get very upset or angry about even normal separations> MISTRUST AND A)USE
THE SCORE SHEET R L4;-/385 Abandonment CB491 1> N0< 1> CB49 1 0> N0< 0> H4=B-2/ S.03-
The !istrust and Abuse li#etrap is the e5pectation that people 'ill hurt or abuse you in some 'ay O that they 'ill cheat< lie to< manipulate< humiliate< physically harm< or other'ise ta-e advantage o# you> )# you have this li#etrap< you hide behind a 'all o# mistrust to protect yoursel#> 8ou never let people get too close> 8ou are suspicious o# other people7s intentions< and tend to assume the 'orst> 8ou e5pect that the people you love 'ill betray you> +ither you avoid relationship altogether< #orm super#icial relationship in 'hich you do not rally open up to others< or you #orm relationships 'ith people 'ho treat you badly and then #eel angry and venge#ul to'ards them> T'o li#etraps relate to your a/ility to fun'tion in e,en ently in the 'orld> These li#etraps are 'ependence and 1ulnerability> DEPENDENCE )# you are caught in the Dependence li#etrap< you #eel unable to handle everyday li#e in a competent manner 'ithout considerable help #rom others> 8ou depend on others to act as a crutch and need constant support> As a child you 'ere made to #eel incompetent 'hen you tried to assert your independence> As an adult< you see- out strong #igures upon 'hom to become dependent and allo' them to rule your li#e> At 'or-< you shrin#rom acting on your o'n> Needless to say< this holds you bac-> VULNERA)ILITY With $ulnerability< you live in #ear that disaster is about to stri-e O 'hether natural< criminal< medical or #inancial> 8ou do not #eel sa#e in the 'orld> )# you have this li#etrap< as a child you 'ere made to #eel that the 'orld is a dangerous place> 8ou 'ere probably overprotected by your parents< 'ho 'orried too much about your sa#ety> 8our #ears are e5cessive and unrealistic< yet you let then control your li#e< and pour your energy into ma-ing sure that you are sa#e> 8our #ears may revolve around illness& having an an5iety attac-< getting A)DS< or going cra6y> They may be #ocused around #inancial vulnerability& going bro-e and ending up on the streets> 8our vulnerability may revolve around other phobic situations< such as a #ear o# #lying< being mugged or earth4ua-es> T'o li#etraps relate to the strength of your emotional 'onne'tions to others& 6motional 'epri"ation and Social 6)clusion>
EMOTIONAL DEPRIVATION +motional Deprivation is the belie# that your need #or love 'ill never be met ade4uately by other people> 8ou #eel that no one truly cares #or you or understands ho' you #eel> 8ou #ind yoursel# attracted to cold and ungiving people< or you are cold and ungiving yoursel#< leading you to #orm relationships that inevitably prove unsatis#ying> 8ou #eel cheated< and you alternate bet'een being angry about it and #eeling hurt and alone> )ronically< your anger just drives people #urther a'ay< ensuring your continued deprivation> )t is a 4uality o# emptiness< o# emotional disconnection> These are people 'ho do not -no' 'hat love is> SOCIAL EQCLUSION Social +5clusion involves your connection to #riends and groups> )t has to do 'ith #eeling isolated #rom the rest o# the 'orld< 'ith #eeling di##erent> )# you have this li#etrap< as a child you #elt e5cluded by peers> 8ou did not belong to a group o# #riends> Perhaps you had some unusual characteristics that made you #eel di##erent in some 'ay> As an adult< you maintain your li#etrap mainly through avoidance> 8ou avoid sociali6ing in groups and ma-ing #riends> 8ou may have #elt e5cluded because there 'as something about you that other children rejected> %ence< you #elt socially undesirable> As an adult< you may #eel that you are ugly< se5ually undesirable< lo' in status< poor in conversation s-ills< boring< or other'ise de#icient> 8ou re enact your childhood rejection O you #eel and act in#erior in social situations> )t is not al'ays apparent that someone has a social e5clusion li#etrap> !any people 'ith this li#etrap are 4uite com#ortable in intimate settings and are 4uite socially s-illed> Their li#etrap may not sho' in one to one relationships> )t sometimes surprises us to reali6e ho' an5ious and aloo# they may #eel at parties< in classes< at meetings< or at 'or-> They have a restless 4uality< a 4uality o# loo-ing #or a place to belong> The t'o li#etraps that relate 'efecti"eness and Failure. to your self-esteem are
DEFECTIVENESS With de#ectiveness< you #eel in'ardly #la'ed and de#ective> 8ou believe that you 'ould be #undamentally unlovable to anyone 'ho get close enough to really -no' you> 8our de#ectiveness 'ould be e5posed> As a child< you did not #eel respected #or 'ho you 'ere in your #amily> )nstead< you 'ere critici6ed #or your J#la'sG> 8ou blamed yoursel# O you #elt un'orthy o# love> As an adult< you are a#raid o# love> 8ou #ind it di##icult to believe that people close to you value you< so you e5pect rejection> FAILURE ,ailure is the belie# that you are inade4uate in areas o# achievement< such as school< 'or- and sports> 8ou believe you have #ailed relative to your peers> As a child< you 'ere made to #eel in#erior in terms o# achievement> 8ou may have had a learning disability< or you may never have learned enough discipline to master important s-ills< such as reading> Other children 'ere al'ays better than you> 8ou 'ere called JstupidG< JuntalentedG< or Jla6yG> As an adult< you maintain your li#etrap by e5aggerating the degree o# your #ailure and by acting in 'ays that ensure your continued #ailure> T'o li#etraps deal 'ith self-e1,ression O your ability to e5press 'hat you 'ant and get your true needs met& Sub0ugation and :nrelenting Standards> SU)(UGATION With Subjugation< you sacri#ice your o'n needs and desires #or the sa-e o# pleasing others or meeting their needs> 8ou allo' others to control you> 8ou do this either out o# guilt O that you hurt other people by putting yoursel# #irst O or #ear that you 'ill be punished or abandoned i# you disobey> As a child< someone close to you< probably a parent subjugated you> As an adult< you repeatedly enter relationships 'ith dominant< controlling people and subjugate yoursel# to them or you enter relationships 'ith needy people 'ho are too damaged to give bac- to you in return>
UNRELENTING STANDARDS )# you are in the Knrelenting Standards li#etrap< you strive relentlessly to meet e5tremely high e5pectations o# yoursel#> 8ou place e5cessive emphasis on status< money< achievement< beauty< order or recognition at the e5pense o# happiness< pleasure< health< a sense o# accomplishment< and satis#ying relationships> 8ou probably apply your rigid standards to other people as 'ell and are very judgmental> When you 'ere a child< you 'ere e5pected to be the best< and you 'ere taught that anything else 'as #ailure> 8ou learned that nothing you did 'as 4uite good enough> ENTITLEMENT The #inal li#etrap< +ntitlement< is associated 'ith the ability to accept realistic limits in li#e> People 'ho have this li#etrap #eel special> They insist that they be able to do< say or have 'hatever they 'ant immediately> They disregard 'hat others consider reasonable< 'hat is actually #easible< the time or patience usually re4uired and the cost to others> They have di##iculty 'ith sel# discipline> !any o# the people 'ith this li#etrap 'ere spoiled as children> They 'ere not re4uired to sho' sel# control or to accept the restrictions placed on other children> As adult< they still get very angry 'hen they do not get 'hat they 'ant>
MODULE 4: GROUP DYNAMICS "IDNAPPING PASTOR GREEN O+,-./4?-& To learn to improvise and to communicate in di##erent 'ays
F> A#ter gathering their evidence and investigating the suspects< the group must #ill out clue in#ormation #orm> D> The team that discovers 'ho did the -idnapping< in 'hat room< using 'hat 'eapon is the 'inner> CB838./-3 )8.F=30*612 "41685546= P82/03 G3--6 861 P0/-6/489 M0/4?-2 ;03
I62/3*./4062: 1> Set up helpers or leaders #or this game> Choose ten students to play the parts o# )rofessor )rune< Mrs% )heasant- $u//a- Colonel Musket- Miss Sno+- $en the Cook- Sha+n the Chauffeur- Miss S,ears- Mr% $ro+n- an 3ra'e the 3ar ner% 0> Arrange and divide the room into 1E sections to represent the 1E rooms #or each suspect to be> And 1E items that could be the possible 'eapon used #or the -idnapping> B> +ach suspect 'ill -no' o# t'o suspects that didn7t do the crime< -no' o# t'o 'eapons not used and t'o rooms that the crime did not ta-e place> 9> Predetermine 'ho did the crime< 'ith 'hat 'eapon and 'here the -idnapping too- place and do not give those clues to any o# the suspects to divulge> Allo'ing each suspect to -no' only a #e' clues 'ill re4uire all teams to visit each room> A> Set up teams o# 9 or less and all team members must stay together including standing in line #or room entry< no line holding> Teams can as- t'o 4uestions per visit to a room and the same room can be visited as o#ten as they 'ish but the team must e5it and 'ait in line be#ore entering again> ;> The team cannot as- a suspect i# they did the crime>
Professor Prune8 Pro#essor Prune 'as a distinguished +nglish pro#essor #or over BE years and attended Pastor Green7s church the 'hole time> One particular thing about Pastor Green7s preaching really bugged Pro#essor Prune< alliteration> +very sermon had to be alliterated and it continued to ma-e the Pro#essor mad> ,inally< he had had enough> Mrs. Pheasant8 !rs> Pheasant< an accomplished pianist and musician< had composed many pieces o# music> She composed one piece to be used #or special music in church< but be#ore she could have it published< Pastor Green stole it and put it under his name> She 'as very upset> !ubba8 /ubba is the mechanic used by Pastor Green #or a lot o# his cars and the church7s vehicles> /ubba thin-s Pastor Green has begun a conspiracy to rip him o##> %e did not li-e Pastor Green one bit> Colonel Musket8 Pastor Green constantly tal-ed about some sort o# army> %e called it the .ord7s army> The Colonel 'as tired o# hearing it> To ma-e matters 'orse< Pastor let it slip that that he had voted #or Al Gore in the Presidential primary> The Colonel< being a good army man< 'as outraged> Miss Snow8 !iss Sno' 'as in love 'ith one o# Pastor Green7s sons> /ut Pastor 'ould not let her near any o# them> She became #urious> $he Cook8 /en< the coo- loved to ma-e dinners #or the social activities o# the church> ,or a 'hile he had a good relationship 'ith Pastor Green> Then one day< Pastor Green made #un o# one o# the
meals that /en had coo-ed> %e 'as totally embarrassed> /en 'as also -no'n #or a violent temper> $he Chauffeur8 Sha'n< the chau##eur< is an avid gol# nut> %e has never really been too #ond o# Pastor Green> They both ended up in a gol# tournament together> Pastor Green beat Sha'n by one stro-e and received a set o# gol# clubs> Sha'n got a divot replacer> Sha'n 'as livid> Miss Spears8 !iss Spears came to the church nearly 1E years ago> She is rather an insecure 'oman and #eels 'hen Pastor Green preaches that his sermons are directed at her and nobody else> She is #ran-ly tired o# it and has complained to the deacons but to no avail> Mr. !rown8 !r> /ro'n o'ns a pi66a parlor in to'n and is a #aith#ul member o# Pastor Green7s church> %e has become sic- and tired o# the baseball diamond illustration that Pastor Green uses at least once a month> %e has complained about its use ?mostly because he never li-ed baseball to begin 'ith@ but Pastor still continues to use it> !r> /ro'n is used to his orders being carried out and is not happy at all> $he #ardener8 Grace< the Gardener< has been planting #lo'ers and beauti#ying the church #or over 0E years> Pastor Green not only has not sho'n appreciation at all #or her hard 'or-< but no' is insisting that she pay #or the #lo'ers 'ith her o'n money> She doesn7t -no' 'hat to do>
CLUE INFORMATION FORM F461 0*/ <B0 F60<2 <B8/ 861 <B8/ /B-: F60< S*25-./: YYYYY Pro#essor Prune YYYYY !rs> Pheasant YYYYY /ubba YYYYY Colonel !us-et YYYYY !iss Sno' YYYYY The CooYYYYY The Chau##eur YYYYY !iss Spears YYYYY !r> /ro'n YYYYY The Gardener W-8506: YYYYY CandlesticYYYYY 8ard SticYYYYY .etter Opener YYYYY (ope YYYYY Wrench YYYYY Kmbrella YYYYY Garden Tool YYYYY (olling Pen YYYYY Pi66a Cutter YYYYY Cane
R007: YYYYY (oom YYYYY (oom YYYYY (oom YYYYY (oom YYYYY (oom YYYYY (oom YYYYY (oom YYYYY (oom YYYYY (oom YYYYY (oom
YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY YYYYYYYYYY
MODULE !: DECISION MA"ING ROUND-THE-WORLD-TRIP O+,-./4?-2: To ac4uire the s-ill in ma-ing decisions through consensus= To be a'are o# behaviors that help and those that hinder in deciding by means o# consensus= To develop the attitudes o# being open to suggestions and o# #le5ibility I62/3*./4062: 1> The participants count o## #rom 1 to A or ;= those 'ho have the same number #orm a group> 0> +ach group sits in a circle> B> +ach group is given the JProblem Situation SheetG> 9> +ach group is given 1A minutes to do the tas-> PRO)LEM SITUATION 8ou and your groupmates are #riends 'ho share one tic-et in a contest> 8ou have 'on the grand pri6e a round the 'orld trip #or one person 'ith all e5penses paid> The pri6e cannot be encashed> Neither any o# you can a##ord to pay the share o# others< so that only one o# you can ta-e the tour> Decide 'hat to do 'ith the pri6e> 8ou have #i#teen ?1A@ minutes to come up 'ith a decision or else the pri6e 'ill be #or#eited>
MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE Gon6ales< $ivian A>& "alues #ntegration an )romotion( A Civi' *elfare Servi'e > .os /aZos< .aguna& Society To'ards (ein#orcing )nherent $iability #or +nrichment ?S):APHST()$+@< )nc> 1CCF !aria< Andre'>& JThe %ouse o# .i#eG& Mo ules on 3oo !anila< Philippines& The )nstitution /uilding Team< 0EE9> Citi.enshi, "alues > Citi.enshi,
San .uis< /el>& J,ather7s !ista-e No TimeG& Mo ules on 3oo "alues> !anila< Philippines& The )nstitution /uilding Team< 0EE9>
)I)LIOGRAPHY
)I)LIOGRAPHY
At-inson< At-inson< Smith and /em> #ntro u'tion to )sy'hology ?@th e ition &%arcourt /race 3ovanavich Publishers> /abor< +ddie (> The Human )erson( Not !eal /ut E1isting & C T + Publishing )ncorporated< 0EE1> /oeree< George C> )ersonality Theories& 1CDD> Warren< (ic-> The )ur,ose Driven Life & O!, .iterature )nc< 0EE0> Simons<3anet A> )r'in<Donald />= Drinnien< /everly A>& <n erstan ing& Ne'8or-< West Publishing Company< 1CDF> The Sear'h for
YYYYYYYYYYYYY& JThe T(KT% About .iesG& Mo ules on 3oo !anila< Philippines& The )nstitution /uilding Team< 0EE9>
Citi.enshi, "alues >
)nstitute #or Development +ducation Center #or (esearch and Communication& JTo +very !an %is DueG& Mo ules on 3oo Citi.enshi, "alues > !anila< Philippines& The )nstitution /uilding Team< 0EE9> Almonte< Andre' !aria& JS-ullsG& Mo ules on 3oo Citi.enshi, "alues > !anila< Philippines& The )nstitution /uilding Team> 0EE9> /eltran< /enigno P>& JA Chinese .egendG& Mo ules on 3oo !anila< Philippines& The )nstitution /uilding Team< 0EE9> Social Psychology %andout !iriam College ,oundation )nc> /S Social Wor- Community Organi6ation %andouts !iriam College ,oundation )nc> SW /oard +5am (evie' Class %andouts> Philippine School o# Social WorPhilippine Women7s Kniversity Citi.enshi, "alues >
Andres< Tomas 2uintin and Pilar Cora6on )lada Andres>& Making Fili,ino "alues *ork for :ou> !a-ati< Philippines& St> Paul Publications< 1CD;> Effe'tive Dis'i,line through Fili,ino "alues > !anila< Philippines& (e5 /oo- Store< )nc>< 1CC;> Andres< Tomas 2uintin>& JAnd the Pinoy !anager saidV R/ahala naU7G )hili,,ine "alues Digest> !anila< Philippines& $alues and Technologies !anagement Centre< 1CD;> :artagi< Grietje>& J)ntroduction to $alues>G !efle'tions on "alues> !anila< Philippines& (e5 /oo- Store< )nc>< 0EEE> Panopio< )sabel S>& So'iology( Fo'us on the )hili,,ines > 2ue6on City< Philippines& :+N )ncorporated< 1CC9> Covey< S>& Seven Ha/its of Highly Effe'tive )eo,le> !a5'ell< 3ohn C>& A? #n is,ensa/le Bualities of a Lea er> +spiritu< Socorro C> et>al>& So'iology in the )hili,,ine Setting Fifth E ition > 2ue6on City& S)/S Publishing %ouse< )nc> 1CCD>
Websites&
http&HH'''>dictionary>com http&HH'''>#aculty'eb>cortland>edu>andersmdH%K!ANHW%ATHhtml http&HH'''>humanpsch>eduHhumanisticYpsychologyHhtml http&HH'''>candleinthedar->com http&HH'''>ship>eduHmaslo'Hhtml http&HH'''>cls>binghamton>eduH/assSteid>html http&HH'''>she#>ac>u-H[i'pHpublications http&HH'''>opsltd>com http&HH'''>comultiversity>org>ph http&HH'''>content>calgary>ca http&HH'''>comultiversity>org>ph http&HH'''>eho'>comHho'Y09DAYplay charades>html

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MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MODULE 1 THE MAPA-CWTS

WB0 83- .0?-3-1 +: /B- NSTP L8<E

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

the ne5t semester=

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MODULE 2 THE HUMAN PERSON

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

INTELLECTUA L MORAL SPIRITUAL SOCIAL F8749: S0.4-/:

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

THE EIGHT STAGES OF DEVELOPMENT

?Ages 9 P3--S.B009 O A@ A=-

?Ages 0E Y0*6= O 09@A1*9/B001 ?Ages 10 O 1C@T--6 A=-

?Ages 0A O ;9@ A1*9/B001

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MODULE 3 THE FILIPINO VALUE SYSTEM

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

0> ,amily Oriented B> 3oy and %umor

9> ,le5ibility and Adaptability

A> %ard'or- and )ndustry

;> ,aith and (eligiosity F> Ability to Survive

OTHER WEA"NESSES OF THE FILIPINO CHARACTER

9> Passivity and .ac- o# )nitiative

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

F> .ac- o# Sel# Analysis and Sel# O (e#lection

MODULE 4 GROUP DYNAMICS

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

3A G0892 - reasons #or e5istence

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

The act o# leading=

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

C077*64.8/406 .86 +- 47530?-1 +: 1046= /B- ;0990<46=:

MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE STUDENTS MODULE

?Ages 0E Y06= O 09@A19/B001 ?Ages 10 O 1C@T--6 A=-