national service program

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INTRODUCTION

This book is prepared to answer the pressing needs in teaching the Civic Welfare Training Servic

component of the National Service Training Program (NSTP) as provided for in R.A. 9163, popularly known as th

NSTP of 2002.

This book contains two parts; Part I contains the basic topics prescribed by the Commission on Highe

Education (CHED) last May 2010 national seminar workshop at the CHED Central Office, Diliman, Quezon Cit

that composes the first 25 hours of the instructions in NSTP on the first semester. These topics are Developmen

of Moral Values, Moral Recovery Program, Citizenship Training, Development of Nationalism, Filipinism, Th

Hyogo Framework, Drug Abuse Prevention Education, Disaster Risk Management, First Aid, Soft Tissue Injur

National Security Threats, Environmental Education, Waste Management, Community Health and Sanitation

Public Safety and Climate Change Adaptation.

All these topics are prepared in a very simple form for the easy reference of the students taking th

course.

ECJ

EPT


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THE CIVICWELFARE TRAINING SERVICE

(CWTS) DIMENSION

The Civic Welfare Training Service, is the third component of the National Service Training Program (NSTP)

the R.A. 9163 that makes the ROTC program optional. This component refers to the training of tertiary students in

activities contributory to the general welfare and the betterment of l ife and the enhancement of its facilities especially

those devoted to improving health, education, environment, entrepreneurship, safety, recreation, moral and other

social welfare services. Tertiary student takes this course for two semesters earning three units per semester. The

following are the objectives of the civic welfare training service course.

1. Explain what the NSTP is, its goals and objectives and its importance to the youth in the development ofsociety and discuss the basic premises of the Philippine Constitution and what it means to him/her as aFilipino citizen,

2. Explain the different provisions of the Bill of Rights that affect the existence of an individual in hiscommunity and undertake activities that develop right values and instill social responsibility.

3. Conduct activities that will help develop/instill right values among the members of the youth dubs andorganizations.

4. Assist in the planning, organizing and conducting of community-oriented projects and activities for theyouths and undertake recreational activities and livelihood projects with the youths.

5. Assist the Local Government Unit LGUs in organizing citizens1clubs and organizations or communitiesand assist in the operation of the Local Government Units during disasters.

Bases for Student Evaluation

The school authorities shall exercise academic supervision and administration over the Implementation of

the different NSTP components. As such, basis for students evaluation is the sole responsibility of the school

through its NSTP instructors. Following are samples of basis for evaluation and grading system recommended by

the Association of CWTS implementers of the Philippines, Inc. (ACIP) during their 1 stNational Congress in PAC,

Magalang, Pampanga:

1. SUCs Group OutputThe grading system shall be as follows:

1.0 Pass 2.0 Pass1.25 Pass 2.25 Pass1.5 Pass 2.5 Pass1.75 Pass 2.75 Pass

3.0 Pass

4.0 Failed (attended almost half of the course but did not continue)

5.0 Dropped (No Attendance)INC Incomplete (with major lacking requirement)

2. Criteria

3.

1. Attendance 30% Visibility is important

2. Reports/ Exam/ Attitude / Aptitude/Class Participation

40% Following rules & regulations and if the students is visible, he can participatein, say Group Reports, Test & Exercises)

3. Project 30% Impact Projects Participated and accomplished

TOTAL 100%

Note: A formula or bases must be prepared to determine the exact distribution of percentage for each factor.

This may depend on the number of attendance and/or absences: the number of exams and activities required; the

Impact Projects participated/accomplished and the observation of the instructor towards a particular student

A true copy


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THE CIVIL WELFARE TRAINING SERVICE

The Civic Welfare Training Service, (CWTS-Scouting) is the third component of the National Service Trainin

Program (NSTP) the R.A. 9163 that makes the ROTC program optional. This component refers to the training of tertiar

students in activities contributory to the general welfare and the betterment of life and the enhancement of Its facilitie

especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation, moral an

other social welfare services. Tertiary student takes this course for two semesters earning three units per semester. The

following are the objectives of the course.

1. Explain what the NSTP is, its goals and objectives and its Importance to the youth In the development of society

2. Discuss the basic premises of the Philippine Constitution and what it means to him/her as a Filipino citizen.

3. Explain the different provisions of the Bill of Rights that affect the existence of an individual in his community

4. Illustrate the current Philippine Social Situation.

5. Introduce Scouting as a contributor in improving the current social situation in the Philippines.

6. Explain the Scouting developmental process and the Scout Method as a tool for social change.

7. Undertake activities that develop right values and instill social responsibility.

8. Conduct activities that will help develop/instill right values among the members of their scout units.

9. Assist In the planning, organizing and conducting of community-oriented projects and activities for their Scou

units.

10.Undertake recreational activities and Livelihood projects with their Scout units.

11.Assist the Local Scout Council In organizing Scout Units in their neighborhood or communities.

12.Assist in the operation of the Local Scout Council.

Lesson 1 Orientation on the NSTP-CWTS

I - Introduction

Republic Act 9163 is otherwise known as The National Service Training Program (NSTP) Act of 2001 fo

tertiary level students. This act was approved on 23 January 2002 but implementation commenced in the school yea

2002-2003. It is provided in Section 10, paragraph 2, of this Act that the Commission on Higher Education (CHED) an

Technical Education and Skills Development Authority (TESDA) regional offices shall oversee and monitor the

implementation of the NSTP in the respective regions of jurisdiction. They are going to determine if the training bein

conducted is in consonance with the objectives of this act, The educational institutional has to render periodic reports to th

CHED, TESDA and Department of National Defense (DND) in this regard.

The National Service Training Program Act, RA 9163

An Act Establishing the National Service Training Program (NSTP) for Tertiary Level Students, Amending fo

the Purpose of Republic Act No. 7077 and Presidential Decree No. 1706, and for Other Purposes Be it enacted by th

Senate and House of Representatives of the Philippines Congress assembled:

SECTION 1. Short Title - This act shall be known as the National Service Training Program (NSTP) Act of 2001.

SECTION 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to serve and protect its citizen. I

turn, it shall be the responsibility of all citizens to defend the security of the State in fulfillment thereof, the

government may require each citizen to render personal, military or civil service.

Recognizing the youths vital role in nation building, the State shall promote civic consciousness among the

youth and shall develop their physical, moral, spiritual, intellectual and social well being. It shall inculcate in the yout

patriotism, nationalism, and advance their involvement in public and civic affairs, In pursuit of these goals, the youth, th

most valuable resource of the nation, shall be motivated, trained, organized and mobilized in military training, l iteracy, civ

welfare and other similar endeavors in the service of the nation.


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SECTION 3. Definition of Terms - For purposes of this Act, the following are hereby defined as follows: National Service Training Program

(NSTP) is a program aimed at enhancing civic consciousness and defence preparedness in the youth by developing th

ethics of service and patriotism while undergoing training in any of its three (3) program components. Its variou

components are specially designed to enhance the youths act ive contribution to the general welfare.

Reserve Officers Training Corps (ROTC)- is a program institutionalized under Section 38 and 39 of Republic Act no. 7077 designed t

provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defenc

preparedness.

Literacy Training Serviceis a program designed to train students to become teachers of literacy and numeracy skills to school children

out of school youth, and other segments of society in need of their service.Civic Welfare Training Service refers to programs of activities contributory to the general welfare and the betterment of life for th

members of the community or the enhancement of its facilities, especially those devoted to improving health, education

environment, entrepreneurship, safety, recreation and morals of the citizenry.

Program Componentshall refer to the service components of the NSTP as enumerated in Section 4 of this Act.

SECTION 4. Establishment of the National Service Training Program- There is hereby established a National Service Training Program

(NSTP), which shall form part of the curricula of all baccalaureate degree courses and of at least two (2) year technica

vocational courses and is a requisite for graduation, consisting of the following service components:

The Reserve Officers Training corps (ROTC), which is hereby made optional and voluntary upon the effectivity of this Act;

The Literacy Welfare Training ServiceThe Civic Welfare Training Service

The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians, and adherence to the Constitution, amon

others. Citizenship Training shall be given emphasis in all three (3) program components.

The Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA), in consultation wi

the Department of National Defense (DND), Philippine Association of State Universities and Colleges (PASUC), Coordinatin

Council of Private Educational Associations (COCOPEA) and other concerned government agencies may design an

implement such other program components as may be necessary in consonance with the provisions of this Act.

SECTION 5. Coverage - Students, male and female, or any baccalaureate degree course or at two (2) year technical-vocational courses in

public and private educational institutions shall be required to complete one (1) of the NSTP components as requisite for graduation

SECTION 6. Duration and Equivalent Course Unit- Each of the aforementioned NSTP program components shall be undertaken for a

academic period of the two (2) semesters. In lieu of the two (2) semester program for any of the components of the NSTP, a one (

summer program may be designed, formulated and adopted by the DND, CHED and TESDA.

SECTION 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions.- All higher and technical-vocational institution

public and private, must offer at least one of the program components; Provided, that State Colleges and Universities shall off

ROTC component and at least one other components as provided herein; Provided, further, that private higher and technica

vocational education institutions may also offer the ROTC if they have at least three hundred and fifty (350) cadet students.

offering the NSTP whether during the semester or summer periods, clustering of affected students from different education

institutions may be done, taking into account logistics, branch of service and geographical considerations. Schools that do not me

the required number of students to maintain optional .ROTC and any of the NSTP components shall allow their students to cros

enroll to other schools irrespective of whether or not the NSTP components in said schools are being administered by the same o

another branch of service of the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.

SECTION 8. Fees and Incentives- Higher and technical-vocational institutions shall not collect fee for any NSTP components except bas

tuition fees, which shall not be more than fifty percent (50%) of what is currently charged by schools per unit. In the case of ROTC

the DND shall formulate and adopt a program of assistance and/or incentive to those students who will take the said component.

The school authorities concerned, CHED, and TESDA shall ensure that group insurance for health and accident shall be provided f

students enrolled in any of the NSTP components.

SECTION 9. Scholarships - There is hereby created Special Scholarship Program for qualified students taking NSTP which shall b

administered by the CHED and TESDA. Funds for this purpose shall be included in the annual regular appropriations for the CHE

and TESDA.


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SECTION 10. Management of the NSTP Components- The school authorities shall exercise academic and administrative supervision ov

the design, formulation, adoption and implementation of the different NSTP components in their respective schools; Provided, that

case of CHED or TESDA- accredited, non-government organization (NGO) has been contracted to formulate and administer

training module for any of the NSTP components, such academic and administrative supervision shall be exercised jointly with th

accredited NGO. Provided, further, that such training module shall be accredited by the CHED and TESDA. The CHED and TESD

regional offices shall oversee and monitor the implementation of the NSTP under their jurisdiction to determine in the training a

being conducted in consonance with the objectives of the Act. Periodic reports shall be submitted to the CHED, TESDA and DND

this regard.

SECTION 11. Creation of the National Service Corps- There is hereby created a National Service Reserve Corps, to be composed of thgraduates of the non-ROTC components. Members of this Corps may be tapped by the State for literacy and civic welfare activitie

through the joint effort of DND, CHED, and TESDA. Graduates of the ROTC shall form part of the Citizens Armed Force, pursuant

Republic Act. No. 7077,

SECTION 12, Implementing Rules. -The DND, CHED and TESDA shall have the joint responsibility for the adoption of the implementin

rules of this Act within sixty (60) days for the approval of this Act. These three (3) agencies shall consult with other concerned

government agencies, the PASUC and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules

The implementing rules shall include guidelines for the adoption of the appropriate curriculum for each of the NSTP components a

well as for the accreditation of the same.

SECTION 13. Transitory Provision -Students who have yet to complete the Basic ROTC except those falling under Section 14 of this Ac

may either continue in the program component they are currently enrolled or shift to any of the other program components of thei

choice. Provided, that in case he shifts to another program component, the Basic ROTC courses he has completed shall be

counted for the purpose of completing the NSTP requirement; Provided, further that once he has shifted to another program

component he shall complete the NSTP in that component.

SECTION 14. Suspension of ROTC Requirement.- The completion of ROTC training as a requisite for graduation is hereby set aside fo

those students who despite completing all their academic unit as of the effectivity of this Act have not been allowed to graduate.

SECTION 15. Separability Clause.- if any section or provision of this Act shall be declared unconstitutional or invalid, the other section

or provisions not affected thereby shall remain in full force and effect.

SECTION 16. Amendatory Clause. -Section 35 of Commonwealth Act. No. 1, Executive Order No. 207 of 1939, Sections 2 and 3 o

Presidential Decree No. 1706, and Sections 38 and 39 of Republic Act. No. 7077, as well as all laws, decrees, orders, rules, an

regulations and other issuances inconsistent with the provisions of this Act are hereby deemed amended and modified accordingly.

SECTION 17. Effectivity- This Act shall take effect fifteen (15) days after its publication in two (2) newspapers of national circulation, bu

the implementation of this Act shall commence in the School Year 2002-2003.

Approved:

(SGD) FRANKLIN M. DRILON (SGD) JOSE DE VENECIA, JR.

President of the Senate Speaker of the House of Representative

This is act is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the House of Representative and the Senate onDecember 19,2002.

(SGD) OSCAR G. YABES (SGD) ROBERTO NAZARENO

Secretary of the Senate Secretary General, House of Representatives

APPROVED: January 31,2002

(SGD) GLORIA MACAPAGAL-ARROYO

President of the Philippines


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II- Implementing Rules and Regulations of the National Service Training (Program (NSTP)

Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program(NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development Authori(TESDA), and the Department of National Defense (DND), in consultation with concerned government agencies, thPhilippine Association of State Universities and Colleges (PASUC), Coordinating Council for Private Educationa

Associations of the Philippines (COCOPEA), Non-government Organizations (NGOs) and recognized studeorganizations, hereby jointly issue, adopt and promulgate the following implementing rules and regulations to implement thprovisions of the Act.

Rule I Guiding Principles

Section 1. Guiding Principle. While it Is the prime duty of the government to serve and protect its citizens, in turn it shall bthe responsibility of all citizens to defend the security of the State, and in fulfillment thereof, the government marequire each citizen to render personal, military or civil service.

Section 2. Role of the Youth. In recognition of the vital role of the youth in nation building, the State shall promote civconsciousness among them and shall develop their physical, moral, spiritual, intellectual and social well-being. It shainculcate the ideals of patriotism, nationalism, and advance their involvement in public and civic affairs. As the movaluable resource of the nation, they shall be motivated, trained, organized and involved in military, literacy, civwelfare programs and other similar endeavors in the service of the nation.

Rule II Definition of Term

Section 3. As used in this Implementing rules and Regulations (IRR), the following terms shall mean:

National Service Training Program (NSTP) - refers to the program aimed at enhancing civic consciousness and defenspreparedness in the youth, by developing the ethics of service and patriotism while undergoing training in any of ththree (3) Program components, specifically designed to enhance the youths active contribution to the general welfare

Reserve Officers Training Corps (ROTC) - refers to the Program component, institutionalized under Section 38 and 39 oRepublic Act. No. 7077, designed to provide military training to tertiary level students in order to motivate, trainorganize, and mobilize them for national defense preparedness;

Literacy Training Service (LTS) - refers to the Program component designed to train the students to teach literacy annumeracy skills to school children, out-of-school youths and other segments of society in need to their services;

Civic Welfare Training Service (CWTS) - refers to the Program component or activities contributory to the general welfarand the betterment of life for the members of the community or the enhancement of its facilities, especially thosdevoted to improving health, education, environment, entrepreneurship, safety, recreation and moral of the citizenrand other social welfare service.

Program Component - refers to the service components of the NSTP as defined herein;

Clustering - refers to the grouping of students enrolled in different schools and taking up the same NSTP component intone (1) group under the management and supervision of a designated school;

Cross Enrolment - refers to a system of enrolment where a student is officially enrolled in an academic program of school but is allowed to enroll in the NSTP component of another school; and

Non-Government Organization (NGO) - refers to any private organization duly accredited by CHED or Recognized bTESDA.

Rule III-Program Implementation

Section 4. Coverage:All incoming freshmen students, male or female, starting School Year (SY) 2002-2003, enrolled in any baccalaureatand in at least two (2) year technical-vocational or associate courses, are required to complete one (1) NSTPcomponent of their choice, as a graduation requirement. All higher and technical-vocational education institutionmust offer at least one (1) of the NSTP components. State Universities and Colleges (SUCs), shall offer the ROTCcomponent and at least other NSTP component. The Philippine Military Academy (PMA), Philippine Merchant Marin

Academy (PMMA), Philippine National Police Academy (PNPA), and other SUCs or similar nature, in view of th

special character of these institutions, are exempted from the NSTP. Private higher and technical-vocationa


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education institutions with at least 350 student cadets, may offer the ROTC component and consequentlestablish/maintain a Department of Military Science and Tactics (DMST), subject to the existing rules and regulationof the Armed Forces of the Philippines (AFP).

Section 5. Program ComponentsThe NSTP shall have the following components which the students can choose from as defined in Rule II, Section hereof: The Reserve Officers Training Corps (ROTC), Literacy Training Service (LTS), and Civic Welfare TraininService (CWTS). Ail program component, the ROTC in particular, shall give emphasis on citizenship training anshall instill patriotism, moral virtues, respect for the rights of civilians and adherence to the Constitution. The CHED

and TESDA, in consultation with the DND, and PASUC, COCOPEA and other concerned government agencies, madesign and implement such other non-military training components as may necessary in consonance with thprovisions of R.A. 9163. Within thirty (30) days from the approval of this IRR, the CHED, TESDA, and the DND shaissue the minimum standards for the three (3) NSTP components, which shall form part of these guidelines.

Section 6. Duration and Equivalent Course UnitEach of the aforementioned NSTP components shall be undertaken for an academic period of two semesters. It shabe credited for three (3) units per semester, for fifty-four (54) to ninety (90) training hours per semester. A one (summer program in lieu of the two (2) semester program may be designed, formulated and adopted by the DNDCHED, and TESDA, subject to the capability of the school and the AFP to handle the same.

Section 7. Clustering and Cross-enrolment

Clustering of students from different education institutions during semestral or summer periods may be done for any othe NSTP component. Taking into account logistics, branch of service and geographical locations. The host schoshall be responsible in managing the Program. Schools do not meet the required number of students to maintain thoptional ROTC and any of the NSTP components, or do not offer the component chosen by the students, shall allowtheir students to cross-enroll to other schools, irrespective of whether such school is under CHED, or TESDA; and the case of students taking the ROTC component, irrespective of whether the two semesters shall be taken fromdifferent schools whose ROTC are administered/managed by the different branches of service of the AFP. Studentintending to cross-enroll shall be subject to the existing rules and regulations of the school of origin and the acceptinschool.

Section 8. Management and MonitoringThe school authorities shall exercise academic and administrative supervision over the design, formulatio

adoption and implementation of the different NSTP components in their respective schools. In the case of ROTC, thschool authorities and DND, subject to the policies, regulations and programs of DND on the military component of thtraining, shall exercise joint supervision over its implementation.

Schools which have contracted CHED-accredited or TESDA-recognized NGOs to formulate and administetraining modules for any of the NSTP components shall jointly exercise such academic and administrative supervisiowith those NGOs. Within forty five (45) days from approval and issuance of this IRR, the CHED, TESDA and DNshall issue the necessary guidelines for the accreditation of non-government organizations (NGOs) and traininmodules to be utilized by these NGOs.

CHED Regional Offices, TESDA Provincial/District Offices and DND-AFP (through the Major Service ReservCommands) shall oversee and monitor the implementation of the NSTP under their respective jurisdiction, t

determine if the trainings conducted are in consonance with the Act. These Offices shall submit periodic reports to thCentral Offices of CHED, TESDA and DND.

Rules IV- Fees and IncentivesSection 9. Fees.

No fees shall be collected for any of the NSTP component except basic tuition fees which should not be morthan fifty (50%) of the charges of the school per academic unit.

Section 10. IncentivesA program of assistance/incentives for ROTC students shall be provided and administered by DND,

accordance with existing laws and regulations and subject to the availability of funds. School authorities concernedCHED and TESDA shall ensure that health and accident group insurances are provided for students enrolled in any o

the NSTP components.


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Schools that already provide health and accident group insurance and collect the necessary fees for the purposfrom their students as of the effectivity of this Rules, are deemed to have complied with this requirement. A SpeciaScholarship Program for qualified NSTP students shall be administered by CHED and TESDA, with funds for thpurpose to be included in the annual regular appropriations of the two agencies, subject to the availability of funds.

RuleV- Organization of NSTP Graduates

Section 12. Suspension of ROTC Requirement.The completion of ROTC training as a requisite for graduation is set aside for students who have completed all theiacademic requirements for their respective courses as certified by the school on or before the effectivity of the NSTP

Act of 2001, which is March 23, 2002. The concerned students may apply for graduation with their respectivschools.

Section 13. Transitory Provisions.Male students who are not covered by Section 12 of this Rule and are currently enrolled but have not taken an

of the Military Service (MS), Civic Welfare Service (CWS) or Law Enforcement Service (LES) programs shall becovered by the NSTP Law. Male students who have completed two semesters of the Expanded ROTC (E-ROTC)National Service Program (NSP) are deemed to have complied with the NSTP requirement.

Male students who are not covered by Section 12 of this Rules and have taken only (1) semester of BasicROTC or E-ROTC/NSP shall take one more semester of any of the NSTP components to qualify for graduationStudents who want to qualify for enlistment in the Reserve Force or attend the Advance ROTC program shaundertake a special program for this purpose.

Rule VII- Miscellaneous Provisions

Section 14. Information Dissemination.The CHED, TESDA and DND shall provide Information on these Act and IRR to all concerned public through

different modes of disseminating information.Section 15. Amendatory Clause.

Section 35 of Commonwealth Act. No. 1, Executive Order No. 207 of 1939, Sections 2 and 3 of PresidentiaDecree Mo. 1706, and Sections 38 and 39 of Republic Act No. 7077, as well as all laws, decrees, orders, rules andregulations and other issuances inconsistent with the provisions of the Act are hereby deemed amended andmodified accordingly. This Rules may be amended, modified or replaces jointly by CHED, TESDA, and DND, inconsultation with PASUC, COCOPEA, NGOs and recognized student organizations.

Section 16. Separability Clause.If any section or provisions of this IRR shall be declared unconstitutional or invalid, the other sections o

provisions not affected thereby shall remain in full force and effect.

Section 17, Effectivity.This Rules shall take effect immediately upon adoption and issuance.

Adopted and Issued:

ANGELO T. REYES ESTER A. GARCIA LUCITA S. LAZOSecretary, DND Chairman, CHED Director General

TESDA


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Chapter I - Citizenship Training

Lesson 1 - Values Integration

We must be the change we wish to see in the world

by Mahatma Gandhi

Objectives:

At the end of the ninety minute period the students are able to:

Identify a thing of value

Define value, values development

Discuss the principles and guidelines on values development

Differentiate the things of value

Enumerate the different value development strategies

Internalize values as the foundation of leadership

Interpret the values integration and promotion framework

Explain exhaustibly the framework for dearer understanding

INTRODUCTION:

The development of values among the youth is becoming a matter of increasing concern among teachers anparents today. There is a clear consensus that the young deserve all the help they can get in learning to make wise choice

between or among competing ways of behaving. This is not to say that value development has been ignored in the pas

rather, a new awareness of the developmental significance of values in an individual learning experience has come int

prominence. Why this great concern? To a certain extent, this renewed interest in value development among teachers an

instructors is a result of our knowing more about how values develop and how the youths can be aided in this process, Th

concern can also be attributed to rapid and profound changes in society, which made the task of learning to value not on

necessary, but also an increasingly complex process.

The latter is especially true among our people. Our nation is living through a very difficult and uncertain time

Economic difficulties, natural calamities, (killer quakes, devastating typhoon, Mt. Pinatubo disaster, Bagyo Ondoy, Bagy

Frank etc.) breakdown in peace and order, violation of human rights and social justice are among those challenges tha

lifes confront us with. The youths, as well as their teachers are right in the middle o f it. The kind of values the youth

develop, and the process by which they develop these values, will spell the difference on how the society will survive it

present stresses.

Through all these, and even because of them, our nation and our people (as Individual) continue to aspire focertain desirable goals that make life meaningful. CWTS as an area of concern is now being challenge as a potent force the development of desirable values. Among CWTS Implementers and youths to survive what we may term a life ouncertainty must understand that what is true today may not be true tomorrow. The question now is, how does NSTP facthe challenge?

VALUE

A thing has value when it is perceived as good and desirable. Food, money and housing have value becausthey are perceived as good, and the desire to acquire them influence attitudes and behaviour. Not only material goods bualso Ideals and concepts are valuable such as truth, honesty, and justice. For instance, if truth is a value to us, commands in us an inner commitment that in turn translates itself into our daily speech and action. Truth is good andesirable, it influences attitudes and behaviour.

Values are inextricably linked with aspiration. What we aspire for in life to a large extent determines the valuewe will hold. We aspire, for example, for a better life. We aspire for good effective instructors, and therefore, workout gooand effective youth leaders to run and manage CWTS programs efficiently and seriously and put themselves in itFundamental in all theories of value development is that values are grown into as individual experience more and moreof life. Individuals are bom into, and grow in, in a world of experiences and relations. All of these help him to discove r meaningful way of life and a conviction to act upon this, according to an innate drive for self-direction. It is a developmen

that accrues through the interaction of the individual with self, his relationship with others, and its total environment he


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lives in. Instructors need not stand by, as mere observers of this natural process. Based on an understanding of the stagethrough which individual progress, they can actively encourage the process of value development. Most essentials here ithat the value development process can be helped to happen. The support needed is similar to that which teacherprovide for intellectual development.

Both kinds of development call for an environment that invites active explanation by and interaction amongstudents, validation of what is right is very much the same as validation of what is real. Both require a consensus that ismeaningful (coming from a free choice among options) a situation within the control of the Instructors. Thus the task othe Instructor is to provide experience in the civic welfare service activities for youths to learn -to-value, and not simpllearn about values. The youths need to be given opportunities to choose among options and then to test out these options

That is surely where our Instructors come in. Providing the youths with experience in the process of learning to value is theessence of any meaningful approach to value development.

Principles and Guidelines

Value development, pursued at the national, regional, local, and institution levels, should be guided by thfollowing principles: (1) It must be oriented in the total person of the learner - mind, heart and entire being, (2) It must takeinto consideration the unique role of the family in ones personal development and integration into society and the nation(3) In the youths context, more important than lesson plans and any list of values are the Instructors, who have the propesense of values, awareness of their inner worth, and utmost of all a real down to earth person.

Values development is (1) is descriptive. It is an attempt at an orderly description of a desirable value system on thebasis of an understanding of the human person, (2) is conceptual. It lists ideals, which have to be internalized in the

educational process, (3) is intended to be applicable in varying degrees to all three levels of the educational systemsand(4) is broad and flexible enough for adaptation to specific contexts.

On the contrary value development is not prescriptive. It makes no statement on regional, local and institutional needand priorities. It is not exhaustive of personal and individual needs. Because of this, value is could not be imposed tindividuals to be followed, and it does not purport to be a complete list of heavenly values.

Values Development Strategies

Development of values must be the primary concern of all youths today. We are all concerned about the welfarand future of the Filipino youth we teach and would like to prepare them for it. Employing in scouting activities aplayground of life skills can do this value development. Some very useful and specific strategies under the umbrella of thexperiential approach in the development of values are:

1. Value Inculcation. This approach is geared towards instilling and internalizing norms in the individuals value systemStandards or norms accepted by a people are identified and passed on to the learner through modelling, othereinforcement techniques and instructional models.

2. Value Clarification. This strategy engages scouts in an active examination of their beliefs, behaviour, choices, andecisions to enable them to utilize these in their lives in society.

3. Moral Development. This is a process of working out a sense of morality, through the active structuring anrestructuring of ones own social experiences, the outcome of which is a preference that is considered desirable oacceptable by a referent group.

4. Value Analysis. This strategy consists of identifying and clarifying the value in question. It involves assemblinpurported facts, assessing the truth of the purported facts, arriving at tentative value decisions. It also becomes a fieof testing the value principle implied in the decision. This strategy aims to help the scout use logical thinking anscientific processes in dealing with value issues.

5. Value Modification.As an approach in values development, value modification assumes that changes in the attitudeand values of an individual Is likely to take place if the scouts is exposed to new problems, new experiences, and nechallenges. In any the particular society to which the individual belongs an individual has to experience them rathethan by mere conceptualization of a specific value or values.

6. Action Learning, This provides opportunities for scout to act on their values. The assumption here is that valueducation is not confined to the school premises but extends to the experiential learning in the community.

Learning the different value development strategies will give you a valuable tool to make value developmenstrategies proactive. Proactive in a sense that the youth upon learning the values they feel Important for their well beinwould be encouraged to share whatever beautiful experiences they may encounter In life.


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Lesson 2 - The Preamble of the Philippine Constitution, Bill of Rights and Duties

and Responsibilities of a Filipino Citizen

Objectives:

At the end of the period the students are able to:

Recite from memory the preamble of the constitution of the Philippines

Enumerate the different BUI of Rights

Classify the different rights of a citizen

Discuss the duties of a Filipino citizen

Enumerate and discuss the different rights of the child

I - Introduction

As a Filipino student you are expected to be knowledgeable of some of the Articles of the Philippin

Constitution. It is sad to note that its not even 10% of the Filipino populace can recite the Preamble of the Philippine

Constitution. It is in the same vein that, so many cases of human rights violation is not reported because of the ignoranc

of our Bill of Rights, What is this Bill of Rights?

A Bill of Rights is to a large extent declaratory of fundamental principles and of the basic right of citizenship.

enumerates some of the private inalienable rights of the people, and it is as been said that the rights protected by the Bi

are those that in here in the great and essential principles of liberty and free government.

The rights in the Bill of Rights are sometimes referred to as natural laws and as being founded in natural righ

and justice. Any government action in violation of the rights declared in the Bill of Rights is void, that the provisions of a Bi

of Rights are self-executing to this extent; however, the legislature may enact laws to protect enforce the provisions of the

Bill of Rights.

The provisions of the Bill of Rights are not to be construed by them according to their literal mearfing. Since th

declaration of general principles which they contain is not, and from the nature of case cannot be, so certain and definite a

to form rules for judicial decisions in every case, they may, up to a conscience of the legislature rather than as absolut

limitation of its power.

It was held, however, that the provisions of the Bill of Rights are primarily limitations on government, declaringrights that exist without any government grant, that may not be taken away by government and that government has the

duty to protect. It is well to remember that the fundamental human rights conferred by the constitution are not absolute an

courts must be careful not to transmute vital constitutional into doctrinaire dogma. The Constitution of the Philippines is th

fundamental law of the land. Each citizen should understand its different provisions. Foremost, is to understand the

preamble and to recite it from memory.

PREAMBLE

We, the sovereign Filipino people, imploring the aid of Almighty God in order to buiid a just and humane societ

and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve an

develop our patrimony, and secure to ourselves and our posterity the blessings of independence and democracy, undethe rule of law and a regime of truth, justice, freedom, love, equality, and peace ordain and promulgate this Constitution.

ARTICLE 1-NATIONAL TERRITORY

The national territory of the Republic of the Philippines comprises the Philippine archipelago, with all the island

and water embraced therein, and all other territories over which the Philippines has sovereignty or jurisdiction, consisting

its terrestrial, fluvial and aerial domains, including its territorial sea, the seabed, the subsoil, the insular shelves, and othe

submarine areas. The waters around, between, and connecting the islands of the archipelago, regardless of their breadt

and dimensions, form part of the internal waters of the Philippines.


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ARTICLE 2-DECLARATION OF PRINCIPLES AND STATE POLICIES

1.The Philippines is a democratic and Republican State. Sovereignty resides in the people and all government authori

emanates from them,

2.The Philippines renounces war as an instrument of national policy, adopts the generally accepted principles

international law as part of the law of the land and adheres to the policy of peace, equality, justice, freedom

cooperation, and amity with all nations.

3.Civilian authority is, at all times, supreme over the military. The Armed Forces of the Philippines is the protector of th

people and the State. Its goal is to secure the sovereignty of the State and the integrity of the national territory. civilian, the President is the Commander in Chief of all Armed Forces of the Philippines.

4.The prime duty of the Government is to serve and protect the people. The Government may call upon the people

defend the State and, in the fulfillment thereof, all citizens may be required, under conditions provided by law, t

render personal, military or civil service.

KNOW OUR DEMOCRACY

One great advantage of living in a democratic country like the Philippines is that the people are given

Constitution, which guarantees political, civil, and social rights to its citizens, Rights are always considered side by side wi

the corresponding duties.

THE

BILL

or RIGHTS

RIGHTS AS ACITIZEN

Our Constitution, like any other system of laws and principles, contains a Bill of Rights.The Bill of Rights is a li

of rights of the people living under the Constitution. These rights are their guarantee against possible tyranny an

oppression,

AMONG THESE RIGHTS ARE:

The right to life, liberty and property.

The right of domicile.

The freedom against unreasonable and unlawful arrests and searches.

The privacy of correspondence and communications.

The freedom of speech, press, assembly, and religion.

The freedom from impairment of the obligation of contract.

The freedom from imprisonment because of debt and non-payment of poll tax.

The freedom from slavery or involuntary servitude.

The freedom of petition and redress of grievances.

The prohibition of legislative enactment of expost factolaw and bill of attainder and irreparable laws.

The prohibition of imprisonment without due process of law.

The right of an accused, except those charged with capital offenses, to post bail or sureties, as well as to be fre

from excessive bail and fines and the imposition of cruel and unusual punishment. The freedom of access to the courts.

THE FREEDOM OF SPEECH AND PRESS

Each citizen should understand the freedom of speech and press. The purpose of these is to protect the parties in th

free publication of matters of public event and public measures. It is to enable every citizen at any time to bring th

Government and all persons in authority to the bar of public opinion by any just criticism upon their conduct in the exercis

of their authority conferred upon them by the people. At the same time, it is done to guard against repressive measures b

several departments of the government.


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DUTIES AS ACITIZEN

For every right a man enjoys, he has a corresponding obligation or duty to perform. Some of them are:

1. Obedience to Law and Respect for Constituted Authority - Once a law, an ordinance, or an executive order ha

been enacted or issued and promulgated, it is the duty of every citizen to obey it. Respect for constitute

authority is another fundamental duty of every citizen. Thus, we should give due respect to our municip

mayor, the members of the police force, the judges, the provincial governors, the President of the Republic

the Philippines, and others.

2. Prompt Payment of Taxes - Taxes are dues or monetary obligations which persons pay to the government i

accordance with law. The right to impose and collect taxes is an inherent right of the government.

3. Loyalty to the Government - Every citizen must be loyal to his government. That loyalty requires exclusive lov

and devotion to that government and willingness to sacrifice his life and property, if need be, for its welfare.

4. Service to the Country - Loyalty to the government demands the rendering of service to the country. Th

service may be military, civil or personal.

5. Improvement of Social and Economic Conditions - It is likewise the duty of every citizen to work for the socia

and economic progress of his country.

6. Intelligent and Honest Voting - The choice of officials in democratic government is the peoples privilege

Proper or Improper selection of these officials will determine whether we shall have a good or bad governme

in action.7. Familiarity with Local and National Affairs - It is the duty of every citizen to be well acquainted with importan

local or national affairs the officials and the most important laws or ordinances currently enforced.

RIGHTS OF THE CHILD

The right of every child is bom through a lot of consultation and discussion with the participation of the childre

themselves. The UNICEF together with the other NGO like the FCED, Pangarap Center, The Childhope Runners and th

British Airways had come up with the following rights of the child.

To be bom, to have a name and nationality.

To have a family who will love and care for me.

To live in a peaceful community and a wholesome environment,

To have adequate food and a healthy and active body.

To obtain a good education and develop my potential.

To be given opportunities for play and leisure.

To be protected against abuse, exploitation, neglect, violence and danger,

To be defended and given assistance by the government.

To be able to express my own views.


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CHAPTER II - DRUGS EDUCATION

Lesson 1 - Drugs Abuse Prevention Education

Objectives:

After completing the lesson, the students are able to:

Explain thoroughly the importance of drug abuse prevention education.

Differentiate drugs and Its classifications.

List the different stimulants, depressant and hallucinogens.

Explain and list the legal classifications of drugs.

Discuss and list the harmful effects of substance abuse

I.WHAT IS DRUG?DANGEROUS DRUGS?

The World Health Organization Committee on Drug Dependence defines - as any substance that, whe

taken into the organism, may modify one or more of its functions. The DDB refers to drug as - as a chemical substanc

that has an effect upon the body or mind.

Dangerous Drugs. These are substances, natural or synthetic, which have a central nervous system stimulation o

depression. It results in hallucinations or disturbances in motor function or thinking or behavior or perceptioor mood. The sufficient evidences seen in drug users when they have been abusing the substance sho

these effects. Drug abusers constitute a public health and social problem.

2.WHAT ARE THE CLASSIFICATIONS OF DRUGS?

Drugs could be classified into two major aspects (a) Pharmacological and (b) Legal Classifications

A. Pharmacological classification includes depressants, stimulants, hallucinogens, and volatile solvents.

B. Legal Classifications includes the prohibited and regulated drugs. The DDB also give another classificatio

of dangerous drugs as the Exempt Dangerous Drugs Preparations.

A.DEPPRESANTS OR SEDATIVE DRUGS

These downer include substances which suppress vital body functions especially those of the brain and it

parts. They sedate by acting on the central nervous system with the resulting impairment of judgment, hearing, speech an

muscular coordination. Their medical use includes the treatment of anxiety, tension, and high blood pressure. It is use t

reduce and to treat certain bodily symptoms of mental origin.

g. Barbiturates such as sleeping pills, seconal, Nembutal, sodium amytal, Non-barbiturates such as megaton

mandrax, fordomir

B.STIMULANTS

These drugs produce an opposite to that of depressants. They act on the central nervous system such that th

effects are excitation, alertness, and wakefulness. Instead of bringing about relaxation and sleep, they produce mental ze

and vitally, reduce hunger, and give a feeling of well being, hence the labels: upper, pep pills and lid peppers. The

medical uses include the treatment of mild depression, overweight and narcolepsy, a condition characterized by a

overwhelming desire to sleep.

e.g. 1. Nicotine is n active component of tobacco, which acts as a powerful stimulant of the central nervous system.

2.Cocaine is extracted from the coca bush or plant. The high of cocaine is so high that the user needs anothe

drug to bring him down. Speed Ball is a favorite combination of cocaine, which provides the rush an

prolongs the Kick.

3.Caffeine vies with nicotine for dubious distinction of being the most popular and extensively used habit

forming drug. It is present in coffee, tea, chocolate, cola drinks, and some wake-up pills.


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C.HALLUCINOGENS

Hallucinogens constitute a variety of drugs, which distort a persons concept of reality and thinking as well as hi

perceptions of time, sound, space, and sensation. The user experiences hallucinations (false perceptions) which at time

can be strange. His trips may be exhilarating or terrifying; good or bad. They may dislocate his consciousness a n

change his mood, thinking, and concept of self. In small doses, the drugs leave the user in euphoria without affecting hi

consciousness. In larger doses, they elicit reactions that may be anything from euphoria to ecstasy or fright to panic. Thes

drugs can produce effects, which range from clear views of colors and depths to illusions and hallucinations. The user

perceptive changes in the body image result in complete loss of his boundaries. Hallucinogens are the only drugs tha

destroy the individuals concept of mass. A person under the influence of these drugs cannot fell the difference between a

one-peso coin and a fifty-centavo coin. E.g

1. Marijuana- is the most commonly abused hallucinogens in the Philippines because it can be grown extensivel

anywhere. The effects of marijuana vary with strength of marijuana, the amount used, and the personality and

expectations of the user. When taken in large doses, the user imagines that he sees, hears, and smells color

and sounds, which makes him behave irrationally for 3 to 5 hours, thus, the user feels lethargic and hungry

especially for sweets.

2. LSD (Lysergic Acid Diethylamide). It is the most powerful psychedelics and is obtained from ergot, a fungus th

attacks rye kernels.

3. Peyote - is derived from the surface part of a small gray-brown cactus. Mexican and American Indians eat th

bottom of the cactus, or dry, crush and boil it in water as tea. Peyote emits nauseating odor, and its user suffe

from nausea. This drug causes no physical dependence and therefore, no withdrawal symptoms, although

some cases psychological dependence has been noted.

4. Mescaline - is the alkaloid hallucinogen extracted from the peyote cactus and can also be synthesized in th

laboratory.

5. STP - is a take-off on the motor oil additive. It is a chemical derivative of mescaline claimed to produce more

violent and longer effects than the mescaline dose.

6. Psilocybin - Hallucinogenic alkaloid from small Mexican mushrooms used by Mexican Indians today. Thes

mushrooms induce nausea, muscular relaxation, mood changes with visions of bright colors and shapes andother hallucinogens.

D.VOLATILE SOLVENTS

If a person sniffs toxic chemicals contained in glue and other volatile or strong smelling substances, he ca

experience serious mental confusion. Damage to his vital organs may also be possible. The user to acquire a feeling o

ecstasy and power of high feelings sniffs these substances, which vaporize easily.

e.g. lighter fluids, gasoline, cleaning fluid, lacquer thinner/paint thinner, hair spray, aerosols, finger nail polish,

acetone, oven cleaner, cement glue used in boat and airplane models and in shoe making.

LEGAL CLASSIFICATIONS OF DRUGS:

1. Prohibited Drugs are drugs, that include opium and its active components, its derivatives, such as heroin an

morphine; coca leaf and its derivatives, principally cocaine; alpha and beta cocaine; hallucinogenic drugs, such a

lysergic acid diethylamide (LSD) and other substances producing similar effects; Indian hemp and its derivative

all preparations made from any of the foregoing; and other drugs and chemical preparations, whether natural o

synthetic. With the psychological effects of narcotics or hallucinogenic drug; or (as amended by BP 179 date

March 2,1982.)

2. Regulated drugs are drugs which includes self-inducing sedatives. They are (1) drugs such as secobarbita

Phenobarbital, barbital, or amobarbital, (2) a self or derivative of salt isomer of amphetamine, such as Benzedrin

or Dexedrine, or (3) any drug which produces physiological action similar to amphetamine, and (4) and hypnot


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drugs, which are methaqualone, nitrazepam, or any other compound producing similar physiological effects; (A

amended by PD 1683 dated March 14,1980.)

OTHER CLASSIFICATION OF DRUGS

1. Exempt Dangerous Drugs Preparation - is any drug preparation which is compounded in such a way that

presents no, or a negligible risk of abuse and the dangerous drug it contains cannot be recovered by readi

applicable means in quantity liable to abuse, so that the preparation does not give rise to a public health an

social problem; and has high therapeutic value, a wide use for legitimate purposes and is a much neede

medicine need thereof. The word compounded as herein used means the process of combining a controlle

drug with a non-controlled ingredient counteractive of the abuse liability of the controlled drug present.

UNDERSTANDING DRUG ADDICTION

Addiction - is a complex disorder characterized by compulsive drug use. People who are addicted feel a

overwhelming, uncontrollable need for drugs or alcohol, even in the face or negative consequence. :

The answer lies in the brain. Repeated drug use alters the brain causing long-lasting changes to the way

looks and functions. These brain changes interfere with ones ability to think clearly, exercise good judgement, control one

behaviour, and feel normal without drugs. These changes are also responsible, in large part, for the drug cravings an

compulsion to use that make addiction so powerful.

How Addiction develops

The path to drug addiction starts with experimentation because of curiosity, or because ones friend is doing i

At first, the substance seems to solve the problem or make life better, so the person use the drug more and more..

HARMFUL EFFECTS OF SUBSTANCE AND DRUG ABUSE

Today, physicians consider disease fighting drugs as the greatest gift to man, Drugs prevent, shorten life an

cure illness. Drug save and prolong millions of lives. Ailments like polio, small pox and diphtheria, which used to be cripplin

or fatal disease have been either wiped out or reduced by modern pharmaceuticals. However, there is a tendency for th

misuse of drugs in our drug-oriented society.

There is a tablet or drink for almost every sickness or pain such that a user is liable to abuse drugs. The use

could be a husband who is often out with his friend of a drinking spree, a boss, career woman who takes sedatives to calm

her nerves, a teenager onuppers or stimulants to tackle his school problems. Drug use, misuse and abuse will continue

to affect us in the years to come. It is therefore, our responsibility to get acquainted with relevant information about drugs.

Substance/Drug Abuse and its Effects on the Individual

Drug dependency is a state of psychic and or physical reliance or dependency on dangerous drugs and

substances. Drugs and substances are very harmful to individuals; they are classified into 4 stages.

I - 4 Physical Effects - of drug and substance abuse as seen on the external parts of the body.

I - Malnutritiofe n, injury, Skin infections, blurred vision, Rashes etc.

II - Mental/Emotional Effects

a. Breakdown of central nervous system,

b. Deterioration of mind

c. Uninhibited verbal expression/talkativeness,

d. Suspicious attitude


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III- Social Effectsa. Community hazardb. Criminal involvementc. Inadequacy of communication with others

IV- Economic Effectsa. Inability to hold stable jobsb. Dependence of family resourcesc. Accidents in industries or factoriesd. Poor work performance or low efficiency

SUBSTANCE AND ITS EFFECTSVolatile substances such as lighter fluid, gasoline, cleaning fluid, glue and alcohol have harmful effects to the

body when inhaled or injected. Alcohol is one substance which when taken in excess can affect the way a person talksmoves or walk.

It can also cause blurred vision, loss of muscle control and it may even harm the liver, heart vessels andothers. Some of the given substances may produce irritation of the mucous membrane; skin and respiratory tract; andreduction of the bone marrow function leading to a number of blood,abnormalities and paralysis caused by nerve damage.

WHAT IS A DRUG DEPENDENT?The Dangerous Drugs Act of 1972 defines a drug dependent as a person who is in a state of psychic or physic

dependence, or both on a dangerous drug, following administration or use of that drug on a periodic or continuous basis

IDENTIFYING THE DRUG ABUSERA drug abuser will do everything possible to conceal his habit. So it is important to be able to recognize th

outward signs and symptoms of drug abuse. One should be alert of these symptoms, but it is important to realize that thdrug problem is so complex that even experts sometimes have difficulty making accurate diagnosis. Therefore, it iimportant not to act on your own for it could lead to falsely accusing an innocent person. Seek professional advice and hefrom experts, such as various agencies and physicians specializing in drug problems.

It should also be remembered that a person may have a legitimate reason for possessing a syringe and needl(he may diabetic) or having tablets and capsules (they may be prescribed by the doctor). Having the sniffles and runnineyes may be due to a head cold or allergy. Unusual or odd behaviour may not be connected in any way with drug abuseDrugs other than narcotics can become addicting. Some people have acquired an addiction to sedatives and certaitranquilizers. Stimulants in very large dose are addictive.

Common Signs of Drug Abuse Change in attendance at work or school

Change from normal capabilities (work habits, efficiency, etc.)

Poor physical appearance, including inattention to dress and personal hygiene.

Wearing sunglasses constantly at inappropriate times (for instance, indoors, or at night) not only to hide dilateor constricted pupils but also to compensate for the eyes inability to adjust to sunlight. Marijuana causebloodshot eyes.

Unusual effort made to cover arms in order to hide needle marks.

Association with known drug abuser.

Stealing items which can be readily sold for cash (to support a drug habit.)

Changes in mood - depending on the drug taken, (example: depressed or becoming elated and euphoric.)

Warning signs of Teen Drug Use

There are many warning signs of drug use and abuse in teenagers. The challenge for parents is to distinguishbetween the normal, sometimes volatile, ups and downs of the teen years and the red flags of substance abuse.

Being secretive about friends, possessions, and activities.

New interest in clothing, music, and other items that highlight drug use.

Demanding more privacy; locking doors, avoiding eye contact, sneaking around.

Skipping class, declining grades, suddenly getting into troubles at school

Missing money, valuables, or prescriptions.

Acting uncharacteristically isolated, withdrawn or depressed,

Using incense, perfume or air freshener to hide the smell or smoke or drugs.

Using eye drops to mask bloodshot eyes or dilated pupils.


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LESSON 2-DRUG FREE -GOOD LIFE

0BJECTIVES:

After the lesson, the students are able to:

List the qualities of a person who is drug free.

Explain the salient provisions of the Dangerous Drug Act of 1972.

Discuss and explain the four pronged approach to contain the drug menace in our society today.

Cite and explain some leGISLATION AND LEGAL IMPLICATIONS OF DRUGABUSE.

I - A DRUG FREE PERSON IS PHYSICALLY

a. ACtive -daily physical, mental and social experiences are more stimulating and self-gratifying rather tha

debilitating and tiresome.

b. Alert - does not become unduly fatigued by a reasonable amount of work or physical exercise.

c. Energetic - has sufficient energy and vitality to carry on customary activities of every day living.

d. Relaxed - has a feeling of general ease and relaxation.

e. Able to Make Productive Tasks - shows keen enjoyment in day-to-day activities.

f. Disease free - is usually free from any disease or disability.

g. Vigorous - has a feeling of buoyancy, of being alive, feels ass through he carries no weight and has littl

physical restrictions.

II - A DRUG FREE PERSON IS EMOTIONALLY

a. Honest - is sincere, honest and faithful but discreet in words and actions,

b. Stable - is mature enough to face problems encountered.

c. Pragmatic/adaptable - can adjust easily to changes that occur in life.

d. Understanding - he is not only concerned of his own feelings but tries to understand those of others.

e. Secure - has a healthy attitude toward self and have a good self-image, ahs positive mental picture and goo

feelings.

f. Has high frustration level - can face and accepts facts even if these facts contradict what he believes in or want

to believe.

III-A DRUG-FREEPERSONISMENTALLY

a. Responsive - is keen enough to respond to any stimulus encountered.

b. Decisive - makes sound decisions.

c. Realistic - knows the difference between what is and what should be, also knows what how can change and

what he cannot.

d. Peaceful-has a general peace of mind,

e. Responsible - takes responsibility for own feelings and actions.

f. Independent/autonomous - can decide on his own, is firm about his identity and in his set of values.

g. Open-minded - is open to suggestions, criticisms, and ideas from others.h. Rational - has a realistic philosophy of life, has an orderly-organized plan of daily living with worthwhile goals.

IV - A DRUG-FREEPERSONISSOCIALLY

a. Friendly - is amiable and approachable.

b. Gregarious-wants to be a part of a group.

c. Successful - more opportunities will come his way thus making him successful,

d. Communicative - has sincere interest in people, is communicating and enjoys social activities.

e. Reliable - other people can depend on him for some serious things.

f. Considerate and helpful - shows concern for other people, their plans successes and failures.

g. Relating harmoniously with others - participates actively in activities and projects of social institutions.


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THE GOVERNMENTS ROLE

Our government has shown a deep concern about the consequence of drug abuse in our society. Then Presiden

Ferdinand E. Marcos signed into law Republic Act No. 6425 known as the Dangerous Drug Act of1972 on March 30,1972

This law which was amended by Presidential Decree No. 44 dated November 9, 1973 placed under control not onl

narcotics but also psychotropic substances. Efforts are being made particularly in the Senate to enact remedial measures

in order to strengthen our national campaign against illegal drugs.

THEDANGEROUSDRUGSACT

On November 14,1972, the Dangerous Drugs Board was organized to provide leadership, direction an

coordination in the effective implementation of Republic Act 6425.

The powers and duties of the Dangerous Drugs Board are:

Regulate the importation, distribution, manufacture, production, prescription, and dispensing of drug

necessary to meet the research and medical needs of the country.

Coordinate with law enforcement agencies to effect the apprehension of drug offenders and confiscation o

dangerous drugs.

Take charge and custody of all dangerous drugs seized, confiscated by or surrender to any national, provincia

or local law enforcement agency.

Develop information and education programs to make the public aware of all ill effects of dangerous drugs an

the impact of drug problems on all aspects of national life.

Encourage scientific, clinical, psychological, biological and social researches related to dangerous drugs.

The Four Pronged Strategy

A few years ago, the causes, consequences and methods of counter acting the problems of drug abuse in th

Philippines were not as clear as they are perceived today. Until recently, the government through the Dangerous Drug

Board, in dose coordination with various allied agencies like the DECS, DOH and private groups, develop a Four-Pronged

Strategies to contain Drug Abuse Problem in our country.

A. The national campaign strategy against drug abuse has the following major components:

1. Preventive Education and Information Campaign to prevent contagion of society particularly the

youth.

2. Treatment and Rehabilitation of drug dependents through the establishment of government and non

government Rehabilitation Centre nationwide.

B. Supply Reduction Strategy

3. Through determined and sustained law enforcement against drug trafficking.

4. Judicial and Legislative Measure. Through determined prosecution of violations of RA 6425 an

enactment of legislative measures to strengthen existing Anti-Drugs Laws.

PREVENTIVE DRUG EDUCATION PROGRAM

The underlying philosophy of the preventive drug education program is to assist the individual In developing sel

esteem, desirable values and ideals, an appreciation of life, and the ability to think critically and make rational decision i

relation to the problems of everyday living. Drug abuse prevention education is concerned with bringing about changes i

the peoples knowledge, attitudes and practices toward drug abuse.

It utilizes a variety of approaches and methods whereby people go through teaching-learning process, and whic

may be planned, implemented and evaluated through the barangay, organized groups and other organizations an

agencies in the community. Information may either be positive or negative. The basic facts of the causes and effects o

drug abuse should be understood and learned to create awareness and vigilance. Inaccurate information could effect


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counter-productivity. The careful and judicious use of information about drugs and their effects should be an importan

component of a preventive program.

THE REHABILITATION CENTRES

More centres to rehabilitate our drug dependents were established in provinces and cities with a high incidenc

of drug abuse. Treatment is the medical service rendered to a client for the effective management of physical and menta

conditions related to drug abuse. Rehabilitation is a dynamic process directed towards the physica

emotional/psychological, vocational, social, and spiritual change to prepare a person for the fullest life compatible with h

capabilities and potentialities and render him able to become law abiding and productive member of the community witho

abusing drug. The process of rehabilitation does not end upon the release of discharge of client from the centre. After hi

discharge, he has to undergo follow-up and after-care services for a period of not more than 18 months by the DSWD an

NBI.

LAW ENFORCEMENT

The Philippine National Police Narcotics Command (NARCOM) is the lead agency of the government taske

with enforcement of the Dangerous Drugs Act. It also disseminate information regarding the salient provisions of th

Dangerous Drug Act of 1972 and provide technical assistance in conducting drug abuse information programs to othe

government and voluntary agencies. Aside from the PNP/Narcotics Command, the National Bureau of Investigation (NBand Economics Intelligence Investigation Bureau (EIIB) also assists in the enforcement of RA 6425. The Dangerous Dru

Board (DDB) has formulated and implemented a drug supply reduction program with primary emphasis on improve

narcotic law-enforcement, intelligence and reward incentives, and drug regulatory and international cooperation.6

LEGISLATIONS AND LEGAL IMPLICATIONS OF DRUG ABUSE

Article V Section 28 of RA 6425 - All heads, supervisors and teachers of schools are empowered, for th

purpose of enforcing the provisions of Article II and III of this Act, all school heads, supervisors and teachers shall b

deemed persons in authority and as such, are hereby vested with the power to apprehend, arrest or cause th

apprehension or arrest of any person who shall violate any of the said provisions.6

LEGAL IMPLICATIONS

1. To the Drug Abuser

* Violation of Sections 8 and 16, RA 6425, as amended:

Penalties: Imprisonment and Fine

* Voluntary submission to Treatment and Rehabilitation under Section 30, RA 6425, as amended;

No criminal liability of violation of Section 8 and 16 of RA 6425, if conditions prescribed by the Act and

the DOB are complied with. (Judicial and medical records of confinement or commitment, confidential.)

* Compulsory submission to Treatment and Rehabilitation under Section 31, RA 6425, as amended

Commitment to treatment and rehabilitation center. Upon discharged from TRC, continuation o

prosecution for criminal offenses,* Suspension of sentence under Section 32, RA 6425, as amended:

Probation for 6 months to 1 year under supervision of DDB; Upon expiration of probation and non

violation of conditions thereof, our dismissal of proceedings and expunging of all records of the case.

* Commission of crime when under the influence of dangerous drugs considered as qualifying aggravatin

circumstances in the definition of a crime and application of penalty Section 17, BP No. 179.


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2. To the Drug Pusher

* Violations of Section 4 and 15, RA 6425, as amended (Per PD 1675 and 1683)

Penalties: Life imprisonment to death and fine; and confiscation and forfeiture of proceeds and

instruments of the crime.

3. To Other Infractors (Illegal Importers, Manufacturers of Dangerous Drugs, Cultivators of

* Plant-Sources of Dangerous Drugs, Maintainers, Employees and Visitors of Prohibited Drugs Dens)

* Violations of Section 5, RA 6425, as amended:

Penalties: Imprisonment, death penalty in certain cases and fine.

* Violation of Section 6, RA 6425 as amended:

Penalties: Imprisonment and fine.

* Violation of Section 7 and 14A, RA 6425, as amended (Per PD 1683)

Penalties: Life imprisonment to death and fine, and confiscation and forfeiture of proceeds an

instruments of the crime.

* Violation of Section 9, RA 6425 as amended:

Penalties: Imprisonment and fine, confiscation and forfeiture of proceeds and instruments of th

crime, and confiscation and escheat of land or portion thereof or green houses used for cultivation o

culture of plant-sources of dangerous drugs. If land is part of public domain, maximum penalties.

4. To the Apprehending/Arresting OfficerMisappropriation or misapplication or failure to account for seized or confiscated dangerous drugs or proceed

/instruments of crime carries a penalty of imprisonment and fine.

SUPPORT FROM OTHER AGENCIES

The drug problem confronts our country today has grown to such a proportion that requires careful stud

involving all sectors of our society. It is no longer sufficient that we leave the problem to the government, A simplisti

solution will not be enough to arrest the problem. What we need is a holistic approach that involves not only th

government and the schools but the parents and citizens as well. Community leaders, religious and civic organizations an

the youths must play a vigilant role.


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Chapter III - Disaster Reduction Management

Lesson 1 - Introduction to (Disaster ServicesObjectives:

At the end of the ninety minutes lesson the students are able to:

Define disaster services, hazard, vulnerability, disaster management, preparedness, responsreconstruction, rehabilitation, mitigation,

Identify the two kinds of disasters

Discuss the chronology of disasters

Explain the importance of disaster vulnerability assessment Discuss the vulnerability capacity indicators

Explain the Hyogo Framework of Action

Explain the Disaster Management Cycle

Discuss disaster risk reduction and disaster risk assessment

Introduction:Since human persons appear on the face of the earth, their lives have been a constant interaction an

adaptation with the natural environment. Interaction pertains to how human persons understand their relationship with thenvironment and how mother earth sustains life; while adaptation is the unpredictable changes in nature. However, humacaused disasters are predictable that can be prevented through governments national and local policies. The concept oemergency services and disaster preparedness comes from the understanding that human persons are caretakers of th

natural environment rather than owners, for whether we like it or not, the physical environment has its own laws.The fact is that when nature unleashes its power as in the case of earthquakes or typhoons, no huma

instrumentalities can prevent its natural course of action. Disaster management is more on managing persons with thchanges brought about both by natural and human-made disasters. All citizens have the responsibility to serve hcommunity and people. Whenever a disaster happens in our midst, the neighboring communities always respond and lena helping hand. Let us learn the ways and means of giving the services during the disaster so that we will always be true thelp other people at all times.

Disaster occurs when natural or technological hazards have an adverse impact on human beings, propertieseconomic as well as social and natural resources. It is a situation, usually catastrophic in nature, when people are reduceto helplessness, exposed to severe danger and heavy losses of their family or physical belongings (Ondiz & Redito, 2009

A disaster is any catastrophic situations in which the day-today life patterns of man are suddenly disrupted and people a

plunged into helplessness and suffering. As a result, disaster victims may have a need for food, clothing, shelter, medicaand nursing care, and other necessities of life. There are three kinds of disasters: a) Natural, b) Man-made and cCombination of both. Natural disasters refer to those disasters that are triggered by natural phenomena. *Man-maddisasters are more complex and controversial. They stem from destructive economic activity, political disruption and evesome of our cultural practices. These includes armed encounters, forced evacuation, ejection, human rights violationbombing, red tide, brown tide, etc. Combination of both involves both natural and man-made causes. It is the result environmental degradation, Fire in land or sea, vehicular accident, flood, pollution, landslide, and pest infestation.

TYPES OF DISASTERS

Natural Man-MADE

Caused by violence of nature caused by human error

tornado fire

earthquake explosion

hurricane/cyclones vehicular accident

volcanic eruption civil disorder

epidemic war or nuclear attack


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Disaster which comes with warning/disaster of sudden onset

Chronology of Disaster

1. Pre-Disaster Period 2. Disaster/Emergency Period

a. Threat c. Impact

b. Warning d. Inventory

e. Rescue

3. Rehabilitation Period f. Recovery

h. Rehabilitation g. Relief

GEOGRAPHY OF DISASTER

Impact Area

Filter Area

Community-aid Area

The impact area is the center of destruction.

The filter area is the periphery immediately surrounding the impact area.

The community-aid area is the least affected area where mobilization for relief action takes place,

Knowledge of this geography of disaster will enable disaster action team workers to function with greater dispatc

during disaster situations,

HAZARD is an event or occurrence that has the potential to cause injuries to life and damage to property and the

environment, Examples of natural hazards are typhoons, earthquakes, tsunamis and volcanic eruptions which are

exclusively of natural origins. Landslides, floods, drought fires are socionatural hazards since their causes are both natural

and man-made (Ondiz & Redito, 2009).

VULNERABILITY is a weakness or constraint affecting a households or communitys capacity to cope with, absorb

losses or to recover from the damage. Anderson and Woodrow categorize vulnerabilities into three namely: physical or

material, social or organizational, attitudinal or motivational (Ondiz & Redito. 2009).

Hazard x Vulnerability = Disaster

Determining how people cope in times of crisis reduce the damaging effects of hazards. Assessment is done

through profiling and measuring or describing the condition of strength or weakness of the elements at risk to a particular

hazard.

Disaster that comes with Warning Disaster of Sudden OnsetTyphoon Fire

Flood EarthquakeVolcanic Eruption Vehicular Accident

Civil Disorder TornadoExplosion


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Vulnerability Assessment

I - Physical Vulnerability

Physical vulnerability is influenced by the geographical pattern of the severity of hazards in the locality, number,

density, spatial distribution and special characters of population groups, and effects of local conditions. It would consider

the following aspects:

Dangerous location of elements at risk.

Insecure sources of income

Lack of access and control over means of production (land, farm, inputs, animals, capital)

Dependent on money lenders, usurers and the like

Lack of adequate skills and educational background

Lack of basic services(education, health, safe drinking water, sanitation, shelter, road, electricity

communication and the like)

Overexploited natural resources

II- Social/Organizational Vulnerability

Social or organizational vulnerability reveals the conditions of the special categories of vulnerable groups of

people (young, elderly, lactating mothers, disabled, sick, special child, etc.), political will and absence of localinstitutions(Ondiz & Redito, 2009). These are manifested by:

Weak family/kinship structures

Lack of leadership, initiative, organizational structures to solve problems or conflicts

Ineffective decision-making, people/groups are left out, etc.

Unequal participation in community affairs, rumors, divisions, conflicts: ethnic, class, religion, caste, ideolog

etc.

Injustice, lack of access to political processes

Absence of community organization (informal, governmental, indigenous)

Neglected relationship with government, no administrative structures

isolated from outside world

III - Motivational/Attitudinal Vulnerability

Motivational or attitudinal vulnerability reflects the following.

Negative attitude towards change

Passivity, fatalism, hopelessness, dependence

Lack of unity, cooperation, solidarity

Negative beliefs/ideologies

Unawareness about hazards and their consequences

Dependence on external support/dole-out mentality

People living in conditions of vulnerability may be because of their ignorance of the vulnerability or limited

perceptions at risk.

Capacity Assessment

A disaster resilient household or community should have coping strategies and resources available for disaster

preparedness, mitigation and prevention. These include understanding previous experiences with hazards and the

coping strategies these have developed. Analysis of the available resources is vital to reduce and understand disaster


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risks. Coping with everyday risks is a permanent activity and an integral part of ones survival strategy. (Ondiz & Redito,

2009).

The capacity assessment is classified into the following.

1. Physical capacity shows the victims ability to have access to materials or resources needed to re -establish the

physical structure of the household or community.

2. Social capacity, in contrast to social vulnerability, is viewed more as a potential state of independence to cope

with the shocks and stresses of disasters. While the material resources are available, there is also a need for an

organized labor force to reconstruct what has been lost or damaged by the impact of hazard. Skilled people are

better able to exploit resources.

3. Attitudinal capacity is the willingness of people to change and share resources, to cope with disasters. People

have few attitudinal capacities. When they are dependent on each other and feel victimized by events outside

control.

Vulnerability Capacity Indicators

Vulnerability capacity indicators are the aspects of the community that needs assessment for their resiliency and capacity t

respond to the situation of natural disaster and emergency situation. Presented below are the vulnerability indicators that

were divided into three aspects of capacity assessment (Ondiz & Redito, 2009):

1. Physical/Material

Factors Indicators Vulnerability Coping Strategies

Geographic

Location

Number of houses

and other structures

built in low lying

areas, coastal, steep

Greater number of population

located at high risk areas

without protective measures

Regulate settlers and development in high

risk areas, retrofit housing, consider

relocation as long term solution or timely

evacuation as short

Income Sources of livelihood Under minimum wage, family

income below poverty

threshold

Family members must be engaged in varie

of gainful activities or alternative livelihood

after disaster.

Employment Status On/off or unstable

employment, unemployment is

high

At least 1 family member has adequate

education (college, technical or vocational

skills for migration is in demand.

Skills Functionality Lack of skills in gainfulactivities

High demand for technical or vocational skparticularly after disaster.

Dependence Number of population

below 18 and over 65

years old are

dependent. Savings

and credit

Greater number of population

below 18 and over 65 years

old are dependent population

with low labor participation.

Lack of savings and access to

credit facilities except usurers.

Able-bodied household member have

modest income, secure on old-age pensio


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Assets Ownership of land,

house and other

national service program

Documents

Transcript of national service program