INTRODUCTION

This book is prepared to answer the pressing needs in teaching the Civic Welfare Training Service
component of the National Service Training Program (NSTP) as provided for in R.A. 9163, popularly known as the
NSTP of 2002.
This book contains two parts; Part I contains the basic topics prescribed by the Commission on Higher
Education (CHED) last May 2010 national seminar workshop at the CHED Central Office, Diliman, Quezon City
that composes the first 25 hours of the instructions in NSTP on the first semester. These topics are Development
of Moral Values, Moral Recovery Program, Citizenship Training, Development of Nationalism, Filipinism, The
Hyogo Framework, Drug Abuse Prevention Education, Disaster Risk Management, First Aid, Soft Tissue Injury
National Security Threats, Environmental Education, Waste Management, Community Health and Sanitation,
Public Safety and Climate Change Adaptation.
All these topics are prepared in a very simple form for the easy reference of the students taking the
course.
ECJ
EPT

THE CIVIC WELFARE TRAINING SERVICE

(CWTS) DIMENSION

The Civic Welfare Training Service, is the third component of the National Service Training Program (NSTP)
the R.A. 9163 that makes the ROTC program optional. This component refers to the training of tertiary students in
activities contributory to the general welfare and the betterment of life and the enhancement of its facilities especially
those devoted to improving health, education, environment, entrepreneurship, safety, recreation, moral and other
social welfare services. Tertiary student takes this course for two semesters earning three units per semester. The
following are the objectives of the civic welfare training service course.
1.

Explain what the NSTP is, its goals and objectives and its importance to the youth in the development of
society and discuss the basic premises of the Philippine Constitution and what it means to him/her as a
Filipino citizen,
Explain the different provisions of the Bill of Rights that affect the existence of an individual in his
community and undertake activities that develop right values and instill social responsibility.
Conduct activities that will help develop/instill right values among the members of the youth dubs and
organizations.
Assist in the planning, organizing and conducting of community-oriented projects and activities for the
youths and undertake recreational activities and livelihood projects with the youths.
Assist the Local Government Unit LGUs in organizing citizens1 clubs and organizations or communities
and assist in the operation of the Local Government Units during disasters.

2.
3.
4.
5.

Bases for Student Evaluation

The school authorities shall exercise academic supervision and administration over the Implementation of
the different NSTP components. As such, basis for students evaluation is the sole responsibility of the school
through its NSTP instructors. Following are samples of basis for evaluation and grading system recommended by
the Association of CWTS implementers of the Philippines, Inc. (ACIP) during their 1st National Congress in PAC,
Magalang, Pampanga:
1. SUCs Group Output
The grading system shall be as follows:
1.0
Pass
1.25
Pass
1.5
Pass
1.75
Pass

2.
3.

4.0
5.0
INC
Criteria

2.0
Pass
2.25
Pass
2.5
Pass
2.75
Pass
3.0
Pass
Failed (attended almost half of the course but did not continue)
Dropped (No Attendance)
Incomplete (with major lacking requirement)

1. Attendance

30%

Visibility is important

2. Reports/ Exam/ Attitude / Aptitude/

Class Participation

40%

Following rules & regulations and if the students is visible, he can participate
in, say Group Reports, Test & Exercises)

3. Project

30%

Impact Projects Participated and accomplished

TOTAL

100%

Note: A formula or bases must be prepared to determine the exact distribution of percentage for each factor.
This may depend on the number of attendance and/or absences: the number of exams and activities required; the
Impact Projects participated/accomplished and the observation of the instructor towards a particular student
A true copy

THE CIVIL WELFARE TRAINING SERVICE

The Civic Welfare Training Service, (CWTS-Scouting) is the third component of the National Service Training
Program (NSTP) the R.A. 9163 that makes the ROTC program optional. This component refers to the training of tertiary
students in activities contributory to the general welfare and the betterment of life and the enhancement of Its facilities
especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation, moral and
other social welfare services. Tertiary student takes this course for two semesters earning three units per semester. The
following are the objectives of the course.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Explain what the NSTP is, its goals and objectives and its Importance to the youth In the development of society,
Discuss the basic premises of the Philippine Constitution and what it means to him/her as a Filipino citizen.
Explain the different provisions of the Bill of Rights that affect the existence of an individual in his community
Illustrate the current Philippine Social Situation.
Introduce Scouting as a contributor in improving the current social situation in the Philippines.
Explain the Scouting developmental process and the Scout Method as a tool for social change.
Undertake activities that develop right values and instill social responsibility.
Conduct activities that will help develop/instill right values among the members of their scout units.
Assist In the planning, organizing and conducting of community-oriented projects and activities for their Scout
units.
10. Undertake recreational activities and Livelihood projects with their Scout units.
11. Assist the Local Scout Council In organizing Scout Units in their neighborhood or communities.
12. Assist in the operation of the Local Scout Council.
Lesson 1 Orientation on the NSTP-CWTS
I - Introduction
Republic Act 9163 is otherwise known as The National Service Training Program (NSTP) Act of 2001 for
tertiary level students. This act was approved on 23 January 2002 but implementation commenced in the school year
2002-2003. It is provided in Section 10, paragraph 2, of this Act that the Commission on Higher Education (CHED) and
Technical Education and Skills Development Authority (TESDA) regional offices shall oversee and monitor the
implementation of the NSTP in the respective regions of jurisdiction. They are going to determine if the training being
conducted is in consonance with the objectives of this act, The educational institutional has to render periodic reports to the
CHED, TESDA and Department of National Defense (DND) in this regard.
The National Service Training Program Act, RA 9163
An Act Establishing the National Service Training Program (NSTP) for Tertiary Level Students, Amending for
the Purpose of Republic Act No. 7077 and Presidential Decree No. 1706, and for Other Purposes Be it enacted by the
Senate and House of Representatives of the Philippines Congress assembled:
SECTION 1. Short Title - This act shall be known as the National Service Training Program (NSTP) Act of 2001.
SECTION 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to serve and protect its citizen. In
turn, it shall be the responsibility of all citizens to defend the security of the State in fulfillment thereof, the
government may require each citizen to render personal, military or civil service.
Recognizing the youths vital role in nation building, the State shall promote civic consciousness among the
youth and shall develop their physical, moral, spiritual, intellectual and social well being. It shall inculcate in the youth
patriotism, nationalism, and advance their involvement in public and civic affairs, In pursuit of these goals, the youth, the
most valuable resource of the nation, shall be motivated, trained, organized and mobilized in military training, literacy, civic
welfare and other similar endeavors in the service of the nation.

SECTION 3. Definition of Terms - For purposes of this Act, the following are hereby defined as follows: National Service Training Program
(NSTP) is a program aimed at enhancing civic consciousness and defence preparedness in the youth by developing the
ethics of service and patriotism while undergoing training in any of its three (3) program components. Its various
components are specially designed to enhance the youths active contribution to the general welfare.
Reserve Officers Training Corps (ROTC) - is a program institutionalized under Section 38 and 39 of Republic Act no. 7077 designed to
provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defence
preparedness.
Literacy Training Service is a program designed to train students to become teachers of literacy and numeracy skills to school children,
out of school youth, and other segments of society in need of their service.
Civic Welfare Training Service refers to programs of activities contributory to the general welfare and the betterment of life for the
members of the community or the enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation and morals of the citizenry.
Program Component shall refer to the service components of the NSTP as enumerated in Section 4 of this Act.
SECTION 4. Establishment of the National Service Training Program - There is hereby established a National Service Training Program
(NSTP), which shall form part of the curricula of all baccalaureate degree courses and of at least two (2) year technicalvocational courses and is a requisite for graduation, consisting of the following service components:
The Reserve Officers Training corps (ROTC), which is hereby made optional and voluntary upon the effectivity of this Act;
The Literacy Welfare Training Service
The Civic Welfare Training Service
The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians, and adherence to the Constitution, among
others. Citizenship Training shall be given emphasis in all three (3) program components.
The Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA), in consultation with
the Department of National Defense (DND), Philippine Association of State Universities and Colleges (PASUC), Coordinating
Council of Private Educational Associations (COCOPEA) and other concerned government agencies may design and
implement such other program components as may be necessary in consonance with the provisions of this Act.
SECTION 5. Coverage - Students, male and female, or any baccalaureate degree course or at two (2) year technical-vocational courses in
public and private educational institutions shall be required to complete one (1) of the NSTP components as requisite for graduation.
SECTION 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program components shall be undertaken for an
academic period of the two (2) semesters. In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)
summer program may be designed, formulated and adopted by the DND, CHED and TESDA.
SECTION 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions. - All higher and technical-vocational institutions,
public and private, must offer at least one of the program components; Provided, that State Colleges and Universities shall offer
ROTC component and at least one other components as provided herein; Provided, further, that private higher and technicalvocational education institutions may also offer the ROTC if they have at least three hundred and fifty (350) cadet students. In
offering the NSTP whether during the semester or summer periods, clustering of affected students from different educational
institutions may be done, taking into account logistics, branch of service and geographical considerations. Schools that do not meet
the required number of students to maintain optional .ROTC and any of the NSTP components shall allow their students to crossenroll to other schools irrespective of whether or not the NSTP components in said schools are being administered by the same or
another branch of service of the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.
SECTION 8. Fees and Incentives - Higher and technical-vocational institutions shall not collect fee for any NSTP components except basic
tuition fees, which shall not be more than fifty percent (50%) of what is currently charged by schools per unit. In the case of ROTC,
the DND shall formulate and adopt a program of assistance and/or incentive to those students who will take the said component.
The school authorities concerned, CHED, and TESDA shall ensure that group insurance for health and accident shall be provided for
students enrolled in any of the NSTP components.
SECTION 9. Scholarships - There is hereby created Special Scholarship Program for qualified students taking NSTP which shall be
administered by the CHED and TESDA. Funds for this purpose shall be included in the annual regular appropriations for the CHED
and TESDA.

SECTION 10. Management of the NSTP Components - The school authorities shall exercise academic and administrative supervision over
the design, formulation, adoption and implementation of the different NSTP components in their respective schools; Provided, that in
case of CHED or TESDA- accredited, non-government organization (NGO) has been contracted to formulate and administer a
training module for any of the NSTP components, such academic and administrative supervision shall be exercised jointly with that
accredited NGO. Provided, further, that such training module shall be accredited by the CHED and TESDA. The CHED and TESDA
regional offices shall oversee and monitor the implementation of the NSTP under their jurisdiction to determine in the training are
being conducted in consonance with the objectives of the Act. Periodic reports shall be submitted to the CHED, TESDA and DND in
this regard.
SECTION 11. Creation of the National Service Corps - There is hereby created a National Service Reserve Corps, to be composed of the
graduates of the non-ROTC components. Members of this Corps may be tapped by the State for literacy and civic welfare activities
through the joint effort of DND, CHED, and TESDA. Graduates of the ROTC shall form part of the Citizens Armed Force, pursuant to
Republic Act. No. 7077,
SECTION 12, Implementing Rules. - The DND, CHED and TESDA shall have the joint responsibility for the adoption of the implementing
rules of this Act within sixty (60) days for the approval of this Act. These three (3) agencies shall consult with other concerned
government agencies, the PASUC and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules.
The implementing rules shall include guidelines for the adoption of the appropriate curriculum for each of the NSTP components as
well as for the accreditation of the same.
SECTION 13. Transitory Provision - Students who have yet to complete the Basic ROTC except those falling under Section 14 of this Act,
may either continue in the program component they are currently enrolled or shift to any of the other program components of their
choice. Provided, that in case he shifts to another program component, the Basic ROTC courses he has completed shall be
counted for the purpose of completing the NSTP requirement; Provided, further that once he has shifted to another program
component he shall complete the NSTP in that component.
SECTION 14. Suspension of ROTC Requirement. - The completion of ROTC training as a requisite for graduation is hereby set aside for
those students who despite completing all their academic unit as of the effectivity of this Act have not been allowed to graduate.
SECTION 15. Separability Clause. - if any section or provision of this Act shall be declared unconstitutional or invalid, the other sections
or provisions not affected thereby shall remain in full force and effect.
SECTION 16. Amendatory Clause. - Section 35 of Commonwealth Act. No. 1, Executive Order No. 207 of 1939, Sections 2 and 3 of
Presidential Decree No. 1706, and Sections 38 and 39 of Republic Act. No. 7077, as well as all laws, decrees, orders, rules, and
regulations and other issuances inconsistent with the provisions of this Act are hereby deemed amended and modified accordingly.
SECTION 17. Effectivity - This Act shall take effect fifteen (15) days after its publication in two (2) newspapers of national circulation, but
the implementation of this Act shall commence in the School Year 2002-2003.
Approved:
(SGD) FRANKLIN M. DRILON
President of the Senate

(SGD) JOSE DE VENECIA, JR.

Speaker of the House of Representative

This is act is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the House of Representative and the Senate on
December 19,2002.
(SGD) OSCAR G. YABES
Secretary of the Senate

(SGD) ROBERTO NAZARENO

Secretary General, House of Representatives

APPROVED: January 31,2002

(SGD) GLORIA MACAPAGAL-ARROYO
President of the Philippines

II- Implementing Rules and Regulations of the National Service Training (Program (NSTP)
Pursuant to Section 12 of Republic Act No. 9163 otherwise known as the National Service Training Program
(NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development Authority
(TESDA), and the Department of National Defense (DND), in consultation with concerned government agencies, the
Philippine Association of State Universities and Colleges (PASUC), Coordinating Council for Private Educational
Associations of the Philippines (COCOPEA), Non-government Organizations (NGOs) and recognized student
organizations, hereby jointly issue, adopt and promulgate the following implementing rules and regulations to implement the
provisions of the Act.
Rule I Guiding Principles
Section 1. Guiding Principle. While it Is the prime duty of the government to serve and protect its citizens, in turn it shall be
the responsibility of all citizens to defend the security of the State, and in fulfillment thereof, the government may
require each citizen to render personal, military or civil service.
Section 2. Role of the Youth. In recognition of the vital role of the youth in nation building, the State shall promote 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. As the most
valuable resource of the nation, they shall be motivated, trained, organized and involved in military, literacy, civic
welfare programs and other similar endeavors in the service of the nation.
Rule II Definition of Term
Section 3. As used in this Implementing rules and Regulations (IRR), the following terms shall mean:
National Service Training Program (NSTP) - refers to the program aimed at enhancing civic consciousness and defense
preparedness in 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 youths active contribution to the general welfare;
Reserve Officers Training Corps (ROTC) - refers to the Program component, institutionalized under Section 38 and 39 of
Republic Act. No. 7077, designed to provide military training to tertiary level students in order to motivate, train,
organize, and mobilize them for national defense preparedness;
Literacy Training Service (LTS) - refers to the Program component designed to train the students to teach literacy and
numeracy skills to school children, out-of-school youths and other segments of society in need to their services;
Civic Welfare Training Service (CWTS) - refers to the Program component or activities contributory to the general welfare
and the betterment of life for the members of the community or the enhancement of its facilities, especially those
devoted to improving health, education, environment, entrepreneurship, safety, recreation and moral of the citizenry
and other social welfare service.
Program Component - refers to the service components of the NSTP as defined herein;
Clustering - refers to the grouping of students enrolled in different schools and taking up the same NSTP component into
one (1) group under the management and supervision of a designated school;
Cross Enrolment - refers to a system of enrolment where a student is officially enrolled in an academic program of a
school but is allowed to enroll in the NSTP component of another school; and
Non-Government Organization (NGO) - refers to any private organization duly accredited by CHED or Recognized by
TESDA.
Rule III-Program Implementation
Section 4. Coverage:
All incoming freshmen students, male or 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. All higher and technical-vocational education institutions
must offer at least one (1) of the NSTP components. State Universities and Colleges (SUCs), shall offer the ROTC
component and at least other NSTP component. The Philippine Military Academy (PMA), Philippine Merchant Marine
Academy (PMMA), Philippine National Police Academy (PNPA), and other SUCs or similar nature, in view of the
special character of these institutions, are exempted from the NSTP. Private higher and technical-vocational

education institutions with at least 350 student cadets, may offer the ROTC component and consequently
establish/maintain a Department of Military Science and Tactics (DMST), subject to the existing rules and regulations
of the Armed Forces of the Philippines (AFP).
Section 5. Program Components
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 (ROTC), Literacy Training Service (LTS), and Civic Welfare Training
Service (CWTS). Ail program component, 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. The CHED
and TESDA, in consultation with the DND, and PASUC, COCOPEA and other concerned government agencies, may
design and implement such other non-military training components as may necessary in consonance with the
provisions of R.A. 9163. Within thirty (30) days from the approval of this IRR, the CHED, TESDA, and the DND shall
issue the minimum standards for the three (3) NSTP components, which shall form part of these guidelines.
Section 6. Duration and Equivalent Course Unit
Each of the aforementioned NSTP components shall be undertaken for an academic period of two semesters. It shall
be credited for three (3) units per semester, for fifty-four (54) to ninety (90) training hours per semester. A one (1)
summer program 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.
Section 7. Clustering and Cross-enrolment
Clustering of students from different education institutions during semestral or summer periods may be done for any of
the NSTP component. Taking into account logistics, branch of service and geographical locations. The host school
shall be responsible in managing the Program. Schools do not meet the required number of students to maintain the
optional ROTC and any of the NSTP components, or do not offer the component chosen by the students, shall allow
their students to cross-enroll to other schools, irrespective of whether such school is under CHED, or TESDA; and in
the case of students taking the ROTC component, irrespective of whether the two semesters shall be taken from
different schools whose ROTC are administered/managed by the different branches of service of the AFP. Students
intending to cross-enroll shall be subject to the existing rules and regulations of the school of origin and the accepting
school.
Section 8. Management and Monitoring
The school authorities shall exercise academic and administrative supervision over the design, formulation,
adoption and implementation of the different NSTP components in their respective schools. 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.
Schools which have contracted CHED-accredited or TESDA-recognized NGOs to formulate and administer
training modules for any of the NSTP components shall jointly exercise such academic and administrative supervision
with those NGOs. Within forty five (45) days from approval and issuance of this IRR, the CHED, TESDA and DND
shall issue the necessary guidelines for the accreditation of non-government organizations (NGOs) and training
modules to be utilized by these NGOs.
CHED Regional Offices, TESDA Provincial/District Offices and DND-AFP (through the Major Service Reserve
Commands) shall oversee and monitor the implementation of the NSTP under their respective jurisdiction, to
determine if the trainings conducted are in consonance with the Act. These Offices shall submit periodic reports to the
Central Offices of CHED, TESDA and DND.
Rules IV- Fees and Incentives
Section 9. Fees.
No fees shall be collected for any of the NSTP component except basic tuition fees which should not be more
than fifty (50%) of the charges of the school per academic unit.
Section 10. Incentives
A program of assistance/incentives for ROTC students shall be provided and administered by DND, in
accordance with existing laws and regulations and subject to the availability of funds. 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.

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. A Special
Scholarship Program for qualified NSTP students shall be administered by CHED and TESDA, with funds for the
purpose to be included in the annual regular appropriations of the two agencies, subject to the availability of funds.
Rule V- Organization of NSTP Graduates
Section 12. Suspension of ROTC Requirement.
The completion of ROTC training as a requisite for graduation is set aside for students who have completed all their
academic requirements for their respective courses as certified by the school on or before the effectivity of the NSTP
Act of 2001, which is March 23, 2002. The concerned students may apply for graduation with their respective
schools.
Section 13. Transitory Provisions.
Male students who are not covered by Section 12 of this Rule and are currently enrolled but have not taken any
of the Military Service (MS), Civic Welfare Service (CWS) or Law Enforcement Service (LES) programs shall be
covered by the NSTP Law. Male students who have completed two semesters of the Expanded ROTC (E-ROTC)/
National Service Program (NSP) are deemed to have complied with the NSTP requirement.
Male students who are not covered by Section 12 of this Rules and have taken only (1) semester of Basic
ROTC or E-ROTC/NSP shall take one more semester of any of the NSTP components to qualify for graduation.
Students who want to qualify for enlistment in the Reserve Force or attend the Advance ROTC program shall
undertake a special program for this purpose.
Rule VII- Miscellaneous Provisions
Section 14. Information Dissemination.
The CHED, TESDA and DND shall provide Information on these Act and IRR to all concerned public through
different modes of disseminating information.
Section 15. Amendatory Clause.
Section 35 of Commonwealth Act. No. 1, Executive Order No. 207 of 1939, Sections 2 and 3 of Presidential
Decree Mo. 1706, and Sections 38 and 39 of Republic Act No. 7077, as well as all laws, decrees, orders, rules and
regulations and other issuances inconsistent with the provisions of the Act are hereby deemed amended and
modified accordingly. This Rules may be amended, modified or replaces jointly by CHED, TESDA, and DND, in
consultation with PASUC, COCOPEA, NGOs and recognized student organizations.
Section 16. Separability Clause.
If any section or provisions of this IRR shall be declared unconstitutional or invalid, the other sections or
provisions not affected thereby shall remain in full force and effect.
Section 17, Effectivity.
This Rules shall take effect immediately upon adoption and issuance.
Adopted and Issued:
ANGELO T. REYES
Secretary, DND

ESTER A. GARCIA
Chairman, CHED

LUCITA S. LAZO
Director General
TESDA

Chapter I - Citizenship Training

Lesson 1 - Values Integration
We must be the change we wish to see in the world
by Mahatma Gandhi
Objectives:
At the end of the ninety minute period the students are able to:
Identify a thing of value
Define value, values development
Discuss the principles and guidelines on values development
Differentiate the things of value
Enumerate the different value development strategies
Internalize values as the foundation of leadership
Interpret the values integration and promotion framework
Explain exhaustibly the framework for dearer understanding

INTRODUCTION:
The development of values among the youth is becoming a matter of increasing concern among teachers and
parents today. There is a clear consensus that the young deserve all the help they can get in learning to make wise choices
between or among competing ways of behaving. This is not to say that value development has been ignored in the past;
rather, a new awareness of the developmental significance of values in an individual learning experience has come into
prominence. Why this great concern? To a certain extent, this renewed interest in value development among teachers and
instructors is a result of our knowing more about how values develop and how the youths can be aided in this process, This
concern can also be attributed to rapid and profound changes in society, which made the task of learning to value not only
necessary, but also an increasingly complex process.
The latter is especially true among our people. Our nation is living through a very difficult and uncertain time.
Economic difficulties, natural calamities, (killer quakes, devastating typhoon, Mt. Pinatubo disaster, Bagyo Ondoy, Bagyo
Frank etc.) breakdown in peace and order, violation of human rights and social justice are among those challenges that
lifes confront us with. The youths, as well as their teachers are right in the middle of it. The kind of values the youths
develop, and the process by which they develop these values, will spell the difference on how the society will survive its
present stresses.
Through all these, and even because of them, our nation and our people (as Individual) continue to aspire for
certain desirable goals that make life meaningful. CWTS as an area of concern is now being challenge as a potent force in
the development of desirable values. Among CWTS Implementers and youths to survive what we may term a life of
uncertainty must understand that what is true today may not be true tomorrow. The question now is, how does NSTP face
the challenge?

VALUE
A thing has value when it is perceived as good and desirable. Food, money and housing have value because
they are perceived as good, and the desire to acquire them influence attitudes and behaviour. Not only material goods but
also Ideals and concepts are valuable such as truth, honesty, and justice. For instance, if truth is a value to us, it
commands in us an inner commitment that in turn translates itself into our daily speech and action. Truth is good and
desirable, it influences attitudes and behaviour.
Values are inextricably linked with aspiration. What we aspire for in life to a large extent determines the values
we will hold. We aspire, for example, for a better life. We aspire for good effective instructors, and therefore, workout good
and effective youth leaders to run and manage CWTS programs efficiently and seriously and put themselves in it.
Fundamental in all theories of value development is that values are grown into as individual experience more and more
of life. Individuals are bom into, and grow in, in a world of experiences and relations. All of these help him to discover a
meaningful way of life and a conviction to act upon this, according to an innate drive for self-direction. It is a development
that accrues through the interaction of the individual with self, his relationship with others, and its total environment he

lives in. Instructors need not stand by, as mere observers of this natural process. Based on an understanding of the stage
through which individual progress, they can actively encourage the process of value development. Most essentials here is
that the value development process can be helped to happen. The support needed is similar to that which teachers
provide for intellectual development.
Both kinds of development call for an environment that invites active explanation by and interaction among
students, validation of what is right is very much the same as validation of what is real. Both require a consensus that is
meaningful (coming from a free choice among options) a situation within the control of the Instructors. Thus the task of
the Instructor is to provide experience in the civic welfare service activities for youths to learn-to-value, and not simply
learn about values. The youths need to be given opportunities to choose among options and then to test out these options.
That is surely where our Instructors come in. Providing the youths with experience in the process of learning to value is the
essence of any meaningful approach to value development.

Principles and Guidelines

Value development, pursued at the national, regional, local, and institution levels, should be guided by the
following principles: (1) It must be oriented in the total person of the learner - mind, heart and entire being, (2) It must take
into consideration the unique role of the family in ones personal development and integration into society and the nation.
(3) In the youths context, more important than lesson plans and any list of values are the Instructors, who have the proper
sense of values, awareness of their inner worth, and utmost of all a real down to earth person.
Values development is (1) is descriptive. It is an attempt at an orderly description of a desirable value system on the
basis of an understanding of the human person, (2) is conceptual. It lists ideals, which have to be internalized in the
educational process, (3) is intended to be applicable in varying degrees to all three levels of the educational systems
and(4) is broad and flexible enough for adaptation to specific contexts.
On the contrary value development is not prescriptive. It makes no statement on regional, local and institutional needs
and priorities. It is not exhaustive of personal and individual needs. Because of this, value is could not be imposed to
individuals to be followed, and it does not purport to be a complete list of heavenly values.
Values Development Strategies
Development of values must be the primary concern of all youths today. We are all concerned about the welfare
and future of the Filipino youth we teach and would like to prepare them for it. Employing in scouting activities as
playground of life skills can do this value development. Some very useful and specific strategies under the umbrella of the
experiential approach in the development of values are:
1. Value Inculcation. This approach is geared towards instilling and internalizing norms in the individuals value system,
Standards or norms accepted by a people are identified and passed on to the learner through modelling, other
reinforcement techniques and instructional models.
2. Value Clarification. This strategy engages scouts in an active examination of their beliefs, behaviour, choices, and
decisions to enable them to utilize these in their lives in society.
3. Moral Development. This is a process of working out a sense of morality, through the active structuring and
restructuring of ones own social experiences, the outcome of which is a preference that is considered desirable or
acceptable by a referent group.
4. Value Analysis. This strategy consists of identifying and clarifying the value in question. It involves assembling
purported facts, assessing the truth of the purported facts, arriving at tentative value decisions. It also becomes a field
of testing the value principle implied in the decision. This strategy aims to help the scout use logical thinking and
scientific processes in dealing with value issues.
5. Value Modification. As an approach in values development, value modification assumes that changes in the attitudes
and values of an individual Is likely to take place if the scouts is exposed to new problems, new experiences, and new
challenges. In any the particular society to which the individual belongs an individual has to experience them rather
than by mere conceptualization of a specific value or values.
6. Action Learning, This provides opportunities for scout to act on their values. The assumption here is that value
education is not confined to the school premises but extends to the experiential learning in the community.
Learning the different value development strategies will give you a valuable tool to make value development
strategies proactive. Proactive in a sense that the youth upon learning the values they feel Important for their well being
would be encouraged to share whatever beautiful experiences they may encounter In life.

Lesson 2 - The Preamble of the Philippine Constitution, Bill of Rights and Duties
and Responsibilities of a Filipino Citizen
Objectives:
At the end of the period the students are able to:
Recite from memory the preamble of the constitution of the Philippines
Enumerate the different BUI of Rights
Classify the different rights of a citizen
Discuss the duties of a Filipino citizen
Enumerate and discuss the different rights of the child
I - Introduction
As a Filipino student you are expected to be knowledgeable of some of the Articles of the Philippine
Constitution. It is sad to note that its not even 10% of the Filipino populace can recite the Preamble of the Philippine
Constitution. It is in the same vein that, so many cases of human rights violation is not reported because of the ignorance
of our Bill of Rights, What is this Bill of Rights?
A Bill of Rights is to a large extent declaratory of fundamental principles and of the basic right of citizenship. It
enumerates some of the private inalienable rights of the people, and it is as been said that the rights protected by the Bill
are those that in here in the great and essential principles of liberty and free government.
The rights in the Bill of Rights are sometimes referred to as natural laws and as being founded in natural right
and justice. Any government action in violation of the rights declared in the Bill of Rights is void, that the provisions of a Bill
of Rights are self-executing to this extent; however, the legislature may enact laws to protect enforce the provisions of the
Bill of Rights.
The provisions of the Bill of Rights are not to be construed by them according to their literal mearfing. Since the
declaration of general principles which they contain is not, and from the nature of case cannot be, so certain and definite as
to form rules for judicial decisions in every case, they may, up to a conscience of the legislature rather than as absolute
limitation of its power.
It was held, however, that the provisions of the Bill of Rights are primarily limitations on government, declaring
rights that exist without any government grant, that may not be taken away by government and that government has the
duty to protect. It is well to remember that the fundamental human rights conferred by the constitution are not absolute and
courts must be careful not to transmute vital constitutional into doctrinaire dogma. The Constitution of the Philippines is the
fundamental law of the land. Each citizen should understand its different provisions. Foremost, is to understand the
preamble and to recite it from memory.

PREAMBLE
We, the sovereign Filipino people, imploring the aid of Almighty God in order to buiid a just and humane society
and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and
develop our patrimony, and secure to ourselves and our posterity the blessings of independence and democracy, under
the rule of law and a regime of truth, justice, freedom, love, equality, and peace ordain and promulgate this Constitution.

ARTICLE 1 - NATIONAL TERRITORY

The national territory of the Republic of the Philippines comprises the Philippine archipelago, with all the islands
and water embraced therein, and all other territories over which the Philippines has sovereignty or jurisdiction, consisting of
its terrestrial, fluvial and aerial domains, including its territorial sea, the seabed, the subsoil, the insular shelves, and other
submarine areas. The waters around, between, and connecting the islands of the archipelago, regardless of their breadth
and dimensions, form part of the internal waters of the Philippines.

ARTICLE 2 - DECLARATION OF PRINCIPLES AND STATE POLICIES

1. The Philippines is a democratic and Republican State. Sovereignty resides in the people and all government authority
emanates from them,
2. The Philippines renounces war as an instrument of national policy, adopts the generally accepted principles of
international law as part of the law of the land and adheres to the policy of peace, equality, justice, freedom,
cooperation, and amity with all nations.
3. Civilian authority is, at all times, supreme over the military. The Armed Forces of the Philippines is the protector of the
people and the State. Its goal is to secure the sovereignty of the State and the integrity of the national territory. A
civilian, the President is the Commander in Chief of all Armed Forces of the Philippines.
4. The prime duty of the Government is to serve and protect the people. The Government may call upon the people to
defend the State and, in the fulfillment thereof, all citizens may be required, under conditions provided by law, to
render personal, military or civil service.

KNOW OUR DEMOCRACY

One great advantage of living in a democratic country like the Philippines is that the people are given a
Constitution, which guarantees political, civil, and social rights to its citizens, Rights are always considered side by side with
the corresponding duties.

THE BILL or RIGHTS

RIGHTS AS A CITIZEN
Our Constitution, like any other system of laws and principles, contains a Bill of Rights. The Bill of Rights is a list
of rights of the people living under the Constitution. These rights are their guarantee against possible tyranny and
oppression,
AMONG THESE RIGHTS ARE:
The right to life, liberty and property.
The right of domicile.
The freedom against unreasonable and unlawful arrests and searches.
The privacy of correspondence and communications.
The freedom of speech, press, assembly, and religion.
The freedom from impairment of the obligation of contract.
The freedom from imprisonment because of debt and non-payment of poll tax.
The freedom from slavery or involuntary servitude.
The freedom of petition and redress of grievances.
The prohibition of legislative enactment of ex post facto law and bill of attainder and irreparable laws.
The prohibition of imprisonment without due process of law.
The right of an accused, except those charged with capital offenses, to post bail or sureties, as well as to be free

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

THE FREEDOM OF SPEECH AND PRESS

Each citizen should understand the freedom of speech and press. The purpose of these is to protect the parties in the
free publication of matters of public event and public measures. It is to enable every citizen at any time to bring the
Government and all persons in authority to the bar of public opinion by any just criticism upon their conduct in the exercise
of their authority conferred upon them by the people. At the same time, it is done to guard against repressive measures by
several departments of the government.

THE SCOPE OF THE FREEDOM OF SPEECH AND PRESS

One of the scopes of the freedom of speech and press is the freedom from previous restraint or censorship. At
the same time it is a freedom to circulate opinions, which may be done in picketing. It protects the citizen of the country
from the liability as in the case of privilege communication. These privileged communications may be:
The utterance of the Chief Executive and members of the legislature in session or committee hearings.
The utterance of Judges or judicial officers in the exercise of their lawful functions.
The statements of parties to a case and their counsel, and
The relevant testimony in court witnesses.

THE LIMITATIONS ON FREEDOM OF SPEECH AND PRESS

The scope of the freedom of speech and press has limitations. The legislature may pass laws against obscenity,
libel and slander. By so doing, the government is protected against seditious attacks. When one has to criticize public
officials, such criticism must be directed against acts of public nature or those connected with their duties and must not
unduly besmirch their reputation.
This freedom is subject to regulation under the police power of the State as when it is designated to insure a free
and orderly election. This freedom may be also restricted in the pursuit of war activities. The rights of a natural person may
be classified as natural, inherent rights and legal rights. The legal rights may be classified as constitutional and statutory
rights. So also ones rights may be civil or political.

THESE RIGHTS ARE CLASSIFIED AS:

1. Political Rights - which pertain to what the citizens enjoy as members of the body politic, especially to their
participation in the establishment or the administration of government. It is the right of suffrage and the right to be
elected to public office.
2. Civil Rights - are rights that pertain to the civil life of man, as distinguished from his military or religious life. More
technically, civil rights are those rights, which the municipal (local) law will enforce at the Instance of private
individuals for the purpose of securing for them the enjoyment of their means of happiness. It is the right set forth in
the Bill of Rights like the right to assemble, the right to freedom of the press and speech, the right to information on
matters of public concern and the right to due process.
3. Social and Economic Rights - refer to those which man enjoys by virtue of his being a member of society.
4. Statutory Rights - are those rights granted by the law or act of the state to its citizens by which may be political, civil,
social or economic in nature. Technically such rights granted by the local government merely implement the
fundamental provisions of the Constitution. These are the rights against unreasonable searches and seizures, the
right against ex post law or bill of attainder and the rights of the accused set forth in the Bill of Rights.

FREEDOM OF ASSEMBLY
The Freedom of Assembly is considered an attribute or citizenship and is a right cognate to those free speech
and free press and is equally fundamental. The Constitution does not confer the right of assembly, but guarantees its free
exercise. Indeed, the right of the people peaceably to assembly for lawful purposes existed long before the Constitution,
being one of the attributes of citizenship under a free government and is found whenever civilization exists, The very idea of
a government, that is republican in form, implies a right on the part of its citizens to meet peaceably for consultation with
respect to public affairs and to petition for a redress of grievances.
The guaranty must be given the most liberal and comprehensive construction, although it must be enjoyed in a
peaceable and law abiding manner. The right to assemble is not absolute and can be regulated under the police power of
the State for the freedom of assembly is dependent upon the power of constitutional government to survive. However, the
power of the state to abridge freedom of assembly is the exception rather than the rule. It must find justification in a
reasonable apprehension of danger to organized government; the limitation upon Individual liberty must have appropriate
relation to the safety of the State.

DUTIES AS A CITIZEN
For every right a man enjoys, he has a corresponding obligation or duty to perform. Some of them are:
1. Obedience to Law and Respect for Constituted Authority - Once a law, an ordinance, or an executive order has
been enacted or issued and promulgated, it is the duty of every citizen to obey it. Respect for constituted
authority is another fundamental duty of every citizen. Thus, we should give due respect to our municipal
mayor, the members of the police force, the judges, the provincial governors, the President of the Republic of
the Philippines, and others.
2. Prompt Payment of Taxes - Taxes are dues or monetary obligations which persons pay to the government in
accordance with law. The right to impose and collect taxes is an inherent right of the government.
3. Loyalty to the Government - Every citizen must be loyal to his government. That loyalty requires exclusive love
and devotion to that government and willingness to sacrifice his life and property, if need be, for its welfare.
4. Service to the Country - Loyalty to the government demands the rendering of service to the country. This
service may be military, civil or personal.
5. Improvement of Social and Economic Conditions - It is likewise the duty of every citizen to work for the social
and economic progress of his country.
6. Intelligent and Honest Voting - The choice of officials in democratic government is the peoples privilege.
Proper or Improper selection of these officials will determine whether we shall have a good or bad government
in action.
7. Familiarity with Local and National Affairs - It is the duty of every citizen to be well acquainted with important
local or national affairs the officials and the most important laws or ordinances currently enforced.

RIGHTS OF THE CHILD

The right of every child is bom through a lot of consultation and discussion with the participation of the children
themselves. The UNICEF together with the other NGO like the FCED, Pangarap Center, The Childhope Runners and the
British Airways had come up with the following rights of the child.
To be bom, to have a name and nationality.
To have a family who will love and care for me.
To live in a peaceful community and a wholesome environment,
To have adequate food and a healthy and active body.
To obtain a good education and develop my potential.
To be given opportunities for play and leisure.
To be protected against abuse, exploitation, neglect, violence and danger,
To be defended and given assistance by the government.
To be able to express my own views.

CHAPTER II - DRUGS EDUCATION

Lesson 1 - Drugs Abuse Prevention Education
Objectives:
After completing the lesson, the students are able to:
Explain thoroughly the importance of drug abuse prevention education.
Differentiate drugs and Its classifications.
List the different stimulants, depressant and hallucinogens.
Explain and list the legal classifications of drugs.
Discuss and list the harmful effects of substance abuse

I. WHAT IS DRUG? DANGEROUS DRUGS?

The World Health Organization Committee on Drug Dependence defines - as any substance that, when
taken into the organism, may modify one or more of its functions. The DDB refers to drug as - as a chemical substance
that has an effect upon the body or mind.
Dangerous Drugs. These are substances, natural or synthetic, which have a central nervous system stimulation or
depression. It results in hallucinations or disturbances in motor function or thinking or behavior or perception
or mood. The sufficient evidences seen in drug users when they have been abusing the substance show
these effects. Drug abusers constitute a public health and social problem.

2. WHAT ARE THE CLASSIFICATIONS OF DRUGS?

Drugs could be classified into two major aspects (a) Pharmacological and (b) Legal Classifications
A. Pharmacological classification includes depressants, stimulants, hallucinogens, and volatile solvents.
B. Legal Classifications includes the prohibited and regulated drugs. The DDB also give another classification
of dangerous drugs as the Exempt Dangerous Drugs Preparations.

A. DEPPRESANTS OR SEDATIVE DRUGS

These downer include substances which suppress vital body functions especially those of the brain and its
parts. They sedate by acting on the central nervous system with the resulting impairment of judgment, hearing, speech and
muscular coordination. Their medical use includes the treatment of anxiety, tension, and high blood pressure. It is use to
reduce and to treat certain bodily symptoms of mental origin.
g. Barbiturates such as sleeping pills, seconal, Nembutal, sodium amytal, Non-barbiturates such as megaton,
mandrax, fordomir

B. STIMULANTS
These drugs produce an opposite to that of depressants. They act on the central nervous system such that the
effects are excitation, alertness, and wakefulness. Instead of bringing about relaxation and sleep, they produce mental zest
and vitally, reduce hunger, and give a feeling of well being, hence the labels: upper, pep pills and lid peppers. Their
medical uses include the treatment of mild depression, overweight and narcolepsy, a condition characterized by an
overwhelming desire to sleep.
e.g. 1. Nicotine is n active component of tobacco, which acts as a powerful stimulant of the central nervous system.
2. Cocaine is extracted from the coca bush or plant. The high of cocaine is so high that the user needs another
drug to bring him down. Speed Ball is a favorite combination of cocaine, which provides the rush and
prolongs the Kick.
3. Caffeine vies with nicotine for dubious distinction of being the most popular and extensively used habitforming drug. It is present in coffee, tea, chocolate, cola drinks, and some wake-up pills.

C. HALLUCINOGENS
Hallucinogens constitute a variety of drugs, which distort a persons concept of reality and thinking as well as his
perceptions of time, sound, space, and sensation. The user experiences hallucinations (false perceptions) which at times
can be strange. His trips may be exhilarating or terrifying; good or bad. They may dislocate his consciousness and
change his mood, thinking, and concept of self. In small doses, the drugs leave the user in euphoria without affecting his
consciousness. In larger doses, they elicit reactions that may be anything from euphoria to ecstasy or fright to panic. These
drugs can produce effects, which range from clear views of colors and depths to illusions and hallucinations. The users
perceptive changes in the body image result in complete loss of his boundaries. Hallucinogens are the only drugs that
destroy the individuals concept of mass. A person under the influence of these drugs cannot fell the difference between a
one-peso coin and a fifty-centavo coin. E.g
1. Marijuana- is the most commonly abused hallucinogens in the Philippines because it can be grown extensively
anywhere. The effects of marijuana vary with strength of marijuana, the amount used, and the personality and
expectations of the user. When taken in large doses, the user imagines that he sees, hears, and smells colors
and sounds, which makes him behave irrationally for 3 to 5 hours, thus, the user feels lethargic and hungry,
especially for sweets.
2. LSD (Lysergic Acid Diethylamide). It is the most powerful psychedelics and is obtained from ergot, a fungus that
attacks rye kernels.
3. Peyote - is derived from the surface part of a small gray-brown cactus. Mexican and American Indians eat the
bottom of the cactus, or dry, crush and boil it in water as tea. Peyote emits nauseating odor, and its user suffers
from nausea. This drug causes no physical dependence and therefore, no withdrawal symptoms, although in
some cases psychological dependence has been noted.
4. Mescaline - is the alkaloid hallucinogen extracted from the peyote cactus and can also be synthesized in the
laboratory.
5. STP - is a take-off on the motor oil additive. It is a chemical derivative of mescaline claimed to produce more
violent and longer effects than the mescaline dose.
6. Psilocybin - Hallucinogenic alkaloid from small Mexican mushrooms used by Mexican Indians today. These
mushrooms induce nausea, muscular relaxation, mood changes with visions of bright colors and shapes and
other hallucinogens.

D. VOLATILE SOLVENTS
If a person sniffs toxic chemicals contained in glue and other volatile or strong smelling substances, he can
experience serious mental confusion. Damage to his vital organs may also be possible. The user to acquire a feeling of
ecstasy and power of high feelings sniffs these substances, which vaporize easily.
e.g. lighter fluids, gasoline, cleaning fluid, lacquer thinner/paint thinner, hair spray, aerosols, finger nail polish,
acetone, oven cleaner, cement glue used in boat and airplane models and in shoe making.

LEGAL CLASSIFICATIONS OF DRUGS:

1. Prohibited Drugs are drugs, that include opium and its active components, its derivatives, such as heroin and
morphine; coca leaf and its derivatives, principally cocaine; alpha and beta cocaine; hallucinogenic drugs, such as
lysergic acid diethylamide (LSD) and other substances producing similar effects; Indian hemp and its derivatives;
all preparations made from any of the foregoing; and other drugs and chemical preparations, whether natural or
synthetic. With the psychological effects of narcotics or hallucinogenic drug; or (as amended by BP 179 dated
March 2,1982.)
2. Regulated drugs are drugs which includes self-inducing sedatives. They are (1) drugs such as secobarbital,
Phenobarbital, barbital, or amobarbital, (2) a self or derivative of salt isomer of amphetamine, such as Benzedrine
or Dexedrine, or (3) any drug which produces physiological action similar to amphetamine, and (4) and hypnotic

drugs, which are methaqualone, nitrazepam, or any other compound producing similar physiological effects; (As
amended by PD 1683 dated March 14,1980.)

OTHER CLASSIFICATION OF DRUGS

1. Exempt Dangerous Drugs Preparation - is any drug preparation which is compounded in such a way that it
presents no, or a negligible risk of abuse and the dangerous drug it contains cannot be recovered by readily
applicable means in quantity liable to abuse, so that the preparation does not give rise to a public health and
social problem; and has high therapeutic value, a wide use for legitimate purposes and is a much needed
medicine need thereof. The word compounded as herein used means the process of combining a controlled
drug with a non-controlled ingredient counteractive of the abuse liability of the controlled drug present.

UNDERSTANDING DRUG ADDICTION

Addiction - is a complex disorder characterized by compulsive drug use. People who are addicted feel an
overwhelming, uncontrollable need for drugs or alcohol, even in the face or negative consequence. :
The answer lies in the brain. Repeated drug use alters the braincausing long-lasting changes to the way it
looks and functions. These brain changes interfere with ones ability to think clearly, exercise good judgement, control ones
behaviour, and feel normal without drugs. These changes are also responsible, in large part, for the drug cravings and
compulsion to use that make addiction so powerful.
How Addiction develops
The path to drug addiction starts with experimentation because of curiosity, or because ones friend is doing it.
At first, the substance seems to solve the problem or make life better, so the person use the drug more and more..

HARMFUL EFFECTS OF SUBSTANCE AND DRUG ABUSE

Today, physicians consider disease fighting drugs as the greatest gift to man, Drugs prevent, shorten life and
cure illness. Drug save and prolong millions of lives. Ailments like polio, small pox and diphtheria, which used to be crippling
or fatal disease have been either wiped out or reduced by modern pharmaceuticals. However, there is a tendency for the
misuse of drugs in our drug-oriented society.
There is a tablet or drink for almost every sickness or pain such that a user is liable to abuse drugs. The user
could be a husband who is often out with his friend of a drinking spree, a boss, career woman who takes sedatives to calm
her nerves, a teenager on uppers or stimulants to tackle his school problems. Drug use, misuse and abuse will continue
to affect us in the years to come. It is therefore, our responsibility to get acquainted with relevant information about drugs.
Substance/Drug Abuse and its Effects on the Individual
Drug dependency is a state of psychic and or physical reliance or dependency on dangerous drugs and
substances. Drugs and substances are very harmful to individuals; they are classified into 4 stages.
I - 4 Physical Effects - of drug and substance abuse as seen on the external parts of the body.
I - Malnutritiofe n, injury, Skin infections, blurred vision, Rashes etc.
II - Mental/Emotional Effects
a. Breakdown of central nervous system,
b. Deterioration of mind
c. Uninhibited verbal expression/talkativeness,
d. Suspicious attitude

III- Social Effects

a. Community hazard
b. Criminal involvement
c. Inadequacy of communication with others
IV- Economic Effects
a. Inability to hold stable jobs
b. Dependence of family resources
c. Accidents in industries or factories
d. Poor work performance or low efficiency

SUBSTANCE AND ITS EFFECTS

Volatile substances such as lighter fluid, gasoline, cleaning fluid, glue and alcohol have harmful effects to the
body when inhaled or injected. Alcohol is one substance which when taken in excess can affect the way a person talks,
moves or walk.
It can also cause blurred vision, loss of muscle control and it may even harm the liver, heart vessels and
others. Some of the given substances may produce irritation of the mucous membrane; skin and respiratory tract; and
reduction of the bone marrow function leading to a number of blood,abnormalities and paralysis caused by nerve damage.

WHAT IS A DRUG DEPENDENT?

The Dangerous Drugs Act of 1972 defines a drug dependent as a person who is in a state of psychic or physical
dependence, or both on a dangerous drug, following administration or use of that drug on a periodic or continuous basis

IDENTIFYING THE DRUG ABUSER

A drug abuser will do everything possible to conceal his habit. So it is important to be able to recognize the
outward signs and symptoms of drug abuse. One should be alert of these symptoms, but it is important to realize that the
drug problem is so complex that even experts sometimes have difficulty making accurate diagnosis. Therefore, it is
important not to act on your own for it could lead to falsely accusing an innocent person. Seek professional advice and help
from experts, such as various agencies and physicians specializing in drug problems.
It should also be remembered that a person may have a legitimate reason for possessing a syringe and needle
(he may diabetic) or having tablets and capsules (they may be prescribed by the doctor). Having the sniffles and running
eyes may be due to a head cold or allergy. Unusual or odd behaviour may not be connected in any way with drug abuse.
Drugs other than narcotics can become addicting. Some people have acquired an addiction to sedatives and certain
tranquilizers. Stimulants in very large dose are addictive.

Common Signs of Drug Abuse

Change in attendance at work or school

Change from normal capabilities (work habits, efficiency, etc.)
Poor physical appearance, including inattention to dress and personal hygiene.
Wearing sunglasses constantly at inappropriate times (for instance, indoors, or at night) not only to hide dilated
or constricted pupils but also to compensate for the eyes inability to adjust to sunlight. Marijuana causes
bloodshot eyes.
Unusual effort made to cover arms in order to hide needle marks.
Association with known drug abuser.
Stealing items which can be readily sold for cash (to support a drug habit.)
Changes in mood - depending on the drug taken, (example: depressed or becoming elated and euphoric.)

Warning signs of Teen Drug Use

There are many warning signs of drug use and abuse in teenagers. The challenge for parents is to distinguish
between the normal, sometimes volatile, ups and downs of the teen years and the red flags of substance abuse.
Being secretive about friends, possessions, and activities.
New interest in clothing, music, and other items that highlight drug use.
Demanding more privacy; locking doors, avoiding eye contact, sneaking around.
Skipping class, declining grades, suddenly getting into troubles at school
Missing money, valuables, or prescriptions.
Acting uncharacteristically isolated, withdrawn or depressed,
Using incense, perfume or air freshener to hide the smell or smoke or drugs.
Using eye drops to mask bloodshot eyes or dilated pupils.

LESSON 2 - DRUG FREE - GOOD LIFE

0BJECTIVES:
After the lesson, the students are able to:
List the qualities of a person who is drug free.
Explain the salient provisions of the Dangerous Drug Act of 1972.
Discuss and explain the four pronged approach to contain the drug menace in our society today.
Cite and explain some leGISLATION AND LEGAL IMPLICATIONS OF DRUG ABUSE.
I - A DRUG FREE PERSON IS PHYSICALLY
a. ACtive -daily physical, mental and social experiences are more stimulating and self-gratifying rather than
debilitating and tiresome.
b. Alert - does not become unduly fatigued by a reasonable amount of work or physical exercise.
c. Energetic - has sufficient energy and vitality to carry on customary activities of every day living.
d. Relaxed - has a feeling of general ease and relaxation.
e. Able to Make Productive Tasks - shows keen enjoyment in day-to-day activities.
f. Disease free - is usually free from any disease or disability.
g. Vigorous - has a feeling of buoyancy, of being alive, feels ass through he carries no weight and has little
physical restrictions.
II - A DRUG FREE PERSON IS EMOTIONALLY
a. Honest - is sincere, honest and faithful but discreet in words and actions,
b. Stable - is mature enough to face problems encountered.
c. Pragmatic/adaptable - can adjust easily to changes that occur in life.
d. Understanding - he is not only concerned of his own feelings but tries to understand those of others.
e. Secure - has a healthy attitude toward self and have a good self-image, ahs positive mental picture and good
feelings.
f. Has high frustration level - can face and accepts facts even if these facts contradict what he believes in or wants
to believe.
III - A DRUG-FREE PERSON IS MENTALLY
a. Responsive - is keen enough to respond to any stimulus encountered.
b. Decisive - makes sound decisions.
c. Realistic - knows the difference between what is and what should be, also knows what how can change and
what he cannot.
d. Peaceful-has a general peace of mind,
e. Responsible - takes responsibility for own feelings and actions.
f. Independent/autonomous - can decide on his own, is firm about his identity and in his set of values.
g. Open-minded - is open to suggestions, criticisms, and ideas from others.
h. Rational - has a realistic philosophy of life, has an orderly-organized plan of daily living with worthwhile goals.
IV - A DRUG-FREE PERSON IS SOCIALLY
a. Friendly - is amiable and approachable.
b. Gregarious-wants to be a part of a group.
c. Successful - more opportunities will come his way thus making him successful,
d. Communicative - has sincere interest in people, is communicating and enjoys social activities.
e. Reliable - other people can depend on him for some serious things.
f. Considerate and helpful - shows concern for other people, their plans successes and failures.
g. Relating harmoniously with others - participates actively in activities and projects of social institutions.

THE GOVERNMENTS ROLE

Our government has shown a deep concern about the consequence of drug abuse in our society. Then President
Ferdinand E. Marcos signed into law Republic Act No. 6425 known as the Dangerous Drug Act of1972 on March 30,1972.
This law which was amended by Presidential Decree No. 44 dated November 9, 1973 placed under control not only
narcotics but also psychotropic substances. Efforts are being made particularly in the Senate to enact remedial measures
in order to strengthen our national campaign against illegal drugs.
THE DANGEROUS DRUGS ACT
On November 14,1972, the Dangerous Drugs Board was organized to provide leadership, direction and
coordination in the effective implementation of Republic Act 6425.
The powers and duties of the Dangerous Drugs Board are:
Regulate the importation, distribution, manufacture, production, prescription, and dispensing of drugs
necessary to meet the research and medical needs of the country.
Coordinate with law enforcement agencies to effect the apprehension of drug offenders and confiscation of
dangerous drugs.
Take charge and custody of all dangerous drugs seized, confiscated by or surrender to any national, provincial
or local law enforcement agency.
Develop information and education programs to make the public aware of all ill effects of dangerous drugs and
the impact of drug problems on all aspects of national life.
Encourage scientific, clinical, psychological, biological and social researches related to dangerous drugs.

The Four Pronged Strategy

A few years ago, the causes, consequences and methods of counter acting the problems of drug abuse in the
Philippines were not as clear as they are perceived today. Until recently, the government through the Dangerous Drugs
Board, in dose coordination with various allied agencies like the DECS, DOH and private groups, develop a Four-Pronged
Strategies to contain Drug Abuse Problem in our country.
A.

B.

The national campaign strategy against drug abuse has the following major components:
1. Preventive Education and Information Campaign to prevent contagion of society particularly the
youth.
2. Treatment and Rehabilitation of drug dependents through the establishment of government and nongovernment Rehabilitation Centre nationwide.
Supply Reduction Strategy
3. Through determined and sustained law enforcement against drug trafficking.
4. Judicial and Legislative Measure. Through determined prosecution of violations of RA 6425 and
enactment of legislative measures to strengthen existing Anti-Drugs Laws.

PREVENTIVE DRUG EDUCATION PROGRAM

The underlying philosophy of the preventive drug education program is to assist the individual In developing selfesteem, desirable values and ideals, an appreciation of life, and the ability to think critically and make rational decision in
relation to the problems of everyday living. Drug abuse prevention education is concerned with bringing about changes in
the peoples knowledge, attitudes and practices toward drug abuse.
It utilizes a variety of approaches and methods whereby people go through teaching-learning process, and which
may be planned, implemented and evaluated through the barangay, organized groups and other organizations and
agencies in the community. Information may either be positive or negative. The basic facts of the causes and effects of
drug abuse should be understood and learned to create awareness and vigilance. Inaccurate information could effects

counter-productivity. The careful and judicious use of information about drugs and their effects should be an important
component of a preventive program.

THE REHABILITATION CENTRES

More centres to rehabilitate our drug dependents were established in provinces and cities with a high incidence
of drug abuse. Treatment is the medical service rendered to a client for the effective management of physical and mental
conditions related to drug abuse. Rehabilitation is a dynamic process directed towards the physical,
emotional/psychological, vocational, social, and spiritual change to prepare a person for the fullest life compatible with his
capabilities and potentialities and render him able to become law abiding and productive member of the community without
abusing drug. The process of rehabilitation does not end upon the release of discharge of client from the centre. After his
discharge, he has to undergo follow-up and after-care services for a period of not more than 18 months by the DSWD and
NBI.

LAW ENFORCEMENT
The Philippine National Police Narcotics Command (NARCOM) is the lead agency of the government tasked
with enforcement of the Dangerous Drugs Act. It also disseminate information regarding the salient provisions of the
Dangerous Drug Act of 1972 and provide technical assistance in conducting drug abuse information programs to other
government and voluntary agencies. Aside from the PNP/Narcotics Command, the National Bureau of Investigation (NBI)
and Economics Intelligence Investigation Bureau (EIIB) also assists in the enforcement of RA 6425. The Dangerous Drug
Board (DDB) has formulated and implemented a drug supply reduction program with primary emphasis on improved
narcotic law-enforcement, intelligence and reward incentives, and drug regulatory and international cooperation.6

LEGISLATIONS AND LEGAL IMPLICATIONS OF DRUG ABUSE

Article V Section 28 of RA 6425 - All heads, supervisors and teachers of schools are empowered, for the
purpose of enforcing the provisions of Article II and III of this Act, all school heads, supervisors and teachers shall be
deemed persons in authority and as such, are hereby vested with the power to apprehend, arrest or cause the
apprehension or arrest of any person who shall violate any of the said provisions.6

LEGAL IMPLICATIONS
1. To the Drug Abuser
* Violation of Sections 8 and 16, RA 6425, as amended:
Penalties: Imprisonment and Fine
* Voluntary submission to Treatment and Rehabilitation under Section 30, RA 6425, as amended;
No criminal liability of violation of Section 8 and 16 of RA 6425, if conditions prescribed by the Act and
the DOB are complied with. (Judicial and medical records of confinement or commitment, confidential.)
* Compulsory submission to Treatment and Rehabilitation under Section 31, RA 6425, as amended:
Commitment to treatment and rehabilitation center. Upon discharged from TRC, continuation of
prosecution for criminal offenses,
* Suspension of sentence under Section 32, RA 6425, as amended:
Probation for 6 months to 1 year under supervision of DDB; Upon expiration of probation and nonviolation of conditions thereof, our dismissal of proceedings and expunging of all records of the case.
* Commission of crime when under the influence of dangerous drugs considered as qualifying aggravating
circumstances in the definition of a crime and application of penalty Section 17, BP No. 179.

2. To the Drug Pusher

* Violations of Section 4 and 15, RA 6425, as amended (Per PD 1675 and 1683)
Penalties: Life imprisonment to death and fine; and confiscation and forfeiture of proceeds and
instruments of the crime.
3. To Other Infractors (Illegal Importers, Manufacturers of Dangerous Drugs, Cultivators of
* Plant-Sources of Dangerous Drugs, Maintainers, Employees and Visitors of Prohibited Drugs Dens)
* Violations of Section 5, RA 6425, as amended:
Penalties: Imprisonment, death penalty in certain cases and fine.
* Violation of Section 6, RA 6425 as amended:
Penalties: Imprisonment and fine.
* Violation of Section 7 and 14A, RA 6425, as amended (Per PD 1683)
Penalties: Life imprisonment to death and fine, and confiscation and forfeiture of proceeds and
instruments of the crime.
* Violation of Section 9, RA 6425 as amended:
Penalties: Imprisonment and fine, confiscation and forfeiture of proceeds and instruments of the
crime, and confiscation and escheat of land or portion thereof or green houses used for cultivation or
culture of plant-sources of dangerous drugs. If land is part of public domain, maximum penalties.
4. To the Apprehending/Arresting Officer
Misappropriation or misapplication or failure to account for seized or confiscated dangerous drugs or proceeds
/instruments of crime carries a penalty of imprisonment and fine.
SUPPORT FROM OTHER AGENCIES
The drug problem confronts our country today has grown to such a proportion that requires careful study
involving all sectors of our society. It is no longer sufficient that we leave the problem to the government, A simplistic
solution will not be enough to arrest the problem. What we need is a holistic approach that involves not only the
government and the schools but the parents and citizens as well. Community leaders, religious and civic organizations and
the youths must play a vigilant role.

Chapter III - Disaster Reduction Management

Lesson 1 - Introduction to (Disaster Services
Objectives:
At the end of the ninety minutes lesson the students are able to:
Define disaster services, hazard, vulnerability, disaster management, preparedness, response,
reconstruction, rehabilitation, mitigation,
Identify the two kinds of disasters
Discuss the chronology of disasters
Explain the importance of disaster vulnerability assessment
Discuss the vulnerability capacity indicators
Explain the Hyogo Framework of Action
Explain the Disaster Management Cycle
Discuss disaster risk reduction and disaster risk assessment
Introduction:
Since human persons appear on the face of the earth, their lives have been a constant interaction and
adaptation with the natural environment. Interaction pertains to how human persons understand their relationship with the
environment and how mother earth sustains life; while adaptation is the unpredictable changes in nature. However, humancaused disasters are predictable that can be prevented through governments national and local policies. The concept of
emergency services and disaster preparedness comes from the understanding that human persons are caretakers of the
natural environment rather than owners, for whether we like it or not, the physical environment has its own laws.
The fact is that when nature unleashes its power as in the case of earthquakes or typhoons, no human
instrumentalities can prevent its natural course of action. Disaster management is more on managing persons with the
changes brought about both by natural and human-made disasters. All citizens have the responsibility to serve his
community and people. Whenever a disaster happens in our midst, the neighboring communities always respond and lend
a helping hand. Let us learn the ways and means of giving the services during the disaster so that we will always be true to
help other people at all times.
Disaster occurs when natural or technological hazards have an adverse impact on human beings, properties,
economic as well as social and natural resources. It is a situation, usually catastrophic in nature, when people are reduced
to helplessness, exposed to severe danger and heavy losses of their family or physical belongings (Ondiz & Redito, 2009).
A disaster is any catastrophic situations in which the day-today life patterns of man are suddenly disrupted and people are
plunged into helplessness and suffering. As a result, disaster victims may have a need for food, clothing, shelter, medical
and nursing care, and other necessities of life. There are three kinds of disasters: a) Natural, b) Man-made and c)
Combination of both. Natural disasters refer to those disasters that are triggered by natural phenomena. *Man-made
disasters are more complex and controversial. They stem from destructive economic activity, political disruption and even
some of our cultural practices. These includes armed encounters, forced evacuation, ejection, human rights violation,
bombing, red tide, brown tide, etc. Combination of both involves both natural and man-made causes. It is the result of
environmental degradation, Fire in land or sea, vehicular accident, flood, pollution, landslide, and pest infestation.
TYPES OF DISASTERS
Natural
Caused by violence of nature
tornado
earthquake
hurricane/cyclones
volcanic eruption
epidemic

Man-MADE
caused by human error
fire
explosion
vehicular accident
civil disorder
war or nuclear attack

Disaster which comes with warning/disaster of sudden onset

Disaster that comes with Warning
Typhoon
Flood
Volcanic Eruption
Civil Disorder

Disaster of Sudden Onset

Fire
Earthquake
Vehicular Accident
Tornado
Explosion

Chronology of Disaster
1. Pre-Disaster Period
a. Threat
b. Warning
3. Rehabilitation Period
h. Rehabilitation

2. Disaster/Emergency Period
c. Impact
d. Inventory
e. Rescue
f. Recovery
g. Relief

GEOGRAPHY OF DISASTER

Impact Area
Filter Area
Community-aid Area

The impact area is the center of destruction.

The filter area is the periphery immediately surrounding the impact area.
The community-aid area is the least affected area where mobilization for relief action takes place,
Knowledge of this geography of disaster will enable disaster action team workers to function with greater dispatch
during disaster situations,
HAZARD is an event or occurrence that has the potential to cause injuries to life and damage to property and the
environment, Examples of natural hazards are typhoons, earthquakes, tsunamis and volcanic eruptions which are
exclusively of natural origins. Landslides, floods, drought fires are socionatural hazards since their causes are both natural
and man-made (Ondiz & Redito, 2009).
VULNERABILITY is a weakness or constraint affecting a households or communitys capacity to cope with, absorb
losses or to recover from the damage. Anderson and Woodrow categorize vulnerabilities into three namely: physical or
material, social or organizational, attitudinal or motivational (Ondiz & Redito. 2009).
Hazard x Vulnerability = Disaster
Determining how people cope in times of crisis reduce the damaging effects of hazards. Assessment is done
through profiling and measuring or describing the condition of strength or weakness of the elements at risk to a particular
hazard.

Vulnerability Assessment
I - Physical Vulnerability
Physical vulnerability is influenced by the geographical pattern of the severity of hazards in the locality, number,
density, spatial distribution and special characters of population groups, and effects of local conditions. It would consider
the following aspects:
Dangerous location of elements at risk.
Insecure sources of income
Lack of access and control over means of production (land, farm, inputs, animals, capital)
Dependent on money lenders, usurers and the like
Lack of adequate skills and educational background
Lack of basic services(education, health, safe drinking water, sanitation, shelter, road, electricity,
communication and the like)
Overexploited natural resources
II- Social/Organizational Vulnerability
Social or organizational vulnerability reveals the conditions of the special categories of vulnerable groups of
people (young, elderly, lactating mothers, disabled, sick, special child, etc.), political will and absence of local
institutions(Ondiz & Redito, 2009). These are manifested by:

Weak family/kinship structures

Lack of leadership, initiative, organizational structures to solve problems or conflicts
Ineffective decision-making, people/groups are left out, etc.
Unequal participation in community affairs, rumors, divisions, conflicts: ethnic, class, religion, caste, ideology,
etc.
Injustice, lack of access to political processes
Absence of community organization (informal, governmental, indigenous)
Neglected relationship with government, no administrative structures
isolated from outside world

III - Motivational/Attitudinal Vulnerability

Motivational or attitudinal vulnerability reflects the following.
Negative attitude towards change
Passivity, fatalism, hopelessness, dependence
Lack of unity, cooperation, solidarity
Negative beliefs/ideologies
Unawareness about hazards and their consequences
Dependence on external support/dole-out mentality
People living in conditions of vulnerability may be because of their ignorance of the vulnerability or limited
perceptions at risk.
Capacity Assessment
A disaster resilient household or community should have coping strategies and resources available for disaster
preparedness, mitigation and prevention. These include understanding previous experiences with hazards and the
coping strategies these have developed. Analysis of the available resources is vital to reduce and understand disaster

risks. Coping with everyday risks is a permanent activity and an integral part of ones survival strategy. (Ondiz & Redito,
2009).
The capacity assessment is classified into the following.
1. Physical capacity shows the victims ability to have access to materials or resources needed to re-establish the
physical structure of the household or community.
2. Social capacity, in contrast to social vulnerability, is viewed more as a potential state of independence to cope
with the shocks and stresses of disasters. While the material resources are available, there is also a need for an
organized labor force to reconstruct what has been lost or damaged by the impact of hazard. Skilled people are
better able to exploit resources.
3. Attitudinal capacity is the willingness of people to change and share resources, to cope with disasters. People
have few attitudinal capacities. When they are dependent on each other and feel victimized by events outside
control.
Vulnerability Capacity Indicators
Vulnerability capacity indicators are the aspects of the community that needs assessment for their resiliency and capacity to
respond to the situation of natural disaster and emergency situation. Presented below are the vulnerability indicators that
were divided into three aspects of capacity assessment (Ondiz & Redito, 2009):
1. Physical/Material
Factors

Indicators

Vulnerability

Coping Strategies

Geographic
Location

Number of houses
and other structures
built in low lying
areas, coastal, steep

Greater number of population

located at high risk areas
without protective measures

Regulate settlers and development in high

risk areas, retrofit housing, consider
relocation as long term solution or timely
evacuation as short

Income

Sources of livelihood

Under minimum wage, family

income below poverty
threshold

Family members must be engaged in variety

of gainful activities or alternative livelihood
after disaster.

Employment

Status

On/off or unstable
employment, unemployment is
high

At least 1 family member has adequate

education (college, technical or vocational),
skills for migration is in demand.

Skills

Functionality

Lack of skills in gainful

activities

High demand for technical or vocational skills

particularly after disaster.

Dependence

Number of population
below 18 and over 65
years old are
dependent. Savings
and credit

Greater number of population

below 18 and over 65 years
old are dependent population
with low labor participation.
Lack of savings and access to
credit facilities except usurers.

Able-bodied household member have

modest income, secure on old-age pension.

Assets

Ownership of land,
house and other
properties.

Lack of ownership, unstable

dwelling con-tract, unsafe
proper-ties.

Negotiate for disaster resilient dwellings,

secure properties against hazard impact.

Basic Social
Services

Social welfare
protection edu-cation,
health and sanitation.
Membership to
insurance companies

No or lack of accessibility to
basic social services and
nobody in the family had
finished college education No
or lack of insurance
incentives/benefits

Must be a family beneficiary of social welfare

given by government or non-government
organizations, Has full access to education
and health services. At least 1 or 2,
members in the family are SSS or PHIC
members, house, properties, crops, etc. Are
insured.

Environment

Balance utilization of
natural resources

Poor ecological balance, lack

of environmental protection,
massive deforestation (kaingin
- system).

Wise utilization of natural resources. Adopt

an appropriate environmental protection.
Conduct massive education information
communication, etc.

2. Social/Organizational
Factors

Indicators

Vulnerability

Coping Strategies Manageability

Presence of persons with

special need, migrants and
indigenous groups

Number of elderly, infant,

disabled, pregnant, lactating
mothers, special child, sick,
etc. Number of migrants :
workers transient students or
visiting tourists Presence of
indigenous group

Greater number of persons

with special need who lacks
mobility in case of
emergency Greater number
of migrants unaware of the
hazard impact and DRR
measures Indifferent culture,
lack of cooperation, etc.

Plan for early evacuation.

Achieve highest level of
awareness on different
hazards in the locality. Plan
for special evacuation and
hazard education

Politics

Leadership and decisionmaking Relationship with

administrative structures

Lack of political will and

unequal distribution of
resources. Lack of access to
political processes.

Activate community
participation and leadership.
Build external linkages and
enhance network within the
community.

Local institution Family

Preparedness

Community organization and

DRR plan Family
Preparedness Plan

Absence or weak Local

Disaster Coordinating
Council. Lack of DRR Plan
Absence of Family
Preparedness Plan

Institution-building &
strengthening Local Disaster
Coordinating Council
through reorientation of roles
and functions and trainings.
Know the DRR Plan of the
community. Create a Family
Preparedness Plan, increase
the coping mechanism within
the household and promote
community cooperation.

3. Attitudinal /Motivational
Factors

Indicators

Vulnerability

Coping Strategies Manageability

Awareness

Individual coping strategies,

solidarity, level of
preparedness

Reactive to change, alert/

warning messages. Low
level of preparedness

Achieve highest level of

awareness on different
hazards in the locality.
Develop a pro-active attitude
towards alert/ warning
messages Familiarize
functions of government
agencies like PAGASA,
PHILVOLCS, MGB, DSWD,
C/M/BDCC

Dependence

External support

Dole-out mentality prevails,

lack of initiative

Develop a responsive
attitude and be initiative.

Beliefs/Ideologies

Ability to change and adapt

to emergency situation

Negative to change and lack

cooperation

Mobilize for cooperation,

unity and solidarity.

Disaster Management
Disaster Management refers to the range of activities designed to maintain control over disaster and emergency
situation, and to provide a framework for communities to avoid, cope or recover from the impact of disasters. According
the Asian Development Bank, it is an applied science which seeks systematic observation and analysis of disasters, to
improve measures relating to prevention, mitigation, preparedness or emergency response and recovery.
It is a dynamic process that encompasses the classical management functions of planning, organizing, staffing,
leading, and controlling, it also involves many organizations that must work as a team to prevent, mitigate, prepare for,
respond to, and recover from the effects of disaster (Carter, 1992). It covers a wide range of extraordinary intervention
before (Prevention Phase), during (Control Phase) and after (Recovery Phase) a disaster to minimize loss of life and
property (Ondiz & Redito, 2009). Figure 2 shows the Disaster Management Cycle that prescribes a sequential series of
actions to gain control over disastrous events, Although it is a continuous process, the cycle stress on the activities being
done before and after the onset of disasters.
Preparedness
Preparedness attempts to limit the impact of disaster by structuring the response and effecting j a quick and
orderly reaction to the disaster. Examples of preparedness measures are vulnerability capacity assessment, planning,
warning system, information system, institutional framework, resource utilization, response mechanism, education and
training, and rehearsals. The second component is planning for Disaster Preparedness which includes working out
agreements between people or agencies as to who will provide services in an emergency to ensure effective, coordinated
response.

Local people and grassroots organizations should participate in the planning process and , should cater as far
as possible for the whole scope of the Disaster Risk Reduction Framework (DRR) j which are preparedness, response,
rehabilitation and mitigation as shown in Figure 2. Planning should include provision for access to alternative
communication systems among police, military and government networks. It must be assumed that telephone and other
communication facilities might be unavailable during major disaster, Contingency planning should be initiated when there
are signals that show possible emergency unfolding.
Contingency planning means hoisting a flag of alert, and seriously pulling all factors to focus their attention
and energy to readily respond to a potential emergency. There are principles to be considered such as, clarity, flexibility,
information, continuity, maximum use of all resources, planning in packets, maintenance of reserves, coordination,
practice and evaluation (Ondiz & Redito, 2009).
Response
Response includes activities and services executed prior to the impact of hazard and , undertaken in the
aftermath of disaster to assist victims. The objectives of response are to limit casualties, alleviate hardship and suffering,
and provide foundation for subsequent recovery.
The services and activities that are being executed prior to the impact of hazard are early warning, evacuation,
and transportation. The objectives are (1) to inform (about hazards, elements at risk, about risks, environment, potential
needs), (2) to advise (for protection, preparedness, and prevention), to instruct (what, when, how, who, where).
Rehabilitation
Rehabilitation initiates efforts to re-establish the essential services and facilities associated with social and
economic functions of an affected community. Examples are restoration of essential lifeline (power, communication, water
and sewage, transportation), provision for basic human needs (food, clothing, shelter), price monitoring control and
providing psychosocial services. These are being done in the early recovery period usually from three to six months.
Reconstruction
Reconstruction involves rebuilding community facilities and dwellings, and restoration or economic activity.
Rebuilding community considers not only the level of at least equivalent to those existing before the emergency situation
happens but more improved structures that the original ones

I-Prevention
Phase

Preparedne
ss

Disaster
Impact

Mitigatio
n

II-Control
Phase

Reconstr
uction

Response
III-Recovery
Phase

Rehabilia
tion

Figure 2 showing the Disaster Management Cycle

Mitigation
Mitigation is another component in the Disaster Management Cycle. It covers measures taken in advance of a
disaster aimed at decreasing or eliminating its impact on society and on the environment. Mitigation ranges from structural
to non-structural. Structural mitigation are those physical measures to reduce hazard impact such as engineering and
construction works like flood protection dikes, dredging, sandbagging and building disaster resilient structures.
Non-structural mitigation involves physical planning (Comprehensive Land Use Planning, control of population
density, design of services and roads), legislation, conflict resolution, economic (diversification of economic activity,
economic incentives /grants /loans /taxes), insurance, information education communication and hazard assessment
(Ondiz & Redito, 2009).
Risk
Societal elements are said to be at risk when they are exposed to hazards and are likely to be adversely affected
by the impact of these hazards if, and when they occur, especially in situations of limited capacity. These elements are
people, their lives and health, household and community structures, facilities and services like houses, access roads,
bridges, schools, hospitals, livelihood and economic activities such as jobs, equipment, crops, livestock and others. In many
cases the natural environment is also an element at risk (Ondiz & Redito, 2009).
Disaster Risk
Disaster risk may be synonymous with disaster equation but it has manageability factor to reduce the negative
effect of hazard. This manageability could be associated with the capacity. This can be illustrated by the formula.
Formula:
Hazard x Vulnerability
DR = _________________________
Capacity
Manageability is the degree to which a community can intervene and manage a hazard in order to reduce its
potential impact. Based on peoples perception of their disaster risk, they are able to make decisions to adapt to, modify or
ignore the risks. This constitutes decisions to mitigate hazard impact and reduce vulnerability of the community.
Disaster Risk Assessment
Disaster Assessment is a process of collecting, interpreting and analyzing information from various sources.
According to Barnhat (1987) it is a critical examination and estimation of the object. Risk Assessment is estimating probable
damages and proposing mitigation measures based on cost-benefits analysis. The process and output of their disaster risk
assessment are quantifiable probabilities and the estimation of damages/loss of life, property and the environment.
Risk assessment is the systematic and logical process used to determine disaster risk reduction priorities by
evaluating and comparing the levels of risks (high, medium, low). This comprises the process by which individuals,
communities and societies cope with hazards. Disaster Risk Assessment deals with Hazard, Vulnerability, Capacity
Assessment (HVCA) and peoples perception of risks so that they will be able to make decisions to adapt, modify or ignore
the risk.
Importance of Risk Assessment

Provides a systematic process for identifying, estimating and ranking community risks.
Contributes to the communitys awareness about potential risk they did not know.
Essential foundation to proper decision-making in disaster risk reduction and development policies, strategies,
plans, programs and projects.
Serves as basis for prioritizing risk that needs to be treated or reduced.

Provides disaster specific baseline data that can be integrated in development plans and recommend
appropriate risk handling strategy.

In prioritizing risk a systematic selection strategies are being suggested:

Acceptance of the risk and other option may be costly to consider.
Avoidance of the risk by relocation to another safer less-risk area.
Transfer of responsibility or burden for los is shifted to another party by means of legislation.
Redistribution of risk to other locations.
Reduction of risk with risk mitigation initiatives and strategies.
Disaster Risk Reduction (DRR)
Disaster risk reduction at the community determines measures to reduce the risk as appropriate disaster
preparedness mitigation and prevention strategies. DRR as defined by United Nations International Strategy for Disaster
Reduction (UN-1SDR), is the systematic development and application throughout a society, to avoid (prevention) or to limit
(mitigation and preparedness) the adverse impact of hazards, within the broad context of sustainable development.
The Hyogo Framework of Action (HFA) (2005-2015) includes response and rehabilitation with the ultimate goal:
Building the Resilience of Nations and Community Disaster. The HFA was presented during the world conference on
Disaster Reduction in Kobe, Japan last January 2005 where 168 governments, 78 regional and International Organization,
and 11 NGOs participated in drafting and adopting the HFA, shifting the paradigm of Disaster Risk Management (DRM)
towards providing outcomes that needs to be achieved at international, regional and national levels.
The strategic goal is the integration of DRR in sustainable development policy and planning for emergency
preparedness response and recovery program; and developing and strengthening of institutions, mechanisms and
capacities to build resilience to hazards.
HFA three strategic goals as illustrated in Figure 2.
The five priorities for action are summarized into:
1. Governance: To ensure that disaster risk d=reduction is a national and local priority with strong institutional
basis for implementation.
2. Risk Identification: To identify, assess and monitor disaster risks and enhance early warning.
3. Knowledge: To use knowledge, innovation and education to build a culture of safety and resilience at ail levels.
4. Reducing the underlying factors.
5. Strengthen disaster preparedness for effective response.
Importance for Education in Disaster Risk Reduction

Hyogo Framework identified knowledge and education on DRR as one of the five priorities for actions in order to
achieve disaster resilient communities and nations.
Actors actively involved to reduce the risk of disasters have expressed their commitments and initiative to
support the planning, guidance and reporting on accomplishments of the goals of the Hyogo Framework in a
matrix form.
Many key UN agencies, regional organizations and NGOs responded with in the matrix with strong commitment
on priority three, knowledge and education of the Hyogo Framework.

DRR is an issue that requires its own set of goals and objectives as part of a broader communitys goal and
objectives. The nature and content of the goal or objectives will vary from place to place in response to the nature and level
associated with the potential impacts of natural hazards to life, property and environment. To reduce the risk is the broader
communitys goal and it needs strategies to operationalize this goals.

The Hyogo Framework for Action 2002-2015

Building the Resilience of Nations in Communities in Disasters
Expected Outcomes
The substantial reduction of disaster losses, in lives, and in the social, economic and environmental assets of communities
and countries.

EXPECTED OUTCOMES
The substantial reduction of disaster losses, in lives, and in the social, economic and environmental assets of
communities and countries.

STRATEGIC GOALS
The integration of disaster risk
reduction into sustainable
development policies and planning.

The systematic incorporation risk reduction

approaches Into the implementation of emergency
preparedness, response and recovery programs

The development and strengthening of

institutions, mechanisms and capacities to
build resilience to hazards

PRIORITIES FOR ACTION

1. Ensure that DRR is
a national and a
local priority with
a strong basis for
implementation

Multi-hazard approach

2. Identify, assess
and monitor
disaster risks and
enhance early
warning.

3. Use knowledge,
Innovation and
education to build a
culture of safety and
resilience at all levels

Gender perspective and

cultural diversity

4.Reduce
the
underlying
risk
factors.

Community and
volunteers participation

5. Strengthen
disaster
preparedness
effective response
at all levels.

Capacity building and

technology transfer

Its contribution to the development of the internationally agreed development goals.

General Effects of Disaster on the Community are:

Transportation disrupted and traffic problems created.
1. Communication facilities disrupted or overburdened.
2. Utility and sanitary facilities destroyed or damaged.
3. Debris scattered on public and private property,
4. Community services such as fire control, police protection, and hospitals overburdened or disrupted.
5. Commerce and industry affected.
General Effects of Disaster On People are:
1. Killed and injured.
2. Homeless
3. Families separated,
4. Basic needs for subsistence, destroyed, damaged, or inaccessible, including food, clothing, medicine, etc.

Additional Health Problems Created by Disaster are:

1. Transportation of the ill and injured, personnel, and supplies.
2. Assigning personnel, obtaining, adequate information, and reporting.
3. Contamination of food and water causing spread of communicable disease.
4. Difficulties of victims of a disaster in reaching regular care facilities.
5. Need for additional staff, supplies and / or transporting patients to other facilities.
6. Reluctance to seek medical care if income or normal channel of care has been disrupted.
7. d Separation of families and shattered morale.
8. Injuries and deaths may cause emotional shock that inhibits recognition of need for care.
Phases Of Disaster Relief
1. The Emergency Period - When the immediate needs of sufferers for the basic necessities of food, shelter,
clothing, and medical and nursing care are given priority.
2. The Rehabilitation Period - When needs of families in a disaster area are assistance in returning to normal
living condition such as repairing and rebuilding of houses and other burden or rehabilitation necessities.
Pre-disaster planning to meet disaster cause needs include organization, planning, coordination and
orientation to:
Immediate Services or Activities
They consist mainly of:
a. survey and reporting,
b. providing pertinent information to the public,
c. giving or distributing Individual or family aid and,
d. providing or distributing food, clothing and shelter.

Lesson 2 - The Philippine Emergency Disaster Management System:

Objectives:
At the end of the lesson the students are able to:
Trace the line chart showing the organization of the national disaster coordinating council
Discuss the responsibilities of the NDCC, RDCC. LDCC, CDCC and BDCC
Explain the responsibilities of person in-charge of each committee
List the obligations and duties of the staff services of the NDCC, RDCC, LDCC, CDCC and BDCC
Explain the organigram of the BDCCO

INTRODUCTION:
The legal basis of our disaster management system are P.D. No. 1 s-1972, as implemented by Presidential
Letter of Implementation No. 19, s-1972, and P.D. 1566 dated June 11,1978. P.D. No. 1 was the Integrated Reorganization
Plan of 1972, which was implemented through LOI No. 19. The said LOI defined, among others, the organization, mission
and functions of the Office of Civil Defense as a Bureau under the Department of National Defense. PD No 1566, on the
other hand, provided for the strengthening of the Philippine Disaster Control Capability and establishing a Community
Disaster Preparedness Program Nationwide.
The National Disaster Coordinating Council
A. National Policies (DCD, NDCC, WIND) Organizational Chart
The DCD, NDCC and MND organizational chart will give the public the idea of the protocol of actions and
movement. If properly understood, the public will be able to do some changes especially in directing communication and
information dissemination.
B. Basic Disaster Policies of the Government
Herewith are the basic policies used by the different government agencies during the occurrence of disaster
and other emergency situations. Look into these policies for whatever action one1 has to do, it must conform to the policy
guidelines in determining the policies during disaster and emergency situations.
a. Administrative responsibility and financial control are inseparable. In assuming responsibility forj relief,
therefore, the government requires that all funds utilized by it in extending relief shall be expended in
accordance with its established policies.
b. The NDCC responsibilities during disaster are generally confined to the emergency period.
c. Need and not loss is the basis of giving to disaster sufferers,
d. The family is the unit served. However, during the period immediately following the disaster, mass relief is
extended.
e. Relief is extended in the form of food, clothing, temporary shelter, emergency medical and nursing aid,
and family service.
f.
Assistance is extended without regard to political, religious or racial discrimination.
g. Information about family casework is confidential.
h. In conducting a disaster relief operation, the NDCC avail itself of the services of volunteers. It also
mobilizes and utilizes whatever local resources are available.
i.
Disaster preparedness and relief actions are the responsibility of the chapter concerned.
j.
The National organization in the exercise of its supervisory powers, directs, supports, and assists the
chapters with supplementary supplies and experienced personnel as the need arises and/ or as required.

I - National Disaster Coordinating Council (NDCC)

Chairman - Secretary of National Defense
Executive Officer - Executive Secretary and Administrator of Office of Civil Defense
Members; All Heads of 18 Departments/Agencies (Secretaries of) DPWH, DOTC, DSWD, DA, DepEd, DOF, DOLE,
DTI, DENR, DILG, DBM, DOJ, DOH, Dir. PIA, Presidential exec. Sec. Chief of Staff of AFP, Sec-General of PNRC
II- Regional Disaster Coordinating Councils (RDCCs)
Chairman - Regional Director, PNP Regional Office
Executive Officer - Regional director, Office of Civil Defense
Members: - All Head of Offices of the National Government at Regional Level.
Functions:
a. Establish physical facility to be known as the Regional Disaster Operation Center (RDOC) & coordinates the
disaster operations activities.
b. Implements within the region the guidelines set by the NDCC,
c. Advises the local disaster coordinating councils on disaster management and submits appropriate
recommendations to the NDCC.
III - Local Disaster Coordinating Councils (LDCCs)
Provincial disaster Coordinating Council (PDCC)
Chairman - Provincial Governor
Vice-chair. - Provincial Director, PNP
Members - Head of Offices of Concerned Agencies
Functions:
a. Establishes the Provincial Disaster Operation Center (PDOC) and coordinates from the PDOC the disaster
operations activities of the municipalities in the province.
b. Implements within the province the guidelines set by the RDCC.
c. Advises the City/Municipal and Barangay Disaster Coordinating Councils regarding disaster management
and submits recommendations to the RDCC as necessary.
d. Places the CDCCs/MDCCs and its tasked units under the operational control of the PDCC during an
emergency that affects the towns/cities.
1.1 City Disaster Coordinating Council (CDCC)
Chairman - City Mayor
Vice-Chair.- City Director, PNP
Members - Head of Offices of concerned agencies
Functions:
a. Establishes a City Disaster Operation Center (CDOC) and coordinates from the CDOC the disaster
operations activities.
b. Implements within the City the guidelines set by the RDCC and advises the Barangay Disaster
Coordinating Councils regarding disaster management.
c. Submits recommendation to the RDCC, as necessary.
1.2 Barangay Disaster Coordinating Council (BDCC)
Chairman - Punong Barangay
Vice-Chair, - Brgy Exe. Off. (SB Disaster Chair)
Members: Al! Tasked Units Functions:

Functions:
a. Establishes the Barangay Disaster Operation Center (BDOC) and coordinates from the BDCC the
disaster operations activities of its tasked units.
b. Implements within the barangay the guidelines set by the BDCC.
Action services and staff services shall constitute the Barangay Disaster Coordinating Council. The number of
persons in each service shall be from five (5) to ten (10) or greater, depending upon the size of the barangay. Line or
action services are: a) warning, b)rescue, c) evacuation, d) disaster relief, e) medical, f) fire brigade, and g) damage control
service, Staff or support services are organized to support the activities of the line or action services. These are the
security, transportation and communication services. The Barangay Disaster Operation Center (BDOC) must be activated
at once as soon as the warning is issued by the Warning Service Leader/ Members, or by any reliable source.
Duties and Responsibilities BDCC Leaders:
1. The Punong Barangay as Chairman, Is responsible for:
a. Developing Disaster Preparedness Plan to protect life and property and minimize damage in the event of a
disaster/calamity and coordinating the planning with the next higher local authority.
b. Selecting, organizing and training an adequate staff to conduct the emergency operations required by the
Plan establishing designed primary and alternate evacuation areas, and
c. Directing and supervising the activities of the evacuees/victims during an enforced stay in the shelters.
d. He insures that the basic provisions of the plan are disseminated to all persons in the barangay and
establishes a Barangay disaster Operation Center (BDOC) from where the activities of the BDCC may be
directed in an emergency.
2. Vice-Chairman
The BDCC should include an Assistant/ Vice chairman who serves as the principal assistant of the Punong
Barangay and acts for him in his absence. He performs the same duties as the BDCC whenever necessary. The
Assistant chairman is the Barangay Executive Officer.
3. Warning Service Leader
The Warning Service Leader should insure that warning can be received by all residents and Educate all
barangay residents on the meaning of different warning signals and the different actions to be taken if such signals
should be given.
4. Rescue Service Leader
The Rescue Service Leader is responsible for locating injured, trapped and stranded persons and moving them
to a place where they can be cared for safety in an emergency.
5. Evacuation Service Leader
The Evacuation Service Leader is responsible for supervising and expediting the planned and controlled movement
of all residents in an emergency.
6. Disaster Relief Service Leader
The Disaster Relief Service Leader shall be responsible for receiving of evacuees or victims from the Evacuation
Service Leader and provision of housing for displaced persons or evacuees in evacuation centers.
7. Medical Service Leader
The Medical Service Leaders shall be responsible for training and equipping all personnel assigned to perform
medical or first aid services in an emergency, and for supervising medical self help operations within the barangay during
emergency.

8. Fire Brigade Leader

Being the Head of the Barangay Fire Brigade, he organizes Fire Fighting Teams/Brigade for Initial fire-fighting
operations.
9. Damage Control Service Leader
The Damage Control Service Leader is responsible for controlling utilities in the barangay.
Duties and Responsibilities of Staff Services
1. The Security Service Leader
The Security Service Leader shall be responsible for protecting persons and properties in vacated houses or areas,
evacuation centers and area of operations.
2. Supply Service Leader
The Supply Service Leader shall be responsible for determining the supply requirements of all Action Teams. He shall
identify the sources of the supply as may be needed and receive such supplies and channel the same to the service
leaders as needed.
3. Transport Service Leader
The Transport Service Leader shall be responsible for the transport needs of the Barangay Disaster Coordinating
Council (BDCC), His duties include identifying all locally available transportation facilities in the Barangay and tapping
these resources as needed.
4. Communication Service Leader
The Communication Service Leader shall be responsible for receiving of warning information from the local Civil
Defense Authorities or other sources and disseminating the same to the Barangay Warning Service Leader.
DISASTER REPORT FORMAT {Initial Report)
Source of Report________________________
Details:
WHAT _____________________________________________________________
(TYPE OF DISASTER)
WHEN? __________________________________________________________ __
(DATE OF OCCURRENCE)
WHERE? _________________________________________________________ __
(PLACE OF OCCURRENCE)
WHY?
(CAUSE OF INCIDENT)
WHO?
(Responding Agency Involved/Affected Population)
HOW?
(HOW DID THE INCIDENT HAPPEN)
Reported by:___________________________________________________________
Date Received: _________________________________________________________

THE BARANGAY DISASTER COORDINATING CO 45

Chairman
Disaster
Operation Center

POPULATION

Communication

Fire

Medical

Transportation

Evacuation

Relief

Supply

Rescue

Warning

Security

Damage
Control

Vice Chairman

Lesson 3 - Suggested Plan of Action to Meet Disaster-Caused Needs and Problems

OBJECTIVES:
At the end of the lesson the students are able to:
define injuries, manpower, facilities, epidemics, panic, anxiety, confusion, depression,
Impact, shock, euphoria,
enumerate the different disaster caused needs and problems
discuss the course of action of each disaster caused needs and problems
identify the psychological impact of disasters
discuss the principle used in psychological first aid
INTRODUCTION:
In every disaster the causes are identifiable. Once these causes are identified and enumerated the course of
action is easy to come up with and the person involved in the execution of plans to meet these problems will be highly
prepared and motivated to act according to plan of action. The community worker who will try to alleviate the effect of these
disasters will be able to make a concrete decision to be able to answer to the need of the times.
I. Injuries
For injuries the rescuer has to focus on the following objectives:
1. Minimize further injury and prevent complications
2. Relieve pain and discomfort
3. Provide means of transport to safer area
4. The relief team must be able to meet the above within 6 hours after the disaster.
The courses of actions are to:
1. Provide immediate and appropriate treatment with proper handling and positioning.
2. Immediate evacuation to nearest medical facility and giving of assurance.
II. Death
In case of deaths it is important to provide proper care, identification and disposal for the dead, and notification
of relatives. It is also imperative to give supportive care to relatives who came to claim their dead.
III. Lack of Resources such as manpower, funds and facilities.
The rescuer need to maximize the utilization of existing resources by organizing manpower, establish priorities
and initiate the collection of funds for the support of the victims of disaster. The manpower available will be organized into
teams of such as: a) First Aid, b) Communication, c) Transportation, d) Distribution of Relief, e) Survey, f) Education and
Publicity, and family Service.
The Course of Action are:
1. Delineation of functions and responsibilities of personnel (Use of volunteer groups and on-the- job training)
2. Selective use of medicines and supplies
3. Selective referral of cases to physicians
4. Improvisation of needed facilities
5. Approach socio-civic organizations and agencies
6. Encourage self-help activities.
IV. The Control Epidemics needs immediate response.
It is important to identify properly the epidemic that is attacking the population in the area.
The Course of Action are:
1. Initiate preventive measures such are isolation of the casualty, immunization of the population, environmental
sanitation and early recognition, nature, mode of transmission and symptoms of communicable diseases.
2. Record of cases
3. Accomplishment of terminal disinfection
V. Poor Sanitation due to congestion In evacuation centers.
The objective is the maintenance of sanitary environment and healthy condition conducive to healthful living.

The Course of Action are:

1. Dissemination of health information on:
a. Effects of poor sanitation
b. Personal and community hygiene
c. Proper use of toilet facilities
d. Proper disposal of waste and garbage
e. Insect and vermin control
2. Secure help of proper authorities for maintenance of safe water supply
3. Organize teams for an effective implementation of objectives
4, Early recognition of communicable diseases
VI. Psychologically Related Problems are panic, anxiety, confusion, depression and spiritual needs.
The objective is to provide supportive measures in meeting crisis situations (Psychological First Aid) and spiritual
assistance.
The Course of Action are:
1. Early identification of signs and symptoms indicative of stress by establishing rapport, verbalization
of feelings and to listen with acceptance and calmness
2. Provide diversional, occupational and recreational activities
3. Refer for professional and other help
4. Encourage hope and trust in Gods steadfast love
5. Refer to minister of own faith
VII- Psychological Impact of Disaster
The psychological effects of disaster on the victims vary with individuals. The person psychological resources,
the severity of the disaster, and the extent to which he and his loved one may be involved are factors affecting the
individuals reaction to disaster. Based on observations of behavior following disasters, it has been suggested that
individual move through four stages. These four stages give guidance to the first aider in dealing with the victim of sudden
illness or injury. The four stages are the following:
a. Shock Stage. In this stage, victims appear to be dazed and may wonder about without an organized
approach to care for themselves or others. They appear stunned and apathetic and are unable to
comprehend the destruction or its consequences at this point.
b. Euphoric Stage. This is the stage following immediate crisis characterized by togetherness and sharing of
physical and material resources. A very useful esprit de corps for purposes of rescue and relief tend to
develop during this stage.
c. Suggestible Stage. This stage emerges as outside help appear and the victims begin to gain control, are
able to do simple direct tasks and gradually develop considerable concern for the rest of the community,
minimizing their own injuries.
d. Ambivalent Stage. During the initial three stages, victims appear grateful to rescue workers as evidenced
by expressions of praise for their efforts. As the victims gain more control of their behavior, ambivalent stage
appears.
The individual has different responses during the incident of sudden illness, injury or disaster. The Disaster Action
Team should give the management of these responses.
They are the following:
a. Panic. Panic is characterized by disorganized behavior called blind flight.
b. Depressed reaction. Depressed reaction is manifested by a dazed, apathetic and unresponsive pattern of
behavior.
c. Overly active responses. This is the opposite of the depressed actions. The individual becomes overactive
and over-talkative, makes inappropriate remarks or jokes, criticizes the authorities and seeks someone else
to blame for the disaster.
d. Severe bodily reaction, This is the somatic reactions or conversion reaction.
The following are the principles used in psychological first aid:
a. Acceptance of ones own limitation in relief roles.
b. Acceptance of everyones right to his own feelings.
c. Acceptance of the casualtys limitation as real.
d. Evaluation of the casualtys potential quickly and accurately.
e. Encourage verbalization.

Lesson 4 - Rescue and Relief During Disaster or Calamities

OBJECTIVES:
At the end of the lesson the students are able to:

INTRODUCTION:

Define, rescue, relief, drowning, earthquake, conflagration, bums

List the specific actions of rescue operations for the following: drowning, earthquake, conflagration,
rescue,
List the factors in considering rescue operations
Enumerate the standing orders for any disaster health services

The rescue and relief during disaster or calamities will help alleviate the feeling of hopelessness due to the
suffering of the individual in the community. As a concerned citizen of the community, it is very helpful to be able to
understand what one can do in the rescue and relief during disaster so that no more additional accident and disaster will
arise. As a responsible citizen of the community, one just cannot stand by the way side and wait for more disasters to
occur, instead one has to share in the rescue and relief operations during this very trying times.
I-

Rescue and Relief During Disaster or Calamities

Rescue and relief operations are immediate reactionary measures conducted in connection with our desire to
help the victims who are adversely affected by a disaster or calamity, either through man-made or natural cases.
By definition, rescue means delivery from or to save from danger. It implies prompt action in freeing someone
or something from imminent danger or destruction or in releasing someone from captivity.
Relief on the other hand, means that which lessens pain or distress, or public assistance to the needy.
Rescue and relief are so closely related to each other that when rescue operation has been conducted, relief operation
usually follows.
II - Specifics of Rescue Operations
For drowning, several methods can be applied to save life:
a. wading rescue using an extension
b. throwing rescue using a line or buoy
c. swimming rescue using a floating support like kick-board, ring buoy or torpedo buoy.
In earthquake accidents, rescue is done in case people are buried alive in the debris. In this condition, pipes
of any diameter are inserted at different levels, at any direction in different places in the debris in order to serve as inlets
of air to minimize suffocation among the trapped victims and rescue work^ should be started immediately to extricate the
victims.
In a conflagration, one person alone should not do searching for a missing person in wrecked or burning building.
Teamwork is always better and safer in conducting a search in every room in every possible hiding place.
If a door is hot to touch, the searcher may expect to find fire or heated gases once he opens it. In this particular
instance, the searcher, should turn the doorknob, push (or/pull) and dock to one side behind the wall. This will protect the
searcher from flames or explosive gases.
When it is necessary to force an entry, check first that the door is locked. Entry may be made through a window
at any floor level, but it is better to choose a window over the main door so that ready use can be made of the stairway.
In forcing an entry, we should always be reminded of the two safety measures.
1. do not swing the large axe around you head to strike a door - it may touch a plate glass window;
2. do not charge a door with your shoulder - it may give way and cause you to be precipitated into a room
which may be heavily charged with smoke, the room may be on fire severely or the floor may be in a
dangerous condition.
Having gained entrance -The air is fresh nearest the floor and makes a circuit of the room, keeping one hand
touching the wall so as to keep your bearings and using the other hand as head guard and to test the floor ahead before
actually moving forward.
When desiring to cross a weakened floor, keep close to the wall as it is at this point that the floor joists are
strongest because they are supported by the wall and are less likely to give way under weight.
When crossing a floor in darkness, slide one foot in front of the other keeping the weight of the body on the rear
foot until satisfied that the floor is safe or that there are no holes or apertures on your path.

When descending stairs in smoke or darkness, do so backwards, in this manner the weight and balance of the
body will be on the leg that is still on the good tread until the next tread has been tested.
When looking for a missing person, start from the bottom of the house and walk upward. The rescuer, then
straddles the patient, crawl forward, dragging the victim beneath him. This is known as firemans drag.
To move an unconscious victim downstairs, place him on his back with his head towards the stairs. Then, he
should back down the stairs slowly, letting the victims feet trail. This is known as the Incline drag.
If the victim is on contact with a live wire, the rescuer must not touch him without first protecting oneself and he
should poke or pull the wire away from the victim with a dry stick, broom handle or rake handle. As a rescuer your primary
objective is to keep any injured person as safe as possible until emergency services arrive. Here are some pointers to find
out a victims condition:
III. Look at the Face
1. If he is flash, he may have skull fracture or serious injury.
2. If he is pale, he may be suffering from shock caused by bleeding, bums, broken bones, crushing injuries or fright.
3. If his lips and fingernails are blue, he may be suffocating or in state of shock.

Lacks p. 52
V - The DONTS are:
1. Do not heat the casualty or use hot water bottles as this draws blood from the vital organs to the skin.
2. Do not give the casualty anything to drink.
3. Do not move him unnecessarily. Leaving the casualty in the position found, frequently out weights the benefits of
any other action, The more serious the injury, the more important it is not to move the casualty more than
necessary.
VI - General Concepts of Rescue Operations
The key point in the rescue operation is the deployment of trained, well-equipped, coordinated rescue teams,
disaster action teams and medical teams to a disaster area. Along this concept several factors will be considered in
order to obtain the objective of an effective rescue operation.
The factors to be considered are:
1. Organizations/agencies/services which will carry out immediate on-site operations in a fully coordinated manner.
2. Different organizations /agencies /services working in clearly defined areas, or as integratec bodies, or as a task
force, depending upon the nature of rescue.
3. Responsible agency for on-site communication, on-site assessment of disaster situation, anc assessment of
human problems/requirements.
4. Provision made for relief of on-site personnel, for logistic support, for addition? equipment/facilities/ services, and
for feeding rescue personnel.
5. Availability of medical services at regional/local levels, its coordinating agency, and agenc responsible for its
planning.
6. Reception capacity of hospitals, sufficiency of hospital staffs, provisions for augmenting hospita staffs, and
provision for disaster expansion of existing hospitals.
,Jl

7. Affectivity/efficiency of existing ambulance services, expansion of ambulance service and with what transport,
with what personnel. Responsible agency for planning ambulance transport, ambulance routes and provisions for
forward/ rear ambulance shuttles.
8. Local conditions may hamper relief/rescue/first aid operations. Populace plays this very important role. Careful
planning should be taken to solve the problems.
It can be clearly noted that with all these factors taken into due consideration in rescue operation, Ihere is no
doubt that maximum success could be achieved.
VII. Standing Orders for Disaster Health Service
The approved standing orders are followed under the conditions described below:
1. In an emergency when no physician is available.
2. When specific orders for individual patients have not been written by attending physicians.
3. When the disaster action team worker is not able to reach the responsible physician for specific orders.
4. Orders by attending physicians for their patients supersede any Standing Order.
5. Medication dosage is indicated for adults only. Dosages for children must be reduced in proportion to the
age and size of the child.
6. All patients are referred to their own physician or other usual medical facilities as soon as possible.
Give T, L, C, therapy - To Listen Carefully - this indicates your willingness to help - help victims adjust to
emotional tensions, gain insight into his own feelings and ability cope with his problem.

Sometimes, just being there is ail that is needed.

Lesson 5 - Understanding Typhoon, Floods, Tsunamis and Earthquakes

OBJECTIVES:
At the end of the lesson the students are able to:
Define typhoon, floods, tsunamis, and earthquakes
Discuss the meaning of PAGASA
List the typhoon signals used in the Philippines
Identify the different signs used in the Beaufort Scale
Make an evacuation checklists
List the safety precautions during the approach and passage of the typhoons
Differentiate the types of floods
List the precautionary measures on floods
Identify and list the earthquake generator on the Philippine Archipelago
List the different precautions for the direct safety to human lives during a major earthquake
Introduction:
Typhoons, flood, tsunamis and earthquakes are natural calamities, It is an emergency situation and
sometimes people reacted too late to be saved. The NDCC with the information support of Philippine Geophysical and
Atmospheric Agency (PAGASA) is the agency of the government that helps anticipate prepare for, and respond to
disasters and major civil emergencies. The NDCCs main function is t<j coordinate national disaster relief services for
events such as hurricanes, tsunamis, floods, wildfire, an( terrorist attack,

It also coordinates disaster preparedness programs with all the Regional and Provincial authorities and with
Department of Social Welfare Development, Office of Civil Defense and with nonprofit organizations such as the
Philippine National Red Cross (PNRC). The NDCC also consolidates several government agencies to work together for
the common purpose in providing disaster relief services to all affected areas of the calamities and disasters.
I- Typhoons
Many scientists who study the atmosphere were first attracted to meteorology by the wonder of the typhoons.
All typhoons have two things in common: low atmospheric pressure at the typhoon center, and winds that are created by
the flow of air from higher pressure outside the typhoon toward the low pressure at the center. Wind, in other words, is
air thats being pushed by high pressure toward low pressure, Areas of low pressure occurs because the sun heats the
earth unequally. Storms, along with ocean currents, redistribute heat from the tropics to the middle latitudes and the
poles. Without storm and ocean currents, the tropics would grow hotter and hotter until the oceans boiled. In other words,
II Suns heat powers the weather. Air pouring into an area of low pressure from all sides rises because doesnt have any
place to go. As air rises, it cools, and if it cools enough water vapor in the air begins to condense.
This is why typhoons bring clouds and usually bring rain. A typhoon is an intense storm tropical origin, with
winds exceeding 64 knots (74kph) which forms over the warm northern Pacific Ocean and Southeastern China Sea. This
same type of storm is given different names in different regions of the world. In the United States, it is called a hurricane,
in Australia, a willy nilly, and in India a cyclone. In Phillppine version, a typhoon is an intense tropical disturbance
characterized by a low-pressure area at the center.
Tropical cyclones are classified according to the strength of the accompanying winds:
Depression. The maximum wind speed of depression is less than 63 kilometers per hour (kph).
Tropical Storm. The maximum wind of the tropical storm ranges from 63 kph to 118 kph.
Typhoon. The wind speed is 118 kph or more.
The choice of giving womens names for typhoons instead of boys name is purely arbitrary. In the course of
a typhoon, it is necessary that one should know its most dangerous part. If you are facing in the direction toward which
the typhoon is moving, the side to your is called the right side of the typhoon. This is the dangerous half of the
typhoon because the winds are strongest on this side.
- Storm Signals
Everyone should take all necessary precautions during the approach and passage of a typhoon. It is
important to be familiar with the following storm signals, which are broadcast in the radio.
Meaning of typhoon signals (Public Storm Warning Signal)
:Number 1 in black painted against a white background :One siren blast of 45 seconds duration.
Meaning Existence of a tropical cyclone. In the areas where this signal is displayed or sounded, winds up to 60 kph
(approximately 40 miles per hour or 35 knots) may be expected within 36 hours.
Remarks :When wind speed up to 60kph are expected within 36 hours, the.sound signals shall be shown at
6:10 AM, 12:10 PM, 6:10 PM , 12:10 AM. This means that the alert is on and the people are advised to

watch for further developments. In the meantime, however, business may be carried on as usual except
when there is flood. If the tropical cyclone moves closer or intensifies, the next higher signal occurs or will be
displayed. But if it dissipates or moves away, this signal shall be lowered.
PSWS No. 2
Display :Number 2 in black painted against a white background.
Sound Signal :Two siren blast of 45 seconds duration each, one immediately following the other.
Meaning :The tropica! cyclone is approaching or passing dose to the areas where this signal is displayed or sounded. Winds
from 60 to 100kph (approximately 40 to 60 miles per hour to 35 to 55 knot) may be expected within 24 houRemarks :When
the wind speeds 60 to 100kph are expected within 24 hours the sound signals shall be blown at 6:10 AM 12:00 PM, 6:10
PM and 12:10 AM. People are now cautioned to avoid unnecessary risks and take precautions. Among such measures to
be observed are; children, especially, should not be allowed outdoors, structures of light materials should be supported
against the winds, banana plants and like vegetables should be topped to minimize damage, etc. In case the tropical
cyclone weakens or moves away such that the winds expected would now be only 60 kph or less, Signal No. 1 shall be
sounded or displayed. However, if the tropical cyclone intensifies further or moves very close to a locality such that winds in
excess of 100 kph could now be expected, Signal No. 3 shall then be raised immediately.
:Number 2 in black painted against a white background.
:Three siren blast of 45 seconds duration each one immediately following the
Meaning :
The center of the tropical cyclone is expected to pass very close or over the areas
where Signal No. 3 is displayed or sounded. Winds in excess of 10Okph (approximately 60 mph or 55
PSWS No. 3
knot) would be expected over these areas within the next 12 hours.
Remarks ;This signal corresponds to the most dangerous situation under this system of warnings. The
Display
sound signal may be sounded anytime if the wind speeds are expected to exceed 100 kph within the next
12 hours. If these continue to exist the sound signal will then be blown at the specified times of 6:10 AM,
Sound Signal
12:10 PM and 6:10 PM and 12:10 AM. People are now advised to seek shelter in strong buildings and
stay indoors, as there is great danger to life and property due to the very strong winds and floodothers.
producing rains. When the tropical cyclone dissipate or move away the signal would be reduced or
lowered according to the force of the expected winds.
: Number 4 in black painted against a white background : Long siren blast without stopping.
Meaning : A very intense typhoon will affect the locality, with very strong winds of more than 185 km per
hour and will be expected in less than 12 hours.
PSWS No.
Remarks : This signal corresponds to the most dangerous situation under this system of warnings. The
4
sound signal may be sounded anytime if the wind speeds are expected to reach 185 kph within the next
10 hours. With PSWS No. 4, the locality is very likely to be hit by the eye of the
Display
[56]
Sound
Signal

typhoon. People are now advised to seek shelter in strong buildings and stay indoors, as there is great
danger to life and property due to the very strong winds and flood-producing rains. When the tropical
cyclone dissipate or move away the signal would be reduced or lowered according to the force of the expected
winds.
Ill - Determination of Wind Direction and Speed
In the absence of scientific instrument in determining the wind direction and speed by observing the drift of
smoke from elevated chimneys , movement of leaves, streamers or pennants fixed to a flagpole. Estimating wind speed
may use the Beaufort Scale of wind force on movable objects such as the following:
Beaufort Scale

Wind Sneed KPH

Smoke Rises

0-1

Smoke Drips

2-5

Leaves rustle, Flags Flaps

6-11

Leaves and twigs moves

6-11

Branches move, flag flap

20-29

Small trees sway, Flag Ripple

51-61

Twigs break, walking difficult

62-74

Signs, antennas blown down

62-74

Tree uprooted, damage to building

87-184

Country side devastated bv TvDhoon

185 or more

Typhoon Evacuation Checklist

It is economical for families to have five days worth of supplies in their typhoon survival kits as other items listed
below for use at the shelter and/or upon return to your home.
Step 1. Ensure your vehicle has a full tank of fuel.
Check tire pressure and inspect oil and break fluid,
Arrange with proper authority for physically and mentally handicapped member of the family for possible evacuation.
Step 2. Obtain cash for emergency.
Step 3. Pack non-perishable food and water.
Food that require no cooking.
Ready to eat foods.
Include can opener and plastic or disposable utensils.
Include toiletries.
Step 4. Pack important documents and papers.
Birth and marriage certificate.
Passport
Wills and power of attorney.
Computer disc with valuable information

Old valuable pictures.

Step 5. Pack clothing, bedding and bathing supplies.
Pants, shirts, underwear and socks, etc.
Pillow, bed sheet and blanket.
Towel and face cloth.
Personal hygiene item,
A fully charged Cell phone.
Step 6. Inspect the house for loose items.
Trash can and rereptacles,
Lawn and patio tables/chairs. G.l. sheets
Secure TV antenna or satellite disc
Unplug appliances (TV, stereos, refrigerator and computer, etc.)
Turn off main power switch and shut off valve of cooking gas cylinder.
Step 7. Move your pets and livestock to the designated shelter. If you Must Evacuate
Threatened families are encouraged to stay at the designated local evacuation camps.
Evacuation of physical and mentally handicapped should be given priority.
Obey instructions of local authorities.
Place your survival kit and other supplies in a waterproof bag.
Leave your pets and other livestock in an approved animal shelter.
If you are residing in dormitories, boarding house or transients quarters, familiarize yourself wit the evacuation pick
up points.
Cooperate with local authorities to ensure that the entire evacuation process goes smoothly.
- If Evacuation Is Not An Option:
Be sure that your house can withstand strong winds, elevated enough to survive flood/flas floods and not within the
landslide prone area.
Prepare your home the best way you can because most damage will be done by strong winds The rest of the
damage will be flooding.
Once a typhoon occurs, do not attempt to flee your home. Remain in the innermost shelter an protect yourself with
blanket mattresses or tarpaulin under the table.
Never use the ceiling of your house as an escape option in case of flooding.
Do not expose yourself by going outside your house to retrieve forgotten tools etc.
Always have an emergency escape option.
Keep listening to your battery operated radio for severe weather updates,
If electrical power fails, use only flashlights, never use candles or kerosene lamps durin typhoons.
Never cook during the typhoon.
- Conduct at the Evacuation Camp
Register your name at the evacuation camp.
At the height of the typhoon, continuous monitoring of the weather situation is necessary insid the evacuation camp.
Because of the close quarter environment, respect other Internally Displaced Persons (IDPS) rights and recognize
the need for cooperation.

No intoxicating beverages or illegal drugs are to be brought into evacuation camps. Weapons are also prohibited.
Head of Family is responsible for the conduct of the family member.
Do not destroy things and fixtures inside the evacuation shelter.
Do not leave your belonging and/or valuables unattended.
Safety Precautions During The Approach And Passage of Typhoons
Keep your radio on and listen for the latest Weather Bureau Bulletin and announcements.
Pay no attention to rumors.
Get away and stay away from low-lying beaches or other locations, which may be swept by high tides or storm waves
If your house is up out of the danger of high tide and is well-built or anchored, then it is probably the best place to
weather out the storm.
Board up windows, Use good lumber securely fastened. Makeshift boarding may do more damage than good.
Whenever applicable, anchor house with strong guy wires.
Get extra food, especially things, which can be eaten without cooking or with very little preparations. Remember that
electric power may be cut off.
If emergency cooking facilities are necessary, be sure they are in working order.
Store water as water service may be cut off.
Have a flashlight in working condition and keep it handy.
Check on everything that may blow away or turn loose. Flying objects become dangerous during typhoons.
If the eye of the typhoon passes over place, there may be a lull lasting for a few minutes to half an hour. Stay in safe
place. Make emergency repairs during juH if necessary, but remember the wind will return suddenly from the opposite
direction, frequently with even greater force.
BE CALM. Your ability to meet emergency will inspire others and help them.
Floods
Flood is the condition that occurs when water overflows the natural or artificial confinements of u stream or body
of water, or when run-off from heavy rainfall accumulates low lying areas. It is often the result of water overflow from rivers
and streams after a heavy downpour and rainstorms.
Types of Flood:
Slow Onset Floods

3. Localized Floods

Flash-floods

4, Coastal Floods

Adverse Effects of Floods:

Injury and loss of

water.

lives and properties,

Ion During
Flood

living In low lying areas, winy with

lahar or active volcano nearby. Living near
coastal area.

IX Piocautlonary Measures On Floods.

Water supply contamination of wells and ground

Crops and food supplies, harvests and food stuff

may be lost.

Damage to infrastructure and facilities like hospitals, clinics, schools, road, telephone lines and electricity suL Istod below
are the following precautionary measures in case of floods. They are the following:
Occupants of dwellings situated close to banks of rivers subject to sudden rise in water levels during rainstorms,
should prepare to evacuate to high ground, when typhoon warnings are issued.
Evacuation plan should be made in advance. Each member of the family should be given specific instructions and
responsibilities in case of evacuation.
Occupants of dwellings affected by swift currents should evacuate to high areas when the depth of flood is still
below knee depth.
When a typhoon warning is announced batten down or secure weak habitations against being carried away by swift
currents.
Do not go swimming or boating on rivers when in flood.
Drink only boiled water during and immediately after a flood,
Eat only well cooked food during the flood emergency.
Avoid unnecessary exposure to the elements.
Submit to immunization against cholera, dysentery and typhoid as required by health authorities.
X- Tsunami or Tidal Waves
Tsunamis are produced impulsively by undersea earthquakes on trenches or other subduction zone on a
massive scale or, less frequently by volcanic eruption, underwater landslide or meteorite impact. It is a series of traveling
ocean waves of long length and period usually caused by seismi disturbances in the ocean floor of confines which upon
reaching the shore, loss speed but increases in height.
Along the coasts, sea waves called tsunamis that accompany some large earthquake centered under the
ocean can cause more death and damage than ground shaking. They can strik without warning, often in places very
distant from the epicenter of the earthquake. Tsunami waves are sometimes inaccurately referred to as tidal waves, but
tidal forces do not cause them. Rather, tsunamis occur when a major fault under the ocean floor suddenly slips.
Vulnerable Population during Tsunami
Living within the coastline facing trench.

Living near riverbank up to one kilometre Inland with a moderate elevation from th mouth of the river leading to
the ocean.
Living in an island with low elevation.

Adverse Effects of Tsunami

Scour the sediment and can coitapse ports.
Force of water can rage everything along its path.
Withdrawal of the waves from shore can batter structures and boats.
Death occurs principally by drowning and injuries from battering by debris.
Crop harvests, food supplies and livelihood may be loss. Land may render infertile due to saltwater intrusion.
Iuttlble Risk Reduction Measures
Tsunami can be forecasted within a few minutes once an earthquake occurs under this (.ondltlon. Tsunamis
cannot be avoided by appropriate actions. The adverse effect can be mitigated by oilni.tive planning, protecting building
along coasts and houses on stilts, and build barriers such as 1iwikwater.
XI Preparedness for Tsunamis
Preparedness is important. If a house and workplace is located at tsunami prone areas, learn ii mt tsunami
disaster plan,
Be familiar with the different warning system in your locality. Discuss it with the family.
Beware of the tidal conditions around your area - the high tide and low tide.
Know the height of your street above sea level and the distance of your street from the coast.
Plan an evacuation route from home, school, workplace or any other place away from the tsunami prone areas.
Identify a safe area for evacuation 100 feet above sea level. .
Familiarize and follow posted evacuation route, this will lead you to safety and shelter location and practice it under
time pressure.
Familiarity may save ones life, and enable the person to follow escape route at night and during inclement weather.
Practicing a plan will require less thinking during actual emergency.
Discuss tsunami with family so that everyone knows what to do.

1mi river Erosion in river banks and farmland.

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