MODULE-I-Intro-to-NSTP-Self-Awareness-STUDENT-COPY.docx

**NATIONAL SERVICE TRAINING PROGRAM 1** **MODULE LECTURE** **MODULE 1: INTRODUCTION TO NSTP & SELF-AWARENESS** +-----------+-----------+-----------+-----------+-----------+-----------+ | **Session | **Desired | **Content | **Instruc | **Assessm | | | No. / | Student | ** |...

**NATIONAL SERVICE TRAINING PROGRAM 1** **MODULE LECTURE** **MODULE 1: INTRODUCTION TO NSTP & SELF-AWARENESS** +-----------+-----------+-----------+-----------+-----------+-----------+ | **Session | **Desired | **Content | **Instruc | **Assessm | | | No. / | Student | ** | tional | ent** | | | Week** | Learning | | Delivery | | | | | Outcomes* | | Design** | | | | | * | | | | | +===========+===========+===========+===========+===========+===========+ | | | | **ILO** | **TLAs** | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **2 -- | 1. Discu | **I.INTRO | | | n | | | of | S | | ========= | Log | | | the | OF NSTP** | | ========= | | | | Natio | | | ========= | Analytic | | | nal | - NSTP | | ========= | Rubric | | | Servi | Law & | | ========= | Objective | | | ce | Imple | | | Test | | | Train | menting | | | | | | ing | Rules | | | | | | Progr | and | | | | | | am. | Regul | | | | | | | ation | | | | | | 2. 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Relat | | | | | | | e | | | | | | | onese | | | | | | | lf | | | | | | | to | | | | | | | other | | | | | | | s | | | | | | | to | | | | | | | disco | | | | | | | ver | | | | | | | purpo | | | | | | | ses, | | | | | | | abili | | | | | | | ties | | | | | | | and | | | | | | | limit | | | | | | | ations. | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ +-----------------------+-----------------------+-----------------------+ | |  | **TO THE NSTP | | | | STUDENTS** | +=======================+=======================+=======================+ | | In this module, you | | | | will have a review of | | | | the principles, | | | | components, and | | | | policies and | | | | guidelines of NSTP | | | | II. | | +-----------------------+-----------------------+-----------------------+ | | | **Let's read this** | +-----------------------+-----------------------+-----------------------+ | | **Overview** | | | | | | | | This module deals | | | | with the latest IRR | | | | of RA 9163, otherwise | | | | known as the National | | | | Service Training | | | | Program (NSTP) Act of | | | | 2001, which was | | | | issued on November | | | | 13, 2009. The | | | | Commission of Higher | | | | Education (CHED), | | | | Technical Education | | | | and Skills | | | | Development Authority | | | | (TESDA), and | | | | Department of | | | | National Defense | | | | (DND), in cooperation | | | | with other concerned | | | | government agencies, | | | | the Philippine | | | | Association of State | | | | Universities and | | | | Colleges (PASUC), the | | | | Coordinating Council | | | | of Private | | | | Educational | | | | Associations of the | | | | Philippines | | | | (COCOPEA), | | | | non-governmental | | | | organizations (NGOs), | | | | and other well-known | | | | organizations, | | | | jointly issued, | | | | adopted, and | | | | promulgated the | | | | aforementioned IRR | | | | for the NSTP. | | | | | | | | **History and Legal | | | | Bases** | | | | | | | | Section 12 of | | | | Republic Act of No. | | | | 9163, otherwise known | | | | as the National | | | | Service Training | | | | Program (NSTP) Act of | | | | 2001, the (CHED), | | | | (TESDA) and (DND) in | | | | consultation with | | | | concerned government | | | | agencies, the | | | | Philippine | | | | Association of State | | | | Universities and | | | | Colleges (PASUC), the | | | | coordinating Council | | | | of Private Education | | | | Association of the | | | | Philippines (CoPEA), | | | | Non-Government | | | | Organization and | | | | recognized student | | | | organization, hereby | | | | jointly issue, adopt | | | | and promulgate the | | | | following | | | | implementing rules | | | | and regulations to | | | | implement the | | | | provision of the Act. | | +-----------------------+-----------------------+-----------------------+ | | **Rationale of the | | | | National Service | | | | Training Program | | | | (NSTP**) | | | | | | | | **THE PRINCIPLE | | | | BEHIND RA 9163** | | | | | | | | **Section 1. Guiding | | | | Principles** | | | | | | | | ***What is the prime | | | | duty of the | | | | government to its | | | | citizens?*** | | | | | | | | 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. | | | | | | | | [ ] The | | | | NSTP on the Role of | | | | the Youth | | | | | | | | **Section 2. Role of | | | | the Youth** | | | | | | | | 1\. "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." | | | | | | | | 2\. "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." | | | | | | | | As mandated by the | | | | government, the City | | | | College of Angeles | | | | (CCA) shall implement | | | | Republic Act (R.A.) | | | | 9163 also known as | | | | the NSTP or National | | | | Service Training | | | | Program through the | | | | Community Extension | | | | Office (CEO). One of | | | | the thrusts of the | | | | program is the | | | | enhancement of civic | | | | consciousness and | | | | defense preparedness | | | | among Filipino youths | | | | by inculcating among | | | | them the ethics of | | | | service and | | | | patriotism through | | | | any of its three | | | | program components: | | | | Reserve Officers\' | | | | Training Corps | | | | (ROTC), Literacy | | | | Training Service | | | | (LTS) and Civic | | | | Welfare Training | | | | Service (CWTS). For | | | | the initial year of | | | | operation, the CEO | | | | will focus on the | | | | implementation of the | | | | CWTS and LTS program | | | | components with | | | | concerned government | | | | agencies in the next | | | | three years. | | | | | | | | The **Community | | | | Extension Office | | | | (CEO)** implements | | | | the NSTP within the | | | | CCA's mission-vision | | | | of forming socially | | | | responsible | | | | individuals and | | | | agents of change. It | | | | also envisions not | | | | just producing | | | | world-class and | | | | globally competitive | | | | professionals but | | | | also individuals who | | | | will serve as future | | | | leaders for community | | | | development and | | | | nation-building. | | | | | | | | **VISION** | | | | | | | | *The City College of | | | | Angeles envisions | | | | itself as an | | | | Institution of Hope, | | | | a premier educational | | | | institution producing | | | | world-class and | | | | globally competitive | | | | professionals as well | | | | as technically | | | | capable individuals | | | | who will serve as | | | | future leaders for | | | | community development | | | | and nation building.* | | | | | | | | **MISSION** | | | | | | | | *The City College of | | | | Angeles is | | | | responsively | | | | committed in | | | | providing quality | | | | education for the | | | | holistic development | | | | of future | | | | professionals who can | | | | collaboratively work | | | | locally and | | | | globally.* | | | | | | | | **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 | | | | youth's active | | | | contribution to the | | | | general welfare; | | | | | | | | **COMPONENTS OF | | | | NSTP** | | | | | | | | A. **Reserve Officers | | | | Training Corps | | | | (ROT**C) -- refers to | | | | the Program component | | | | institutionalized | | | | under sections 38 and | | | | 39 of Republic Act | | | | No. 7077, designed to | | | | provide military | | | | training to tertiary | | | | level students in | | | | order to motivate, | | | | train, organize and | | | | mobilize them for | | | | national defense | | | | preparedness. | | | | | | | | B. **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 of | | | | their services. | | | | | | | | C. **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 | | | | services. | | | | | | | | **Coverage of the | | | | NSTP Law** | | | | | | | | 1\. All incoming | | | | freshmen students, | | | | male and female, | | | | starting School | | | | Year (SY) | | | | 2002-2003, enrolled | | | | in any | | | | baccalaureate and | | | | in at least two (2) | | | | years of technical | | | | and vocational or | | | | associate courses, | | | | are required to | | | | complete one (1) | | | | NSTP component of | | | | their choice, as a | | | | graduation | | | | requirement. | | | | | | | | 2\. All higher and | | | | technical-vocational | | | | education | | | | institutions must | | | | offer at least one | | | | (1) of the NSTP | | | | Components; | | | | | | | | 3\. Universities and | | | | Colleges (SUCs), | | | | shall offer the | | | | ROTC component and | | | | at the least one | | | | (1) NSTP Component; | | | | | | | | 4\. The Philippine | | | | Military Academy | | | | (PMA), Philippine | | | | Merchant Marine | | | | Academy (PMMA), | | | | Philippine National | | | | Police Academy | | | | (PNPA), and other | | | | SUC of similar | | | | nature, in view of | | | | the special | | | | character of these | | | | institutions, are | | | | exempted from the | | | | NSTP; | | | | | | | | 5\. Private higher | | | | and technical | | | | 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). | | | | | | | | **Duration and | | | | Equivalent Course | | | | Unit** | | | | | | | | **What will the | | | | students receive | | | | after completing the | | | | NSTP Program?** | | | | | | | | Every student will be | | | | given a **certificate | | | | of completion** with | | | | corresponding serial | | | | number by CHED, TESDA | | | | and DND as reflected | | | | in Rule 6, section 12 | | | | of RA 9163. A | | | | graduate of the CWTS | | | | and LTS Components of | | | | the NSTP shall belong | | | | to the National | | | | Service Reserve Corps | | | | (NSRC) and could be | | | | tapped by the state | | | | for literacy and | | | | civic welfare | | | | activities especially | | | | in times of | | | | calamities, while | | | | those graduates of | | | | ROTC shall form part | | | | of the Citizen Armed | | | | Forces pursuant to | | | | Republic Act No. 7077 | | | | as stipulated in Rule | | | | 5 sections 11a and | | | | 11c of the NSTP Law. | | | | | | | | **CCA-NSTP | | | | IMPLEMENTING | | | | GUIDELINES** | | | | | | | | 1. | | | | | | | | | | | | | | | | a. b. c. d. | | | | | | | | - - | | | | | | | | 2. | | | | | | | | | | | | | | | | a. b. c. | | | | | | | | | | | | | | | | 3. | | | | | | | | +--------+--------+ | | | | | | Class | | | | | | | Standi | | | | | | | ng: | | | | | | | Classr | | | | | | | oom | | | | | | | Activi | | | | | | | ties/P | | | | | | | roject | | | | | | | s, | | | | | | | Journa | | | | | | | ls, | | | | | | | Quizze | | | | | | | s, | | | | | | | etc. | | | | | | | | | | | | | | Major | | | | | | | Examin | | | | | | | ation | | | | | | | or | | | | | | | Commun | | | | | | | ity | | | | | | | Involv | | | | | | | ement | | | | | +--------+--------+ | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **References** | | | +-----------------------+-----------------------+-----------------------+ *City College of Angeles Students Handbook* *Holy Angel University NSTP Program Manual* *Lee, Sergio J. National Service Training Program (CWTS 1) (LTS 1). Adamson University. C&E Publishing 2007* [*https://helpdesk.benilde.edu.ph/knowledge-base/what-is-nstp/*](https://helpdesk.benilde.edu.ph/knowledge-base/what-is-nstp/) *Mapua Institute of Technology, NSTP Program Module* **SELF-AWARENESS**  **TO THE NSTP STUDENTS** -- --------------------------------------------------------------- -------------------------- A picture containing text Description automatically generated **Let's read this** **Overview** **Self-Awareness** Self-awareness is having a clear perception of our personality including strengths, weaknesses, thoughts, beliefs, motivation, and emotions. Self-awareness allows you to understand other people, how they perceive you, your attitude and your responses to them in the moment. We might quickly assume that we are self-aware, but it is helpful to have a relative scale for awareness. If you have ever been in an auto accident, you may have experienced everything happening in slow motion and noticing details of your thought process and the event. This is a state of heightened awareness. With practice, we can learn to engage these types of heightened states and see new opportunities for interpretation in our thoughts, emotions, and conversations. **Nature of Self Awareness** According to Birch (1997), one of the crucial processes in the early years of the child's life is the development of sense of self. Gardner (1982) suggests that there are a number of factors that children should know. They should: 1. 2. 3. We have self-awareness if we can see ourselves by taking into account the attitudes and perspectives of others. Self-esteem is the part of self-concept in which we judge our own competence in comparison to others. **Key Areas for Self-Awareness** Human beings are complex and diverse. To become more self-aware, we should develop an understanding of ourselves in many areas. Key areas for self-awareness include our ***personality traits, personal values, habits, emotions, and the psychological needs*** that drive our behaviors. - - - - - **The Self** Self is an aspect of human being that reflects the individual\'s emotional, psychological, spiritual and total personality. Self-awareness , on the other hand, means to accept one's self, one's strengths and weakness to the extent that one develops a clear picture of personhood; to reveal oneself to others by investing or taking risks towards growth; and to express one's feelings, consonant and dissonant in a loving concern. Every one of us has an obligation to ourselves, but there are times that we are facing difficulties in understanding these obligations. One of the reasons is how we understand exactly what 'self' is. One way to understand this selfhood, is to conceive it as a personal role that one plays in the general drama of life. In the totality of human history, I have my own unique role to play because of the presence of individual differences. It is a role that includes responsibilities that are to be faced, decisions that are to be made, relationships and involvements that are to be lived and work that is to be performed. In understanding our selfhood, there are certain moral obligations that arise. If a person has a particular life to live then he has a basic responsibility toward that life. He has the obligation to see that life is 'lived' to its fullest. He should play his role as well as he can and not neglect it. **The Self-Management Sequence** The self-management sequence -- The five steps that control your success or failure: 1. 2. 3. 4. 5. **Levels of Self - Talk** 1. 2. 3. 4. 5. **Concepts of self -awareness** - - - - - **Why develop Self-awareness?** As you develop self-awareness, you are able to make changes in the thoughts and interpretations you make in your mind. Changing the interpretations in your mind allows you to change your emotions. Self-awareness is one of the attributes of emotional intelligence and an an important factor in achieving success. Self-awareness is the first step in creating what you want and mastering your abilities. When you focus your ***attention***, your ***emotions***, ***reactions***, ***personality and behavior*** determine where you go in life. Having self-awareness allows you to see where your thoughts and emotions are taking you. It also allows you to see the controls of your emotions, behavior, and personality so you can make the changes you want. Until you are aware in the moment of the controls to your thoughts, emotions, words, and behavior, you will have difficulty making changes in the direction of your life. **Self-Awareness Theory** Self-Awareness Theory states that when we focus our attention to ourselves, we evaluate and compare our current behavior to our internal standards and values. We become self-conscious as objective evaluations of ourselves. However, self-awareness is not to be confused with self- consciousness. Various emotional states are intensified by self-awareness. However, some people may seek to increase their self-awareness through these outlets. People are more likely to align their behavior with their standards when made self-aware. People will be negatively affected if they don't live up to them personal standards. Various environmental cues and situations induce awareness of the self, such as mirrors, audience, or being videotaped or recorded. these cues also increase accuracy of personal memory. **A. "The Johari\'s Window"** One of the greatest gifts we could give to ourselves is to seek, find, and apply truth in our life. The **Johari Window** was invented by Joseph Luft and Harrington Ingham in the 1950s as a model for mapping personality awareness. This is the path to becoming a healthy person. Aligning ourselves with the truth permits a better person to eventually emerge from within. The Johari Window helps us to categorize conscious and subconscious areas of our life. The window works much like a grid. It goes from the obvious and more conscious areas of our life to the less obvious areas that we may not be aware of. The Johari Window can be looked at from many angles and provides four basic forms of the Self ***(the Public, Private, Blind, and Undiscovered Self).***  1. ***The Public Self*** - is what you and others see in you. You typically do not mind discussing with others this part of you. Most of the time you agree with this view you have and others have of you. 2. ***The Private or Hidden Self**-* is what you see in yourself but others don't. In this part you hide things that are very private about yourself. You do not want this information to be disclosed for the reason of protection. It could also be that you may be ashamed of these areas due to vulnerability to having your faults, weaknesses, and dysfunctions exposed. This area equally applies to your good qualities that you don't want to advertise to the world due to modesty. 3. ***The Blind Self-*** is what you do not see in yourself but others see in you. You might see yourself as an open-minded person when, in reality, people around you consider you an anatomical posterior (wink). This area also works the other way. You might see yourself as a "dumb" person while others might consider you incredibly bright. Sometimes those around you might not tell you what they see because they are scared of you, fear offending you, or might consider it a waste of time. It is in this arena that people sometimes detect that your talk and your walk don't match. Sometimes body-language shows this mismatch. 4. ***The Undiscovered or Unknown Self-*** is the self that you cannot see nor others around you. In this category there might be good and bad things that are out of the awareness of others and yours. The unknown area could also include represses or subconscious feelings rooted in formative events or traumatic past experiences which can stay unknown for a lifetime. **B.** **Stages of Self-Discovery** Self-awareness is developed through practices in focusing our attention on the details of our personality and behavior. Having self-awareness allows us to see where our thoughts and emotions are taking us. It also allows us to see the controls of our emotions, behavior, and personality so we can make changes we want. ***Stage 1 is Self-protection*** We are unaware of ourselves and we like it that way, sometimes ferociously so. We don't know why we feel like we feel, do what we do or think what we think. We are reactive. We think other people are "doing it to us." We get angry, hurt, bitter, resentful, happy, thrilled and overjoyed by whatever happens to us. What is "out there" defines how we experience life. Our overriding concern is our own safety and well-being. We are needy, insecure and self-absorbed. " It's all about my attitude." ***Stage 2 is Self-awareness.*** We become aware of what is going on inside ourselves, brought on by those outside triggers. We realize that other people cannot "make" us happy or unhappy. We are choosing. We are deciding. Because we decide how we respond, we realize that we control how we feel. We realize that we have "beliefs" and "expectations." These are the rules of life by which we "judge" external events and thereby react to them as "good" or "bad." When we change our beliefs, we change our experience. We are in control. Our overriding concern is changing ourselves in order to handle life better. We need a lot from ourselves, but not from others. ***Stage 3 is Self-acceptance.*** We accept our faults. We are true to ourselves. We let the world see who we are. We live as if we have nothing to hide and nothing to prove. In doing so, we begin to "forget" about ourselves. We are comfortable in our own skin. The only problem is, other people don't necessarily like this new quality in us. Our authenticity is pushing their self-protective buttons, dragging them towards a self-awareness they don't want. The result is often damaged relationships with people who can't go where you are going. Sometimes, it's best to let them go. Sometimes, you need to change for their benefit, such as for your spouse. This is where we get pushed into the fourth stage. ***Stage 4 is Self-empowerment.*** This stage happens when we are willing to intentionally make changes for the benefit of others. These changes come at our expense. It is an ego-shrinking experience that liberates us. We begin to know at a deep level that we can handle whatever life throws at us. We are flexible yet clear about our boundaries. The idea that it's "not about me" takes root at a deep, visceral soul level. We get over things quickly and we have a cheerful soul even in the face of great difficulties. With this level of inner peace and self-esteem, we become truly present to what is happening around us. We see past the facades that people publicly present to the real person behind the mask. We have no desire to unmask them or change them. We see them, we accept them, and we don't react to them unconsciously. Our overriding concern is to be helpful to them as they need it currently and stage in their lives. We need nothing from them. We have all we need from the inside. We have undergone a spiritual transformation. **C. Importance of Self-Awareness to One\'s Life** ***1. Self-aware is self-assured*** Self-awareness is an important skill to acquire (yes, it is a skill and not an inherent ability) because it is an attitude that will help you face problems better and get along with people well. When we are self-aware, we have a skill set that can build bridges, so to speak, rather than burn relationships down. To be self-aware is to be emotionally intelligent. We become someone who can take life's turbulence in stride with a smile on your face and peace in your heart. It is an important key to success. ***2. Self-awareness helps us to become open-minded*** This means not judging a person or a situation based on personal beliefs, behavior, or attitude. Accept people without bias and always put yourself in other people's shoes (without compromising your own values). In the instances that other people hurt or put you down you will be able to stand up for your rights and assert yourself with composure.  *3. **Self-awareness builds empathy*** If you have a better understanding on how you think, feel, and react to a situation you also get to understand why people act the way they do. This is empathy. Why do we need to empathize? For the simple reason that it feels so much better knowing you ***do not*** deliberately hurt other people's feelings even if you got hurt yourself and that you interact with integrity even if those whom you are talking to or dealing with are not. At the same time in the process of becoming self-aware you also stunt the progress of negative traits like arrogance and self-righteousness. Moreover, when you are self-aware you get to build stronger and better relationships with your family and friends.