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STUDENT’S MODULE STUDENT’S MODULE

CONTENTS

MAPÚA INSTITUTE OF TECHNOLOGY

NATIONAL SERVICE TRAINING
PROGRAM
CIVIC WELFARE TRAINING SERVICE
[MAPÚA-CWTS]

STUDENT’S MODULE
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Course Objectives The Value of Concern for the Family and the Future Generations:
Course Description Father’s Mistake-No Time
CWTS Student Attendance The Value of Truth
Grading System The Value of Justice: To Every Man His Due
MODULE 1: THE MAPÚA-CWTS The Value of Equality: Skulls
The National Service Training Program The Value of Promotion of the Common Good:
NSTP-MAPÚA Office A Chinese Legend
MAPÚA-CWTS Office The Value of Concern for the Environment: Exercise
Vision MODULE 8: DIMENSIONS OF DEVELOPMENT
Mission The NSTP-CWTS Dimensions of Development
MODULE 2: THE HUMAN PERSON NSTP-CWTS SERVICE Components
The Human Person: Overview MAPÚA-CWTS Support and Delivery System Components
Human Person: Revisited MODULE 9: COMMUNITY ORGANIZING
Who am I? The Community
Core and Related Values Types of Communities
The Essence of A Person Community Organization
Eight Stages of Development A Brief History: Community Organization in the Philippine Setting
In a Nutshell Goals of Community Organizing
MODULE 3: THE FILIPINO VALUE SYSTEM Guiding Principles of Community Organizing
The Filipino Value System Getting Started: The Community Organization Process
Filipino Characteristics Phase One: Community Selection
Other Strengths of the Filipino Character Phase Two: Integration
Other Weaknesses of the Filipino Character Phase Three: Analysis
MODULE 4: GROUP DYNAMICS Phase Four: Course of Action
Definition Phase Five: Implementation
Types of Groups Phase Six: Phase out
Characteristics of Groups The Community Organizer
MODULE 5: LEADERSHIP Tips During Community Visit
The Leader MODULE 10: PROJECT IMPLEMENTATION
How To Become A Good Leader Project Planning
The 21 Indispensable Qualities of A Leader Who Develops a Plan?
Transformational Leadership What are the Steps in Developing a Plan?
The Seven Habits of Highly Effective People The Project
MODULE 6: DECISION MAKING The Project Development Cycle
Involvement In Decisions Project Proposal
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
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Module 2 Exercises
Self-Esteem Test
Personal Style Survey
What’s Your Personality
Lifetraps
Module 4 Exercise
Kidnapping Pastor Green
Module 6 Exercise
Round-the-World-Trip
BIBLIOGRAPHY

COURSE OBJECTIVES:
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At the end of the course, the students will be able: Students are required to attend their classes on time.
To promote and inculcate Filipino values, transformational
Students who incurred more than two (2) absences within a
leadership qualities and a high level of civic consciousness
term will automatically fail the course, regardless of class
among the students;
performance.
To identify the students’ role as agents for social change in
Students who report to class fifteen (15) minutes after the
pursuit for national development;
official start of the class will be considered tardy. Three (3)
accumulated tardiness is equivalent to one (1) absence.
To harness and utilize the technical expertise and interest of the
students in response to the identified needs of the community
Students who have failed to meet with their class and facilitator
during a community-based activity will not be allowed to
COURSE DESCRIPTION
follow to the said area.
Subject Code Description
GRADING SYSTEM
NSTP11 Part 1 of the classroom-based discussion that covers
The grading system shall be as follows:
[MAPÚA-CWTS] the student orientation to the Institute’s history,
facilities, departments, schools and the theoretical
Rating Grade Equivalent
concepts concerning the human person, Filipino
98-100 1.00
value system, group dynamics, transformational
leadership, communication and decision-making. 95-97 1.25
90-94 1.50
NSTP12 Part 2 of the classroom-based discussion that covers 85-89 1.75
[MAPÚA-CWTS] the theoretical concepts concerning the Filipino 80-84 2.00
citizenship values, dimensions of development, 75-79 2.25
relevant societal concerns, community organizing, 70-74 2.50
community basic needs assessment and project 65-69 2.75
preparation. 60-64 3.00
Below 60 5.00
NSTP13 Part 1 of the hands-on application of the acquired Incomplete 7.00
[MAPÚA-CWTS] skills and knowledge that involves project Absent 8.00
preparation, planning and implementation at the Dropped 9.00
assigned adopted communities.
Students with an ”Incomplete” grade on his/her Final Grade
NSTP14 Part 2 of the hands-on application of the acquired Report must complete the course in accordance with the
[MAPÚA-CWTS] skills and knowledge that involves project Institute’s policy as stated in the Student’s Handbook.
preparation, planning and implementation at the
assigned adopted communities. Any change of grade shall be in compliance with the Institute’s
policy.

CWTS STUDENT ATTENDANCE The following shall be the basis of student’s evaluation:
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Area Percentage
Attendance 50%
Written Exam(s)/Reports 20%
Student’s Classroom Participation/Community 30%
Involvement
Total 100%

MODULE 1
THE MAPÚA-CWTS
THE NATIONAL SERVICE TRAINING PROGRAM

03
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1. What is the legal basis of the National Service Training A. All incoming freshmen students, male, female, starting
Program (NSTP)? school year (SY) 2002-2003, enrolled in any baccalaureate
and in at least two (2) year technical-vocational or
The National Service Training Program (NSTP) Law or RA 9163 also associate courses, are required to complete one (1) NSTP
known as “An Act Establishing the National Service Training Program component of their choice, as a graduation requirement;
(NSTP) for tertiary level students, amending for the purpose
Republic Act No. 7077 and Presidential Decree No. 1706, and for B. All higher and technical-vocational education institutions
other purposes.” was enacted last January 2002 to amend the must at least offer one (1) of the NSTP components.
Expanded ROTC. This program aimed to enhance civic
consciousness and defense preparedness in the youth by developing C. State universities and colleges (SUC’S), shall offer the
the ethics of service and patriotism while undergoing training in any ROTC component and at least one (1) other NSTP
of its three (3) program components, specifically designed to component.
enhance the youth’s active contribution to the general welfare.
D. The Philippine Military Academy (PMA), Philippine
2. What are the components of the NSTP? Merchant Marine Academy (PMMA), Philippine National
Police Academy (PNPA), and other SUC’s of similar nature,
a. Reserve Officer’s Training Corps (ROTC) - Refers to the in view of the special character of these institutions, are
program component, institutionalized under Section 38 and 39 of exempted from the NSTP.
Republic Act No. 7077, designed to provide military training to
motivate, train organize and mobilize them for national defense E. Private higher education and technical-vocational
preparedness. education institutions with at least 350 student cadets,
may offer the ROTC component and consequently
b. Civic Welfare Training Service (CWTS) - Refers to the establish / maintain a Department Of Military Science and
program component or activities contributory to the general welfare Tactics (DMST), subject to the existing rules and
and the betterment of life for the members of the community or the regulations of the Armed Forces Of The Philippines (AFP).
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. 3. What is the duration and equivalent course unit of each
of the NSTP Component?
c. Literacy Training Service (LTS) - Refers to the program
component designed to train the students to teach literacy and Each of the NSTP component shall be undertaken for an
numeracy skills to school children, out-of-school youth and other academic period of two (2) semesters for 54 to 90 training hours
segments of society in need of their services. per semester. It shall be credited for three (3) units per
semester.

4. What fees shall be charged to students taking any of the

Who are covered by the NSTP Law?
NSTP component?
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a. Clustering of students from different education
No other fees shall be collected except basic tuition fees, which institutions during semestral or summer periods may be
should not be more than 50% of the charges of the school per done for any of the NSTP component, taking into
academic unit. account logistics, branch of service and geographical
locations. The host school shall be responsible in
5. Who are covered by the suspension of the ROTC managing the Program.
requirement?
b. Schools that do not meet the required number of
The completion of ROTC training as a requisite for graduation is students to maintain the optional ROTC and any of the
set aside for students who have completed all their academic NSTP components, or do not offer the component
requirements for their respective courses as certified by the chosen by the student shall allow their students to cross-
school on or before the effectivity of the NSTP Act of 2001, enroll to other schools irrespective of whether such
which is March 23, 2002. The concerned students may apply for school is under CHED or TESDA; and in the case the
graduation with their respective schools. students taking the ROTC component irrespective of
whether the two semesters hall be taken from different
6. What happens to male students who are currently schools whose ROTC are managed by different branches
enrolled and have not taken nor completed the ROTC of service of the Armed forces of the Philippines(AFP).
requirements for graduation?
8. Who will manage the NSTP implementation?
a. Male students who are not covered by Section 12 of this
Rule and are currently enrolled but have not taken any a. The school authorities shall exercise academic and
of the Military Service (MS), Civic Welfare Service (CWS) administrative supervision on the design, formulation,
or Law Enforcement Service (LES) shall be covered by adoption and implementation of the different NSTP
the NSTP Law. components in their respective schools.

b. Male students who have completed two semesters of the b. In the case of ROTC, the school authorities and
Expanded ROTC (E-ROTC) / National Service Program Department of National Defense (DND), subject to the
(NSP) are deemed to have complied with the NSTP policies, regulations and programs of DND on the
requirement. military component of the training, shall exercise joint
supervision over its implementation.
c. Male students who are not covered by Section 12 of this
Rules and have taken only one (1) semester of Basic c. Schools who have contracted CHED accredited or
ROTC or E-ROTC/NSP shall take any of the NSTP TESDA-recognized Non-Governmental Organizations
components to qualify for graduation. (NGOs) to formulate and administer training modules for
any of the NSTP components shall jointly exercise
d. Students who want to qualify for enlistment in the academic and administrative supervision with those
Reserve Force or attend the advance ROTC program NGOs.
shall undertake a special program for this purpose.

7. How are Clustering and Cross-Enrollment done? d. CHED Regional Offices, TESDA, Provincial/District Offices
and DND-AFP (through the Major Service Reserve
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Commands), shall oversee and monitor the
implementation of the NSTP under their respective a. The curriculum shall be formulated by the Program
jurisdiction, to determine if the trainings are being coordinator duly approved by the school authorities, copy
conducted in consonance with the objectives of the furnished CHED / TESDA Regional Offices. It shall comply
NSTP Law. with the intent and requirements of the NSTP and its
components.
9. What are the Guidelines for the Accreditation of NGOs to
Formulate and Administer Training Modules? b. It shall provide for both lecture and practicum activities.
NSTP Practicum activities shall be separate from the
CHED / TESDA shall jointly accredit NGOs which satisfy the practicum requirements of other subjects / courses.
following:
c. The course syllabi shall clearly define the objectives,
Duly registered with the Securities and Exchange contents, activities, requirements and student evaluation
Commission (SEC) / Cooperative Development Authority system.
(CDA);
d. Program coordinators and instructors / lecturers shall be
Have good track record of community service; duly qualified in terms of training and experience, to handle
their respective assignments.
Have qualified personnel with experience in program
related implementation; 11. What is CMO No. 5, series of 2003?

Viable and sustainable organization; and It is the utilization of the NSTP Trust Fund wherein:

Program of Instruction (POI) / Curriculum Program for NSTP fee collected shall constitute a Trust Fund, 70% of
Civic Welfare Training Service (CWTS) which should which shall be exclusively for the operation of the
include the dimensions of development such as Health Program;
and Nutrition, Safety and Security, Recreation, Education
and Training, Entrepreneurship and Social Welfare The remaining 30% retained by the school, shall serve
Concerns particularly Dangerous Drugs Prevention and as contingency funds especially in unprogrammed
Control, Voters Awareness and Poverty Alleviation. activities not originally included in the Program of
Expenditures (POE) prepared by the ROTC Commandant
Accreditation Certificate shall be issued for a maximum or CWTS / LTS Coordinator and approved by the school
period of three (3) years subject to renewal / revocation head;
upon periodic evaluation.
The remaining fund balance shall be carried over the
next semester;

10. What are the basic guidelines for the formulation of the Expenditures / disbursement shall be subjected to
NSTP Curriculum? periodic audits by the proper school authorities and
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concerned NSTP Officers and The National Service Training Program of the Mapúa Institute of
Technology Office also known as NSTP-MAPÚA Office supervises the
ROTC Commandants / CWTS and LTS Program implementation of the Civic Welfare Training Service [CWTS] and the
Coordinators shall submit a comprehensive report on the Reserve Officer Training Corps [ROTC]. Its implementation is governed
utilization of the NSTP Funds to their respective school by R.A. 9163 of 2001.
heads and Reserve Unit Commanders / Program Heads,
two (weeks) after the end of every semester. MAPÚA-CWTS OFFICE
The MAPÚA-CWTS Office shall serve as the coordinating body composed
12. What is NSTP-One Summer Program (NSTP-OSP)?
of MAPÚA-CWTS Program Coordinator, Staff and Facilitators.
NSTP-OSP is created under RA 9163 or the NSTP Act of 2001,
VISION
especially Section 6 and jointly devised, formulated and adopted
by DND, CHED and TESDA. In line with the Mapua Institute of Technology’s vision, the MAPÚA-
CWTS shall be the center of excellence in values education through the
NSTP-OSP is established for the three (3) components: ROTC, promotion of civic consciousness and holistic development of individuals
CWTS and LTS. This is intended for graduating students in to become productive members of the society.
baccalaureate or at least two-year technical-vocational or
associate courses, who have yet to comply with the NSTP as a MISSION
requirement for graduation, as well as for students, thus allow
The MAPÚA-CWTS thrusts are:
them to concentrate on the academic subjects and other co-
curricular concerns. To motivate, train and organize students as change agents in
the community;
13. What is the National Service Reserve Corps (NSRC)?
To harness and maximize the technical expertise and interests of
NSRC is created under Section 11 of RA 9163 or the NSTP Act of different schools and department and students’ courses to
2001, composed of graduates of the non-ROTC components: the benefit the underprivileged and economically poor sectors of the
CWTS and LTS. Members of this Corps maybe tapped by the society and;
State for literacy and civic welfare activities, through the joint
effort of DND, CHED, and TESDA. To develop each student to possess a high level of social
awareness.

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

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

It is essentially difficult to define man. This perspective aims to revisit

and challenge, in all humility, our perception of human nature; and the
possibility of achieving a productive society through the actualization of a
person’s highest potential.

THE HUMAN PERSON: REVISITED

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

Aristotle and Boethius described man as a rational being. As rational

being, a person is able to know, reason out and apply what he knows.

Theologians describe a human person as a substance of physical and

spiritual. Spiritual in nature because man has a soul and is created by a
Superior Being with a divine purpose. Physical in nature, because a
person is created with body and faculty that correspond to his
relationship with society.

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

thing.

MODULE 2
THE HUMAN PERSON
THE HUMAN PERSON: OVERVIEW
WHO AM I?
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To be able to fully understand the meaning of a person, let us re- Supreme Being that has the freedom, capacity and ability to reason,
evaluate and understand the characteristics of a person: reflect and relate to his co-existence.

Characteristics of a Person CORE AND RELATED VALUES

Eddie Babor discussed in his book “The Human Person, Not Real But DIMENSION VALUES
Existing” that the human person have several characteristics, among PHYSICAL HEALTH

HUMAN PERSON

AS SELF
which are the following: Physical Fitness, cleanliness, harmony
with the material universe, beauty
1. Rational - every person is a rational being. This is what and art
distinguishes a person from all other creatures in the world. As INTELLECTUAL TRUTH
a rational being, a person is free to think and has the capacity to Knowledge, creative and critical
reason. He can distinguish what is right and what is wrong thinking
because he has intellect. MORAL LOVE
Integrity/honesty, self-worth/ self-
esteem, personal discipline
2. Free - all human beings are born free. A person has the
SPIRITUAL SPIRITUALITY
freedom to do or not to do a specific action. However, every
Faith in God
person must be responsible for his own action. In other words, a SOCIAL SOCIAL RESPONSIBILITY

IN COMMUNITY
person can do whatever he pleases but not to the extent of Family Mutual Love/ respect, fidelity,
doing harm to his co-creatures. Society responsible parenthood, concern for
others/common good,
3. Unique - every person is unique. Every person has his own freedom/equality, social justice/
identity such that no two persons are the same. Generally respect for human rights, peace/
speaking, human beings have the same characteristics and active non-violence, popular
physical features and but no two persons are the same because participation
ECONOMIC ECONOMIC EFFICIENCY
every person has its own perception, has different sets of values
Thrift/conservation of resources, work
and priorities in life.
ethics, self –reliance, productivity,
scientific and technological
4. Social being - every person is intrinsically a social being. He knowledge, vocational efficiency,
cannot detach his “being” from others and all other creatures in entrepreneurship
the universe. Human nature is characterized by his togetherness POLITICAL NATIONALISM
and relationship towards other creatures; be it a thing, object or Common identity, national unity,
his fellowman. esteem of national heroes,
commitment, civic consciousness/
5. Sexual - all created living things are sexual in nature but the pride, “Bayanihan”/ solidarity, loyalty
to country
uniqueness of expression of a person’s sexuality makes it all
GLOBAL SOLIDARITY
different. The expression of a person’s emotions, attitudes,
International understanding and
feelings, actions and thoughts in sexual activity best exemplifies cooperation
his uniqueness from animals.
** Source: Values Integration and Promotion: A Civic Welfare Service Core and Related Value

Considering the characteristics, and their definitions, given above, it can THE ESSENCE OF A PERSON
be deduced that a human person is the ultimate expression of the
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By understanding the character and the definition of a person, the next and safety had been satisfied, the desire for affection,
question would be how are we going to maximize these characteristics to belonging, friendship can become active. Maslow states that
be able to create a positive result? people seek to overcome feeling of loneliness and alienation.

There are several guiding principles on realizing a person’s competence 4. Esteem - there are two esteem needs: The self-esteem that
and ability. The totality of the person is best explored in the field of include achievement, mastery, confidence and the esteem the
humanistic psychology. This study theorized that a person’s behavior person gets from others. These include recognition, respect,
and relationship with others is shaped by his inner feelings and self- attention etc. When these needs are satisfied, the person feels
image. self-confident and valuable as a person in the world. However,
when these needs are not met, the person may feel inferior,
One of the foundations of humanistic psychology is Abraham Maslow and weak, helpless and worthless.
his theory on the hierarchy of needs as illustrated below:
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, shelter and safety. The highest
motive - self actualization - can only be fulfilled after all other needs are
The hierarchy of needs has five levels, namely: fulfilled.” (Intro to Psych 10th ed by Atkinson, Smith, Bem, p. 525)

1. Physiological Level - these are biological needs such as food, Following Maslow’s theory, Carl Rogers (1902-1987) in his person-
water and clothing. They are the strongest needs because when centered therapy theory, believed that every person has within him
a person is deprived of these, the person will ultimately find an inherent desire towards a positive transformation and
ways to fulfill its satisfaction. development of his capacity. Furthermore, he came to believe that
man is basically good and inherently possesses a seed of goodness no
2. Safety - when physiological needs are met, the person matter how imprudent his actions are.
transcends in finding security and protection from physical and
emotional harm. The theory of person - centered therapy of Carl Rogers explained that
persons are the only ones able to change the direction of their lives and
which path to take. The therapist’s role is to act as a “sounding board”
while the person himself explores and analyzes his problem. (Intro to
Psych 10th ed by Atkinson, Smith, Bem, p 523)

3. Social and Belongingness - when the needs for physiological

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In accordance with the view of Roger’s theory, the writer of this article THE EIGHT STAGES OF DEVELOPMENT
personally believes that the therapist being referred to should not be ERIK H. ERIKSON
restricted to psychologists only, but must also be identified with the STAGE CRISIS VIRTUE
person’s environment and the people surrounding him. In other words, Basic Trust VS. Mistrust Hope
the role of our society should be a “sounding board” of our reflections in  Child is helpless dependent  Emerges as an enduring belief
on adults. in the attainability of fervent
life to be able for the individual to realize his problem and create his own

(Birth)Infancy
 Caring is the satisfying wishes (trusting children are
solutions for it. It is the individual who will eventually direct his own life needs of the child. more future-oriented)
and not the people around him.  If parents are rejecting and  Children lacking enough trust
the satisfying needs of the cannot hope because they
child is inconsistent, it must worry constantly about
develops feelings of mistrust whether their needs will be
satisfied and therefore are
tied to the present.
Autonomy VS. Shame and Will
Doubt  Defined as the unbroken
 Child develops rapidly varied determination to exercise free
skills. choice as well as self-restraint.
 Learns how to hold on and
let go - feces and urine.

3) Childhood
 Child can willfully decide to
do something ort to do it.
 Effects of parental discipline
and control over the

(Ages 1 –Early
development of child’s own
self-control.
 From a sense of self-control
without loss of self-esteem
comes lasting sense of good
will and pride
 From a sense of self-control
comes a lasting propensity
for doubt and shame

Initiative VS. Guilt Purpose

 Initiative – the general  The courage to envisage
ability to initiate ideas and (predict or visualize) and
actions and to plan future pursue goals by defeat of

Age
events. infantile fantasies, by guilt and
(Ages 4Pre-School  The child begins to explore by foiling fear of punishment.
what kind of person he can
become limits are tested to
– 5)

find out what is permissible

and what is not.
 Guilt develops if parents
ridicule the child’s self-
initiated behaviors and
fantasies.
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Industry VS. Inferiority Competence

(Ages 65 –
death)
 Industry – the sense of  It is the free exercise of
enjoyment from work and dexterity and intelligence in
from sustained attention. the completion of tasks,
 Child learns skills necessary unimpaired by infantile
(Ages 6 – 11) School Age

for economic survival the inferiority.

technological skills that will
allow him to become The stages of development are patterned sequence encompassing
productive member of his appropriate physical, emotional and cognitive tasks that the individual
culture.
must muster in a struggle to adjust to the demands of the social
 School is the place where
child is trained for future environment.
employment.
 Inferiority causes the child Each stage should be viewed as a psychosocial crisis or conflict – and
to lose confidence in his
whether the conflict of a particular stage is successfully resolved or not,
ability to become
contributing member of the individual is pushed by both biological maturation and social
society. demands into the next stage. The conflict in each stage involves bipolar
tasks such as trust vs. mistrust.
(Ages 12 – 19)Teen Age

Intimacy VS. Isolation

 Intimacy – the ability to
merge one’s identity with IN A NUTSHELL
that of another person.
 Isolation – the inability to
The definition and characteristics of a person, the presumptions of Carl
share one’s identity with Rogers, Abraham Maslow and Erik Erikson that had been analyzed are
that of another person. Love simply guiding principles and motivations to better understand
 Defined as the mutuality of
devotion forever subduing the
ourselves and examine our potentials. As JFT Bugental pointed out,
Generativity VS. Stagnation antagonism inherent in “man’s life has greater possibilities but not realized”. In other words,
– 24)Adulthood

 Generativity – the impulse to dividend functions there are many opportunities await each person and he is blind enough
help members of the next  Development of a greater not to notice those opportunities.
generation. sense of intimacy.
 Stagnation – interpersonal
As discussed previously, the person himself is the best qualified in
Young

impoverishment – the lack

of concern about the next changing and directing his life. He has always been given an alternative
(Ages 20

generation. whether to do or not to do an act but this action should be accompanied

by responsibility.

Ego Integrity VS. Despair Care

(Ages 25 – 64)Adulthood

Being human, our dealings may not always be positive but that does not
 Edo Integrity – the  The widening concern for
negate our value as a person. Self-actualized persons allow their innate
satisfaction with life and the what has been generated by
lack of fear of death. love, necessity; it overcomes positive values to transform further and realize that by understanding his
 Despair – the lack of the ambivalence adhering to self first is the best way that he can effectively relate to others.
satisfaction with life irresistible obligation.
Furthermore, every person must be guided by the understanding that he
exists in this world achieving his temporary assignments. Each person
Wisdom should start now by utilizing his gifts and talents in obtaining his goals to
Old Age

 The person has more ego positively transform and help others realize their worth as person
integrity than despair themselves. He must make use of it and fulfill the greatest challenge
 Defined as detached concern
that the Supreme Being has bestowed upon him.
with life.
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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 words, values in a society give
meaning and direction to every individual’s life and influence his human
behavior.

Based on these definitions, we can say that values are those which are
considered by the society as desirable and important and have attained
the status as moral impetus behind every action of each member geared
towards the desired end or goal.
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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 Americans, and nationals of other
What are Filipino Values? countries who have dealt with the Philippine society through trade – the
Chinese and the Indians. The resulting blend of this mixture of
Significantly, Filipino values would be the standards or principles set influences, which are sometimes conflicting, is uniquely Filipino in
forth by the Filipino society as basis for what is right or wrong, the character.
principles on which every member of the Filipino society should
persevere to attain in order to reach the ultimate realization of his life, Most of the prominent Filipino values are the result of a blend of the rich
regarding his person and in relation to his family and society in general. Christian values of Europe, the pragmatic and 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
Several studies have been made on Filipino Values. They have always where values and principles are nurtured and imbibed in each and every
been interested in examining Filipino values because it influences a member of the family. The tradition of close family ties has long been
Filipino’s behavior in particular, and shaping the Philippine Society in practiced and considered as the foundation of the Philippine society. So
general. How Filipinos feel and motivated
1 to do a specific task is much is the effect of this tradition that the members of the constitutional
directed and evaluated by his set of values. In order to understand the commission of the 1987 Philippine Constitution deemed it proper to
Filipino culture and the development of the Filipino individual, one has to include it as a State Policy and a chapter of the fundamental law of the
understand the underlying values on which every Filipino acts. Thus, a land. Thus, Article XV, Section 1 of the said constitution provides that
study on the Filipino values would provide us a deeper understanding of “The State recognizes the Filipino family as the foundation of the
the Filipino culture. nation.”

The shaping of the Philippine society into a successful and progressive It is in the family that the Filipino individual is introduced to the concept
nation would depend on understanding and appreciating the positive of structure and hierarchy of power. He is always reminded to submit to
side of Filipino values and how they are applied to attain such goal. the authoritarian familial set-up, where roles are prescribed especially for
Thus, it is imperative that a full understanding and appreciation of the younger members of the family. The Filipino family is structured in a way
positive side of our very own principles be made and used for our that autocratic leadership rests on the elder members, where the young
personal and national success. submit themselves to the decision of family elders. He is indoctrinated of
the tradition of primacy of the extended family over that of the individual
The purpose of this chapter, therefore, is to help us understand our and that the only source of emotional, economic, and moral support is
Filipino values in order to enable us to put the positive side of Filipino the family.
values in use and to disregard the negative ones. Thus, in the end,
through the development and use of positive Filipino values, we may The Filipino individual identifies himself with his family. Right from
bring out the best in the Filipino society in general and the individual in childhood he is made to believe that he belongs to the family. The
particular. Filipino individual is always encouraged to get advice from his parents
and submit to his parents’ direction, counsel and advice. He is
admonished to be good because any disgrace that he commits is a
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disgrace to the family. In times of misfortune he is assured of his family’s
support, sympathy and love. There is no specific translation that can approximate the meaning of this
Filipino value of utang na loob. Debt of gratitude is a lean excuse of a
Thus, Filipino society, in contrast with Western societies, prefers a rather translation because it does not even approximate the fertile concept of
"structured" way of life, and not where he can be assertive of his own the Filipino loob.
individuality.

However, modern era is catching up with the Filipino society. Changes Utang na loob is a situation where an individual is required to return a
must occur if the Filipino society is to survive in a changing world. The favor or service received. However, the return of such service or favor
Filipino society will have to keep up with the changes brought about by cannot be translated into monetary equivalent, and may reciprocated in
modernization. The society must prepare itself for a serious reevaluation a month of service or even a lifetime.
of its values. In most 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 money came from his
FILIPINO CHARACTERISTICS pocket or from the government), this makes the people indebted to him.
And when elections come, he recites the litany of his projects and people
The characteristic that makes a Filipino vary from different society is his
“ought” to repay these through their votes. Not to repay this form of
uniquely blended culture and values from different influences. Filipino
debt means that those who were benefited are walang utang na loob.
values, for reason of several influences that shaped its identity, are
After having been elected, the people would approach this congressman
bipolar like a coin that has two sides. They may either be positive or
for return of the favor by seeking employment for them. Thus, this
negative in polarity. Let us take for example the value of utang na loob,
3 would end into a vicious cycle, where the person na pinagkakautangan
or debt of gratitude. The value of utang na loob, the altruistic drawing of
ng loob becomes the giver and the giver becomes the person na may
interior goodness of a person by returning a debt of gratitude, is by itself
utang na loob.
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
Due to this ambivalence of Filipino values, they have the potential of
reflect the beautiful aspect of the Filipino character. Thus, this altruistic
being used for good or evil. They may either help or hinder personal and
feeling must voluntarily come from within the person himself, kusang
national development, depending on how they are understood or
loob; and should not be demanded by coercing the person who has
practiced or lived.
utang na loob, so as blind his sense of judgment.
In order to be able to shape the Filipino society into a successful and
progressive nation, there is a need to reevaluate the different values that
Furthermore, this value should be used discriminately. The pagtatanaw
influence every Filipino individual’s action to a set of circumstances. We
ng utang na loob should emerge from within the self of an individual
need to identify the positive side of every Filipino value and develop
with sense of justice so as to repay the person for the favor or services
them in order to yield a more successful and developed society.
rendered.
Let us then try to discuss some of the values in the Filipino society and
We should always remember that in demanding for the return of
reevaluate them to develop a more positive value for the Filipino
indebtedness, the golden rule “Do unto other as you would want them to
individual.
do unto you.” By demanding the return of the favor, would you wish to
become indebted in return? And when indebted, would you want that
Utang na Loob
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person to act the same way when they are demanding the return of the
favor?

Bahala na OTHER WEAKNESSES OF THE FILIPINO CHARACTER

Filipinos, by nature, are a religious group of people. They firmly believe Weaknesses of the Filipino
Results
in the supernatural and in all kinds of spirit dwelling in individual Character
persons, places or things. They believe in a Supreme Being who will take
1. Extreme Personalism  Leads to graft and corruption.
care of things for them. The Filipino is very religious that has a saint to
pray to each day of the week.  Lack of concern for the common good and acts as
2. Extreme Family Centeredness
the block to national consciousness.
3. Lack of Discipline  Inefficient and wasteful work systems, violation of
The term bahala na comes from the words Bathala na. It reflects the rules leading to more serious transgressions and a
Filipino’s dependence on the supernatural being and on fate. This tends casual work ethics leading to carelessness and lack
to move toward the commonly conceived procrastination character of the 4. Passivity and Lack of Initiative of follow-through.
 Easily resigned to one’s fate and thus easily
Filipino.
oppressed and exploited.
 Basic feeling of national inferiority that makes it
5. Colonial Mentality
OTHER STRENGTHS OF THE FILIPINO CHARACTER difficult for them to relate as equal to Westerners.
 Dampening of cooperative and community spirit
6. Kanya-kanya Syndrome
and in the trampling upon of the rights of others.
Strengths of the Filipino 7. Lack of Self- Analysis and  Emphasis on form more than substance.
Results
Character Self – Reflection

 Camaraderie and feeling of closeness to one

1. Pakikipagkapwa–Tao another; foundation for unity as well as sense
of social justice.
 Feeling of belongingness and rootedness and
2. Family Oriented
a basic sense of security.
 Emotional balance, optimism, a healthy
3. Joy and Humor disrespect for power and office and the
capacity to survive.
 Productivity, innovation, entrepreneurship,
4. Flexibility and Adaptability equanimity and survival.
 Productivity and entrepreneurship for some
5. Hardwork and Industry
and survival despite poverty for others.
 Courage, daring, optimism, inner peace, as
6. Faith and Religiosity well as the capacity to genuinely accept
tragedy and death.
 Bravely live through the harshest economic
7. Ability to Survive
and social circumstances.
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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 describing this wholeness is by saying that it is a “we”; it
involves the sort of sympathy and mutual identification for which
“we” is the natural expression. One lives in the feeling of the
whole and finds the chief of his will in that feeling.

2. Secondary Group - those which do not necessarily involve

face-to-face association or intimate and personal relations. The
members are aware of these relationships and take cognizance
of them, but they do not feel that their lives are bound up in
them except in time of social crisis. The members may be
separated from one another by distance or by lack of personal
physical contact. Their contact may be through
correspondences, the press, the radio, the telephone or other
means.
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CHARACTERISTICS OF GROUPS
1. Interaction - patterns of mutual influence (physical, verbal,
non-verbal, emotional)

2. Structure - stable patterns of relationships

Roles - behavior expected of members in a given

position
Norms - rules that identify and describe appropriate
behaviors
Inter-member relations - how they relate (authority,
communication)

3. Goals - reasons for existence

4. Perceived Groupness - extend to which members see

themselves as one (common fate, similarity, proximity)

5. Dynamic Interdependency - extend to which members are

active, energized, vibrant and changing

6. Motivation - personal needs / gain being satisfied

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MODULE 5
LEADERSHIP THE 21 INDISPENSABLE QUALITIES OF A LEADER
John C. Maxwell’s book defines 21 indispensable qualities of a leader.
MODULE OBJECTIVES: This book will help people recognize, develop, and refine the personal
General Objective: characteristics needed to be a truly effective leader, the kind of leader
To develop the ability of the students to become good leaders. 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; CHARACTER:
THE LEADER
A Leader is: The quality of a person’s behavior, as revealed in his habits of
Someone who acts as a guide; thoughts and expressions, his attitudes and interests, his action
A directing head; and his personal philosophy in life.
Someone who leads a body of troops;
Be a piece of the rock. There would always be two paths to choose from:
Leadership is: character and compromise. “Every time a person chooses character, he
The position of a leader; becomes stronger, even if that choice brings negative consequences.”
The quality displayed by a leader;
The act of leading; What people must know about character?

HOW TO BECOME A GOOD LEADER Character is more than talk;

Talent is a gift, but character is a choice;
We often say that some people are good leaders, while others are not. Character brings lasting success with people;
But what is really our basis for judging one’s capacity for being a good Leaders cannot rise above the limitations of their character;
leader?
Character can be improved by doing the following:
From a follower’s perspective, good leadership can be attributed on
several qualities that a person must have. These qualities make people Search for the cracks. Reflect on the major decisions that you had
comply and passionately follow a leader. done in your life as far as you can remember in terms of letting people
down or giving compromises.

Look for patterns. From the reflections that you have done, are there
particular instances that kept emerging? These patterns will help you
diagnose issues of character.
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Face the music. It is when you apologize and accept your mistakes
that character repairs begin.

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

Leader Qualities # 2: [CHARISMA] Leader Qualities # 3: [COMMITMENT]

The first impression can seal the deal. It separates “doers” from “dreamers”.

CHARISMA: COMMITMENT:
Special spiritual gift bestowed temporarily by the holy spirit on Something which engages one to do something, a continuing
a group or an individual for the general good of the church obligation especially financial
An extraordinary power in a person, group, cause, etc. which The act of committing, the state of intellectual and emotional
takes hold of popular imagination, wins popular support adherence to some political, social, religious theory or action
especially the conscious linking of works of literature and art
To make yourself the kind of person who attracts others, you with such theory of action
need to personify these pointers: 
True nature of commitment:
Love Life;
Put a “10” on every person’s head; Commitment starts in the heart;
Give people hope; Commitment is tested by action;
Share yourself; Commitment opens the door to
achievement;
Charisma can be improved by doing the following:
Commitment can be improved by doing the following:
Change your focus. Always check if your focus during conversation is
towards yourself. Learn how to balance. Recognize the persons who Measure it. Commitments can be measured through the following: how
made contributions on the success of a project. much time you devote at work, family, in service, in health and
recreation activities, and how much you spend on living expenses,
Play the first impressions game. When you meet a person for the entertainment, personal development, and giving. Compare how much
first time, focus on him. Remember his name and interests, and give you devote and spend on these things. Is it justifiable?
positive comments. Try your best to give a very good impression.
Know what’s worth dying for. Answer the question. Write what’s in
Share yourself. Share your resources to others. Resources come in your thoughts. Match if your actions are parallel with your ideas.
different ways. Share what you have: talents, skills and valuable services
aside from material things. These are highly appreciated.
Leader Qualities # 4: [COMMUNICATION]
Without it you travel alone.

COMMUNICATION:
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The act of communicating Accomplish more than expected;
Something communicated Inspire others
A means of sending a message, orders, etc.

You can be more effective as a communicator if you follow four Competence can be improved by doing the following:
basic truths:
Get your head in the game. Devote yourself to your job. Be firm to
Simplify your message; give a proper amount of attention.
See the person;
Show the truth; Redefine the standard. When your performance is not consistently at
Seek a response; high levels, evaluate yourself. Define your standards. Make adjustments
to fit standards of your job description.
Communication can be improved by doing the following:
Find three ways to improve. There’s always room for improvement.
Be clear as a bell. Whether in oral or written communication, being Assess yourself and make necessary changes.
brief and concise and direct simplifies and clarifies thoughts. Simplicity
and clarity must be noted to achieve good communication.
Leader Qualities # 6: [COURAGE]
Refocus your attention. Different instances require different topics. One person with courage is a majority.
Don’t make yourself arrogant. Know the needs and desires of your
listener. COURAGE:
The quality of the mind that enables the person to face
Live your message. Make sure that you had been understood. Ask difficulty, danger, etc. without fear.
questions for clarity. Accept comments without defensiveness.
Truths about courage:

Leader Qualities # 5: [COMPETENCE] Courage begins with an inward

If you build it, they will come. battle;
Courage is making things right, not just smoothing them over;
COMPETENCE: Courage in a leader inspires commitment from followers;
The state of being competent Your life expands in proportion to your courage

To cultivate competence, do the following: Courage can be improved by doing the following:

Show up everyday; Face the music. Be active. Try muscle-stretching activities. Conquer
Keep improving; your fears. Sky dive if you’re afraid of heights.
Follow through with excellence;
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Talk to that person. Avoiding confrontation does not solve differences. FOCUS
Have the courage to talk to that person but do it with love. A central point of attraction, attention or activity.

Take a giant step. When everything seems to be monotonous, don’t Guidelines to focus your time and energy:
be afraid to make a career move. There are more things out there to be
enjoyed and to be discovered. 70% on strength;
25% on new things;
5% on areas of weakness

Leader Qualities # 7: [DISCERNMENT] Focus can be improved by doing the following:

Put an end to unsolved mysteries.
Shift to strengths. Identify your strengths and dedicate 70% of your
DISCERNMENT-“DISCERN”: time on it.
To perceive by the sight or the intellect
To distinguish mentally Staff your weaknesses. Identify your weaknesses and try to improve
on them.
To maximize effectiveness of a leader, do the following:
Create an edge. Since you had identified your strengths and
Discover the root issues; weaknesses, you can proceed to the next level. Think of the new tools
Enhance your problem solving; that you need, to go to the next level.
Evaluate your options for maximum impact;
Multiply your opportunities
Leader Qualities # 9: [GENEROSITY]
Discernment can be improved by doing the following: Your candle loses nothing when it lights another.

Analyze past success. Remember the things you had done to succeed GENEROSITY-“GENEROUS”
on your goals. Problems arise on the process of achieving these goals. The quality of being generous.
Solutions that made you succeed can be used again in the future. Giving freely.

Learn how others think. We admire other personalities as leaders. The following will cultivate the quality of generosity in your life:
Putting ourselves to think like leaders who are wise will make us more
discerning. Be grateful for whatever you have. Contentment seems to be very
ideal. A person cannot become generous if he is not contented with what
Listen to your gut. Your intuition affects your decisions. There are he has. There are things that we must be grateful for and be contended
many instances that your intuition is correct. Find a pattern of your with. Be generous in your own small ways.
intuitive ability. This pattern will give you imminent recourse that will
affect your decision. Put people first. Giving becomes easier when generosity comes in. A
leader is measured not in terms of the number of people who serve him
Leader Qualities # 8: [FOCUS] but rather, to the number of people he is serving.
The sharper it is, the sharper you are.
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Don’t allow the desire for possessions to control you . Let your They push themselves to act;
heart be in charge within you, not the material things that you possess. They take more risks;
There would never be satisfaction if your material desires are endless. They make more mistakes

Regard money as a resource. Man has been a slave of money. The “Only those who dare to fail greatly can ever achieve greatly”
only way to win over money as J. C. Maxwell states is to hold it loosely – Sen. Robert Kennedy
and be generous with it to accomplish things of value.

Develop the habit of giving. There is a time when all things come in Initiative can be improved by doing the following:
abundance, and it is also a time of redistributing it for those in need. For
those who don’t have material things to share, let this saying be their Change your mind-set. Resistance comes from within. It is only when
guide: “Richness, I have nothing, but I can help through loving, with my you had come out of your shell that you begin to take the challenge
life worth giving.” outside.

Generosity can be improved by doing the following: Don’t wait for opportunity to knock . Opportunity does not knock at
your door. You know that you have the potential. Find opportunities.
Give something away. There are things that are important to you that Show and share to the world what you’ve got.
can be replaced. Try giving this to people who will really benefit from it.
As they say, giving it anonymously would be better. Take the next step. When opportunities come, select the best. Now
that you have found the opportunity to share and show the world what
Put your money to work. Use your money to improve other’s lives. you’ve got, work it as far as you can.
Money as resources can be put into work to outlive your expectations for
better people, community, and world.
Leader Qualities # 11: [LISTENING]
Find someone to mentor. A time will come when you had reached the To connect with their hearts, use your ears.
peak of your leadership. It would be good if you have someone whom
you would train to be a good leader like you. LISTENING-“LISTEN”:
To give attention for the purpose of hearing.

Leader Qualities # 10: [INITIATIVE] Keep your ears open to the following:
You won’t leave home without it.
Your mentors;
INITIATIVE: Your followers;
An introductory act or step, readiness and the ability in Your customers;
initiating action, one personal, responsible decision Your competitors

A leader possesses the following qualities to make things Listening can be improved by doing the following:
happen:
Change your schedule. Have time to listen to your mentors, followers,
They know what they want; customers, and competitors.
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To be more positive, think of the following:
Meet people on their turf. Seek common ground to build rapport with
the person you are talking. Learn something about him so you can talk Your attitude is a choice;
things of common interests. Your attitude determines your actions;
Your people are a mirror of your attitude;
Listen between the lines. Factual and emotional content of Maintaining a good attitude is easier than regaining one;
conversation must be given attention. Listen with your heart.

Leader Qualities # 12: [PASSION] Positive attitude can be improved by doing the following:
Take this life and love it.
Feed yourself the right food. Books about positive attitude are
PASSION: available on book stands. Give yourself time to read and reflect on it.
Any compelling emotion, strong amorous feeling, strong
sexual desire, strong fondness or enthusiasm Achieve a goal every day. Setting an achievable goal every day
changes the attitude of a person. When a pattern of achievement has
Truths about passion: been observed, a person has the tendency to think more positively.

Passion is the first step to achievement; Write it on your wall. It does not mean that you vandalize your wall.
Passion increases your willpower; Make a corner where you can show all your awards and citations. Have
Passion changes you; your plaques and trophies displayed on that corner. These will serve as a
Passion makes the impossible possible reminder that you have been doing positive things in your life and willing
to do it over and over again.
Passion can be improved by doing the following:

Take your temperature. Assess the level of desire towards your work Leader Qualities # 14: [PROBLEM SOLVING]
and your life. Passion makes the difference on how you see life. You can’t let your problems be a problem.

Return to your first love. You are more enthusiastic when doing other Five (5) qualities demonstrated by a leader with good problem
things. These are the things that you had left behind because you have solving ability:
to attend to other obligations. Take advantage and do these things again
to relax and to energize your body. They anticipate problems;
They accept the truth;
Associate with people of passion. Your environment affects your They see the big picture;
being. Birds of the same feather flock together. Having passionate They handle one thing at a time;
people around gives booster to bring you back on track. They don’t give up a major goal when they’re down

Problem solving can be improved by doing the following:

Leader Qualities # 13: [POSITIVE ATTITUDE]
If you believe you can, you can.
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Look for trouble. Don’t avoid problems. Encountering and solving a
problem is an experience that molds and strengthens us to deal with
different situations and difficult circumstances. Leader Qualities # 16: [RESPONSIBILITY]
If you won’t carry the ball, you can’t lead the team.
Develop a method. TEACH method for problem solving according to
J.C. Maxwell: RESPONSIBILITY-“RESPONSIBLE”:
The state or fact of being responsible
Time – spend time to discover the real issue. A person or thing for which one is responsible
Exposure – find out what others have done. Involves duties or obligations
Assistance – have your team study all angles. Accountable, as for something within one’s power
Creativity – brainstorm multiple solutions.
Hit it – implement the best solution. The one who embraces responsibility has the following
Surround yourself with problem solvers. Be with persons who are characteristics:
good at problem-solving. They will complement your weaknesses and
teach you on how to deal with them. They get the job done;
They are willing to go the extra mile;
They are driven by excellence;
Leader Qualities # 15: [RELATIONSHIPS] They produce regardless of the situation
If you get along, they’ll go along.
Responsibility can be improved by doing the following:
RELATIONSHIP:
The state or fact of being related. Keep hanging in there. When everything seems to crumble, stop for a
while then think and find ways to succeed. Be creative in finding ways to
To cultivate good relationships, it requires the following: keep you on the right track.

Have a leader’s head – understand people; Admit what’s not good enough. Failing depends on standards that
Have a leader’s heart – love people; must be met. Reset your standards to a higher level. The standards that
Extend a leader’s hand – help people you have been following might not be as good as it may seem as it was,
compared to this time.
Relationships can be improved by doing the following:
Find better tools. It seems that things are not falling on their right
Improve your mind. Be mature enough and widen your places even though your standards are high, you have good attitude and
understanding. Allot some time to observe and talk to people and try you had been working hard consistently. Consider the tools that you are
your best to understand them. using. It’s time to update your materials and further develop your skills.
Read books.
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 reconnect Competence never compensates for insecurity.
relationships that had crumbled even though it has happened several
years ago. Learn to forgive and apologize. Try to be more loving and SECURITY:
understanding to people whom you had disagreement before. Freedom from danger or risk
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Freedom from care, anxiety or doubt
Something that protects and shelters Get rid of excuses. Dismiss all excuses that arise in order for you to
achieve your goals. Always think of the benefits that you will harvest and
Common traits of insecure leaders: the consequences you might encounter when having a lot of excuses.

They don’t provide security to others;

They take more from people than they give;
They continually limit their best people;
They continually limit the organization

Security can be improved by doing the following: Leader Qualities # 19: [SERVANTHOOD]
To get ahead, put others first.
Know yourself. Gather information about yourself from people you
know. Let them assess you as a person. Don’t be defensive and reactive A true servant leader embodies the following:
on their assessment. Reflect and make some necessary improvements.
Puts others ahead of his own agenda;
Give away the credit. Lift the morale of your team. Recognize their Possesses the confidence to serve;
contributions. This will improve the organization. Initiates service to others;
Is not position-conscious;
Get some help. Seek professional help if you cannot fight insecurities Serves out of love
on your own. Be honest with yourself.
Servanthood can be improved by doing the following:
Leader Qualities # 18: [SELF – DISCIPLINE]
The first person you lead is you. Perform small acts. Perform small acts of kindness to others. Show
them that you care. Others greatly appreciate small things beneficial to
Action points to follow: them.

Develop and follow your priorities; Learn to walk slowly through the crowd . Try to connect as much as
Make a disciplined lifestyle your goal; many people in the crowd. Approach them and say hello. Be updated on
Challenge your excuses; what keeps them busy.
Remove rewards until the job is done;
Stay focused on results Move into action. Learn how to serve. You can start with your family,
your church and then with your community.
Self – Discipline can be improved by doing the following:

Sort out your priorities. Identify the areas in your life that are Leader Qualities # 20: [TEACHABILITY]
important to you. Develop a plan where you can practice self – discipline To keep leading, keep learning.
so that you can improve those areas.
Guidelines to help cultivate and maintain teachable attitude:
List the reasons. Make a list why self – discipline is important and
beneficial to you. Let this be your reminder to achieving your priorities. Cure your destination disease;
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Overcome your success; Measure yourself. Ask the opinions of people around you regarding
Swear off shortcuts; your vision. If your vision is coherent then you’re living your life with
Trade in your pride; your vision.
Never pay the same price for the same mistake;
Write it down. Writing clarifies thinking. Put your vision into writing
and evaluate it every now and then. If your vision will make you achieve
your best, then do everything possible to pursue it.

Teachability can be improved by doing the following: Do a gut check. Check your gut level by answering the following
questions:
Observe how you react to mistakes. Everybody commit mistakes.
How do we react to our own mistakes? Ask someone close to you on What makes you cry?
how you react when you commit mistakes. Do we ask apology or are we What makes you dream?
defensive when we commit one? Accept your mistakes and learn from it. What gives you energy?

Try something new. Always open your world for challenges. Try things Your answer on the above questions has great impact on your gut level.
that need mental, emotional and physical activities. Reflect and deal with it.

Learn in your area of strength. There is always room for

improvement. New things are being discovered every now and then. TRANSFORMATIONAL LEADERSHIP
Read books, update yourself and get a harder grip on your field.
Adopted from:
Olga Epitropaki ([Link]@[Link])
Institute of Work Psychology
Leader Qualities # 21: [VISION]
University of Sheffield
You can seize only what you can see.
Sheffield
S10 2TN
VISION:
England
The act or power of seeing
A vivid imaginative conception
Transformational leadership is a form of leadership that occurs when
leaders “broaden and elevate the interests of their employees, when
Things to be understood to handle vision:
they generate awareness and acceptance of the purposes and the
mission of the group and when they stir their employees to look beyond
Vision starts within;
their own self-interest for the good of the group” (Bernard Bass 1990).
Vision draws in your history;
Vision meets other’s needs;
Transformational leaders have a clear collective vision and most
Vision helps you gather resources;
importantly they manage to communicate it effectively to all employees.
By acting as role models, they inspire employees to put the good of the
Vision can be improved by doing the following:
whole organization above self interest. They also stimulate employees to
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be more innovative, and they themselves take personal risks and are not
afraid to use unconventional (but ethical) methods in order to achieve Articulate a compelling vision of the future;
the collective vision.
Use stories and symbols to communicate their vision and
This form of leadership goes beyond traditional forms of transactional message;
leadership that emphasized corrective action, mutual exchanges and
rewards only when performance expectations were met. Transactional Specify the importance of having a strong sense of purpose
leadership relied mainly on centralized control. Managers controlled most and a collective mission;
activities, telling each person what, when and how to do each task.
Transformational leaders, on the other hand, trust their subordinates and Talk optimistically and enthusiastically and express confidence
leave them space to breathe and grow. In that respect, transformational that goals will be achieved;
is a more developmental and constructive form of leadership for both Engender the trust and respect of their followers by doing the
individual employees and the organization as a whole. right thing rather that doing things right;

Why is transformational leadership important for organizational Instill pride in employees for being associated with them;
functioning?
Talk about their most important values and beliefs;
Numerous studies have shown that transformational leadership:
Consider the moral and ethical consequences of decisions;
Significantly increases organizational performance;
Seek different perspectives when solving problems;
Is positively linked with long term market share and customer
satisfaction Get employees to challenge old assumptions and to think
about problems in new ways;
Generates higher commitment to the organization from their
employees; Spend time teaching and coaching;

Increases employee trust in management and organizational Consider each individual employee’s different needs, abilities
citizenship behaviors (extra-role work related behaviors such and aspirations;
as conscientiousness, unselfishness and sportsmanship that
are unrestricted, not related to the formal reward system of Are compassionate, appreciative and responsive to each
the organization); employee and recognize and celebrate each employee’s
achievements.
Enhances employee satisfaction with both their job and the
leader; Four components of transformational leadership: (Bass, 1985, 1998,
Bass & Aviolo, 1993)
Reduces employee stress and increases well-being
1. Charisma - If the leadership is transformational, its charisma or
idealized influence is envisioning, confident, and sets high
How do transformational leaders behave? standards to be followed.

Transformational leaders:
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2. Inspirational motivation - If the leadership is Habit # 4: [THINK WIN-WIN]
transformational, its inspirational motivation provides followers This concerns mutual benefit. Putting both parties on favorable situation.
with challenges and meaning for engaging in shared goals and
undertakings. Habit # 5: [SEEK FIRST TO UNDERSTAND… THEN TO BE
UNDERSTOOD]
3. Intellectual stimulation - If the leadership is As the saying goes, “The best way to understand is to listen.” The
transformational, its intellectual stimulation helps followers to practice of empathy governs this habit. It is about putting ourselves on
question assumptions and to generate more creative solutions to the shoes of the other person. Based on the person’s explanation, we
problems. ought to evaluate, probe, advise and interpret as a way of responding to
the person’s feelings.

4. Individualized consideration - If the leadership is

transformational, its individualized consideration treats each Habit # 6: [SYNERGIZE]
follower as an individual and provides coaching, mentoring and The whole is greater than the sum of its parts. More tasks will be done if
growth opportunities we utilize all the things that we have. Even though your contribution is
that small, if everybody will do their part, things will go on smoothly.
If such transformational leadership is authentic, it is characterized by
high moral and ethical standards in each of the above dimensions. Habit # 7: [SHARPEN THE SAW]
What we had learned a couple of years back will become outdated.
Many things evolve and develop so fast, that there is a need to update
THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE ourselves through various food-for-the brain resources.
Stephen Covey wrote a book about highly effective people. The seven
habits of highly effective people are as follows:

Habit # 1: [BE PROACTIVE]

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

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

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

Habit # 3: [PUT FIRST THINGS FIRST]

Practice self-management. Know your priorities.
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MODULE 6
DECISION MAKING
INVOLVEMENT IN DECISIONS:
1. The Plop - Here the group makes a decision by not making a
decision. “Not to decide – is to decide” Someone makes a
suggestion, but it drops like a stone into a pond, and no one
pays any attention to it at all. If the person who made the
suggestion really felt enthusiastic about it, the fact that it was
totally ignored could make that person withdraw or resist later
suggestions.

2. The One-Person Decision - This is quickly made, but later

when the decider depends on free or voluntary support from
others to implement it, he may find himself carrying it out alone.
Topic Jumping: One person can also prevent a group reaching
a decision by introducing a new point just as the group is ready
to decide something. If the point is relevant it should be allowed,
though it should have been brought in earlier. If it is not
relevant, it should be recognized as a distraction or any attempt
by one person to control the group, and should not be allowed
to prevent the group from making a decision.

3. The Handclasp - One person makes a suggestion. Another

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

4. The Clique - This decision is made by a small group who plan

beforehand to get their way. Because they are better organized
than those who disagree, they are often successful on the
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immediate issue but they bring a spirit of rivalry rather than member who is not involved in the interpersonal conflict can
cooperation into the group. bring the real problem into the open.

5. Minority - These decisions are as consciously organized as 4. Hidden Agenda - One person may try to get the group to make
those of the clique, but a few powerful personalities dominate a certain decision, which he wants for reasons which he will not
the group, often unconsciously and then later they wonder why share with the group.
the other are apathetic.
5. Blundering Methods - A group may be so bound by rigid
6. Majority Vote - In big groups this is often the most effective procedures that there is little chance for a free expression of
way to make a decision. However, one may lose the interest or differences. Or a group may allow itself to substitute personal
the loyalty of the minority who voted against a decision opinions for adequate information. Or group may approach the
especially if they feel their point of view was not heard. decision making process without testing for consensus.
7. Silent Consensus - Some groups aim at unanimous decisions.
These are good, if genuine, but they are rarely achieved 6. Inadequate Leadership - A leader may hinder good decision
completely on important issues. Unanimous agreement is making if he restricts the expression of opinion or discussion on
sometimes assumed, when some members have not felt free to issues too soon. Leaders also may fail to provide assistance in
disagree and have kept silent. selecting appropriate methods for decision making or be
insensitive to the factors causing difficulty in the group.
8. Consensus - This is an agreement, often involving compromise
or the combination of various possibilities, after all opinions have 7. Clash of Interest - Sometimes different groups or individuals
been heard. Disagreements and minority viewpoints are within an organization do have opposing interest.
discussed fully. It takes time and care to build a climate in which
all feel free to express themselves, but this method does built CONFLICT RESOLUTION AND STYLES AND PROBLEM SOLVING
unity, cooperation and commitment. It does not mean listening
CONFLICT – a sharp disagreement or clash of ideas, interest, etc.
to people and then doing what we were going to do in the first
place. It means adapting to accommodate the concern of all. It
1. “Win-Lose” Style - One party in a conflict situation seeks to
may take longer to make a decision this way, but it will often be
meet individual goals at all cost, without concern for the needs
carried out more quickly and whole-heartedly.
of his opponent or their relationship.
DIFFICULTIES IN DECISION - MAKING
2. “Yield-Lose” Style - One party view the relationship with the
1. Fear of Consequences - The possible outcome of an other party as the most important consideration and not the
impending decision may bring division and disagreement. attainment of one’s goals. The party using this style yields and
loses his position.
2. Conflicting Loyalties - When one person is a member of a
number of groups, this frequently leads to divided loyalties about 3. “Lose-Leave” Style - One party has low concern for both the
decisions. goals and the relationship with the opponent. He loses by default
through withdrawing from the situation.
3. Interpersonal Conflict - Personal differences occur which
provokes feelings of affection or dislike among members and 4. “Compromise” Style - One party has a moderate degree of
which interfere with sound decision making. Often another concern for both the goals and the relationship with the
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opponent. The party will try to reach a “compromise”, or what is
known as the “win some - lose some” effect.

5. “Integrative” Style - One party has a high concern for both

the goal and the relationship with the opponent. The conflict is
resolved by working collaboratively with all concerned parties so
that everyone will end up a winner. This is also known as “win –
win” style.

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.
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The Mystic answered the crowd, “the House of Life is not empty. When I THE VALUE OF CONCERN FOR THE FAMILY AND THE FUTURE
was inside, I saw the most beautiful rooms with golden chairs, silver GENERATIONS
tables, and jeweled walls. Above all these, I dined and conversed with
“We can get so involved in what we are doing that we forget why we are
the Master of Life himself.”
doing it. We are so involved in living that we forget the purpose of living.
We get so involved in pursuing the things money can buy that we forget
“How can that be? The crowd insisted. “When we were inside the House
about the things that money can’t buy.”
of Life, it was empty, yet now you tell us that it is not.”
Father’s Mistake - No Time
The Mystic rebuked the crowd, “You found the House of Life empty
because you did not knock before you entered it. You rushed into life
One night, a father came to a parent-teacher conference in a city high
even without knocking, as if the house belonged to you. The Master of
school. During a talk with one of his son’s teachers, the father broke
Life, seeing that you lacked respect for life and reverence for it, took
down and began to cry.
away its beauty because you would not know how to use it. You are
proud and vain as if you are the master of your own life. For this reason,
After he regained his composure, the father apologized, saying, “My son
the Master of Life gave you the House of Life to look at but not to live in.
no longer lives with me. But I still love him and I want to know how he’s
If only you had knocked before you entered, then you would have seen
doing in school.”
the beauty I saw and conversed with the Master of Life himself.”
The father then told the teacher how his wife and four children had left
him that afternoon.
“Tell us please,” the crowd begged the mystic, “what does it mean to
knock on the Door of Life?”
He was a building contractor and sometimes worked sixteen hours a day.
Naturally, he saw little of his family, and then slowly grew farther and
The Mystic solemnly spoke, “to knock on the door of Life is to be humble
farther apart.
enough to accept that the house does not belong to you but to the
Master. “To knock on the door of life is to seek the Master of the House
Then the father said something sad. He said: “I wanted to buy my wife
and not the treasure in the House. To knock on the Door of Life is to
and kids all the things I had dreamed of giving them. But in the process,
wait with patience for the Master to open it from within and not to force
I got so involved in working that I forgot about what they needed most:
it from the outside. To knock on the Door of Life is to follow the statutes
a father who was around at nights to give them love and support”.
and commandments of the Master of Life.”

“To knock on the Door of Life is to pray to the Master of Life that you
THE VALUE OF TRUTH
may love him since he not only owns the house but your very selves as
well.” Lies are said in the place of truth…
Why not prefer to tell the Truth than settle for a lie?
They left the Mystic after they heard this. The crowd returned to the
House of Life and they knocked before entering. The Master of the There are no half-truths or white lies…
House of Life opened it from within. Once inside, the crowd saw the It’s either you say the truth or tell a lie!
beautiful things the Mystic had seen. But most of 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.
Life, after all, is not empty.
It’s easier to tell the truth than tell a lie…
With the truth, you merely have to state the facts:
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With lies, you’d have to cook up a thousand alibis.
“I was a king,” answered the skull with an air of pride.
You’ll know when your lies have caught up with you…
When you begin to believe in them as being the truth. “Yes, I was once his slave,” replied another skull. “He was a tyrant, a
ruthless, merciless king!”
In the end, we find but a single truth about lies:
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 THE VALUE OF PROMOTION OF THE COMMON GOOD

Justice is giving 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.
To Every Man His Due
A Chinese Legend
There was once a poor farmer who would come to town everyday in
order to supply a baker with homemade bibingka. In exchange for five Once upon a time, in the western Kingdom, lay a beautiful garden. And
pounds of bibingka, the baker would give the farmer five pounds of there, in the cool of the day was the Master of the garden want to walk.
bread for his family. Of all the denizens of the garden, the most beloved was a gracious and
One day, the baker decided to weigh the bibingka. He discovered that noble bamboo. Year after year, Bamboo grew yet more noble and
the bibingka was one pound short. This made the baker very angry, and gracious, conscious of his master’s love and watchful delight, but modest
he accused the farmer of having cheated him. and more gentle withal. And often, when the wind revel to the garden,
Bamboo could cast aside his grave stateliness, to dance and play right
But the farmer very calmly declared, “You see sir, I am very poor and merrily, tossing and swaying, leaping and bowing in joyous abandon,
have no weights at home. So I take the five pounds of bread you give leading the Great Dance of the Garden which most delighted the
me and use it as a standard. In this way, I can be sure of giving you an Master’s heart.
equal amount of bibingka.”
One day, the Master himself drew near to contemplate his Bamboo with
eyes of curious expectancy. And Bamboo, in a passion of adoration,
THE VALUE OF EQUALITY bowed his great head to the ground in loving greeting. The Master
spoke: “Bamboo, Bamboo, I would use thee.” Bamboo flung his head to
Each man may differ in worldly stature, but each one bears the same
the sky in utter delight. The day of days had come, the day for which he
amount of dignity as another and all share one common destiny.
had been made, the day for which he had been growing hour by hour,
this day in which he would find his completion and his destiny. His voice
Skulls
came low: “Master, I am ready. Use me as thou wilt.”
One day, a group of skulls in the cemetery had a conversation.
“Bamboo”- the Master’s voice was grave- “I would fain take thee and cut
thee down!” A trembling of great horror shook Bamboo.
“Hey,” said a skull to another, “who were you when you were alive?”
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Manila papers/ scratch papers
“Cut… me… down! Me… who, Master, has made the most beautiful in Scotch tape/ glue
thy entire garden…to cut me down! Ah, not that, not that. Use me for Other light indigenous materials
thy joy, O Master, but cut me not down.”

“Beloved Bamboo” – the Master’s voice grew graver still – “If I cut thee
not down, I cannot use thee.” The garden grew still. Wind held his
breath. Bamboo slowly bent his proud and glorious head. There came a
whisper: “Master, if thou cannot use me if though cut me not down…
then… do thy will and cut.”

“Bamboo, beloved Bamboo, I would… cut thy leaves and branches from
thee also.” Master, Master, spare me. Cut me down and lay my beauty in
the dust; but wouldst though take from me my leaves and branches
also?”
“Bamboo, alas, if I cut them not away, I cannot use thee.” The sun hid
his face. A listening butterfly glided fearfully away. And Bamboo shivered
in terrible expectancy, whispering low: “Master, cut away.”

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

In that day was Bamboo, once glorious in his stately beauty, yet more
glorious in his brokenness and humility. For in his beauty he was life
abundant, but in his brokenness he became a channel of abundant life to
his Master’s world.

THE VALUE OF CONCERN FOR THE ENVIRONMENT

Materials needed:
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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 support

materials and facilities for the community and school such as providing
materials containing basic literacy skills for pre-schoolers, alternative
learning system for out-of-school youths and adults, mathematics and
science tutorials and extended services of skilled students.
MODULE 8 3. Recreation - This area involves sports fest, parlor games for street
DIMENSIONS OF DEVELOPMENT children and painting that enrich youth’s capacities to relate with one
another in the community.
MODULE OBJECTIVES:
4. Values Formation and Moral Recovery - This involves the
General Objective: development of youth to be good leaders, responsible individuals imbued
To enlighten the students regarding the MAPÚA-CWTS dimensions of with good moral values and active agent of development of the
development and the support and delivery systems [SDS]. community.

Specific Objectives: 5. Industry and Entrepreneurship - This area includes programs and
activities that are vital to economic growth. CWTS students demonstrate
To inform the students about the different programs of technical skills in communities like meat processing, silkscreen making
MAPÚA-CWTS that will be implemented; and how to establish small business.
To help students chose what particular support and delivery
system [SDS] to pursue in MAPÚA-CWTS program; 6. Care for Health - This area aims to give knowledge on medical-
To inform students about their responsibilities on SDS that related fields and extend health services needed in the community. It
they will pursue. includes medical services like first-aid operation, vaccination, info
dissemination, basic life saving seminars, heath / nutrition technical
THE NSTP-CWTS DIMENSIONS OF DEVELOPMENT assistance and training of youth to be first aid assistants.
An acronym was coined for the NSTP-CWTS dimensions of development,
SERVICE. This stands for: 7. Environment - This area inculcates environmental awareness and its
S-afety and Security contribution to health and related fields. It involves management of
E-ducation waste, environmental protection, dissemination and application of
R-ecreation technologies supportive of the community needs and livelihood activities
V-alues Formation and Moral Recovery related to environment and other related fields supportive of the national
I-ndustry and Entrepreneurship thrust.
C-are for Health
E-nvironment
MAPÚA-CWTS SUPPORT AND DELIVERY SYSTEM [SDS]
NSTP-CWTS SERVICE COMPONENTS COMPONENTS

1. Safety and Security - This area involves disaster preparedness

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Since all of the SERVICE components cannot be delivered as a whole,
the MAPÚA-CWTS had defined three Support and Delivery Systems that This SDS involves students in community work in terms of socio-civic
harnesses MAPÚA’s expertise which can be offered to the community. programs. Some of the programs include:

In line with the community service rendered by MAPÚA-CWTS, students community surveying;
will choose one of the three SDS which will be pursued during 3 rd and 4th awareness programs or info dissemination on health,
terms. environment, safety and security and other relevant issues;
recreational activities for the youth and
THE ENGINEERING AND HEALTH SUPPORT AND DELIVERY support group for the EHSDS and LSDS
SYSTEM [EHSDS]
Students pursuing this SDS will serve one partner community. They act
This SDS involves students in community work in terms of engineering as ambassadors of the MAPÚA-CWTS. Building rapport and
expertise and health services. Students will plan and implement simple strengthening relationships between MIT and the communities.
projects related to their fields that are beneficial to the partner
communities. These simple projects to be implemented will have
duration of two terms. Students pursuing this SDS will serve all the
partner communities handled by MAPÚA-CWTS. EHSDS includes the
following:

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.

THE LEARNING SUPPORT AND DELIVERY SYSTEM [LSDS]

This SDS involves students in community work in terms of literacy

programs. MAPÚA-CWTS offers Alternative Learning Equivalency and
Accreditation Program [ALEAP] for out of 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 program using modular method.

THE SOCIO-CIVIC SUPPORT AND DELIVERY SYSTEM [SCSDS]

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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 manners, customs,
traditions and modes of speech.”

MODULE 9
COMMUNITY ORGANIZING According to this view, the term community was defined based on the
MODULE OBJECTIVES: elements that it possesses. Other elements that a community may
The module generally aims to prepare the MAPÚA - CWTS students in posses are the following:
working with their partner communities. 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 SPACE RELATIONS
related to community organizing; Internal Relation: within the community
EXTERNAL RELATION
2. Demonstrate the basic roles and ideal qualities of a community Relation with other communities, nation and state
organizer; RESOURCES
Human, man-made and natural
3. Effectively apply the learning gained during field/ community visits. TECHNOLOGY
Modern or indigenous; the technical know-how of the people
THE COMMUNITY KNOWLEDGE AND BELIEFS
VALUES AND SENTIMENTS
Each and every one of us belongs to a particular community. Each and GOALS
everyone of us also, may differ in defining what a community is. Our NORMS
descriptions may be based on the various books and magazines that we POSITION AND ROLES
read, television shows that we watched, and finally, on how we Elected or not elected
personally perceive our community based on the numerous experiences POWER
that we’ve had. LEADERSHIP
INFLUENCE
The term community was actually derived from the Latin word, SOCIAL RANK
communis, a noun describing quality implying “fellowship, community Standing of person in the group
of relations and feelings”. REWARD AND PUNISHMENT
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TYPES OF COMMUNITIES Mobilizing people to develop their capability and readiness to
respond and take action on their immediate needs towards
GEOGRAPHICAL COMMUNITIES Has boundaries, territories
solving their long term problems. [-UP College of Social Work
RURAL/URBAN COMMUNITIES The traditional way of
and Community Development]
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, families
COMMUNITIES

COMMUNITY ORGANIZATION Collectively, the above-mentioned definitions suggest that Community

The very term “Community Organization” suggests that the community is Organizing (CO) is both a process and a method. CO is a process in
central in the use of this method usually linked to social work. The term the sense that it is perceived as a progressive and forward movement
“Community Organizing” was first used by American Social Workers in from one condition to another. It is also considered as a method because
the late 1800’s to refer to the specific work they were involved in with it consists of a dynamically conscious and deliberate undertaking to bring
settlement houses for new immigrants and the poor. “ Community about social change.
Organizing” was the term used to describe their efforts to coordinate
services for these groups.
PROCESS
Other definitions have evolved all throughout the years and one will be
the following:
C.O.
“Community Organizing is a systematic, planned and liberating change METHOD

process of transforming a complacent, deprived and malfunctioning

community into an organized, conscious, empowered and self-reliant,
just and humane entity and institution.” [-Philippine Business for Social
Progress (PBSP)] A BRIEF HISTORY:
COMMUNITY ORGANIZATION IN THE PHILIPPINE SETTING
Community Organizing (CO) is a continuous process of:
Through the Philippine Ecumenical Council for Community Organization
Educating the people to understand their critical consciousness (PECCO), Community Organizing was introduced in the Philippines during
of their existing conditions; the First Quarter Storm of the seventies. The group organized
communities in the Tondo area where the program, Zone One Tondo
Organizing people to work collectively and efficiently on their (ZOTO) was born. The program was replicated in other parts of the
problems; Philippines, including the rural areas and was usually introduced through
church structures.
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Organizing efforts continued even when the Martial Law was declared. “Teach By Showing, Learn by Doing”
During this time, Community Workers began pushing for people’s For the community to learn effectively, the worker must demonstrate
participation and community organizing became the tool for achieving different procedures or techniques and not merely give instructions.
this. International Development Groups and government both began to
support and fund Community Organizing Programs. Community “Not Piecemeal but an Integrated Approach”
Organizing began to proliferate. Community organizing is an inter-relationship of various elements
and factors.

GOALS OF COMMUNITY ORGANIZING “Not Relief, But Release”

Community organizing is a process that liberates a community from
Community Organizing transforms a complacent community to become
its identified problems.
self-propelling and self - nourishing.

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?
GETTING STARTED: THE COMMUNITY ORGANIZING PROCESS
Read on to learn the different goals/ purpose why this method is still
being widely used in the different parts of our country, and the whole As earlier defined, community organizing is a systematic process. This
world. process, when expounded, shall consist of the following phases:

PEOPLE EMPOWERMENT
IMPROVED QUALITY OF LIFE
LEADERSHIP DEVELOPMENT AND MOBILIZATION COMMUNITY SELECTION
SOCIAL TRANSFORMATION PRE-ENTRY
ENTRY
GUIDING PRINCIPLES OF COMMUNITY ORGANIZING
“Go to the People, Live Among the People” INTEGRATION
One cannot help the community towards its development if the
organizers stay and work within the comforts of an office/ school PROBLEM
and do not integrate with the people. IDENTIFICATION

“Learn, Plan and Work with the People” ANALYSIS

The people know better than any other outsider what their needs
and problems are. The community members, with the assistance of
the community organizer, must be the one to determine the program
appropriate to answer their needs/ problems.
COURSE OF ACTION
“Start With and Build on What the People Know”
Community organizers must begin with the indigenous resources,
technologies and structures that the community has. Improve on
their strengths!
IMPLEMENTATION
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matter how frequent you go to the area but 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 situation of
PHASE OUT the community. Joining a small “umpukan” of housewives, or some of
the local youths at their “tambayan”, can, one way or another help you
Community organizing phase here is depicted in a linear manner, but in reality, CO is a gather pertinent information (identification of problems and current
much more complex process in which phases overlap and integrate. 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 initially observe during your visit. TRUST BUILDING is
important at this stage.
PHASE ONE: COMMUNITY SELECTION
PHASE THREE: ANALYSIS
Pre-Entry Stage
The community organizers during this stage assist the community in
After your specific community has been identified, organizers are then
identifying, analyzing and prioritizing current community needs and
expected to conduct a social investigation (S.I) on the said area, conduct
issues. A compromise between the felt and objective needs must be
initial interviews with the community persons and to go around
met. Let the locals decide on to which program they think is appropriate
performing a site/ ocular inspection. These activities shall be of great
for them.
help to the organizers in acquiring pertinent information on the
background of the community they are to organize.
PHASE FOUR: COURSE OF ACTION
Entry Stage
“People’s participation is the essence of community organizing”
The community has the right to know of the organizers’ entry in their
area. Because of such, a courtesy call to the barangay officials and
After the problems and issues of the community have been identified, a
respected leaders form the said community is necessary. An orientation
systematic course of action may now be determined. The organizer,
on the assisting organizer’s background and purpose must also be clearly
during this stage, plays the role of a facilitator- to which he ensures that
relayed.
the community is able to communicate and express their concerns, and
is able to encourage them to give their own suggestions on how they
could possibly resolve their problems. Finally, organizers must also
PHASE TWO: INTEGRATION
ensure of the community’s participation and commitment on the
“Integration rather than immersion.”
produced plan.
Immersion: “Complete involvement”
Consider also the available resources (human, man-made, natural) in the
Integration: “Acceptance into a community”
community which can be utilized during the implementation of the
project.
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
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PHASE FIVE: IMPLEMENTATION A CATALYST - Hastens the process of transformation/ change.

Implementation IDEAL PERSONAL QUALITIES OF A COMMUNITY ORGANIZER

The plan that was initially formulated with the community is now put into
action. Collective work from the community members must be INTEGRITY
encouraged by the worker, after all, the project is for them, therefore, CREATIVITY
should also be participated by the people themselves. COURAGE
FLEXIBILITY
Evaluation OBJECTIVITY
In some inevitable cases when problems during the implementation may SELF-DISCIPLINE
arise, the community organizer, again, as a facilitator, may assist the TACT
community in examining what happened, what went well, what has been SENSITIVITY
learned and what should happen next. HONESTY
ADAPTABILITY
IMAGINATION
SENSE OF HUMOR
PHASE SIX: PHASE OUT
TIPS DURING COMMUNITY VISIT
After the goals of the community have been met, and its members are DOs DON’TS
empowered, the community organizer can now pull out from the  Listen to your Facilitator’s Perform any task without
community. Remember that prior to this, the worker must prepare the instructions. your Facilitator’s knowledge
community before phasing-out. This is basic courtesy to the people. or consent.

THE COMMUNITY ORGANIZER  Be simple. Wear attention-catching

ROLES OF A COMMUNITY ORGANIZER clothes and jewelries. As
much as possible also, avoid
An organizer, while at the community, plays various roles, depending on bringing-out your expensive
what the situation calls for. Below are the four basic roles they portray, gadgets like cellphones,
at one time or another: MP3 players and the like.

A FACILITATOR - Facilitates the community process through  Always go with your Go to the community and
listening and questioning and by giving continuous assigned “buddy”. wander by yourself.
encouragement and support to the local strivings
 Integrate! Observe. Confine yourselves within
AN ANIMATOR - Stimulates the people to think critically when your group/ class.
identifying problems and finding new solutions.
 Be courteous and polite. Use curse or offensive
AN ENABLER - Consistently directed at freeing the community Use “opo” or “po” while terms/ words.
(through key persons like leaders) to realize their strengths and conversing with those who
potentials in cooperative work. are older than you.
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 Be a role model. Be aware Show your disgust or
that in community work, annoyance if any
you carry not only yourself inconvenience were
but the name of the encountered.
Institute.

 Know the purpose and Make any promises that you

limitations of your visit. cannot fulfill. This will only
give false hope to them.

MODULE 10
PROJECT PREPARATION
MODULE OBJECTIVES:
At the end of this module on Project Preparation, the MAPÚA - CWTS
students are expected to:

1. Acquire the necessary knowledge in developing a project plan;

2. Familiarize themselves and be able to express the steps involved

in creating a project proposal;

3. Develop their planning skills by undertaking an actual project

planning and proposal drafting session

PROJECT PLANNING
Each and every one of us at some point plans and implements a project.
Whether you are a student finishing a homework, an engineer designing
a plan, an events coordinator organizing for a friend’s wedding or a
director shooting a movie- whatever field or profession you might
choose, it can be safely said that it is imperative for us to be familiar
with the steps involved in planning and preparing for a project. Not only
this knowledge will be able to make our task easier-but shall also give
direction in achieving our project’s success.
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Projects can be easily demonstrated with the aid of a systematically ESTABLISH YOUR GOAL
prepared project plan. A plan is defined as:
The initial step in developing a plan is to establish a common
“an outline which consists of strategies and specific actions or goal. Goals are the desired or expected outcome of an
steps to be undertaken in order to reach the goals.” endeavor- therefore, goals are ends or targets.

Developing a plan is said to be the first critical step in ensuring a These goals serve as the backbone to your plans. It provides
project’s success. Through the process of planning, the persons involved your class the guide and direction that you need in determining
collaborate and determine the best possible way of achieving the the projects you intend to implement.
established goals within a given time frame at the least possible cost.
Because of the crucial role it plays, make sure to consider the
following points while formulating your goals:

- Be Specific.

Goals broadly or vaguely stated would not be of any

help to your class. Make sure your goal/s are specific as
possible.
WHO DEVELOPS A PLAN? - Be Realistic.
Other than the group or section spearheading the project, other key
There would be no sense in developing a goal, of which
persons can also be invited to help prepare a project plan. These key
your class knew from the very start, would be impossible
persons may include the following:
to accomplish.
COMMUNITY MEMBERS DIRECTLY AFFECTED BY THE
Bear in mind also that goal/s after having been set can be
PROBLEM (e.g. youth, mothers, workers, etc.)
changed. In fact, goals should be constantly evaluated to fit
changes.
INFLUENTIAL PERSONS FROM THE COMMUNITY
(community leaders, elected or not)
IDENTIFY STRATEGIES/ ACTIONS STEPS/ACTIVITIES TO BE
TAKEN
EXPERTS WHO HAVE BEEN WORKING WITH THE SAID
COMMUNITY (e.g. community organizers)
Assuming that a common goal has already been established, it will
now be the time for your class to determine the various action steps
WHAT ARE THE STEPS IN DEVELOPING A PLAN?
you shall undertake. These strategies/ action steps are the “ how’s”
A Pre-requisite in developing your plan is the awareness of your partner to achieve your goals.
community’s current condition. Through the aid of the collated results
(which will be provided) of the community assessment conducted, it will In identifying your strategies/ action steps, make sure to also include in
be much easier for your class to identify possible projects for your your list the following:
partner community.
PERSONS INVOLVED
The steps involved in developing a plan include the following:
“Who would be in-charge of the identified action steps?”
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“What would be my role?”

During this part of the planning, roles and responsibilities are

designated to the planning participants. Who to do what is usually
determined by the individual’s expertise or capability and willingness
to perform the assigned task.

TIME FRAME

“When will the action steps be performed?”

“When do we intend to finish the tasks?” A sample plan in a chart form

A specific schedule shall be set to determine when the identified

action steps shall be carried-out and up to when these activities shall
be performed.

RESOURCES NEEDED THE PROJECT

Now that your class has agreed upon the specific action steps directed to
“What are the materials that we need?” achieve your set goals, it is now time to take your plans to the next
level. Now, ask yourselves, how are we going to perform these
These resources needed by your class to deliver the action steps activities? The solutions to this query are projects.
may not be limited to material objects but may also include the
needed human resources (manpower) as well. Projects, as defined by the Webster’s Dictionaries are planned
undertakings. These projects usually possess various elements which can
EXPECTED OUTPUT be categorized namely as:

“What do we expect after the action steps have been Project Objectives
performed?” This element tries to answer what your project aims to do
and what the project is for.
GOAL:
STRATEGIES/ TIME FRAME
Project Boundaries
ACTION PERSONS RESOURCES EXPECTED
TIME END This element specifies the scope and limitations of your
PLAN/ INVOLVED NEEDED OUTPUT
START FRAME project.
ACTIVITIES
1.
2. Project Location
3. 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.
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Although the phases may appear sequentially separated, the project life
is actually a circular concept, wherein the phases continually
Project Duration
.interface back and forth
Planners must decide upon a particular schedule when the
project will be executed and up to when it shall be
implemented. PHASE ONE: PROJECT IDENTIFICATION

Project Methodologies During this phase in the project development cycle, the
What techniques or procedures shall be used by the group “planners” undergo the process of searching for potential
to deliver the project is clarified in this element. projects directed to achieve their goals.

Project Cost PHASE TWO: PROJECT PREPARATION

This element will be based on the expected expenses your
class shall incur in the event that the project is implemented. 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.

THE PROJECT DEVELOPMENT CYCLE

Projects may be differentiated according to its purpose, objectives, PHASE THREE: PROJECT IMPLEMENTATION
target beneficiaries, duration and scope. However, all projects are
subject to undergo a similar process. This process is referred to as: The Finally, the plans are executed during this stage. The project
Project Development Cycle. is carried-out by the assigned persons for the target
beneficiaries during the set schedule.

PROJECT IDENTIFICATION
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
PROJECT PREPARATION
extent.

PROJECT PROPOSAL
Each MAPÚA - CWTS class, through the aid of their Facilitators would be
PROJECT IMPLEMENTATION 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.
PROJECT EVALUATION
All proposals will be assessed and evaluated by the MAPÚA - CWTS
Social Workers and Community Relations Officer and shall later on be
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endorsed to the MAPÚA – CWTS Overall Program Coordinator, for final
approval.

Each class would also have a specific budget allotment per term to
facilitate the project implementation.

APPENDICES
MODULE 2: THE HUMAN PERSON

SELF-ESTEEM TEST
DIRECTION: Answer honestly the questions stated below.
Are you a happy and confident person with a positive attitude to life, or
do you try too hard and blame yourself when things go wrong? Find out
where you stand on the self-esteem scale with our quiz, compiled by
chartered psychologist Dr. Terry Kellard.
TRUE FALSE UNSURE
I often wish I could change places
1
and be someone else.
I find it very hard to talk in front of a
2
group of people.
There are lots of things about myself
3
I’d change if I could.
4 I’m a lot of fun to be with.
It takes me a long time to get used to
5
anything new.
I’m popular with people of my own
6
age.
7 People expect too much of me.
8 I give in very easily.
9 It’s hard being me.
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10 Many things in my life are all mixed
20 Impatient Emotional Procrastinator Serious
up.
21 Competitive Spontaneous Loyal Thoughtful
Other people usually listen to my
11 22 Courageous Convincing Considerate Self-sacrificing
ideas and follow them.
23 Pushy Flighty Dependent Stoic
I often think I’d like to change my life
12 24 Directing Stimulating Tolerant Conventional
completely.
13 I often feel upset.
I am not as good looking as most
14 WHAT’S YOUR PERSONALITY
people.
If I have something to say, I usually
15
say it. Select a shape below that appeals to you the most and then scroll down
16 My friends understand me. to read about your personality.
Most people are more popular than I
17
am.
I usually feel as if something were
A psychologist developed these shapes. They have been tested
18 worldwide, over a period of several years. As we received feedback from
pushing me.
I often get discouraged at what I’m our research, we carefully adjusted the color and/or form of each shape,
19 and then tested again, until we were left with a highly successful set of
doing.
20 Things don’t usually bother me. shapes. These represent the nine basic personality types.
PERSONAL STYLE SURVEY
DIRECTION: Circle one word in each row that you feel describes you
best.

ROW A B C D
1 Forceful Expressive Restrained Careful
2 Pioneering Exciting Satisfied Correct 1. 2. 3.
3 Bold Animated Willing Precise
4 Argumentative Unpredictable Indecisive Doubting
5 Daring Outgoing Patient Respectful
6 Self-reliant Persuasive Gentle Logical
7 Decisive Life of the Party Even-tempered Cautious
8 Assertive Popular Generous Perfectionist
9 Unyielding Colorful Easy-going Modest 4. 5. 6.
10 Persistent Optimistic Accommodating Systematic
11 Relentless Talkative Neighborly Humble
12 Strong-willed Playful Friendly Observant
13 Adventurous Charming Deliberate Disciplined
14 Aggressive Attractive Steady Restrained
15 Determined Enthusiastic Sympathetic Analytical
16 Commanding Impulsive Slow-paced Critical 7. 8. 9.
Force of
17 Lively Laid-back Consisting
character
18 Independent Influential Kind Orderly
19 Out-spoken Popular Pleasant Idealistic
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8. My parents and I tend to be over involved in each
other’s lives and problems.
9. I have not had someone to nurture me, share
himself/herself with me, or care deeply about what
happens to me.
10. People have not been there to meet my emotional
needs for understanding, empathy, guidance, advice and
support
11. I feel like I do not belong. I am different. I do not
LIFETRAPS
really fit in.
INTRUCTIONS: Rate each of the next twenty-two statements in terms of how 12. I’m dull and boring; I don’t know what to say socially.
true each is of you on this six-point scale. 13. No one I desire who knew the real me – with all my
defects exposed – could love me.
SCORING KEYS 14. I am ashamed of myself; I am unworthy of the love,
attention, and respect of others.
1 Completely untrue of me 15. I am not as intelligent or capable as most people
2 Mostly untrue of me when it comes to work (or school).
3 Slightly more true than untrue of me 16. I often feel inadequate because I do not measure up
4 Moderately true of me to others in terms of talent, intelligence and success.
5 Mostly true of me 17. I feel that I have no choice but to give un to other
6 Describes me perfectly people’s wishes; otherwise they will retaliate or reject me
in some way.
First, rate how true the statements were of you as a child. If your 18. People see me as doing too much for others and not
answer would be different for various times your childhood, choose the enough for myself.
rating that best fits the way you felt in general up until the age of 19. I try to do my best I can’t settle for good enough. I
twelve. Then, rate how true each item is of you now, as an adult. If like to be number one at what I do.
your answer would be different for various periods of your adult life, 20. I have so much to accomplish that there is almost no
choose the rating that best applies to you in the past six months. time to relax and really enjoy myself.
21. I feel that I shouldn’t have to follow the normal rules
THE QUESTIONNAIRE and conventions other people do.
Child Now Description 22. I can’t seem to discipline myself to complete routine,
boring tasks or to control my emotions.
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 Now transfer your scores from the questionnaire to the score sheet.
else they prefer and leave me.
3. I am usually on the lookout for people’s ulterior Example: For Question 1, take your score for this item under the Child
motives; I don’t trust people easily. column and transfer it to Box 1 under the Child column in the Score
4. I feel I cannot let my guard down around other people Sheet. Now take your score for this item Now and transfer it to the next
or they will hurt me. Box 1 (under the Now column).
5. I worry more than the average person about danger –
that I will get sick or that some harm will come to me Next, look at your score for Question 2 under the Child column. Transfer
6. I worry that I (or my family) will lose money and it to Box 2 under the Child column. Then, take your score for Question 2
become destitute or dependent on others.
Now and transfer it to the next Box 2, under the Now column.
7. I do not feel I can cope well by myself, so I feel I need
other people to help me get by.
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STUDENT’S MODULE STUDENT’S MODULE
Look at all the four score in the row. Transfer your highest score into the
last box. If your highest score is 4, 5 or 6, put a check mark in the first ABANDONEMENT
column. If your highest score is 1, 2, or 3, leave the box blank. Go ahead
and fill in the rest of the score sheet in the same way. The Abandonment lifetrap is the feeling that people you love will leave
you, and you will end up emotionally isolated forever. Whether you feel
people close to you will die, leave home forever, or abandon you
because they prefer someone else, somehow you feel that you will be
left alone. Because of this belief, you nay cling to people close to you too
much. Ironically, you end up pushing them away. You may get very
THE SCORE SHEET
Highest
upset or angry about even normal separations.
√ Lifetrap Child Now Child Now
Score
MISTRUST AND ABUSE
Abandonment 1. 1. 2. 2.
The Mistrust and Abuse lifetrap is the expectation that people will hurt or
Mistrust and Abuse 3. 3. 4. 4.
abuse you in some way – that they will cheat, lie to, manipulate,
Vulnerability 5. 5. 6. 6. humiliate, physically harm, or otherwise take advantage of you. If you
have this lifetrap, you hide behind a wall of mistrust to protect yourself.
Dependence 7. 7. 8. 8. You never let people get too close. You are suspicious of other people’s
intentions, and tend to assume the worst. You expect that the people
Emotional Deprivation 9. 9. 10. 10. you love will betray you. Either you avoid relationship altogether, form
superficial relationship in which you do not rally open up to others, or
Social Exclusion 11. 11. 12. 12. you form relationships with people who treat you badly and then feel
angry and vengeful towards them.
Defectiveness 13. 13. 14. 14.
Two lifetraps relate to your ability to function independently in the world.
Failure 15. 15. 16. 16.
These lifetraps are Dependence and Vulnerability.
Subjugation 17. 17. 18. 18.
DEPENDENCE
Unrelenting Standards 19. 19. 20. 20.
If you are caught in the Dependence lifetrap, you feel unable to handle
Entitlement 21. 21. 22. 22. everyday life in a competent manner without considerable help from
others. You depend on others to act as a crutch and need constant
Refer to your score sheet; each lifetrap with a √ next to it is likely to support. As a child you were made to feel incompetent when you tried to
apply to you. Naturally, the higher your scores for each lifetrap, the assert your independence. As an adult, you seek out strong figures upon
more powerful it probably is for you, and the more impact it probably whom to become dependent and allow them to rule your life. At work,
has had on your life. you shrink from acting on your own. Needless to say, this holds you
back.
VULNERABILITY
THE ELEVEN LIFETRAPS
With Vulnerability, you live in fear that disaster is about to strike –
Two lifetraps relate to a lack of safety or security in your childhood whether natural, criminal, medical or financial. You do not feel safe in
family. These are Abandonment and Mistrust. the world. If you have this lifetrap, as a child you were made to feel that
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the world is a dangerous place. You were probably overprotected by they may feel at parties, in classes, at meetings, or at work. They have a
your parents, who worried too much about your safety. Your fears are restless quality, a quality of looking for a place to belong.
excessive and unrealistic, yet you let then control your life, and pour
your energy into making sure that you are safe. Your fears may revolve The two lifetraps that relate to your self-esteem are Defectiveness and
around illness: having an anxiety attack, getting AIDS, or going crazy. Failure.
They may be focused around financial vulnerability: going broke and
ending up on the streets. Your vulnerability may revolve around other
phobic situations, such as a fear of flying, being mugged or earthquakes.
Two lifetraps relate to the strength of your emotional connections to DEFECTIVENESS
others: Emotional Deprivation and Social Exclusion.
With defectiveness, you feel inwardly flawed and defective. You believe
EMOTIONAL DEPRIVATION that you would be fundamentally unlovable to anyone who get close
enough to really know you. Your defectiveness would be exposed. As a
Emotional Deprivation is the belief that your need for love will never be child, you did not feel respected for who you were in your family.
met adequately by other people. You feel that no one truly cares for you Instead, you were criticized for your “flaws”. You blamed yourself – you
or understands how you feel. You find yourself attracted to cold and felt unworthy of love. As an adult, you are afraid of love. You find it
ungiving people, or you are cold and ungiving yourself, leading you to difficult to believe that people close to you value you, so you expect
form relationships that inevitably prove unsatisfying. You feel cheated, rejection.
and you alternate between being angry about it and feeling hurt and
alone. Ironically, your anger just drives people further away, ensuring FAILURE
your continued deprivation. It is a quality of emptiness, of emotional
disconnection. These are people who do not know what love is. Failure is the belief that you are inadequate in areas of achievement,
such as school, work and sports. You believe you have failed relative to
SOCIAL EXCLUSION your peers. As a child, you were made to feel inferior in terms of
achievement. You may have had a learning disability, or you may never
Social Exclusion involves your connection to friends and groups. It has to have learned enough discipline to master important skills, such as
do with feeling isolated from the rest of the world, with feeling different. reading. Other children were always better than you. You were called
If you have this lifetrap, as a child you felt excluded by peers. You did “stupid”, “untalented”, or “lazy”. As an adult, you maintain your lifetrap
not belong to a group of friends. Perhaps you had some unusual by exaggerating the degree of your failure and by acting in ways that
characteristics that made you feel different in some way. As an adult, ensure your continued failure.
you maintain your lifetrap mainly through avoidance. You avoid
socializing in groups and making friends. Two lifetraps deal with self-expression – your ability to express what you
want and get your true needs met: Subjugation and Unrelenting
You may have felt excluded because there was something about you Standards.
that other children rejected. Hence, you felt socially undesirable. As an
adult, you may feel that you are ugly, sexually undesirable, low in status, SUBJUGATION
poor in conversation skills, 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 the sake
It is not always apparent that someone has a social exclusion lifetrap. of pleasing others or meeting their needs. You allow others to control
Many people with this lifetrap are quite comfortable in intimate settings you. You do this either out of guilt – that you hurt other people by
and are quite socially skilled. Their lifetrap may not show in one-to-one putting yourself first – or fear that you will be punished or abandoned if
relationships. It sometimes surprises us to realize how anxious and aloof you disobey. As a child, someone close to you, probably a parent
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STUDENT’S MODULE STUDENT’S MODULE
subjugated you. As an adult, you repeatedly enter relationships with
dominant, controlling people and subjugate yourself to them or you
enter relationships with needy people who are too damaged to give back
to you in return.

UNRELENTING STANDARDS MODULE 4: GROUP DYNAMICS

If you are in the Unrelenting Standards lifetrap, you strive relentlessly to KIDNAPPING PASTOR GREEN
meet extremely high expectations of yourself. You place excessive
emphasis on status, money, achievement, beauty, order or recognition Objective:
at the expense of happiness, pleasure, health, a sense of
accomplishment, and satisfying relationships. You probably apply your To learn to improvise and to communicate in different ways
rigid standards to other people as well and are very judgmental. When
you were a child, you were expected to be the best, and you were Instructions:
taught that anything else was failure. You learned that nothing you did
was quite good enough. 1. Set up helpers or leaders for this game. Choose ten students to
play the parts of Professor Prune, Mrs. Pheasant, Bubba, Colonel
ENTITLEMENT Musket, Miss Snow, Ben the 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 special. They 2. Arrange and divide the room into 10 sections to represent the 10
insist that they be able to do, say or have whatever they want rooms for each suspect to be. And 10 items that could be the
immediately. They disregard what others consider reasonable, what is possible weapon used for the kidnapping.
actually feasible, the time or 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 that the crime
Many of the people with this lifetrap were spoiled as children. They were did not take place.
not required to show self-control or to accept the restrictions placed on
other children. As adult, they still get very angry when they do not get 4. Predetermine who did the crime, with what weapon and where
what they want. 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.
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STUDENT’S MODULE STUDENT’S MODULE
cooked. He was totally embarrassed. Ben was also known for a violent
7. After gathering their evidence and investigating the suspects, temper.
the group must fill-out clue information form.
The Chauffeur:
8. The team that discovers who did the kidnapping, in what room, Shawn, the chauffeur, is an avid golf nut. He has never really been too
using what weapon is the winner. 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.
Character Backgrounds and Potential Motives for Kidnapping Shawn got a divot replacer. Shawn was livid.
Pastor Green
Miss Spears:
Professor Prune: Miss Spears came to the church nearly 10 years ago. She is rather an
Professor Prune was a distinguished English professor for over 30 years insecure woman and feels when Pastor Green preaches that his sermons
and attended Pastor Green’s church the whole time. One particular thing are directed at her and nobody else. She is frankly tired of it and has
about Pastor Green’s preaching really bugged Professor Prune, complained to the deacons but to no avail.
alliteration. Every sermon had to be alliterated and it continued to make
the Professor mad. Finally, he had had enough. Mr. Brown:
Mr. Brown owns a pizza parlor in town and is a faithful member of Pastor
Mrs. Pheasant: Green’s church. He has become sick and tired of the baseball diamond
Mrs. Pheasant, an accomplished pianist and musician, had composed illustration that Pastor Green uses at least once a month. He has
many pieces of music. She composed one piece to be used for special complained about its use (mostly because he never liked baseball to
music in church, but before she could have it published, Pastor Green begin with) but Pastor still continues to use it. Mr. Brown is used to his
stole it and put it under his name. She was very upset. orders being carried out and is not happy at all.

Bubba: The Gardener:

Bubba is the mechanic used by Pastor Green for a lot of his cars and the Grace, the Gardener, has been planting flowers and beautifying the
church’s vehicles. Bubba thinks Pastor Green has begun a conspiracy to church for over 20 years. Pastor Green not only has not shown
rip him off. He did not like Pastor Green one bit. appreciation at all for her hard work, but now is insisting that she pay for
the flowers with her own money. She doesn’t know what to do.
Colonel Musket:
Pastor Green constantly talked about some sort of army. He called it the
Lord’s army. The Colonel was tired of hearing it. To 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
 MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE
STUDENT’S MODULE STUDENT’S MODULE
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________

CLUE INFORMATION FORM MODULE 6: DECISION MAKING

Find out who knows what and what they know

ROUND-THE-WORLD-TRIP
Suspect: Objectives:
_____ Professor Prune To acquire the skill in making decisions through consensus;
_____ Mrs. Pheasant To be aware of behaviors that help and those that hinder in
_____ Bubba deciding by means of consensus;
_____ Colonel Musket To develop the attitudes of being open to suggestions and of
_____ Miss Snow flexibility
_____ The Cook
_____ The Chauffeur Instructions:
_____ Miss Spears 1. The participants count off from 1 to 5 or 6; those who have the
_____ Mr. Brown same number form a group.
_____ The Gardener 2. Each group sits in a circle.
3. Each group is given the “Problem Situation Sheet”.
Weapon: 4. Each group is given 15 minutes to do the task.
_____ Candlestick
_____ Yard Stick PROBLEM SITUATION
_____ Letter Opener
_____ Rope You and your groupmates are friends who share one ticket in a
_____ Wrench contest. You have won the grand prize - a round-the-world trip for
_____ Umbrella one person with all expenses paid. The prize cannot be encashed.
_____ Garden Tool Neither any of you can afford to pay the share of others, so that
_____ Rolling Pen only one of you can take the tour. Decide what to do with the
_____ Pizza Cutter prize. You have fifteen (15) minutes to come-up with a decision or
_____ Cane else the prize will be forfeited.

Room:
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
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STUDENT’S MODULE STUDENT’S MODULE

BIBLIOGRAPHY
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