HUMAN PERSON AND SELF-AWARENESS 

PRE-DISCUSSION ACTIVITY

ACTIVITY 1
SELF-ESTEEM TEST

DIRECTION: Answer honestly the questions stated below.

Are you a happy and confident person with a positive attitude to life, or do you try too
hard and blame yourself when things go wrong? Find out where you stand on the self-
esteem scale with our quiz, complied by chartered psychologist Dr. Terry Kellard.

TRUE  FALSE  UNSURE 

1.I often wish I could change places and be
someone else. 
2.I find it very hard to talk in front of a group
of people. 
3.There are a lot of things about myself I’d
change if I could. 
4.I’m a lot of fun to be with. 
5.It takes me a long time to get used to
anything new. 
6.I’m popular with people of my age. 
7.People expect too much of me. 
8.I give in very easily. 
9.It is hard being me. 
10.
Many things in my life are all mixed up.
11.
Other people usually listen to my ideas
and follow them. 
 12.
I often think I’d lie to change my life
completely. 
13.
I often feel upset.
14.
I am not as good looking as most people. 
15.
If I have something to say, I usually say it. 
16.
My friends understand me. 
17.
Most people are popular than I am. 
18.
I usually feel as if something were pushing
me. 
19.
I often get discouraged at what I’m doing
20.
Things don’t usually bother me. 

OR THE INSTRUCTOR ONLY

ITEM T F U How Scoring is done:

1 021
2 021 Follow the score sheet provided.
Example:
3 021
4 201 For item number 1, if the student answers T, give zero point. If the student answers F, give
5 021 two points. If the student answers U, give 1 point.
6 201
7 021 For item number 4, if the student answers T, give two points. If the student answers F, give
zero point. If the student answers U, give 1 point.
8 021
9 021 Add all the points to get the rating. Refer to the range defined on the attached sheet.
10 0 2 1
11 2 0 1
12 0 2 1
13 0 2 1
14 0 2 1
15 2 0 1
16 2 0 1
17 0 2 1
18 0 2 1
19 0 2 1
20 2 0 1
SELF-ESTEEM TEST SCORES
35 – 40: Your self-esteem is strong, you appear very confident and secure. Have you
been honest with yourself? If you have, take care that you don‘t come across to others
as arrogant and opinionated.

29 – 34: You have a healthy outlook and positive regard for yourself which
communicates itself to others. You work well and appear to be confident without being
arrogant.

13 – 28: Your self-esteem is average. Things get you down sometimes but you bounce
back. You may tend to blame yourself too much, so talk to someone you trust and
share disappointments. You probably undervalue yourself.

05 – 12: You tend to blame yourself, try too hard to please others and find this difficult.
Your self-esteem is low. Perhaps you expect too much from yourself? Talk to someone
you respect about this.

00 – 04: You are giving yourself a hard time and blame yourself for everything. You
seem unhappy and are probably over-sensitive to criticism and a bit depressed. Talk
things over with someone you trust.
ACTIVITY 2
DIRECTION: Circle one word in each row that you feel describes you best.

A B C D
1 Restrained Forceful Careful Expressive
2 Pioneering Correct Exciting Satisfied
3 Willing Animated Bold Precise
4 Augmentative Doubting Indecisive Unpredictable
5 Respectful Outgoing Patient Daring
6 Persuasive Self-reliant Logical Gentle
7 Cautious Even-tempered Decisive Life of the Party
8 Popular Assertive Perfectionist Generous
9 Colourful Modest Easy-going Unyielding
1
Systematic Optimistic Persistent Accommodating
0
1
Relentless Humble Neighbourly Talkative
1
1
Friendly Observant Playful Strong-willed
2
1
Charming Adventurous Disciplined Deliberate
3
1
Restrained Steady Aggressive Attractive
4
1
Enthusiastic Analytical Sympathetic Determined
5
1
Commanding Impulsive Slow-paced Critical
6
1
Consisting Force of character Lively Laid-back
7
1
Influential Kind Independent Orderly
8
1 Idealistic Popular Pleasant Out-spoken
 9
2
Impatient Serious Procrastinator Emotional
0
2
Competitive Spontaneous Loyal Thoughtful
1
2
Self-sacrificing Considerate Convincing Courageous
2
2
Dependent Flighty Stoic Pushy
3
2
Tolerant Conventional Stimulating Directing
4

FOR THE INSTRUCTOR ONLY

How scoring is done:

Count the number of letters chosen and make a tally like the table below.

Example:

A 6 D – person

B 5 I – person

C 7 S – person

D 6 C – person
Determine which letter got the highest number, this is equivalent to type of person as indicated on the
third column of the table above. From the table above, it shows that the person is an S – person or
high S. It also shows that the client has a strong D and C personality. For this type of test, a person
can have a major and minor personality. As in the example:
Major is C
Minor is A and D

PERSONAL STYLE [DISC] INTERPRETATION

The High “D” Style – Dominance

STRENGTHS WEAKNESSES

∙ Get things done ∙ Insensitive towards others

∙ Takes charge ∙ Overlooks risks and cautions
∙ Persistent ∙ Takes on too much
∙ Accepts challenges ∙ Too demanding of others
∙ Makes quick decision ∙ Impatient
∙ Self-reliant ∙ Inflexible and unyielding
∙ Solves practical problems ∙ Inattentive to detail
∙ Works hard ∙ Resents restrictions

The High “I” Style – Influence

∙ Optimistic ∙ Lacks follow-through

∙ Verbally articulate ∙ Talks too much
∙ Personable ∙ Acts impulsively
∙ Entertaining ∙ Over commits
∙ Enthusiastic ∙ Misjudges capabilities
∙   Makes a good ∙ Overestimates results
impression
∙ Persuasive ∙ Jumps to conclusions
∙ Outgoing and friendly ∙ Verbally manipulative

The High “S” Style – Steadiness

∙ Supportive ∙ Resists quick change

∙ Loyal ∙ Overly tolerant
∙ Consistent ∙ Indecisive
∙ Reliable ∙ Indirect with others
∙ Agreeable ∙ Difficulty with deadlines
∙ Service-oriented ∙ Procrastinates
∙ Good listener ∙ Avoids conflicts
∙ Builds relationships ∙ Lacks initiative

The High “C” Style - Conscientiousness

∙ Orderly ∙ Overly cautious
∙ Self-disciplined ∙ Too rigid
∙ Thorough ∙ Lacks spontaneity
∙ Analytical ∙ Sensitive to criticism
∙ Competent ∙ Too detail-oriented
∙ Precise ∙ Fault-finding
∙ Diplomatic ∙ Suspicious
∙ Committed to quality ∙ Pessimistic

ACTIVITY 3 
DR. PHIL’S TEST 

DIRECTIONS: Answers are for who you are now...... not who you were in the past. Keep track of your letter
answers.

1. When do you feel at your best?

1. in the morning
2. during the afternoon and early  evening
c. late at night

2. You usually walk

a. fairly fast, with long steps
b. fairly fast, with little steps

c. less fast head up, looking the world in the  face

d. less fast, head down
e. very slowly

3. When talking to people, you...

a. stand with your arms folded
b. have your hands clasped

a. have one or both your hands on your hips or in pockets

b. touch or push the person to whom you are talking
c. play with your ear, touch your chin or smooth your hair
2. When relaxing, you sit with...
a. your knees bent with your legs neatly side by side
b. your legs crossed

c. your legs stretched out or straight

c. one leg curled under you

3. When something really amuses you, You react with...

a. a big appreciated laugh

b. a laugh, but not a loud one

b. a quiet chuckle

d. a sheepish smile

4. When you go to a party or social gathering, you...

a. make a loud entrance so everyone notices you
b. make a quiet entrance, looking around for someone you know

c. make the quietest entrance, trying to stay unnoticed

7. When you're working or concentrating very hard, and you're interrupted, you...
a. welcome the break
b. feel extremely irritated
b. vary between these two extremes

8. Which of the following colors do you like most?

a. red or orange

b. black
b. yellow or light blue

d. green

e. dark blue or purple

e. white

g. brown or gray

9. When you are in bed at night, in those last few moments before going to sleep, you lie...
a. stretched out on your back

b. stretched out face down on your stomach

b. on your side, slightly curled

d. with your head on one arm

d. with your head under the covers
 10. You often dream that you are...
a. falling
b. fighting or struggling
b. searching for something or somebody

d. flying or floating
d. you usually have dreamless sleep

FOR INSTRUCTOR ONLY

Points:

1 a 2b 4c
6
2 a 6b 4c d   e  
7 2 1
3 a 4b 2c d   e  
5 7 6
4 a 4b 6c d  
2 1
5 a 6b 4c d   e  
3 5 2
6 a 6b 4c
2
7 a 6b 2c
4
8 a 6b 7c d   e   f   2g   1
5 4 3
9 a 7b 6c d   e  
4 2 1
1 a 4b 2c d   e   f   1
0 3 5 6
Now add up the total number of points

INTERPRETATION:

OVER 60 POINTS
Others see you as someone they should "handle with care." You're seen as vain, self-centered and
one who is extremely domineering. Others may admire you, wishing they could be more like you, but
don't always trust you, hesitating to become too deeply involved with you.
51 TO 60 POINTS
Others see you as an exciting, highly volatile, rather impulsive personality; a natural leader, one who's
quick to make decisions, though not always the right ones. They see you as bold and
adventuresome, someone who will try anything once; someone who takes chances and enjoys an
adventure. They enjoy being in your company because of the excitement you radiate.
41 TO 50 POINTS
Others see you as fresh, lively, charming, amusing, practical and always interesting; someone who's
constantly in the center of attention, but sufficiently well-balanced not to let it go to their head. They
also see you as kind, considerate, and understanding; someone who'll always cheer them up and
help them out.
31 TO 40 POINTS
Others see you as sensible, cautious, careful and practical. They see you as clever, gifted, or
talented, but modest. Not a person who makes friends too quickly or easily, but someone who's
extremely loyal to friends you do make and who expect the same loyalty in return. Those who really
get to know you realize it takes a lot to shake your trust in your friends, but equally that it takes you a
long time to get over it if that trust is ever broken.
21 TO 30 POINTS
Your friends see you as painstaking and fussy. They see you as very cautious, extremely careful, a
slow and steady plodder. It would really surprise them if you ever did something impulsively or on the
spur of the moment, expecting you to examine everything carefully from every angle and then usually
decide against it. They think this reaction is caused partly by your careful nature.
UNDER 21 POINTS
People think you are shy, nervous, and indecisive, someone who needs looking after, who always
wants someone else to make the decisions and who doesn't want to get involved with anyone or
anything! They see you as a worrier who always sees problems that don't exist. Some people think
you're boring. Only those who know you well know that you aren't.
I. THE HUMAN PERSON: OVERVIEW

What is a human person? What is the nature of a human person? How does a person attain his
highest potential that can create a positive result towards society?

Even during ancient times, these questions had been consistently raised and evaluated. Brilliant
psychologists, philosophers, theologians, and even natural scientists had written and made in-depth
analyses on the topic of human nature using wide range of theories and observations.

It is essentially difficult to define man. This perspective aims to revisit and challenge, in all humility,
our perception of human nature; and the possibility of achieving a productive society through the
actualization of a person‘s highest potential.

 II. THE HUMAN PERSON: REVISITED

When we talk about the human person, it is obviously everything that pertains to man - physical,
spiritual, emotional and intellectual attributes. There are several definitions of a human person based
on different perspectives:

Aristotle and Boethius described man as a rational being. As rational being, a person is able to know,
reason out and apply what he knows.
Theologians describe a human person as a substance of physical and spiritual. Spiritual in nature
because man has a soul and is created by a Superior Being with a divine purpose. Physical in nature,
because a person is created with body and faculty that correspond to his relationship with society.

Dictionaries define a human person as a living, self-conscious animal or a thing.

III. WHO AM I?
To fully understand the meaning of a person, let us re-evaluate and understand the characteristics of
a person:

Characteristics of a Person
Eddie Babor discussed in his book ―The Human Person, Not Real But Existing‖ that the human
person have several characteristics, among which are the following:

1. Rational - Every person is a rational being. This is what distinguishes a person from all other
creatures in the world. As a rational being, a person is free to think and has the capacity to
reason. He can distinguish what is right and what is wrong because he has intellect.

2. Free - All human beings are born free. A person has the freedom to do or not to do a specific
action. However, every person must be responsible for his ownction. In other words, a person can do
whatever he pleases but not to the extent of doing harm to his co-creatures.

3.Unique - Every person is unique. Every person has his own identity such that no two persons are
the same. Generally speaking, human beings have the same characteristics and physical features
and but no two persons are the same because every person has its own perception, has different
sets of values and priorities in life.

4. Social being - Every person is intrinsically a social being. He cannot detach his ―being‖ from
others and all other creatures in the universe. Human nature is characterized by his togetherness and
relationship towards other creatures; be it a thing, object or his fellowman.

5. Sexual - All created living things are sexual in nature but the uniqueness of expression of a
person‘s sexuality makes it all different. The expression of a person‘s emotions, attitudes, feelings,
actions and thoughts in sexual activity best exemplifies his uniqueness from animals.

Considering the characteristics, and their definitions, given above, it can be deduced that a human
person is the ultimate expression of the Supreme Being that has the freedom, capacity and ability to
reason, reflect and relate to his co-existence.
IV. CORE AND RELATED VALUES

DIMENSION VALUES

PHYSICAL HEALTH
Physical Fitness, cleanliness, harmony with the material
universe, beauty and art
INTELLECTUAL TRUTH
AS SELF
Knowledge, creative and critical Thinking
MORAL LOVE
Integrity/honesty, self-worth/ self-esteem, personal
discipline
SPIRITUAL SPIRITUALITY
Faith in God
HUMAN
PERSON
SOCIAL SOCIAL RESPONSIBILITY
Family Mutual Love/ respect, fidelity, responsible parenthood,
concern for others/common good, freedom/equality,
Society
social justice/ respect for human rights, peace/ active
non-violence, popular participation
ECONOMIC ECONOMIC EFFICIENCY
IN Thrift/conservation of resources, work ethics, self –
COMMUNITY reliance, productivity, scientific and technological
knowledge, vocational efficiency, Entrepreneurship
POLITICAL NATIONALISM
Common identity, national unity, esteem of national
heroes, commitment, civic consciousness/ pride,
”Bayanihan”/ solidarity, loyalty to country
GLOBAL SOLIDARITY
International understanding and cooperation
** Source: Values Integration and Promotion: A Civic Welfare Service Core and Related Value
V. THE ESSENCE OF A PERSON
By understanding the character and the definition of a person, the next question would be “how are
we going to maximize these characteristics to be able to create a positive result?”

There are several guiding principles in realizing a person‘s competence and ability. The totality of the
person is best explored in the field of humanistic psychology. This study theorized that a person‘s
behavior and relationship with others is shaped by his inner feelings and self-image.

One of the foundations of humanistic psychology is Abraham Maslow and his theory on the hierarchy
of needs as illustrated below:

The hierarchy of needs has five levels, namely:

1. Physiological Level - these are biological needs such as food, water and clothing. They are
the strongest needs because when a person is deprived of these, the person will ultimately find
ways to fulfill its satisfaction.

2. Safety - when physiological needs are met, the person transcends in finding security and
protection from physical and emotional harm.
 3. Social and Belongingness - when the needs for physiological and safety had been satisfied,
the desire for affection, belonging, friendship can become active. Maslow states that people
seek to overcome feeling of loneliness and alienation.
 
1. Esteem - there are two esteem needs: The self-esteem that include achievement, mastery,
confidence and the esteem the person gets from others. These include recognition, respect,
attention etc. When these needs are satisfied, the person feels self-confident and valuable as
a person in the world. However, when these needs are not met, the person may feel inferior, weak,
helpless and worthless.

2. Self-Actualization - it is the highest form of motivation. Maslow describes this need as

reaching the person‘s peak potential.

As discussed above, Maslow‘s theory pointed out that a person must satisfy first the other lower
needs before he can actually realize his self-worth and potential. Accordingly, when lower needs
are unmet, the person cannot fully devote himself to fulfilling his potentials (Boeree; 1988). He
theorized that self - actualization is the driving force of human personality. Thus, a person cannot
appreciate intellectual and aesthetic learning when the person is hungry and his safety is difficult to
obtain. “Artistic and scientific endeavors do not flourish in a society where people must struggle for
food, shelter and safety. The highest motive - self-actualization - can only be fulfilled after all other
needs are fulfilled” (Intro to Psych 10th ed by Atkinson, Smith, Bem, p. 525).

Following Maslow‘s theory, Carl Rogers (1902-1987) in his person-centered therapy theory, believed
that every person has within him an inherent desire towards a positive transformation and
development of his capacity. Furthermore, he came to believe that man is basically good and
inherently possesses a seed of goodness no matter how imprudent his actions are.

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

In accordance with the view of Roger‘s theory, the writer of this article personally believes that the
therapist being referred to should not be restricted to psychologists only, but must also be identified
with the person‘s environment and the people surrounding him. In other words, the role of our society
should be a “sounding board” of our reflections in life to be able for the individual to realize his
problem and create his own solutions for it. It is the individual who will eventually direct his own life
and not the people around him.
VI. THE EIGHT STAGES OF DEVELOPMENT 
STAGE CRISIS VIRTUE
Infancy Basic Trust VS. Mistrust Hope
(Birth)  Child is helpless dependent  Emerges as an enduring belief in
on adults. the attainability of fervent wishes
(trusting children are more future-
 Caring is the satisfying needs
oriented)
of the child.
 Children lacking enough trust
 If parents are rejecting and
cannot hope because they must
the satisfying needs of the worry constantly about whether
child is inconsistent, it their needs will be satisfied and
develops feelings of mistrust therefore are tied to the present.
EarlyChildhood Autonomy VS. Shame and Doubt Will 
(Ages1–3)  Child develops rapidly varied  Defined as the unbroken
skills. determination to exercise free
choice as well as self- restraint.
 Learns how to hold on and let
go – feces and urine.
 Child can willfully decide to do
something ort to do it.
 Effects of parental discipline
and control over the
development of child‘s own
self-control.
 From a sense of self-control
without loss of self-esteem
comes lasting sense of good
will and pride
 From a sense of self-control
comes a lasting propensity for
doubt and shame
Pre-School Age Initiative VS. Guilt Purpose
 Initiative – the general ability  The courage to envisage (predict
to initiate ideas and actions or visualize) and pursue goals by
(Ages4–5)
and to plan future events. defeat of infantile fantasies, by
guilt and by foiling fear of
 The child begins to explore
punishment.
what kind of person he can
become limits are tested to
find out what is permissible
and what is not.
 Guilt develops if parents
ridicule the child‘s self-
 initiated behaviors and
fantasies.
School Age Industry VS. Inferiority Competence
(Ages 6– 11)  Industry – the sense of  It is the free exercise of dexterity
enjoyment from work and and intelligence in the completion
from sustained attention. of tasks, unimpaired by infantile
inferiority.
 Child learns skills necessary
for economic survival the
technological skills that will
allow him to become
productive member of his
culture. 
 School is the place where
child is trained for future
employment 
 Inferiority causes the child to
lose confidence in his ability
to become contributing
member of society.  
 School is the place where
chculture.
Teen Age Identity VS. Role Confusion Fidelity
(Ages12–19)  Identity - means essentially  self-confidence and self-esteem
how a person sees necessary to freely associate with
themselves in relation to their people and ideas based on merit,
world. It's a sense of self or loyalty, social and interpersonal
individuality in the context of integrity, discretion, personal
life and what lies ahead. standards and dignity, pride and
personal identity, seeing useful
 Role Confusion - the negative
personal role(s) and purpose(s) in
perspective - an absence of life
identity - meaning that the
person cannot see clearly or
at all who they are and how
they can relate positively with
their environment.
 Young Intimacy VS. Isolation Love
Adulthood
 Intimacy – the ability to merge  defined  as the mutuality of
(Ages20–35) one‘s identity with that of devotion forever subduing the
another person. antagonism inherent in dividend
functions
 Isolation – the inability to
share one‘s identity with that  Development of a greater sense
of another person. of intimacy.

Middle Generativity VS. Stagnation Care

Adulthood
 Generativity – the impulse to  The widening concern for what
(Ages35–64) help members of the next has been generated by love,
generation. necessity; it overcomes the
ambivalence adhering to
 Stagnation – interpersonal
irresistible obligation.
impoverishment – the lack of
concern about the next
generation.
OldAge Ego Integrity VS. Despair Wisdom
(Ages65– death)  Edo Integrity – the satisfaction  The person has more ego integrity
with life and the lack of fear of than despair. 
death. 
 Defined as detached concern with
 Despair – the lack of life. 
satisfaction with life. 

The stages of development are patterned sequence encompassing appropriate physical, emotional
and cognitive tasks that the individual must muster in a struggle to adjust to the demands of the social
environment.
Each stage should be viewed as a psychosocial crisis or conflict – and whether the conflict of a
particular stage is successfully resolved or not, the individual is pushed by both biological maturation
and social demands into the next stage. The conflict in each stage involves bipolar tasks such as trust
vs. mistrust.
VII. IN A NUTSHELL

The definition and characteristics of a person, the presumptions of Carl Rogers, Abraham Maslow
and Erik Erikson that had been analyzed are simply guiding principles and motivations to better
understand ourselves and examine our potentials. As JFT Bugental pointed out, “man‘s life has
greater possibilities but not realized”. In other words, there are many opportunities await each person
and he is blind enough not to notice those opportunities.
As discussed previously, the person himself is the best qualified in changing and directing his life. He
has always been given an alternative whether to do or not to do an act but this action should be
accompanied by responsibility.

Being human, our dealings may not always be positive but that does not negate our value as a
person. Self-actualized persons allow their innate positive values to transform further and realize that
by understanding his self first is the best way that he can effectively relate to others.

Furthermore, every person must be guided by the understanding that he exists in this world achieving
his temporary assignments. Each person should start now by utilizing his gifts and talents in obtaining
his goals to positively transform and help others realize their worth as person themselves. He must
make use of it and fulfill the greatest challenge that the Supreme Being has bestowed upon him.

Module 2
HUMAN PERSON AND SELF-AWARENESS 

POST DISCUSSION ACTIVITY 

ACTIVITY 4 
PIG PERSONALITY TEST 

DIRECTION: In a sheet of paper, draw a picture of a pig.

Each angle of the drawing has its interpretation as follows:

If the pig is drawn towards:

 the top of the page = you are a positive & optimistic person 
 the middle of the page = you are a realist
 the bottom of the page = you are pessimistic & have a tendency to behave
negatively

If your pig is:

 facing left = you believe in tradition, are friendly & remember dates & birthdays
 facing forward = you are direct, enjoy playing the devils advocate & neither fear nor avoid
discussion
  facing right = you are innovative & active, but have neither a sense of family, nor remember
dates
 facing away = you‘re just weird!

If the pig is drawn with:

 many details = you are analytical, cautious & distrustful
 few details = you are emotional, naïve, care little for detail and take risks

If the pig is drawn with:

 four legs showing = you are secure, stubborn and stick to your ideals
 less than four legs showing = you are insecure or are living through a period of major change
 the larger the pig‘s ears you have drawn - the better listener you are.

ACTIVITY 6 
SEEING YOURSELF THROUGH OTHER’S EYES

DIRECTIONS:

1. The students are instructed to move the chairs around to form a circle, facing each other for their sitting
arrangement.

2. Each student is given one (1) piece of bond paper and a masking tape, and was asked to put the bond
paper using the masking tape at their back

3. They are asked to look at the characteristics written on the board.

Friendly Talkative,
Like fashion Maarte
Good adviser Don‘t dress well
Ms smiley Not serious
Kind Sarcastic
Polite Not good handwriting
Honest Glutton
Cheerful Bully
Good leader, Strict and unjust
patient
Maganda Mukhang Weirdo
 Mabait Mukhang Suplada o Suplado

4. They are asked to look at their classmates and view the personality of their classmates according to what
they think or see of the person.

5. Each student must describe the type of person by writing at least one (1) characteristic (the more the
merrier) that he/she thinks of the other person.

6. The students are instructed all together to stand up and go around and write on the bond paper taped at
the back of their classmates for at least ten (10) minutes (provide more time if needed).

7. After the allotted time, the students are instructed to read and reflect on what were written on their
individual bond paper.

1. The student one at a time read in front of his/her classmates all of the characteristics written on their
respective bond paper.

Module 3
FILIPINO CHARACTERISTICS 
PRE-DISCUSSION ACTIVITY

ACTIVITY 7
CHARADES 

DIRECTIONS:

1. Prior the activity, prepare small scraps of paper. Write one prominent Filipino value in every piece and
fold it. Place the folded papers in a small container.

2. Divide the group into two teams. Decide on a time limit - between 3 and 5 minutes - for each round.

3. Through a coin toss, decide on to which group will have the first turn to guess.

4. One representative from the losing team must then pick and read to himself one Filipino value from the
container.
 5. Within the agreed time limit, the representative may act and describe the Filipino value written on the
small piece of paper. Within the given time limit also, the other team must guess the value being acted-
out/described.

1. Each team will take turns in picking and guessing a Filipino value. One point shall be given to the team
having a correct answer. The team with the most points wins

Module 3
FILIPINO CHARACTERISTICS 
DISCUSSION 
THE FILIPINO VALUE SYSTEM

What are values?

Before delving into the discussion of values – Filipino values, in particular – it is worth analyzing the
word itself. The word ―value has its root in the Latin word ―valere which means to be strong and
vigorous. This proceeds from the premise that a human person has to have strength or valor in every
endeavor. It is the basis on which his strength in facing the challenges of life should be directed.

Dr. Tomas Q. D. Andres (1986) would define values as ―things, persons, ideas or goals which are
important to life; anything which enables life to be understood, evaluated, and directed

On the other hand, Edgar Sheffield Brightman defines value as ―whatever is liked, prized, esteemed,
desired approved, or enjoyed by anyone at any time. It is the actual experience of enjoying a desired
object or activity. Hence, value is an existing realization of desire.

Collectively, the values of a society would be the standards or principles for which an act is judged to
be what is right or wrong, correct or incorrect. As such, it is the goal set for every member of the
community to attain what is desirable. In other words, values in a society give meaning and direction
to every individual‘s life and influence his human behavior.

Based on these definitions, we can say that values are those which are considered by the society as
desirable and important and have attained the status as moral impetus behind every action of each
member geared towards the desired end or goal.

What are Filipino Values?

Significantly, Filipino values would be the standards or principles set forth by the Filipino society as
basis for what is right or wrong, the principles on which every member of the Filipino society should
persevere to attain in order to reach the ultimate realization of his life, regarding his person and in
relation to his family and society in general.
 
Significance of Studying Filipino Values

Several studies have been made on Filipino Values. They have always been interested in examining
Filipino values because it influences a Filipino‘s behavior in particular, and shaping the

Philippine Society in general. How Filipinos1 feel and motivated to do a specific task is directed and
evaluated by his set of values. In order to understand the Filipino culture and the development of the
Filipino individual, one has to understand the underlying values on which every Filipino acts. Thus, a
study on the Filipino values would provide us a deeper understanding of the Filipino culture.

The shaping of the Philippine society into a successful and progressive nation would depend on
understanding and appreciating the positive side of Filipino values and how they are applied to attain
such goal. Thus, it is imperative that a full understanding and appreciation of the positive side of our
very own principles be made and used for our personal and national success.

The purpose of this chapter, therefore, is to help us understand our Filipino values to enable us to put
the positive side of Filipino values in use and to disregard the negative ones. Thus, in the end,
through the development and use of positive Filipino values, we may bring out the best in the Filipino
society in general and the individual in particular
Understanding Filipino Values and Culture

The Filipino society is composed of a mixture of different races and cultures, many of which
influenced the lifestyle and values being practiced in the Philippine community. Among those who
influenced the Filipino culture and values are our ancestors – the Malays and Indons, our colonists –
the Spaniards and the Americans, and nationals of other countries who have dealt with the Philippine
society through trade – the Chinese and the Indians. The resulting blend of this mixture of influences,
which are sometimes conflicting, is uniquely Filipino in character.

Most of the prominent Filipino values are the result of a blend of the rich Christian values of Europe,
the pragmatic and democratic values of America, and the spiritual values of Asia.
 
The basic social unit in the Philippine society is the family. It is here where values and principles are
nurtured and imbibed in each and every member of the family. The tradition of close family ties has
long been practiced and considered as the foundation of the Philippine society. So much is the effect
of this tradition that the members of the constitutional commission of the 1987 Philippine Constitution
deemed it proper to include it as a State Policy and a chapter of the fundamental law of the land.
Thus, Article XV, Section 1 of the said constitution provides that ―The State recognizes the Filipino
family as the foundation of the nation.‖

It is in the family that the Filipino individual is introduced to the concept of structure and hierarchy of
power. He is always reminded to submit to the authoritarian familial set-up, where roles are
prescribed especially for younger members of the family. The Filipino family is structured in a way
that autocratic leadership rests on the elder members, where the young submit themselves to the
decision of family elders. He is indoctrinated of the tradition of primacy of the extended family over
that of the individual and that the only source of emotional, economic, and moral support is the family.

The Filipino individual identifies himself with his family. Right from childhood he is made to believe
that he belongs to the family. The Filipino individual is always encouraged to get advice from his
parents and submit to his parents’ direction, counsel and advice. He is admonished to be good
because any disgrace that he commits is a disgrace to the family. In times of misfortune, he is
assured of his family‘s support, sympathy and love.
Thus, Filipino society, in contrast with Western societies, prefers a rather "structured" way of life, and
not where he can be assertive of his own individuality.

However, modern era is catching up with the Filipino society. Changes must occur if the Filipino
society is to survive in a changing world. The Filipino society will have to keep up with the changes
brought about by modernization. The society must prepare itself for a serious reevaluation of its
values. In most instances, it will have to break away from its past and adjust itself towards the future
FILIPINO CHARACTERISTICS

The characteristic that makes a Filipino vary from different society is his uniquely blended culture and
values from different influences. Filipino values, for reason of several influences that shaped its
identity, are bipolar like a coin that has two sides. They may either be positive or negative in polarity.
Let us take for example the value of utang na loob, or debt of gratitude. The value of utang na loob,
the altruistic drawing of interior goodness of a person by returning a debt of gratitude, is by itself
positive. However, when one is coerced to honor a debt of gratitude and return the favor, then it
becomes negative.

Due to this ambivalence of Filipino values, they have the potential of being used for good or evil. They
may either help or hinder personal and national development, depending on how they are understood
or practiced or lived.

In order to shape the Filipino society into a successful and progressive nation, there is a need to
reevaluate the different values that influence every Filipino individual‘s action to a set of
circumstances. We need to identify the positive side of every Filipino value and develop them in order
to yield a more successful and developed society.

Let us then try to discuss some of the values in the Filipino society and re-evaluate them to develop a
more positive value for the Filipino individual.

Utang na Loob

There is no specific translation that can approximate the meaning of this Filipino value of utang na
loob. Debt of gratitude is a lean excuse of a translation because it does not even approximate the
fertile concept of the Filipino loob.

Utang na loob is a situation where an individual is required to return a favor or service received.
However, the return of such service or favor cannot be translated into monetary equivalent, and may
reciprocated in a month of service or even a lifetime.
 
For example, a congressman proudly ‗gives‘ a town a new chapel, a bridge, or a waiting shed (no
matter whether the money came from his pocket or from the government), this makes the people
indebted to him. And when elections come, he recites the litany of his projects and people ―ought‖ to
repay these through their votes. Not to repay this form of debt means that those who were benefited
are walang utang na loob. After having been elected, the people would approach this congressman
for return of the favor by seeking employment for them. Thus, this would end into a vicious cycle,
where the person na pinagkakautangan ng loob becomes the giver and the giver becomes the person
na may utang na loob.

However, utang na loob may be interpreted in a positive outlook. If it is used with the concept of
justice, truth and human dignity, it would reflect the beautiful aspect of the Filipino character. Thus,
this altruistic feeling must voluntarily come from within the person himself, kusang loob; and should
not be demanded by coercing the person who has utang na loob, so as blind his sense of judgment.
Furthermore, this value should be used discriminately. The pagtatanaw ng utang na loob should
emerge from within the self of an individual with sense of justice so as to repay the person for the
favor or services rendered.

We should always remember that in demanding for the return of indebtedness, the golden rule ―Do
unto other as you would want them to do unto you.‖ By demanding the return of the favor, would you
wish to become indebted in return? And when indebted, would you want that person to act the same
way when they are demanding the return of the favor?

Bahala na

Filipinos, by nature, are a religious group of people. They firmly believe in the supernatural and in all
kinds of spirit dwelling in individual persons, places or things. They believe in a Supreme Being who
will take care of things for them. The Filipino is very religious who has a saint to pray to each day of
the week.
 
The term bahala na comes from the words Bathala na. It reflects the Filipino‘s dependence on the
supernatural being and on fate. This tends to move toward the commonly conceived procrastination
character of the Filipino.

OTHER STRENGTHS OF THE FILIPINO CHARACTER

Strengths of Filipino Results

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

Weaknesses of the Filipino Results

Character
1. Extreme Personalism  Leads to graft and corruption 
2. Extreme Family Lack of concern for the common good and act as the block to
Centeredness  national consciousness. 
3. Lack of Discipline  Inefficient and wasteful work systems, violation of rules leading to
more serious transgressions and a casual work ethics leading to
carelessness and lack of follow-through 
Easily resigned to one’s fate and thus easily oppressed and
4. Passive and Lack of
exploited. 
Initiative  
5. Colonia Mentality  Basic feeling of national inferiority that makes it difficult for them to
relate as equal as to Westerners. 
6. Kanya-kanya Dampening of cooperative and community spirit and in the trampling
syndrome  upon of the rights of others. 
7. Lack of Self-analysis Emphasis on form more than substance 
and Self-reflection 

Module 4
FILIPINO CITIZENSHIP VALUES 
PRE DISCUSSION ACTIVITY 

ACTIVITY 8 
DRAWING TOGETHER 

DIRECTIONS:

1. The participants are divided into small groups of five members. Each member is given a number from
one to five.
 2. Each group is asked to make a collective drawing with a marker on sheet of newsprint paper. They are,
however, not allowed to speak and each member is given only one minute for his/her part of the
drawing.

3. The facilitator gives the start signal for the ones. After one minute, s/he signals the number twos to take
over and so on until all the members of each group have contributed to the drawing. The results of the
various groups are compared and members should explain what they tried to draw.

Module 4
FILIPINO CITIZENSHIP VALUES 
DISCUSSION  
The given set of values is inherently within each Filipino. This part of the module aspires to awaken
these values amongst us and hopefully, later on, inspire us to practice it in our everyday lives. These
values, if carried out with one‘s heart can serve as a vehicle and reinforcement towards our goal of
realizing social change and progress.

For us to have a better view on the said topic, short stories and activities, conveying and promoting
the said set of values were integrated in this module.

THE VALUE OF RESPECT FOR LIFE

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

The House of Life

By Andrew Maria (2004)

The crowd said to the Mystic, “We found a big and beautiful house called Life. Without giving any
thought to whom the House of Life might belong, we rushed inside it. Yet to our dismay, the House of
Life was empty and there was nothing in it. Life is empty, Life has no meaning.”

The Mystic went to the House of Life to see if it really was empty. He knocked on the door before
entering and someone from within opened it. He stayed inside the house for quite some time while
the crowd waited outside. It was already evening when the Mystic went out.

“Is the House of Life empty as we told you?” the crowd questioned him.

The Mystic answered the crowd, “the House of Life is not empty. When I was inside, I saw the most
beautiful rooms with golden chairs, silver tables, and jeweled walls. Above all these, I dined and
conversed with the Master of Life himself.”

“How can that be? The crowd insisted. “When we were inside the House of Life, it was empty, yet
now you tell us that it is not.”
 
The Mystic rebuked the crowd, “You found the House of Life empty because you did not knock before
you entered it. You rushed into life even without knocking, as if the house belonged to you. The
Master of Life, seeing that you lacked respect for life and reverence for it, took away its beauty
because you would not know how to use it. You are proud and vain as if you are the master of your
own life. For this reason, the Master of Life gave you the House of Life to look at but not to live in. If
only you had knocked before you entered, then you would have seen the beauty I saw and conversed
with the Master of Life himself.”

“Tell us please,” the crowd begged the mystic, “what does it mean to knock on the Door of Life?”

The Mystic solemnly spoke, “to knock on the door of Life is to be humble enough to accept that the
house does not belong to you but to the Master. “To knock on the door of life is to seek the Master of
the House and not the treasure in the House. To knock on the Door of Life is to wait with patience for
the Master to open it from within and not to force it from the outside. To knock on the Door of Life is to
follow the statutes and commandments of the Master of Life.”

“To knock on the Door of Life is to pray to the Master of Life that you may love him since he not only
owns the house but your very selves as well.”

They left the Mystic after they heard this. The crowd returned to the House of Life and they knocked
before entering. The Master of the House of Life opened it from within. Once inside, the crowd saw
the beautiful things the Mystic had seen. But most of all, they were able to dine and converse with the
Master of Life himself.

Life, after all, is not empty.

 

THE VALUE OF CONCERN FOR THE FAMILY AND THE FUTURE GENERATIONS
“We can get so involved in what we are doing that we forget why we are doing it. We are so involved
in living that we forget the purpose of living. We get so involved in pursuing the things money can buy
that we forget about the things that money can‘t buy.”

Father’s Mistake - No Time

By Bel San Luis (2004)

One night, a father came to a parent-teacher conference in a city high school. During a talk with one
of his son‘s teachers, the father broke down and began to cry.

After he regained his composure, the father apologized, saying, “My son no longer lives with me. But I
still love him and I want to know how he‘s doing in school.”

The father then told the teacher how his wife and four children had left him that afternoon.

He was a building contractor and sometimes worked sixteen hours a day. Naturally, he saw little of
his family, and then slowly grew farther and farther apart.

Then the father said something sad. He said: “I wanted to buy my wife and kids all the things I had
dreamed of giving them. But in the process, I got so involved in working that I forgot about what they
needed most: a father who was around at nights to give them love and support”
THE VALUE OF TRUTH
The Truth about Lies (2004)

Lies are said in the place of truth…

Why not prefer to tell the truth than settle for a lie?

There are no half-truths or white lies…

It‘s either you say the truth or tell a lie!

A million lies cannot make up a single truth…

You can never transform a lie into truth.

It’s easier to tell the truth than tell a lie…

With the truth, you merely have to state the facts:
With lies, you‘d have to cook up a thousand alibis.

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

When you begin to believe in them as being the truth.

In the end, we find but a single truth about lies:

That there is No Truth and No Good in Lies.
 

THE VALUE OF JUSTICE

Justice is giving every man his due.

To Every Man His Due

Institute for Development Education Center for Research and Communication (2004)

There was once a poor farmer who would come to town everyday in order to supply a baker with
homemade bibingka. In exchange for five pounds of bibingka, the baker would give the farmer five
pounds of bread for his family.

One day, the baker decided to weigh the bibingka. He discovered that the bibingka was one pound
short. This made the baker very angry, and he accused the farmer of having cheated him.
But the farmer very calmly declared, “You see sir, I am very poor and have no weights at home. So I
take the five pounds of bread you give me and use it as a standard. In this way, I can be sure of
giving you an equal amount of bibingka.”

THE VALUE OF EQUALITY

Each man may differ in worldly stature, but each one bears the same amount of dignity as another
and all share one common destiny.

Skulls
By Andrew Maria Almonte (2004)

One day, a group of skulls in the cemetery had a conversation.

“Hey,” said a skull to another, “who were you when you were alive?” 
“I was a king,” answered the skull with an air of pride.
“Yes, I was once his slave,” replied another skull. “He was a tyrant, a ruthless, merciless king!”

“How dare you speak about me like that!” countered the king-skull. “I am your king, remember?”

“Shut-up!” shouted the slave-skull. “You are no longer my king nor am I your slave anymore! We are
the same now-rotten skulls!”
 

THE VALUE OF PROMOTION OF THE COMMON GOOD

The real heroes among us are those who live their lives daily in genuine concern for the welfare of
the others.

A Chinese Legend
By Benigno P. Beltran (2004)

Once upon a time, in the western Kingdom, lay a beautiful garden. And there, in the cool of the day
was the Master of the garden want to walk. Of all the denizens of the garden, the most beloved was a
gracious and noble bamboo. Year after year, Bamboo grew yet more noble and gracious, conscious
of his master‘s love and watchful delight, but modest and more gentle withal. And often, when the
wind revel to the garden, Bamboo could cast aside his grave stateliness, to dance and play right
merrily, tossing and swaying, leaping and bowing in joyous abandon, leading the Great Dance of the
Garden which most delighted the Master‘s heart.

One day, the Master himself drew near to contemplate his Bamboo with eyes of curious expectancy.
And Bamboo, in a passion of adoration, bowed his great head to the ground in loving greeting. The
Master spoke: “Bamboo, Bamboo, I would use thee.” Bamboo flung his head to the sky in utter
delight. The day of days had come, the day for which he had been made, the day for which he had
been growing hour by hour, this day in which he would find his completion and his destiny. His voice
came low: “Master, I am ready. Use me as thou wilt.”

“Bamboo”- the Master‘s voice was grave- “I would fain take thee and cut thee down!” A trembling of
great horror shook Bamboo.

“Cut… me… down! Me… who, Master, has made the most beautiful in thy entire garden…to cut me
down! Ah, not that, not that. Use me for thy joy, O Master, but cut me not down.”

“Beloved Bamboo” – the Master‘s voice grew graver still – “If I cut thee not down, I cannot use thee.”
The garden grew still. Wind held his breath. Bamboo slowly bent his proud and glorious head. There
came a whisper: “Master, if thou cannot use me if though cut me not down… then… do thy will and
cut.”
 
“Bamboo, beloved Bamboo, I would… cut thy leaves and branches from thee also.” Master, Master,
spare me. Cut me down and lay my beauty in the dust; but wouldst though take from me my leaves
and branches also?”

“Bamboo, alas, if I cut them not away, I cannot use thee.” The sun hid his face. A listening butterfly
glided fearfully away. And Bamboo shivered in terrible expectancy, whispering low: “Master, cut
away.”

“Bamboo, Bamboo, I would yet… cleave thee in twain and cut thine heart, for if I cut not so, I cannot
use thee.” Then Bamboo bowed to the ground. “Master, Master… then cut and cleave.” So the
Master of the garden took Bamboo and cut him down and hacked off his branches and stripped off
his leaves and cleaved him in twain and cut out his heart. And lifting him gently carried him to where
there was a spring of fresh, sparkling water in the midst of his dry field. Then putting one end of
broken bamboo in the spring, and the other end into the water channel in his field, the Master laid
down gently his beloved Bamboo. And the spring sang welcome and the clear, sparkling waters raced
joyously own the channel of Bamboo‘s torn body into the waiting fields. Then the rice was planted,
and the days went by, and the shoots grew and the harvest came.

In that day was Bamboo, once glorious in his stately beauty, yet more glorious in his brokenness and
humility. For in his beauty he was life abundant, but in his brokenness he became a channel of
abundant life to his Master‘s world
THE VALUE OF CONCERN FOR THE ENVIRONMENT

The Giving Tree

By Fr. Benigno P. Beltran (2004)

Once there was a tree… and she loved a little boy. Everyday, the boy would gather leaves, make
them into a crown and play king of the forest. The boy would also play hide and seek, climb her
branches and eat her mangoes. At the end of the day, when he is tired, the boy would sleep in her
shade. And the boy loved the tree… very much… and the tree was very happy.

But time went on… and the boy grew older. And the tree was often alone. One day the boy went to
the tree who said: “Come boy, come and climb up my trunk, swing from my branches, eat my
mangoes, play in the shade and be happy.” “I am too big to climb and play and I don‘t have money,”
said the boy. “If only I can have some money.” “I am sorry,” said the tree, “but I don‘t have money. Go
take my mangoes, boy, and sell them to the market. That way, you will have enough money and you
will be happy.” And so the boy gathered all her mangoes and carried them away. And the tree was
happy.

But the boy stayed away for a long time… then one day, the boy came back to the tree who shook
with joy and said: “Come boy and climb up my trunk, swing from my branches, eat my mangoes, play
in the shade and be happy.” “I am too busy to climb trees.” said the boy. “I want a house to keep me
warm.” “I want a wife and children so I need a house. Can you give me a house?” “I have no house,”
said the tree, “the forest is my house, but you may cut-off my branches and build a house. And so the
boy cut-off her branches and carried them away to build his house. And the tree was happy.

But the boy stayed away for a long time… then one day the boy came back and the tree was happy
that she could speak. “Come, boy,” she whispered, “come and play.” “I am too old to play.” said the
boy. “I want a boat that would take me away from her. Can you give me a boat?” “Cut down my trunk
and make a boat,” said the tree. “Then you can sail away. And the tree was happy… but not really.

And after a time, the boy came back again. “I am sorry boy,” said the tree. “But I have nothing left to
give you – my mangoes are gone.” “My teeth are too weak for mangoes,” said the boy. “My branches
are gone,” said the tree. “You cannot swing on them.” “I am too old to swing on branches,” said the
boy. “My trunk is gone,” said the tree. “You cannot climb.” “I am too tired to climb,” said the boy. “I am
sorry,” sighed the tree. “I wish I could give you something… but I have nothing left. I am just an old
stump. I am sorry.” “I don‘t need very much now.” said the boy, “Just a quiet place to sit and rest. I am
very tired.” “Well,” said the tree, straightening herself up as much as she could, “well, an old stump is
good for sitting and resting. Come, boy, sit down and rest.” And the boy did and the tree was happy.
 Module 4
FILIPINO CITIZENSHIP VALUES 
POST DISCUSSION ACTIVITY 

ACTIVITY 9
DRAW YOUR STORY 

DIRECTIONS:
1. Divide the class into seven (7) groups.
2. Through the fish bowl technique, let each group pick their story.
3. Ask the groups to draw a symbol which will represent their story.
4. Post all the drawings on the board.
5. Ask the groups to narrate their story to their classmates.
6. The group must answer the Processing Questions pertaining to their story.

THE HOUSE OF LIFE

 What were the reasons why the crowd saw an empty while the mystic saw many things inside it?
 What does it mean to knock on the door of life?
 Give examples on how you could show ―respect for life‖?

FATHER‘S MISTAKE – NO TIME

 Why did the father cry during the conference?
 What can you advice to the father?
 What do you think Filipinos prefer nowadays: to be rich but away from the family, or to be poor but with the
family?

THE VALUE OF TRUTH

 Ask the group to give examples of current situations in our country which could be related to 3 statements in “the
value of truth”.

TO EVERY MAN HIS DUE

 How was justice shown in the story?
 Give controversial issues in our country which involved injustice?
 Do you think Filipinos get the justice they deserve?

SKULLS
 Why the writer chose “skulls” as the characters of the story?
 Is there equality in our country today?
 Are Filipinos discriminated in other countries? How?

A CHINESE LEGEND
 Give an example of sacrifice which benefited our country? Have you ever sacrificed for the promotion of
common good? How?
 Give an example of a false “promotion of the common good.”

THE GIVING TREE

 What is the condition of our environment today?
 Give examples of on-going projects which aim to preserve our environment.
 If you were the tree, would you give everything that you have to the boy?
 Module 5
GROUPS 
PRE DISCUSSION ACTIVITY 

ACTIVITY 10
CHALKBOARD SENTENCES  

DIRECTIONS:

1. Each team member is responsible for adding one word to the sentence.

2. The players take turns; after they go to the board and write one word, they run back to give the next
player the marker, and then go to the end of the line. (The sentence must contain the same number of
words as there are members on the team.)

3. A player may not add a word between words that have already been written.

Module 5
GROUPS 
DISCUSSION 
DEFINITION

Group is defined as any number of persons who share a consciousness of membership and
interaction. A group is not a mere collection of individuals but an aggregate of personalities acting and
interacting with one another in the process of living. To be a member of a group, one must participate
in the common life and activities of the group.

TYPES OF GROUPS

1. Primary Group - described by Charles Cooley as those characterized by intimate face-to-face

association and cooperation. They are primary in several senses, but chiefly in that they are
fundamentally in forming the social nature and ideas of the individual. The result of intimate
association, psychologically, is a certain fusion of individualities in a common whole, so that
one‘s very self, for many purposes at least, is the common life and purpose of the group.
 Perhaps the simplest way of describing this wholeness is by saying that it is a “we”; it involves
the sort of sympathy and mutual identification for which

“we” is the natural expression. One lives in the feeling of the whole and finds the chief of his
will in that feeling.

2. Secondary Group - those which do not necessarily involve face-to-face association or

intimate and personal relations. The members are aware of these relationships and take
cognizance of them, but they do not feel that their lives are bound up in them except in time of
social crisis. The members may be separated from one another by distance or by lack of
personal physical contact. Their contact may be through correspondences, the press, the
radio, the telephone or other means.
 
CHARACTERISTICS OF GROUPS

1. Interaction - patterns of mutual influence (physical, verbal, non-verbal, emotional)

2. Structure - stable patterns of relationships
 Roles - behavior expected of members in a given position 
 Norms - rules that identify and describe appropriate behaviors
 Inter-member relations - how they relate (authority, communication)
3. Goals - reasons for existence
3. Perceived Groupness - extend to which members see themselves as one (common fate,
similarity, proximity)
3. Dynamic Interdependency - extend to which members are active, energized, vibrant and
changing
3. Motivation - personal needs / gain being satisfied

Module 5
GROUPS 
POST DISCUSSION ACTIVITY 

ACTIVITY 11
PUZZLED!!

MATERIALS NEEDED:
1. Printed phrase about teamwork:
a. “Many Hands Make Light Work” – red cartolina
b. “There Is No I In Teamwork” – white cartolina
c. “Teamwork Divides The Task And Doubles The Success” – blue cartolina
d. “Together, Everyone Achieves More” – pink cartolina
e. “A Job Worth Doing Is Worth Doing Together” – yellow cartolina
2. Double adhesive tape
2. Brown envelopes

DIRECTIONS:
1. Students are distributed into 5 groups
 2. Each group is given one envelope where 5 sets of phrases were placed (each phrase were pasted on a
specific colored cartolina)
3. They are given 15 minutes to figure out the phrases; however, they should also be aware that they have
to make sure that the words they choose will be of the same color)
4. After they have figured out the phrases, they will go to the board to attach it.
5. The fastest team and the group that will get the 5 phrases and its colors correct, wins.

Module 6
LEADERSHIP 
DISCUSSION 
THE LEADER

A Leader is:
 Someone who acts as a guide;
 A directing head;
 Someone who leads a body of troops;

Leadership is:
 The position of a leader;
 The quality displayed by a leader;
 The act of leading;

HOW TO BECOME A GOOD LEADER

We often say that some people are good leaders, while others are not. But what is really our basis for
judging one‘s capacity for being a good leader?

From a follower‘s perspective, good leadership can be attributed on several qualities that a person
must have. These qualities make people comply and passionately follow a leader.

THE 21 INDISPENSABLE QUALITIES OF A LEADER

John C. Maxwell‘s book entitled “21 Indispensable Qualities of a Leader” defines essential traits of a
leader. This book will help people recognize, develop, and refine the personal characteristics needed
to be a truly effective leader, the kind of leader people want to follow. The following qualities of a
leader taken from his book are as follows:

Leader Qualities # 1: [CHARACTER]

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

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

 Character is more than talk;

 Talent is a gift, but character is a choice; Character brings lasting success with people;
 Leaders cannot rise above the limitations of their character;

Character can be improved by doing the following:

Search for the cracks. Reflect on the major decisions that you had done in your life as far as you
can remember in terms of letting people down or giving compromises.

Look for patterns. From the reflections that you have done, are there particular instances that kept
emerging? These patterns will help you diagnose issues of character.

Face the music. It is when you apologize and accept your mistakes that character repairs begin.

Rebuild. You have been brave enough to face your past actions but more courage is needed to face
the future. Let your past actions serve as your guide so as not to commit the same mistakes in the
future.

Leader Qualities # 2: [CHARISMA]

The first impression can seal the deal.

CHARISMA:
 Special spiritual gift bestowed temporarily by the holy spirit on a group or an individual for the
general good of the church
 An extraordinary power in a person, group, cause, etc. which takes hold of popular
imagination, wins popular support

To make yourself the kind of person who attracts others, you need to personify these
pointers:

 Love Life;
 Put a “10” on every person‘s head;
 Give people hope;
 Share yourself;

Charisma can be improved by doing the following:

Change your focus. Always check if your focus during conversation is towards yourself. Learn how
to balance. Recognize the persons who made contributions on the success of a project.

Play the first impressions game. When you meet a person for the first time, focus on him.
Remember his name and interests, and give positive comments. Try your best to give a very good
impression.

Share yourself. Share your resources to others. Resources come in different ways. Share what you
have: talents, skills and valuable services aside from material things. These are highly appreciated

Leader Qualities # 3: [COMMITMENT] 

It separates “doers” from “dreamers”.

COMMITMENT:
 Something which engages one to do something, a continuing obligation especially financial

 The act of committing, the state of intellectual and emotional adherence to some political,
social, religious theory or action especially the conscious linking of works of literature and art
with such theory of action.

True nature of commitment:

 Commitment starts in the heart;

 Commitment is tested by action;
 Commitment opens the door to achievement;

Commitment can be improved by doing the following:

Measure it. Commitments can be measured through the following: how much time you devote at
work, family, in service, in health and recreation activities, and how much you spend on living
expenses, entertainment, personal development, and giving. Compare how much you devote and
spend on these things. Is it justifiable?

Know what’s worth dying for. Answer the question. Write what‘s in your thoughts. Match if your
actions are parallel with your ideas.

Leader Qualities # 4: [COMMUNICATION] 

Without it you travel alone.

COMMUNICATION:

 The act of communicating

 Something communicated
 A means of sending a message, orders, etc.
You can be more effective as a communicator if you follow four basic truths:

 Simplify your message;

 See the person;
 Show the truth;
 Seek a response;

Communication can be improved by doing the following:

Be clear as a bell. Whether in oral or written communication, being brief and concise and direct
simplifies and clarifies thoughts. Simplicity and clarity must be noted to achieve good communication.

Refocus your attention. Different instances require different topics. Don‘t make yourself arrogant.
Know the needs and desires of your listener.

Live your message. Make sure that you had been understood. Ask questions for clarity. Accept
comments without defensiveness.

Leader Qualities # 5: [COMPETENCE]

If you build it, they will come.

COMPETENCE:
 The state of being competent

To cultivate competence, do the following:

 Show up everyday;
 Keep improving;
 Follow through with excellence;
 Accomplish more than expected;
 Inspire others

Competence can be improved by doing the following:

Get your head in the game. Devote yourself to your job. Be firm to give a proper amount of
attention.

Redefine the standard. When your performance is not consistently at high levels, evaluate yourself.
Define your standards. Make adjustments to fit standards of your job description.

Find three ways to improve. There‘s always room for improvement. Assess yourself and make
necessary changes.
Leader Qualities # 6: [COURAGE]
One person with courage is a majority.

COURAGE:
  The quality of the mind that enables the person to face difficulty, danger, etc. without fear.

Truths about courage:

 Courage begins with an inward battle;

 Courage is making things right, not just smoothing them over;
 Courage in a leader inspires commitment from followers; Your life expands in proportion to
your courage

Courage can be improved by doing the following:

Face the music. Be active. Try muscle-stretching activities.

Conquer your fears. Sky dive if you‘re afraid of heights.

Talk to that person. Avoiding confrontation does not solve differences. Have the courage to talk to
that person but do it with love.

Take a giant step. When everything seems to be monotonous, don‘t be afraid to make a career
move. There are more things out there to be enjoyed and to be discovered.

Leader Qualities # 7: [DISCERNMENT] 

Put an end to unsolved mysteries.

DISCERNMENT-“DISCERN”:
 To perceive by the sight or the intellect To distinguish mentally
 To maximize effectiveness of a leader, do the following:
 Discover the root issues;
 Enhance your problem solving;
 Evaluate your options for maximum impact;
 Multiply your opportunities

Discernment can be improved by doing the following:

Analyze past success. Remember the things you had done to succeed on your goals. Problems
arise on the process of achieving these goals. Solutions that made you succeed can be used again in
the future.

Learn how others think. We admire other personalities as leaders. Putting ourselves to think like
leaders who are wise will make us more discerning.

Listen to your gut. Your intuition affects your decisions. There are many instances that your intuition
is correct. Find a pattern of your intuitive ability. This pattern will give you imminent recourse that will
affect your decision.

Leader Qualities # 8: [FOCUS]

The sharper it is, the sharper you are.
FOCUS
A central point of attraction, attention or activity.

Guidelines to focus your time and energy:

 70% on strength;
 25% on new things;
 5% on areas of weakness

Focus can be improved by doing the following:

Shift to strengths. Identify your strengths and dedicate 70% of your time on it.

Staff your weaknesses. Identify your weaknesses and try to improve on them.

Create an edge. Since you had identified your strengths and weaknesses, you can proceed to the
next level. Think of the new tools that you need, to go to the next level.

Leader Qualities # 9: [GENEROSITY]

Your candle loses nothing when it lights another.

GENEROSITY-“GENEROUS”
 The quality of being generous.
 Giving freely.

The following will cultivate the quality of generosity in your life:

Be grateful for whatever you have. Contentment seems to be very ideal. A person cannot become
generous if he is not contented with what he has. There are things that we must be grateful for and be
contended with. Be generous in your own small ways.

Put people first. Giving becomes easier when generosity comes in. A leader is measured not in
terms of the number of people who serve him but rather, to the number of people he is serving.
 
Don’t allow the desire for possessions to control you. Let your heart be in charge within you, not
the material things that you possess. There would never be satisfaction if your material desires are
endless.

Regard money as a resource. Man has been a slave of money. The only way to win over money as
J. C. Maxwell states is to hold it loosely and be generous with it to accomplish things of value.

Develop the habit of giving. There is a time when all things come in abundance, and it is also a time
of redistributing it for those in need. For those who don‘t have material things to share, let this saying
be their guide: ―Richness, I have nothing, but I can help through loving, with my life worth giving.‖

Generosity can be improved by doing the following:

Give something away. There are things that are important to you that can be replaced. Try giving
this to people who will really benefit from it. As they say, giving it anonymously would be better.
Put your money to work. Use your money to improve other‘s lives. Money as resources can be put
into work to outlive your expectations for better people, community, and world.

Find someone to mentor. A time will come when you had reached the peak of your leadership. It
would be good if you have someone whom you would train to be a good leader like you.

Leader Qualities # 10: [INITIATIVE]

You won‘t leave home without it.

INITIATIVE:
 An introductory act or step, readiness and the ability in initiating action, one personal,
responsible decision

A leader possesses the following qualities to make things happen:

 They know what they want;
 They push themselves to act;
 They take more risks;
 They make more mistakes

“Only those who dare to fail greatly can ever achieve greatly” – Sen. Robert Kennedy

Initiative can be improved by doing the following:

Change your mind-set. Resistance comes from within. It is only when you had come out of your
shell that you begin to take the challenge outside.

Don’t wait for opportunity to knock. Opportunity does not knock at your door. You know that you
have the potential. Find opportunities. Show and share to the world what you‘ve got.

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

Leader Qualities # 11: [LISTENING] 

To connect with their hearts, use your ears.

LISTENING-“LISTEN”:
 To give attention for the purpose of hearing.

Keep your ears open to the following:

 Your mentors;
 Your followers;
 Your customers;
 Your competitors

Listening can be improved by doing the following:

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

Leader Qualities # 12: [PASSION]

Take this life and love it.

PASSION:
 Any compelling emotion, strong amorous feeling, strong sexual desire, strong fondness or
enthusiasm

Truths about passion:

 Passion is the first step to achievement;
 Passion increases your willpower;
 Passion changes you;
 Passion makes the impossible possible

Passion can be improved by doing the following:

Take your temperature. Assess the level of desire towards your work and your life. Passion makes
the difference on how you see life.

Return to your first love. You are more enthusiastic when doing other things. These are the things
that you had left behind because you have to attend to other obligations. Take advantage and do
these things again to relax and to energize your body.

Associate with people of passion. Your environment affects your being. Birds of the same feather
flock together. Having passionate people around gives booster to bring you back on track.

Leader Qualities # 13: [POSITIVE ATTITUDE] 

If you believe you can, you can.

To be more positive, think of the following:

 Your attitude is a choice;
 Your attitude determines your actions; Your people are a mirror of your attitude;
 Maintaining a good attitude is easier than regaining one;

Positive attitude can be improved by doing the following:

Feed yourself the right food. Books about positive attitude are available on book stands. Give
yourself time to read and reflect on it.

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

Leader Qualities # 14: [PROBLEM SOLVING] 

You can‘t let your problems be a problem.

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

 They anticipate problems;

 They accept the truth;
 They see the big picture;
 They handle one thing at a time;
 They don‘t give up a major goal when they‘re down

Problem solving can be improved by doing the following:

Look for trouble. Don‘t avoid problems. Encountering and solving a problem is an experience that
molds and strengthens us to deal with different situations and difficult circumstances.

Develop a method. TEACH method for problem solving according to J.C. Maxwell:

Time – spend time to discover the real issue.

Exposure – find out what others have done.
Assistance – have your team study all angles.
Creativity – brainstorm multiple solutions.
Hit it – implement the best solution.

Surround yourself with problem solvers. Be with persons who are good at problem-solving. They
will complement your weaknesses and teach you on how to deal with them.

Leader Qualities # 15: [RELATIONSHIPS] 

If you get along, they‘ll go along.

RELATIONSHIP:
The state or fact of being related.

To cultivate good relationships, it requires the following:

 Have a leader‘s head – understand people;
 Have a leader‘s heart – love people;
 Extend a leader‘s hand – help people

Relationships can be improved by doing the following:

Improve your mind. Be mature enough and widen your understanding. Allot some time to observe
and talk to people and try your best to understand them.

Strengthen your heart. Show them that you care. Show your feelings and act your way out.

Repair a hurting relationship. Rebuild, reconcile and reconnect relationships that had crumbled
even though it has happened several years ago. Learn to forgive and apologize. Try to be more
loving and understanding to people whom you had disagreement before.

Leader Qualities # 16: [RESPONSIBILITY]

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

RESPONSIBILITY-“RESPONSIBLE”:
 The state or fact of being responsible
 A person or thing for which one is responsible Involves duties or obligations
 Accountable, as for something within one‘s power

The one who embraces responsibility has the following characteristics:

 They get the job done;
 They are willing to go the extra mile;
 They are driven by excellence;
 They produce regardless of the situation

Responsibility can be improved by doing the following:

Keep hanging in there. When everything seems to crumble, stop for a while then think and find
ways to succeed. Be creative in finding ways to keep you on the right track.

Admit what’s not good enough. Failing depends on standards that must be met. Reset your
standards to a higher level. The standards that you have been following might not be as good as it
may seem as it was, compared to this time.

Find better tools. It seems that things are not falling on their right places even though your
standards are high, you have good attitude and you had been working hard consistently. Consider the
tools that you are using. It‘s time to update your materials and further develop your skills. Read
books.

Leader Qualities # 17: [SECURITY] 

Competence never compensates for insecurity.

SECURITY:
 Freedom from danger or risk
 Freedom from care, anxiety or doubt
 Something that protects and shelters

Common traits of insecure leaders:

 They don‘t provide security to others;
  They take more from people than they give;
 They continually limit their best people;
 They continually limit the organization

Security can be improved by doing the following:

Know yourself. Gather information about yourself from people you know. Let them assess you as a
person. Don‘t be defensive and reactive on their assessment. Reflect and make some necessary
improvements.

Give away the credit. Lift the morale of your team. Recognize their contributions. This will improve
the organization.

Get some help. Seek professional help if you cannot fight insecurities on your own. Be honest with
yourself.

Leader Qualities # 18: [SELF – DISCIPLINE]

The first person you lead is you.

Action points to follow:

 Develop and follow your priorities;
 Make a disciplined lifestyle your goal;
 Challenge your excuses;
 Remove rewards until the job is done;
 Stay focused on results

Self – Discipline can be improved by doing the following:

Sort out your priorities. Identify the areas in your life that are important to you. Develop a plan
where you can practice self – discipline so that you can improve those areas.

List the reasons. Make a list why self – discipline is important and beneficial to you. Let this be your
reminder to achieving your priorities.

Get rid of excuses. Dismiss all excuses that arise in order for you to achieve your goals. Always
think of the benefits that you will harvest and the consequences you might encounter when having a
lot of excuses.
 

Leader Qualities # 19: [SERVANTHOOD] 

To get ahead, put others first.

A true servant leader embodies the following:

 Puts others ahead of his own agenda;
 Possesses the confidence to serve;
 Initiates service to others;
 Is not position-conscious;
 Serves out of love
Servanthood can be improved by doing the following:

Perform small acts. Perform small acts of kindness to others. Show them that you care. Others
greatly appreciate small things beneficial to them.

Learn to walk slowly through the crowd. Try to connect as much as many people in the crowd.
Approach them and say hello. Be updated on what keeps them busy.

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

Leader Qualities # 20: [TEACHABILITY] 

To keep leading, keep learning.

Guidelines to help cultivate and maintain teachable attitude:

 Cure your destination disease;
 Overcome your success;
 Swear off shortcuts;
 Trade in your pride;
 Never pay the same price for the same mistake;

Teachability can be improved by doing the following:

Observe how you react to mistakes. Everybody commit mistakes. How do we react to our own
mistakes? Ask someone close to you on how you react when you commit mistakes. Do we ask
apology or are we defensive when we commit one? Accept your mistakes and learn from it.
 
Try something new. Always open your world for challenges. Try things that need mental, emotional
and physical activities.

Learn in your area of strength. There is always room for improvement. New things are being
discovered every now and then. Read books, update yourself and get a harder grip on your field.

Leader Qualities # 21: [VISION]

You can seize only what you can see.

VISION:
 The act or power of seeing
 A vivid imaginative conception

Things to be understood to handle vision:

 Vision starts within;
 Vision draws in your history;
 Vision meets other‘s needs;
 Vision helps you gather resources;

Vision can be improved by doing the following:

Measure yourself. Ask the opinions of people around you regarding your vision. If your vision is
coherent then you‘re living your life with your vision.

Write it down. Writing clarifies thinking. Put your vision into writing and evaluate it every now and
then. If your vision will make you achieve your best, then do everything possible to pursue it.

Do a gut check. Check your gut level by answering the following questions:
What makes you cry?
What makes you dream?
What gives you energy?

Your answer on the above questions has great impact on your gut level. Reflect and deal with it.
 

TRANSFORMATIONAL LEADERSHIP

Adopted from:
Olga Epitropaki ([email protected])
Institute of Work Psychology
University of Sheffield
Sheffield
S10 2TN
England

Transformational leadership is a form of leadership that occurs when leaders “broaden and elevate
the interests of their employees, when they generate awareness and acceptance of the purposes and
the mission of the group and when they stir their employees to look beyond their own self-interest for
the good of the group” (Bernard Bass 1990).

Transformational leaders have a clear collective vision and most importantly they manage to
communicate it effectively to all employees. By acting as role models, they inspire employees to put
the good of the whole organization above self-interest. They also stimulate employees to be more
innovative, and they themselves take personal risks and are not afraid to use unconventional (but
ethical) methods in order to achieve the collective vision.

This form of leadership goes beyond traditional forms of transactional leadership that emphasized
corrective action, mutual exchanges and rewards only when performance expectations were met.
Transactional leadership relied mainly on centralized control. Managers controlled most activities,
telling each person what, when and how to do each task. Transformational leaders, on the other
hand, trust their subordinates and leave them space to breathe and grow. In that respect,
transformational is a more developmental and constructive form of leadership for both individual
employees and the organization as a whole.
 

Why is transformational leadership important for organizational functioning?

Numerous studies have shown that transformational leadership:

 Significantly increases organizational performance;

 Is positively linked with long term market share and customer satisfaction
 Generates higher commitment to the organization from their employees;
 Increases employee trust in management and organizational citizenship behaviors (extra-role
work related behaviors such as conscientiousness, unselfishness and sportsmanship that are
unrestricted, not related to the formal reward system of the organization);
 Enhances employee satisfaction with both their job and the leader;
 Reduces employee stress and increases well-being

How do transformational leaders behave?

Transformational leaders:
 Articulate a compelling vision of the future;
 Use stories and symbols to communicate their vision and message;
 Specify the importance of having a strong sense of purpose and a collective mission;
 Talk optimistically and enthusiastically and express confidence that goals will be achieved;
 Engender the trust and respect of their followers by doing the right thing rather that doing
things right;
 Instill pride in employees for being associated with them;
 Talk about their most important values and beliefs;
 Consider the moral and ethical consequences of decisions;
 Seek different perspectives when solving problems;
 Get employees to challenge old assumptions and to think about problems in new ways;
 Spend time teaching and coaching;
 Consider each individual employee‘s different needs, abilities and aspirations;
 Are compassionate, appreciative and responsive to each employee and recognize and
celebrate each employee‘s achievements.

Four components of transformational leadership: 

(Bass, 1985, 1998, Bass & Aviolo, 1993)

1. Charisma - If the leadership is transformational, its charisma or idealized influence is

envisioning, confident, and sets high standards to be followed.

2. Inspirational motivation - If the leadership is transformational, its inspirational motivation

provides followers with challenges and meaning for engaging in shared goals and
undertakings.
 3. Intellectual stimulation - If the leadership is transformational, its intellectual stimulation helps
followers to question assumptions and to generate more creative solutions to problems.

4. Individualized consideration - If the leadership is transformational, its individualized

consideration treats each follower as an individual and provides coaching, mentoring and
growth opportunities

If such transformational leadership is authentic, it is characterized by high moral and ethical

standards in each of the above dimensions.
THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE
In Stephen Covey‘s Seven Habits of Highly Effective People, he wrote about ways in which people
can be productive. The seven habits of highly effective people are as follows:

Habit # 1: [BE PROACTIVE]

Proactive means “the ability to choose the response.” We have the ability to choose between right
and wrong. But it must be taken into account that we must be responsible enough for whatever
consequences our actions may lead to. Use your creativity and initiatives. You are the one in charge.

Habit # 2: [BEGIN WITH THE END IN MIND]

Where do we go from here? Know where you want to go. In making plans and decisions, see to it that
the time and efforts that will be spent and utilized conforms to what we want to achieve. Use your
ability to envision. This is where I want to go and these are the things that must be done to lead me to
that direction.

Habit # 3: [PUT FIRST THINGS FIRST] 

Practice self-management. Know your priorities.

Habit # 4: [THINK WIN-WIN]

This concerns mutual benefit. Putting both parties on favorable situation.

Habit # 5: [SEEK FIRST TO UNDERSTAND… THEN TO BE UNDERSTOOD]

As the saying goes, “The best way to understand is to listen.” The practice of empathy governs this
habit. It is about putting ourselves on the shoes of the other person. Based on the person‘s
explanation, we ought to evaluate, probe, advise and interpret as a way of responding to the person‘s
feelings.

Habit # 6: [SYNERGIZE]
The whole is greater than the sum of its parts. More tasks will be done if we utilize all the things that
we have. Even though your contribution is that small, if everybody will do their part, things will go on
smoothly.
 
Habit # 7: [SHARPEN THE SAW]
What we had learned a couple of years back will become outdated. Many things evolve and develop
so fast, that there is a need to update ourselves through various food-for-the brain resources.

Module 6
LEADERSHIP 
 POST DISCUSSION ACTIVITY 

ACTIVITY 12
PAPER HOUSE 

DIRECTIONS:

1. The groups are instructed to sit around on the floor with their group mates.
2. Each group is given 5 pieces of bond paper.
3. All the other group members cannot talk, only the group leader can talk but all he/she can say is ok and
not ok.
4. The group should accomplish the paper house as illustrated on the board. It will be a race who will
finished first. But they will only be given a maximum of 2 minutes to finish the activity.

Module 7
DECISION-MAKING 
INVOLVEMENT IN DECISIONS:
 1. The Plop - Here the group makes a decision by not making a decision. “Not to decide – is to
decide” Someone makes a suggestion, but it drops like a stone into a pond, and no one pays
any attention to it at all. If the person who made the suggestion really felt enthusiastic about it,
the fact that it was totally ignored could make that person withdraw or resist later suggestions.

2. The One-Person Decision - This is quickly made, but later when the decider depends on free
or voluntary support from others to implement it, he may find himself carrying it out alone.

Topic Jumping: One person can also prevent a group reaching a decision by introducing a new point
just as the group is ready to decide something. If the point is relevant it should be allowed, though it
should have been brought in earlier. If it is not relevant, it should be recognized as a distraction or any
attempt by one person to control the group, and should not be allowed to prevent the group from
making a decision.

3. The Handclasp - One person makes a suggestion. Another says, “What a marvelous idea!”
and without further discussion, the matter is decided. These decisions are more frequent than
one thinks, and other pass unnoticed at the time but resentment comes to the surface later.

4. The Clique - This decision is made by a small group who plan beforehand to get their way.
Because they are better organized than those who disagree, they are often successful on the
immediate issue but they bring a spirit of rivalry rather than cooperation into the group.

5. Minority - These decisions are as consciously organized as those of the clique, but a few
powerful personalities dominate the group, often unconsciously and then later they wonder
why the other is apathetic.

6. Majority Vote - In big groups this is often the most effective way to make a decision. However,
one may lose the interest or the loyalty of the minority who voted against a decision especially
if they feel their point of view was not heard.

7. Silent Consensus - Some groups aim at unanimous decisions. These are good, if genuine,
but they are rarely achieved completely on important issues. Unanimous agreement is
sometimes assumed, when some members have not felt free to disagree and have kept silent.

8. Consensus - This is an agreement, often involving compromise or the combination of various

possibilities, after all opinions have been heard. Disagreements and minority viewpoints are
discussed fully. It takes time and care to build a climate in which all feel free to express
themselves, but this method does built unity, cooperation and commitment. It does not mean
listening to people and then doing what we were going to do in the first place. It means
adapting to accommodate the concern of all. It may take longer to make a decision this way,
but it will often be carried out more quickly and whole-heartedly.

DIFFICULTIES IN DECISION - MAKING

 1. Fear of Consequences - The possible outcome of an impending decision may bring division
and disagreement.

2. Conflicting Loyalties - When one person is a member of a number of groups, this frequently
leads to divided loyalties about decisions.

3. Interpersonal Conflict - Personal differences occur which provokes feelings of affection or

dislike among members and which interfere with sound decision making. Often another
member who is not involved in the interpersonal conflict can bring the real problem into the
open.

4. Hidden Agenda - One person may try to get the group to make a certain decision, which he
wants for reasons which he will not share with the group.

5. Blundering Methods - A group may be so bound by rigid procedures that there is little chance
for a free expression of differences. Or a group may allow itself to substitute personal opinions
for adequate information. Or group may approach the decision making process without testing
for consensus.

6. Inadequate Leadership - A leader may hinder good decision making if he restricts the
expression of opinion or discussion on issues too soon. Leaders also may fail to provide
assistance in selecting appropriate methods for decision making or be insensitive to the factors
causing difficulty in the group.

7. Clash of Interest - Sometimes different groups or individuals within an organization do have

opposing interest.

CONFLICT RESOLUTION AND STYLES AND PROBLEM SOLVING

CONFLICT – a sharp disagreement or clash of ideas, interest, etc.

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

Module 7
DECISION-MAKING  
POST DISCUSSION ACTIVITY 

ACTIVITY 13
ROUND-THE-WORLD-TRIP  

DIRECTIONS:
1. The participants count off from 1 to 5 or 6; those who have the same number form a group.
2. Each group sits in a circle.
3. Each group is given the ―Problem Situation Sheet‖.
4. Each group is given 15 minutes to do the task.
 
PROBLEM SITUATION

You and your groupmates are friends who share one ticket in a contest. You have won the grand
prize- a round-the-world trip for one person with all expenses paid. The prize cannot be
encashed. Neither any of you can afford to pay the share of others, so that only one of you can
take the tour. Decide what to do with the prize. You have fifteen (15) minutes to come-up with
a decision or else the prize will be forfeited.

Module 8
HUMAN AND NATIONAL SECURITY 
HUMAN SECURITY AND NATIONAL SECURITY
Since time immemorial, man has an awareness and knowledge about security. In ancient era, man
has devised means to protect himself from ferocious animals and harsh conditions. As the society
advanced, they learned to create tools and weapons to safeguard their lives and their properties. In
our country, heroes were born because they strive to save our people from conquerors. Currently,
every country has its own way of defending and maintaining its human and national security.

In the 1994 United Nations Development Programme (UNDP)

Report, human security was referred to as having two aspects:

“…first safety from such chronic threats as hunger, disease and repression…second, it means protection from
sudden and hurtful disruptions in the patterns of daily life – whether in homes, in jobs, or in communities. Such
threats can exist at all levels of national income and development.”

This was supplemented by an explanation from the former UN Secretary-General Kofi Annan which
states that:

“Human security, in its broadest sense, embraces far more than the absence of violent conflict. It
encompasses human rights, good governance, access to education and health care and ensuring that each
individual has opportunities and choices to fulfill his or her potential… Every step in this direction is also a step
towards reducing poverty, achieving economic growth and preventing conflict. Freedom from want, freedom
from fear, and the freedom of future generations to inherit a healthy natural environment – these are the
interrelated building blocks of human – and therefore national – security.”

Thus, according to the United Nations (UN) Commission, Human Security:

• seeks to ―protect the vital core of all human lives in ways that enhance human freedoms and
human fulfillment‖

• requires ―protecting people from critical and pervasive threats‖ and "empowering them to
take charge of their own lives"
“protection and empowerment are mutually reinforcing and cannot succeed in isolation”

 Commission puts emphasis on the “need for comprehensive, integrated and people-
centered solutions that together can help people develop the building blocks of survival,
livelihood and dignity”

NATIONAL SECURITY 
The state or condition wherein the values which a nation treasures such as territorial integrity,
sovereignty, people‘s way of life and well-being are protected and enhanced. It is the requirement to
maintain the survival of the nation-state through the use of economic military and political power and
the exercise of diplomacy. The measures taken to ensure national security include:

• Using diplomacy to rally allies and isolate threats;  

• Maintaining effective armed forces;
• Implementing civil defense and emergency preparedness measures (including anti-terrorism
legislation);
• Ensuring the resilience and security of critical infrastructure; and
• Using intelligence services to detect and defeat or avoid threats and espionage, and to protect
classified information.
 
In the Philippine context as indicated by the NSC Permanent Secretariat, National Security is
described as a condition or state of being where the Filipino people‘s values, way of life, institutions,
welfare, and well-being, sovereignty and strategic relations are protected and enhanced. The
elements of National Security are the following:

• Moral-spiritual consensus
• Cultural cohesiveness
• Economic solidarity
• Socio-political stability
 • Ecological balance
• Territorial integrity
• International harmony

NATIONAL SECURITY AND THE NSTP PROGRAM

The 1987 Philippine Constitution enshrined in its Declaration of Principles that the Filipinos are duty-
bound to protect the country and, as such, they may be subjected to undergo service training
programs (Art. II, Sec. 14, The Philippine Constitution).

The Government may call upon the people to defend the state, and in fulfillment thereof, all citizens
may be required, under conditions provided by law, to render personal, military or civil service.

The NSTP is a program aimed at enhancing civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism while undergoing training in any of its three
(3) program components, specifically designed to enhance the youth's active contribution to the
general welfare.
MANPOWER RESERVOIR FOR NATIONAL SECURITY

1. Graduates of CWTS and LTS shall belong to the National Service Reserve Corps (NSRC)
which could be tapped by the State for literacy and civic welfare activities such assisting in
disaster preparedness, mitigation, response and rehabilitation programs.

2. Graduates of the ROTC component shall form part of the AFP Citizen Armed Forces and AFP
Reserve Force, subject to DND requirements.

THREATS TO NATIONAL SECURITY

A. Man Made Threats
a. Terrorism
b. Explosion/Bomb Threats

c. Campus Violence/Frat and Gang War

c. Kidnapping/Hostage Taking
c. Drug Addiction
c. Armed Robberies/Hold Ups
c. Snatching
c. Sabotage
c. Fire
c. Technological Threats such as gambling through number games, internet hold ups and
cybercrimes (computer hacking, computer pilferage, ATM stealing and cyber prostitution)

B. Natural Threats
a. Earthquakes
 b. Typhoons
c. Floods
d. Volcanic Eruptions
e. Tsunami

Module 9
DISASTER AWARENESS, PREPAREDNESS AND
MANAGEMENT 
DISASTER AWARENESS, PREPAREDNESS AND MANAGEMENT

The Philippines is located in the circumpacific belt of fire and typhoon. This being so, the country has
always been subjected to natural disaster and calamities anytime of the year. In whatever part of the
country, we have been experiencing yearly natural calamities – floods, typhoons, tornadoes,
earthquakes, drought, tsunamis and volcanic eruptions which have brought incessant miseries to our
people, loss of lives and properties.

In the mid-seventies and eighties, strong typhoons and torrential rains brought devastation to Manila
and large areas of central Luzon. The 1990 killer earthquake that hit several Luzon provinces as well
as Metro Manila and the effects of the 1991 Mt. Pinatubo eruption had put the National Disaster
Coordinating Council (NDCC) in the forefront.

To enhance the people‘s preparedness and ensure precision and spontaneity in responding to
emergencies or catastrophes, the NDCC, together with the concerned agencies conduct regular
mobilization exercises and drills at all levels with the participation of the private agencies concerned
and the non-government organization.

DEFINITION OF TERMS

Here are the terminologies often used in disaster response and rescue operations:

a. CALAMITY – refers to a situation that is associated with catastrophic events where a number
of persons are plunged with hardship and suffering that are caused by problems like shortage
of food, clothing, medical care and other basic necessities.
b. DISASTERS – are progressive or sudden events brought about by natural or human-induced
hazards that cause losses and sufferings the consequence of which results to people and
communities undertaking extra-ordinary measures to cope with their impacts.
c. DISASTER CONTROL – refers to the act of limiting the effect of disaster through the
introduction of measures designed to prepare the inhabitants before, during and after a
disaster.
d. DISASTER MANAGEMENT – the efficient and effective utilization of resources and the
application of measure that will mitigate the impact of unfortunate events and facilitate return to
normalcy and redevelopment.
e. FLOOD – a state or condition when water overflows from natural waterways caused by heavy
rainfall resulting in the water accumulation in low lying areas.
f. HAZARDS – are natural or man-induced phenomena or activities, the presence of which
poses a threat to people‘s lives, limbs, properties and socio-economic conditions.
 g. NATIONAL DISASTER COORDINATING COUNCIL – the highest government body
responsible in advising the President of the country on the status of disaster preparedness
program and disaster relief and rehabilitation effort at the national level.
h. POLLUTION – refers to any discharge of liquid, solid substance or gases into land, soil,
waters, atmosphere, air or space which will create or render such environmental elements and
atmospheric air harmful or detrimental or injurious to human beings, animals, plants and the
nature‘s environment and ecological balance.
i. RADIO ACTIVE FALL-OUT – dust particles of Earth and debris, together with the radioactive
materials that cling to them and are drawn up into mushroom clouds resulting from detonation
of a nuclear weapon or devise and which are carried by the wind and sent back to earth.
j. REHABILITATION – refers to the restoration of a person‘s economic dependency to a stable
living either physically, economically, socially or emotionally.
k. RELIEF – refers to anything that is done to alleviate the condition of those who are suffering
from the effects of a calamity/disaster and who at that particular time are completely helpless.
l. RISKS – refers to the degree or chance and frequency that such hazards will affect or impact
people and communities.
m. SPACE DEBRIS – these are remains of artificial satellites and other components as well as
their means of carriage aloft which fall back to earth.
n. STATE OF CALAMITY – it is a condition that is declared by the President of the country in the
event of a widespread destruction to property and lives due to destructive forces of nature and
emergencies.
o. VOLCANIC ERUPTION – an occurrence characterized by an ejection of volcanic materials
such as molten lava, rock fragments, ashes, lahar flow, steam and other gases through the
fissure brought about by tremendous pressure which forces open the rock formation or steam
reservoirs beneath the Earth‘s crust.
VULNERABILITY – the level of susceptibility or resiliency of the people and communities against the
impact of the prevailing hazards based on the state of physical, social, and economic conditions in a
given area.
HE DISASTER EQUATION AND THE DISASTER MANAGEMENT CYCLE

Disaster is characterized by several elements namely hazards, risk, people or community and
vulnerability. Hazards (H) or the physical impact of the disturbance, either man-made or natural, is
heightened by the amount of risk (R) to the people and the community. Moreover, the degree of the
vulnerability (V) of all the involved further fuels the magnitude of a disaster. This is presented in the
Disaster Equation as shown below:

H x R + V = DISASTERS
The concept of disaster risk management accepts that some hazard events may occur but tries to
lessen the impact by improving the community‘s ability to absorb the impact with minimum damage or
destruction. The Disaster Management Cycle is a traditional approach to disaster management
wherein disaster measure is regarded as a number of phased sequences of action or a continuum. It
aims to reduce the vulnerabilities in the community. In addition, when sustained over long term, it
reduces unacceptable risk to acceptable levels and makes a community become disaster resistant or
resilient. This is represented as a cycle. This is illustrated below
The comprehensive risk management process has the potential to break the cycle of damage and
reconstruction when a community is subjected to repeated natural hazards. It refers to a range of policies,
legislative mandates, professional practices, social, structural and non-structural adjustments and risk transfer
mechanisms to prevent, reduce or minimize the effects of hazards on a community. To be effective, a strategy
must be in place and ready for immediate implementation when necessary. This can only be done through
advance preparation and planning. The following are risk management measures.

 Engineering measures (keep hazard away from people)

 Land use planning and management measures (keep people away from hazard)
 Control and protection works (modifying the hazard)
 Early warning (predicting hazard)
 Preparedness planning (prepare in anticipation of a hazard event)
 Reconstruction planning after a disaster with the aim of reducing the vulnerability
 Mainstreaming risk management in development practice and institutionalization

NATIONAL DISASTER COORDINATING COUNCIL AND ITS OPERATING POLICIES

Since the DND and the AFP possess the capability to react to natural calamities with the DND‘s
unique nature of organization and network of troops and asset disposition, an inter-agency plan
headed by the DND was organized specifically to put into realization an action oriented Civil Defense
Plan with the creation of the National Disaster Coordinating Council.

In the year 1989, the NDCC, by virtue of Memorandum Order Number 4 has issued some functional
policies and procedures intended to assist the victims of calamities and alleviate their plight.

Upon the declaration of a state calamity by the President, priority assistance is instantly extended to
victims in terms of relief operations, medical assistance, immediate repair of vital infrastructures
which were damaged by natural disasters and resettlement of calamity victims. Calamity funds are
released directly to the implementing departments and agencies. Funds released to the Department
of Social Welfare and Development are used for emergency relief and rehabilitation assistance to
affected areas and disaster victims. Funds released to the Department of Health are used in the
procurement of needed medicines and for medical assistance to disaster victims.

The NDCC is composed of the following:

  Department of National Defense (lead agency)
 Department of Public Works and Highways
 Department of Transportation and Communication
 Department of Social Welfare and Development
 Department of Education
 Department of Finance
 Department of Labor and Employment
 Department of Justice
 Department of Trade and Industries
 Department of Interior and Local Government
 Department of Public Information
 Department of Budget and Management
 Chief of Staff, AFP
 Secretary General, Philippine National Red Cross
 Civil Defense Office
KEY PLAYERS IN DISASTER MANAGEMENT
Disaster risk management includes administrative decisions and operational activities that involve:

 Prevention
 Mitigation
 Preparedness
 Response
 Recovery
 Rehabilitation

It involves all levels of government – decision makers and local government. Non-government and
community-based organizations plays a vital role in the process. Meanwhile, communities themselves
are the first responders.

ROLE OF GOVERNMENT AGENCIES

During disaster operations, all other disaster coordinating councils make available their facilities and
expertise relative to the effective implementation of the council mission. Likewise, the office of the
Civil Defense prepares the national/regional disaster and calamity preparedness plan in accordance
with the approved disaster and calamity guidelines. The members and tasks of the NDCC are as
follows:

1. Chairman – convenes the Council as often as necessary and calls on all other
departments/bureaus/agencies, other instrumentalities of the government and the private
sector for assistance when the need arises.
2. Administrator, Office of Civil Defense – coordinates the activities, functions of the various
agencies and instrumentalities of the government, private institutions and civic organizations to
implement the policies and programs of the NDCC; disseminates materials relative to disaster
prevention, control and mitigation; advises the Chairman on matters concerning disaster
management.
3. Secretary of Interior and Local Government – oversees the organization of DCCs, the
establishment of Disaster Operations Centers of all local governments, and the training of DCC
members in coordination with OCD, DSWD, PNRC, and other appropriate agencies.
3. Secretary of Social Welfare and Development – extends relief assistance and social services
to the victims as necessary.
3. Secretary of Health – provides health services during emergencies as necessary, and
organizes reaction teams in hospitals, clinics and sanitary and other health institutions.
3. Director-General, NEDA – responsible for the determination and analysis of the effects of
disasters and calamities on the socio-economic plans and programs of the country, and
development of damage assessment scheme.
3. Secretary of Labor and Employment – provides emergency employment opportunities to
disaster victims, implements the industrial civil defense programs and measures, and
organizes and trains Disaster Control Groups in all factories and industrial complexes.
3. Secretary of Education – provides assistance in the public education and campaign regarding
disaster preparedness, prevention and mitigation, makes available school buildings as
evacuation centers, and organizes and trains disaster control groups and reaction teams in all
schools and institutions of learning.
3. Secretary of Trade and Industry – maintains normal level of prices of commodities during
emergencies, and organizes Disaster Control Groups and Reaction Teams in large buildings
used for commercial and recreational purposes, maintains normal level of prices of
commodities during emergencies.
3. Secretary of Agriculture – undertakes surveys in disaster areas to determine the extent of
damage of agricultural crops, livestock and fisheries and renders technical assistance to
disaster victims whose crops or livestock have been destroyed.
3. Secretary of Budget and Management – releases funds required by the departments for
disaster operations.
3. Secretary of Environment and Natural Resources – responsible for reforestation and control of
areas which tend to cause flooding, landslides, mudflow and ground subsidence, provide
seeds, seedlings and saplings and technical assistance regarding mines, forests and lands,
formulates rules and regulations for the control of water and land pollution.
3. Secretary of Finance – issues rules and regulations with the relevant agencies concerned for
the funding by local government of the requirements for organizing, equipping, and training of
their disaster coordinating councils and reaction teams.
3. Secretary of Public Works and Highways – restores destroyed public structures such as flood
control, waterworks, roads, bridges, and other vertical and horizontal facilities/structures and
provides heavy and light equipment for relief, rescue and recovery operations.
3. Secretary of Tourism – organizes and trains disaster control groups and reaction teams in
hotels, pension houses, restaurants and other tourist-oriented facilities.
3. Secretary of Transportation and Communications – restores destroyed communication and
transportation facilities such as railroads and vertical structures, and organizes emergency
transport services from the national down to the barangay level; and restores destroyed
communication and transportation facilities such as railroads and vertical structures.
3. Director, Philippine Information Agency – provides public information service through
dissemination of disaster mitigation measures.

18. Secretary-General, Philippine National Red Cross – conducts disaster leadership training
courses, assists in the training of DCCs at all levels; and assists in providing emergency relief
assistance to disaster victims.
18. Chief of Staff, Armed Forces of the Philippines – responsible for the provision of security in
disaster area and provision of assistance in the reconstruction of roads, bridges and other
 structures and transportation facilities for rapid movement of relief supplies and personnel and
for the evacuation of disaster victims.
YOUTH’S CONTRIBUTION IN DISASTER MANAGEMENT
All able-bodied young citizen of the land should get themselves involved in civic actions in the
community where she/he lives and should be ready to render assistance anywhere and anytime their
service are needed. More than anything else, it is everybody‘s moral obligation to assist her/his
countrymen in distress.

In times of natural calamities or manmade disorders, the youth should be willing and ready to render
direct assistance to calamity victims in any of the following areas:

a. Sorting, loading and distribution of relief goods

b. Administering first aid treatment on victims
c. Comforting and assisting in their rehabilitation
d. Disseminating information to concerned individual
e. Surveying of affected families and areas
f. Monitoring and liaison work

Civic action activities like environmental and ecological protection, river and watershed control
projects and tree planting/forest fire control

Likewise, the concerned youth development agencies should establish coordination and linkages to
be set up before, during and after every disaster. By using the NDCC operational model, the
leadership in the youth development agencies, in order to succeed in their chosen endeavor should:

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

BARANGAY AS NUCLEUS OF COMMUNITY GOVERNANCE AND DISASTER PREPAREDNESS

The Philippines has a unique local governance system of Barangay. It has a primary function of
planning and implementing government policies, plans, programs, projects and activities in the
community. Local people are the source of knowledge about their community so that solutions can
address what is really needed and wanted

Module 10
SUBSTANCE ABUSE EDUCATION 
WHAT IS A DRUG?
A drug is any substance that brings physical, psychological, emotional and behavioral changes when
used.

WHAT IS DRUG ABUSE?

Drug abuse is the continuous misuse of any substance, licit, illicit which results to changes in an
individual‘s physical, mental or behavioral condition.

WHY DO PEOPLE TURN TO DRUGS?

a. Peer pressure
b. Curiosity
c. Adventure
d. Feel good
e. Escape from reality
f. Easy access to drugs

HISTORY AND COMMONLY ABUSED DRUGS IN THE PHILIPPINES

A. PRE-MARTIAL LAW ERA

a. Hallucinogens – drugs which affects sensation, thinking and emotion
b. Example: Marijuana, Hashish, LSD
c. Sedatives – drugs which reduces anxiety and excitement Example: Barbituates,
Tranquilizers, Alcohol
d. Narcotics – drugs that relieve pain and induce sleep Example: Opium and
derivatives like Heroin, Morphine, Codeine

B. MARTIAL LAW ERA

a. Cough Syrups – with narcotic and non-narcotic cough suppressants

b. Example: Corex, Endotussin, Robitussin AC, etc.

b. Inhalants – chemicals used by manufacturing industries Example: Rugby, Glue,
Thinner

C. AFTER EDSA REVOLUTION

a. Stimulants – drugs which increases alertness Example: Amphetamine,
Derivatives, Cocaine

HOW CAN YOU TELL IF A PERSON IS ON DRUGS?

Changes in…
1. Appearance
2. Mood
3. Behavior
4. Interest

ILL EFFECTS OF DRUGS

These are several effects of drugs:
A. MENTAL HEALTH/PSYCHOLOGICAL EFFECTS
a. Disturbance in Perception – auditory and visual hallucination
b. Disturbance in Orientation – paranoia, psychosis
c. Disturbance in Memory
d. Disturbance in Judgment – depression that may lead to suicide

B. PHYSICAL HEALTH/PHYSIOLOGICAL EFFECTS

1. Systemic
1. Cardiac (HEART) Pathology – irregularity of heart beat, elevated or lowered
blood pressure, chest pain, convulsions or death from cardiac arrest
2. Pulmonary (LUNG) Illnesses
3. Hepatic (LIVER) Problems
4. Renal (KIDNEY) Diseases 

b. General Health
1. Malnutrition or weight loss
2. Infections
3. Accidents
4. Blood Transmitted Disease

C. BEHAVIORAL EFFECTS
Substance seeking behavior can lead to various criminal and anti-social acts.

COMMON SIGNS OF DRUG ABUSE

The profile of a drug dependent or a substance abuser is as follows:

 Changes in attendance in school or work

 Changes in the normal capabilities in school/work
 Abrupt changes in overall attitude
 Generally lazy, irritable, discourteous, aggressive Usually untrustworthy and lacks self-
confidence Manipulative
 Have a distorted view of reality
 Low frustration tolerance
 Con-game player
 Lacks interest in his studies/work (withdrawal from responsibilities)
 Blames everybody but himself (blame tosser)
 No respect for the rights of others
 Prefers to stay with peers (barkada)
 May frequently go to odd places (to take drugs)
 Poor physical appearance (unconcerned with grooming and hygiene)
 Wearing of sunglasses at inappropriate times
 Unusual effort to cover arms to hide needle marks (long-sleeved garments)
 Stealing items which can be readily sold
 Unusual borrowing of money from relatives and friends Association with known drug
abusers
 
CLASSIFICATION OF DRUG ABUSERS
Substance abusers can be classified according to the frequency of their substance use.

1. Experimenters – people who abuse the drug(s) for experimental basis.

2. Occasional Users – abuse the drug occasionally/whenever there are special
occasions. They abuse the drug once every two (2) weeks to two (2) times a week.
3. Regular Users – abuse the drug on a regular basis approximately three (3) to four (4)
times a week or every other day.
4. Drug Dependents – people who tend to abuse the drug(s) everyday (almost everyday)
or about five (5) to seven (7) times a week.
Mentally Ill Chemical Abuser/Substance Induced Psychosis – drug abusers who manifest signs
and symptom of psychotic disorders caused by the effects of drugs (hallucinations, disorientation,
delusions, etc.

UBSTANCE DEPENDENCY AND KEEPING DRUG-FREE

WHAT ARE THE CRITERIA FOR DRUG DEPENDENCY?

1. Withdrawal symptoms
2. Need to take drugs to overcome withdrawal symptoms Compulsion
3. Tolerance
4. Relapse
5. Reduced social/occupational act

HOW CAN YOU STAY AWAY FROM DRUGS?

1. Devote yourself to your studies and other productive activities at home or in school
2. Stay away from people, places and events that promote drug use
3. Learn to manage feelings and cope with stress without using drugs
4. Develop a strong moral and spiritual foundation
5. Educate yourself about the effects of drug abuse
6. Always say NO

WHAT ARE THE COUNTER-MEASURES FOR SUBSTANCE ABUSE?

 
CLASSIFICATION MANAGEMENT

Abstainer Preventive Education 

Experimenters

Occasional Users Counseling 

Regular Users

Drug Dependent Drug Rehabilitation

Mentally Ill Chemical Abuser 
(Substance Induced Psychosis) Psychiatric Treatment 

THE COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002

These are some of the important provisions in the Republic Act 9165
also known as the Comprehensive Dangerous Drugs Act of 2002.

SEC 5 – sale,   administration,   dispensation,   delivery, distribution  and  transportation  of  dangerous
Drugs
SEC 6– maintenance of den, dive or resort
SEC 11 possession of dangerous drugs
–
SEC 15 use of dangerous drugs
–
SEC 19 unlawful prescription of dangerous drugs
–
SEC 36 authorized drug testing
–
SEC 54 voluntary  submission  of  a  drug  dependent  to confinement, rehabilitation
–
SEC 60 confidentiality  of  records  under  the voluntary Submission
–
SEC 61 compulsory  confinement  of  a  drug  dependent who  refuses  to  apply  under  the  voluntary
– Submission