NSTP Module

MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE
STUDENT’S MODULE STUDENT’S MODULE
CONTENTS
Course Objectives
Course Description
CWTS Student Attendance
Grading System
MODULE 1: THE MAPÚA-CWTS
The National Service Training Program
NSTP-MAPÚA Office
MAPÚA-CWTS Office
Vision
Mission
MODULE 2: THE HUMAN PERSON
The Human Person: Overview
Human Person: Revisited
Who am I?
Core and Related Values
The Essence of A Person
Eight Stages of Development
In a Nutshell
MODULE 3: THE FILIPINO VALUE SYSTEM
The Filipino Value System
MAPÚA INSTITUTE OF Filipino Characteristics
Other Strengths of the Filipino Character
TECHNOLOGY Other Weaknesses of the Filipino Character
MODULE 4: GROUP DYNAMICS
NATIONAL SERVICE TRAINING Definition
PROGRAM Types of Groups
Characteristics of Groups
CIVIC WELFARE TRAINING MODULE 5: LEADERSHIP
The Leader
SERVICE How To Become A Good Leader
[MAPÚA-CWTS] The 21 Indispensable Qualities of A Leader
Transformational Leadership
The Seven Habits of Highly Effective People
MODULE 6: DECISION MAKING
STUDENT’S MODULE Involvement In Decisions
Difficulties in Decision-Making
Conflict Resolution and Styles and Problem Solving
MODULE 7: FILIPINO CITIZENSHIP VALUES APPENDICES

The Value of Respect For Life: The House of Life Module 2 Exercises
The Value of Concern for the Family and the Future Self-Esteem Test
Generations: Father’s Mistake-No Time Personal Style Survey
The Value of Truth What’s Your Personality
The Value of Justice: To Every Man His Due Lifetraps
The Value of Equality: Skulls Module 4 Exercise
The Value of Promotion of the Common Good: Kidnapping Pastor Green
A Chinese Legend Module 6 Exercise
The Value of Concern for the Environment: Exercise Round-the-World-Trip
MODULE 8: DIMENSIONS OF DEVELOPMENT BIBLIOGRAPHY
The NSTP-CWTS Dimensions of Development
NSTP-CWTS SERVICE Components
MAPÚA-CWTS Support and Delivery System Components
MODULE 9: COMMUNITY ORGANIZING
The Community
Types of Communities
Community Organization
A Brief History: Community Organization in the Philippine
Setting
Goals of Community Organizing
Guiding Principles of Community Organizing
Getting Started: The Community Organization Process
Phase One: Community Selection
Phase Two: Integration
Phase Three: Analysis
Phase Four: Course of Action
Phase Five: Implementation
Phase Six: Phase out
The Community Organizer
Tips During Community Visit
MODULE 10: PROJECT IMPLEMENTATION
Project Planning
Who Develops a Plan?
What are the Steps in Developing a Plan?
The Project
The Project Development Cycle
Project Proposal
• To promote and inculcate Filipino values,

transformational leadership qualities and a high level of
civic consciousness among the students;
• To identify the students’ role as agents for social change

in pursuit for national development;
• To harness and utilize the technical expertise and

interest of the students in response to the identified
needs of the community
COURSE DESCRIPTION
Subject Code Description
NSTP11 Part 1 of the classroom-based discussion that

[MAPÚA- covers the student orientation to the
CWTS] Institute’s history, facilities, departments,
schools and the theoretical concepts
concerning the human person, Filipino value
system, group dynamics, transformational
leadership, communication and decision-
making.
NSTP12 Part 2 of the classroom-based discussion that

[MAPÚA- covers the theoretical concepts concerning
CWTS] the Filipino citizenship values, dimensions of
development, relevant societal concerns,
community organizing, community basic
needs assessment and project preparation.
NSTP13 Part 1 of the hands-on application of the

[MAPÚA- acquired skills and knowledge that involves
CWTS] project preparation, planning and
implementation at the assigned adopted
communities.
NSTP14 Part 2 of the hands-on application of the

[MAPÚA- acquired skills and knowledge that involves
CWTS] project preparation, planning and
implementation at the assigned adopted
COURSE OBJECTIVES:
communities.
At the end of the course, the students will be able:
• Any change of grade shall be in compliance with the

CWTS STUDENT ATTENDANCE Institute’s policy.
• Students are required to attend their classes on time.
The following shall be the basis of student’s evaluation:
• Students who incurred more than two (2) absences Area Percentage
within a term will automatically fail the course, Attendance 50%
regardless of class performance. Written Exam(s)/Reports 20%
Student’s Classroom 30%
Participation/Community Involvement
• Students who report to class fifteen (15) minutes after
the official start of the class will be considered tardy. Total 100%
Three (3) accumulated tardiness is equivalent to one (1)
absence.
• Students who have failed to meet with their class and

facilitator during a community-based activity will not
be allowed to follow to the said area.
GRADING SYSTEM
The grading system shall be as follows:
Rating Grade Equivalent

98-100 1.00
95-97 1.25
90-94 1.50
85-89 1.75
80-84 2.00
75-79 2.25
70-74 2.50
65-69 2.75
60-64 3.00
Below 60 5.00
Incomplete 7.00
Absent 8.00
Dropped 9.00
• Students with an ”Incomplete” grade on his/her Final

Grade Report must complete the course in accordance
with the Institute’s policy as stated in the Student’s
Handbook.
THE NATIONAL SERVICE TRAINING PROGRAM

1. What is the legal basis of the National Service
Training Program (NSTP)?
The National Service Training Program (NSTP) Law or RA

9163 also known as “An Act Establishing the National
Service Training Program (NSTP) for tertiary level students,
amending for the purpose Republic Act No. 7077 and
Presidential Decree No. 1706, and for other purposes.” was
enacted last January 2002 to amend the Expanded ROTC.
This program aimed to enhance civic consciousness and
defense preparedness in the youth by developing the ethics
of service and patriotism while undergoing training in any of
its three (3) program components, specifically designed to
enhance the youth’s active contribution to the general
welfare.
2. What are the components of the NSTP?
a. Reserve Officer’s Training Corps (ROTC) - Refers to

the program component, institutionalized under Section 38
and 39 of Republic Act No. 7077, designed to provide
military training to motivate, train organize and mobilize
them for national defense preparedness.
b. Civic Welfare Training Service (CWTS) - Refers to the

program component or activities contributory to the general
welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially
those devoted to improving health, education, environment,
entrepreneurship, safety, recreation and moral of the
citizenry and other social welfare services.
c. Literacy Training Service (LTS) - Refers to the

program component designed to train the students to teach
literacy and numeracy skills to school children, out-of-school
youth and other segments of society in need of their
services.
MODULE 1
THE MAPÚA-CWTS
03
Who are covered by the NSTP Law?

All incoming freshmen students, male, female, 3. What fees shall be charged to students taking any
starting school year (SY) 2002-2003, enrolled in of the NSTP component?
any baccalaureate and in at least two (2) year
technical-vocational or associate courses, are No other fees shall be collected except basic tuition fees,
required to complete one (1) NSTP component of which should not be more than 50% of the charges of
their choice, as a graduation requirement; the school per academic unit.
All higher and technical-vocational education 4. Who are covered by the suspension of the ROTC
institutions must at least offer one (1) of the NSTP requirement?
components.
The completion of ROTC training as a requisite for
State universities and colleges (SUC’S), shall offer graduation is set aside for students who have completed
the ROTC component and at least one (1) other all their academic requirements for their respective
NSTP component. courses as certified by the school on or before the
effectivity of the NSTP Act of 2001, which is March 23,
2002. The concerned students may apply for graduation
The Philippine Military Academy (PMA), Philippine with their respective schools.
Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA), and other SUC’s 5. What happens to male students who are currently
of similar nature, in view of the special character of enrolled and have not taken nor completed the
these institutions, are exempted from the NSTP. ROTC requirements for graduation?
Private higher education and technical-vocational a. Male students who are not covered by Section 12
education institutions with at least 350 student of this Rule and are currently enrolled but have
cadets, may offer the ROTC component and not taken any of the Military Service (MS), Civic
consequently establish / maintain a Department Of Welfare Service (CWS) or Law Enforcement
Military Science and Tactics (DMST), subject to the Service (LES) shall be covered by the NSTP Law.
existing rules and regulations of the Armed Forces
Of The Philippines (AFP). b. Male students who have completed two
semesters of the Expanded ROTC (E-ROTC) /
National Service Program (NSP) are deemed to
What is the duration and equivalent course unit of each have complied with the NSTP requirement.
of the NSTP Component?
c. Male students who are not covered by Section 12
Each of the NSTP component shall be undertaken for an of this Rules and have taken only one (1)
academic period of two (2) semesters for 54 to 90 semester of Basic ROTC or E-ROTC/NSP shall take
training hours per semester. It shall be credited for any of the NSTP components to qualify for
three (3) units per semester. graduation.
d. Students who want to qualify for enlistment in the

Reserve Force or attend the advance ROTC Organizations (NGOs) to formulate and
program shall undertake a special program for administer training modules for any of the NSTP
this purpose. components shall jointly exercise academic and
administrative supervision with those NGOs.
6. How are Clustering and Cross-Enrollment done?
a. Clustering of students from different education d. CHED Regional Offices, TESDA, Provincial/District
institutions during semestral or summer periods Offices and DND-AFP (through the Major Service
may be done for any of the NSTP component, Reserve Commands), shall oversee and monitor
taking into account logistics, branch of service the implementation of the NSTP under their
and geographical locations. The host school shall respective jurisdiction, to determine if the
be responsible in managing the Program. trainings are being conducted in consonance with
the objectives of the NSTP Law.
b. Schools that do not meet the required number of
students to maintain the optional ROTC and any 8. What are the Guidelines for the Accreditation of
of the NSTP components, or do not offer the NGOs to Formulate and Administer Training
component chosen by the student shall allow Modules?
their students to cross-enroll to other schools
irrespective of whether such school is under CHED / TESDA shall jointly accredit NGOs which satisfy
CHED or TESDA; and in the case the students the following:
taking the ROTC component irrespective of
whether the two semesters hall be taken from • Duly registered with the Securities and Exchange
different schools whose ROTC are managed by Commission (SEC) / Cooperative Development
different branches of service of the Armed forces Authority (CDA);
of the Philippines(AFP).
• Have good track record of community service;
7. Who will manage the NSTP implementation?
• Have qualified personnel with experience in
a. The school authorities shall exercise academic program related implementation;
and administrative supervision on the design,
formulation, adoption and implementation of the • Viable and sustainable organization; and
different NSTP components in their respective
schools. • Program of Instruction (POI) / Curriculum Program
for Civic Welfare Training Service (CWTS) which
b. In the case of ROTC, the school authorities and should include the dimensions of development
Department of National Defense (DND), subject such as Health and Nutrition, Safety and Security,
to the policies, regulations and programs of DND Recreation, Education and Training,
on the military component of the training, shall Entrepreneurship and Social Welfare Concerns
exercise joint supervision over its particularly Dangerous Drugs Prevention and
implementation. Control, Voters Awareness and Poverty
Alleviation.
c. Schools who have contracted CHED accredited or
TESDA-recognized Non-Governmental
• Accreditation Certificate shall be issued for a the ROTC Commandant or CWTS / LTS
maximum period of three (3) years subject to Coordinator and approved by the school head;
renewal / revocation upon periodic evaluation.
• The remaining fund balance shall be carried over
the next semester;
9. What are the basic guidelines for the formulation • Expenditures / disbursement shall be subjected to
of the NSTP Curriculum? periodic audits by the proper school authorities
and concerned NSTP Officers and
a. The curriculum shall be formulated by the Program
coordinator duly approved by the school authorities, • ROTC Commandants / CWTS and LTS Program
copy furnished CHED / TESDA Regional Offices. It Coordinators shall submit a comprehensive report
shall comply with the intent and requirements of the on the utilization of the NSTP Funds to their
NSTP and its components. respective school heads and Reserve Unit
Commanders / Program Heads, two (weeks) after
b. It shall provide for both lecture and practicum the end of every semester.
activities. NSTP Practicum activities shall be separate
from the practicum requirements of other subjects / 11. What is NSTP-One Summer Program (NSTP-OSP)?
courses.
NSTP-OSP is created under RA 9163 or the NSTP Act of
c. The course syllabi shall clearly define the objectives, 2001, especially Section 6 and jointly devised,
contents, activities, requirements and student formulated and adopted by DND, CHED and TESDA.
evaluation system.
NSTP-OSP is established for the three (3) components:
d. Program coordinators and instructors / lecturers shall ROTC, CWTS and LTS. This is intended for graduating
be duly qualified in terms of training and experience, students in baccalaureate or at least two-year technical-
to handle their respective assignments. vocational or associate courses, who have yet to comply
with the NSTP as a requirement for graduation, as well
10.What is CMO No. 5, series of 2003? as for students, thus allow them to concentrate on the
academic subjects and other co-curricular concerns.
It is the utilization of the NSTP Trust Fund wherein:
12.What is the National Service Reserve Corps
• NSTP fee collected shall constitute a Trust Fund, (NSRC)?
70% of which shall be exclusively for the
operation of the Program; NSRC is created under Section 11 of RA 9163 or the
NSTP Act of 2001, composed of graduates of the non-
• The remaining 30% retained by the school, shall ROTC components: the CWTS and LTS. Members of this
serve as contingency funds especially in Corps maybe tapped by the State for literacy and civic
unprogrammed activities not originally included welfare activities, through the joint effort of DND, CHED,
in the Program of Expenditures (POE) prepared by and TESDA.
• To develop each student to possess a high level

of social awareness.
NSTP-MAPÚA OFFICE
The National Service Training Program of the Mapúa Institute of
Technology Office also known as NSTP-MAPÚA Office supervises
the implementation of the Civic Welfare Training Service
[CWTS] and the Reserve Officer Training Corps [ROTC]. Its
implementation is governed by R.A. 9163 of 2001.
MAPÚA-CWTS OFFICE
The MAPÚA-CWTS Office shall serve as the coordinating body
composed of MAPÚA-CWTS Program Coordinator, Staff and
Facilitators.
VISION
In line with the Mapua Institute of Technology’s vision, the
MAPÚA-CWTS shall be the center of excellence in values
education through the promotion of civic consciousness and
holistic development of individuals to become productive
members of the society.
MISSION
The MAPÚA-CWTS thrusts are:
• To motivate, train and organize students as

change agents in the community;
• To harness and maximize the technical expertise

and interests of different schools and department and
students’ courses to benefit the underprivileged and
economically poor sectors of the society and;
Dictionaries define a human person as a living, self-conscious

animal or a thing.
MODULE 2
THE HUMAN PERSON
THE HUMAN PERSON: OVERVIEW WHO AM I?
What is a human person? What is the nature of a human To be able to fully understand the meaning of a person, let us
person? How does a person attain his highest potential that can re-evaluate and understand the characteristics of a person:
create a positive result towards society?
Characteristics of a Person
Even during ancient times, these questions had been Eddie Babor discussed in his book “The Human Person, Not Real
consistently raised and evaluated. Brilliant psychologists, But Existing” that the human person have several
philosophers, theologians, and even natural scientists had characteristics, among which are the following:
written and made in-depth analyses on the topic of human
nature using wide range of theories and observations.
1. Rational - every person is a rational being. This is what
distinguishes a person from all other creatures in the
It is essentially difficult to define man. This perspective aims to
world. As a rational being, a person is free to think and
revisit and challenge, in all humility, our perception of human
has the capacity to reason. He can distinguish what is
nature; and the possibility of achieving a productive society
right and what is wrong because he has intellect.
through the actualization of a person’s highest potential.
THE HUMAN PERSON: REVISITED 2. Free - all human beings are born free. A person has the
freedom to do or not to do a specific action. However,
When we talk about the human person, it is obviously every person must be responsible for his own action. In
everything that pertains to man - physical, spiritual, emotional other words, a person can do whatever he pleases but
and intellectual attributes. There are several definitions of a not to the extent of doing harm to his co-creatures.
human person based on different perspectives:
3. Unique - every person is unique. Every person has his
Aristotle and Boethius described man as a rational being. As own identity such that no two persons are the same.
rational being, a person is able to know, reason out and apply Generally speaking, human beings have the same
what he knows. characteristics and physical features and but no two
persons are the same because every person has its own
Theologians describe a human person as a substance of perception, has different sets of values and priorities in
physical and spiritual. Spiritual in nature because man has a life.
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.
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 technological knowledge,

characterized by his togetherness and relationship vocational efficiency,
towards other creatures; be it a thing, object or his entrepreneurship
fellowman. POLITICAL NATIONALISM
Common identity, national unity,
esteem of national heroes,
5. Sexual - all created living things are sexual in nature commitment, civic
but the uniqueness of expression of a person’s sexuality consciousness/ pride,
makes it all different. The expression of a person’s “Bayanihan”/ solidarity, loyalty
emotions, attitudes, feelings, actions and thoughts in to country
sexual activity best exemplifies his uniqueness from GLOBAL SOLIDARITY
animals. International understanding and
cooperation
Considering the characteristics, and their definitions, given ** Source: Values Integration and Promotion: A Civic Welfare Service Core and Related
Value
above, it can be deduced that a human person is the ultimate
expression of the Supreme Being that has the freedom,
THE ESSENCE OF A PERSON
capacity and ability to reason, reflect and relate to his co-
existence. By understanding the character and the definition of a person,
the next question would be how are we going to maximize
CORE AND RELATED VALUES these characteristics to be able to create a positive result?
DIMENSION VALUES There are several guiding principles on realizing a person’s
PHYSICAL HEALTH competence and ability. The totality of the person is best
AS SELF
HUMAN PERSON
Physical Fitness, cleanliness, explored in the field of humanistic psychology. This study
harmony with the material
theorized that a person’s behavior and relationship with others
universe, beauty and art
INTELLECTUA TRUTH
is shaped by his inner feelings and self-image.
L
Knowledge, creative and critical One of the foundations of humanistic psychology is Abraham
thinking Maslow and his theory on the hierarchy of needs as illustrated
MORAL LOVE below:
Integrity/honesty, self-worth/
self-esteem, personal discipline
SPIRITUAL SPIRITUALITY
Faith in God
SOCIAL SOCIAL RESPONSIBILITY
IN COMMUNITY
Family Mutual Love/ respect, fidelity,

Society responsible parenthood, concern
for others/common good,
freedom/equality, social justice/
respect for human rights, peace/
active non-violence, popular
participation
ECONOMIC ECONOMIC EFFICIENCY
Thrift/conservation of resources,
work ethics, self –reliance,
productivity, scientific and
The hierarchy of needs has five levels, namely: shelter and safety. The highest motive - self actualization - can
only be fulfilled after all other needs are fulfilled.” (Intro to
1. Physiological Level - these are biological needs such Psych 10th ed by Atkinson, Smith, Bem, p. 525)
as food, water and clothing. They are the strongest
needs because when a person is deprived of these, the Following Maslow’s theory, Carl Rogers (1902-1987) in his
person will ultimately find ways to fulfill its satisfaction. person-centered therapy theory, believed that every person
has within him an inherent desire towards a positive
2. Safety - when physiological needs are met, the person transformation and development of his capacity.
transcends in finding security and protection from Furthermore, he came to believe that man is basically good and
physical and emotional harm. 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
3. Social and Belongingness - when the needs for role is to act as a “sounding board” while the person himself
physiological and safety had been satisfied, the desire explores and analyzes his problem. (Intro to Psych 10 th ed by
for affection, belonging, friendship can become active. Atkinson, Smith, Bem, p 523)
Maslow states that people seek to overcome feeling of
loneliness and alienation. In accordance with the view of Roger’s theory, the writer of this
article personally believes that the therapist being referred to
4. Esteem - there are two esteem needs: The self-esteem should not be restricted to psychologists only, but must also be
that include achievement, mastery, confidence and the identified with the person’s environment and the people
esteem the person gets from others. These include surrounding him. In other words, the role of our society should
recognition, respect, attention etc. When these needs be a “sounding board” of our reflections in life to be able for the
are satisfied, the person feels self-confident and valuable individual to realize his problem and create his own solutions for
as a person in the world. However, when these needs it. It is the individual who will eventually direct his own life and
are not met, the person may feel inferior, weak, helpless not the people around him.
and worthless.
5. 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,
Autonomy VS. Shame and Will
(Ages 1 – 3)Early Childhood

Doubt • Defined as the
• Child develops unbroken determination to
rapidly varied skills. 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
THE EIGHT STAGES OF DEVELOPMENT shame
ERIK H. ERIKSON
STAGE CRISIS VIRTUE Initiative VS. Guilt Purpose
Basic Trust VS. Mistrust Hope • Initiative – the • The courage to
general ability to initiate envisage (predict or
• Child is helpless • Emerges as an
ideas and actions and to visualize) and pursue
dependent on adults. enduring belief in the
Age
plan future events. goals by defeat of infantile
• Caring is the attainability of fervent
(Birth)Infancy
• The child begins to fantasies, by guilt and by

satisfying needs of the wishes (trusting children
(Ages 4Pre-School
explore what kind of foiling fear of punishment.
child. are more future-oriented)
person he can become
• If parents are • Children lacking
limits are tested to find
enough trust cannot hope
– 5)
rejecting and the
out what is permissible
satisfying needs of the because they must worry
and what is not.
child is inconsistent, it constantly about whether
their needs will be • Guilt develops if
develops feelings of
satisfied and therefore are parents ridicule the
mistrust
tied to the present. child’s self-initiated
behaviors and fantasies.
(Ages 6 – 11)School Age
Industry VS. Inferiority Competence
• Industry – the sense • It is the free exercise
of enjoyment from work of dexterity and
and from sustained intelligence in the
attention. completion of tasks,
unimpaired by infantile
(Ages 65 – death)Old Age

• Child learns skills Wisdom
necessary for economic inferiority. • The person has more
survival the ego integrity than despair
technological skills that • Defined as detached
will allow him to become concern with life.
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. The stages of development are patterned sequence
Intimacy VS. Isolation encompassing appropriate physical, emotional and cognitive
– 24)Adulthood(Ages 12 – 19)Teen Age
• Intimacy – the ability tasks that the individual must muster in a struggle to adjust to
to merge one’s identity the demands of the social environment.
with that of another
person.
• Isolation – the
Each stage should be viewed as a psychosocial crisis or conflict
inability to share one’s – and whether the conflict of a particular stage is successfully
identity with that of Love resolved or not, the individual is pushed by both biological
another person. • Defined as the maturation and social demands into the next stage. The conflict
mutuality of devotion
forever subduing the in each stage involves bipolar tasks such as trust vs. mistrust.
Generativity VS.
antagonism inherent in
Stagnation
dividend functions
• Generativity – the IN A NUTSHELL
• Development of a
impulse to help members
of the next generation.
greater sense of intimacy. The definition and characteristics of a person, the presumptions
• Stagnation – of Carl Rogers, Abraham Maslow and Erik Erikson
Young
interpersonal that had been analyzed are simply guiding

impoverishment – the principles and motivations to better understand
(Ages 20
lack of concern about the

next generation. ourselves and examine our potentials. As JFT
Bugental pointed out, “man’s life has greater
possibilities but not realized”. In other words, there
Ego Integrity VS. Despair Care are many opportunities await each person and he is
(Ages 25 – 64)Adulthood
• Edo Integrity – the • The widening concern blind enough not to notice those opportunities.
satisfaction with life and for what has been
the lack of fear of death. generated by love,
• Despair – the lack of necessity; it overcomes As discussed previously, the person himself is the best qualified
satisfaction with life the ambivalence adhering in changing and directing his life. He has always been given an
to irresistible obligation. 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 3
THE FILIPINO VALUE
SYSTEM
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 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 appreciating the positive side of Filipino values and how they
words, values in a society give meaning and direction to every are applied to attain such goal. Thus, it is imperative that a full
individual’s life and influence his human behavior. understanding and appreciation of the positive side of our very
own principles be made and used for our personal and national
Based on these definitions, we can say that values are those success.
which are considered by the society as desirable and important
and have attained the status as moral impetus behind every The purpose of this chapter, therefore, is to help us understand
action of each member geared towards the desired end or goal. our Filipino values in order 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 that
influenced the Filipino culture and values are our ancestors –
the Malays and Indons, our colonists – the Spaniards and the
What are Filipino Values? Americans, and nationals of other countries who have dealt with
the Philippine society through trade – the Chinese and the
Significantly, Filipino values would be the standards or Indians. The resulting blend of this mixture of influences, which
principles set forth by the Filipino society as basis for what is are sometimes conflicting, is uniquely Filipino in character.
right or wrong, the principles on which every member of the
Filipino society should persevere to attain in order to reach the Most of the prominent Filipino values are the result of a blend of
ultimate realization of his life, regarding his person and in the rich Christian values of Europe, the pragmatic and
relation to his family and society in general. democratic values of America, and the spiritual values of Asia.
Significance of Studying Filipino Values The basic social unit in the Philippine society is the family. It is
here where values and principles are nurtured and imbibed in
Several studies have been made on Filipino Values. They have each and every member of the family. The tradition of close
always been interested in examining Filipino values because it family ties has long been practiced and considered as the
influences a Filipino’s behavior in particular, and shaping the foundation of the Philippine society. So much is the effect of this
1
Philippine Society in general. How Filipinos feel and motivated tradition that the members of the constitutional commission of
to do a specific task is directed and evaluated by his set of the 1987 Philippine Constitution deemed it proper to include it
values. In order to understand the Filipino culture and the as a State Policy and a chapter of the fundamental law of the
development of the Filipino individual, one has to understand land. Thus, Article XV, Section 1 of the said constitution
the underlying values on which every Filipino acts. Thus, a provides that “The State recognizes the Filipino family as the
study on the Filipino values would provide us a deeper foundation of the nation.”
understanding of the Filipino culture.
It is in the family that the Filipino individual is introduced to the
The shaping of the Philippine society into a successful and concept of structure and hierarchy of power. He is always
progressive nation would depend on understanding and
reminded to submit to the authoritarian familial set-up, where Due to this ambivalence of Filipino values, they have the
roles are prescribed especially for younger members of the potential of being used for good or evil. They may either help or
family. The Filipino family is structured in a way that autocratic hinder personal and national development, depending on how
leadership rests on the elder members, where the young submit they are understood or practiced or lived.
themselves to the decision of family elders. He is indoctrinated In order to be able to shape the Filipino society into a successful
of the tradition of primacy of the extended family over that of and progressive nation, there is a need to reevaluate the
the individual and that the only source of emotional, economic, different values that influence every Filipino individual’s action
and moral support is the family. to a set of circumstances. We need to identify the positive side
of every Filipino value and develop them in order to yield a
The Filipino individual identifies himself with his family. Right more successful and developed society.
from childhood he is made to believe that he belongs to the
family. The Filipino individual is always encouraged to get Let us then try to discuss some of the values in the Filipino
advice from his parents and submit to his parents’ direction, society and reevaluate them to develop a more positive value
counsel and advice. He is admonished to be good because any for the Filipino individual.
disgrace that he commits is a disgrace to the family. In times of
misfortune he is assured of his family’s support, sympathy and Utang na Loob
love.
There is no specific translation that can approximate the
Thus, Filipino society, in contrast with Western societies, prefers meaning of this Filipino value of utang na loob. Debt of
a rather "structured" way of life, and not where he can be gratitude is a lean excuse of a translation because it does not
assertive of his own individuality. even approximate the fertile concept of the Filipino loob.
However, modern era is catching up with the Filipino society.

Changes must occur if the Filipino society is to survive in a Utang na loob is a situation where an individual is required to
changing world. The Filipino society will have to keep up with return a favor or service received. However, the return of such
the changes brought about by modernization. The society must service or favor cannot be translated into monetary equivalent,
prepare itself for a serious reevaluation of its values. In most and may reciprocated in a month of service or even a lifetime.
instances, it will have to break away from its past and adjust
itself towards the future. For example, a congressman proudly ‘gives’ a town a new
chapel, a bridge, or a waiting shed (no matter whether the
FILIPINO CHARACTERISTICS money came from his pocket or from the government), this
makes the people indebted to him. And when elections come,
The characteristic that makes a Filipino vary from different
he recites the litany of his projects and people “ought” to repay
society is his uniquely blended culture and values from different
these through their votes. Not to repay this form of debt means
influences. Filipino values, for reason of several influences that
that those who were benefited are walang utang na loob. After
shaped its identity, are bipolar like a coin that has two sides.
having been elected, the people would approach this
They may either be positive or3 negative in polarity. Let us take
congressman for return of the favor by seeking employment for
for example the value of utang na loob, or debt of gratitude.
them. Thus, this would end into a vicious cycle, where the
The value of utang na loob, the altruistic drawing of interior
person na pinagkakautangan ng loob becomes the giver and
goodness of a person by returning a debt of gratitude, is by
the giver becomes the person na may utang na loob.
itself positive. However, when one is coerced to honor a debt of
gratitude and return the favor, then it becomes negative.
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 1. Pakikipagkapwa–Tao • Camaraderie and feeling of closeness to
Filipino character. Thus, this altruistic feeling must voluntarily one another; foundation for unity as well
as sense of social justice.
come from within the person himself, kusang loob; and should • Feeling of belongingness and rootedness
not be demanded by coercing the person who has utang na 2. Family Oriented
and a basic sense of security.
loob, so as blind his sense of judgment. • Emotional balance, optimism, a healthy
3. Joy and Humor disrespect for power and office and the
Furthermore, this value should be used discriminately. The capacity to survive.
• Productivity, innovation,
pagtatanaw ng utang na loob should emerge from within the 4. Flexibility and Adaptability entrepreneurship, equanimity and
self of an individual with sense of justice so as to repay the survival.
person for the favor or services rendered. • Productivity and entrepreneurship for
5. Hardwork and Industry some and survival despite poverty for
We should always remember that in demanding for the return others.
• Courage, daring, optimism, inner peace,
of indebtedness, the golden rule “Do unto other as you would 6. Faith and Religiosity as well as the capacity to genuinely
want them to do unto you.” By demanding the return of the accept tragedy and death.
favor, would you wish to become indebted in return? And when • Bravely live through the harshest
7. Ability to Survive
indebted, would you want that person to act the same way economic and social circumstances.
when they are demanding the return of the favor?
Bahala na
Filipinos, by nature, are a religious group of people. They firmly OTHER WEAKNESSES OF THE FILIPINO CHARACTER
believe in the supernatural and in all kinds of spirit dwelling in
individual persons, places or things. They believe in a Supreme Weaknesses of the
Results
Being who will take care of things for them. The Filipino is very Filipino Character
religious that has a saint to pray to each day of the week.
1. Extreme Personalism • Leads to graft and corruption.
The term bahala na comes from the words Bathala na. It 2. Extreme Family • Lack of concern for the common good and
reflects the Filipino’s dependence on the supernatural being Centeredness acts as the block to national consciousness.
and on fate. This tends to move toward the commonly 3. Lack of Discipline • Inefficient and wasteful work systems,
violation of rules leading to more serious
conceived procrastination character of the Filipino. transgressions and a casual work ethics
4. Passivity and Lack of leading to carelessness and lack of follow-
OTHER STRENGTHS OF THE FILIPINO CHARACTER Initiative through.
• Easily resigned to one’s fate and thus easily
oppressed and exploited.
Strengths of the Filipino • Basic feeling of national inferiority that
Results
Character 5. Colonial Mentality makes it difficult for them to relate as equal
to Westerners.
6. Kanya-kanya Syndrome • Dampening of cooperative and community
spirit and in the trampling upon of the rights
of others.
7. Lack of Self- Analysis and • Emphasis on form more than substance.
Self – Reflection
MODULE 4
GROUP DYNAMICS
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 4. Perceived Groupness - extend to which members see
describing this wholeness is by saying that it is a “we”; themselves as one (common fate, similarity, proximity)
it involves the sort of sympathy and mutual identification
for which “we” is the natural expression. One lives in the 5. Dynamic Interdependency - extend to which
feeling of the whole and finds the chief of his will in that members are active, energized, vibrant and changing
feeling.
6. Motivation - personal needs / gain being satisfied
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

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.
MODULE 5
LEADERSHIP The 21 Indispensable Qualities of a Leader
John C. Maxwell’s book defines 21 indispensable qualities of a
MODULE OBJECTIVES:
leader. This book will help people recognize, develop, and refine
General Objective: the personal characteristics needed to be a truly effective
To develop the ability of the students to become good leaders. leader, the kind of leader people want to follow. The following
qualities of a leader taken from his book are as follows:
Specific Objectives:
To instill among students the qualities of a leader; Leader Qualities # 1: [CHARACTER]
To educate students to become highly effective people;
To inculcate transformational leadership to students;
THE LEADER
A Leader is: CHARACTER:
Someone who acts as a guide; • The quality of a person’s
A directing head; behavior, as revealed in his habits of thoughts and
Someone who leads a body of troops; expressions, his attitudes and interests, his action and his
personal philosophy in life.
Leadership is:
The position of a leader; Be a piece of the rock. There would always be two paths to
The quality displayed by a leader; choose from: character and compromise. “Every time a person
chooses character, he becomes stronger, even if that choice

brings negative consequences.” Put a “10” on every person’s head;
Give people hope;
What people must know about character? Share yourself;
Character is more than talk; Charisma can be improved by doing the following:
Talent is a gift, but character is a choice;
Character brings lasting success with people; Change your focus. Always check if your focus during
Leaders cannot rise above the limitations of their character; conversation is towards yourself. Learn how to balance.
Recognize the persons who made contributions on the success
Character can be improved by doing the following: of a project.
Search for the cracks. Reflect on the major decisions that Play the first impressions game. When you meet a person
you had done in your life as far as you can remember in terms for the first time, focus on him. Remember his name and
of letting people down or giving compromises. interests, and give positive comments. Try your best to give a
very good impression.
Look for patterns. From the reflections that you have done,
are there particular instances that kept emerging? These Share yourself. Share your resources to others. Resources
patterns will help you diagnose issues of character. come in different ways. Share what you have: talents, skills and
valuable services aside from material things. These are highly
Face the music. It is when you apologize and accept your appreciated.
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 Leader Qualities # 3: [COMMITMENT]
individual for the general good of the church It separates “doers” from “dreamers”.
• An extraordinary power in a
person, group, cause, etc. which takes hold of popular COMMITMENT:
imagination, wins popular support • Something which engages one to
do something, a continuing obligation especially
To make yourself the kind of person who attracts others, financial
you need to personify these pointers: • The act of committing, the state of
intellectual and emotional adherence to some political,
Love Life; social, religious theory or action especially the conscious
linking of works of literature and art with such theory of

action
• Seek a response;
True nature of commitment: Communication can be improved by doing the following:
• Commitment starts in the heart; Be clear as a bell. Whether in oral or written communication,
• Commitment is tested by action; being brief and concise and direct simplifies and clarifies
• Commitment opens the door to thoughts. Simplicity and clarity must be noted to achieve good
achievement; communication.
Commitment can be improved by doing the following: Refocus your attention. Different instances require different
topics. Don’t make yourself arrogant. Know the needs and
Measure it. Commitments can be measured through the desires of your listener.
following: how much time you devote at work, family, in service,
in health and recreation activities, and how much you spend on Live your message. Make sure that you had been understood.
living expenses, entertainment, personal development, and Ask questions for clarity. Accept comments without
giving. Compare how much you devote and spend on these defensiveness.
things. Is it justifiable?
Know what’s worth dying for. Answer the question. Write Leader Qualities # 5: [COMPETENCE]
what’s in your thoughts. Match if your actions are parallel with If you build it, they will come.
your ideas.
COMPETENCE:
The state of being competent
Leader Qualities # 4: [COMMUNICATION]
Without it you travel alone. To cultivate competence, do the following:
COMMUNICATION: Show up everyday;

The act of communicating Keep improving;
Something communicated Follow through with excellence;
A means of sending a message, orders, etc. Accomplish more than expected;
Inspire others
You can be more effective as a communicator if you

follow four basic truths:
Competence can be improved by doing the following:
Simplify your message;
See the person;
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 Leader Qualities # 7: [DISCERNMENT]
standards. Make adjustments to fit standards of your job Put an end to unsolved mysteries.
description.
DISCERNMENT-“DISCERN”:
Find three ways to improve. There’s always room for To perceive by the sight or the intellect
improvement. Assess yourself and make necessary changes. To distinguish mentally
To maximize effectiveness of a leader, do the following:

Leader Qualities # 6: [COURAGE]
One person with courage is a majority. Discover the root issues;
Enhance your problem solving;
COURAGE: Evaluate your options for maximum impact;
• The quality of the mind that
enables the person to face difficulty, danger, etc. Multiply your opportunities
without fear.
Discernment can be improved by doing the following:
Truths about courage:
Analyze past success. Remember the things you had done to
succeed on your goals. Problems arise on the process of
• Courage begins with an inward
achieving these goals. Solutions that made you succeed can be
battle;
used again in the future.
Courage is making things right,
not just smoothing them over;
Learn how others think. We admire other personalities as
Courage in a leader inspires leaders. Putting ourselves to think like leaders who are wise will
commitment from followers; make us more discerning.
Your life expands in proportion
to your courage Listen to your gut. Your intuition affects your decisions. There
are many instances that your intuition is correct. Find a pattern
Courage can be improved by doing the following: of your intuitive ability. This pattern will give you imminent
recourse that will affect your decision.
Face the music. Be active. Try muscle-stretching activities.
Conquer your fears. Sky dive if you’re afraid of heights. Leader Qualities # 8: [FOCUS]
The sharper it is, the sharper you are.
Talk to that person. Avoiding confrontation does not solve
differences. Have the courage to talk to that person but do it FOCUS
with love. A central point of attraction, attention or activity.
Take a giant step. When everything seems to be Guidelines to focus your time and energy:
monotonous, don’t be afraid to make a career move. There are
more things out there to be enjoyed and to be discovered. 70% on strength;
Regard money as a resource. Man has been a slave of

5% on areas of weakness 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.
Focus can be improved by doing the following:
Shift to strengths. Identify your strengths and dedicate 70%

of your time on it. 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
Staff your weaknesses. Identify your weaknesses and try to those in need. For those who don’t have material things to
improve on them. share, let this saying be their guide: “Richness, I have nothing,
but I can help through loving, with my life worth giving.”
Create an edge. Since you had identified your strengths and
weaknesses, you can proceed to the next level. Think of the Generosity can be improved by doing the following:
new tools that you need, to go to the next level.
Give something away. There are things that are important to
you that can be replaced. Try giving this to people who will
Leader Qualities # 9: [GENEROSITY] really benefit from it. As they say, giving it anonymously would
Your candle loses nothing when it lights another. be better.
GENEROSITY-“GENEROUS” Put your money to work. Use your money to improve other’s
The quality of being generous. lives. Money as resources can be put into work to outlive your
Giving freely. expectations for better people, community, and world.
The following will cultivate the quality of generosity in Find someone to mentor. A time will come when you had
your life: reached the peak of your leadership. It would be good if you
have someone whom you would train to be a good leader like
Be grateful for whatever you have. Contentment seems to you.
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 Leader Qualities # 10: [INITIATIVE]
small ways. You won’t leave home without it.
Put people first. Giving becomes easier when generosity INITIATIVE:

comes in. A leader is measured not in terms of the number of • An introductory act or step,
people who serve him but rather, to the number of people he is readiness and the ability in initiating action, one
serving. personal, responsible decision
Don’t allow the desire for possessions to control you. Let A leader possesses the following qualities to make
your heart be in charge within you, not the material things that things happen:
you possess. There would never be satisfaction if your material
desires are endless. • They know what they want;
• They push themselves to act; Meet people on their turf. Seek common ground to build
• They take more risks; rapport with the person you are talking. Learn something about
• They make more mistakes him so you can talk things of common interests.
“Only those who dare to fail greatly can ever achieve greatly” Listen between the lines. Factual and emotional content of
– Sen. Robert Kennedy conversation must be given attention. Listen with your heart.
Leader Qualities # 12: [PASSION]

Initiative can be improved by doing the following: Take this life and love it.
Change your mind-set. Resistance comes from within. It is PASSION:

only when you had come out of your shell that you begin to • Any compelling emotion, strong
take the challenge outside. amorous feeling, strong sexual desire, strong
fondness or enthusiasm
Don’t wait for opportunity to knock. Opportunity does not
knock at your door. You know that you have the potential. Find Truths about passion:
opportunities. Show and share to the world what you’ve got.
• Passion is the first step to
Take the next step. When opportunities come, select the achievement;
best. Now that you have found the opportunity to share and • Passion increases your
show the world what you’ve got, work it as far as you can. willpower;
• Passion changes you;
• Passion makes the impossible
Leader Qualities # 11: [LISTENING] possible
To connect with their hearts, use your ears.
Passion can be improved by doing the following:
LISTENING-“LISTEN”:
To give attention for the purpose of hearing. Take your temperature. Assess the level of desire towards
your work and your life. Passion makes the difference on how
Keep your ears open to the following: you see life.
Your mentors; Return to your first love. You are more enthusiastic when
Your followers; doing other things. These are the things that you had left
Your customers; behind because you have to attend to other obligations. Take
Your competitors advantage and do these things again to relax and to energize
your body.
Listening can be improved by doing the following:
Associate with people of passion. Your environment affects
Change your schedule. Have time to listen to your mentors, your being. Birds of the same feather flock together. Having
followers, customers, and competitors. passionate people around gives booster to bring you back on
track.
They see the big picture;

Leader Qualities # 13: [POSITIVE ATTITUDE] They handle one thing at a time;
If you believe you can, you can. They don’t give up a major goal when they’re down
To be more positive, think of the following: Problem solving can be improved by doing the following:
Your attitude is a choice; Look for trouble. Don’t avoid problems. Encountering and
Your attitude determines your actions; solving a problem is an experience that molds and strengthens
Your people are a mirror of your attitude; us to deal with different situations and difficult circumstances.
Maintaining a good attitude is easier than regaining one;
Develop a method. TEACH method for problem solving
according to J.C. Maxwell:
Time – spend time to discover the real issue.

Positive attitude can be improved by doing the Exposure – find out what others have done.
following: Assistance – have your team study all angles.
Creativity – brainstorm multiple solutions.
Feed yourself the right food. Books about positive attitude Hit it – implement the best solution.
are available on book stands. Give yourself time to read and Surround yourself with problem solvers. Be with persons
reflect on it. who are good at problem-solving. They will complement your
weaknesses and teach you on how to deal with them.
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 Leader Qualities # 15: [RELATIONSHIPS]
think more positively. If you get along, they’ll go along.
Write it on your wall. It does not mean that you vandalize RELATIONSHIP:
your wall. Make a corner where you can show all your awards The state or fact of being related.
and citations. Have your plaques and trophies displayed on that
corner. These will serve as a reminder that you have been doing To cultivate good relationships, it requires the following:
positive things in your life and willing to do it over and over
again. Have a leader’s head – understand people;
Have a leader’s heart – love people;
Extend a leader’s hand – help people
Leader Qualities # 14: [PROBLEM SOLVING]
You can’t let your problems be a problem. Relationships can be improved by doing the following:
Five (5) qualities demonstrated by a leader with good Improve your mind. Be mature enough and widen your
problem solving ability: understanding. Allot some time to observe and talk to people
and try your best to understand them.
They anticipate problems;
They accept the truth;
Strengthen your heart. Show them that you care. Show your
feelings and act your way out.
Leader Qualities # 17: [SECURITY]
Repair a hurting relationship. Rebuild, reconcile and Competence never compensates for insecurity.
reconnect relationships that had crumbled even though it has
happened several years ago. Learn to forgive and apologize. Try SECURITY:
to be more loving and understanding to people whom you had Freedom from danger or risk
disagreement before. Freedom from care, anxiety or doubt
Something that protects and shelters
Leader Qualities # 16: [RESPONSIBILITY]
Common traits of insecure leaders:
If you won’t carry the ball, you can’t lead the team.
They don’t provide security to others;
RESPONSIBILITY-“RESPONSIBLE”:
They take more from people than they give;
The state or fact of being responsible
They continually limit their best people;
A person or thing for which one is responsible
Involves duties or obligations They continually limit the organization
Accountable, as for something within one’s power
The one who embraces responsibility has the following Security can be improved by doing the following:
characteristics:
Know yourself. Gather information about yourself from people
you know. Let them assess you as a person. Don’t be defensive
They get the job done;
and reactive on their assessment. Reflect and make some
They are willing to go the extra mile;
necessary improvements.
They are driven by excellence;
They produce regardless of the situation Give away the credit. Lift the morale of your team. Recognize
their contributions. This will improve the organization.
Responsibility can be improved by doing the following:
Get some help. Seek professional help if you cannot fight
Keep hanging in there. When everything seems to crumble, insecurities on your own. Be honest with yourself.
stop for a while then think and find ways to succeed. Be
creative in finding ways to keep you on the right track. Leader Qualities # 18: [SELF – DISCIPLINE]
The first person you lead is you.
Admit what’s not good enough. Failing depends on
standards that must be met. Reset your standards to a higher Action points to follow:
level. The standards that you have been following might not be
as good as it may seem as it was, compared to this time. Develop and follow your priorities;
Make a disciplined lifestyle your goal;
Find better tools. It seems that things are not falling on their Challenge your excuses;
right places even though your standards are high, you have Remove rewards until the job is done;
good attitude and you had been working hard consistently.
Stay focused on results
Consider the tools that you are using. It’s time to update your
materials and further develop your skills. Read books.
Self – Discipline can be improved by doing the following: Move into action. Learn how to serve. You can start with your
family, your church and then with your community.
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. Leader Qualities # 20: [TEACHABILITY]
To keep leading, keep learning.
List the reasons. Make a list why self – discipline is important
and beneficial to you. Let this be your reminder to achieving Guidelines to help cultivate and maintain teachable
your priorities. attitude:
Get rid of excuses. Dismiss all excuses that arise in order for Cure your destination disease;
you to achieve your goals. Always think of the benefits that you Overcome your success;
will harvest and the consequences you might encounter when Swear off shortcuts;
having a lot of excuses. Trade in your pride;
Never pay the same price for the same mistake;
Leader Qualities # 19: [SERVANTHOOD]

To get ahead, put others first. Teachability can be improved by doing the following:
A true servant leader embodies the following: Observe how you react to mistakes. Everybody commit
mistakes. How do we react to our own mistakes? Ask someone
Puts others ahead of his own agenda; close to you on how you react when you commit mistakes. Do
Possesses the confidence to serve; we ask apology or are we defensive when we commit one?
Initiates service to others; Accept your mistakes and learn from it.
Is not position-conscious;
Serves out of love Try something new. Always open your world for challenges.
Try things that need mental, emotional and physical activities.
Servanthood can be improved by doing the following:
Learn in your area of strength. There is always room for
Perform small acts. Perform small acts of kindness to others. improvement. New things are being discovered every now and
Show them that you care. Others greatly appreciate small then. Read books, update yourself and get a harder grip on your
things beneficial to them. field.
Learn to walk slowly through the crowd. Try to connect as

much as many people in the crowd. Approach them and say Leader Qualities # 21: [VISION]
hello. Be updated on what keeps them busy. You can seize only what you can see.
VISION:
England
f seeing
A vivid imaginative conception Transformational leadership is a form of leadership that occurs
when leaders “broaden and elevate the interests of their
Things to be understood to handle vision: employees, when they generate awareness and acceptance of
the purposes and the mission of the group and when they stir
Vision starts within; their employees to look beyond their own self-interest for the
Vision draws in your history; good of the group” (Bernard Bass 1990).
Vision meets other’s needs;
Vision helps you gather resources; Transformational leaders have a clear collective vision and most
importantly they manage to communicate it effectively to all
Vision can be improved by doing the following: employees. By acting as role models, they inspire employees to
put the good of the whole organization above self interest. They
Measure yourself. Ask the opinions of people around you also stimulate employees to be more innovative, and they
regarding your vision. If your vision is coherent then you’re themselves take personal risks and are not afraid to use
living your life with your vision. unconventional (but ethical) methods in order to achieve the
collective vision.
Write it down. Writing clarifies thinking. Put your vision into
writing and evaluate it every now and then. If your vision will This form of leadership goes beyond traditional forms of
make you achieve your best, then do everything possible to transactional leadership that emphasized corrective action,
pursue it. 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
Do a gut check. Check your gut level by answering the subordinates and leave them space to breathe and grow. In that
following questions: respect, transformational is a more developmental and
constructive form of leadership for both individual employees
What makes you cry? and the organization as a whole.
What makes you dream?
What gives you energy? Why is transformational leadership important for
organizational functioning?
Your answer on the above questions has great impact on your
gut level. Reflect and deal with it. Numerous studies have shown that transformational leadership:
• Significantly increases
TRANSFORMATIONAL LEADERSHIP organizational performance;
Adopted from: • Is positively linked with long
Olga Epitropaki (O.Epitropaki@sheffield.ac.uk) term market share and customer satisfaction
Institute of Work Psychology
University of Sheffield
• Generates higher commitment
Sheffield
to the organization from their employees;
S10 2TN
• Increases employee trust in • Seek different perspectives when

management and organizational citizenship behaviors solving problems;
(extra-role work related behaviors such as
conscientiousness, unselfishness and sportsmanship • Get employees to challenge old
that are unrestricted, not related to the formal reward assumptions and to think about problems in new ways;
system of the organization);
• Spend time teaching and
• Enhances employee satisfaction coaching;
with both their job and the leader;
• Consider each individual
• Reduces employee stress and employee’s different needs, abilities and aspirations;
increases well-being
• Are compassionate, appreciative
and responsive to each employee and recognize and
How do transformational leaders behave? celebrate each employee’s achievements.
Transformational leaders: Four components of transformational leadership: (Bass, 1985,

1998, Bass & Aviolo, 1993)
• Articulate a compelling vision of
the future; 1. Charisma - If the leadership is transformational, its
charisma or idealized influence is envisioning, confident,
• Use stories and symbols to and sets high standards to be followed.
communicate their vision and message;
2. Inspirational motivation - If the leadership is
• Specify the importance of having transformational, its inspirational motivation provides
a strong sense of purpose and a collective mission; followers with challenges and meaning for engaging in
shared goals and undertakings.
• Talk optimistically and
enthusiastically and express confidence that goals will 3. Intellectual stimulation - If the leadership is
be achieved; transformational, its intellectual stimulation helps
• Engender the trust and respect of followers to question assumptions and to generate more
their followers by doing the right thing rather that creative solutions to problems.
doing things right;
• Instill pride in employees for 4. Individualized consideration - If the leadership is

being associated with them; transformational, its individualized consideration treats
each follower as an individual and provides coaching,
• Talk about their most important mentoring and growth opportunities
values and beliefs;
• Consider the moral and ethical

consequences of decisions;
If such transformational leadership is authentic, it is your contribution is that small, if everybody will do their part,
characterized by high moral and ethical standards in each of things will go on smoothly.
the above dimensions.
Habit # 7: [SHARPEN THE SAW]
What we had learned a couple of years back will become
THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE outdated. Many things evolve and develop so fast, that there is
a need to update ourselves through various food-for-the brain
Stephen Covey wrote a book about highly effective people. The
resources.
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
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
MODULE 6 they wonder why the other are apathetic.
DECISION MAKING 6. Majority Vote - In big groups this is often the most
INVOLVEMENT IN DECISIONS: effective way to make a decision. However, one may
lose the interest or the loyalty of the minority who voted
1. The Plop - Here the group makes a decision by not against a decision especially if they feel their point of
making a decision. “Not to decide – is to decide” view was not heard.
Someone makes a suggestion, but it drops like a stone
7. Silent Consensus - Some groups aim at unanimous substitute personal opinions for adequate information.
decisions. These are good, if genuine, but they are rarely Or group may approach the decision making process
achieved completely on important issues. Unanimous without testing for consensus.
agreement is sometimes assumed, when some members
have not felt free to disagree and have kept silent. 6. Inadequate Leadership - A leader may hinder good
decision making if he restricts the expression of opinion
8. Consensus - This is an agreement, often involving or discussion on issues too soon. Leaders also may fail to
compromise or the combination of various possibilities, provide assistance in selecting appropriate methods for
after all opinions have been heard. Disagreements and decision making or be insensitive to the factors causing
minority viewpoints are discussed fully. It takes time and difficulty in the group.
care to build a climate in which all feel free to express
themselves, but this method does built unity, 7. Clash of Interest - Sometimes different groups or
cooperation and commitment. It does not mean listening individuals within an organization do have opposing
to people and then doing what we were going to do in interest.
the first place. It means adapting to accommodate the
concern of all. It may take longer to make a decision this CONFLICT RESOLUTION AND STYLES AND PROBLEM
way, but it will often be carried out more quickly and SOLVING
whole-heartedly.
CONFLICT – a sharp disagreement or clash of ideas, interest,
etc.
DIFFICULTIES IN DECISION - MAKING
1. Fear of Consequences - The possible outcome of an 1. “Win-Lose” Style - One party in a conflict situation
impending decision may bring division and seeks to meet individual goals at all cost, without
disagreement. concern for the needs of his opponent or their
relationship.
2. Conflicting Loyalties - When one person is a member
of a number of groups, this frequently leads to divided 2. “Yield-Lose” Style - One party view the relationship
loyalties about decisions. with the other party as the most important consideration
and not the attainment of one’s goals. The party using
3. Interpersonal Conflict - Personal differences occur this style yields and loses his position.
which provokes feelings of affection or dislike among
members and which interfere with sound decision 3. “Lose-Leave” Style - One party has low concern for
making. Often another member who is not involved in both the goals and the relationship with the opponent.
the interpersonal conflict can bring the real problem into He loses by default through withdrawing from the
the open. situation.
4. Hidden Agenda - One person may try to get the group 4. “Compromise” Style - One party has a moderate
to make a certain decision, which he wants for reasons degree of concern for both the goals and the relationship
which he will not share with the group. with the opponent. The party will try to reach a
“compromise”, or what is known as the “win some - lose
5. Blundering Methods - A group may be so bound by some” effect.
rigid procedures that there is little chance for a free
expression of differences. Or a group may allow itself to
5. “Integrative” Style - One party has a high concern for

both the goal and the relationship with the opponent.
The conflict is resolved by working collaboratively with
all concerned parties so that everyone will end up a
winner. This is also known as “win – win” style.
MODULE 7
FILIPINO CITIZENSHIP
VALUES
The given set of values is inherently within each Filipino. This
part of the module aspires to awaken these values amongst us
and hopefully, later on, inspire us to practice it in our every day
lives. These values, if carried out with one’s heart can serve as
a vehicle and reinforcement towards our goal of realizing social
change and progress.
For us to have a better view on the said topic, short stories and
activities, conveying and promoting the said set of values were
integrated in this module.
THE VALUE OF RESPECT FOR LIFE

“Treat life with respect and life itself will reveal its beauty to
you.”
The House of Life
The crowd said to the Mystic, “We found a big and beautiful
house called Life. Without giving any thought to whom the
House of Life might belong, we rushed inside it. Yet to our
dismay, the House of Life was empty and there was nothing in
it. Life is empty, Life has no meaning.”
The Mystic went to the House of Life to see if it really was

empty. He knocked on the door before entering and someone
from within opened it. He stayed inside the house for quite
sometime while the crowd waited outside. It was already
evening when the Mystic went out.
“Is the House of Life empty as we told you?” the crowd

questioned him.
The Mystic answered the crowd, “the House of Life is not Life, after all, is not empty.
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.” THE VALUE OF CONCERN FOR THE FAMILY AND THE
FUTURE GENERATIONS
“How can that be? The crowd insisted. “When we were inside
“We can get so involved in what we are doing that we forget
the House of Life, it was empty, yet now you tell us that it is
why we are doing it. We are so involved in living that we forget
not.”
the purpose of living. We get so involved in pursuing the things
money can buy that we forget about the things that money
The Mystic rebuked the crowd, “You found the House of Life
can’t buy.”
empty because you did not knock before you entered it. You
rushed into life even without knocking, as if the house belonged
Father’s Mistake - No Time
to you. The Master of Life, seeing that you lacked respect for
life and reverence for it, took away its beauty because you
One night, a father came to a parent-teacher conference in a
would not know how to use it. You are proud and vain as if you
city high school. During a talk with one of his son’s teachers,
are the master of your own life. For this reason, the Master of
the father broke down and began to cry.
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
After he regained his composure, the father apologized, saying,
seen the beauty I saw and conversed with the Master of Life
“My son no longer lives with me. But I still love him and I want
himself.”
to know how he’s doing in school.”
The father then told the teacher how his wife and four children
“Tell us please,” the crowd begged the mystic, “what does it
had left him that afternoon.
mean to knock on the Door of Life?”
He was a building contractor and sometimes worked sixteen
The Mystic solemnly spoke, “to knock on the door of Life is to
hours a day. Naturally, he saw little of his family, and then
be humble enough to accept that the house does not belong to
slowly grew farther and farther apart.
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
Then the father said something sad. He said: “I wanted to buy
knock on the Door of Life is to wait with patience for the Master
my wife and kids all the things I had dreamed of giving them.
to open it from within and not to force it from the outside. To
But in the process, I got so involved in working that I forgot
knock on the Door of Life is to follow the statutes and
about what they needed most: a father who was around at
commandments of the Master of Life.”
nights to give them love and support”.
“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
THE VALUE OF TRUTH
your very selves as well.”
Lies are said in the place of truth…
They left the Mystic after they heard this. The crowd returned to Why not prefer to tell the Truth than settle for a lie?
the House of Life and they knocked before entering. The Master
of the House of Life opened it from within. Once inside, the There are no half-truths or white lies…
crowd saw the beautiful things the Mystic had seen. But most of It’s either you say the truth or tell a lie!
all, they were able to dine and converse with the Master of Life
himself. A million lies cannot make up a single truth…
You can never transform a lie into truth.

One day, a group of skulls in the cemetery had a conversation.
It’s easier to tell the truth than tell a lie…
With the truth, you merely have to state the facts: “Hey,” said a skull to another, “who were you when you were
With lies, you’d have to cook up a thousand alibis. alive?”
You’ll know when your lies have caught up with you… “I was a king,” answered the skull with an air of pride.
When you begin to believe in them as being the truth.
“Yes, I was once his slave,” replied another skull. “He was a
In the end, we find but a single truth about lies: tyrant, a ruthless, merciless king!”
That there is No Truth and No Good in Lies.
“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 JUSTICE
Justice is giving every man his due.
THE VALUE OF PROMOTION OF THE COMMON GOOD
To Every Man His Due The real heroes among us are those who live their lives daily in
genuine concern for the welfare of the others.
There was once a poor farmer who would come to town
everyday in order to supply a baker with homemade bibingka. A Chinese Legend
In exchange for five pounds of bibingka, the baker would give
the farmer five pounds of bread for his family. Once upon a time, in the western Kingdom, lay a beautiful
One day, the baker decided to weigh the bibingka. He garden. And there, in the cool of the day was the Master of the
discovered that the bibingka was one pound short. This made garden want to walk. Of all the denizens of the garden, the
the baker very angry, and he accused the farmer of having most beloved was a gracious and noble bamboo. Year after
cheated him. year, Bamboo grew yet more noble and gracious, conscious of
his master’s love and watchful delight, but modest and more
But the farmer very calmly declared, “You see sir, I am very gentle withal. And often, when the wind revel to the garden,
poor and have no weights at home. So I take the five pounds of Bamboo could cast aside his grave stateliness, to dance and
bread you give me and use it as a standard. In this way, I can play right merrily, tossing and swaying, leaping and bowing in
be sure of giving you an equal amount of bibingka.” joyous abandon, leading the Great Dance of the Garden which
most delighted the Master’s heart.
THE VALUE OF EQUALITY One day, the Master himself drew near to contemplate his
Bamboo with eyes of curious expectancy. And Bamboo, in a
Each man may differ in worldly stature, but each one bears the
passion of adoration, bowed his great head to the ground in
same amount of dignity as another and all share one common
loving greeting. The Master spoke: “Bamboo, Bamboo, I would
destiny.
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
Skulls
made, the day for which he had been growing hour by hour, this he was life abundant, but in his brokenness he became a
day in which he would find his completion and his destiny. His channel of abundant life to his Master’s world.
voice came low: “Master, I am ready. Use me as thou wilt.”
“Bamboo”- the Master’s voice was grave- “I would fain take THE VALUE OF CONCERN FOR THE ENVIRONMENT
thee and cut thee down!” A trembling of great horror shook
Materials needed:
Bamboo.
Manila papers/ scratch papers
“Cut… me… down! Me… who, Master, has made the most Scotch tape/ glue
beautiful in thy entire garden…to cut me down! Ah, not that, Other light indigenous materials
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
E-ducation
R-ecreation
V-alues Formation and Moral Recovery
I-ndustry and Entrepreneurship
C-are for Health
E-nvironment
NSTP-CWTS SERVICE COMPONENTS

1. Safety and Security - This area involves disaster
preparedness during fire, earthquake or other calamity that
needs immediate response from any trained civilians during
emergency situations. Basic life saving seminar, fire drill and
the like are some of these examples.
2. Education - This area involves enhancement of institutional

MODULE 8 support materials and facilities for the community and school
such as providing materials containing basic literacy skills for
DIMENSIONS OF pre-schoolers, alternative learning system for out-of-school
youths and adults, mathematics and science tutorials and
DEVELOPMENT extended services of skilled students.
MODULE OBJECTIVES: 3. Recreation - This area involves sports fest, parlor games for
General Objective: street children and painting that enrich youth’s capacities to
To enlighten the students regarding the MAPÚA-CWTS relate with one another in the community.
dimensions of development and the support and delivery
systems [SDS]. 4. Values Formation and Moral Recovery - This involves the
development of youth to be good leaders, responsible
Specific Objectives: individuals imbued with good moral values and active agent of
development of the community.
• To inform the students about
5. Industry and Entrepreneurship - This area includes
the different programs of MAPÚA-CWTS that will be
programs and activities that are vital to economic growth.
implemented;
CWTS students demonstrate technical skills in communities like
• To help students chose what
meat processing, silkscreen making and how to establish small
particular support and delivery system [SDS] to pursue
business.
in MAPÚA-CWTS program;
• To inform students about their 6. Care for Health - This area aims to give knowledge on
responsibilities on SDS that they will pursue. medical-related fields and extend health services needed in the
community. It includes medical services like first-aid operation,
THE NSTP-CWTS DIMENSIONS OF DEVELOPMENT vaccination, info dissemination, basic life saving seminars,
An acronym was coined for the NSTP-CWTS dimensions of heath / nutrition technical assistance and training of youth to be
development, SERVICE. This stands for: first aid assistants.
S-afety and Security
7. Environment - This area inculcates environmental

awareness and its contribution to health and related fields. It THE LEARNING SUPPORT AND DELIVERY SYSTEM [LSDS]
involves management of waste, environmental protection,
dissemination and application of technologies supportive of the This SDS involves students in community work in terms of
community needs and livelihood activities related to literacy programs. MAPÚA-CWTS offers Alternative Learning
environment and other related fields supportive of the national Equivalency and Accreditation Program [ALEAP] for out of
thrust. school youths (OSY) and adults. Students pursuing this SDS will
help Instructional Managers (IM’s) facilitate learning process of
the OSY and adults. Students will be mentoring recipients of the
MAPÚA-CWTS SUPPORT AND DELIVERY SYSTEM [SDS] program using modular method.
COMPONENTS
THE SOCIO-CIVIC SUPPORT AND DELIVERY SYSTEM
Since all of the SERVICE components cannot be delivered as a
[SCSDS]
whole, the MAPÚA-CWTS had defined three Support and
Delivery Systems that harnesses MAPÚA’s expertise which can
This SDS involves students in community work in terms of
be offered to the community.
socio-civic programs. Some of the programs include:
In line with the community service rendered by MAPÚA-CWTS,
students will choose one of the three SDS which will be pursued • community surveying;
during 3rd and 4th terms. • awareness programs or info
dissemination on health, environment, safety and
THE ENGINEERING AND HEALTH SUPPORT AND DELIVERY security and other relevant issues;
SYSTEM [EHSDS] • recreational activities for the
youth and
This SDS involves students in community work in terms of • support group for the EHSDS
engineering expertise and health services. Students will plan and LSDS
and implement simple projects related to their fields that are
beneficial to the partner communities. These simple projects to Students pursuing this SDS will serve one partner community.
be implemented will have duration of two terms. Students They act as ambassadors of the MAPÚA-CWTS. Building rapport
pursuing this SDS will serve all the partner communities and strengthening relationships between MIT and the
handled by MAPÚA-CWTS. EHSDS includes the following: communities.
ESDS CHE-CHM, BT
ESDS ME
ESDS CE-AR
ESDS IT
ESDS EE-ECE-COE
HSDS NURSING
Other EHSDS will be implemented according to community

needs. Each EHSDS will render services on alternate schedules
to accommodate all partner communities.
Separate Manuals of Instructions is provided for specific EHSDS.

3. Effectively apply the learning gained during field/ community

visits.
THE COMMUNITY
Each and every one of us belongs to a particular community.
Each and everyone of us also, may differ in defining what a
community is. Our descriptions may be based on the various
books and magazines that we read, television shows that we
watched, and finally, on how we personally perceive our
community based on the numerous experiences that we’ve had.
The term community was actually derived from the Latin word,
communis, a noun describing quality implying “fellowship,
community of relations and feelings”.
Webster’s dictionaries, on the other hand, define a community

as a body of people living in the same place under the same
laws (geographical); a body of people having common interests
(psychological).
One of the most common and simplest definitions was coined

by R. M. McIver. According to McIver, a community is:
“an aggregation of families and individuals settled in a

fairly compact and contiguous geographical area, with
significant elements of common life, as shown by
MODULE 9 manners, customs, traditions and modes of speech.”
COMMUNITY ORGANIZING
MODULE OBJECTIVES:
According to this view, the term community was defined based
The module generally aims to prepare the MAPÚA - CWTS on the elements that it possesses. Other elements that a
students in working with their partner communities. community may posses are the following:
Furthermore, at the end of the module, the students are
expected to:
• HISTORY
From public documents, folk history, historical roots
1. Learn the basic knowledge on the concepts, principles and
processes related to community organizing; • SPACE RELATIONS
Internal Relation: within the community
2. Demonstrate the basic roles and ideal qualities of a • EXTERNAL RELATION
community organizer; Relation with other communities, nation and state
• RESOURCES term used to describe their efforts to coordinate services for

Human, man-made and natural these groups.
• TECHNOLOGY Other definitions have evolved all throughout the years and one
Modern or indigenous; the technical know-how of the
will be the following:
people
• KNOWLEDGE AND BELIEFS “Community Organizing is a systematic, planned and liberating
• VALUES AND SENTIMENTS change process of transforming a complacent, deprived and
• GOALS malfunctioning community into an organized, conscious,
• NORMS empowered and self-reliant, just and humane entity and
• POSITION AND ROLES institution.” [-Philippine Business for Social Progress (PBSP)]
Elected or not elected
• POWER Community Organizing (CO) is a continuous process of:
• LEADERSHIP
• INFLUENCE • Educating the people to understand their critical
consciousness of their existing conditions;
• SOCIAL RANK
Standing of person in the group
• Organizing people to work collectively and efficiently on
• REWARD AND PUNISHMENT their problems;
TYPES OF COMMUNITIES
• Mobilizing people to develop their capability and
GEOGRAPHICAL Has boundaries, territories readiness to respond and take action on their immediate
COMMUNITIES needs towards solving their long term problems. [-UP
RURAL/URBAN The traditional way of College of Social Work and Community Development]
COMMUNITIES classifying communities
SECTORAL COMMUNITIES e.g. :Women, Youth,
Farmers, Fisher folks
FUNCTIONAL COMMUNITIES Groups of people who share
some common interests or
functions
TRIBAL/INDIGENOUS e.g.: Aetas, Mangyans
COMMUNITIES
SPECIAL TYPES OF e.g.: disabled, parishes,
COMMUNITIES families
COMMUNITY ORGANIZATION Collectively, the above-mentioned definitions suggest that

Community Organizing (CO) is both a process and a method.
The very term “Community Organization” suggests that the CO is a process in the sense that it is perceived as a progressive
community is central in the use of this method usually linked to and forward movement from one condition to another. It is also
social work. The term “Community Organizing” was first used considered as a method because it consists of a dynamically
by American Social Workers in the late 1800’s to refer to the conscious and deliberate undertaking to bring about social
specific work they were involved in with settlement houses for change.
new immigrants and the poor. “Community Organizing” was the
• LEADERSHIP DEVELOPMENT AND MOBILIZATION

• SOCIAL TRANSFORMATION
PROCESS
C.O. METHOD •
GUIDING PRINCIPLES OF COMMUNITY ORGANIZING
“Go to the People, Live Among the People”
One cannot help the community towards its development if
the organizers stay and work within the comforts of an
office/ school and do not integrate with the people.
A BRIEF HISTORY:
COMMUNITY ORGANIZATION IN THE PHILIPPINE • “Learn, Plan and Work with the People”
SETTING The people know better than any other outsider what their
needs and problems are. The community members, with the
Through the Philippine Ecumenical Council for Community assistance of the community organizer, must be the one to
Organization (PECCO), Community Organizing was introduced in determine the program appropriate to answer their needs/
the Philippines during the First Quarter Storm of the seventies. problems.
The group organized communities in the Tondo area where the
program, Zone One Tondo (ZOTO) was born. The program was • “Start With and Build on What the People Know”
replicated in other parts of the Philippines, including the rural Community organizers must begin with the indigenous
areas and was usually introduced through church structures. resources, technologies and structures that the community
has. Improve on their strengths!
Organizing efforts continued even when the Martial Law was
declared. During this time, Community Workers began pushing
• “Teach By Showing, Learn by Doing”
for people’s participation and community organizing became
For the community to learn effectively, the worker must
the tool for achieving this. International Development Groups
demonstrate different procedures or techniques and not
and government both began to support and fund Community
merely give instructions.
Organizing Programs. Community Organizing began to
proliferate.
• “Not Piecemeal but an Integrated Approach”
Community organizing is an inter-relationship of various
GOALS OF COMMUNITY ORGANIZING elements and factors.
Community Organizing transforms a complacent community to

become self-propelling and self - nourishing.
• “Not Relief, But Release”
Community organizing is a process that liberates a
community from its identified problems.
Community organizing is important because through this,
people work together in an organized manner and become
more effective when social change takes place. But what,
basically is community organizing for? Read on to learn the
different goals/ purpose why this method is still being widely
GETTING STARTED: THE COMMUNITY ORGANIZING
used in the different parts of our country, and the whole world.
PROCESS
• PEOPLE EMPOWERMENT
• IMPROVED QUALITY OF LIFE
As earlier defined, community organizing is a systematic Pre-Entry Stage

process. This process, when expounded, shall consist of the After your specific community has been identified, organizers
following phases: are then expected to conduct a social investigation (S.I) on the
said area, conduct initial interviews with the community
persons and to go around performing a site/ ocular inspection.
These activities shall be of great help to the organizers in
COMMUNITY SELECTION acquiring pertinent information on the background of the
PRE-ENTRY community they are to organize.
ENTRY
Entry Stage
INTEGRATION The community has the right to know of the organizers’ entry in
their area. Because of such, a courtesy call to the barangay
PROBLEM officials and respected leaders form the said community is
IDENTIFICATION necessary. An orientation on the assisting organizer’s
background and purpose must also be clearly relayed.
ANALYSIS
PHASE TWO: INTEGRATION
“Integration rather than immersion.”
Immersion: “Complete involvement”

COURSE OF ACTION Integration: “Acceptance into a community”
When you perform the tasks of an organizer, you do not go to

the community and just make yourself “felt” by merely
“showing-up”. No matter how frequent you go to the area but
IMPLEMENTATION fail to exert any effort to integrate with the community
members, your visits will just go to waste.
MONITORING AND
EVALUATION Integrating with the locals is also one of the best strategies one
organizer can practice in order to catch-up with the current
PHASE OUT situation of the community. Joining a small “umpukan” of
housewives, or some of the local youths at their “tambayan”,
Community organizing phase here is depicted in a linear manner, but in reality, can, one way or another help you gather pertinent information
CO is a much more complex process in which phases overlap and integrate. (identification of problems and current issues) on the
community.
Be observant. Attentively watch the community’s

“pamumuhay” or way of living. What do the youths normally
do? How do the community members spend their spare time?
What is their common source of income? What type of houses
do they have? These are just some of the things you can
PHASE ONE: COMMUNITY SELECTION initially observe during your visit. TRUST BUILDING is important
at this stage.
PHASE THREE: ANALYSIS
The community organizers during this stage assist the PHASE SIX: PHASE OUT
community in identifying, analyzing and prioritizing current
community needs and issues. A compromise between the felt After the goals of the community have been met, and its
and objective needs must be met. Let the locals decide on to members are empowered, the community organizer can now
which program they think is appropriate for them. pull out from the community. Remember that prior to this, the
worker must prepare the community before phasing-out. This
is basic courtesy to the people.
PHASE FOUR: COURSE OF ACTION
“People’s participation is the essence of community THE COMMUNITY ORGANIZER
organizing”
ROLES OF A COMMUNITY ORGANIZER
After the problems and issues of the community have been
An organizer, while at the community, plays various roles,
identified, a systematic course of action may now be
depending on what the situation calls for. Below are the four
determined. The organizer, during this stage, plays the role of a
basic roles they portray, at one time or another:
facilitator- to which he ensures that the community is able to
communicate and express their concerns, and is able to
encourage them to give their own suggestions on how they • A FACILITATOR - Facilitates the community process
could possibly resolve their problems. Finally, organizers must through listening and questioning and by giving
also ensure of the community’s participation and continuous encouragement and support to the local
commitment on the produced plan. strivings
Consider also the available resources (human, man-made, • AN ANIMATOR - Stimulates the people to think critically
natural) in the community which can be utilized during the when identifying problems and finding new solutions.
implementation of the project.
• AN ENABLER - Consistently directed at freeing the
community (through key persons like leaders) to realize
PHASE FIVE: IMPLEMENTATION their strengths and potentials in cooperative work.
Implementation
The plan that was initially formulated with the community is
• A CATALYST - Hastens the process of transformation/
change.
now put into action. Collective work from the community
members must be encouraged by the worker, after all, the
IDEAL PERSONAL QUALITIES OF A COMMUNITY
project is for them, therefore, should also be participated by the
ORGANIZER
people themselves.
• INTEGRITY
Evaluation • CREATIVITY
In some inevitable cases when problems during the
• COURAGE
implementation may arise, the community organizer, again, as
a facilitator, may assist the community in examining what • FLEXIBILITY
happened, what went well, what has been learned and what • OBJECTIVITY
should happen next. • SELF-DISCIPLINE
• TACT
• SENSITIVITY limitations of your visit. cannot fulfill. This will

• HONESTY only give false hope to
• ADAPTABILITY them.
• IMAGINATION
• SENSE OF HUMOR
TIPS DURING COMMUNITY VISIT

DOs DON’TS
 Listen to your • Perform any task
Facilitator’s instructions. without your Facilitator’s
knowledge or consent.
 Be simple. • Wear attention-catching

clothes and jewelries. As
much as possible also,
avoid bringing-out your
expensive gadgets like
cellphones, MP3 players
and the like.
 Always go with your • Go to the community

assigned “buddy”. and wander by yourself.
 Integrate! Observe. • Confine yourselves

within your group/ class.
 Be courteous and • Use curse or offensive

polite. Use “opo” or terms/ words.
“po” while conversing
with those who are older
than you.
 Be a • Show your
role model. Be aware disgust or annoyance if
that in community work, any inconvenience were
you carry not only encountered.
yourself but the name of
the Institute.
 Know • Make any

the purpose and promises that you
persons involved collaborate and determine the best possible

way of achieving the established goals within a given time
frame at the least possible cost.
MODULE 10
PROJECT PREPARATION
MODULE OBJECTIVES:
At the end of this module on Project Preparation, the MAPÚA -
CWTS students are expected to: WHO DEVELOPS A PLAN?
Other than the group or section spearheading the project, other
1. Acquire the necessary knowledge in developing a project
key persons can also be invited to help prepare a project plan.
plan;
These key persons may include the following:
2. Familiarize themselves and be able to express the steps
involved in creating a project proposal; • COMMUNITY MEMBERS DIRECTLY AFFECTED BY
THE PROBLEM (e.g. youth, mothers, workers, etc.)
3. Develop their planning skills by undertaking an actual
project planning and proposal drafting session • INFLUENTIAL PERSONS FROM THE COMMUNITY
(community leaders, elected or not)
PROJECT PLANNING • EXPERTS WHO HAVE BEEN WORKING WITH THE

SAID COMMUNITY (e.g. community organizers)
Each and every one of us at some point plans and implements a
project. Whether you are a student finishing a homework, an
WHAT ARE THE STEPS IN DEVELOPING A PLAN?
engineer designing a plan, an events coordinator organizing for
a friend’s wedding or a director shooting a movie- whatever A Pre-requisite in developing your plan is the awareness of your
field or profession you might choose, it can be safely said that it partner community’s current condition. Through the aid of the
is imperative for us to be familiar with the steps involved in collated results (which will be provided) of the community
planning and preparing for a project. Not only this knowledge assessment conducted, it will be much easier for your class to
will be able to make our task easier-but shall also give direction identify possible projects for your partner community.
in achieving our project’s success.
The steps involved in developing a plan include the following:
Projects can be easily demonstrated with the aid of a
systematically prepared project plan. A plan is defined as: • ESTABLISH YOUR GOAL
“an outline which consists of strategies and specific The initial step in developing a plan is to establish a
actions or steps to be undertaken in order to reach the common goal. Goals are the desired or expected
goals.” outcome of an endeavor- therefore, goals are ends or
targets.
Developing a plan is said to be the first critical step in ensuring
a project’s success. Through the process of planning, the
These goals serve as the backbone to your plans. It is usually determined by the individual’s expertise or
provides your class the guide and direction that you capability and willingness to perform the assigned task.
need in determining the projects you intend to
implement. • TIME FRAME
Because of the crucial role it plays, make sure to “When will the action steps be performed?”
consider the following points while formulating your “When do we intend to finish the tasks?”
goals:
A specific schedule shall be set to determine when the
- Be Specific. identified action steps shall be carried-out and up to when
these activities shall be performed.
Goals broadly or vaguely stated would not be of
any help to your class. Make sure your goal/s are
specific as possible.
Be Realistic. • RESOURCES NEEDED
There would be no sense in developing a goal, of “What are the materials that we need?”
which your class knew from the very start, would
be impossible to accomplish. These resources needed by your class to deliver the
action steps may not be limited to material objects but
Bear in mind also that goal/s after having been set can may also include the needed human resources
be changed. In fact, goals should be constantly (manpower) as well.
evaluated to fit changes.
• EXPECTED OUTPUT
• IDENTIFY STRATEGIES/ ACTIONS STEPS/ACTIVITIES TO BE
TAKEN “What do we expect after the action steps have
been performed?”
Assuming that a common goal has already been
established, it will now be the time for your class to GOAL:
determine the various action steps you shall undertake. STRATEGIES TIME FRAME
PERSON
These strategies/ action steps are the “how’s” to achieve / RESOURC EXPECTE
S TIME END
your goals. ACTION ES D
INVOLVE STAR FRAM
PLAN/ NEEDED OUTPUT
D T E
ACTIVITIES
In identifying your strategies/ action steps, make sure to also
1.
include in your list the following: 2.
3.
• PERSONS INVOLVED
“Who would be in-charge of the identified action steps?”

“What would be my role?”
During this part of the planning, roles and responsibilities

are designated to the planning participants. Who to do what
Planners must decide upon a particular schedule

when the project will be executed and up to when it
shall be implemented.
• Project Methodologies
What techniques or procedures shall be used by the
A sample plan in a chart form group to deliver the project is clarified in this
element.
• Project Cost
This element will be based on the expected expenses
your class shall incur in the event that the project is
implemented.
THE PROJECT
Now that your class has agreed upon the specific action steps
directed to achieve your set goals, it is now time to take your THE PROJECT DEVELOPMENT CYCLE
plans to the next level. Now, ask yourselves, how are we going
to perform these activities? The solutions to this query are Projects may be differentiated according to its purpose,
projects. objectives, target beneficiaries, duration and scope. However,
all projects are subject to undergo a similar process. This
Projects, as defined by the Webster’s Dictionaries are planned process is referred to as: The Project Development Cycle.
undertakings. These projects usually possess various elements
which can be categorized namely as: PROJECT IDENTIFICATION
• Project Objectives
This element tries to answer what your project aims
to do and what the project is for.
PROJECT PREPARATION
• Project Boundaries
This element specifies the scope and limitations of
your project.
• Project Location PROJECT IMPLEMENTATION

Specifies where the project will be implemented.
• Project Target Beneficiaries

For which group is the project and who would benefit
from its implementation is addressed by this
element. PROJECT EVALUATION
• Project Duration
Although the phases may appear sequentially separated, the project life shall later on be endorsed to the MAPÚA – CWTS Overall
is actually a circular concept, wherein the phases continually Program Coordinator, for final approval.
.interface back and forth
Each class would also have a specific budget allotment per term
PHASE ONE: PROJECT IDENTIFICATION to facilitate the project implementation.
During this phase in the project development cycle,

the “planners” undergo the process of searching for
potential projects directed to achieve their goals.
PHASE TWO: PROJECT PREPARATION
Once a particular project has been agreed upon, the

next step would be to involve the planners to
determine how and when the project will be
implemented.
PHASE THREE: PROJECT IMPLEMENTATION
Finally, the plans are executed during this stage. The

project is carried-out by the assigned persons for the
target beneficiaries during the set schedule.
PHASE FOUR: PROJECT EVALUATION
Sometime after the project has been implemented,

an evaluation is usually conducted to determine
whether the project objectives has been realized, and
if so, to what extent.
PROJECT PROPOSAL
Each MAPÚA - CWTS class, through the aid of their Facilitators
would be required to submit a project proposal, based on each
class’ adopted community assessment documents provided.
A prescribed project proposal format shall also be followed to

ensure uniformity of the proposals being submitted.
All proposals will be assessed and evaluated by the MAPÚA -

CWTS Social Workers and Community Relations Officer and
1 ideas and follow them.

1 I often think I’d like to change
2 my life completely.
1 I often feel upset.
3
1 I am not as good looking as most
4 people.
1 If I have something to say, I
5 usually say it.
1 My friends understand me.
6
1 Most people are more popular
7 than I am.
1 I usually feel as if something
8 were pushing me.
APPENDICES 1
9
I often get discouraged at what
I’m doing.
2 Things don’t usually bother me.
MODULE 2: THE HUMAN PERSON 0
PERSONAL STYLE SURVEY
SELF-ESTEEM TEST
DIRECTION: Circle one word in each row that you feel describes
DIRECTION: Answer honestly the questions stated below. you best.
Are you a happy and confident person with a positive attitude to RO
life, or do you try too hard and blame yourself when things go W A B C D
wrong? Find out where you stand on the self-esteem scale with 1 Forceful Expressive Restrained Careful
our quiz, compiled by chartered psychologist Dr. Terry Kellard. 2 Pioneering Exciting Satisfied Correct
3 Bold Animated Willing Precise
TRU FALS UNSURE Argumentati
E E 4 Unpredictable Indecisive Doubting
I often wish I could change ve
1 5 Daring Outgoing Patient Respectful
places and be someone else.
I find it very hard to talk in front 6 Self-reliant Persuasive Gentle Logical
2
of a group of people. Life of the Even-
There are lots of things about 7 Decisive Cautious
3 Party tempered
myself I’d change if I could.
8 Assertive Popular Generous Perfectionist
4 I’m a lot of fun to be with.
9 Unyielding Colorful Easy-going Modest
It takes me a long time to get
5 Accommodati
used to anything new. 10 Persistent Optimistic Systematic
I’m popular with people of my ng
6
own age. 11 Relentless Talkative Neighborly Humble
7 People expect too much of me. 12 Strong-willed Playful Friendly Observant
8 I give in very easily. 13 Adventurous Charming Deliberate Disciplined
9 It’s hard being me. 14 Aggressive Attractive Steady Restrained
1 Many things in my life are all 15 Determined Enthusiastic Sympathetic Analytical
0 mixed up. 16 Commanding Impulsive Slow-paced Critical
1 Other people usually listen to my 17 Force of Lively Laid-back Consisting
character
18 Independent Influential Kind Orderly
19 Out-spoken Popular Pleasant Idealistic
Procrastinato
20 Impatient Emotional Serious
r
21 Competitive Spontaneous Loyal Thoughtful 7. 8. 9.
Self-
22 Courageous Convincing Considerate
sacrificing
23 Pushy Flighty Dependent Stoic
24 Directing Stimulating Tolerant Conventional
WHAT’S YOUR PERSONALITY
Select a shape below that appeals to you the most and then
scroll down to read about your personality.
LIFETRAPS
A psychologist developed these shapes. They have been tested INTRUCTIONS: Rate each of the next twenty-two statements in terms
worldwide, over a period of several years. As we received of how true each is of you on this six-point scale.
feedback from our research, we carefully adjusted the color
and/or form of each shape, and then tested again, until we were SCORING KEYS
left with a highly successful set of shapes. These represent the
nine basic personality types. 1 Completely untrue of me
2 Mostly untrue of me
3 Slightly more true than untrue of me
4 Moderately true of me
5 Mostly true of me
6 Describes me perfectly
First, rate how true the statements were of you as a child. If

1. 2. 3. your answer would be different for various times your
childhood, choose the rating that best fits the way you felt in
general up until the age of twelve. Then, rate how true each
item is of you now, as an adult. If your answer would be
different for various periods of your adult life, choose the rating
that best applies to you in the past six months.
4. 5. 6. THE QUESTIONNAIRE
Chil
Now Description
d
1. I find myself clinging to people I’m close to
because I’m afraid they’ll leave me.
2. I worry a lot that the people I love will find
someone else they prefer and leave me.
3. I am usually on the lookout for people’s ulterior Now transfer your scores from the questionnaire to the score
motives; I don’t trust people easily. sheet.
4. I feel I cannot let my guard down around other
people or they will hurt me. Example: For Question 1, take your score for this item under
5. I worry more than the average person about the Child column and transfer it to Box 1 under the Child
danger – that I will get sick or that some harm will
come to me
column in the Score Sheet. Now take your score for this item
6. I worry that I (or my family) will lose money Now and transfer it to the next Box 1 (under the Now column).
and become destitute or dependent on others.
7. I do not feel I can cope well by myself, so I feel I Next, look at your score for Question 2 under the Child column.
need other people to help me get by. Transfer it to Box 2 under the Child column. Then, take your
8. My parents and I tend to be over involved in score for Question 2 Now and transfer it to the next Box 2,
each other’s lives and problems. under the Now column.
9. I have not had someone to nurture me, share
himself/herself with me, or care deeply about what Look at all the four score in the row. Transfer your highest score
happens to me. into the last box. If your highest score is 4, 5 or 6, put a check
10. People have not been there to meet my mark in the first column. If your highest score is 1, 2, or 3, leave
emotional needs for understanding, empathy,
the box blank. Go ahead and fill in the rest of the score sheet in
guidance, advice and support
11. I feel like I do not belong. I am different. I do the same way.
not really fit in.
12. I’m dull and boring; I don’t know what to say
socially.
13. No one I desire who knew the real me – with
all my defects exposed – could love me.
THE SCORE SHEET
14. I am ashamed of myself; I am unworthy of the
love, attention, and respect of others. Chil Highest
√ Lifetrap Child Now Now
d Score
15. I am not as intelligent or capable as most
people when it comes to work (or school). Abandonment 1. 1. 2. 2.
16. I often feel inadequate because I do not
measure up to others in terms of talent, Mistrust and Abuse 3. 3. 4. 4.
intelligence and success.
17. I feel that I have no choice but to give un to Vulnerability 5. 5. 6. 6.
other people’s wishes; otherwise they will retaliate
or reject me in some way. Dependence 7. 7. 8. 8.
18. People see me as doing too much for others
and not enough for myself. Emotional
19. I try to do my best I can’t settle for good 9. 9. 10. 10.
enough. I like to be number one at what I do. Deprivation
20. I have so much to accomplish that there is Social Exclusion 11. 11. 12. 12.
almost no time to relax and really enjoy myself.
21. I feel that I shouldn’t have to follow the normal Defectiveness 13. 13. 14. 14.
rules and conventions other people do.
22. I can’t seem to discipline myself to complete
Failure 15. 15. 16. 16.
routine, boring tasks or to control my emotions.
Subjugation 17. 17. 18. 18.
Two lifetraps relate to your ability to function independently in

Unrelenting 19. 19. 20. 20. the world. These lifetraps are Dependence and Vulnerability.
Standards DEPENDENCE
Entitlement 21. 21. 22. 22.
If you are caught in the Dependence lifetrap, you feel unable to
handle everyday life in a competent manner without
Refer to your score sheet; each lifetrap with a √ next to it is considerable help from others. You depend on others to act as a
likely to apply to you. Naturally, the higher your scores for each crutch and need constant support. As a child you were made to
lifetrap, the more powerful it probably is for you, and the more feel incompetent when you tried to assert your independence.
impact it probably has had on your life. As an adult, you seek out strong figures upon whom to become
dependent and allow them to rule your life. At work, you shrink
from acting on your own. Needless to say, this holds you back.
THE ELEVEN LIFETRAPS VULNERABILITY
Two lifetraps relate to a lack of safety or security in your
childhood family. These are Abandonment and Mistrust. With Vulnerability, you live in fear that disaster is about to
strike – whether natural, criminal, medical or financial. You do
ABANDONEMENT not feel safe in the world. If you have this lifetrap, as a child you
were made to feel that the world is a dangerous place. You
The Abandonment lifetrap is the feeling that people you love were probably overprotected by your parents, who worried too
will leave you, and you will end up emotionally isolated forever. much about your safety. Your fears are excessive and
Whether you feel people close to you will die, leave home unrealistic, yet you let then control your life, and pour your
forever, or abandon you because they prefer someone else, energy into making sure that you are safe. Your fears may
somehow you feel that you will be left alone. Because of this revolve around illness: having an anxiety attack, getting AIDS,
belief, you nay cling to people close to you too much. Ironically, or going crazy. They may be focused around financial
you end up pushing them away. You may get very upset or vulnerability: going broke and ending up on the streets. Your
angry about even normal separations. vulnerability may revolve around other phobic situations, such
as a fear of flying, being mugged or earthquakes.
MISTRUST AND ABUSE Two lifetraps relate to the strength of your emotional
connections to others: Emotional Deprivation and Social
The Mistrust and Abuse lifetrap is the expectation that people Exclusion.
will hurt or abuse you in some way – that they will cheat, lie to,
manipulate, humiliate, physically harm, or otherwise take EMOTIONAL DEPRIVATION
advantage of you. If you have this lifetrap, you hide behind a
wall of mistrust to protect yourself. You never let people get too Emotional Deprivation is the belief that your need for love will
close. You are suspicious of other people’s intentions, and tend never be met adequately by other people. You feel that no one
to assume the worst. You expect that the people you love will truly cares for you or understands how you feel. You find
betray you. Either you avoid relationship altogether, form yourself attracted to cold and ungiving people, or you are cold
superficial relationship in which you do not rally open up to and ungiving yourself, leading you to form relationships that
others, or you form relationships with people who treat you inevitably prove unsatisfying. You feel cheated, and you
badly and then feel angry and vengeful towards them. alternate between being angry about it and feeling hurt and
alone. Ironically, your anger just drives people further away,
ensuring your continued deprivation. It is a quality of
emptiness, of emotional disconnection. These are people who FAILURE

do not know what love is.
Failure is the belief that you are inadequate in areas of
SOCIAL EXCLUSION achievement, such as school, work and sports. You believe you
have failed relative to your peers. As a child, you were made to
Social Exclusion involves your connection to friends and groups. feel inferior in terms of achievement. You may have had a
It has to do with feeling isolated from the rest of the world, with learning disability, or you may never have learned enough
feeling different. If you have this lifetrap, as a child you felt discipline to master important skills, such as reading. Other
excluded by peers. You did not belong to a group of friends. children were always better than you. You were called “stupid”,
Perhaps you had some unusual characteristics that made you “untalented”, or “lazy”. As an adult, you maintain your lifetrap
feel different in some way. As an adult, you maintain your by exaggerating the degree of your failure and by acting in
lifetrap mainly through avoidance. You avoid socializing in ways that ensure your continued failure.
groups and making friends.
Two lifetraps deal with self-expression – your ability to express
You may have felt excluded because there was something what you want and get your true needs met: Subjugation and
about you that other children rejected. Hence, you felt socially Unrelenting Standards.
undesirable. As an adult, you may feel that you are ugly,
sexually undesirable, low in status, poor in conversation skills, SUBJUGATION
boring, or otherwise deficient. You re-enact your childhood
rejection – you feel and act inferior in social situations. With Subjugation, you sacrifice your own needs and desires for
It is not always apparent that someone has a social exclusion the sake of pleasing others or meeting their needs. You allow
lifetrap. Many people with this lifetrap are quite comfortable in others to control you. You do this either out of guilt – that you
intimate settings and are quite socially skilled. Their lifetrap hurt other people by putting yourself first – or fear that you will
may not show in one-to-one relationships. It sometimes be punished or abandoned if you disobey. As a child, someone
surprises us to realize how anxious and aloof they may feel at close to you, probably a parent subjugated you. As an adult,
parties, in classes, at meetings, or at work. They have a restless you repeatedly enter relationships with dominant, controlling
quality, a quality of looking for a place to belong. people and subjugate yourself to them or you enter
relationships with needy people who are too damaged to give
The two lifetraps that relate to your self-esteem are back to you in return.
Defectiveness and Failure.
DEFECTIVENESS UNRELENTING STANDARDS
With defectiveness, you feel inwardly flawed and defective. You If you are in the Unrelenting Standards lifetrap, you strive
believe that you would be fundamentally unlovable to anyone relentlessly to meet extremely high expectations of yourself.
who get close enough to really know you. Your defectiveness You place excessive emphasis on status, money, achievement,
would be exposed. As a child, you did not feel respected for who beauty, order or recognition at the expense of happiness,
you were in your family. Instead, you were criticized for your pleasure, health, a sense of accomplishment, and satisfying
“flaws”. You blamed yourself – you felt unworthy of love. As an relationships. You probably apply your rigid standards to other
adult, you are afraid of love. You find it difficult to believe that people as well and are very judgmental. When you were a child,
people close to you value you, so you expect rejection. you were expected to be the best, and you were taught that
anything else was failure. You learned that nothing you did was 1. Set up helpers or leaders for this game. Choose ten
quite good enough. students to play the parts of Professor Prune, Mrs.
Pheasant, Bubba, Colonel Musket, Miss Snow, Ben the
ENTITLEMENT Cook, Shawn the Chauffeur, Miss Spears, Mr. Brown, and
Grace the Gardner.
The final lifetrap, Entitlement, is associated with the ability to
accept realistic limits in life. People who have this lifetrap feel 2. Arrange and divide the room into 10 sections to
special. They insist that they be able to do, say or have represent the 10 rooms for each suspect to be. And 10
whatever they want immediately. They disregard what others items that could be the possible weapon used for the
consider reasonable, what is actually feasible, the time or kidnapping.
patience usually required and the cost to others. They have
difficulty with self-discipline. 3. Each suspect will know of two suspects that didn’t do the
crime, know of two weapons not used and two rooms
Many of the people with this lifetrap were spoiled as children. that the crime did not take place.
They were not required to show self-control or to accept the
restrictions placed on other children. As adult, they still get very 4. Predetermine who did the crime, with what weapon and
angry when they do not get what they want. where the kidnapping took place and do not give those
clues to any of the suspects to divulge. Allowing each
suspect to know only a few clues will require all teams to
visit each room.
5. Set up teams of 4 or less and all team members must

stay together including standing in line for room entry,
no line holding. Teams can ask two questions per visit to
a room and the same room can be visited as often as
they wish but the team must exit and wait in line before
entering again.
6. The team cannot ask a suspect if they did the crime.
7. After gathering their evidence and investigating the

suspects, the group must fill-out clue information form.
8. The team that discovers who did the kidnapping, in what

MODULE 4: GROUP DYNAMICS room, using what weapon is the winner.
Character Backgrounds and Potential Motives for

KIDNAPPING PASTOR GREEN
Kidnapping Pastor Green
Objective: Professor Prune:
Professor Prune was a distinguished English professor for over
To learn to improvise and to communicate in different ways 30 years and attended Pastor Green’s church the whole time.
One particular thing about Pastor Green’s preaching really
Instructions: bugged Professor Prune, alliteration. Every sermon had to be
alliterated and it continued to make the Professor mad. Finally, She is frankly tired of it and has complained to the deacons but
he had had enough. to no avail.
Mrs. Pheasant: Mr. Brown:

Mrs. Pheasant, an accomplished pianist and musician, had Mr. Brown owns a pizza parlor in town and is a faithful member
composed many pieces of music. She composed one piece to of Pastor Green’s church. He has become sick and tired of the
be used for special music in church, but before she could have baseball diamond illustration that Pastor Green uses at least
it published, Pastor Green stole it and put it under his name. once a month. He has complained about its use (mostly
She was very upset. because he never liked baseball to begin with) but Pastor still
continues to use it. Mr. Brown is used to his orders being carried
Bubba: out and is not happy at all.
Bubba is the mechanic used by Pastor Green for a lot of his cars
and the church’s vehicles. Bubba thinks Pastor Green has begun The Gardener:
a conspiracy to rip him off. He did not like Pastor Green one bit. Grace, the Gardener, has been planting flowers and beautifying
the church for over 20 years. Pastor Green not only has not
Colonel Musket: shown appreciation at all for her hard work, but now is insisting
Pastor Green constantly talked about some sort of army. He that she pay for the flowers with her own money. She doesn’t
called it the Lord’s army. The Colonel was tired of hearing it. To know what to do.
make matters worse, Pastor let it slip that that he had voted for
Al Gore in the Presidential primary. The Colonel, being a good
army man, was outraged.
Miss Snow:
Miss Snow was in love with one of Pastor Green’s sons. But
Pastor would not let her near any of them. She became furious.
The Cook:
Ben, the cook loved to make dinners for the social activities of
the church. For a while he had a good relationship with Pastor
Green. Then one day, Pastor Green made fun of one of the
meals that Ben had cooked. He was totally embarrassed. Ben
was also known for a violent temper.
The Chauffeur:
Shawn, the chauffeur, is an avid golf nut. He has never really
been too fond of Pastor Green. They both ended up in a golf
tournament together. Pastor Green beat Shawn by one stroke
and received a set of golf clubs. Shawn got a divot replacer.
Shawn was livid. CLUE INFORMATION FORM
Miss Spears:
Miss Spears came to the church nearly 10 years ago. She is
rather an insecure woman and feels when Pastor Green
preaches that his sermons are directed at her and nobody else.
Find out who knows what and what they know Objectives:
• To acquire the skill in making decisions
Suspect: through consensus;
_____ Professor Prune • To be aware of behaviors that help and those
_____ Mrs. Pheasant that hinder in deciding by means of consensus;
_____ Bubba • To develop the attitudes of being open to
_____ Colonel Musket suggestions and of flexibility
_____ Miss Snow
_____ The Cook Instructions:
_____ The Chauffeur 1. The participants count off from 1 to 5 or 6; those who
_____ Miss Spears have the same number form a group.
_____ Mr. Brown 2. Each group sits in a circle.
_____ The Gardener 3. Each group is given the “Problem Situation Sheet”.
4. Each group is given 15 minutes to do the task.
Weapon:
_____ Candlestick PROBLEM SITUATION
_____ Yard Stick
_____ Letter Opener You and your groupmates are friends who share one ticket
_____ Rope in a contest. You have won the grand prize - a round-the-
_____ Wrench world trip for one person with all expenses paid. The prize
_____ Umbrella cannot be encashed. Neither any of you can afford to pay
_____ Garden Tool the share of others, so that only one of you can take the
_____ Rolling Pen tour. Decide what to do with the prize. You have fifteen
_____ Pizza Cutter (15) minutes to come-up with a decision or else the prize
_____ Cane will be forfeited.
Room:
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
MODULE 6: DECISION MAKING
ROUND-THE-WORLD-TRIP
Boeree, George C. Personality Theories: 1988.
Warren, Rick. The Purpose Driven Life : OMF Literature Inc, 2002.
Simons,Janet A. Irwin,Donald B.; Drinnien, Beverly A.: The Search for

Understanding: NewYork, West Publishing Company, 1987.
Andres, Tomas Quintin and Pilar Corazon Ilada-Andres.: Making Filipino Values
Work for You. Makati, Philippines: St. Paul Publications, 1986.
Effective Discipline through Filipino Values. Manila, Philippines: Rex Book Store,
Inc., 1996.
Andres, Tomas Quintin.: “And the Pinoy Manager said… ‘Bahala na!’” Philippine
Values Digest. Manila, Philippines: Values and Technologies Management
Centre, 1986.
Kartagi, Grietje.: “Introduction to Values.” Reflections on Values. Manila,

Philippines: Rex Book Store, Inc., 2000.
Panopio, Isabel S.: Sociology: Focus on the Philippines. Quezon City, Philippines:
KEN Incorporated, 1994.
Covey, S.: Seven Habits of Highly Effective People.
Maxwell, John C.: 21 Indispensable Qualities of a Leader.
Espiritu, Socorro C. et.al.: Sociology in the Philippine Setting Fifth Edition.

Quezon City: SIBS Publishing House, Inc. 1998.
Gonzales, Vivian A.: Values Integration and Promotion: A Civic Welfare Service.
Los Baños, Laguna: Society Towards Reinforcing Inherent Viability for
Enrichment (SIKAP/STRIVE), Inc. 1997
Maria, Andrew.: “The House of Life”: Modules on Good Citizenship Values.

Manila, Philippines: The Institution Building Team, 2004.
San Luis, Bel.: “Father’s Mistake- No Time”: Modules on Good Citizenship

Values. Manila, Philippines: The Institution Building Team, 2004.
_____________: “The TRUTH About Lies”: Modules on Good Citizenship Values.

Manila, Philippines: The Institution Building Team, 2004.
BIBLIOGRAPHY Institute for Development Education Center for Research and Communication:
“To Every Man His Due”: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.
Almonte, Andrew Maria: “Skulls”: Modules on Good Citizenship Values. Manila,
BIBLIOGRAPHY Philippines: The Institution Building Team. 2004.
Atkinson, Atkinson, Smith and Bem. Introduction to Psychology 10th edition Beltran, Benigno P.: “A Chinese Legend”: Modules on Good Citizenship Values.
:Harcourt Brace Jovanavich Publishers. Manila, Philippines: The Institution Building Team, 2004.
Babor, Eddie R. The Human Person: Not Real but Existing: C & E Publishing Social Psychology Handout Miriam College Foundation Inc.
Incorporated, 2001.
BS Social Work Community Organization Handouts Miriam College Foundation

Inc.
SW Board Exam Review Class Handouts. Philippine School of Social Work

Philippine Women’s University
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http://www.humanpsch.edu/humanistic_psychology/html
http://www.candleinthedark.com
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http://www.content.calgary.ca
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MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE

STUDENT’S MODULE STUDENT’S MODULE

MODULE 7: FILIPINO CITIZENSHIP VALUES APPENDICES

• To promote and inculcate Filipino values,

• To identify the students’ role as agents for social change

• To harness and utilize the technical expertise and

NSTP11 Part 1 of the classroom-based discussion that

NSTP12 Part 2 of the classroom-based discussion that

NSTP13 Part 1 of the hands-on application of the

NSTP14 Part 2 of the hands-on application of the

• Any change of grade shall be in compliance with the

• Students who have failed to meet with their class and

Rating Grade Equivalent

• Students with an ”Incomplete” grade on his/her Final

THE NATIONAL SERVICE TRAINING PROGRAM

The National Service Training Program (NSTP) Law or RA

2. What are the components of the NSTP?

a. Reserve Officer’s Training Corps (ROTC) - Refers to

b. Civic Welfare Training Service (CWTS) - Refers to the

c. Literacy Training Service (LTS) - Refers to the

Who are covered by the NSTP Law?

d. Students who want to qualify for enlistment in the

6. How are Clustering and Cross-Enrollment done?

• To develop each student to possess a high level

• To motivate, train and organize students as

• To harness and maximize the technical expertise

Dictionaries define a human person as a living, self-conscious

other creatures in the universe. Human nature is technological knowledge,

Family Mutual Love/ respect, fidelity,

The theory of person - centered therapy of Carl Rogers

5. Self Actualization - it is the highest form of motivation.

As discussed above, Maslow’s theory pointed out that a person

Autonomy VS. Shame and Will

(Ages 1 – 3)Early Childhood

• The child begins to fantasies, by guilt and by

(Ages 65 – death)Old Age

interpersonal that had been analyzed are simply guiding

lack of concern about the

Furthermore, every person must be guided by the

Before delving into the discussion of values – Filipino values, in

Dr. Tomas Q. D. Andres would define values as “things, persons,

On the other hand, Edgar Sheffield Brightman defines value as

Collectively, the values of a society would be the standards or

Understanding Filipino Values and Culture

The Filipino society is composed of a mixture of different races

However, modern era is catching up with the Filipino society.

2. Structure - stable patterns of relationships

• Roles - behavior expected of members in a given

3. Goals - reasons for existence

HOW TO BECOME A GOOD LEADER

From a follower’s perspective, good leadership can be

chooses character, he becomes stronger, even if that choice

Rebuild. You have been brave enough to face your past

Leader Qualities # 2: [CHARISMA]

linking of works of literature and art with such theory of

True nature of commitment: Communication can be improved by doing the following:

COMMUNICATION: Show up everyday;

You can be more effective as a communicator if you

Get your head in the game. Devote yourself to your job. Be

Redefine the standard. When your performance is not

To maximize effectiveness of a leader, do the following:

Regard money as a resource. Man has been a slave of

Shift to strengths. Identify your strengths and dedicate 70%