NSTP Notes Cwts 1 Final
NSTP Notes Cwts 1 Final
NSTP Notes Cwts 1 Final
Rule I
GUIDING PRINCIPLES
Section 1. Guiding Principle. While it is the prime duty of the government to serve
and protect its citizens, in turn it shall be the responsibility of all citizens to
defend the security and promote the general welfare of the State, and in
fulfillment thereof, the government may require each citizen to render
personal military or civil service.
a. In recognition of the vital role of the youth in nation building, the State
shall promote civic consciousness among them and shall develop their
physical, moral, spiritual, intellectual and social well-being. It shall
inculcate the ideals of patriotism, nationalism, and advance their
involvement in public and civic affairs.
Rule II
DEFINITION OF TERMS
Section 3. As used in this Implementing Rules and Regulations (IRR), the following
terms shall mean:
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the youth, by developing the ethics of service and patriotism while
undergoing training in any of the three (3) Program components,
specifically designed to enhance the youth s active contribution to the
general welfare;
b. Reserve Officers Training Corps (ROTC) refers to the Program
component, institutionalized under Sections 38 and 39 of Republic Act
No. 7077, designed to provide military training to tertiary level students
in order to motivate, train, organize and mobilize them for national
defense preparedness;
Rule III
PROGRAM IMPLEMENTATION
Section 4. Coverage
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a. All incoming first year students, male and female, starting School
Year (SY) 2002-2003, enrolled in any baccalaureate and in at least
two (2) year technical-vocational or associate courses, are required
to complete one (1) NSTP component of their choice, as a graduation
requirement.
a. The NSTP shall have the following components which the students can
choose from as defined in Rule II, Section 3 hereof: The Reserve
Officers Training Corps, Literacy Training Service (LTS), and Civic
Welfare Training Service (CWTS).
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b. All program components, the ROTC in particular, shall give emphasis
on citizenship training and shall instill patriotism, moral virtues, respect
for the rights of civilians and adherence to the Constitution.
d. Within thirty (30) days from the approval of this revised IRR, the CHED,
TESDA, and the DND shall jointly issue the minimum standards for the
three (3) NSTP components which shall form part of these guidelines.
b. A One (1) Summer Program (OSP) in lieu of the two (2) semester
program may be designed, formulated and adopted by the DND,
CHED and TESDA, subject to the capability of the school and the AFP
to handle the same.
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c. Students intending to cross-enroll shall be subject to the existing rules
and regulations of the school of origin and the accepting school.
A. Management
4. In the case of ROTC, the school authorities and DND, subject to the
policies, regulations and programs of DND on the military
component of the training, shall exercise joint supervision over its
implementation.
B. Monitoring
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consonance with the Act. These Sub Offices shall submit periodic
reports to the Central Offices of CHED, TESDA and DND.
3. At the end of every school year the Higher Education Institution shall
submit an Annual Report to the CHED Regional Office copy
furnished the Office of Student Services in electronic template,
indicating the following:
3.1 names who finished under each NSTP component,
3.2 the programs, projects and activities undertaken with pictorials
and documentation as much as possible, and
3.3 financial statements on the funds collected, allocated and
utilized.
Rule IV
FEES AND INCENTIVES
Section 9. Fees.
a.
a. No fees shall be collected for any of the NSTP components
except basic tuition which should not be more than fifty (50%)
percent of the charges of the school per academic unit. NSTP tuition
collected shall constitute a Trust Fund, which shall be exclusively
used for the operation of the Program.
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c. The unexpended fund balance shall be carried over to the next
semester; provided, however, NSTP funds shall not be converted
into savings at the expense of the proper implementation of the
program
A. Incentives
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1. School authorities concerned, CHED and TESDA shall ensure that
health and accident group insurances are provided for students
enrolled in any of the NSTP components.
2. Schools that already provide health and accident group insurance and
collect the necessary fees for the purpose from their students as of the
effectivity of this Rules, are deemed to have complied with this
requirement.
Rule V
ORGANIZATION OF NSTP GRADUATES
c. Graduates of the ROTC program shall form part of the Citizen Armed
Force pursuant to RA 7077, subject to the requirements of DND.
Rule VI
MISCELLANEOUS PROVISIONS
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Section 14. Amendatory Clause
Section 15. Separability Clause. If any section or provisions of this IRR shall be
declared unconstitutional or invalid, the other sections or provisions not
affected thereby shall remain in full force and effect.
Section 16. Effectivity. This rules shall take effect 15 days after publication in a
newspaper of general circulation and shall remain in force and effect until
revoked or amended.
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Lesson II
LEARNING OBJECTIVES
1. Understand oneself better and can be express one s own ideas about the
meaning of self concept.
2. Identify his needs that can help him to discover more about himself. Express
what his/her needs are, their feeling of satisfaction for each need, and state how
the satisfaction or lack of satisfaction can affect the fulfillment of potentials within
the limits of their capability.
3. Assess himself if he possess the characteristics that will make him a self-
actualized person.
4. Be motivated to develop his strength and minimize his weaknesses through self-
discovery thus, acquiring traits that are socially desirable in order to become self-
actualizers.
Understand ones self is a key to happiness as one would be able to identify his
weaknesses and strengths, thus, enabling him to undergo self improvement. The great
philosopher, Aristotle believes that knowing and understanding oneself can lead to the
true knowledge.
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True knowledge is finding meaning to ones existence, searching the path of his
direction and aiming to reach his destination.
In Rogers theory, he coined the term fully functioning persons . They are
people who strive to experience life to the fullest, who live in the here and now, and who
trust their own feelings. They are sensitive to the needs and rights of others but do not
allow societys standards to shape their feelings or actions to an excessive degree. Fully
functioning people arent saints- they can and do lose their temper or act in ways they
later regret. But through life, their actions become increasingly dominated by
constructive impulses. They are in close touch with their own values and feelings, and
experience life more deeply than most other persons.
If all human beings are capable of becoming fully functioning, why, then, they
dont succeed? Rogers contends that it lies in the anxiety generated when life
experiences are inconsistent with our ideas about ourselves - in other words, there is a
gap between self-concept and reality. For instance, a woman believes that she is very
likable, and that she makes friends easily. One day, she happens to overhear a
conversation between two other people who describe her as moody, difficult to get
along with, and definitely not very likable. She is crushed; here is an information that is
highly inconsistent with her self-concept. As a result of this experience, anxiety occurs,
and she adopts one or more psychological defenses to reduce it. The most common of
these is distortion; for example, the woman convinces herself that the people
discussing her do not really know her very well, or that they have misinterpreted her
behavior. Another defense is denial. Here, the woman may refuse to admit to herself
that she heard the conversation, or that she understood what the other people were
saying.
In the short run, such maneuvers are successful in the sense that they help
reduce anxiety; however, they produce a wider gap between an individual s self-concept
and reality. The larger the gap, the greater an individual s maladjustment and personal
happiness.
Now, in order to align the self-concept with reality the unconditional positive
self-regard will help the person to accomplish this goal. It is setting in which the
individual will realize that he can still be accepted by another person no matter what he
say or do. This found to be of great help to enhance people s level of personal
happiness and adjustment.
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Maslow is another humanistic theorist who is well known for his Hierarchy of
Needs, ranging from physiological needs, safety and security needs, belongingness
needs, esteem needs and lastly the self-actualization needs. According to him, lower-
order needs in the hierarchy must be satisfied before we can turn to more complex,
higher-order needs.
Maslow did not only focus on the need hierarchy but also gave attention to the
study of people who are described as psychological healthy. These are individuals
who have attained high levels of self-actualization. What are such people like?
3. Being in touch with their own personalities, they are less conformist or
inhibited than most of us.
4. They are well aware of the rules imposed by society but feel greater freedom
to ignore them.
5. They seem to retain their childhood wonder and amazement with the world.
For them, life continues to be an exciting adventure than humdrum routine.
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individuals seem to be easily affected with negative feedback and feel unworthy
and rejected.
Self- monitoring is the ability to adjust his actions to suit and produce
positive reactions from other people. High self-monitors can easily change to
match the current situation. Low self-monitors stick to their own values and
attitudes. Thus, they like people who are more or less resemble their own
behavior, beliefs and views.
Directions: Rate yourself from 1-7 on the following traits: 4 is the middle of the scale.
Choose ten people who know you and ask them to rate you. Compare the result with
your own answer. Average their rating and find out if the difference is big.
1. Cautious Adventurous
1 2 3 4 5 6 7
2. Insensitive Sensitive
1 2 3 4 5 6 7
3. Calm Anxious
1 2 3 4 5 6 7
4. Cooperative Uncooperative
1 2 3 4 5 6 7
5. Irresponsible Responsible
1 2 3 4 5 6 7
6. Composed Excitable
1 2 3 4 5 6 7
7. Sociable Shy
1 2 3 4 5 6 7
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8. Suspicious Trusting
1 2 3 4 5 6 7
9. Imaginative Down-to-earth
1 2 3 4 5 6 7
Name: ______________________________________________Score:_________________
Subject & Section:______________________ Instructor:_______________________
Course & Year: _____________________________________Date:__________________
1. Who am I?
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My Declaration of Self-Esteem
What I am is good enough if I would only be it openly.
Carl Rogers
I am Me.
In the entire world, there is no one else exactly like me. There are people who have
some parts like me but no one adds up exactly like me. Therefore, everything that
comes out of me is authentically mine because I alone choose it. I own everything about
me- my body, including everything it does; my mind including all my thoughts and ideas;
my eyes, including the images of all they behold; my feelings, whatever they might be
anger, joy, frustrations, love, disappointments, excitement; my mouth and all the words
that come out of it- polite, sweet, or rough, correct or incorrect; my voice, loud or soft;
and all my actions, whether they be to others or to myself, I own my own fantasies, my
dreams, my hopes, my fears. I own all my triumphs and successes, all my failures and
mistakes. Because I own all of me, I can become intimately acquainted with me. By so
doing, I can love me and be friendly with me in all my parts. I can then make it possible
for all for me to work in my best interest. I know there are aspects about myself that
puzzle me, and other aspects that I do not know. But as long as I am friendly and loving
to myself, I can courageously and hopefully look for the solutions to the puzzles and
ways to find out more about me. Whatever, I look and sound, whatever I say and do,
and whatever I and represents where I am at that moment in time. When I review later
how I looked and sounded, what I said and did, and how I thought and felt, some parts
may turn out to be fitting. I can discard that which is unfitting and keep which proved
fitting and invent something new for that which I discarded. I can see hear, feel, think,
say and do. I have the tools to survive, to be close to others, to be productive, to make
sense and order out of the world of people and things outside of me. I own me and
therefore. I can engineer me. I am ME and I am OK.
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Source: NSTP, Developing a Responsible Citizen Towards Community
Development, 2008
LESSON III
VALUES DEVELOPMENT
Objectives:
Our values are behind all our human goals. They are linked with all human
and basic needs. They emerge in the course of time through our exposure to
people and different life conditions. We may be conscious of our values, regularly
reflecting them or, we may be driven by unexpressed and unconscious desires.
We may be motivated by undertakings which offer short term benefits or driven
by momentary desires. Or, we may be purposely choosing the values that propel
our growth. The choices we make determine the quality of the life that we go
through.
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THE CALL OF MORAL VALUE
BASIC VALUES
There are many human values that must be subscribed to and translated into
virtues for personal development. They are called the basic values.
Sincerity
A sincere person thinks, acts, and speaks according to the truth. He is one
who will never compromise the truth for the sake of personal convenience. He stands
firm for the truth. He is sincere primarily about himself. He knows his strengths and
limitations, and is able to discern the benefit or harm these can do for himself and
others.
Simplicity
Prudence
It involves caution. A prudent person knows to weigh things, wait, and act only
when he is sure he is doing the right thing. When in doubt, he consults, because he is
aware of his own limitations.
Justice
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It means rendering to others their due. A person is just when he is careful about
respecting the rights of others, and knows too, how to claim what rightfully deserves as
a consequence of fulfilling his duties.
Serenity
Staidness
It means being consistent with your own convictions. Don t be easily carried
away by trends-wherever the tide flows or the wind blows. You don t have to pay so
much attention to what people think or say about you. Be determined. Aim for noble
goals and pursue them completion.
Generosity
Cheerfulness
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THE GOOD CITIZENSHIP VALUES CLUSTER
I. Pagkamaka-Diyos
Participants may choose to integrate the value of Faith in God in their subject
areas/lessons, in their family life through the arrangement of stronger faith practices in
the home (e.g. praying before having meals, praying of the rosary, encouraging children
to develop a habit of prayer and reflection especially when faced with moral
discernment), and, in their daily lives by always attributing one s efforts to God and
making Him a part of the choices and decisions that one makes.
Personal Resolution
My faith is a gift that strengths me in times of crisis and helps me arrive at conscientious
decisions. I am aware of its manifold benefits and I shall strive to nurture this gift
through prayer and reflection. I also understand that my faith in God can bring me to
appreciate myself, my family, friends and colleagues, my job and my people better.
Thus, I will do my best to be a discerning individual with God as my source of wisdom in
everything that I do. With my resolve to be a better person, I can go further by putting
my faith into action. I shall live a life that is based on the right values and serve as an
inspiration to others who may be struggling to strengthen their own faith in God.
I have the gift of Faith in God;
The gift of Faith in God in me needs to be nurtured;
My lie is strengthened by my faith in God;
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A strong faith in God, coupled with other important values, will improve my life
and those of others.
Participants may choose to integrate the value of Respect for Life in their
subject areas/lessons, in their family life through a deeper personal reflection and
consciousness of practices in the home (e.g. instilling of disciple, recognition of the
uniqueness and worth of each member; role modeling of parents so that their children
may grow with dignity and right values; and in stressing the importance of health and
personal development and in their daily lives and communities by always recognizing
the dignity of others and appreciating the value of the life of every person. Participants
may choose to make a personal pledge to consciously uphold life in every circumstance
and shun violence as a means of achieving an end.
3. ORDER IN ACTION
Some examples of how students may cultivate and encourage the value of
Order in their area of concern:
1. Develop a good set of study habits and zealously follow them though
everyday.
2. Develop your organization skills and train yourself to always practice good
grooming and gentlemanly / lady-like conduct.
3. Learn to manage your resources, studies and extra-curricular activities
well. Learn to identify your priorities. Remember that your main priority as
a student is to study well and work towards developing and perfecting your
talents and gifts.
4. Follow and respect rules and regulations in and outside the school. Know
that the rules are meant to keep things in order so that you may be
properly formed into a good citizen and person of worth.
Personal Resolution
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As a good citizen, understand that the value of order is important in your quest
to improve yourself as a person and as a citizen. You shall strive to arrange your life in
a certain way that will allow you to be a more productive citizen. You shall inspire others
by your example to live peaceful and more meaningful lives by living the value of order
everyday.
4. WORK IN ACTION
Students may go into a period of personal reflection as to how they value the
work hard and have the right values and attitudes towards their works and dealings.
Students may also opt to evaluate their actual work attitudes, motivations and priorities.
This will allow them to direct themselves towards performing their work with a sounder
disposition, clearer understanding of their priorities and more meaningful motivations.
Teachers may inculcate the value of work-hard work, honest work and quality work in
their students by being more affirming, inspiring and appreciative of their students
efforts toward achieving quality result in their schoolwork. Community leaders may
develop a more positive outlook and attitude towards the value of work among their
peers and subordinates by highlighting the importance of each other s unique
community function or assignments as well as the integral role each plays in the
success of community undertakings.
Personal Resolution
I am person who has been endowed with gifts that allow me to continually work
for a better life. I shall continually strive to develop my talents and gifts and learn to be
self-reliant. I am productive member of society and I do my share in improving the
quality of life of the people I serve and those whom I indirectly affect. I believe in the
value and benefit of hard work, quality work and honest work. Hence, I shall strive to
always use sound moral principles in my dealings and apply my God-given gifts in my
work and settle for nothing less than excellent results. I am a discerning individual
whose priorities are motivated by an unwavering faith and conviction in doing what is
moral, honest and just.
Students may choose to evaluate their own family life more deeply. They can
specifically look into how their own family cultivates love, understanding and mutual
respect. They can also assess and appraise their role in the family and devise ways to
become better family members.
Personal Resolution
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My family is great source of strength and inspiration and I understand that in
the midst of a harsh world, it is constantly confronted with things that tend to destroy its
values and sense of unity. I also know that my family is fragile. An uncaring, unloving
and irresponsible child can easily destroy it; the temptations presented by a world
obsessed with material gratification and convenience can just as easily obliterate its
values and virtues; and that my own complacency and indecision to be better family
member can lead to the destruction of unity, harmony and the prospect of prosperity for
my family. I shall make it a point to spend quality time with my family, enjoying the
beauty of the love, unity and faith that bind us as we face the challenges of the world
together.
The family is constantly challenged by the demands, trends and ills of the world.
Every person should strive to defend and preserve it;
The family is a persons best refuge, source of love and good values in a world
constantly assailed by immortality, violence and materialism;
Every member of the family has a role to play, the duty and right to give and
receive love respect;
The strength of the family lies in its values and the commitment of its members to
responsibility, hard work and morality.
II. Pagkamakatao
1. LOVE IN ACTION
The students may be encouraged to evaluate the way they regard and express
the value of love with the people around them (family, elders, friends, ordinary people,
etc.) in their own respective capacities, encourage participants to perform little acts of
love and by being a good example of generosity, genuine concern, compassion and
integrity to their fellowmen. The participants may also be reminded of the benefits of our
peoples love for freedom and democracy and how such love never fails to unite our
people and work against injustice and tyranny as proven by our own history at EDSA.
As the acts of loving starts with a person s commitment to his personal resolution and
personal evaluation, the participants may be encouraged to reflect on their daily acts
and how they affect the lives of the people around them in the course of performing their
duties.
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Personal Resolution
I am mindful of the fact that my life is made more meaningful by the value of
love. I shall not be a believer of violence, unkindness and greed. I shall make every
effort to avoid resources that tend to harm others or cause them undue inconvenience. I
shall appreciate my fellowmen and recognize the beauty that each of them bears. I shall
be vanguard of truth, justice and democracy because I love my country and fellowmen. I
shall act on my personal resolution to perform acts of kindness and compassion as
testament of my commitment to be a loving person for others.
From love springs other values that draw the best of every person;
When people love, people start resorting to violence, thus, curing the ills that
violence causes to our nations;
When people love, they are able to form more harmonious communities where
everyone shares the prospect for progress and personal growth;
When people love, they become happier and develop a sense of moral and civic
purpose.
2. FREEDOM IN ACTION
Personal Resolution
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informed individual so that I may remain vigilant of the way freedom in my country is
treated. Lastly, I shall honor my countrys heroes and martyrs by doing my utmost to be
a citizen of worth so that I may truly set my country and myself free from the bondage of
immortality, injustice and complacency.
3. PEACE IN ACTION
Personal Resolution
4. TRUTH IN ACTION
Some examples of how students may cultivate and encourage the value of
Truth in their area of concern:
Personal Resolution
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I am a person of integrity and the truths strengthen my character. I shall always
recognizes its value and thus be truthful in all my dealings. I see myself as a defender of
truth. Hence, I shall not participate in any activity (corruption, deceit, etc.) that runs
contrary to this special role. I shall be steadfast in my faith that in the good fight for
righteousness, the Truth will set me free and it will always prevail.
5. JUSTICE IN ACTION
Participants may put the value of justice into action in their lives by nurturing an
attitude of vigilance and understanding of situations that tend to undermine justice in
their relationships and in the community. They may develop a renewed consciousness
of being mindful of the rights and dignity of others and maintain a high level of respect
for every individual. They may further promote the value of social justice by seeking
ways of reaching out of those who may less fortunate in life (through volunteer or
charitable works) and give them justice by helping them live with dignity and with a
renewed hope so that a justice system that is just, loving and secure will not remains as
a mere dream of the oppressed, but, a reality to be enjoyed by all.
Personal Resolution
I recognize the inherent right of every person to live in dignity and liberty,
secure from oppression and any form of abuse. As a good citizen, I shall be ever
mindful that I do not trample the rights and dignity of others and further ensure my
fellowmen of my vigilance in the protection of their rights. I shall be fair and charitable in
all my dealings. I shall do my best to help others whose lives may be unjustly affected
by the times and by practices that undermine their dignity as persons. I shall continue to
have faith in the value of justice and act conscientiously in seeking and rendering it.
III. Pagkamaka-bayan
1. UNITY IN ACTION
Some examples of how the value of unity may be cultivated and encouraged:
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3. Be united with your local community.
Have a more active and dynamic involvement in your community. Be faithful
advocate of good values and civic duty.
Personal Resolution
2. EQUALITY IN ACTION
1. Treat your classmates kindly and fairly. Don t bully those who are weak
among you. When confronted with such a temptation, reflect by putting
yourself on the other persons place. Be charitable instead to those who are
less-fortunate than you are. Let the weakness of others be you inspiration to
help and serve them so that they feel adequate and blessed by your loved
and concern for them.
2. Learn to judge every person based on his / her own uniqueness and
giftedness. Know that no one is perfect but that each one has the capacity
to feel and the ability to love. Be patient with people and be able to
appreciate the beauty in each one. If you live in this principle, you are bound
to experience the joys of the true friendship and harmony with the people
around you.
3. Encourage others to live out the value of equality by being a good and
consistent example to them. Teach others to be fair and discerning in their
judgments, decisions, and actions.
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Personal Resolution
I believe that all men are created equal. I further believe that every person
has the right to be treated fairly for the interest of love and justice. I therefore pledge to
refrain from judging people subjectively. I shall treat everyone with respect as part of
their inherent gift of dignity as persons. I shall be more charitable in my thoughts and
deeds so that I may not trample the rights and dignity of my fellowmen. I promise to be
of service to everyone, especially the less-fortunate, the poor, abused and abandoned
so that they may share in the promise of a brighter future. I shall act conscientiously and
decisively to protect each persons right to equality which is most essential in
establishing a community of happy, loving, caring and peaceful people.
Students:
1. Develop a conscious habit of abiding by rules and regulations
starting with those in school and your home.
2. Seek to understand fully the laws and roles of the government
as well as your own role as a citizen.
3. Be a good example for your friends and family by being law-
abiding and by respecting the work of the government.
Personal Resolution
I believe that the laws and the government are meant to serve my own
interests as a citizen. I shall seek ways to understand the laws more so that I may be
able to follow them more knowingly. I shall also strive to understand the government
and its functions so that I can contribute to their efforts of improving the lives of our
countrymen. In my own capacity as a citizen I shall always be law-abiding. I shall not
allow my values to be compromised by illegal acts and practices. I shall strive to take
more critical stand in making a decision to follow laws and appreciate the work of
government. I shall perform my patriotic duty of always maintaining a sense of respect
for her duly constituted right and authority to promote order and peace for the sake of all
citizens.
4. PATRIOTISM IN ACTION
Some examples of how students may cultivate and encourage the value of
Patriotism in their area of concern:
1. Love your country. Be vigilant and ready to defend it from internal and
external threats.
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2. Patronize your country and her works. In the dawn of globalization, do
not disregard your countrys products and good works. Be proud of what
your country produces and support these in the midst of formidable
foreign commercial competition.
3. Uphold and live good values so that you may serve as an inspiration to
your fellowmen to strive to become good citizens themselves.
4. Be proud of your personal and national identity. Be proud of your
heritage. Learn and understand your history.
5. Be a vigilant and proactive citizen. Be informed of the issues affecting
your country.
6. Be a law-abiding citizen. Respect and uphold the constitution and all the
other laws of the land.
7. Do simple acts of service to your fellowmen.
8. Be a good worker and make your country proud. Perform your duties as
you should and with a high level of competence, aiming always for
excellence.
9. Be kind and compassionate to others who may not be as fortunate as
you are in terms of material wealth. Share your blessings with your
fellowmen.
10. In your undertakings, bear in mind the integrity and welfare of your
country. Do not go into undertakings that tend to go against national
interest.
11. Carry yourself as a Filipino with dignity and pride. Do not be dissuaded
by material temptations. Know that it is a person s integrity that sets him
apart from other men.
12. Be a responsible voter. Choose according to your conscience as well as
candidates personal values and integrity.
13. Be true to yourself and faithful to your family and country.
Personal Resolution
Some examples of how students may cultivate and encourage the value of
patriotism in their area of concern:
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1. Learn to think beyond yourself. In the conduct of your decision and
action, consider the effects to your family members, friends and
classmates teachers, and people around you.
2. Lean to reach out to the many people who are not fortunate as you are.
Develop compassion and concern towards them. Be inspired to move
into action by helping them in any way you can through simple acts of
charity, kindness and sincere understanding.
3. Be ready to render volunteer service in times of emergencies, disaster
and occasions when your gifts as a youth may be required in helping
other people.
4. Actively participate in immersion, outreach and social exposure activities
so that you can be informed of the plight of people around you and so
that you can initiate actions that may benefit them.
Personal Resolution
IV- Pagkama-kalikasan
Some examples of how students may cultivate and encourage the value of
the Concern for the Environment in their area of concern:
Personal Resolution
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I am a steward of creation. I understand that my very existence and that of
generations after me are threatened by the destruction of the environment. I pledge to
be more discerning individual by using all environmental resources properly and
prudently. I shall develop a conscious effort to preserve and protect the environment
from further degradation. I shall treat the environment as though it were my own
masterpiece, giving great care and priding myself of its wonders and beauty. I shall ever
be thankful of the grace of God and the dedication of people in their work to ensure that
my family and I have clean air to breath, clean water to drink, clean oceans to launch
adventures and above all, a life thats healthy and a future worthy to be shared to the
next generations.
VALUES
Activity 2.
Let the students draw an Ideal Me and present this to the class.
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Source: NSTP Handbook (revised 2007), RAIN XI
LESSON IV
Leadership
It is a call to everyone
.
It is the process of influencing the activities of a person or a group to
achieve a goal in a given situation.
any attempt to influence the behavior of another individual or group
according to Paul Hersey.
actual change in behavior is needed for successful leadership
according to Bernard Bass.
SERVANT LEADERSHIP
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5. ONE WHO CAN PERSUADE Servant leaders use persuasion rather than
positional authority in making decision within an organization. Convincing, rather
coercing others, is the goal.
6. ONE WHO CAN CONCEPTUALIZE Servant leaders nurture the ability to
dream great dreams and are able to think beyond day-to-day realities in
problem solving.
7. ONE WHO HAS FORESIGHT - Foresight is a quality rooted in an intuitive mind.
Servant leaders understand the lessons of the past, the realities of the present,
and the likely consequences of decisions for the future.
8. ONE WHO CAN BE STEWARD Servant leaders hold institutions in trust the
greater glory of society.
9. ONE WHO IS COMMITTED TO THE GROWTH OF PEOPLE Servant leaders
nurture the personal, professional and spiritual growth of those around them.
10. ONE WHO CAN BUILD COMMUNITIES Servant leaders recognize the
importance of community especially large institution, and strive to help foster
community development.
1. Thou shall not plug thy ears. Which means communication and decision-
making may come from suggestions and participation not by your instinct alone.
2. Thou shall not condescend. Means you should accept and acknowledge the
others unique individuality they have the right to be accepted or treated as
people.
3. Thou shall not deny treatment. You should treat colleagues fairly and justly
after all they are also part of the organization.
4. Thou shall not force compliance. Big decisions are most effective when you
persuade others to believe in your position and consensus within the group.
5. Thou shall not avert thy eyes. General awareness, especially self- awareness,
strengthens your ethical understanding enabling you to deal with complex issues
more effectively.
6. Thou shall not be shortsighted. You must consider the past situation for it will
help you see the bright side of things and eventually will help you see the
consequence in the future.
7. Thou shall not be thick. Nurture your ability to dream great dreams, thinking
beyond day-to-day management realities.
8. Thou shall not thwart humanity. Be committed to the true value of people
beyond their tangible contribution as workers.
9. Thou shall not plunder. Remember that you hold your institution in trust for the
greater good of society, and along with everyone else; you are a steward of the
organization.
10. Thou shall not divide and conquer. Develop a greater sense of community
among all members of the organizations.
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TEAMWORK
Teamwork work done by several associates with each doing a part but all
subordinating personal prominence to the efficiency of the whole group/team to
achieve the common goal.
8. Clear roles and work There are clear expectations about the
roles played by each team member.
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When action is taken, clear assignments
are made, accepted and carried out.
Work is fairly distributed among team
members.
Cooperation
Individuals are said to be cooperating when their efforts are systematically
integrated to achieve a collective objective. (The greater the integration, the greater
the degree of cooperation.) Cooperation can be encouraged by reward systems that
reinforce teamwork along with individual achievement. Cooperation can be
encouraged by literally tearing down walls, or not building them in the first place.
Cooperation diminished as the health care became larger. Managers need to restrict
the size of work teams if they desire to facilitate cooperation.
Trust
Trust is defined as reciprocal faith in others intentions and behaviors. Trust
involves a cognitive leap beyond the expectations that reason and experience
alone would warrant.
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How to Build Trust
Cohesiveness
TEAM BUILDING
Team building is a catch all term for a whole host of techniques aimed at
improving the internal functioning of work groups. Team building workshops strive for
greater cooperation, better communication, and less dysfunctional conflicts. Experiential
learning techniques such as interpersonal trust exercises, conflict-handling role-play
sessions, and interactive games are utilized.
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4. High communication. Creating a climate of trust and open, honest
communication.
5. Future focused. Seeing change as an opportunity for growth.
6. Focused on task. Keeping meetings focused on results.
7. Creative talents. Applying individual talents and creativity
8. Rapid response. Identifying and acting on opportunities.
The eight attributes effectively combine many of todays most progressive ideas on
management, among them being participation, empowerment, service ethics,
individual responsibility and development, self-management, trust, active
listening and envisioning.
LESSON V
One of the problems that continuously increasing all over the world is the rampant use
of illegal drugs. This social problem seems to be universal and which victimizes all
people, young or old, rich or poor and intelligent or not. It is but apt that we gain
information on drugs and how we can prevent it. Let s look at the basic concepts of drug
abuse.
DRUG DEPENDENCE
Drug Dependence is the ultimate disastrous consequence of drug abuse. The World
Health Organization (WHO) defines drug dependence as a state, psychic or also
sometimes physical, resulting from the interaction between a living organism and a
drug, and characterized by behavioral and other responses that always include a
compulsive desire or need to use the drug on a continuous basis in order to experience
its effects and/or avoid the discomfort of its absence .
Simply stated, drug dependence is the situation or condition a person finds himself in
which he uses or abuses a drug to the point that the drug becomes the main focus of
his life. Taking a drug has become a compulsion, a necessary habit. He must have the
drug, regardless of the cost to his health or to his life. A drug abuser who has reached
this condition is called a drug dependent.
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PHYSICAL DEPENDENCE
Certain psychoactive drugs alcohol, heroin and cocaine, to mention a few- cause a
change in the body chemistry when make frequently in large doses over along period of
time. The human body becomes used to the presence of the drug.
Having gotten used to the drug, the body begins to need it as much as it needs food. If
the use of the drug is stopped or withdrawn, the body reacts by showing what are
known as withdrawal symptoms. The ill effects that a drug abuser feels when he stops
using the drugs to which he has become accustomed are called withdrawal
symptoms.
Another term for physical dependence is drug addiction. A drug user who has reached
the stage of physical dependence in his drug use is said to be a drug dependent.
Drugs that produce physical dependence are called drugs. Not all drugs, however, are
addictive; many are non-addictive. Consequently, not all drugs abusers are drug
dependents.
PSYCHOLOGICAL DEPENDENCE
Some drugs do not produce physical dependence. In other words, the body does not
need the drugs nor crave for them.
But why does the drug abuser keep on taking the drug? This is because the drug
abuser is convinced in his mind that he needs the drug. It is more of a mental or
emotional need. The drug abuser feels he cannot be happy or satisfied without the drug,
which has become a very important part of his life.
There are some drugs; however that can produce both physical and psychological
dependence. A classic example of such a drug is alcohol.
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PHASES OF DRUG DEPENDENCE
There are four basic steps that teenagers take on the road to drug dependence:
1. Experimentation Phase. Here, the new user experiments with or tries a drug for
the first time in his life although he has heard that people who use drugs
experience a high or pleasure, the first time often produces a negative
experience. But the first-time user does not always experience this. Instead, he
may experience some ill effects. The first-time smoker, for instance, is likely to
cough. The cigarette smoke brings tears to his eyes. He finds the basic of the
cigarette unpleasant. In the case of some drugs, the beginner may even
experience some vomiting. The unpleasant effects often turn off many beginning
drug users. They stop using drugs.
2. Occasional or Social Use. Some teeners, assured by their drug using friends
that the unpleasant effects are normal and would pass away, decide to continue
using drugs. The ill effects are no longer experienced. In fact, he starts to
experience the pleasure of drug use although in a moderate way. However, his
use of drugs is still infrequent. He uses drugs only when they are made available
to him. Usually, this happens when he is with his druggie friends. At this stage,
he does not have a craving yet for drugs. He does not go out of his way to look
fro drugs. If drugs are made available to him, he can use drugs and stop any time
he wants to.
3. Regular Use. In this stage, he actively, seeks the drug of abuse of his choice. He
tries to make sure that he has a ready supply of the drug or that he can readily
obtain it. The craving for the drug develops. A change in his behavior becomes
noticeable. In time, the craving for the drug increases. The use becomes more
and more frequent with the result that the user s tolerance greatly increases, too.
4. Drug Dependence. In this stage, he no longer just takes the drug every now and
then but uses them day-by-day. The drug has become a major part of his life. He
has to have the drug at all cost. Given the choice, the teen drug user will buy
drugs rather than food. He has to have the drug, regardless of the cost to his
health, or to his life. The teener has become a drug dependent. His life and his
future ruined, he has nothing to look forward to except drugs and more drugs.
FAMILY
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3. Parents are frequently quarreling in their presence;
4. Overprotective parents;
5. Neglected children;
6. Parents are busy in their work and have no time for the children; and
7. Children prefer to be with peer group (barkada) because they feel nobody wants
them at home.
BIOLOGICAL FACTORS
2. With the use of a certain drug, the body works actively, but with the continued
improper use of such drug it will result in physical dependency.
PSYCHOLOGICAL FACTORS
1. Low Self-Esteem and Poor Self-Image. This easily contributes to drug abuse.
3. Feeling for More Freedom and Autonomy. Drug users feel that their freedom
and independence are very much suppressed. They want to be free in making
decisions. To prohibit them is to make them do it.
4. Escape from Reality. The drug user simply wants to get away from reality.
5. Mental Problem. Illegal drug use has been associated with a variety of
psychiatric problems such as depression and anxiety. It is viewed as an
expression of personality deficiency or symptom of psychotic disturbance.
6. Attention Getting. Using drugs is a way to get the attention of either their
parents or loved ones; thus, to become the center of attraction in the family.
39
PARENTAL NEGLIGENCE
3. Parental permissiveness;
3. Infection
4. Anemia
B. Personality Deterioration
2. Negative attitudes
40
4. Low frustration tolerance
6. Non-trustworthiness
7. Usually depressed
8. Self-centered
C. Mental Deterioration
3. Emotionally immature
6. Inability to concentrate
7. Easily forgets
9. Nervous imbalance
10. Irritable
11. Agitated
12. Irresponsible
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13. Psychosis
D. Spiritual Deterioration
42
IV. Effect to the Society
As always, prevention is better than cure. The best thing that parents of young children
can do to prevent a drug problem occurring is to set as an example of good behavior
themselves. This means not just instilling a positive attitude with the child. If the
emphasis in the home is always you can do it rather than you ll never do it there is
a greater chance that the child will grow up with an inner, unshakeable core of self-
confidence, will never turn to drugs, and easy, open relationship with the parents based
on mutual trust and understanding will also help a lot.
Parents and relatives must give all the love and understanding they can. Do not
condemn drug dependents, for they are helpless, sick people and have no power over
their disease.
To sum up, here are the most important Dos and Don ts with regard to parental
attitudes over drug taking:
1. Before condemning any drug habit, make sure you are setting the very best
example yourself. It is more likely that teenagers will take drugs if they see
adults around them being dependent on alcohol or tobacco.
2. Become knowledgeable. Talk with other adults – your spouse or your partner,
teachers at school about how you would react if your child is discovered taking
drugs.
3. Talk to your son or daughter not just about drugs, but about their hopes for
the future, and let them know you are always around if they need a helping hand
or shoulder to cry on.
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4. Dont be unduly suspicious. Keep a watchful eye, without going through
drawers, personal belongings or bags. This destroys trust, and may well
encourage a drug habit to take hold,
Prevention programs provide a basis for teaching young people to develop healthy
behavioral patterns that do not include drug taking, and for instilling in them a sense of
responsibility.
Drug abuse education should be fully integrated into public and private, religious or
secular, school curricula, with emphasis on the destructive effects of drug use, the
encouragement of excellence in teaching, health and overall personal well-being.
Reference:
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LESSON VI
ENVIRONMENTAL PROBLEM
The term El Niño was first used by fishermen in Peru in the late 1800s to
describe the warm current appearing off the western cost of Peru during December. El
Niño means little boy in Spanish. Today, just like a little child, this phenomenon refers
to the disruption of the ocean-atmospheric system in the tropical Pacific that brings
increased rainfall and heavy flooding in one part of the world while drought and wild
fires in the other.
45
La Niña, a term that means little girl , is known as El Viejo, Anti-El Niño
or simply, a cold event or episode. This was felt during December, 1998 when a cold
tongue was felt, cooler by 3 degrees centigrade. The cold La Niña sometimes follows a
hot El Niño.
Earthquake
One of the most frightening and destructive lashes of mother earth is severe
sudden movement of the earths crust, caused by an abrupt release of strain that has
accumulated for a long time. Earthquakes are uncontrollable and unpredictable; thus,
present a great hazard to life and property. Scientists today are working 24/7 to come
up with a way to possibly predict the location and likelihood of an earthquake, as well as
new designs for various structures that hopefully, will withstand a strong tremor.
Earthquakes may be tectonic, volcanic, collapse or explosion. The type
depends on the geological make-up of a region. The most common are
tectonic earthquakes that are caused by the movement of the earth s tectonic plates.
Volcanic earthquakes are caused by cavern or mines. Explosion earthquakes are
caused by the explosion of nuclear and chemical explosive devices.
Earthquakes beneath the ocean sometimes generate immense sea waves
or more popularly known as tsunami as high as 20-40 meters.
Flooding
Floods often occur after continuous heavy rains. When it rains, some of the
water are retained by the soil, some are absorbed by vegetation, some evaporate, and
the remainder, which reach river channels, are called run-off.
Today, every time that there is a heavy downpour, many streets in Metro
Manila and in other parts of our country became flooded. Floods are a yearly problem
that we have to face. This condition brings a lot of problems schools, government
offices, factories, and even the transport system have to suspend their operations
because of the flood. There are days when 50% of Metro Manila is submerged in water
due to continuous rain and high tide. The clogged drainage system due to indiscriminate
garbage disposal, irregular collection of garbage trucks in some areas and the shanties
like mushrooms along the creeks and esteros contribute to floods that usually recede
after a long time.
Deforestation
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2. Charcoal Making. This is not being paid attention to but sometimes this is worse
than illegal logging. In illegal logging, only the big trees are cut down to be
burned into charcoal.
3. Kaingin System. This practice is worse than the first two. In this practice, the
hillsides or mountainsides are cleared thoroughly. All the trees, big and small, are
cut down and burned. This place is then planted with rice, corn or vegetables.
After two or three years, the cleared hillsides or mountainsides become barren
wastelands. This is so because the fertile surface has been washed downed by
rain. The kaingero leaves the barren hillside and finds another hillside to clear.
This is the reason why the hillsides and mountainsides that we see from the
lowlands are barren.
1. Flash Floods. Flash floods in deforested areas occur whenever there are
heavy rains, resulting in the destruction of crops and loss of lives. Very
little vegetation in the hillsides and mountainsides can hold the rainwater from
onrushing to the lowlands. An example is the flash flood that occurred in Ormoc,
Leyte killing many people.
2. Air Pollution. It is a scientific fact that trees function as effective air filters , as
well as temperature regulators. As they need carbon dioxide for food
production, they clean the air and help maintain cool, fresh breeze for humans
to enjoy.
3. Eyesore. Green is a color that is associated with freshness and life. Without
trees, the colors brown and black will dominate the surrounding, making one feel
old and exhausted.
4. Ecological Imbalance. Birds and squirrels will lose their dwelling places. People
are going to miss the shade and fruits they get from trees and children will have
no place to play their fun games.
Pollution
a. Air Pollution
This kind of pollution results from any change in air quality which causes
many adverse effects to living organisms. The air pollution problems we are
experiencing at present are caused by 1) excessive emission of pollutants (urban vs
rural areas) and insufficient dispersal which depends on air motion.
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Some Sources of Air Pollution Effects on Living Things
b. Water Pollution
This kind of pollution is perhaps the most universally recognized form of
environmental pollution, and one that people have been concerned about for the
longest period of time. It is defined as any change in natural water, caused by
organic and inorganic substances, which may impair their beneficial use because of
the alteration of the waters physical, chemical, and biological properties.
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Leukemia
Agricultural run offs Toxic effect
Genetic disorders and cancer
Oil Spill Destruction of water
Discharge of waste heat Changes water temperature
Killing of marine life
c. Noise Pollution
Noise is annoying sound or an unwanted sound. However, sound is relative
because what is pleasant sound to someone is noise to the other such as ringing
bells or music from a radio.
Sound is measured in decibels (dB). A soft whisper is measured 30 dB. A
conversation is 60 dB. A loud noise is measured 90 dB. A rock concert is 120 dB.
A constant loud noise such as sound of a heavy truck makes temporary
deafness. Just one exposure of the ear to noise that measures 120 dB may result to
permanent deafness because the tympanic membrane in the middle ear collapsed.
Noise can also be the source of quarrel. As Filipinos, it is part of our
discipline not to make noise during sleeping time, which is in the middle of the night,
early in the morning and during siesta.
d. Land Pollution
This kind of pollution is signaled by the presence of any solid waste matter,
in such quantities that are already injurious and detrimental to humans, animals,
plants and property.
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Some Sources of Solid Waste Effects on Living Things
Litters Eyesore
Kitchen debris Offensive odors
Shelter population of rats and other
pests
Industrial waste Same effects above
Chromosome defect
50
f. Promotion of eco-labeling in local products and services;
g. Prohibition against the use of open dumps;
h. Establishment of Materials Recovery facility in every barangay or cluster
of barangays;
i. Prohibition against the use of open dumps;
j. Setting of guidelines/criteria for the establishment of controlled dumps and
sanitary landfills;
k. Provision of rewards, incentives both fiscal and non-fiscal, financial
assistance, grants and the like to encourage LGU s and the general public
to undertake effective solid waste management; and
l. Promotion of research on solid waste management and environmental
education in the formal and non-formal sectors.
Reference:
LESSON VII
Public safety involves the prevention of and protection from events that could
endanger the safety of the general public from significant danger, injury/harm, or
damage, such as crimes or disasters (natural or man-made).
Additional organizations and job titles may include consumer protection, the
emergency telephone number system, animal control officers, security officers,
parking enforcement officers, police dispatchers, prosecutors, code enforcement
officers, various utility inspectors, health inspectors, and others.
Public security
To meet the increasing challenges in the public security area, responsible public
institutions and organisations can tap into their own intelligence to successfully
address possible threats in advance. They optimise their internal structures, use
synergies, and carefully balance costs and benefits of their measures.
Public security is the function of governments which ensures the protection of citizens,
organizations, and institutions against threats to their well-being and to the
prosperity of their communities.
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Organized crime and international terrorism are hardly deterred by geographical,
linguistic, or financial barriers. Competence and administrative hurdles play into their
hands. The latter has largely contributed to public security becoming an important
political and economic issue, nationally as well as internationally. Politics, public
organizations and businesses closely collaborate to guarantee public security and
maintain a stable environment for economic prosperity. Although public security
significantly contributes to the attractiveness of a location, the productivity of its
people, and hence the overall success of an economy, the sector frequently suffers
from low budgets, limited resources, and inadequate information systems. Large
events, pandemics, severe accidents, environmental disasters, and terrorism attacks
pose additional threats to public security and order. The police, federal police and
border authorities nonetheless need to warrant the security of the country as a
fundamental prerequisite for the domestic political ability to act. The quality and scope
of potential threats have changed significantly, and the tasks and general framework
for the police, federal police and border authorities have changed accordingly.
First aid
Definition
The goals of First Aid were to reduce morbidity and mortality due to emergency
events and to analyze the scientific evidence that answers the following questions:
What are the most common emergency conditions that lead to significant
morbidity and mortality?
In which of these emergency conditions can morbidity or mortality be reduced by
the intervention of a first aid provider?
How strong is the scientific evidence that interventions performed by a first aid
provider are safe, effective, and feasible?
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First aid guidelines in terms of;
Seizures
The general principles of first aid management of seizures are to (1) prevent injury,
(2) ensure an open airway, and (3) ensure that the airway remains open after the
seizure has ended.
The victim of a seizure must be protected from injury. Protect the head with a pillow
or other soft material. Do not restrain the victim during a seizure or place any object
in the victims mouth. Restraining the victim may cause musculoskeletal or soft-
tissue injury. Placing an object in the victim s mouth is futile because most tongue
biting occurs at the onset of seizure activity and attempts to insert an object may
cause dental damage or aspiration or may injure the rescuer s fingers. To prevent
aspiration of secretions and maintain an open airway, place the victim in a recovery
position after the seizure stops. It is not unusual for the victim to be unresponsive or
confused for a short time after a seizure.
Bleeding
Control of bleeding is one of the few actions by which you can critically influence
outcome. Control external bleeding by applying pressure over the bleeding area until
bleeding stops or S rescuers arrive. The important factors in successful control of
bleeding are to apply pressure firmly and for a long time.
Irrigate wounds and abrasions with clean running tap water for 5 minutes or until
there appears to be no foreign matter in the wound. If running water is unavailable,
use any source of clean water. Wounds heal better and with less infection if an
antibiotic ointment or cream is used and triple antibiotic ointment appears to be
superior to single antibiotic ointment or cream. Apply antibiotic ointment or cream
only if the victims wound is an abrasion or is superficial.
Snakebite
⁸
Do not apply suction as first aid for snakebite. Suction does remove some venom,
but the amount is very small, suction has no clinical benefit, and it may aggravate
the injury. In case of an elapid (eg, coral) snakebite, wrap a bandage snugly
(comfortably tight but loose enough to slip or fit a finger under it) around the entire
length of the bitten extremity, immobilize the extremity, and get definitive medical
help as rapidly as possible. Wrapping the extremity slows dissemination of venom by
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slowing lymph flow. There is a paucity of studies evaluating whether pressure and
immobilization bandage are effective in bites by nonelapid snakes.
Drowning
If you have special training, you can start rescue breathing while the victim is still in
the water if it does not delay removing the victim from the water. There is no
evidence that water acts as an obstructive foreign body, so don t waste time trying to
remove it. Start CPR with two effective ventilations and continue with 5 cycles (about
2 minutes) of chest compressions and ventilations before activating EMS. If two
rescuers are present, send the second rescuer to activate EMS immediately.
Animal bites
If an animal bites you or your child, follow these guidelines:
For minor wounds. If the bite barely breaks the skin and there is no danger
of rabies, treat it as a minor wound. Wash the wound thoroughly with soap
and water. Apply an antibiotic cream to prevent infection and cover the bite
with a clean bandage.
For deep wounds. If the animal bite creates a deep puncture of the skin or
the skin is badly torn and bleeding, apply pressure with a clean, dry cloth to
stop the bleeding and see your doctor.
For infection. If you notice signs of infection, such as swelling, redness,
increased pain or oozing, see your doctor immediately.
For suspected rabies. If you suspect the bite was caused by an animal that
might carry rabies including any wild or domestic animal of unknown
immunization status see your doctor immediately.
Doctors recommend getting a tetanus shot every ten years. If your last one was
more than five years ago and your wound is deep or dirty, your doctor may
recommend a booster. You should have the booster within 48 hours of the injury.
Human bites
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Human bites can be as dangerous as or even more dangerous than animal bites
because of the types of bacteria and viruses contained in the human mouth. If
someone cuts his or her knuckles on another person's teeth, as might happen in a
fight, this is also considered a human bite.
If you haven't had tetanus shot within five years, your doctor may recommend a booster. In
this case you should have the booster within 48 hours of the injury.
Disaster Preparedness
Earthquake
Because earthquakes can happen anytime, you should act immediately once there is
ground shaking. Earthquake drills are very important to help you react immediately
and properly. During an earthquake drill, you should be able to follow your teacher s
command.
You will:
1. Immediately TAKE COVER under desks, tables, or in a strong doorway. TURN
AWAY from windows, shelves, and heavy objects and furniture that may fall.
2. Stay under shelter until shaking stops.
3. Be silent and listen to instructions.
4. Leave the building quickly, calmly and orderly only after ground shaking stops.
5. Go to the designated open-space assembly area outside the school building.
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1. Dont Panic! Stay inside the house or building, don t go out. The best thing to do is
to protect you from falling debris by hiding under a strong table or structure. Stay
away from glass windows for they might break and cut you.
2. Stay indoors until the shaking stops and you're sure it's safe to exit.
3. If you are outside, stay outside. Proceed to an open place away from falling electric
wires, trees or walls. Drop to the ground until the shaking stops.
4. Dont turn on the gas tank in case of a leak.
5. Use the stairs instead of the elevator.
6. If you are inside a car, avoid passing on an overpass or bridge. They may be
damaged by the quake and collapse. Keep the car on a safe open place while
waiting for help to come. Be careful of overhead hazards such as power lines or
falling building debris. Stay inside the car until the shaking stops.
7. If you live near the sea, remember that an earthquake can cause a tsunami,
evacuate right away to a higher place.
8. If you are inside a crowded building like a movie house, don t race out. Don t panic
and avoid falling objects.
9. If you have pets, don't try to hold your pet during a quake. Animals instinctively
want to hide when their safety is threatened. If you get in their way, even the nicest
pets may hurt you.
Typhoon
Stay indoors and keep calm.
Monitor TV and radio reports.
Secure your home.
Trim trees near dwelling.
Keep roads clear for emergency vehicles.
If your house is a flood prone area, go to the nearest designated evacuation
center.
Have a flashlight and radio handy, with fresh battery.
Stock up on food, potable water, kerosene, batteries, and first aid supplies.
In case of flooding, turn off the main sources of electricity, gas and water in
your home.
Stack furniture above the expected flood level. Keep appliances, valuables,
chemical, toxic substances and garbage beyond reach of floodwaters.
Avoid low-lying areas, riverbanks, creeks and coastal areas, slopes cliffs
and foothills. Rains can trigger landslides, rockslides or mudslides.
Avoid wading through flooded areas. Do not attempt to cross flowing
streams.
Do not operate any electrical equipment.
Do not use gas or electrical appliances that have been flooded.
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References:
Espiritu EI, Javier ER, Ignacio JC, Co; National Service Training Program, Developing a
Responsible Citizen Towards Community Development; Mutya Publishing House, Inc; 2008
http://www.gov.ph
http://www.firstaidweb.com
http://www.wikipedia.com
http://www.cdera.org
http://www.redcross.org
LESSON VIII
Violence
Physically violent forms of family interactions have been a growing concern over
the last decade. It is believed that family violence and neglect occur mostly in sick
families, families in slums, or families that characterized by some pathology such as
drugs, alcohol, or mental derangement. But obviously, since few families are conflict
free, family violence also occurs in most normal families . To this family the absolute
behavior is regarded as a form of discipline not violence.
Family violence maybe seen in beatings, choking, severe spanking, stabbing or
even killing. One of the common forms of family violence is the violence between
husband and wife. This has been acknowledged to exist from some time and to a
certain degree tolerated as part of married life. Usually the wives are the frequent
victims but violence is also tolerated to children. Spouse abuse has been a social issue
of concern. Studies show that a high incidence of violence is due to spouse abuse. It is
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taken for granted that part of the cultural norm is for marital partners to be in conflict
with each other and these norms imply that a legitimate license is also a hitting license.
A woman who had been abused, beaten or assaulted by her husband usually tolerates
him, because of her socializations and belief in the traditional women s role.
Violence is a pervasive feature of our society. It occurs in all levels of society.
Sociologist Murray Straus contends that as one s levels of verbal aggression increase
drastically violence they occur. Evidently, verbal aggression is used to justify a pattern
of violence already present in the family.
To have and to hold
to love and to cherish
Be it ever so humble, there s no
place like home. These sentiments reflect the feelings of most people towards
marriage, home and family-but not all. The surprising reality is that a lot violence,
bringing fear and pain is reported almost every day in the newspapers about
battered women across the archipelago.
A woman who has been abused over a long period of time is always afraid. Not
only is she afraid that she, herself, is seriously hurt, but if she has children, she also
fears for their safety. A battered woman may feel guilty, even though she has not
done wrong. She may feel responsible for her husband s violence because in some
way, she may have provoked him. She has placed at the same and blame on herself
instead of on the abusive husband. The longer she does noting to avoid or prevent
the abuse, the less she likes herself. Along with the feeling of being a failure, both as
a single woman and in her marriage, may come a real feeling of being trapped and
peerless, and consequently, there is no way out.
Violence and various types of abuse against women still remain a problem in the
Philippines. Despite the signs of progress and women s groups apparently
advocating their rights and status, it seems that women have remained basically
inferior and subordinate to men. In a recent report in the Filipino family from the
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Womens Crises Center (WCC) of violence against women, it was cited at
predominant Christian religious beliefs have helped maintain a sexiest attitude
towards women that keep them passive and submissive to men. According to
Cecille Hoffman of the Coalition against Trafficking in Women- Asia, the church
seems to emphasize that a woman can only have an identity within the family
context.
It has been inferred that wife battering is perhaps as old as history. However,
battered woman living in terror have been caught by the media because more and
more cases start to surface. Experts theorized that some battered women where
asking for it- somehow masochistically provoking abuse from their men. Mercifully,
that idea has now been discredit. But researchers say that women are less
educated, unemployed, young and poor may be more like to have abusive
relationships than others. Pregnant women seem to make particular targets:
according to one survey, approximately one in six is abused. There are common
characteristics, e.g., background in an abusive family, alcohol and drug abuse,
passivity in relationship, dependency, isolation and a high need for approval,
attention and affection. The more risk factors a woman has, the more likely she is to
become a candidate. What are the factors?
Previous domestic violence is the highest risk factor for future abuse. The risk
factors are:
1. Male is unemployed.
2. Male uses illicit drugs at least once a year.
3. Male and female have different religious backgrounds.
4. Male saw father hit mother.
5. Male and female cohabit and are not married.
6. Male has blue-collar occupation, if employed.
7. Male did not graduate from high school.
8. Male is between 18 and 30 years old.
9. Male or female use severe violence toward children at home.
10. Total family income is below the poverty line.
Why do men abuse their wives? This question certainty needs an answer.
Instances of wife abuse have been going on for many years, but it is only now
that it arouses public concern. Generally, public opinion supports traditional
family relations and male authority. The battering syndrome is both cause and
effect of stereotyped roles and the unequal power relations between men and
women. No social class is exempt. Wife abuse occurs in wealthy, as well as in
poor families. Over the years, it has been tolerated by those who govern
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community affairs, the courts, medicine, psychiatry, police, schools and the
church.
There are certain factors why men abuse their partners. Today, violence in the
movie, on TV and in the newspapers is familiar and accepted. Many husbands
who abuse their wives have learned that violence, especially on woman is okay.
They often were abused themselves as children or saw their mother abused. The
battered wife most likely grew up in a similar environment. Studies reveal that
there are often psychological reasons why wife abusers manifest these hostile
behaviors: the aggressive partner is filled with anger; resentment, suspicion and
tension. He feels insecure and hopeless. He may also use violence to give vent
to the bad feelings he has about himself. He believes that the home is a place
where he can express those feelings without punishment to himself. In the office,
if he was angry with his boss and struck him, he would pay the price, but often,
he gets away without penalty when he beats his wife that becomes the target of
his vengeance.
There are familiar patterns of wife abuse and these often develop in three stages:
the tension-building stage, the explosion or the actual beating stage, and the
loving stage. When tension stage builds a series of petty occurrences such as
wifes request for money, her refusal to do the household chores without her
husbands help, her serving a meal or breakfast not pleasing to him, or having
sexual relation even when she does not fell well. What follows is inevitable. She
becomes the object of any or all of the following assaults punching with fists,
choking, slamming against a wall, kicking, throwing to the floor or pushing down
the stairs. In some cases, even treats with a gun have been reported. When the
beating is over, the couple moves into the third stage. The batterer feels guilty
about what he has done. He is sorry and may become very loving towards the
wounded partner. He assures his wife that he will never do anything violent or
hurt her again. At that moment, the wife may believe him and hopes that he will
change. There are several studies on the forms of battering against women and
were categorized into four groups.
1. Physical
This type of battering may consist of a single, manual act or a series of
different acts, or a combination of assault with the use of weapons. Specific
methods include slapping, kicking parts of the victim s body including her belly
even when pregnant, strangling and shoving her on the floor, banging her head
against a wall, throwing hard object at her pouring boiling water over her body,
poking victims eyes with fingers, burning the victim s flesh with cigarette, hitting
her with the butt of a gun, and forcibly, injecting her with drugs.
2. Psychological
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This type of battering consists of various threats, intimidations and all sorts
of verbal abuse. These include threat to kill, physical harm through lethal
weapon, abandonment, ordering her out of the house, use of degrading words,
public humiliation by accusing her infidelity, openly sliding relatives against her
forcing her to bear children or to have an abortion and withdrawing affection.
3. Sexual
This type of battering includes demanding sex regardless of her condition,
forcing her to perform an unacceptable sex act, forcing her and his mistress to
live and sleep with him together.
4. Economic
This type of battering includes denial or withdrawal of financial support or
prohibiting her for handling money, husband s total control over conjugal financial
resources, even controlling the woman s earning and using the household money
foe gambling drinking or drugs.
From these various forms of battering, it seems that very Filipina could really
claim that she is totally free from theses ruthless offenses.
The Abuser
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Why Women Stay in Abusive Relationships
There are some intriguing questions why battered women still stay in spite
of the abusive relationships. Some women who have been in terror because of
terrifying relationships say it isnt that easy because of the children, the financial
and emotional bonds are difficult to break. One battered wife said I know when I
took my marriage vows, I meant for better of for worse. Many abusers can be
charming, and abused women often fall in live with their softer side. After the
battering, the abuser listens to his partner, pays attention, buys flower and
become the ideal guy. At this part of the relationship, they make love and keep
them going. Whom God hath put together, let no man put asunder. Battered
housewives have these words in mind so they stick to their husbands. Another
reason is that a woman that loves her partner very much believes that his
behavior will change, she may remain in the relationship to avoid the social tigma
of being separated or to avoid disapproval from her family and friends who are
likely to blame the battered woman..
A related problem is that abused women and their families often have
nowhere to go (Mchugh, et al. 1993). Furthermore, there is ample evidence that
trying to live in an abusive relationship may participate brutal attacks or murder.
Despite the many difficulties of leaving abusive relationships, attention is still
focused of why a lot of women stay rather than why men batter and on what
interventions will prevent the battered women from being brutalized or even killed
when they do leave.
The repeated cycles wear women down until some are so physically and
mentally exhausted that leaving the man is almost impossible. The man gradually
and eventually control of the woman s psyche and destroys her ability to think
clearly You cant underestimate the terror and brainwashing that takes in
battering relationships. She really comes to believe that she deserves the
abuse.
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He hurts you on purpose. He hits you, twist your arm, pulls your hair, and
breaks your favorite things.
He has scary temper. He blows up at the slightest provocations, picks
fights with waiters or security guards.
He cuts you down. He tells you nobody else will want because you re ugly
and undesirable.
He cuts you off from your friends. He gains control by isolating you from
others.
He swings back and forth from sweet to mean, and then back again. He s
nice and sweet one day, tough and means the next.
He blames you from his anger. He doesn t take responsibility for his hurtful
actions. If he slaps or kicks you, its always not his fault, but of some mistake that
you made.
He panics at the idea of breaking up. He breaks down and cries when
your about to end the relationship. It s a tool he used to make women emotional
prisoners.
He encourages you not to enjoy life. He doesn t want you around other
people, which why he will ask you to stop going to the gym, and stay home.
He checks up on you. Hes extremely jealous and suspicious. He keeps
track of where you are and whom you hang out with.
He calls you names. He lashes out of you and calls you cruel names in
private or in front of other people.
Whether youre already into a relationship or considering entering one, it s
still best to look into the man you re dating. How is his family? How does the
woman in his life- mother, sisters, and grandma?
Of your boyfriend hits you, curses or shames you in public, stops you from
seeing your friends and wants to control you, forces to have sex with him, and
you dont like it, even just once, drop him.
Before you get into a relationship, dont just think once, think ten times.
CHILD ABUSE
Child abuse is a phenomenon that has existed for a very long time but is
virtually unknown to many. At present, child abuse is considered as a serious
problem not on only in developed countries like in the US but also in most
developing and underdeveloped countries (Salcedo, et.al 1999).
Child abuse, intentional acts that result in physical or emotional harm to
children. The term child abuse covers a wide range of behavior, from actual
physical assault by parents or other adult caretakers to neglect of a child s basic
needs. Child abuse is also sometimes called child maltreatment./
TYPES
There are several different types of child abuse, and some children
experience more than one form. Physical abuse includes deliberate acts of
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violence that injure or even kill a child. Unexplained bruises, broken bones, or
burn marks on a child may be signs of physical abuse. Sexual abuse occurs
when adults use children for sexual gratification or expose them to sexual
activities. Sexual abuse may begin with kissing or fonding and progress to more
intrusive sexual acts, such as oral sex and vaginal or anal penetration. Emotional
abuse destroys a childs self-esteem. Such abuse commonly includes repeated
verbal abuse of a child in the form of shouting, threats, and degrading or
humiliating criticism. Other types of emotional abuse are confinement, such as
shutting a child in a dark closet, and social isolation, such as denying child
friends.
Causes
Many people have difficulty understanding why any person would hurt a
child. The public often assumers that people who abuse their children suffer from
mental disorders, but fewer than 10 percent of abusers have mental illnesses.
Most abusers love their children but tend to have less patience and less mature
personalities than other parents. These traits make it difficult to cope with the
demands of their children and increase the likelihood of physical or emotional
abuse.
Many children learn violent behavior from their parents and then grow up
to abuse their own children. Thus, the abusive behavior transmitted across
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generations. Studies show that some 30 percent of abused children become
abusive parents, whereas only 2 to 3 percent of all individuals become abusive
parents. Children who experience abuse and violence may adopt this behavior
as a model for their own parenting.
B. Social Stress
D. Family Structure
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Certain types of families have an increased risk of child abuse and
neglect. For example, single parents are more likely to abuse their children than
married parents. However, single-parent families usually earn less money than
other families, so this may account for the increased risk of abuse. Families with
chronic marital discord or spousal abuse have higher rates of child abuse than
families without these families. In addition, families in which either husband or
wife dominates in making important decisions- such as where to live, what jobs to
take, when to have children, and how much money to spend on food and
housinghave higher rates of child abuse than families in which parents share
responsibility for these decisions.
ALCOHOLISM
History reveals that the consumption of wine, beer and other intoxicating
beverages has been a subject of moral concerns. Aristotle, Plato and Socrates
considered intoxication as debasing the dignity of man. Today, the use of alcohol
represents a conflict of values. A society that is impersonal, competitive,
individualistic and stratified has an effect on the excessive drinking of individual
members. This society and all of its maladjusted persons ( Ronquillo, et. al.,
1989).
DISADVANTAGES OF ALCOHOL
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ALCOHOLC BEVERAGES
POVERTY
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1964). Those favoring human capital explanations of poverty have noted, for example,
that the introduction of new workplace technologies has resulted in many people having
limited human capital to bring to the job market. To many sociologist, however,
individual explanations of poverty amount to blaming the victim- a practice used by
people who view a social problem as emanating from within the individual who exhibits
the problem (Ryan, 1976).
CONSEQUENCES OF POVERTY
Poverty statistics are more than just a snapshot of who is poor and how
the poor live. These statistics are predictors. As such, they tend to predict a grim future
for individuals who live below the poverty line and for the entire nation (Gleick,1996). A
s one social analyst has noted, poverty narrows and closes life chances.. Being poor
not only means economic insecurity, it also wreaks havoc on one s mental and physical
health. (Ropers, 1991:25)
Types of Poverty
Different people think about poverty in different ways. Some people think that
poverty is about being able to buy and sell but people think about getting a fair share of
education and health care or about given respect and having some influence over what
happen in their life. Because of these differences it is useful to think about two main
types of poverty-income poverty and non-income poverty.
Income Poverty- This happens when a household takes in less than seventy five pesos
per day. This means that people will have enough food or medicine and they will have
poor clothes and houses. Income poverty is due to people not having access to money
or other assets. If people do not have any other assets like land to grow their own food,
then income poverty can result in stunted growth and early death.
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The best way to reduce income poverty is to encourage and support the
development of effective businesses (small, medium and large) which make good use
of our natural resources and talents to create wealth jobs.
Non-Income Poverty- This happens when people may have a little bit of money but
otherwise the quality of their life is not good. They do not have access to affordable
social and physical services (schooling, health care, medicines, safe water, good
sanitation, good transport) and they may not feel safe in their homes either because
they cannot trust the authorities or because they belong to some particularly vulnerable
group.
The best way to reduce non-income poverty is to make sure that people have
access to affordable and good quality social services and infrastructure, that they feel
secure in their homes, that they trust the authorities and, if they are vulnerable, that
there are safety net programes to protect them.
Causes of Poverty
2. Agricultural Cycles: People who rely on fruits and vegetables that they
produce for household food consumption (subsistence farmers) often go through
cycles of relative abundance and scarcity. For many families that rely on
subsistence production for survival, the people immediately prior to harvest is a
hungry period. During these periods or scarcity, many families lack sufficient
resources to their minimal nutritional needs. Being familiar with these cycles has
enabled development practitioners to anticipate and prepare for periods of acute
need for assistance.
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5. Colonial Histories: One of the most important barriers to development in poor
countries is lack of uniform, basic infrastructure, such as roads and means of
communication. Some development scholars have identified colonial history as
an important contributor to the current situation. In most countries with a history
of colonization, the colonizers developed local economies to facilitate the
expropriation of resources for their own economic growth and development.
Effects of Poverty
The effects of poverty may also be causes, thus creating a poverty cycle
operating across multiple levels, individual, local, national, and global. Those living in
poverty and lacking access to essential health services, suffering hunger or even
starvation, experience mental and physical health problems which make it harder for
them to improve their situation. One third of deaths- some 18 million people a year
or 50000 per day are due to poverty-related causes; in total 270 million people,
most of them woman and children, have died as a result of poverty since 1990.
Those living in poverty suffer lower life expectance. Every year nearly 11 million
children living in poverty die before their fifth birthday. Those living in poverty often
suffer from hunger. 800 million people go to bed hungry every night. Poverty
increases the risk of homelessness. There are over 100 million street children
worldwide. Increased risk of drug abuse may also be associated with poverty.
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Diseases of poverty reflect the dynamic relationship between poverty and poor
health; while such infectious diseases result directly from poverty, they are
perpetuate and deepen impoverishment by sapping personal and national health
and financial resources. For examples, malaria decreases GDP growth by up to
1.3% in some developing nations, and by killing tens of millions in sub-Saharan
Africa, AIDS alone threatens the economies social structures, and political stability
of entire societies.
Most individual and cultural solutions focus on the importance of work. Individual
perspectives suggest that people should work harder. Cultural perspectives suggest
enhancing peoples cultural capital to make them better prepared for employment.
Structural perspectives are based on the assumption that society can reduce poverty
by creating jobs and training programs and investing in people through provision of
child care, health care, and affordable housing.
Juvenile Delinquency
Juvenile delinquency deals with children, minor or youth below twenty-one years
of age who break the law or fail to do what the law requires. The Child and Youth
Welfare Code, President Decree No. 603 defines youthful offender as one who is
nine years but under twenty-one years of age at the time of the offense. A child nine
years of age or under at the time of the offense shall be exempt from criminal liability
and shall be committed to the care of his father or mother or nearest relative or
family friend in the discretion of the court and subject to its supervision (Jarapa,
Perez & Segarra, 2000).
Delinquency can be divided into different classes (Jarapa, Perez & Segarra, 2000)
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CAUSES OF JUVENILE DELINQUENCY
2. Poverty. This is a condition that is said to exist when people lack the necessary
means to satisfy their basic needs. It is assumed that extreme poverty may lead
to juvenile delinquency. A number of researches on juvenile
TREATEMENT OF OFFENDERS
The juvenile justice system tries to treat and rehabilitate youngsters who
become involved in delinquency. The methods according to Sametz and Streib
(2006) can be categorized as:
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1. Community Treatment. This involves placing the child on probation.
When the child is not believed to be harmful to others, he or she is placed
under the supervision of an officer of the juvenile court and must abide by
the specific rules that are worked out between the officer and the child. In
some instances community treatment also takes the form of restitution, in
which the child reimburses the victim either through direct payment or
through some from of work or public service.
No specific treatment has been proven the most effective form. Effectiveness is
typically measured by recidivism rates- that is, by the percentage of children treated
who subsequently commits additional criminal acts. The recidivism rates for all forms
of treatment, however, are about the same. That a large percentage of delinquent
acts are never discovered further complicates this measurement. Thus, an absence
of subsequent reported delinquent acts by a treated child may mean nothing more
than that the child was not caught.
REFLECTION
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