BULLYING ACT OF THE PHILIPPINES

REHABILITATION ON DRUG ADDICTION

FIRST AID
COVID-19

A Research Paper Submitted to

ABDULHAQ R. DITUCALAN

College Department, Philippine Engineering and Agro Industrial College Inc.

Marawi City, Lanao Del Sur. Philippines

In Partial Fulfilment

Of the Final requirement for the Course

NSTP 231 – National Service Training Program

Submitted by:

Agakhan M. H. Amer

Saranggani R. Batua

June 10, 2020

 Bullying Act of the Philippines
Introduction
It is disheartening and heartbreaking for every parent when they see fear in their child as
a result of bullying. It hampers learning and development robbing the child self-esteem and
confidence to face others and develop as an individual. The question on every parent’s mind is,
Why are do some children bully others? It is an important question that is critically evaluated and
has been present in the society for years to date. Most of the parents may have faced bullying in
primary school, college, or at work in their present life but it appears incomprehensible for a
child to be facing the same or orchestrating the same.
The critical aspect that needs to be assessed is what are the main contributors of bullying and the
role of the community in stopping this behaviour permanently in the present society. It is a
culmination of different societal and individual aspects that lead to the bad behaviour by children
in the society. Charity begins at home, may be considered a cliché but one needs to assess how
the family setting as well as the society contributes to this problem in schools. One of the
theories that are used to explain this behaviour is Skinner behaviourist theory that notes
behaviour to be influenced by the form of reinforcement. Skinner noted that the reward or
punishment was the main attributes that led to formation of behaviour and the cognitive
attributes were not critical in formation of character or behaviour.
Vygostky socio-cultural theory reiterates that the behaviour adopted by an individual is
influenced by the interaction with others and the psychological processes of an individual. The
two work in tandem to form the behaviour that an individual develops in the society and the
individual attributes identified. Bronfenbrenner model supports Vygostky’s model in noting that
the individual behaviours are informed by the socio-ecological models that are present within a
specific setting. These are mainly developed through the individual traits that are identified in the
social, political, economic and the environmental attributes that are divided into different
ecological models. Bullying can therefore, be described under different theories that can be used
to arrest the condition and eradicate the problem especially among children in the society.
Bullying hinders learning and development; it is pertinent to ensure that the best models are
adopted towards creating a proper process of control and critical methods of change in the
systems accordingly. An analysis of bullying and the contributing factors will further highlight
the importance of developing proper controls to ensure that the critical changes have been
implemented.
Definition of bullying
Bullying is defined as the intentional use of force, threat, intimidation, aggressive
behaviour against others to dominate and control them, (Allison et al, 2014). The behaviour has
to be repeated and habitual and is motivated by different individual attributes and models that are
essential towards overseeing change in the systems. There are different forms of bullying with
the behaviours including but not limited to: verbal abuse, intimidation, blackmail, physical
coercion, harassment and threats. The perpetrators’ main aim is to gain control over others in the
society and gain the support and superiority over others. It is important to note that bullying is in
most cases cultivated and advanced by others with the bullies having no power when there is no
audience and they are not interested in these attributes. In the world the main distinctions that
lead to bullying are mainly as a result of differences in race, class, sexual orientation, language,
size, reputation and ability of an individual towards others (Mundy et al, 2017). In schools the
behaviour is mainly cultivated by the social attributes and peer pressure that inform the
behavioural models that are adopted by individuals.
It is an important aspect that leads to problems in the systems and critical aspects that are
essential for change in the system accordingly. There are different forms of bullying that range
from individual one on one bullying to mobbing by a large number of people. It is these
attributes that makes it critical to assess bullying and assess the contributing factors that lead to
bullying in the society especially for young children in primary schools.
Types of bullying
There are many different types of bullying that are classified depending on the context or
assessment of the individual case that is assessed.
1. Physical bullying: this is the main form of bullying that is accompanies by threats and
intimidation when one has been overpowered in the school (Smith et al, 2016). Physical
bullying critically impacts the child emotionally and makes the individual fear schools
and the learning environment thereby hindering development of a child.
2. Verbal bullying: This is a form of bullying that includes: intimidation, name calling,
racist remarks, and abuse. This form of bullying is only detrimental when the bully is
supported by others within the school systems (Burger et al, 2015). Verbal bullying is
more emotionally compelling to victim since it is not orchestrated by a single but many
with their accomplices and bystanders.
3. Social Bullying: social bullying is not direct and is in most cases spread behind the
victim’s back. This is a form of bullying where an individual spread lies in form of
rumours that are spread across the society and causes a lot of humiliation and emotional
distress to the child once they find out.
4. Cyber bullying: This is a new form of bullying where the perpetrators use the internet to
spread lies and bully others within the school. The increase in the number of students
who own devices ensures that this form of bullying is very effective in causing the victim
a lot of harm due to the nature of the rumours that are spread (Kowalski et al, 2014).
Roles of bullying
One of the main roles of bullying is to cause harm to another. Bullying leads to negative
effects to the victim and the more disturbed and distressed a victim is the more empowering it is
to the bully. Power is also another reason for bullying as the bully feels empowered and in
control of their victim. The bully looks to gain satisfaction from bullying others and gain a form
of purpose and character through hurting other students in the society.
It is also used as a source of fun and enjoyment among peers without any concern for the victim.
Bullying in some of the cases is seen by children is seen as a source of fun when they plank or
take control of another student in the society. It is one of the main roles of bullying since it is
identified as a critical aspect towards changing and placing the individual at an advantage against
others in the society.
Contributing factors
 Family - According to Bronfenbrenner model, family is a micro-system that informs the
immediate behavioural models that are adopted by a child. Children learn from observing
and imitating others within the society, as a result the family forges the psychological and
behavioural models of an individual. It is a contributing factor to the behaviours that are
exhibited by a child who looks up to others in the society (Burger et al, 2015). Families
need to ensure that they develop the best behavioural models and do not make any
discriminative comments or inclinations that may inform the behaviour of a child.
Reducing the character of people to their race, sexual orientation, size and other attributes
critically impacts a child and the behavioural models that the child later uses. It is
therefore, imperative to ensure that the best workable approaches are created towards
ensuring that the family model encourages positive engagement and thought with the
child thereby reducing bullying (Turner et al, 2014). Trauma, abuse and other negative
effects inflicted by the parents on a child are also major contributing factors to bullying.
 Peers - Peer pressure is also a major contributor to bullying in schools since children
want to be accepted in the society. As one looks to be integrated in a specific group or be
accepted by others as strong, they are forced to become bullies to ensure that they
develop the best behaviours towards changing the societal models (Turner et al, 2014). It
is an important model that critically leads to individual behaviours especially among
young children in the society. Bullies are believed to be insecure and lacking self-esteem
and courage to face up to others in the society and as such there are problems in the
models adopted. It is therefore, critical to highlight the individual attributes that are
critical towards changing the individual behaviours and models extrapolated within the
society.
 Social Influences - Social influences are also a major problem with the society being
culpable of failing to control the level of bullying in the society. The society needs to take
measures and a change in attitude and cultural precepts towards ensuring that they control
the models adopted by individuals in the society (Garrick et al, 2014). It is critical for the
society to change its position on bullying and change the tendency that is highlighted
under individual societal influences and factors. The social media tendencies and
depiction of bullying also needs to be controlled. It is important for the society to ensure
that it strongly rejects the culture of bullying and critically develop methods that are
aimed to change the position of the society on this issue.
 Behavioural factors -The different behavioural models that are adopted by students in
primary schools are also critical in developing the bullying culture. Skinner points out
that behaviours are determined by their consequences are through punishment or reward.
In a school where the proper reinforcement is not applied to bullying behaviour it
cultivates a culture of bullying for one to be accepted within the larger society (Turner et
al, 2014). It is therefore, imperative to change the individual behaviours and models that
are adopted by the children in schools. There are proper approaches that are created
outlining a specific pattern that needs to be informed on individual processes and models
that match the main elements of change that are needed within the larger societal models
outlined.
Effects and Impacts on Social/Emotional Development
One of the main effects of bullying is that it lowers the level of self-esteem and
confidence among children in the society. Self-esteem and confidence are integral in giving an
individual the potency to succeed and develop the best developmental tools towards engaging
with others in the society (Golmaryami et al, 2014). The victims are also emotionally disjointed
and find it difficult to make lasting relationships with others in the society.
It is a major problem since the victims are robbed of their innate courage and confidence of
engaging with others in the society. It leads to shyness and lack of a strong character formation
for a victim whose individual attributes has been critically reduced through bullying. The
children have a higher likelihood of becoming introverts and as they are lonely and isolated
within the society. They lack in terms of critical levels of resilience and proper conduct that are
critical in developing the proper emotional models and methods towards developing change
needed accordingly. The victims are also suspicious and wary of others in the society and they
face trust issues as they grow older that hinders their development (Fahie and Devine, 2014).
Bullying therefore, negatively affects social and emotional aspects of the victims within the
society that may be detrimental in the long-run.
Effects and Impacts on Cognitive Development
One of the main impacts is that it leads to depression for the victim who are negatively
impacted by the bully. Depressive thoughts are the main attribute that lead to problems in the
models and scope that is highlighted and critically influenced within the society. In severe cases
of depression students are at a higher risk of committing suicide in schools. It is a negative
attribute that is dejecting and critically impacts the individuals who find it difficult to handle
continued bullying.
It also affects the level of academic excellence and outcomes for the students in schools. The
victim becomes disinterested in the academics and on most occasions fails to attend the classes
due to the negative effects of bullying in their lives (Chalmers et al, 2016). It is a major problem
that leads to a difference in the models that have been represented and actualized across different
school systems. It is therefore, a fundamental process that matches the individual attributes and
critical measures that need to be improved in developing the cognitive abilities and mental
capacity of an individual. There is emotional and cognitive imbalance due to the negative
challenges and positions that an individual has to handle in such a porous environment.
 (REPUBLIC ACT NO. 10627)

AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO

ADOPT POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN
THEIR INSTITUTIONS

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

SECTION 1. Short Title. – This Act shall be known as the “Anti-Bullying Act of 2013”.

SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe or
repeated use by one or more students of a written, verbal or electronic expression, or a physical
act or gesture, or any combination thereof, directed at another student that has the effect of
actually causing or placing the latter in reasonable fear of physical or emotional harm or damage
to his property; creating a hostile environment at school for the other student; infringing on the
rights of the other student at school; or materially and substantially disrupting the education
process or the orderly operation of a school; such as, but not limited to, the following:

a. Any unwanted physical contact between the bully and the victim like punching, pushing,
shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the
use of available objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-being;

c. Any slanderous statement or accusation that causes the victim undue emotional distress like
directing foul language or profanity at the target, name-calling, tormenting and commenting
negatively on victim’s looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any electronic means.

SEC. 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools are hereby
directed to adopt policies to address the existence of bullying in their respective institutions.
Such policies shall be regularly updated and, at a minimum, shall include provisions which:

(a) Prohibit the following acts:

(1) Bullying on school grounds; property immediately adjacent to school grounds; at school-
sponsored or school-related activities, functions or programs whether on or off school grounds;
at school bus stops; on school buses or other vehicles owned, leased or used by a school; or
through the use of technology or an electronic device owned, leased or used by a school;

(2) Bullying at a location, activity, function or program that is not school-related and through the
use of technology or an electronic device that is not owned, leased or used by a school if the act
or acts in question create a hostile environment at school for the victim, infringe on the rights of
the victim at school, or materially and substantially disrupt the education process or the orderly
operation of a school; and

(3) Retaliation against a person who reports bullying, who provides information during an
investigation of bullying, or who is a witness to or has reliable information about bullying;

(b) Identify the range of disciplinary administrative actions that may be taken against a
perpetrator for bullying or retaliation which shall be commensurate with the nature and gravity of
the offense: Provided, That, in addition to the disciplinary sanctions imposed upon a perpetrator
of bullying or retaliation, he/she shall also be required to undergo a rehabilitation program which
shall be administered by the institution concerned. The parents of the said perpetrator shall be
encouraged by the said institution to join the rehabilitation program;

(c) Establish clear procedures and strategies for:

(1) Reporting acts of bullying or retaliation;

(2) Responding promptly to and investigating reports of bullying or retaliation;

(3) Restoring a sense of safety for a victim and assessing the student’s need for protection;

(4) Protecting from bullying or retaliation of a person who reports acts of bullying, provides
information during an investigation of bullying, or is witness to or has reliable information about
an act of bullying; and

(5) Providing counseling or referral to appropriate services for perpetrators, victims and
appropriate family members of said students;

(d) Enable students to anonymously report bullying or retaliation: Provided, however, That no

disciplinary administrative action shall be taken against a perpetrator solely on the basis of an
anonymous report;

(e) Subject a student who knowingly makes a false accusation of bullying to disciplinary
administrative action;

(f) Educate students on the dynamics of bullying, the anti-bullying policies of the school as well
as the mechanisms of such school for the anonymous reporting of acts of bullying or retaliation;

(g) Educate parents and guardians about the dynamics of bullying, the anti-bullying policies of
the school and how parents and guardians can provide support and reinforce such policies at
home; and

(h) Maintain a public record of relevant information and statistics on acts of bullying or
retaliation in school: Provided, That the names of students who committed acts of bullying or
retaliation shall be strictly confidential and only made available to the school administration,
teachers directly responsible for the said students and parents or guardians of students who are or
have been victims of acts of bullying or retaliation.

All elementary and secondary schools shall provide students and their parents or guardians a
copy of the anti-bullying policies being adopted by the school. Such policies shall likewise be
included in the school’s student and/or employee handbook and shall be conspicuously posted on
the school walls and website, if there is any.

The Department of Education (DepED) shall include in its training programs, courses or
activities which shall provide opportunities for school administrators, teachers and other
employees to develop their knowledge and skills in preventing or responding to any bullying act.

SEC. 4. Mechanisms to Address Bullying. – The school principal or any person who holds a
comparable role shall be responsible for the implementation and oversight of policies intended to
address bullying.

Any member of the school administration, student, parent or volunteer shall immediately report
any instance of bullying or act of retaliation witnessed, or that has come to one’s attention, to the
school principal or school officer or person so designated by the principal to handle such issues,
or both. Upon receipt of such a report, the school principal or the designated school officer or
person shall promptly investigate. If it is determined that bullying or retaliation has occurred, the
school principal or the designated school officer or person shall:

(a) Notify the law enforcement agency if the school principal or designee believes that criminal
charges under the Revised Penal Code may be pursued against the perpetrator;

(b) Take appropriate disciplinary administrative action;

(c) Notify the parents or guardians of the perpetrator; and

(d) Notify the parents or guardians of the victim regarding the action taken to prevent any further
acts of bullying or retaliation.

If an incident of bullying or retaliation involves students from more than one school, the school
first informed of the bullying or retaliation shall promptly notify the appropriate administrator of
the other school so that both may take appropriate action.

SEC. 5. Reporting Requirement. – All schools shall inform their respective schools division
superintendents in writing about the anti-bullying policies formulated within six (6) months from
the effectivity of this Act. Such notification shall likewise be an administrative requirement prior
to the operation of new schools.

Beginning with the school year after the effectivity of this Act, and every first week of the start
of the school year thereafter, schools shall submit a report to their respective schools division
superintendents all relevant information and statistics on acts of bullying or retaliation. The
schools division superintendents shall compile these data and report the same to the Secretary of
the DepED who shall likewise formally transmit a comprehensive report to the Committee on
Basic Education of both the House of Representatives and the Senate.

SEC. 6. Sanction for Noncompliance. – In the rules and regulations to be implemented pursuant
to this Act, the Secretary of the DepED shall prescribe the appropriate administrative sanctions
on school administrators who shall fail to comply with the requirements under this Act. In
addition thereto, erring private schools shall likewise suffer the penalty of suspension of their
permits to operate.

SEC. 7. Implementing Rules and Regulations. – Within ninety (90) days from the effectivity of
this Act, the DepED shall promulgate the necessary rules and regulations to implement the
provisions of this Act.

SEC. 8. Separability Clause. – If, for any reason, any provision of this Act is declared to be
unconstitutional or invalid, the other sections or provisions hereof which are not affected thereby
shall continue to be in full force or effect.

SEC. 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or parts thereof
which are inconsistent with or contrary to the provisions of this Act are hereby repealed,
amended or modified accordingly.

SEC. 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication in at least
two (2) national newspapers of general circulation.

REACTION/REFLECTION
Our reaction of this topic is even though me and Mr. Batua didn’t experience bullying,
we still fully understand how bullying work and how it will impact the victims, like physical
contact between the bully and the victim like punching, pushing, shoving, kicking, slapping,
tickling, headlocks, inflicting school pranks, teasing, fighting and even the bully use illegal
weapons on the victims, it can leads us to depression even death, some of the victims of the
bullying commit suicide because of severe depression which is more common in students.
When Mr. Batua and I did research about bullying, I read that the Philippines are one of the
highest percentage of bullying act in the world especially in schools.
The victims are the people who the bullies thought are weak, people who are social status are
poor, a persons with disability with illnesses , sexual differences , sexual orientation, a victims
with different race, different ethnicity maybe physically different, so basically these are type of
people that often being bullied, which I think is very disturbing and it should end.
So the bullies however I think at least for me is like a power, bullies are the one to get everything
what they want , they intend to humiliate, they lack empathy, sympathy and conscience. They
think that they are so good about themselves, they feel they are so perfect and no poor people are
above them, so we think these are the example of bullies.
So why do bullies are bullying other people, Me and Mr. Batua talked about this so we agreed at
some point that these bullies are maybe insecure of themselves, they have nothing to do or are
just bored so they try to make fun of other people to make themselves good, and maybe their
parents also did these kind of behavior to them so they intend to do it too in short their parents
maybe influence them to do this kind of acts.
So we think the effect of the bullying is, it can lead to introvert of the students, like I said it can
lead to depression, anxiety orders and other kinds of psychological problems and more
importantly it can lead to suicidal.
So also we research that there is already an implementation of the republic act of bullying in the
last September 2013 regarding these issue, in short “ANTI-BULLYING ACT OF 2013”
“Republic act No. 10626.” It is an act requiring all elementary and secondary schools to adopt
policies to prevent and address act of bullying in their institution. So in these law once a students
bullied other people they are implementation of the schools that requires those bullies to pass
some assignment or punishment that are needed to comply. So I think of course the schools need
to give some programs and they should have a copy of anti-bullying policy, so they can adopt
and read it and also the parents/guardians should be there to guide their children.
So also our reaction is that for us it’s great that the our countries implement the anti-bullying
acts so maybe we can lessen bullying issue here in the Philippine, because when you think about
those student that already know how to act this horrible behaviors then think about it what if they
grow old thinking that this kind of behaviors is okay for them to do it because there’s no law to
prevent it? So I think the parents should talk to their children that they should not respond to
bullies by fighting back or bullied them back because it will end up violence, make trouble more
and someone might get hurt more so instead talk to them to speak up and let someone hear them
so they can help them overcome this.
For me in my honest opinion, we should refuse to be a victim and should have the right to be a
normal persons, we should know ourselves worth and should know that we stand for ourselves
by not doing a revenge.
 Conclusion
In conclusion, bullying causes major negative effects to learning and development across
schools in Philippines. The education board, teachers, schools and parents are not doing enough
towards ensuring that the proper models have been adopted towards changing the attitude and
mentality of the children and adults in the society. It is equivocal to develop better practices as a
society and actualize a society that takes responsibility for its children through sensitizing and
developing practices to eradicate the issue of bullying.
Refrerences:
Allison, S., Roeger, L., Smith, B., & Isherwood, L. (2014). Family histories of school bullying:
implications for parent-child psychotherapy. Australasian psychiatry, 22(2), 149-153.
Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond
to school bullying: An examination of self-reported intervention strategy use, moderator effects,
and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191-202.
Chalmers, C., Campbell, M. A., Spears, B. A., Butler, D., Cross, D., Slee, P., & Kift, S. (2016).
School policies on bullying and cyberbullying: perspectives across three Australian states.
Educational Research, 58(1), 91-109.
Fahie, D., & Devine, D. (2014). The impact of workplace bullying on primary school teachers
and principals. Scandinavian Journal of Educational Research, 58(2), 235-252.
Garrick, A., Winwood, P. C., Mak, A. S., Cathcart, S., Bakker, A. B., & Lushington, K. (2014).
Prevalence and organisational factors of psychological injury among Australian school teachers.
The Australasian Journal of Organisational Psychology, 7.
Goddard, M. J. (2014). Critical psychiatry, critical psychology, and the behaviorism of BF
Skinner. Review of General Psychology, 18(3), 208.
Golmaryami, F. N., Frick, P. J., Hemphill, S. A., Kahn, R. E., Crapanzano, A. M., & Terranova,
A. M. (2016). The social, behavioral, and emotional correlates of bullying and victimization in a
school-based sample. Journal of abnormal child psychology, 44(2), 381-391.
Jackson, G. (2015). Reflections on Australian home education research and vygotskian learning
theory. In International perspectives on home education(pp. 30-43). Palgrave Macmillan UK.
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the
digital age: A critical review and meta-analysis of cyberbullying research among youth.
Lau, J., & Ng, K. M. (2014). Conceptualizing the counseling training environment using
Bronfenbrenner’s ecological theory. International Journal for the Advancement of Counselling,
36(4), 423-439.
Mundy, L. K., Canterford, L., Kosola, S., Degenhardt, L., Allen, N. B., & Patton, G. C. (2017).
Peer victimisation and academic performance in primary school children. Academic pediatrics.
Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its
evolution from ecology to bioecology. Journal of Family Theory ; Review, 5(4), 243-258.
Schott, R. M., ; Søndergaard, D. M. (Eds.). (2014). School bullying: New theories in context.
Cambridge University Press.
Skinner, B. F. (2014). Contingencies of reinforcement: A theoretical analysis(Vol. 3). BF
Skinner Foundation.
Smith, P. K., Kwak, K., ; Toda, Y. (Eds.). (2016). School bullying in different cultures.
Cambridge University Press.
Turner, I., Reynolds, K. J., Lee, E., Subasic, E., ; Bromhead, D. (2014). Well-being, school
climate, and the social identity process: A latent growth model study of bullying perpetration and
peer victimization. School psychology quarterly, 29(3), 320.
https://www.officialgazette.gov.ph/2013/09/12/
 REHABILITATION ON DRUG ADDICTION
What Does Rehab Entail?
Drug Rehabilitation, or drug rehab, can be used to help a person recover from addictions,
injuries, and even physical or mental illnesses. However, drug rehab programs are often what
come to mind when thinking of the word “rehab” itself. People addicted to drugs often need the
additional care and assistance that drug rehab provides.

What Is Drug Rehab?

Patients are free to leave anytime.
One reason for this is that drug rehab can only be truly effective when the patient has a desire to
be there and to change his or her addictive habits.
Rehab and Detox
Before entering a rehab facility, patients may have to undergo detox treatment. Detox is the
process in which a patient rids his or her body of the addictive substance.
Drug rehab treatment facilities
Drug rehab treatment facilities help patients make positive changes in their lives by rectifying
maladaptive behaviors. Patients learn healthy coping skills, impulse control, emotional
regulation skills, and drug-refusal strategies that can help them avoid relapse in the long run.
Drug rehab facilities help people to recover from substance use disorders. There are many
different types of drug rehab facilities. Some specialize in helping patients with a specific drug
addiction; others offer a broader range of drug addiction services. Some rehab facilities are even
gender- or age-specific, as this often helps patients feel more comfortable in the rehab setting.
Inpatient and outpatient rehab facilities are also available.
Some people hold the misconception that patients in drug rehab treatment are forced to stay.
However, this is untrue. Patients in rehab centers are free to leave anytime they choose to. One
reason for this is that drug rehab can only be truly effective when the patient has a desire to be
there and to change his or her addictive habits. That being said, in instances where individuals
are compelled to go to rehab—such as via a court order - the rehab process can still be effective,
even if they were initially reluctant to go.
Drug rehab centers range from very basic facilities to luxury treatment centers. The type of
center a patient attends depends upon his or her budget and level of insurance coverage. While
luxury centers offer more amenities than basic facilities, they are not always the best treatment
centers. Patients should investigate a rehab facility before making a final decision.
Before entering a rehab facility, patients may have to undergo detox treatment. Detox is the
process in which a patient rids his or her body of the addictive substance. From start to finish,
this process varies in length, but often takes about a week. As part of a medical detox program,
recovering patients will be monitored by doctors and nurses and given medications to manage
withdrawal, when appropriate. Once a patient completes detox, he or she is ready for rehab.
What is it like?
Before commencing with treatment, you will undergo an intake evaluation from an addiction
counselor or mental health professional. This assessment will take into account self-reports of
substance abuse, medical records, urine screening, blood testing, and more. The person will
gather as much information as possible regarding:
 Patterns of drug or alcohol abuse.
 Medical history.
 Mental status.
 Physical problems or conditions.
 Vital signs, such as blood pressure.
 Past detox or rehab experiences.
 Living conditions, financial situation, and legal status.
 Violence or suicide risk.
 Cognitive, sensory, or physical disabilities.
The person conducting the evaluation will use this information to help create an individualized
treatment plan tailored to suit your needs. This treatment plan may involve:
 Individual therapy, such as cognitive-behavioral therapy (CBT) or contingency
management.
 Group counseling.
 Peer support meetings, such as Alcoholics Anonymous (AA) or Narcotics Anonymous
(NA).
 Family therapy sessions.
 Additional services or activities, such as yoga, exercise and nutritional counseling,
meditation and mindfulness, acupuncture, or spa treatment.
 Medication management, if applicable.
 Relapse prevention education.
 Aftercare planning.
Individual therapy will help you learn to recognize triggers and cope with them. The
therapists may also help you to improve your emotional regulation skills in order to better avoid
relapse. Group counseling provides you with the opportunity to practice sober social skills, as
well as the coping strategies you learned in individual counseling. Family therapy sessions can
help to repair broken relationships, improve communication skills, and build conflict resolution
skills. Medication, such as methadone or Suboxone, may be used in combination with behavioral
therapy to help opioid-addicted individuals remain abstinent. Once your rehab program nears an
end, your treatment team will create an aftercare or relapse prevention plan for you consisting of
ongoing support. Ongoing support may include individual therapy, group counseling, self-help
group meetings alumni programs, or sober living homes.
What to Look for in a Drug Rehab Treatment Center
You’ll want to be thorough while searching for the substance abuse treatment program that is
right for you. Not all rehabs are equal, so it’s important that you know what you’re looking for.
Not everyone will benefit from the same type of rehab so some priorities may depend on the
individual’s preferences, but some standard things to look for include:
 Treatment program accreditations and certifications.
 Appropriate education, experience, and certifications for staff members.
 Individualized treatment plans.
 Ongoing re-evaluations of treatment plans.
 Aftercare/relapse prevention planning.
 Evidence-based therapeutic interventions.
 Experience in treating your specific addiction.
 Experience in treating addiction and a co-occurring mental health disorder, if necessary.
 Empathetic, nonjudgmental, compassionate staff members.
 Staff trained in cultural sensitivity.
Depending on your treatment priorities, you may also want to consider a facility that shares your
philosophy. For instance, some people prefer faith-based rehabs if their religion is important to
them. Others may choose to enroll in a holistic treatment center that utilizes alternative and
complementary practices, such as acupuncture, meditation, and yoga. Regardless of the treatment
program you choose, it’s important to confirm that it possesses the above-mentioned qualities.
Committing to Recovery
Doctors and counselors in rehab centers help patients make goals for themselves. Patients
commit to themselves and their loved ones that they will strive to make a positive change in their
lives. They make long-term goals and then short-term goals that help them along the way.
To help patients overcome denial and make healthy choices and commitments, doctors educate
them on the consequences and effects of drug abuse and addiction. Patients learn about the
effects that the drugs have on their bodies in the hopes that they will be more motivated to make
a change.
Drug rehab treatment centers offer frequent individual counseling to patients. These counseling
sessions sometimes even take place on a daily basis. Counselors help patients discover any
emotional or psychological factors that may have contributed to their addictions. It is important
that these psychological factors are addressed if a patient is to make a full recovery. In addition
to individual counseling, patients in rehab often participate in group therapy. Patients with
similar addictions meet together under the direction of a counselor. This allows them to form
friendships and to have fellowship with one another. These close personal bonds aid patients on
their road to recovery.
Patients in drug rehab learn to recognize situations that may trigger drug abuse. These triggers
could be emotional, physical, part of relationships, or simply part of their normal routines.
Counselors and doctors help patients learn how to combat those triggers and get out of
circumstances that may lead them to abuse drugs. Once patients learn to recognize drug abuse
triggers, they learn the skills needed to cope with them. Counselors and doctors in drug rehab
treatment facilities work with each patient to come up with a personalized set of coping skills
that the patient can use to prevent him or her from turning to drugs.
Counselors also help rehab patients change their negative habits that are related to their
addictions. This could include changing leisure activities or even changing aspects of an
individual’s career or everyday life. The goal is to reduce the amount of stress and triggers in the
patient’s life to keep him or her from relapsing.
Medication in Drug Rehab
Medications are used for 2 different reasons - to manage acute withdrawal symptoms and
cravings and to maintain abstinence once withdrawal has resolved. Some treatment programs
offer medical detox as a part of their services, while others require that you complete detox prior
to entering their program. In some instances, once you achieve medical stability and are drug-
free, you may begin a regimen of maintenance medications. Only certain addictions can be
treated with medication. These include opioids, such as heroin and prescription painkillers, and
alcohol. The commonly-used medications include:
1) Methadone: A full opioid agonist that reduces heroin and prescription painkiller cravings
and helps to promote long-term sobriety.

2) Suboxone: A combination medication that includes buprenorphine (a partial opioid

agonist) and naloxone (an opioid antagonist). This medication also reduces cravings
associated with opioids. The addition of naloxone deters abuse of buprenorphine.

3) Naltrexone: This medication blocks the effects of opioids in the brain, negating the
rewarding and pleasurable feelings associated with opioid abuse. This helps to deter
opioid use. Naltrexone can also be used to treat alcohol dependence.

4) Acamprosate: This medication is thought to reduce protracted or post-acute withdrawal

symptoms associated with alcohol dependence, such as anxiety, depression, insomnia, or
restlessness.

5) Disulfiram: This medication causes you to experience extremely unpleasant symptoms,

such as nausea and heart palpitations, if you consume alcohol while taking the
medication.
Medications are most effective if they are combined with behavioral therapy to create a whole-
person, comprehensive approach to addiction treatment. This combination is referred to as
medication-assisted treatment (MAT).
Life Changes in Addiction Rehab
Patients in drug rehab treatment programs are encouraged to end toxic relationships.
Toxic relationships are those that have the propensity to lead to drug abuse. Conversely, patients
are encouraged to seek help from other people who can support them on their journey. These
supportive relationships could include friends, family members, and even other rehab patients.
Family members of rehab patients can seek drug rehab information by talking to the counselors
and doctors at the facility. Friends and family members can help and support patients by learning
about drug addiction. They may do this by participating in counseling sessions with the patient.
Counselors in rehab facilities can also teach family members and friends of patients how they
can help. They can learn about the coping skills that the patients are learning, the different drug
abuse triggers, and the best ways to show love and support.
Often, drug addictions negatively affect friends and family. In this case, drug rehab treatment
centers can offer counseling and healing services to friends and family of those in recovery.
Loved ones can help a patient best once they have sought healing for themselves.
Many drug rehabs have 28-day program options, but your recommended treatment length could
be several months. The length of time a patient spends in the rehab facility depends on his or her
healing progress. Doctors and counselors may suggest an early release for the patient, or they
may request that the patient stay in rehab longer than expected.
Many rehab patients continue to receive treatment for their addictions after leaving rehab. They
may have regular clinic visits with a doctor to manage physical symptoms. Patients may also
meet with a counselor on a regular, outpatient basis to refine coping skills. In addition to the love
and support of family and friends, patients may also attend support group meetings after leaving
a drug rehab treatment facility. All of these aftercare services help patients remain drug free and
avoid relapse.
REACTION/REFLECTION
Our reaction to this topic is less than because we are not really interested in this kind of
topic because we are trying to distance ourselves from this but we know that having more
knowledge of this kind of topic can make us aware of it. So we know that people around the
world throw around the word addictions a lot, they’ll say it nonchalantly as if it’s not a big deal,
but we think it is very serious issues, I think those who seriously struggle with drug addiction or
substance use disorders will go out their way to get the substance that they want, they may put
themselves in extremely dangerous situations, they may do things that morally they wouldn’t
normally do, but we think they do it in order to get what they need, which is that substance.
I also think they also have a tolerance, so they need to get more and more to get that same
level of high, so Mr. Batua and I hoping that if we know or anyone we know is struggling with
addiction, maybe we can reach out them, we can reach out to someone who can help them,
because they are tons of treatment option available like for example what we research above.
References:
https://www.officialgazette.gov.ph/xmlrpc.php">
Substance Abuse and Mental Health Services. (2006). Detoxification and Substance Abuse
Treatment: A Treatment Improvement Protocol, Tip 45.
National Institute on Drug Abuse. (2012). Principles of Drug Addiction Treatment: A Research-
based Guide.
National Institute on Drug Abuse. (2018). Alcohol Addiction.
 FIRST AID
First aid is an emergency measure, generally consisting of simple, often life-saving
techniques that most people can train to perform with minimal equipment and no previous
medical experience. The term usually refers to administering care to a human, although it can
also be performed on animals.
It is not classed as medical treatment and does not replace interventions from a trained medical
professional. First aid is a combination of simple procedures and common sense.
Aims of first aid
The aims of first aid are:
 To preserve life: Saving lives is the main aim of first aid.
 To prevent further harm: The person who has experienced the injury must be kept
stable, and their condition must not deteriorate before medical services arrive. This may
include moving the individual away from harm, applying first aid techniques, keeping
them warm and dry, and applying pressure to wounds to stop any bleeding.
 Promote recovery: Taking steps to promote recovery may include applying a bandage to
a wound.
How to practice first aid
The most common term referred to in first aid is ABC. This stands for airway, breathing, and
circulation. A fourth step will appear in the emergency procedures for some facilities.
 Airway: Make sure the airway is clear. Choking, which results from the obstruction of
airways, can be fatal.
 Breathing: Once the airways are confirmed to be clear, determine whether the person can
breathe, and, if necessary, provide rescue breathing.
 Circulation: If the person involved in the emergency situation is not breathing, the first
aider should go straight for chest compressions and rescue breathing. The chest
compressions will promote circulation. This saves valuable time. In emergencies that are
not life-threatening, the first aider needs to check the pulse.
 Deadly bleeding or defibrillation: Some organizations consider dressing severe wounds
or applying defibrillation to the heart a separate fourth stage, while others include this as
part of the circulation step.
Evaluating and maintaining ABC with a patient depends on the training and experience of a first
aider. As soon as ABC has been secured, the first aider can then focus on any additional
treatments. The ABC process must be carried out in that order.
However, there are times when a first aider might be performing two steps at the same time. This
might be the case when providing rescue breathing and chest compressions to an individual who
is not breathing and has no pulse.
It is important to use a primary survey to make sure the scene is clear of threats before stepping
in to help:
 Danger: Check for dangers to the injured person and yourself. If there is danger, can it be
cleared, or can the individual be moved away from further harm? If there is nothing you
can do, stand clear, and call for professional help.
 Response: Once it is clear that all danger has ceased, check if the patient is conscious and
alert, ask questions, and see if you get a response. It is also important to find out whether
they respond to your touch and are aware of their pain.
 Airway: Check whether the airway is clear and, if not, try to clear it. Have the injured
person lying on their back, and then place one hand on the forehead and two fingers from
the other hand on the chin. Gently tilt the head back while slightly raising the chin
upwards. Any obstructions need to be removed from the mouth, including dentures. Only
insert fingers into the mouth of the injured indivisual if an obstruction is present.
 Breathing: Is the individual breathing effectively? The first aider should examine the
chest for movement and the mouth for signs of breathing. Afterward, get close to the
person to see if air can be felt on the cheek from breathing.
The first aider then needs to carry out a secondary survey, checking for deformities, open
wounds, medic alert tags, and swellings.
If the injured person is breathing safely, carry out a rapid whole-body check for the following:
 open wounds
 deformities
 medical alert tags advising of underlying conditions
 swellings
This is known as a secondary survey. As soon as this has been completed, place the individual in
a recovery position. At this point, the first aider should call for an ambulance.
Recovery position
Even if the individual is breathing but is unconscious, there is still a significant risk of airway
obstruction. The recovery position reduces the risk to the patient. A first aider should do the
following:
1. If the individual is wearing glasses, remove them.
2. Kneel next to the person, and place the arm nearest to you at a right angle to the body.
3. Bring the other arm across the chest. Hold the back of your hand against their nearest
cheek.
4. With your other hand, hold the thigh furthest from you and pull up the knee. Make sure
the foot is flat on the ground.
5. Slowly pull down on the raised knee, and roll the body over towards you.
6. Move the upper leg slightly, so that the hip and knee are bent at right angles. This makes
sure that they do not roll onto their face.
7. Gently tilt the head back so that the airway is kept open.
Cardio-pulmonary resuscitation (CPR)
If the person is not breathing, the first aider will need to perform CPR.
In 2008, the European Resuscitation Council and the American Heart Association (AHA)
reversed their policy on the effectiveness of only using chest compressions and advised that they
can be used without artificial respiration on adults who suddenly collapse in cardiac arrest. It is
unlikely that CPR will start a heart. Its purpose is to maintain the flow of oxygenated blood to
the brain and heart, preventing or at least delaying tissue death. CPR can extend the brief
window of time during which successful resuscitation can take place without permanent brain
damage.
In 2005, the International Liaison Committee on Resuscitation (ILCOR) agreed on new
guidelines. The new guidelines make it simpler for first aiders and healthcare professionals to
carry out early resuscitation.
The new guidelines stated that rescuers should progress straight to CPR if there is no breathing,
rather than checking for a pulse. They also added that rescue breathing must not be performed
without chest compression.
There are two main steps in CPR: Applying chest compressions and then providing breaths.
Apply 30 chest compressions:
The first aider should kneel next to the person who is injured. They should be lying on their
back.
1. For adults, place the heel of one hand in the middle of the chest. Place your other hand on
top of the first hand and interlace the fingers.
2. Push the chest down about 1.5 to 2 inches. If the person is a child aged between 1 and 8
years, compress to a maximum of 1.5 inches with one hand. Let go, and wait for the chest
to come back up completely before repeating. Your elbows must remain straight
throughout.
3. Push the breastbone up and down to a depth of about 5 cm about 30 times, at a pulse rate
of 100 beats per minute.
Provide two breaths:
1. Make sure the airway is open, and pinch the nose so it closes.
2. Gently raise the chin upwards with two fingers of your other hand.
3. Take a deep breath, seal your mouth over that of the person with the injury, and exhale
into the airway.
4. You should see the chest rise and fall.
5. To get another breath, lift your head and breathe in deeply. Perform steps 1, 2, 3, and 4
again.
Repeat the 30 chest compressions followed by the two breaths about five times, and then check
for normal breathing. If they are not breathing normally, carry on performing CPR. If breathing
restarts as normal, stay with the injured person until help arrives.
Chest compressions alone can be lifesavers – the crucial factor is time. Make sure you respond
quickly. It is important not to let your hands bounce when performing chest compressions. Make
sure the heel of your hand is touching the chest throughout chest compressions. You might hear
some pops and snaps during chest compressions. These are normal, so do not stop.
REACTION/REFLECTION
In my reaction to this topic is that the first aid can help us during an emergency situation like for
example it is given to an ill or injured person before regular medical aid can be obtained.
Honestly I already tackled this subject back in senior high it was part of our P.E. subject, our
instructor helped us understand all kinds of First Aid that we must do if you had an accident, or
other people are in needs of help like for example of we saw someone outside or even if your
family members that could hardly breath until the medical aid comes, there is actually way to
help them breath until the medical aid comes that’s all of us need to know the First Aid, so for
me each one of us really need to practice or understand First Aid because one way or another we
will need them and it will helps us in the futures.
 NOVEL CORONOVIRUS (COVID-19)
What are coronaviruses?
SARS-CoV-2 belongs to a family of single-stranded RNA viruses known as
coronaviridae, a common type of virus which affects mammals, birds and reptiles.
In humans, it commonly causes mild infections, similar to the common cold, and accounts for
10–30% of upper respiratory tract infections in adults. More serious infections are rare, although
coronaviruses can cause enteric and neurological disease. The incubation period of a coronavirus
varies but is generally up to two weeks.
Previous coronavirus outbreaks include Middle East respiratory syndrome (MERS), first
reported in Saudi Arabia in September 2012, and severe acute respiratory syndrome (SARS),
identified in southern China in 2003. MERS infected around 2,500 people and led to more than
850 deaths while SARS infected more than 8,000 people and resulted in nearly 800 deaths. The
case fatality rates for these conditions were 35% and 10%, respectively.
SARS-CoV-2 is a new strain of coronavirus that has not been previously identified in humans.
Although the incubation period of this strain is currently unknown, the United States Centers for
Disease Control and Prevention indicate that symptoms may appear in as few as 2 days or as
long as 14 days after exposure. Chinese researchers have indicated that SARS-CoV-2 may be
infectious during its incubation period.
Where has the new coronavirus come from?
It is currently unclear where the virus has come from. Originally, the virus was
understood to have originated in a food market in Wuhan and subsequently spread from animal
to human. Some research has claimed that the cross-species transmission may be between snake
and human; however, this claim has been contested.
Mammals such as camels and bats have been implicated in previous coronavirus outbreaks, but it
is not yet clear the exact animal origin, if any, of SARS-CoV-2.
How contagious is COVID-19?
Increasing numbers of confirmed diagnoses, including in healthcare professionals, has
indicated that person-to-person spread of SARS-CoV-2 is occurring. The preliminary
reproduction number (i.e. the average number of cases a single case generates over the course of
its infectious period) is currently estimated to be between 1.4 to 2.5 meaning that each infected
individual could infect between 1.4 and 2.5 people.
Similarly to other common respiratory tract infections, MERS and SARS are spread by
respiratory droplets produced by an infected person when they sneeze or cough. Measures to
guard against the infection work under the current assumption that SARS-CoV-2 is spread in the
same manner.
How is COVID-19 diagnosed?
As this coronavirus affects the respiratory tract, common presenting symptoms include
fever and dry cough, with some patients presenting with respiratory symptoms (e.g. sore throat,
nasal congestion, malaise, headache and myalgia) or even struggling for breath.
In severe cases, the coronavirus can cause pneumonia, severe acute respiratory syndrome, kidney
failure and death.
The case definition for COVID-19 is based on symptoms regardless of travel history or contact
with confirmed cases. Diagnosis is suspected in patients requiring admission to hospital with
signs and symptoms of pneumonia, acute respiratory distress syndrome or influenza, and in those
with a new, continuous cough or fever who are well enough to stay in the community. A new
symptom, a loss or changed sense of normal smell or taste (anosmia), was added on 18 May
2020. A diagnostic test has been developed, and countries are quarantining suspected cases.
How can cross-infection be prevented?
The WHO has created a range of infographics to illustrate how patients can protect
themselves and others from getting sick; however, most of the advice is similar to what would be
provided for colds and flu
There is no specific treatment for COVID-19. Although vaccines can be developed to treat
viruses, owing to the novel nature of this infection, no vaccine has currently been developed and
the process to develop one may take 12 to 18 months. As an example, many antiviral agents have
been identified to inhibit SARS in vitro, but there are currently no approved antiviral agents or
vaccines available to tackle any potential SARS or SARS-like outbreaks, such as MERS or
SARS-CoV-2.
When did coronavirus reach the Philippines?
The first case of novel coronavirus (2019-nCoV, now COVID-19) in the Philippines was
confirmed on 30 January 2020, in a 38-year old woman who arrived from Wuhan. Two days
later, the Philippines recorded the first death outside China on 01 February 2020.
The Philippines government declared a health emergency on 09 March, following a spike in new
confirmed cases and local transmission. The move will release funds to local governments and
healthcare officials to handle any further surge in cases.
The COVID-19 Code Alert system was revised upwards to Red Sublevel 2 on 12 March.
Coronavirus: Philippines COVID-19 cases and deaths
As of 31 March, the total Philippines coronavirus cases stand at 1,546. One of the
coronavirus-confirmed on 06 March was confirmed to be a human-to-human transmission
putting the nation on a high alert. The man attended prayer in late February, which increases the
concerns of possible transmission to other devotees who attended the same.
The country’s first death was of a 44-year old Chinese national, who was the relative of the first
patient diagnosed with COVID-19. The patient developed severe pneumonia. A total of 78
deaths have been reported in the country.
Coronavirus-affected Filipinos on Diamond Princess cruise ship
Seven passengers onboard the Diamond Princess cruises ship and more than half of the
crew are from the Philippines, among who 80 have been confirmed to have contracted the virus.
The Philippines government repatriated 445 of its citizens onboard the ship including ten
recovered cases on 25 February. The evacuees have been placed under a two-week quarantine at
New Clark City in Capas.
A total of 70 confirmed cases were not allowed to board the evacuation flight.
How risky is coronavirus to the Philippines?
Due to its proximity to China, the Philippines is at a far greater risk of witnessing
increased cases of the novel coronavirus infection compared to other countries.
The Philippines is also home to hundreds of workers from China working in the Philippine
Offshore Gambling Operation (firms offering online gambling services). More than 230,000
migrant Filippinos often referred to as Overseas Filipino Workers (OFW) are also working in
China particularly Hong Kong and Macau as household workers.
A temporary ban was imposed on the workers from travelling to China or its special
administrative regions after the coronavirus outbreak on 2 February. The ban was lifted on 18th
February allowing OFWs to return to Hong Kong and Macau. Manila is among the top 30 global
cities receiving airline passengers from 18 high-risk cities in China, according to WorldPop
which ranked Philippines 14th among the 30 high-risk countries.
Chinese nationals account for the majority of the tourist population visiting the country as trade
and cultural relations have increased between the two countries in the recent past.
State of calamity declared
The Philippines government announced the entire country will be placed under a state of
calamity for a period of six months. The declaration will enable national and local governments
to quickly access relief funds to curb the spread of the disease. A state of calamity was first
declared for Quezon city due to coronavirus on 13 March.
Lock-down of affected areas
The Philippines government started announcing local lock-downs (home quarantine)
following the increase in global coronavirus cases. The entire Luzon island is locked-down
affecting more than 50 million people. The lock-down prohibits people from going outside their
homes except for getting basic necessities.
Metro Manila lock-down was announced on 12 March and will continue until 14 April, while
similar quarantine measures are expected in Bohol and Cainta provinces. Davao City has
imposed travel restrictions. Quarantining (lock-down) will be imposed in the Philippines
barangays, municipalities/cities and provinces if at least two COVID-19 coronavirus cases are
recorded in two different households in the respective locations.
What Metro Manila lock-down means for residents and visitors
During the lock-down, domestic transportation of all modes including land, air, and sea
are suspended. Residents are not allowed to leave their homes unless for emergencies. Large
gatherings, parties and concerts are banned.
Thousands of police officers and military personnel have been deployed to ensure that citizens
comply with the lock-down. Checkpoints have been placed at all entry points to Manila to check
people for temperatures with thermal scanners.
Preventive measures by the Philippines government
The Philippines government is taking several steps to control the spread of the virus,
including travel restrictions, closure of schools and colleges, as well as training schools of the
Philippines National Police.
Educational institutes in the country are announced to be closed from 09 March to 15 March,
whereas in Metro Manila the classes will be suspended until 12 April.
Stringent social distancing measures will be in place in the National Capital Region (NCR) for
30 days from 15 March.
The government announced earlier on 2 February 2020 that all persons except Filipino citizens
and permanent resident visa holders were temporarily barred from entering the country.
A temporary ban on Filipinos from travelling to China or its special administrative region was
also imposed. A mandatory 14-day quarantine for Filipinos returning to from China or its special
administrative region was announced.
Further, visa upon arrival for Chinese nationals has been temporarily suspended.
An adviser to the President of Philippines as advised that the government should move to a
barangay-based quarantine system after the lock-down on Luzon ends to save the economy. He
noted that employees involved in production will not be required to carry passes or IDs and
security checkpoints should be removed to enable cargo to move freely.
Travel ban to South Korea
The Philippines government issued a temporary ban on 26 February on all citizens from
travelling to South Korea, as the country reported a spike in the number of confirmed cases.
Further, people from the affected regions of South Korea including Gyeongbuk, Daegu and
Cheongdo have been banned from entering into the country.
Coronavirus in the Philippines: Measures at airports
The Philippines Government announced travel restrictions to and from China, Hong
Kong, and Macau to minimize the spread. It also banned the entry of passengers from the three
countries.
Airlines cancelled flights from the Philippines to China resulting in stranding.
Face masks shortage – importing from India and Thailand
The Philippines witnessed a surge in demand for face masks as fears over the coronavirus
infection increased, despite assurance from the government that there is no need to wear face
masks yet.
The government reiterated that healthcare workers and patients with symptoms of the disease
should be given priority for masks.
The Philippines International Trading Corporation (PITC), meanwhile, identified two face mask
suppliers from India and Thailand to meet the demand for face masks.
The suppliers are expected to take more than 30 days to supply the masks. The India-based
supplier is expected to supply one million units, while the exact number of face masks that the
Thailand-based supplier can supply is yet to be determined. The masks will be imported either by
the DoH or the PITC.
Impact on the economy
Philippines witnessed a slower economic growth in the first half of 2019, compared to
2018. The country saw a sustained economic growth of 6.3% between 2010 and 2018, while the
growth slowed down to 5.5% in H2 2019. The World Bank estimates Philippines to witness full-
year 2019 economic growth of 5.8%.
The ongoing coronavirus impact is expected to result in a subdued growth for the economy in
2020.
China is Philippines’ top trading partner accounting for 18.8% of total trade, according to the
Philippine Statistics Authority (PSA). In November 2019, 22.9% of Philippines’ exports were to
China, the biggest importer for the country. Philippines imports account for approximately 20%
of goods from China followed by Korea and Japan at 10% each.
The Central Bank of the Philippines (BSP) noted that the coronavirus outbreak could have a
major impact on Philippine economy over the next few months.
Ruben Carlo Asuncion, chief economist for Union Bank of the Philippines, noted that the
coronavirus outbreak could cost the Philippine economy $600m or 0.8% of economic growth if it
lasts for six months, as quoted by CNN Philippines.
Fiscal measures to contain the coronavirus impact
With more than 400 economic zones under lock-down, approximately 700 factories have
been shut down displacing hundreds of workers. The Philippines government is a stimulus
package of approximately 200 billion pesos ($3.93bn) to protect the citizens and businesses from
the impact of the coronavirus outbreak. The funds are expected to drawn from non-budgetary
sources.
The central bank announced its decision to reduce interest rate on reverse repurchase (RRP)
facility by 25 basis points to 3.75% on 06 February 2020. The interest rate on overnight lending
and deposit facilities was also cut to 4.25% and 3.25%, respectively.
The interest rate on RRP was further reduced by 50 basis points to 3.25% on 17 March.
The projected gross domestic growth rate of 6.5%-7.5% for 2020, however, has not been revised.
The Philippines has announced that it will direct P200bn ($20bn) in emergency subsidies to 18
million poor households. Families will be provided P5,000 ($99) to P8,000 ($110) for two
months based on the minimum daily wage rates in their respective regions.
The  Bangko Sentral ng Pilipinas Department of Economic Research has approved a  P300bn
($6m) bond repurchase deal to provide the government with funds to fight the COVID-19
pandemic.
The Asian Development Bank provided $3m in aid to the country and is also planning to provide
another assistance package.
Impact on tourism
Tourism industry is a major contributor, accounting for 12.7% of the Philippine economy
in 2018, according to data from the Philippines Statistics Authority. More than seven million
foreign tourists visited the country during the first ten months of 2019.
Chinese tourists account for majority of Philippines’ tourist population. During the first ten
months of 2019, a total of 1.49 million Chinese tourists visited the Philippines, according to the
Department of Tourism (DOT). Philippine tourism officials expected to attract four million
Chinese tourists by 2022, before the outbreak happened.
The tourism industry, however, is expected to witness a major impact as the country closed its
borders with China and other countries due to the coronavirus infection, Philippine Finance
Secretary Carlos Dominguez noted.
Dominguez added that the exact economic impact of the outbreak is too early to be estimated but
remained optimistic that the country can sustain its economic growth.
Impact on businesses
Airline operators have impacted by the coronavirus due to grounding of flights. They
have requested the government to provide assistance in the form of handouts, emergency credit
lines and the exemption from navigation and airport fees.
Mining operations of two mining companies in the Surigao del Norte province, which is home to
majority of the country’s nickel mines, will be suspended from 01 April 1 to prevent the spread
of the coronavirus.
The Philippines is an alternative source of nickle for China, which sources the ore from
Indonesia. Following the ban of export of unprocessed ore imposed by Indonesia, the Philippines
serves as the main supplier.
The two mining companies, Nickel Asia Corp and Global Ferronickel Holdings, account for
majority of the country’s nickel ore output. The suspension is expected to impact the scheduled
ore shipments of the companies
REACTION/REFLECTION
So for me obviously there’s been a lot of changes in our daily life due to the situations of
the world, now I’m sure we’re all very aware of all the negative implication of what’s going on
in the world right now, because every single persons is affected in some way, so I wanted to
share some reflections on things I’ve noticed have somewhat of a silver lining through this whole
situation we’re all in. So one difference I’ve noticed also for Mr. Batua is we’ve noticed that the
air, since we live here in Lanao del sur I’ve noticed that the air feels tastes, smells and more
healthier, I’ve also noticed that in the past couple month or so during the nations quarantine
measures, there’s a less noise outside due to all the transportation being limited to work.
In some way the earth is seems to be healing just a little bit and making itself a little more
present, but on the other hand Holy month of Ramadan this year was still a saddest month I’ve
ever felt not only for me but for everyone else too but somehow it brings us closer to our family
and being closer to God than ever. Now there’s a lot of news, article out there showing a result of
us taking this simpler and more resourceful approach to life, well yes by that I mean it’s coming
in the package of quarantine but it seems we have a lot to learn from this. Like I said peoples are
not using their cars unless it’s essential, they’re minimizing and simplifying their needs and
overall some of us here in Marawi are spending time with praying, enjoying with family, I mean
it’s true that our option for the past times are limited but I think we are learning some things
through this experience and I think some of us have connected more with nature and I also
realize It’s an amazing source of coping.
Speaking of coping after the first shock of the situation and isolation started to settle, it’s kind of
forced some of us into this time of reflection making us take a step back, maybe for the first in a
long time. So during this time I’ve learned something, like I now have a habit of exercise,
learning cooking, and being more reflected, so what I am doing now is I’m working with the so-
called the new normal. I think another realization we’re having is how adaptable and resilient we
are on a collective and individual level. And I think another hopeful thing to remember is that
this too shall pass, it might get worse before it gets better but we have been through a lot of these
things before and when this is all over, we should think about how do we want to move forward
after this, what kind of world do we want to build, how do we want to look back on these times.
But In sha Allah the world will get better soon.
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