A Life Skills Training Manual

Transcription

Skills for
Daily Living
Agnes B. Villegas • Ma. Malaya F. Oebanda
Skills for
Daily Living
FOREWORD
Child exploitation and child slavery robs off children their right to a decent childhood.
Visayan Forum exposes and acts on the sad plight of migrant women and
children with its effective strategies and holistic approach to intervention that are being
honed and perfected through the years. Its interventions against human trafficking and
child domestic work involve prevention, protection and reintegration and such efforts
continuously evolve as long as the fundamental rights of working children are being
compromised. There is a conscious effort on the part of the organization to integrate
our experiences in developing effective programs that ensure full child participation and
gender equality among Filipino children and migrants everywhere in the world.
Visayan Forum doesn’t stop with mainstreaming the issues, mobilizing
critical mass, advocating for legislations and working with multi-sectoral partners and
communities. To bring child protection to a full swing, children and youth are provided
with basic life skills that will complement other psychosocial interventions (such as
Step-UP and livelihood skills training) in order to increase their chances for a decent
and abuse-free life. The Life Skills Manual is our attempt to respond to the issues and
learning needs of child domestic workers, TIP survivors, children and youth in poor
communities by sharing knowledge, attitude and skills that will allow them to cope with
ever challenging situations at home, in school and in their communities. It also aims
to help mitigate the effect of abusive experiences or prevent its occurrence. This is
our simple manual which we hope can contribute to the overall efforts in fully realizing
children’s rights. That other issues closely linked to child trafficking and child labor --violence against children and women, gender discrimination, and other forms of abuse
and neglect will all be addressed. And that the basic right to development, survival,
education and participation will be enjoyed by every Filipino child.
Ma. Cecilia Flores-Oebanda
President, Visayan Forum Foundation, Inc.
ii
ACKNOWLEDGEMENT
The production of Life Skills Manual was made possible through the help of
the following people and organizations:
Philippine Educational Theater Association, for sharing with us creative and
indigenous methodologies of learning and for inspiring us to reach in (the child within us) in
order to reach out to vulnerable children and youth;
CAP Foundation, India, Consuelo Foundation, Inc., Foundation for Adolescent
Development, Inc., for imparting valuable insights and lessons learned from their experiences
of developing their own Life Skills Modules;
To the Executive Committee of Visayan Forum Foundation, for helping us
conceptualize the entire manual, for continuous guidance and support and for having
faith in our capabilities;
Trainers and service-providers of Visayan Forum Foundation who shared
their ideas, expertise and time during consultation-workshops and pretests and whose
comments and suggestions helped us improve the content of this manual;
Our foreign volunteers, Helen O’Reilly and Shona Black who shared useful
reference materials and helped us pretest the modules with commitment and enthusiasm;
to Andrew Aqui for editing the manual;
Cecil Ani F. Oebanda for the inside pages illustrations;
The children and women whom we have served and worked with, thank you
for always inspiring us to do better in order to help you reach your aspirations in life.
May you truly benefit from this endeavor.
And to all the people, who, in one way or another helped us develop and
enhance the Life Skills modules, our heartfelt gratitude.
iii
TABLE OF CONTENTS
Foreword
i
Acknowledgement
ii
Introduction
iv
vi
Life Skills as Basic Psychosocial Intervention
Purpose of This Manual
vii
Development of Modules
vii
How to Use the Manual
ix
General Tips for the Facilitators
xi
Module 0 Induction Module 1
Module 1 Self Management & Coping
17
Module 2 Communication & Interpersonal Skills
43
Module 3 Critical Thinking & Decision Making
71
Module 4 Action Planning
5
Appendices
105
Reference 113
iv
INTRODUCTION
Child abuse is still a fiercely growing global problem. It is an issue linked
to child trafficking, child labor, violence against children, gender discrimination and
neglect of children’s basic right to survival, protection, development and participation.
Many children from around the globe suffer from the cruelest forms of child slavery which
steal their right to a decent childhood.
Heightened awareness on the complex issues of human trafficking and its
devastating impact on the lives of individual victims has further intensified national
and international efforts to eliminate one of the worst forms of human rights violation.
Global interventions are geared towards prevention of trafficking cases, prosecution of
traffickers and protection of victims. The continuous growth and expansion of human
trafficking as an underground business thrives in a person’s vulnerability to exploitation
as determined by economic, political and socio-cultural factors.
Many of the children are lured to work away from home and are led to believe
the tempting promises of traffickers. Child traffickers have perfected the art of deception,
coercion, fraud and exploitation of children’s vulnerabilities. In the Philippines, there
is a common practice of initially recruiting women and children into domestic work.
However, upon arrival to destination cities, they will eventually find themselves trapped
into forced labor, bonded labor and prostitution, from which escape is difficult. They end
up suffering physical and verbal abuse, sexual exploitation at work as well as hunger,
detention and slavery.
Domestic work remains to be appealing to girls because it is considered as a
safe job, when in fact, it is among the worst forms of child labor. Lack of education and
skills narrows one’s choice to domestic work that doesn’t require much qualification.
The hidden, informal and unregulated nature of domestic work, however, increases
the vulnerability to different forms of violence, abuse and exploitation. Once deployed,
there are no means to monitor and regulate the activities and working conditions inside
the private home of the employer. These children usually work beyond normal working
hours with 1 rest day per month or none at all. Most are underpaid while some receive
no salary. Many are deprived of food, living quarters, ample opportunity to study and
play. Since they are socially isolated from their natural source of social support, they
often stay and endure inhumane and slave-like treatment alone and in silence.
The child’s decision to leave home to work, aside from her personal desire to
augment family income, is influenced by family circumstances, e.g., family dysfunction
and neglectful parents, and by scarcity of community resources and developmental
opportunities. Hence, the possibility of victimization can be viewed from three relational
levels. While interventions are usually victim-centered, efforts are extended to reach the
family and communities through after care and community-based services.
Every nation must ensure a protective environment for children to grow and
develop. While it is vital to establish and maintain child protection systems at all levels,
children themselves can play important roles in their protection. Their empowerment
will enable them to prevent and respond to any forms of exploitation and abuse against
them and fellow children. This crucial role was recognized by Visayan Forum Foundation.
As part of our integrative services that aim to provide a complete cycle of protection,
Visayan Forum embarked on a partnership with Microsoft through its “Stop Trafficking
and Exploitation of People through Unlimited Potential” or StepUP Project. It offers a
set of alternative skills to prepare victim-survivors for eventual reintegration. Life Skills
is considered a perfect complement for IT training so that the students can develop right
attitude towards learning and increase their chances of getting a more decent job or
livelihood opportunities. Together with life skills training, IT training gives the survivors
another chance to redirect their lives, prevent abuse and open the door for greater
developmental and work opportunities.
A more holistic and dynamic approach to psychosocial interventions of
trafficked children is influenced by the shifting views on the child. A child is no longer
seen as weak, dependent and vulnerable, rather s/he is a person with rights and
potentials for wellness and growth. Children have knowledge, skills and attitudes that
can help prevent abuse or mitigate its effects. They are resilient survivors who are
not merely passive recipients of interventions but they are participants in their own
healing and development (Bautista et. al., 2000).
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Life Skills as Basic Psychosocial Intervention
World Health Organization (WHO) has defined life skills as, “the abilities for
adaptive and positive behavior that enable individuals to deal effectively with the demands
and challenges of everyday life.” UNICEF defines life skills as “a behavior change or
behavior development approach designed to address a balance of three areas: knowledge,
attitude and skills.”
Visayan Forum works for the welfare of marginalized migrants, especially those
working in the invisible and informal sectors like domestic workers and trafficked women
and children. Intervention programs strongly promote the rights of migrant workers
especially their rights to protection from abuse and exploitation, access to education and
genuine participation in actions that affect them. Skills training programs that are included
in its package of integrative services aim to empower domestic workers and trafficked
women and children in source, transit and destination areas in the Philippines.
Life Skills is a result of Visayan Forum’s continuous appraisal of its current
intervention programs to ensure that these promote full child participation and that these
lead to empowerment and sustainable development. Life skills can be considered as a
basic learning need especially of high-risk and vulnerable children in order for them to
thrive in a world full of challenges and threats. While it is instinctive for some children
in disadvantaged social location to develop certain skills that enable them to survive
against all odds, many still need guidance of responsible adults. Visayan Forum, with
its Life Skills Training Program will provide the necessary guidance in order for victimsurvivors to acquire survival skills and develop other skills that will enhance his/her
chances for better living.
Effective coping with the diverse demands of daily living requires skills in making
decisions, communicating, solving problems, resolving conflicts and managing stresses.
A skill is knowing how to do something. It can be acquired, learned and developed and is
best learned through practice. Many of the programs at present teach basic life skills to the
youth as these assist people in functioning well in the environments in which they live.
Life Skills Training aims to be transformative so that it can create significant
changes in the lives of target participants by setting the right attitude towards learning,
applying what has been learned to the real world, pursuing their aspirations in life, and
inspiring other members of the community to aim for positive change. It prepares young
people for success in the workplace, at home, in relationships and community.
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The Purpose of this Manual
This manual is developed to guide the trainers in conducting Life Skills Modules.
Its purpose is to provide easy steps that will assist facilitators in delivering the activities,
managing training situations, ensuring students’ active participation and making sure
that the objectives set for every activity are achieved.
The sessions are grouped according to three clusters of core life skills. It also
includes induction and action planning modules.
Module 0 (Induction Module) sets participants to a ready mode of
learning and aims to establish level of comfort towards the learning
environment, learning peers and program facilitators.
Module 1 (Self-Management & Coping) aims to delve into the
participants’ strengths and weaknesses, personality traits, values
and how they manage to cope with difficulties.
Module 2 (Communication & Interpersonal Skills) focuses on
effective communication, assertiveness, smooth interpersonal
relationship, negotiation and conflict resolution.
Module 3 (Critical Thinking & Decision Making) provides an
important training component on critical thinking, problem-solving,
goal-setting and decision-making.
Module 4 (Action Planning) aims to help participants develop an
effective action plan and concrete course of actions that they will
carry-out after the Step-UP training.
Each module is designed to stand alone, hence, trainers may choose to conduct
modules on separate sessions. A module can be completed in a day with each activity
lasting for approximately an hour or so. While the trainer may present the sessions in any
order that he/she chooses, there is a logical flow to each section allowing new skills to
build on previous ones.
viii
Students of Step-UP are required to complete all of the modules. Specific
activities from Life Skills Modules can also be drawn for other purposes such as
processing seminars or facilitators may use only specific modules appropriate for specific
topics which need to be thoroughly covered. Life Skills can also be used as an adjunct to
existing intervention programs of Visayan Forum e.g., TWEEPS to reinforce the positive
effects of such intervention.
Inherent in the design of Life Skills modules is its flexibility for innovation and
adaptation to better suit the needs of participants and fit the local context. The modules
consist of different activities that the trainer can use with any group of participants. These
lessons are quite easy to adapt to any age group and across situations. Facilitators
are encouraged to be creative in making necessary modifications as long as training
objectives are still met. Thorough review and continued use of the modules by certified
trainers can hopefully enhance the curriculum and improve the approaches to increase
young people’s competence in dealing with the demands of everyday life.
The Development of Modules
The developers of the modules consider individual differences of target
participants. The design of Life Skills Program is originally intended for women, children
and youth 15 years old and above. Target participants of the program include, but are not
limited to members of BBK, SUMAPI, CLASP, child domestic workers and TIP survivors.
Every student is considered unique in his/her own way and has unlimited potential that
only needs to be recognized and developed.
Different life skills programs of different organizations such as UNESCAP, Peace
Corps, CAP India FAD and Consuelo, including VF’s existing intervention programs were
carefully reviewed. Some activities were drawn and adopted from these literatures and
creative methods were integrated to provide a fun learning experience that can leave
an impact on the learner’s subsequent experiences.
Participatory tool in Training Needs Assessment was utilized to ensure that the
knowledge, skills and attitude needed by the participants are considered in the design
of the modules. They were also pre-tested to anticipate would-be participants’ reactions
and responses to the activities.
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The design of the modules supports active learning. The curriculum moves
beyond providing information through formal lectures. The guiding pedagogy is creative
and participatory. The approach is completely interactive, using role-plays, games,
puzzles, artistic expressions, group discussions, and a variety of other innovative
techniques to keep the participants actively involved in the sessions. Participants are
encouraged to help each other learn, hence the use of groups. The benefit of learning by
group is that participants can gain social rewards from their involvement. Participants feel
less isolated, may feel more comfortable in talking about common issues, may increase
empathy and may establish social networks.
One recognized limitation of Life Skills Modules is that only a few of the
activities, mostly under module 1, can be adapted for smaller group of participants or
for a one-on-one session.
The activities under each module were presented to a panel of internal trainers and
organizers before the initial run. Their comments and recommendations for improvement
were considered. As an integral part of Step-UP, Life Skills modules are continuously
conducted alongside IT training to ensure maximum learning experience of students
enrolled in the program. Life Skills modules have likewise been integrated to center
activities as part of processing seminars while women and children are being prepared
for reintegration. Feedbacks, insights and recommendations from the users/trainers were
collected after a year of run in order to refine the modules before publication.
The developers of this manual recommend that Life Skills modules undergo
periodic evaluation so as to determine suitability of the activities and identify sections
that need revisions to further enhance the program.
How to Use the Manual
The Table of Contents will help the user locate specific activities and topics
under each module. The program design adapts the experiential learning model hence
the use of Structured Learning Exercises (SLEs). Every activity contains the following:
Overview which describes in brief what the activity is about;
Objectives which state the expected outcomes of the activity that the participants
may achieve immediately or in the long run. Learning objectives keep the facilitators
on track and the discussions focused;
Note to the Facilitator which serves as a guide and provides pointers to
ensure smooth facilitation of the activity. Facilitators should pay close attention
to these notes as they provide suggestions on how to better conduct a particular
activity and how to manage possible training situations as foreseen by the designers
of the modules;
Duration which states the estimated time to conduct the entire activity including
the processing and lecturettes. Time can be shortened or lengthened depending on
the number of participants in a session and the facilitating style of the trainer;
Materials is a list of required resources to be used in carrying out the activity. These
materials need to be prepared in advance. Sample materials included in the modules
can be modified to better suit the participants (e.g., questions in Halukay Letra, role
play situations, etc.) Many of the activities require creative body movements, hence
there is less need for training supplies. If listed materials are unavailable, facilitators
are free to improvise or use other available materials;
Methodology which identifies learning approaches or styles that will ensure
maximum learning and output;
Procedure enumerates the steps to follow in conducting the activity. Facilitator
should familiarize him/herself with the procedures for smooth facilitation. The
procedures may be modified as necessary provided that the objectives of the activity
are still met;
Processing provides guide questions to ask after every activity which give
participants the opportunity to immediately reflect on what transpired and its
implications. At this phase, always elicit what the participants learned, how does
it relate to their daily lives and how can it be applied to real life situations. Since
the modules are learner-centered, inputs should come from the participants and
not so much from the trainer to encourage autonomy, participation, reflection and
collaboration;
xi
Key Points to Discuss which provides concepts and key ideas that will be
provided by the facilitator(s) to increase the participants’ understanding of the topic
and synthesize the learning experience. The information to be provided must be easily
understood and relevant to the participants. Facilitators must link these concepts to
other concepts introduced from previous modules and more importantly, it must be
connected to the participants’ actual situations.
General Tips for Facilitators
Be prepared. Before actual conduct of Life Skills modules, make sure that you
have read the manual and the modules carefully especially the notes to the facilitator
and the procedures. It would be easier for the facilitator to move across activities
if s/he has familiarized him/herself with the manual. Know the general and specific
objectives of every activity so you can be guided accordingly. Facilitators can make
necessary changes if these would enhance the program.
Know your participants. It will be best if Training Needs Assessment be
conducted prior to Life Skills training. There is a pre-designed TNA tool which the
trainer may use. However, the trainer is free to use any instrument that can assess
the training gap. This will help the facilitators tailor fit the program to suit the specific
needs of the participants.
Be creative. Facilitators can develop other lesson ideas and activities that
will continue to challenge the participants to develop the core skills. Do not limit
your approach to what is stated on this manual. Be imaginative, creative and
innovative.
Encourage Participation. Keep your participants involved by eliciting
answers from them rather than lecturing to the group. Provide a learning
environment of safety, equality, openness and trust. Allow participants to generalize
from experience and relate it to their daily lives eventually applying what they
learned to new situations.
xii
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Induct
MODULE ZER0
Introduction
Good education is equated to better job opportunities. While economic necessity
drives children away from their homes and out of schools, the strong motivation to work
emanates from their personal desire to return to school. Aside from satisfying their need
to learn, they recognize that society highly values education, educated people are highly
regarded in the society and more importantly, good education is important in securing a
stable job in the future. Most child domestic workers planned to study while working yet
heavy workloads and meager income make it difficult for them to cope with the physical,
psychological and financial demands of formal education. Many struggles to attend to
school tasks that require time, mental effort and resources when there are a lot of other
chores that require them to stay up late at night.
Children whose needs are neglected and who are exposed to high emotional
tensions often fail to meet expected developmental milestones. Compared to same age
peers, they sometimes experience difficulties in the acquisition of basic skills. Little or no
formal education may result to poor literacy and academic skills. But this does not mean that
they no longer hold valuable opinions and ideas to share. Their exposure to hardships early
in life provides opportunity to hone their survival skills that make them “street smart.”
A well-organized, highly structured learning environment is helpful to most
children but some learners have special needs that must be considered when designing
curriculum for them. Methods of learning that are more familiar to them such as play/
games are usually employed as these are children’s natural way of expression. Creative
pedagogy promotes learning at participants’ own pace with a minimum of failures, thus
encouraging active participation.
While difficulties in acquiring basic knowledge and skills can be a sequel of
poor nutrition and poor cognitive stimulation at home, low self-esteem may also disrupt
the normal learning process. It is difficult to express opinions and share experiences
when others are seen as highly critical of one’s ideas. Fear of committing mistakes or
of being judged often hampers learning as this makes one unwilling to actively engage
in the process of exchanging ideas and sharing of experiences. An environment that is
respectful of individual differences, where everyone feels accepted and valued and where
learners are committed to grow and learn with each other is ideal for active learning. In a
Induction
culture that values interpersonal relationship or “pakikipagkapwa”, learning is considered
as a social process. Building a trusting relationship within the community of learners is
a key to an effective learning.
Life Skills Induction Module prepares the environment of trust and safety
wherein participants can discover and openly share their true selves and learn with one
another. The main goal of this module is to reduce participants’ shame, fear and doubt
to participate because of perceived weakness. The activities are especially selected for
active engagement of participants early in the session. It is important for them to know
that everyone is here to learn from each other and not to be judged by anyone in the
group. Activities under this module will hopefully create an impression that there is a fun
way of learning and acquiring necessary skills in life. It aims to stimulate the participants’
interest in the succeeding activities. This is also an opportunity for the facilitators to build
rapport with the participants and ensure that full support shall be provided by them.
An orientation of what the training is about, what it intends to achieve and how it
will take place will be conducted after participants established sufficient level of comfort and
ease with the learning environment, learning peers and the facilitators. Since the learning
process is participatory in nature, they will provide input as to what they expect to learn
from the program or be given certain tasks that will help in managing the entire training.
Objectives
General:

Create an atmosphere of trust conducive to interactive learning

Prepare the participants to a ready mode of learning
Specific:
1.
to introduce oneself and get to know fellow learners
2.
to set and level expectations from the training program, from the facilitators, from
co-learners, and from oneself
MODULE ZER0
3.
to introduce the objectives of the program and its flow (how to move across
modules)
4.
to set the ground rules which the participants must follow during training
5.
explain expected output after every activity
Proposed Activities
Title
Duration
Methodology
Kamustahan Series
30 minutes
Group dynamics
Ako Si…
20 minutes
Creative Introduction
Essence Word
45 minutes
Story-telling
The Poker Game
45 minutes
Game, group discussion,
presentation
Expectations
45 minutes
Creative movement
Orientation & Learning Contract
40 minutes
Discussion
Induction
Activity 1A
Kamustahan
Overview
This is a series of kamustahan. The first of the series is a variation of the game Trip
to Jerusalem. A light game to open the session is suggested to reduce participants’
anxiety and hesitation by engaging in a non-threatening activity early on to show that
the entire learning experience will be fun and interesting.
Objective: open the session in a fun and
physically active way
Duration: 10 minutes
Materials:
a chair per participant
Procedure
1.
Form a circle. Facilitator will ask one participant “Kamusta ka?” When he/she
replies “mabuti,” for example, introduce the first rule i.e., a response of “mabuti”
prompts others to sit on the next chair to the right.
2.
Ask another participant “Kamusta ka?” this time seeking a different response.
If for instance she says, “OK lang,” introduce the second rule. Every time a
participant answers “OK lang”, others should sit on the chair to their left.
3.
Ask a third participant the same question with a different response then introduce
the third rule. Every time a participant gives a response different from the first two
responses (e.g., mabuti & OK lang), everyone should stand up and grab a new
seat. The one with no seat will be the next it.
MODULE ZERO
Activity 1B
Kamustahan (Body Parts)
Duration:
10 minutes
Procedure
Remove the chairs used from the previous activity. Tell participants that this is
a continuation of kamustahan. Then give the instruction: “magkamustahan the
traditional way” i.e., shake hands, smile, wave while saying “kamusta ka?” Then
introduce a new way of kamustahan e.g. magkamustahan siko sa siko, hintuturo
sa hintuturo, tuhod sa tuhod, balakang sa balakang, etc. Allow participants to move
around and meet other participants.
Note to the Facilitator
This activity involves body parts. Be sensitive to
participant’s initial reactions when the activity is being
introduced. Some participants, for some reason, may
feel uncomfortable with it. Do not force anybody to
participate if you feel there are hesitations.
Induction
Activity 1C
Kamustahan
(in different spaces)
Procedure
This is the last part of the Kamustahan series. Instruct the participants to continue
their kamustahan but this time the facilitator will provide some scenarios e.g.,
“Ipakita sa akin kung paano makipagkamustahan habang…(tumatawid sa kalsadang
maraming sasakyan, naglalakad sa hanggang tuhod na baha, bumabagyo, nasa loob
ng masikip na elevator, nakasakay sa maalog na sasakyan, etc.)
MODULE ZERO
Activity 2
Ako Si...
The facilitator may want to initiate the introduction
so the participants can see how it is done.
Objective: introduce oneself in a unique/
creative way
Procedure
1.
Form a circle. Each participant will
state his/her first name and the rest of
the group will serve as echo (repeating
the name right after it has been said).
2.
The second part involves some action
while saying his/her name. Allow
participants a short moment to think of
any kind of movement related to their
names.
3.
Every time a member of the group
introduces him/herself while
performing some action, the group
will mimic it while repeating the name.
This process goes on until everyone in
the group introduced themselves.
BRIEF INTRODUCTION
It may be necessary to provide a brief
introduction as a welcoming remark at
this point. This is to clarify the purpose
of the entire activity. Facilitator may
start by asking: as far as you know,
what is the reason why you are here
today? (ano ang alam nyong dahilan
kung bakit kayo nandito ngayon?)
Then the facilitator will provide a brief
orientation about Step-UP and its
components, the process they need
to undergo to avail of the program
e.g. the need to be a member of
an organization such as BBK and
SUMAPI, about the sponsorship, etc.
The information to be provided to
them will help in creating a Learning
Contract later on.
Induction Activity 3
Essence Words
Objectives:
1.
feel comfortable around peer learners and facilitator(s)
2.
appreciate that one is a part of a larger group and learn that one is connected
to everyone else
Materials: manila paper or white board and markers
Procedure
1.
Remain in the circle. Facilitator will ask for the participants’
nicknames one by one (if a participant has more than one
nickname, tell him/her to choose just one). Facilitator will
then introduce the game while performing the rhythm in
clap and snap. Say that this is a game of concentration:
right snap-his/her own nickname, left snap call out
another’s nickname.
2.
After the first round, introduce the “essence word.”
Each participant will select an essence word (a noun or
adjective that best represents or describes the person).
Resume the rhythm in clap and snap game this time
using the essence words.
3.
After the second round introduce the next task: the whole
group is to create a story out of all the essence words.
4.
The first member will start the story using one essence
word except his/her own. Owner of the chosen essence
word will continue the story by using another’s essence
word and so on. The story will end once all essence
words are used.
Note to the
Facilitator
Start with lighter categories
e.g., favorite things, before
introducing the essence word.
Provide ample time for the
participants to reflect on their
essence words. Some may
interpret essence word as a
code name. Tell the participants
that their essence word is so
chosen that people close to
them can easily associate the
word with them and that the
meaning of the word or what the
word symbolizes tell a lot about
the person. You may want to
start giving your nickname and
your essence word then explain
to them why you chose that
word so they can grasp the idea.
The facilitator or co-facilitator
should write on the board the
story as told by the participants
so they can keep track of where
the story leads to. The story
may sound wild and wacky and
that’s OK. Let the participants’
imagination flow.
10
MODULE ZERO
Activity 4
The Poker Game
Overview
This activity is very important. Participants are given the opportunity to draft the house
rules themselves. Participants write on index cards the rules that will guide their
behaviors throughout the training. These cards are shuffled with cards prepared by the
facilitator and distributed. Participants are asked to rank the cards according to their
agreement. Once consensus is reached, it is imperative that they abide by these rules.
Materials:
Prepared cards with rules on them
1/8 index cards (5 per participant) or metacards
cartolinas, pens, markers
Procedure
1.
Prepare cards in advance with each suggested rule (see below) written on a
separate card.
2.
Distribute 5 blank cards per participant and ask them to write a single-sentence
rule that they would like all participants to follow during training.
3.
Collect the cards and shuffle them together with the prepared cards containing
the suggested rules.
4.
Distribute 5 cards to each participant, and ask them to rank them in order of their
agreement with them.
5.
Allow participants to discard cards which they don’t want to follow.
6.
Replace the discarded cards from the central deck.
7.
Ask participants to rank their cards again, and to discard any they still do not agree
with. The discards are not replenished this time, so participants may now have less
than five cards each.
Induction
11
8.
Divide participants into subgroups. Begin by reading out individually-ranked
cards. Then the group must decide which rules they will lobby for. They may add
rules if needed. During their presentation, they will appeal to other groups to
consider their rules in the final draft. Allow 3 minutes for each presentation.
9.
Allow time for discussion and questions after all presentations have been heard.
Facilitator will facilitate the process and ensure that the entire group reaches
consensus. Reiterate that the rules must be strictly observed once these made it
to the final draft. Tasking can also take place here.
SUGGESTED RULES

Everyone should pay attention to the person who speaks and
respect her/his ideas.

Only one person should speak at a time.

What is shared in the group shall remain in the group.

No one will put down, make fun of or tease another person about
her/his beliefs and ideas.

Stick to the time schedule set for the course.

Enjoy being together and learning together.
12
MODULE ZERO
Activity 5
Expectations
Objective: to learn about the participants’ expectations, their reservations and
what can be expected from them.
Materials: white board, markers
This procedure may consume a huge amount of time so the
facilitator may choose to shorten this activity by starting with
smaller groups instead of by pairs.
Procedure
1.
Let the participants choose their partners. Partners will choose one spot where
they will sit back-to-back with their eyes closed.
2.
Let them reflect on the following questions: (read these questions to them but
have them written on the board as well)
Ano ang inaasahan mong matutunan sa training na ito?
Anong maibabahagi mo sa training?
Ano ang bagaheng dala-dala mo sa training na makakasagabal sa iyong
pagkatuto?
Ano ang inaasahan mo sa iyong sponsor at sa mga trainers?
Induction
13
3. After three minutes, let the participants explore the room. Instruct the partners to
stay at the opposite ends of the room facing each other. Decide who is partner A
and partner B.
4. Partner A will answer the first question by actions not by words. Allot 30 seconds
for this. Then it’s partner B’s turn. Follow the same procedure for all three
questions but take two steps forward before answering Q#2 and another two
steps before answering Q#3 & Q#4.
5. Partner A will approach B and whisper her interpretations of B’s actions in
response to the 4 questions. B will validate. Then B will make sense of A’s
actions, A will validate.
6. Partners will then create a choreography expressing their answers to the
questions. Allot 1-2 minutes for this. Then present the choreography to other
pairs.
7. Each pair will join other pairs which they think have the same answers to the 4
questions. Then prepare a new choreography for the subgroup and present it to
others.
8. After every presentation, ask the audience their interpretation of the group’s
choreography. Facilitator writes the interpretation on the board under the correct
heading (each question has its own heading). Then summarize the answers after
all the group has presented. Then proceed with the orientation.
After establishing the house rules and setting of expectations, the
Learning Contract may be introduced during the orientation phase.
Outputs of the previous activities will be included in drafting the learning
contract of this batch. A general statement of their commitment to
engage in a batch project shall be included in the Learning Contract.
This project shall be stated specifically during/after IT Skills training
and during the Action Planning stage. The sponsors, after undergoing
the Life Skills Training themselves, already have their set of rules and
expectations at this point. Their presence is recommended so they can
take note of the batch’s expectations from them and then make the
necessary adjustments.
MODULE ZERO
14
Drafting of Learning Contract
Facilitator now introduces the learning contract. Explain why a learning
contract between participants and Visayan Forum needs to be made.
Guide the participants in drafting the contract by discussing the template
used by previous batches but explain that they are free to make necessary
modifications. Output of previous activities will be incorporated into this
contract i.e., rules and expectations.
It is a prerequisite for all the students of Step-UP to be members of
community organizations like BBK or SUMAPI prior to enrolment in the
program. A brief orientation about these organizations can also be included
in this activity. Orient participants about their class schedules and introduce
the modules under Life Skills Training which they are required to complete
before graduating from the program. Let the group re-write their batch’s
learning contract on a manila paper or cartolina and instruct all of them to
sign on it signifying their approval of the contract and commitment to abide
by its terms and conditions.
If time permits, encourage the batch to create their logo and compose their
batch song to deepen their camaraderie and strengthen their batch spirit.
Induction
15
Additional Activities
The Cards
Objective:
1.
learn more about each other
2.
establish camaraderie among participants
Material: deck of cards
Procedure:
1.
The group forms a circle. Deck of cards is placed in the center. Participants will
take turns drawing cards from the deck. If a participant selects a:
♥ - you will be asked a question by anybody from the group
♠ - you will ask a question to anybody from the group
♣ - you will declare something of importance to you
♦ - “wild card” (ask the group to do something wacky)
2. The process goes until all the cards are used.
Notes to the Facilitator
Write the rules on the board. Tell the participants that the main goal of this
exercise is to learn more about each other. Facilitator should be attentive
and alert to sensitive questions. You may rephrase questions or instruct
participants to refrain from asking questions that may be too personal to
discuss at this point.
16
MODULE ZERO
Additional Activity
Who am I?
Objective: determine how much participants
know each other at this stage
Note to the
Facilitator
Duration: 25 minutes (depends on the number of participants)
Materials: metacards, marker
Procedure:
1.
Each participant will pick one metacard (fold it
so one can’t see the name inside) and hand it
to the facilitator immediately. This card is taped
onto the player’s forehead (or at the back)
showing everyone the name written on it.
2.
All participants, at the facilitator’s signal, must
then ask closed questions (requiring only ‘yes’
or ‘no’ answers) to guess the name on the card.
3.
Everyone will move around asking yes-no
questions. If one is quite sure as to whose
name is at his/her back, s/he will approach that
person and ask: “ikaw ba ‘to?” Those who were
able to guess correctly will stand on the side
and wait for the others to finish.
Prepare metacards with written
first names of participants (one
metacard per participant) in
advance. Make sure that nobody
picks his/her own name. You
may need assistance in taping
the metacards (on the forehead
or at the back) so as not to
consume too much time.
17
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18
MODULE ONE
Introduction
Low self-esteem is common in children who have been psychologically abused.
It can manifest in low self-confidence and self-efficacy. These children usually view
themselves as less likely to be appreciated by others. For some, maltreatment begins
at home where parents are not only neglectful of their children’s needs but sometimes
physically and emotionally abusive as well. This conveys a message of being resented,
and undeserving of love, protection and care. Subsequent maltreatment experienced
outside the home (e.g., at work or in school) tends to validate this maladaptive belief about
oneself. As a result, the child grows without fully recognizing and appreciating his/her
worth and dignity as an individual. This inhibits him/herself to develop his/her potentials
to the fullest. Aside from this, the child may also develop a sense of powerlessness and
inability to effect change in him/herself.
Exposure to worst forms of child labor hampers physical, mental, emotional and
social development of children. Child domestic workers, for example, are expected to
assume roles that are inappropriate to their age and developmental level. They endure
heavy workloads, long working hours, inadequate food and rest which affect their health
and physical development. They are also denied opportunity to study and develop skills
that would make them more productive. They are being reprimanded, punished, ridiculed
and shamed for even a slightest mistake. Emotional abuse in the form of criticisms,
insults and verbal hostility cultivate negative self-perceptions and contribute to the
development of low self-esteem.
Society still has low regards to domestic work and it is extended to the person
who does it. Domestic workers are oftentimes treated as second-class citizens who are
subjected to gender-based discriminations and stereotypes. The labels we use to refer
to them reflect the prejudices and inferior status accorded to them by society. Child
domestic workers are especially vulnerable to exploitation, abuse and violation of rights.
They are seen as weak, naive, very submissive and easier to manipulate. They are not
demanding and their services are actually cheaper than their adult counterparts.
In instances where the child domestic worker is allowed to go to school,
coping with heavy workloads and school-related tasks pose a big challenge. More
often than not, their duties are not properly adjusted to their situation. Struggling to
balance work and studies, they end up as drop-outs because they would rather keep
their job to earn money.
Self-Management and Coping
19
Self-management and coping skills are among the important life skills that
vulnerable children need to develop. Knowing and accepting who they are, what they
have and what they can do help these young people improve their self-image and boost
their self-esteem. This will give them the power to believe in their ability to be successful in
life. This will also help them recognize and appreciate their worth and dignity as persons.
Gaining respect for oneself will give them the courage to demand respect from others.
Coping skills are important as these will allow children to deal with stressful,
abusive or traumatic experiences. The child’s knowledge of his/her internal resources
can be a great source of resilience. Recognizing and accessing these internal resources
whenever the child is faced with difficulties will help him/her cope especially since the
child is separated from his/her natural source of social support.
Activities in this module aim to delve into the participants’ strengths and
weaknesses, personality traits, values, and how they cope with perceived threats that
hinder their exploration of opportunities to grow and develop. This module also aims to
help participants recognize their potential for success. After undergoing the activities
under the induction module (Module 0), participants are assumed to have acquired the
readiness to deepen their understanding of themselves and are more willing to open
up, share themselves with others and learn in the process.
Objectives
General:
The objective of this module is to help the participants understand themselves better
and by doing so, increase their confidence in exploring opportunities for growth and
development.
Specific:
1.
identify the physical, intellectual and socio-emotional changes in adolescents
2.
become more aware of one’s strengths and weaknesses
3.
accept one’s uniqueness and similarities with others to develop a healthy attitude and appreciation of oneself and others
MODULE ONE
20
4.
acquire a positive self-concept and increase self-confidence
5.
clarify personal values and attitudes toward life and identify factors that influence
their opinions
The activities are self-exploratory in nature. Participants are given ample time
for self-reflection, then they share with a smaller group. This may lessen the
anxiety of standing in front of a larger crowd and talking about things which
he/she may consider too personal. In sub-grouping, every participant is given
the opportunity to choose his/her partner or which small group to join. Working
and presenting with smaller group is thought to pose less of a threat in sharing
a piece of oneself (her thoughts, ideas, reactions to, emotions, experiences)
while encouraging more participation from an individual. Facilitator should
always be on guard to sensitive topics which may hinder full participation.
Proposed Activities
Title
Duration
Methodology
Halukay Letra
30 minutes
Group game
Beadcraft
60 minutes
Visual arts, creative presentation Creative
Introduction
My Symbol
60 minutes
Visual arts, storytelling
ABaKaDa Ko
60 minutes
Poster making, creative writing and music
Keep the Sticks
45 minutes
Game
Candy Confession
45 minutes
Group Discussion
Values Clarification
60 minutes
Tableaux
Ang Tao
60 minutes
Group dynamics
21
Activity 1
Halukay Letra
Objectives
1.
understand the facts about physical, emotional and cognitive changes that take
place during adolescence
2.
identify the similarities and differences between the changes that takes place in a
male and a female body
Materials: a box of letters per team; questions about physical, emotional and
cognitive changes in adolescents
Make sure that the letters per box are complete. Prepare questions that
are easy for the participants to understand. Provide additional clues if
the participants have no idea of the correct answer. When presenting the
correct answer, emphasize that each member should hold one letter and
should arrange themselves according to the correct spelling of the word.
Remind them that some answers may be short thus, the spelling of the
word does not correspond to the number of members per team. If both
teams do not get the correct answer, provide the facts and elaborate if
necessary. Prepare metacards where bits and pieces of information about
the developmental changes in adolescents are written. These metacards
can then be posted on a designated area where other lecturettes from
other modules are displayed.
22
MODULE ONE
If a majority of the participants no longer belong to the adolescence
stage, facilitator may skip this activity and proceed to the next. It is also
suggested that a pre-activity be conducted to build teamwork e.g., Form
a Line (in descending/ascending order according to…age, length of hair,
middle initial, etc.)
Procedure
1.
Participants will work in teams. Mark off the starting line and place the boxes of
letters in the middle of the room.
2.
Facilitator will read the question out loud. Members of the team, at the facilitator’s
cue, will run to the center, rummage through the box and bring the letters of the
correct answer in front. The members, holding one letter each, will line up and
show the correct answer to the facilitator.
Processing
1. How did you feel after this exercise?
2. What other changes can you think of which were not tackled in the first exercise?
3. Can you identify the differences in developmental changes between the males
and the females?
4. What are the importance of knowing the physical, intellectual, socio-emotional
changes as your grow and develop?
5. How do you manage the changes that take place as you grow?
What other changes can you think of which were not tackled in the first
exercise?
Suggested Questions:

Sinasabing pag nagkaroon ka nito, ito’y nagsisilbing palatandaan na
ikaw ay ganap ng dalaga. (REGLA)

Ano ang kapuna-punang pagbabago sa katawan lalo na ang balakang
at baywang (HUGIS)

Kapansin-pansin ang pagtubo ng ADAM’S ______ sa lalamunan ng
mga lalaking nagbibinata. (APPLE)

Dahil aktibo ang oil glands, kalimitan na dumadami ang ________ sa
mukha (PIMPLE)

Malakas ang impluwensya ng mga kaibigan o mga barkada na
pinagmumulan ng _____ pressure (PEER)

Ang pagtubo ng pubic _______ ay isang senyales ng pagbibinata at
pagdadalaga (HAIR)

Karamihan ng mga adolescence ay dumadaan sa _________ crisis o
problema sa pagkilala sa sarili (IDENTITY)

Marami ang nagsisimula nang sumubok makipag- (DATE), ito ang
unang hakbang upang makilala ang taong gusto makarelasyon.
23
24
MODULE ONE
Activity 2
Bead of Life
Objectives
1.
reflect on the significant events in one’s life
2.
recognize the impact of these events to one’s present situation
Materials: beads of different sizes, colors, texture (any cheaper materials available
e.g., paper stars); wire per participant
Start this activity with a breathing and visualization exercise.
Provide a conducive environment for reflection. Allow
participants to lay on the floor with their eyes closed and body
relaxed. Play relaxing music as background. Then introduce
the noodle points (reflections on 7 years) and let them visualize
the stages of their lives instructing them to focus on the turning
points and significant events that have major impacts on their
present lives. If you are not familiar with or have not given
visualization exercises, you may start by writing the script and
practice before actual conduct of this activity.
25
Procedure
1. After the visualization exercise, gather participants in a circle. Place all the
materials in the center and give the instructions.
2.
Having introduced the noodle point, instruct them to use the beads and all other
available materials to represent the turning points in their lives. Allow 20-25
minutes for this.
3.
Divide participants into smaller groups. Each will share their beads and their life
stories to other members of his/her group.
4.
The group will prepare a short presentation (any creative presentation e.g.,
dancing, singing, role playing) of shared stories within their group.
5.
Other groups will serve as the audience and identify the significant events
depicted in the presentation. The presenting group may provide additional
information but need not give the details.
Processing:
How did you feel after the visualization exercise? after the beadcraft exercise?
after your group’s presentation?
How important is it to reflect on the turning points in your life?
How have these events impacted your present situation?
26
MODULE ONE
Activity 3
My Symbol
Objective:
1.
get an insight into how the participants see themselves
2.
identify one’s strengths and weakness
Duration: 45-60 minutes
Materials: clay, relaxing music for reflection, colored papers, cartolina, old
newspapers, scissors, tape, glue
Procedure
1.
Ask the participants: “if you are to choose one thing that would symbolize
yourself, what would it be?” Allow for a few moment of silence to reflect on
the question. Participants may also be permitted to explore the surroundings.
Background music is being played all throughout the activity.
2.
Ask the group to sit in a circle. Place pieces of clay in the middle and instruct
them to mold the symbol that would represent them (they may choose to use
their essence words) using the clay. Allot 3 minutes for this.
3.
Tell participants to roam around the room and observe other symbols. Have them
join others whose symbol they think is close or related to their own symbol.
4.
Discuss within the subgroup their creations and what it symbolize. Arrange their
symbols on a cartolina in such a way that it would create a story. Use other
materials or draw on the cartolina so that the group can come up with a minidiorama. Assign a title for it.
5.
27
Display the dioramas at the center of the training room and allow others to view
them as if viewing exhibits. Elicit others’ impressions of the diorama by giving short
stories. Then allow the creators to tell their own story. Afterward, ask others these
questions: “What do you think this diorama represents? What does it tell us about
its creators?”
Processing
What are the things you considered when choosing your symbol? Was the
chosen symbol able to capture your essence?
How did you feel when sharing your symbol with other members of the group?
Is your symbol well-represented in the diorama? How did the group come up with
a story to tell? What does it tell you about others?
What did you learn about yourself after this activity?
28
MODULE ONE
Activity 4
ABaKaDa Ko
Objective:
1.
deepen understanding of oneself by identifying personal characteristics
2.
recognize similarities and differences with other individuals and learn to accept
and appreciate one’s uniqueness
Materials: papers, cartolinas, markers, coloring materials
Procedure
1.
Distribute papers and markers to the participants. Instruct them to write their
names vertically down the left side.
2.
Each participant is to choose a word that starts with each letter of his/her name.
This can be adjectives or nouns that describe something about him/her e.g.,
personality traits, interests, dislikes, etc. Write those words horizontally across
the paper, using the letters of the person’s name as the first letter of each
descriptive word.
3.
After listing the words, have them join other participants and form a small group
of 3-4 members. Each will discuss his/her poster with the rest of the group.
4.
The group will then come up with a poster describing the team. Encourage them
to draw accompanying pictures to illustrate each word.
5.
To make it more fun, each group should prepare a cheer or a jingle and present it
to other groups. Leave the drawings posted throughout your training session.
Processing:
How did you feel while making your own poster? How did you come up with
those acronyms?
How did the group create and make sure that every member of the team is
represented in the new poster? What does this tell you about yourself and
others?
What difficulties did you encounter while doing the exercise?
What did you learn about yourself after this activity? What did you learn about
your peers?
29
MODULE ONE
30
Activity 5
Keep the Sticks
Objective:

to emphasize the things that the participants CAN do

to provide an opportunity to examine personal limitations
Duration:
45 minutes
Materials: popsicle sticks (5 per participant)
Procedure:
1.
Distribute the sticks to the participants. Introduce the main goal of the activity i.e.,
to collect as many sticks as possible.
Round 1: Allow participants to think of 1 thing that they have never done in their entire
life. Participants will stand one by one and declare: “I’ve never ______.” If others have
done it before or are still doing it, they need to give one of their sticks to the speaker.
Round 2: Allow participants to think of 1 thing that they can do while others cannot.
Participants will stand one by one and declare: “I can ______.” If others can
also do it, they keep their sticks. If others cannot do it, they give one stick to the
speaker. Encourage the speaker to demonstrate his/her special talent in order to
convince others that she can do what she declared.
Processing

How did you feel after the exercise?

Considering the things you’ve never done in your life, what have you realized
after hearing others’ declaration of things they haven’t done?

Considering the things you can do, what have you realized after hearing others’
declaration of things they can do?

What new insights did you learn about yourself after this exercise?
 What does this exercise tell us?
31
Activity 5
Candy Confessions
Objectives:
1.
to increase self-awareness
2.
be aware of others perception of you
3.
be aware of one’s reactions to others’ feedback
Distribute 4 types of candy to each participant and then introduce Johari’s Window (see Key Points
to Discuss). At this point, participants are assumed to be more open to sharing personal information
and accepting other’s opinion about him/her. But the facilitator must always stay sensitive as some
participants may still not be ready to disclose and receive as much information about themselves as
expected. If that is the case, never force him/her. Be on guard of deep issues that need thorough
processing. You may start by giving participants the following guidelines:
1.
2.
Do not be hasty in your self-disclosure. Disclosing harmless items builds trust. However,
disclosing information which could damage people’s respect for you can put you in a
position of weakness.
Be careful in the way you give feedback. You can cause incredible offense if you offer
personal feedback to someone who’s not used to it. Be sensitive, and start gradually.
You may also refer to this exercise when discussing about giving and receiving feedback under
Module 2.
Materials:
4 types of candy per participant, papers and pen
MODULE ONE
32
Procedure
1.
Distribute 4 types of candy per participant. Tell them that each candy is different from
others because each flavor is associated with a fact about you.
2.
After introducing Johari’s Window, let them list the things about themselves under each
quadrant (except for quadrants 2 & 4). Allow participants to choose their partner.
3.
Prepare a basket of candies, one type of candy corresponds to one quadrant in
Johari Window. The candy representing “mystery” (quadrant 4) will not be used
during confession. From his/her list, Partner A will choose a piece of information
to disclose under quadrant 3 (A knows about herself that B does not) and then
ask Partner B to provide information under quadrant 2 (B knows about A which A
does not know). Partner A may choose to agree or correct any misperception B
has about him/her.
4.
Reverse roles then exchange candies. The partners may help each other
complete the windows if necessary in order for them to know more about
themselves.
5.
Participants will form another pair and continue the disclosure using the candies as
instruments of confession.
Processing

What new discoveries about yourself have you learned from this exercise?

How did you feel when you learned about your “blind spots” (not known to self,
known to others)?

How did you feel when you confessed about your “façade” (known to self, not
known to others)?

What do you think the role of “mystery” is in your life?

What did you learn about others and how does this influence how you will relate
with them?
!
Variation
Allow participants to take as much candy as they would like from the basket
and reveal something random about themselves for each candy taken.
33
Activity 6
Value Clarification
Objectives
1.
identify cultural beliefs, values and practices which affect one’s personal values
2.
determine the role of values in decision-making
Materials: none
Procedure A:
1.
Participants will work in pairs. Identify partner A and partner B, both facing each
other. Give participants 1 minute to think of Filipino cultural values, beliefs, and
practices that they know of.
2.
For the first round, partner A will be the sculptor, partner B will serve as the clay.
Let partner A create a sculpture of his/her chosen values. Allow 1 minute for this.
Instruct partners A to observe other sculptures as well.
3.
Let partner A mirror his/her own sculpture. Then switch roles: partner B is now
the sculptor, A is the clay. Let partner B observe other sculptures then he/she will
mirror his/her creation.
4.
Based on their interpretation of what values they demonstrated, each will join
other participants whom they think show the same values.
5.
Facilitator will then choose one group at a time to remain still while others make
sense of the picture. Different values will now emerge.
6.
Instruct each group to show thru tableaux either positive or negative
consequences of each values.
34
MODULE ONE
Processing:

How do Filipino values affect your choices, behavior, and your interaction with
others?

How much of these values are being reflected on your actions and decisions?

What are the negative consequences of some Filipino traditions/practices that
you know of?
Procedure B:
1.
Instruct participants to list three things that they consider valuable. These can be
material objects, persons, places, memories or experiences, personal beliefs, etc.
2.
Form a small group of three to four members. Let each member discuss the
things included in his/her list and identify similar values.
3.
Introduce the game charade. From the group’s list of things they value, they will
act them out and let other groups guess the word.
Processing:

What influence you to choose the things which you consider valuable?

What do your values say about you?

How do your values affect your choices?
35
Activity 7
“Ang Tao” or Body Map
Objectives:
1.
deepen the participants understanding of one’s self
2.
clarify the true concept of self worth
3.
Identify the important roles of their support system (family and environment) in
helping them attain their dreams and aspiration.
Materials: ½ Manila Paper, pencil and coloring materials
Procedure
1.
Give ½ sheet of manila paper and coloring materials to each participant.
2.
Ask them to draw a big human shape figure with the following body parts:
Head – What are their thoughts at the moment
Heart/Chest- How do they feel at the moment
Right arm- What are their talents, strength and present responsibilities
Left Arm- What traits and talents do they want to develop and enhance
Right Leg- What are their dreams and aspirations.
Left Leg- Who are included in their support system (family, friends, organization)
which can help them achieve their dreams and aspirations.
3. After completing their human figure, ask them to form sub-groups. Each will
discuss his/her drawing with the rest of the group.
4. The group will then come up with a big human drawing in one whole cartolina
and consolidate all their answers.
5. Present their work to the big group.
MODULE ONE
36
Processing:

How did you feel after this activity?

How important is it for you to know your strengths and weaknesses? the areas
that you need to develop?

How do your aspirations in life affect your behavior?

What are the resources that you need in order to achieve your personal
aspirations? What are the support you can get from family, friends and the
community? How can you ensure that you get the support you need?

.
What have you realized after this activity?
Key Points to Discuss
Self-awareness is the explicit understanding that one exists. It includes the
concept that one exists as a unique individual, distinct from other people. Awareness of
self paves the way for social and emotional development.
As a life skill, self-awareness is the ability to recognize and appreciate our
basic worth and dignity as persons, our character, our strengths and weaknesses,
desires and dislikes, and our uniqueness. It is the ability to accept oneself, no matter
how imperfect one may be.
Self-concept is the perception of one’s attributes or qualities. Self-esteem is
the overall evaluation of self-worth. It includes a person’s subjective appraisal of him/
herself as intrinsically positive or negative to some degree. Good self-esteem is important
because it helps one hold his/her head high and feel proud of oneself and what he/she
can do. It gives one the courage to try new things and the power to believe that s/he will
succeed in his/her personal endeavors. With good self-esteem, one knows that he/she
is smart enough to make his/her own decisions.
37
People with high self-esteem value their safety, their feelings, and their health.
Good self-esteem helps one know that every part of him/herself is worth caring for and
protecting. Individuals with good self-esteem have healthy coping skills. They are able to
handle the stresses in their lives in a productive way. They are able to put the problems,
concerns, issues, and conflicts that come their way into perspective. They have a good
sense of humor and are able to function competently.
On Human Development
Human development is a pattern of movement or change that begins
at conception and continues throughout the life span. It involves interwoven and
interdependent processes. Development in any domain affects, and is affected by, the
development in all of the other domains.
Physical development consists of changes in an individual’s biological nature
(maturation). It comprises sensory development (dealing with the organ systems underlying
the senses and perception), motor development (dealing with the actions of the muscles)
and the nervous system’s coordination of both perception and movement.
Cognitive development is also referred to as intellectual or mental development.
Cognitive activities include thinking, perception, memory, language, reasoning, concept
development, problem-solving ability and abstract thinking.
Development in Socio-emotional processes includes changes in an individual’s
relationships with other people, changes in emotions, and changes in personality. Social
development includes the child’s interactions with other people and the child’s involvement
in social groups. The development of relationships with adults and peers, the assumption
of social roles, the adoption of group values and norms, adoption of a moral system, and
eventually assuming a productive role in society are all social tasks.
Emotional development includes the development of personal traits and
characteristics, including a personal identity, self-esteem, the ability to enter into
reciprocal emotional relationships, and the ability to exhibit mood and affect that are
appropriate for one’s age and situation. Some of the developmental changes during
adolescence (12-17 years of age)
38
MODULE ONE
Physical Development
Rapid gains in height and weight. This spurt typically occurs two years earlier
for girls than for boys. Weight gain results from increased muscle development in boys
and body fat in girls.
Development of secondary sex characteristics. These include: (1) growth of
pubic hair; (2) menarche (first menstrual period for girls) or penis growth (for boys); (3) voice
changes (for boys); (4) growth of underarm hair; (5) facial hair growth (for boys); and (6)
increased production of oil, increased sweat gland activity, and the beginning of acne.
Continued brain development. Studies suggest that the connections
between neurons affecting emotional, physical and mental abilities are incomplete. This
could explain why some teens seem to be inconsistent in controlling their emotions,
impulses, and judgments.
Cognitive Development
Developing advanced reasoning skills. Advanced reasoning skills include
the ability to think about multiple options and possibilities. It includes a more logical
thought process and the ability to think about things hypothetically. It involves asking
and answering the question, “what if...?”
Developing abstract thinking skills. Abstract thinking means thinking about
things that cannot be seen, heard, or touched. Examples include things like faith, trust
and spirituality.
Developing the ability to think about thinking in a process known as “metacognition.” Meta-cognition allows individuals to think about how they feel and what they
are thinking. It involves being able to think about how one is perceived by others.
Socio-emotional Development
Establishing an identity which is considered one of the most important tasks
of adolescents. According to Erikson’s Theory, adolescents experiment with different
roles in an effort to establish their identity. People with secure identities know where
they fit (or where they don’t want to fit) in the world.
Establishing intimacy. Intimacy refers to close relationships in which people are
open, honest, caring and trusting. It is usually first learned within the context of same-sex
39
friendships, then utilized in romantic relationships. Friendships provide the first setting in which
young people can practice their social skills. It is with friends that teens learn how to begin,
maintain, and terminate relationships, practice social skills, and become intimate.
Social relationships in early adolescence are centered in peer group. Youths
depend upon their peers for emotional stability and support. Acceptance by peers is
critical to self-esteem.
On Human Needs
Needs motivate behavior. According to Maslow’s theory, human needs are
arranged in a hierarchy, with the lower needs being more potent. The higher needs in
this hierarchy only come into focus when the lower needs in the pyramid are satisfied.
There are at least five sets of basic needs. These are physiological, safety, love, esteem,
and self-actualization.
Self-actualization
Esteem
Love Belonging
Safety
Physiological
1.
Physiological: hunger, thirst, bodily comforts, etc
2.
Safety/security: being out of danger;
3.
Belongingness and Love: affiliate with others, be accepted;
4.
Esteem: to achieve, be competent,
40
MODULE ONE
5.
gain approval and recognition;
6.
Self-actualization: to find self-fulfillment and realize one’s potential
Life circumstances can affect the abilities and opportunities of an individual to fulfill
his/her needs. If we are to use this pyramid, we can understand the tendency of women
and children to migrate in order to seek employment despite the risks involved. Their
behavior is highly motivated by their basic physiological needs (e.g., food) which they are
unable to satisfy should they choose to stay in their underdeveloped rural communities.
Because the physiological needs are more potent than the security needs, these women
and children are willing to do what it takes to get employed despite safety risks.
On Personal Values
A value is something a person prizes, cherishes, expresses consistently in
his/her behavior. Values are deeply held and are important part of one’s identity. As a
result, values are hard to change.
Three basic kinds of values:
1.
Ideas – beliefs, opinions, ways of seeing things (religious, political, moral, artistic)
2.
Things – material objects, people, places (money, friends, family, cars, jewelries)
3.
Experiences – activities, events, actions, happenings (playing sports, listening to
music, joining in rallies)
Before something can be a full value, it must meet the following criteria:
Choosing
Prizing
Acting
1.
2.
3.
4.
5.
6.
chosen freely
chosen from among alternatives
chosen after due reflection
prized and cherished
publicly affirmed
acted upon
7. part of a pattern that is repeated action
41
As individuals, each of us can clarify our personal values by taking time to
reflect on what is truly most important to us. Values influence our choices, but our choices
also influence our values over time. There is a need for us to examine if our actions are
congruent with our values.
On Johari Window:
The Johari Window is a communication model that can be used to improve
understanding between individuals within a team or in a group setting. There are two
key ideas behind the tool:
1.
individuals can build trust between themselves by disclosing information about
themselves; and
2.
they can learn about themselves and come to terms with personal issues with the
help of feedback from others.
By using Johari Window, young people can understand the value of self-disclosure,
and that it will gently encourage people to give and accept feedback. Done
sensitively, this can help people build more-trusting relationships with one another,
solve issues and work more effectively as a team.
The four quadrants:
Quadrant 1: Open Area
What is known by the person about him/herself and is also known by others.
Quadrant 2: Blind Area or “Blind Spot”
What is unknown by the person about him/herself but which others know. This can be
simple information, or can involve deep issues (for example, feelings of inadequacy,
incompetence, unworthiness, rejection) which are difficult for individuals to face
directly, and yet can be seen by others.
Quadrant 3: Hidden or Avoided Area
What the person knows about him/herself that others do not.
42
MODULE ONE
Quadrant 4: Unknown Area
What is unknown by the person about him/herself and is also unknown by others.
The process of enlarging the open quadrant vertically is called self-disclosure, a give
and take process between the person and the people he/she interacts with.
43
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44
MODULE TWO
Introduction
One important life skill to develop by anyone is the ability to communicate
with others meaningfully. Effective communication as a life skill is the ability to express
oneself, both verbally and nonverbally, in ways that are appropriate to one’s culture and
situations. It is also having the openness and readiness to share one’s ideas, needs and
fears with other people. Furthermore, communication skills are essential in exercising
the children’s right to participate as these will allow them to express their opinions on
matters that affect them.
During the recruitment phase, human traffickers employ the art of deception
targeting young people from poor communities who have high hopes for decent jobs
in the city. Recruiters misinform and deceive recruits about the nature of work, area
of destination and salary. It is therefore important for these young people to develop
communication skills in order for them to assertively ask pertinent questions regarding
the opportunities being presented to them. Good communication skills can reduce their
vulnerability to exploitation by eliciting sufficient and proper information and using this
information in decision-making. This will serve as precautionary measure on their part
by discerning truth from lies.
For working children, especially child domestic laborers, it is particularly
important to develop good communication and interpersonal skills in order to negotiate
decent working conditions, express their needs and concerns and be sensitive to the
needs of their employers thereby establishing a good employer-employee relationship.
But not all children can articulate their thoughts and feelings thoroughly. The child’s
lack of competence in verbal expression can be a source of conflict as this serves as
barrier to effective communication. Verbal insults directed at child domestic workers may
be a result of poor communication. Sometimes, the child’s inability to pay and sustain
attention when given specific instructions by the employer is the main reason for poor
comprehension that leads to poor execution of task. The employer, having low tolerance
for mistakes, poor understanding of human development and lack of empathy, will end
up punishing the child. More often than not, child domestic workers fail to explain their
side and remain very passive during confrontations. They fail to express their honest
feelings, thoughts and beliefs or they express them in such an apologetic and diffident
manner that others easily disregard them. Such lack of assertiveness conveys that
their needs, wants and opinions are not important and that others are superior to them.
Communication and Interpersonal Skills
45
Consequently, their behavior permits other to violate their rights, making them vulnerable
to subsequent abuse.
In the context of children/youth in poor communities, communication and
interpersonal skills are important in order for young people to establish good social support
network. As stated in module 1, young people depend upon their peers for emotional stability
and support. Mutual, constructive relationships are essential part of a young person’s wellbeing. Choosing good peers, that exert positive influence on their decisions and behaviors,
can provide support and motivation in reaching their personal goals such as staying
focused on their studies. This is particularly important in child domestics and children in poor
communities because there appears to have a problem in school retention. On the other
hand, assertiveness skills will help youths resist negative peer pressure such as substance
use and abuse or premarital sex that results to early pregnancy.
This module focuses on effective communication (verbal and nonverbal
communication, listening, giving and receiving feedback), assertiveness, smooth
interpersonal relationships, working with teams, negotiation skills and conflict resolution.
The module will revolve around the following themes:
Communication
Conflict Management

How a good communication takes place

Understanding Conflicts

Verbal and Non-verbal communication

How to Manage Conflicts

Barriers to communication

Negotiating and resolving conflicts

Feedbacking
Interpersonal skills

Good/Smooth interpersonal relationships

Effective Interpersonal Behavior

Working with teams
MODULE TWO
46
46
Objectives
General Objective: By the end of the session, the participants will be able to
understand the importance of effective communication skills and good interpersonal
relationships. Upon completion of this module, participants are expected to develop or
acquire these skills.
Specific Objectives:
1.
develop effective listening skills
2.
increase sensitivity to verbal and nonverbal communication
3.
identify barriers to communication
4.
learn to give and receive feedbacks
5.
manage emotions
6.
develop effective strategies in negotiating
7.
differentiate passive, assertiveness and aggressive behaviors.
Proposed Activities
Title
Duration
Methodology
Read Me
30 minutes
Facial expressions and Body movements
Gibberish Series
50 minutes
Group dynamics
Communication
Puzzle
60 minutes
Game
Zoom
40 minutes
Game
Rumor Mongering
40 minutes
Game
Active Listening
60 minutes
Group Dynamics
The Last Taxi
20 minutes
Discussion
Statues of Power
45 minutes
Visual Arts, Creative Drama
47
Activity 1
Read Me
Objective: to illustrate the role of facial expressions and body movements in communication
Materials: list of words or phrases
Procedure
1.
Divide the group into subgroups of 2-3 members.
2.
Facilitator will provide words/phrases to each group. The group will portray
the word through facial expressions (no accompanying words, actions or body
movements).
3.
Other groups will try to guess what the word is.
4.
Facilitator may continue the activity by using body movements this time without
facial expressions.
Example of words: naiinip, galit na galit, in love, natatae, excited, ninenerbyos,
nanghihinayang, takot na takot, depressed
48
MODULE TWO
Activity 2
Gibberish Series
Overview
This is a series of activities wherein participants will not use intelligible or
understandable words when communicating. The main objective of the activity is
for the participants to understand the meaning of communication – the process of
transmitting messages in ways such that the sender and receiver of the message gain
a common understanding of the meaning, intent and use of the message. Participants
are expected to realize the importance of transmitting clear messages by using
language that both parties understand.
Activity 2A
Commands
Materials: none
Procedure:
1.
Players work in pairs. Have each player think of and then issue a command
to his/her partner in gibberish. Players cannot move on until the command is
understood and executed. Simple commands will do, like “Fold the paper in half,
Sit down, Jump, etc.”
2.
The idea is not to mime the command, but to try and make it obvious for the way
the command is issued, and the environment that has been set.
3.
Once the pair has executed the commands, they can now enjoy watching other
pairs decode the commands.
49
Activity 2B
Emotional Mirror
Duration: 5 minutes
Materials:
none
Procedure
1.
Players work with the same partners, facing each other. One starts talking in
gibberish, with a specific emotion (angry, happy, fearful, etc). The other instantly
copies the emotion of the first player, and speaks in his own gibberish. No need
to try and copy the other player’s gibberish.
2.
Both players keep talking, without pausing. After about 10 seconds (facilitator
may give cues after 10 seconds), the second player changes emotion, and the
first one immediately follows him/her.
3.
Repeat steps 1 & 2 this time with a different emotion.
Activity 2C
Non Sequitor
Materials: none
Procedure
1.
Let the participants work in pairs. Hold a casual conversation about anything:
their work, family, favorite things.
MODULE TWO
50
2.
Facilitator will give 4 signals (hand clap or blow a whistle) instructing the participants to
do the following:

first signal: keep the conversation going, but behave strange, make bizarre
gestures and jerky body movements

second signal: keep the strange movements going, and continue the conversation in
gibberish

third signal: keep calm, but continue the conversation in gibberish

forth signal: stay calm and talk normal
Activity 2D
Situation
Materials:
none
Procedure
1.
Participants will work with the same partners. Every pair will think of a short
situation that they will act using gibberish. Provide 1 minute for planning.
2.
Facilitator will call out one pair at a time. The audience will guess what the pair is
talking about or what situation they are portraying.
Processing:
 How did you feel while doing the series of activities?
 What did you learn from the exercise?
 How can messages be understood clearly?
 Based on the exercise, what are needed for good communication?
Communication and Interpretation Skills
51
Activity 3
Communication Puzzle
Objectives:
1.
list barriers to good communication.
2.
identify good communication skills.
Materials:

a sheet of paper with a design on it given to the volunteer

paper and marker per participant per round
Procedure
Round 1
1.
Ask for a volunteer. Give the volunteer a copy of the design. Tell him or her to
make sure that the participants cannot see the sheet of paper he/she is holding.
The volunteer is to go inside and explain step-by-step how to replicate the design.
Emphasize that under no circumstances should the volunteer entertain any
questions. There should be absolute silence from the participants. If a question is
asked, the volunteer should ignore it completely and continue. Ask the volunteer
to stand with his or her back to the group while providing instructions on how to
complete the puzzle.
2.
Instruct the participants the following: Under no circumstances are you to look
at someone else’s work; absolutely no talking is permitted; there can be no
questions; wait for the volunteer to give instructions and follow them step-by-step.
Round 2
1.
The instructions for Round 2 are basically the same but this time, the participants
are permitted to ask questions and to speak. They should feel free to ask
questions.
MODULE TWO
52
2.
The volunteer is permitted to face the group. Tell him/her that under no
circumstances are the participants permitted to ask any questions. No matter
what questions are asked or comments are made, the volunteer should continue
without stopping. This is crucial to the success of the exercise so make sure that
the volunteer understands this.
Round 3
1.
For Round 3, the participants may ask any questions, look at the designs around
them, and do whatever they need to do to ensure that the design is completed
correctly.
2.
The volunteer can feel completely free. He or she may move freely around
the room, answer all questions, provide examples, and offer words of
encouragement, whatever it takes to ensure that each and every participant
successfully completes the design.
Processing

What problems did you encounter during the first round? second round?

What made the task difficult to accomplish?

For Round 2, what were the feelings associated with being ignored by the
speaker?

What does this mean for communication skills?

What made it so much easier to complete the task during the third round?
!
Variation:
This exercise is divided into three rounds so the participants can
experience different conditions portraying barriers to (or lack
of it) communication. But due to limited time, participants can
be divided into three groups and assign groups per condition.
Processing will focus on the experiences of each group to the
task assigned to them.
53
Activity 4
Zoom
Overview: A group tries to create a unified story from a set of sequential pictures.
The pictures are randomly ordered and handed out. Each person has a picture but
cannot show it to others. This activity requires patience, communication, and trying to
understand from another’s point of view in order to recreate the story’s sequence.
Objective:
1.
develop the participants’ communication skills
2.
understand other people’s perspective
3.
develop problem-solving skills
Materials: series of pictures that tell a story (or a comic strip)
Procedure:
1.
Facilitator will hand out one picture per person (make sure a continuous
sequence is used).
2.
Explain that participants may only look at their own pictures and must keep their
pictures hidden from others.
3.
The challenge is for the group to sequence the pictures in the correct order
without looking at one another’s pictures.
4.
When the group believes they have all the pictures in order, the pictures can be
turned over for everyone to see
54
MODULE TWO
Processing:

Why was it hard to get the story together? (everyone had a piece, but no-one had
the big picture)

What type of communication was used in attempting to solve the problem?

What communication methods might have worked better?

What real life activities are similar to this activity?
!
Variation:
Instead of series of pictures, facilitator can make use of
recipes which the participants will arrange. For an added
challenge, this game can be made considerably more
difficult if groups are not pre-designated before the recipe
pieces are distributed. Participants must then not only find
the correct order but the correct recipe as well.
55
Activity 5
Rumor Mongering
Objectives:
1.
experience the distortions that may occur in the transmission of information from
an original source through several individuals to a final destination
2.
identify the factors that hinder or help the transmission of message
Materials: a copy of the “Scoop Report” printed on newsprint, papers and markers.
Procedure
1.
Group will be divided into teams. The facilitator asks for volunteers per team.
2.
Ask the volunteers to go into isolation room. Facilitator then reads the “Scoop
Report” to the volunteers who are not allowed to take notes on what they hear.
3.
The volunteers return to their respective groups and relay the message to the
next member. This process is repeated until all the members but the last have
received the message.
4.
The last member of the team is told to assume the role of a movie reporter.
Second to the last participant writes on a piece of paper the message as he/she
has received it, and gives it to the last member to read to other groups.
5.
The facilitator then posts the original message (previously prepared) so it can be
compared with the reporter’s version.
Processing:

What difficulties did you encounter in transmitting the news?

How do you account for the deletions, additions, and distortions in the message?

What helped and what hindered you from remembering the message accurately?

What does this exercise tell us about
56
MODULE TWO
Activity 6
Active Listening
Objectives
1.
learn the skills of understanding complete messages which involve the content
and feeling component of the message
2.
introduce the concept of, including the various conditions that hinder or promote,
active listening
3.
emphasize the importance of active listening in effective interpersonal
communication
4.
understand how feelings and emotions affect communication
Materials: none
Procedure
1.
Participants will form triads. Each member of the triad will decide who will be A, B, C.
In Round 1, A becomes the speaker who will share about the topic of his/her choice
within 3 minutes. B becomes Listener 1 who will listen attentively to the speaker. C
will be Listener 2 who will annoy the speaker using verbal and non-verbal means
(e.g., not showing interest to what A is saying, no eye contact, yawning, interrupting
A, etc.) They will be given orientation about the roles they will play.
Processing 1:

How did you feel when you were sharing about the topic of your choice? How did
you feel toward B? toward C?

For B, what were the factors that prevented you from listening to the speaker?

For C, how did you feel about your role? How can you relate this to real life
situation?

57
In Round 2, triad members switch roles. C becomes the speaker who will share
about the topic of his/her choice. A becomes Listener 1 who will listen to the
content of the speaker’s message. S/he will summarize within 2 minutes the
content of the speaker’s message. B becomes Listener 2 who will focus on the
feelings of the speaker and reflects it back within 1 minute after Listener 1.
Processing 2:

For the speaker, how did you feel when you were sharing? What was it in your
listeners that encouraged you to be more expressive?

For Listener 1, what helped you in summarizing the content of the speaker’s
message? What were the filters that prevented you from listening accurately?

For Listener 2, what helped you in grasping the feelings of the speaker? What
prevented you from doing so?

For all, what insights did you gain from the whole experience?
58
MODULE TWO
Activity 7
The Last Taxi
Overview: This is a negotiation activity, where two people have to decide who
gets a valuable scarce resource. This is useful for negotiation, conflict resolution and
assertiveness.
Objectives:
1.
Identify possible sources of conflict and how to manage them
2.
develop effective strategies in negotiating
3.
develop assertiveness skills
Materials:
none
Procedure
Provide this Situation: Just as the taxi (or you may use the more common mode of
transportation like tricycle) that you really must have finally arrives, another person
enters through the opposite door. Negotiate your way home.
1.
Explain that each of the participants urgently needs a taxi but few are available
because many taxi drivers are joining the rally.
2.
Seek reasons why one might need the cab urgently. Post them on a flip chart.
3.
Divide the group into pairs.
4.
Explain that two people are competing for the same cab. The two people are
heading in very different directions, so it is impracticable to share the cab. The task
is for the pairs to seek a solution.
Processing:

How did you feel about the situation? (no taxi when you need it)

Discuss how your pair came up with a solution?

What did you learn from this activity? What skills do you think are needed to
obtain a scarce resource?

How will you relate the exercise to real-life situation?
59
60
MODULE TWO
Activity 8
Statues of
Power
Objective: differentiate passive, assertive
and aggressive behaviors and determine
which works best in dealing with situations
Materials: none
The exercise may inspire strong reactions,
so you should monitor the group closely
and be aware of this possibility. Those
with strong reactions may welcome the
opportunity to talk about them, so you
may want to provide for feedback in small
groups. Make sure that you know the
difference between passive, assertive
and aggressive types of communication
as your input may be needed throughout
the exercise.
Procedure
1.
Divide the group into pairs. Each pair is going to produce a tableau (frozen image)
showing one person in a position of power and the other in a powerless position.
2.
Allow them a few minutes to prepare their first tableau. Then ask them to switch
roles (so that the powerful figure becomes the powerless one and vice versa)
and prepare a second tableau. Allow the participants to observe each others
tableaux.
3.
The facilitator will choose one pair at a time to provide their dialogues. Assign
pairs that will demonstrate passive, assertive and aggressive reactions of the
person in powerless position. Let other teams observe the scenes.
Processing:
 Which of the two positions felt more familiar to you?
 How do you relate to the situations portrayed?
 What did you feel for the powerless person when they were in the powerful position?
 What situations exist where one may be passive? Assertive? Aggressive?
 What are realizations did you gain after this exercise?
61
Additional Activities
Subtext
Overview: This is a good follow-up of the gibberish series. In this activity, pairs
now use intelligible words but the dialogues that they will use in acting out the
situations are only those provided by the facilitator.
Objective: recognize the importance of facial expressions and body movements in
communication
Materials: situation per pair
Procedure
1.
Players work in pairs. It is up to them to choose the same partner or work with
a new one for this activity. Pairs decide who is A and who is B. Pairs will be
provided the following lines:
A
Hello. Kamusta ka na?
Pwede ba kitang
ma-invite magsnack?
Oo. Sandali lang.
O. Ano tara?
B
Hi.
Eto mabuti.
Magsnack?
Sandali lang talaga?
O sige.
2. Each pair will be given a situation which they will act out using only the dialogue
given. Other pairs will try to guess the situation. (Sample situation: nangungutang
si A kay B, pinapagalitan ni B si A dahil gabi na umuwi, etc.)
62
MODULE TWO
Additional Activity
Crazy Sentences
Objective: develop good listening skills by filtering in distortions in the message
Materials: copy of crazy sentences
Procedure:
1.
Divide the group into 2. Select volunteers from each group and ask them to sit in
the chairs that you have set up in the front of the room.
2.
Give each person a piece of paper with one of the crazy sentences on it.
3.
The two players must read the sentences to themselves, go to their respective
group and then engage in conversation.
4.
The object is to slip in the sentences without the other members guessing what it is.
5.
he facilitator may give them a topic to start with that has nothing to do with the sentences.
Processing

For the group members, were you able to identify unimportant part of the
message easily? What helped you in the process?

What does this activity tell you about communication process?
Sample Crazy Sentences

Bakit hindi ka na naman naligo? Ang baho mo na kaya.

Tinumba ng bagyong Milenyo and mga puno at billboard sa Edsa.

Masarap na agahan ang taho at pandesal.

Nagising ang makulet na bata at nagumpisa na naming manggulo.

Ang araw ay nasa gitna ng solar system at napapalibutan ito ng mga planeta.

Kinaiinisan ng lahat ang masungit at bugnuting palaka.

Sino kaya ang hahamon sa salbaheng higante?

Masayang mag-swimming sa putik habang palubog ang araw.
63
64
MODULE TWO
Addtional Activity
Blind Thrower
Objectives:
1.
To increase sensitivity to verbal and non verbal communication
2.
To understand the dynamics of verbal and non verbal communication
3.
To appreciate the importance of verbal and nonverbal communication in a task situation.
Materials:
Copies of: “The Blind Thrower”, “Rules for Round 1&2”, “Rules for Round 3”
Paper balls (5 per team), 1 basket per team, blindfold for each thrower
Procedure:
1.
Have each pair join another pair to create teams of 4 members each.
2.
The facilitator asks for a volunteer per team. The volunteers are brought to a
separate room.
3.
The remaining members of the teams receive copies of “The Blind Thrower”
which explains the nature of the activity and copies of “Rules for Round 1&2.”
Time is provided for reading the rules and for any clarifications.
4.
The members are given 5 minutes to map out their strategies. Then the
volunteers are called in, join their respective teams and get acquainted with the
rules. Coaching (3 minutes) also takes place during this phase.
5.
In Round 1 (5 minutes), each of the throwers tries to shoot all five balls into the
basket. Scores are recorded. Same goes with Round 2.
6.
Before Round 3 starts, copies of the rules for this round are distributed to the
participants except to the thrower. Time for reading and clarification is provided.
65
Processing:

Describe and compare your experiences during the three rounds.

What difficulties were experienced by the coaches? by the throwers?

What did the coaches and throwers find helpful in attaining the objective of the game?

What insights about verbal and nonverbal communication did you gain?

How can communication be made more effective in a task situation?
The Blind Thrower
Rules for Round 1 & 2
1.
The objective is to shoot all the
paper balls into the basket.
1.
2.
Volunteers from each team will
serve as the thrower. They will
be blindfolded throughout the
game.
Only 1 verbal instruction may be
given to the thrower: “You are
going to shoot the paper balls into
the basket in front of you.”
2.
The rest of the coaching will be
done non-verbally, e.g. through
touching or the use of sounds
other than words.
3.
Once the round has started, no
one is allowed to say anything or
bring the thrower near the basket.
3.
4.
5.
The remaining members of
each team will assist the
thrower in his attempts to shoot
the balls in the basket.
There will be 3 rounds, each
round lasts for 5 minutes. For
each round, specific rules are
to be followed. Copies of these
rules will be provided to each
team (but not to the throwers)
before the 1st and 3rd round.
Time for planning strategy and
coaching will be provided.
Rules for Round 3
1.
The thrower maybe given as
many verbal instructions as the
team thinks necessary.
2.
The thrower may not be touched.
3.
Verbal feedback is allowed.
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66
MODULE TWO
Communication is a process of transmitting meaning between individuals.
This process involves meaningful interaction whereby a person not only sends but also
receives and understands a message.
Communication always has a purpose. Knowledge, feelings, ideas and
information are shared in ways such that each person gains a common understanding
of the meaning, intent and use of the message.
The sender, the receiver, the message and feedback are elements that must
be present in order for communication to take place. Feedback is when the receiver
sends a message back to the sender. It is important in that it serves to increase the
understanding between two parties.
A message has two components: content and feeling.
Effective communication as a life skill is the ability to express ourselves, both verbally
and non-verbally, in ways that are appropriate to our culture and situations. It is the means
by which individuals relate to one another in order to achieve personal and group objectives.
Effective communication is also fundamental to any interpersonal relationship.
Communication can be verbal or non-verbal. One can communicate through
the use of spoken or written words (verbal) or through eye contact, facial expressions,
gestures, touch, posture, proximity, etc. (nonverbal). Nonverbal form of communication is
as important as verbal form because oftentimes, children (esp. those with special needs)
are better able to communicate their thoughts and feelings nonverbally.
Active listening is an essential element of an effective communication process. It
is important in order to understand both content and feeling components of a message.
The following listening skills are essential to effective communication:

Giving your physical attention to another person. Maintain eye contact and show
facial expressions and other signs that you are interested in what the person is saying.

Not interrupting and diverting the speaker. Using minimal encouragers
(simple responses that encourage the speaker to tell their story) and asking
relevant questions but not too many.
67
Communication and Interpersonal Skills 67

Use reflective skills – telling the other person what you think they are feeling.

Paraphrasing skills – restating what the others have said to clarify meanings

Focusing skills (politely asking the person to focus on the main concern).
Sometimes, communication occurs only partially or is aborted due to some
factors that act as filters or barriers to communication. Some of these barriers include
physical environment (e.g., loud noises), verbal skill-oriented (difficulty of the sender to
express in words), phenomenological (both parties may interpret the message differently
due to varied context).
Communication becomes ineffective when the following occur:

People are so preoccupied with what they are going to say that they do not pay
attention to what the other person is saying.

People listen selectively – they hear only what they want to hear.

People interrupt and finish the other person’s statement, changing it for their own purposes.
Interpersonal skill is the ability to relate in positive ways with the people we
interact with. It is the ability to read and manage the emotions, motivations, and behaviors
of oneself and others during social interactions.
A conflict may arise from a simple misunderstanding or miscommunications
between individuals. Conflicts can be a constructive source of learning if they are dealt
with appropriately.
Conflict is constructive when it:

results in clarification of important problems and issues

results in solutions to problems

involves people in resolving issues important to them

causes authentic communication

helps release emotion, anxiety and stress

builds cooperation among people through learning more about each other

helps individuals develop understanding and skills
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MODULE TWO
Methods for Resolving Conflict

Compromise: state your point of view, and allow the other person to state his/
her point of view. Discuss and accept part of each other’s point, idea or thought.
Suggest alternatives that approximate what you and your friend desires.

Verbalization: choose words that accurately reflect your thoughts and feelings.
Avoid blaming statements. Know the meaning of words and phrases you use.
Ask if you are being understood, and do not use abusive or harsh language.

Attack the problem and not the person: state the problem, and look for
solutions.

Allow time and space for communication and change: make your point
and leave things for a while, observe, and if things do not show any signs of
changing, discuss.

Change personal behavior/try out different things: try out different options,
change your behavior and see if it helps.

Negotiation: calmly state your point of view. Listen to the other person. Offer a
compromise that is mutually beneficial. Give reasons for your opinions and offers.
Together, choose the best alternative and give positive feedback to one another.

Terminating: if things do not improve, even after trying different approaches,
then, perhaps you should consider terminating the relationship. Sometimes this is
the only option.
Assertiveness enables individuals to express their opinions, feelings, wants
and preferences in a manner that respects the rights and feelings of others. The basic
message relayed by persons who are relating assertively is that they “count” and that
their ideas, perceptions, and opinions are important.
Differentiating Passive, Assertive and
Aggressive Behaviors
Passive Behavior

Giving in to the will of others; hoping to get what you want without actually having
to say it; leaving it to others to guess or letting them decide for you.

Taking no action to assert your own rights.
69

Putting others first at your expense.

Giving in to what others want (Example: giving in to peer pressure too engage
in risky behaviors)

Remaining silent when something bothers you.

Apologizing a lot.

Acting submissive (talking quietly, laughing nervously, sagging shoulders,
avoiding disagreement, &/or hiding face with hands.
Assertive Behavior:

Telling someone exactly what you want in a way that does not seem rude nor
threatening to them.

Standing up for your own rights without putting down the rights of others.

Respecting yourself as well as the other person

Listening and talking

Expressing positive and negative feelings

Being confident, but not pushy

Staying balanced—knowing what you want to say; saying “ I feel” not “I think”,
being specific; using “I” statements; talking face to face with the person; no
whining or sarcasm; using body language that shows you are b standing your
ground, and staying centered.
Aggressive Behavior:

Expressing your feelings, opinions, or desires in a way that threatens or punishes
the other person

Standing up for your own rights with no thought for the other person

Putting yourself first at the expense of others

Overpowering others

Reaching your own goals , but at the sake of others

Dominating behaviors—for example: shouting; demanding; not listening to
others; saying others are wrong; leaning forward; looking down on others;
wagging or pointing fingers at others; threatening or fighting.
70
Communication and Interpretation Skills
TIPS FOR BEING ASSERTIVE

Eye Contact – Look at the person most of the time. But, do not stare at people
100 percent of the time.

Body Posture – Try to face the person. Stand or sit up tall. But, don’t be a stiff
board.

Distance – If you smell or feel the other person’s breath, you are probably too
close. Keep a comfortable distance. Generally, 2-3 feet is a comfortable distance
for most people.

Gestures – Use hand gestures to emphasize your point, but remember that you
are not conducting an orchestra.

Facial expressions – Your face should match your emotion and what you are
saying. Don’t laugh when you are upset and don’t have a frown when you are
happy. A relaxed, pleasant face is best when you are happy. A relaxed, serious
face is best when you are upset.

Voice tone & volume – When you are making an assertive message, you want
to be heard. In order to be heard you have to pay attention to the tone of your
voice (happy, whiny, upset), the inflection of your voice (emphasis on syllables),
and volume of your voice (whisper to yell).

Fluency – It is important to get out your words in an efficient manner. If a person
stammers or rambles on, the listener gets bored.

Timing – When you are expressing negative feelings or making a request of
someone, this is especially important. Seven days later may be too long. Doing it
right on the spot in front of people may not be the right time to do it. Do it as soon
as there is a time for both parties to resolve their issues alone.

Listening – This is an important part of assertiveness. If you are making
statements that express your feelings without infringing on the rights of others,
you need to give the other person a chance to respond.

Content– What a person says is one of the most important parts of the assertive
message. Depending on what a person is trying to accomplish, the content is
going to be different.
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MODULE THREE
Introduction
A huge number of women and children are recruited through the combination of
deception, false promises and cash incentives. Decision to accept the job is easily reached
without much careful and deliberate thought about the reality of the opportunities being
presented to them. They tend to take any job offer without examining the risks involved.
The child also tends to be trapped into debt and thus into bondage because recruiters
usually hand out cash advances and shoulder the recruit’s transportation expenses which
will be deducted from the child’s salary. The child, having a huge debt to pay, which is
oftentimes being magnified by the traffickers, endures abuses and slave-like treatment
just to settle her financial obligations.
Critical thinking as a life skill for persons in trafficking situation is very important
as it allows young people to examine reality, analyze how reasonable their expectations
are, to discern whether the opportunities presented to them by recruiters are realistic
and if it is worth pursuing. It is an important skill needed to weigh the risks involved in an
endeavor by asking relevant questions that will help him/her validate the given information
before reaching a conclusion (that the job is safe) and before making a decision (to accept
the job).
The capacity for effective problem solving is critical for resiliency. Problem-solving
as a life skill is the ability to develop solutions to internal and interpersonal problems and
conflicts. It is considered as an active coping strategy. Teaching youth problem-solving
skills can help them cope with myriad of difficulties they will encounter on a day-to-day
basis or in the future. For child domestic workers, it is very important to develop such skills
especially since they are exposed to many stressful experiences brought about by the
wide range of tasks and activities. And they are often isolated from their normal source of
social support so they need to rely on their abilities to deal with problems when immediate
help is not accessible. Problem-solving is, therefore essential in developing their greater
sense of autonomy esp. when working children are given more responsibilities that are
often age-inappropriate. Furthermore, problem-solving can help young people generate
a wider range of options that can lead to a sound decision.
Young people are always facing crossroads and they need skills to help them
choose the best path towards a happy and successful life. Decision-making as a life
Critical Thinking and Decision-Making
73
skill is the ability to: analyze the issues to be decided on, weigh the pros and cons of
each option, and choose the course(s) of action based on what the individual believes
to be the best of all the possible choices. Critical thinking helps in the decision-making
process as this allows young people to look at things in fundamentally new and different
ways; problem-solving skills can help them generate a wider range of options; and
decisions can be evaluated based on its relevance to one’s personal goals. Making
good decisions is a complex skill that develops with practice. But once young people
master this important skill, their sense of responsibility will increase. The awareness and
acceptance of responsibility will emerge from being conscious that every decision and
action they make have consequences.
Objectives
General:
At the end of this module, participants are expected to understand the problem
solving process and acquire the skills in effective problem-solving by learning to
analyze situations and consequences of every alternative; increase the participant’s
ability to plan ahead, understand the decision-making process and acquire the skills
in decision-making.
Specific:
1.
define short-term and long-term goals
2.
learn to define the problem
3.
formulate strategies in solving a problem
4.
identify alternative courses of action and implement the best alternative
5.
formulate strategies in reaching a sound decision.
6.
practice predicting the consequence of various decisions
7.
learn to take responsibility for their own decisions and actions
8.
develop attitudes of being open to suggestions and of flexibility
9.
encourage critical and creative thinking
74
MODULE THREE
Proposed Activities
Title
Duration
Methodology
Goal Getting
30 minutes
Creative movement
Bridge Toss
30 minutes
Group dynamics
Brain Teasers (series)
60 minutes
Group dynamics
Brainstorming
30 minutes
Group dynamics
Toxic Waste
45 minutes
Group dynamics
Improvise
60 minutes
Visual arts
Optimum Level
40 minutes
Game
Stranded & Life Raft
1 hour 20 minutes
Group dynamics
75
Activity 1A
Goal Getting
Objectives
1.
determine how much intention is needed to achieve one’s goal 2.
understand that in order to achieve one’s goal, he/she needs to devise the
means
Duration:
Materials:
30 minutes
a big space; dance/lively music to be played during the activity
Procedure:
1.
Prepare opposite sides of the room. Point A is the point of origin where all
participants will start while Point B will serve as the goal area. From Point A every
participant should go to Point B in a unique way without imitating any participant
that has gone before them.
2.
Everybody will clap their hands/create a cheer for every participant that reaches
their goal (Point B) in an original manner. If a participant imitates somebody,
everybody will disapprove by booing and doing a thumbs-down action.
This activity is easier done on grass than on a smooth surface that allows
the frisbee to slide. Tell the group that there are rules to follow. Some
groups may be able to throw the frisbees perfectly and make a bridge.
Or, they may throw them one at a time, walk to the end of the bridge
and have the next person pass their frisbees down the line until it can
be placed on the ground.
MODULE THREE
76
Activity 1B
Bridge Toss
Materials: paper plates that will serve as frisbees
Procedure:
1.
Divide the group into two teams. Mark off an area that the teams must get across
(from point A to Point B) and give each member a frisbee. The team has to use
their frisbees to make a bridge across the area while abiding by the following rules:

No one can touch the ground inside the area with any part of their body.

Each person gets one chance to throw his/her frisbee into the area from
the same starting line. Once it lands on the ground and stops, it cannot be
moved.

You may enter the area after you throw your frisbee.

You may only cross to the other side by stepping on the frisbees.

Once all of the frisbees have been thrown, if your group cannot make it
across, you must start over.
Processing

How did you feel the moment you reached Point B?

What made achieving the goal easy/difficult for you?

How did you feel when you hear others cheering for you?

What did you learn from this simple activity and how can you relate this to real
life situations?
77
Activity 2
Brain Teasers
Overview: The following are series of brain teasers that will challenge the
participants’ critical thinking as well as problem solving skills. The teams need to
answer the problems as fast as they can or they may skip it to save time and return
once other puzzles are completed. This task will also train the participants to create
strategies, harness team member’s potentials and work through the tasks as a team.
Objectives
1.
give new perspective to the individual
2.
encourage them to think outside the box
3.
be innovative in solving a task
Duration:
60 minutes
Prepare all the necessary materials for each task. You may revise
them if necessary (those below are suggested tasks, the facilitator
may provide other tasks as deemed fit). Providing time limit per task
is suggested in order to maximize the time and so that teams won’t
get stuck on one puzzle. The teams are permitted to skip the task, go
to the next one and return once other tasks are accomplished. If the
team is not able to correctly answer the puzzle, the team won’t earn
points. Make sure that you know how to solve the puzzles yourself.
78
MODULE THREE
Activity 2A
Polka Dots
(encourages participants to think outside the box)
Materials: copies of problems per team
Procedure:
A. Provide a drawing of nine dots in equal spacing (3x3) that would end up looking
like a box and this instruction: Draw 4 (four) lines, without lifting your pen, that
would pass all the dots. You are not allowed to go back where a line has already
been drawn.
B. The triangle shown points to the top. Show how you can move three circles to get the triangle to point to the bottom.
Activity 2B
Matchstick puzzles
(encourage participants to try all possible
solutions to solve problem at hand)
Procedure:
1.
Move just two matches and remove dust from the shovel.
2. Move just 3 matches so that the fish swims
the other direction
79
Activity 2C
Ang Barbero (this allows participants to analyze information in order to reach a conclusion)
Dumating ang isang dayuhan sa isang maliit na bayan. Nagdesisyon sya na
magpagupit ng buhok. Meron lang dalawang barbershop – isa sa Kalye Kandirit at
isa sa Kalye Pikit. Ang barbershop sa Kalye Kandirit ay napakakalat at ang barbero
dito ang may pinakapangit na gupit ng buhok na nakita ng dayuhan sa buong buhay
nya. Ang barbershop sa Kalye Pikit naman ay napakalinis at ang gupit ng barbero ay
kasing-ganda ng sa isang artista. Sa aling barbershop pupunta ang dayuhan para
magpagupit? Bakit?
Activity 2D
Ang Operasyon
(This is task can also lead to a discussion on stereotyping)
Ang isang binatilyo ay malubhang nasugatan sa isang aksidente at sya ay dinala sa
emergency room ng isang ospital. Ang doktor na sumuri ay nagrekomenda ng isang
operasyon sa utak sa lalong madaling panahon kaya’t ipinatawag agad ang isang brain
surgeon. Sa pagkakita sa pasyente, nasambit ng surgeon: “Diyos ko, hindi ko maaaring
operahan ang batang ito! Sya ay aking anak!” Totoo, subalit ang surgeon ay hindi ama ng
bata. Paano maipapaliwanag ang kontradiksyon sa kwentong ito?
Processing:
1. How did you feel when you were solving the problems? How did the team work
their way to solving them?
2. What are the skills involved in solving the problems?
3. What did you realize after the series of tasks? What are your insights?
4. How can these tasks help you when you are faced with a seemingly difficult
situation in the real world?
80
MODULE THREE
Activity 3
Toxic Waste
Objectives
1.
allow participants to evaluate the problem and plan for a solution.
2.
devise creative means to come up with alternative solutions to a problem.
3.
develop teamwork in accomplishing common goals.
Materials: 2 empty cans (1 can with water inside), Cord or rope, chalk
Procedure
1.
Divide the participants into 2 teams.
2.
Prepare this set-up: A can with toxic waste (water inside) is placed in the center
of one circle and an empty can in the center of the other circle. Participants
will be provided with light rope/cord and nothing else. The task is to move the
contents of a “contaminated container” to a safe location without touching it, while
maintaining a safe distance and within a time limit.
3.
Explain to the participants the situation and their mission: members must
maintain a distance of 4 feet from the toxic waste, otherwise, they will lose body
parts. If the waste is tipped into the other can, it will be neutralized and the
mission is completed.
Processing:
1.
What steps were employed to accomplish the task?
2.
How did the group come up with a solution? What are the alternatives
generated? How did the group decide on which solution to apply?
3.
What behaviors and attitudes were manifested by team members as they
completed their mission? How do these attitudes/behaviors affect team
performance? What did you learn from this exercise?
81
Activity 4
Brainstorming
Objectives:
1.
introduce the concept of brainstorming and how it can be used in solving problems
2.
demonstrate the participant’s creativity by identifying different ways in which to
use a commonplace object
Materials: commonplace objects (fork or spoon, belt, etc.)
Procedure
1.
Divide participants into teams. Distribute paper and pen to each group.
2.
Explain that each team is to brainstorm a list of ways in which a common object
can be used. The team with the longest list of workable uses at the end of five
minutes will be the winner.
3.
Obtain a familiar object (e.g., spoon, belt, ruler, etc.) then display the object and
signal for the activity to begin.
4.
Stop the activity after five minutes. Maintaining the object at the middle of the
circle, each group will provide a use and demonstrate how to use it. The first
group to run out of ideas will be eliminated and the group with the most number
of uses wins.
Processing:
1.
How did you feel after this activity?
2.
How did your group come up with a list of possible uses of a given object?
3.
How can brainstorming be used in decision-making? Why is it important to
brainstorm?
4.
What other skills are used in this activity?
82
MODULE THREE
Activity 5
Improvisation
Objectives: learn to predict consequences of a situation or action
Materials: none
Procedure
1.
Ask for a volunteer. Facilitator will initiate a gesture or any action (without words)
then say freeze. The facilitator will leave the scene while the volunteer stays.
2.
Facilitator will tap anybody from the audience who will take his/her place and
continue the scene. The new partner can introduce any new action or modify
the scene slightly even taking it in a very different direction. This process of
improvising, freezing, and altering the scene continues until as many people as
possible have taken turns participating in this exercise.
Processing:
1.
How did you feel after this activity? What made this activity easy/difficult?
2.
How were you able to improvise the scenes?
3.
What have you learned from this activity? How will you relate this to your daily life?
Facilitator may want to start with a game e.g., “paint me a picture” or “improvisation”
before introducing the main activity. Then provide a lecturette about the problem-solving
and decision-making process or link the previous activity by summarizing the process
that the participants went through in creating solutions or making decisions.
83
Activity 6
Optimum Level
(this activity can also be used under Module 2)
Objectives:
1.
allow participants to plan for a strategy in order to achieve the goal
2.
learn to negotiate and manage resources
Materials: any material that would represent food, water and money
Procedure
1.
Divide participants into teams of 3-4 members. Facilitator will give each team
resources (food, water and money) and a list indicating Actual Level of resources
(resources provided to them by the facilitator) and Optimum Level of resources
which the team must meet to function at an optimum level.
2.
The facilitator will instruct the teams to trade resources and negotiate with other
teams to meet the goal. Allow 5 minute for this.
Processing:

What problems did your team encountered in achieving the goal?

What does “actual level” represent? how about optimum level?

How will you relate the activity to real life situations?

What did you learn from this exercise?
84
MODULE THREE
Activity 7A
Stranded
Overview
This is a back-to-back decision-making activity. The participants will work as a team in
coming up with a decision. Communication and negotiation skills of the participants will
also be utilized in this activity. Focus on the process not on the output of the teams.
Objectives :
1.
develop a sense of being resourceful
2.
exhibit cooperativeness and teamwork
3.
apply skills in problem solving
4.
keep presence of mind and exhibit critical thinking in times of crisis
5.
articulate and clarify criteria and objectives in evaluating alternatives, thus
providing a fuller appreciation of the problem at hand
Notes to the Facilitator
You can be flexible in using different survival scenarios for teams of 3-15
members. Avoid the requirement to establish a definitive correct list of items
as there is no definitive “right answer.” What is important is for the group to
see the benefit of group discussion and collective expertise, experience and
input. Focus on the process not on the outcome. The facilitator may clarify
particular questions from the group as to the details of the circumstances
and the environment and these details remain constant for the duration of
the activity.
Materials: list of items, paper
85
Procedure:
1.
Divide the members into teams. Provide the scenario to the rest of the group and
the list of items from which they will choose.
Ikaw at ang iyong mga kasama ay lulan ng barko papuntang Atlantis upang
magbakasyon. Nagkaroon ng malakas na bagyo at nasira ang barkong
sinasakyan nyo. Ang kapitan at ang buong crew ay nasawi. Ikaw at ang
ibang pasahero ay nastranded sa isang maliit na isla 200 milya ang layo
sa kabihasnan. Bago tuluyang lumubog ang barko, kailangan makuha ang
mahahalagang bagay na makakatulong na mapanatili kayong buhay hanggang
sa dumating ang tulong na hinihintay. Ang inyong layunin ay maging ligtas ang
bawat isa sa grupo hanggang masaklolohan. Sa sumusunod na listahan, pumili
ng sampung (10) bagay na kukunin mo sa barko:
-
1 pack ng posporo (6 na kahon, 1 kahon=50 palito)
-
1 kahon ng mineral water (24 bote, 1 bote=500 ml)
-
1 bag na may anim na malalaking kumot
-
Cellphone na hindi gaanong charged ang baterya
-
1 box ng chocolate (36 bars ang laman)
-
1 box na may laman ng 20 mansanas
-
Flashlight na may baterya
-
Maliit na first aid kit
-
Lubid na may habang 20 metro
-
Compass
-
Lapis at papel
-
Tool box (martilyo, screwdriver, lyabe, maliit na lagari, kutsilyo, abrilata)
-
10 lata ng sardinas
-
1 Life raft (balsang nahihipan) – apat ang kasya
-
Pitaka na may lamang pera
-
Mga gamit panahi
2. Provide 5 minutes for each member to come up with his/her own individual list
without consulting with other members of the team.
3. Then provide another 30 minutes per team to discuss and agree on an official
list. Present this list to the rest of the group.
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MODULE THREE
Activity 7B
Life Raft
Procedure
1.
Working with the same team, they will be given a new situation: A life-raft was
seen but is too small to hold everyone without sinking. Someone (or you could
say two or three people - it’s flexible) must be thrown overboard to save more
lives. The group must decide who is/are to be the unfortunate victim(s).
2.
Members of the team will present their reasons why they should stay. They must
base their presentations on their own real selves. After presenting their own
cases, the team then debates people’s relative values and strengths after which
the group makes its decision.
Processing
1.
How did your team come up with an official
list of things to take from the sinking ship?
2.
What were the difficulties encountered
during the first exercise?
3.
What skills were used in activity 7A?
4.
How did you feel after learning that somebody
from the team needed to be left behind?
5.
How did you convince others to let you stay?
What skills did you use?
6.
Who gets to decide who will stay and who
will be sacrificed?
7.
How will you relate these exercises to real
life situations?
8.
What did you learn from these activities?
Watch out for the time - this part
needs to be reasonably brief.
Monitor individual reactions to the
decisions to be made. Points to
review after this activity include: how
individuals behave and respond to
threat and possible rejection; how
different personality types within the
group react in different ways to the
debating and decision process; how
the group organized itself to manage
the difficult discussion process;
the different perceptions among
the team of relative strengths,
weaknesses, values, etc; the way
the group decided on how to make
the decision. Again, focus on the
process rather than the outcome.
87
Additional Activity
Bundok Shalala Erupts
(this activity can also lead to a discussion on safe migration)
Objectives:
1.
to work as a team in achieving a common goal
2.
learn to think critically in times of crisis
Materials: 3 planks of different lengths (1 per group), blindfold
Procedure
1.
The participants will be divided into 3 groups.
2.
The scenario: all are stranded on an island where bundok Shalala is located.
Shalala erupted and they need to reach another island to survive. They need to
cross hot flowing lava using only the planks provided to them. No parts of the
body must touch the ground. Any member who accidentally steps into the ground
will be considered injured (will be blindfolded and will not be allowed to talk).
Injured members will go back to the point of origin and will be guided by team
members in order to reach the safe island. Facilitator provides this instruction: Go
for the fastest and safest way to cross to island B. Allow 5 minutes for this.
3.
After 5 minutes, the facilitator will check to see if everyone is already on island
B. If not, the facilitator will pretend to be disappointed and angry thereby giving
pressure to the teams.
4.
If the teams still fail to cross, repeat the instruction. Reiterate that in times like
this, the teams are not supposed to compete with each other, rather help each
other to survive. The key is to combine the 3 planks in order to create a bridge.
88
MODULE THREE
Processing:
1.
How did you feel during the exercise?
2.
How did you come up with a solution (if the teams were able to complete the
exercise successfully)
3.
What hindered the teams to achieve the goal? (if the teams failed to cross to point B)
4.
What does this exercise tell us? What did you learn from it?
5.
How can you relate this to your daily life?
89
Additional Activity
Kaizen
Overview:
Kaizen is a Japanese term for continuous improvement. In this simple
exercise, participants are challenged to think of better ways to achieve the team’s goal.
Objective: learn to devise ways for continuous improvement
Materials: small balls (number depends on the number of teams)
Procedure
1.
Divide participants into teams of 5-6 members. Give each team a small ball and
then introduce the pattern (facilitator assigns each member a number).
2.
Tell the teams that there will be a total of 3 timed trials. The goal is to pass the
ball to each member according to the pattern given by the facilitator. The team to
achieve the goal within the shortest time wins.
3.
Allow 1 minute for each team to think of their strategies. Continue to challenge the
team by telling them that they can beat their previous record.
Processing:

How did your team improve as you went through each trial?

What does this activity tell us?

Why is it important to think of better ways and try to improve tested way of doing
things?

Can you think of ways on how to improve your current situation? Explain how.
90
MODULE THREE
Goal is a purpose toward which an endeavor or effort is directed. It is an objective
which the individual wants to achieve. A goal is like a dream but with a deadline.
Short-term goal – goal that can be achieved/completed within 6 months
Long-term goal – goal that can be completed in a year or more.
Goal setting is an important method of:

Deciding what is important for you to achieve in your life

Separating what is important from what is irrelevant

Motivating yourself to achieve

Building your self-confidence based on measured achievement of goals
What is the importance of setting clear goals?

Goals provide a vision toward which one can direct his/her energies. It focuses
one’s attention and action towards its achievement.

It increases persistence. A person with clear and realistic goals does not give up
easily even when faced with setbacks.

SMART goals motivate one to search for strategies to accomplish them
Goals should be SMART
S
Specific One must be very clear about what exactly s/he wants to accomplish
M Measurable Set ways of keeping track of your progress from start to finish
A
Achievable Goals must be challenging, but realistic
R
Relevant Goal must be in harmony with one’s core values and life purpose
T
Timely Goals must have deadlines attached to it
91
Critical thinking as a life skill is very important as it allows information received
to be analyzed and evaluated in an objective manner. It forms a process of reflecting upon
the meaning of statements, examining the offered evidence and reasoning, and forming
judgments about the facts. One doesn’t readily accept things at face value but is able and
willing to question its validity and significance. The process of critical thinking involves
acquiring information and evaluating it to reach a well-justified conclusion or answer.
Problem-solving is the active process of trying to transform the initial state
of the problem into the desired one by overcoming obstacles obstructing the path to a
solution. As a life skill, it is the ability to develop solutions to internal and interpersonal
problems and conflicts.
Skills which are particularly important for problem-solving:

identify and define the issue

generate a variety of alternative solutions to any given situation

identify and evaluate the possible consequences of each alternative

implement the solution

evaluate the outcome
Some of the benefits one can gain from developing good
problem-solving skills are:

It prevents interpersonal conflicts produced by dysfunctional modes of reaching
decisions or solving problems

It generate a wider range of options for coping, thereby enhancing chances for
selecting maximally effective decisions or solutions

It increases confidence, self-efficacy and self-esteem by acquiring a mode of
problem solving that can be employed in future problematic situations.
92
MODULE THREE
The FAST Approach
F Freeze and think! (What is the problem?)
A Alternatives (What are my possible solutions/options?)
S Solution Evaluation (evaluate each option based on its advantages and
disadvantages)
T Try it! (Decide on the best solution)
Decision-making is not reacting to situations; it is a well thought out process.
A decision is based on multiple factors, and these factors vary from person to
person. Some of the factors that contribute to a decision are family, economic situation,
ability, values, time, and social environment.
Decision-making as a Life Skill is the ability to:
a. analyze the issues to be decided on
b. examine your options and weigh pros and cons of each option
c. choose the course of action based on what the individual believes to be the best
of all possible choices
Every decision and action has a corresponding consequence. Well-thought out
decision based on accurate and reliable information, increases the likelihood of having
satisfactory consequences.
The amount and quality of information one has about the problem, the kind
of situation he/she is in and the values he/she holds affect decision-making. Making a
decision is easy - but making the RIGHT one requires skill and knowledge.
Some Decision-Making Dos and Don’ts
DO:

Be honest in identifying the problems, setting goals and priorities, evaluating
information, etc.

Accept the responsibility for making decisions in your life.

Use time wisely when you make decisions. Take as much time as possible in
evaluating the situation and in considering options.

Have confidence in your ability to make good decisions - and to learn from
mistakes.
93
DON’T:

Set unrealistic expectations for yourself - you’re bound to make the make
mistakes but you will learn from it.

Make “snap” or hasty decisions unless absolutely necessary. Follow the steps to
a good decision-making

Take unnecessary actions when the best course of action is to do nothing. But
don’t delay just to avoid making a tough or unpleasant decision.

Fool yourself by choosing solutions that are easy and comfortable - but fail to
address the problem.
94
95
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F
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M
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Action
96
MODULE FOUR
Introduction
Working with child domestic workers and victim-survivors of trafficking reveal
that not all of them have clear goals in mind and many fail to devise careful and concrete
plans for their future. They appear to be fixed to their immediate or proximal goals or they
set personal goals that are sometimes unrealistic. Setting clear goals is one skill that
young people need as this helps them choose where they really want to go in life. By
knowing exactly what they want to achieve they can concentrate their efforts on things
that are really important and dismiss distractions that come along their way. It also helps
in making sound decisions whenever one is at a crossroad. Properly-set goals can be
incredibly motivating, and as one gets into the habit of setting and achieving goals, s/he
will find that his/her self-confidence builds quickly.
Goals are likely to be achieved if they learn to plan for it, implement this plan
and follow through to completion. Planning can force future thinking, highlight new
opportunities and threats and refocus a person’s mission. Goal-setting and action
planning provides long-term vision and motivation to an individual. But having a vision
for one’s future is not enough. The person needs to chart his/her course of action.
After acquiring the core life skills, participants are now ready to plan concrete
steps they will take in order to realize their short-term and long-term goals. This can
help them get organized, stay focused and remain positive about achieving what they
set to achieve. Planning will help them set priorities, identify needed resources as well
as anticipate possible blocks that may prevent them from reaching their goals.
Objectives
The aim of this module is to help participants develop basic planning skills. It
provides a venue where participants can develop an effective action plan and concrete
course of actions that they must carry-out after the Step-UP training.
Specific Objectives
1.
set SMART goals for themselves
2.
practice action planning for short-term and long-term goals
Actiom Planning
3.
identify the support and resources required to achieve their goals
4.
provide positive affirmations
5.
elicit participants’ commitment to achieving their goals
6.
propose a batch project
Proposed Activities
Title
Duration
Methodology
Paper Planes
60 minutes
Creative arts
My Plan
60 minutes
Discussion
Affirmation
60 minutes
Creative Arts
Timeline
60 minutes
Discussion
Batch Project
60 minutes
Discussion
97
98
MODULE FOUR
Activity1
Paper Planes
Overview:
The activity encourages the
team members to think about and set personal
aims, and commit to them in a memorable and
meaningful way. The exercise also enables positive
encouragement and mutual support among the
team towards meeting each person’s aims.
You may need to learn or re-learn making
paper planes in case your participants do
not know how to do it.
Objectives:
1.
set short-term goal
2.
provide and receive encouragement to/from the group
Materials:
colored papers, markers-pens, scissors, art materials
Procedure
1.
Ask everyone in the group to set a personally achievable short term goal. It can
be an immediate application of skills they learned from this training.
2.
Lay all the materials on the floor. When all team members have decided on their
short term goals, ask them to make a paper plane. They will write their goals,
with a few points or steps as to how they will achieve it on the inside of the paper
plane (this enables people to keep their goals private).
3.
The facilitator and co-participants will write a positive encouraging comment on
the outside of every person’s plane - the emphasis should be on encouraging
comments, for example ‘I believe you can do this’, or ‘I know this is something
Action Planning
99
you can achieve’, etc. You may do this by sitting in a circle and passing the plane
to the person next to you to write positive inspiring comments on the outside of
each other’s planes.
4.
Allow them to continue finishing the decoration of the outside of their planes. The
exercise enables each team member to take pleasure in visualizing their own
aims, and to give and receive lots of positive encouragement.
5.
Go outside as a team and fly the planes, and maybe to award a few prizes;
longest flight, best design, etc.
!
Variation
you may use balloons instead of paper planes. Same procedure
except that after writing their short-term goals and positive
inspiring remarks, participants will put the paper inside a balloon
and inflate it. The last part of the activity allows them to go outside
and let the balloons go.
100
MODULE FOUR
Activity 2
My Plan
Objective:
learn how to plan specific course of actions for short-term goals by
accomplishing Goals Worksheet
Review the difference between short-term and long term goals. To reinforce
their focus on identified short-term goals during the previous activity, encourage
them to use the same goals in creating their action plans. Go through the
steps carefully and entertain questions. Make sure that the participants clearly
understand how to use the worksheet. Provide concrete examples or prepare
sample accomplished form.
Materials: copy of Goals Worksheet per participant, pens, relaxing background music
Procedure
1.
Distribute copies of the Goals Worksheet. Facilitator will go through and explain each
component of the worksheet and then provide an example.
2.
Once everything is clear, participants will accomplish the form individually.
3.
Let them join other participants and form sub-groups of 3-4 members. Discuss
the accomplished forms within the group. After listening to one’s action plan,
other members are allowed to suggest ways on how to improve the plan. This will
continue until all members discussed their respective worksheet.
Action Planning 101
ACTION PLANNING FOR
A SHORT-TERM GOAL
Short-term Goal:

Magagandang resulta kapag nakamit ko ang aking goal:

Mga maaring maging hadlang sa pag-abot ko sa aking goal:

Kailangan kong matutunan o gawin upang makamit ang aking goal:

Sino ang maaaring sumuporta sa akin?
Mga hakbang na kailangang gawin upang isakatuparan ang aking goal:

Kailan Sisimulan:

Kailan Matatapos:
*Adapted from: Adaptation of Life Skills Modules for at Risk and Vulnerable Children and Youths by FAD
102
MODULE FOUR
Activity 3
Affirmation
Objectives:
set long-term goals and give and receive affirmations
Materials: stones, sheets of stationary or colored index cards, coloring pens, background music
Procedure
1.
Lay the stones and coloring materials in the middle of the circle. Have each of the
participants choose one stone. Instruct them to design the stone while thinking
about the goals they really want to achieve. Allow 10 minutes for this.
2.
Each participant will be given a piece of paper and a pen. They will be instructed
to write down at least 5 things they want to accomplish 5-10 years from now.
Encourage them to be as specific as possible. Write these words in present tense
as if these are taking place now. Start with words like “I am ... “ or “I have ... “
3.
Each participant will then choose from among other participants whom he/she
wants to share his/her dreams with and give the paper to that person.
4.
Partner B (the recipient) will read to him/herself the personal goals of Partner A
(the source). Using the back of that paper, B will provide positive remarks affirming
the written goal and suggest ways on how A can achieve each goal. Start another
round for returning the goals to partners A. Give them time to read the papers.
5.
Form a circle. Everyone will close their eyes, hold his/her stone and say: “kaya
kong abutin ang aking mga pangarap.” then pass it to the person on their right.
Once the stone is passed and another is accepted, everyone will say: “kaya
nating abutin ang ating mga pangarap.” This will go on until everyone gets his/her
own stone. Facilitator will give the cue if the stones they are holding are their own
stones which then prompts everybody to say one more time: “kaya kong abutin
ang aking mga pangarap.”
Action Planning 103
Activity 4
Timeline
Objective: Preparing a time-line for future work
Duration:
60 minutes
Materials: manila paper or ¼ size of cartolina, markers, crayons
Procedure
1.
Distribute the materials. Explain to the participants that they will make a timeline
to show how they would use the lessons from the training just received.
2.
Each participant should draw a timeline showing his or her action plan for the
next six months (the time can be reduced or increased).
3.
Allow the participants to work individually for 20 minutes. They may present the
timeline artistically e.g, using symbols.
4.
Invite them to join other participants to form a subgroup of 4-5 members.
Examine the timelines of every member and let everyone share his/her timeline
with groupmates.
5.
Ask each group to create a presentation of integrated timelines of its members.
They may use any creative methods they learned from previous modules.
104
MODULE FOUR
Activity 5
The Batch Project
Objective:
to plan for a batch project that the group will commit themselves to right
after the Step-UP training
Materials:
markers, cartolina, paper plates, copy of the resource chart
Procedure
1.
Divide participants into groups. Remind them of the learning contract they drafted
and signed during the orientation phase of this program. Instruct each group to
think of possible batch projects that they will propose to other groups. Explain the
Resource Chart that will serve as their guide. List the ideas on the cartolina provided
per group.
2.
Present the proposals to other groups. The group should reach a consensus.
Facilitator should list down the proposed projects and ensure that everyone
understands and agrees on the plan. Once consensus is reached, the projects
will be transferred to a clean sheet of cartolina and every member will sign on it
signifying their commitment to the project(s).
3.
Give each member a paper plate. Everyone should think of one specific thing
they can do/contribute to make the batch project happen.
4.
Refer to “Bridge Toss” exercise and repeat the rules. This time, signed batch
project will be posted at Point A and the facilitator designates an area for Point B.
Everyone will toss their paper plates until they created a path that will allow them
to cross and reach Point A.
What
(Proposed Project/s)
How
(Steps to Accomplish
the Project)
When
(Target Date of
Implementation)
Resources Need
105
AP
S
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C
I
PEND
106
APPENDIX 1
Participatory Tool in TNA
I. A. Title: Kailangan ba Yan?
Objective: elicit participants’ concept of life skills
Procedure:
1.
Invite participants to sit in a circle. Explain to them that all of us possess certain
skills that allow us to live our lives. Give a few examples of these skills so they
can gain an idea.
2.
Distribute metacards then ask them to write as many skills that they can think
of (1 skill per card). Lay them on the floor (or provide a box where they drop the
cards in).
3.
Ask them to go through the cards, group similar cards and post them on the wall.
B.
Title: Meron Ako Nyan
Objective: determine the skills which the participants believe they already possess
and what are the skills they should possess
Note to the facilitator:
Before the activity starts, make sure that the output of the previous activity (skills that
were identified by the participants) has been incorporated to the checklist of keywords
that the facilitator is holding.
107
Procedure
1.
Prepare three headings: Meron ako Nyan, Kailangan ko Nyan, Di ko Kailangan
Nyan, then post it on three corners of the session hall.
2.
Facilitator reads out key words or brief description of core skills including the
ones identified from Activity A.
3.
Each participant will choose to stand under the three heading which reflect their
opinion as to whether they possess the skills or not.
4.
Documentor will count the number of heads per keyword.
NOTE:
Facilitator may instead use the Life Skills Evaluation Tool for Trainees (see below)
in order to assess the baseline functions of participants. Replace Meron ako Nyan,
Kailangan ko Nyan, Di ko Kailangan Nyan, with the scale Never, Rarely, Sometimes,
Always consistent with the how the participants will rate themselves using the tool.
The same tool will be administered to them individually after they complete the entire
module (post evaluation).
BASIC LIFE SKILLS QUESTIONNAIRE
(for Participants)
Pangalan: _________________________________
Petsa: ___________________________
Edad:____________
Panuto: Bilugan ang numero na nagsasaad kung gaano kadalas mo nararanasan
ang sumusunod:
0
1
2
3
-
-
-
-
hindi kailanman (never)
bihira (rarely)
minsan (sometimes)
palagi (always)
108
1. lagi kong ikinukumpara ang aking sarili sa iba
0
1
2
3
2. komportable akong magsalita sa harap ng maraming tao
0
1
2
3
3. naghahanap ako ng ibang solusyon kapag hindi umoobra ang nakasanayan na
0 1
2
3
4. alam ko kung sa aling mga bagay ako magaling o mahusay
0 1
2
3
5. mahirap para sa akin na sabihin kung ano talaga ang iniisip at nararamdaman ko
0
1
2
3
6. sumusunod ako ng walang alinlangan sa mga taong mas may alam kaysa sa
akin
0
1
2
3
7. alam ko ang mga karapatan ko bilang tao
0
1
2
3
8. mahilig akong makihalubilo sa iba 0
1
2
3
1
2
3
9. iniisip ko muna ang kahihinatnan bago ako magdesisyon
0
1
2
3
10. alam ko kung sa aling mga bagay ako mahina
0
11. lagi akong humihingi ng paumanhin kahit hindi ko kasalanan
0 1
2
3
12. malinaw sa akin kung ano ang nais kong mangyari sa buhay ko 5-10 taon mula ngayon
0
1
2
3
13. sinasamantala ko ang bawat pagkakataon na matuto at hasain ang aking
kakayanan 0
1
2
3
14. ako ay nagtatanong kung hindi ko maintindihan ang isang bagay
0
1
2
3
15. marami akong plano sa buhay subalit hindi ko alam kung paano sisimulan
0
1
2
3
109
16. kung maaari, ayokong pag-usapan ang aking pinagmulan at ang aking nakaraan
0
1
2
3
17. nahihirapan akong magpokus sa pinag-uusapan 0
1
2
3
18. alam ko ang unang pagtutuunan ng pansin kung ang suliranin ay tila sabaysabay dumating 0
1
2
3
19. mabilis ako maapektuhan sa sinasabi ng mga tao tungkol sa akin
0
1
2
3
20. sumasang-ayon na lang ako sa nakararami o sa nakatatanda sa akin para
walang gulo
0
1
2
3
21. nahihirapan akong magdesisyon para sa sarili ko 0
1
2
3
22. nagagawa kong ngumiti/tumawa sa harap ng mga problema
0 1
2
3
23. pinapakinggan at iginagalang ko ang opinyon ng iba
0 1
2
3
24. isinasaalang-alang ko ang praktikal na solusyon sa bawat suliranin na
kinakaharap ko
0
1
2
3
25. maganda ang pananaw ko sa buhay at hindi ako nawawalan ng pag-asa
0
1
2
3
26. hindi ko mapigilang magmura o makapagsalita ng masakit sa taong nakaalitan ko
0
1
2
3
27. madali akong malito
0
1
2
3
28. sa harap ng matinding pagsubok, mas tumitindi ang aking pananalig at kapit sa
Diyos 0
1
2
3
29. madali kong maintindihan ang iniisip at nararamdam ng iba kahit hindi nila
sabihin
0
1
2
3
30. kung ako ay binibigyan ng gawain, kaya kong gampanan ito ng mahusay at
tapusin sa takdang oras
0
1
2
3
110
BASIC LIFE SKILLS QUESTIONNAIRE
(for Rater)
Name of Trainee: _____________________________ Name of Rater : ____________________________
Date: ____________
Instruction: The following reflects how an individual think, feel, or behave when s/he
possesses (or lacks) important skills necessary to function effectively in the world. Using
the scale below, rate the trainee according to how often s/he exhibits the following traits:
0
1
2
3
NEVER (hindi kailanman)
RARELY (Bihira)
SOMETIMES (Minsan)
ALWAYS (Palagi)
1
shows confidence in his/her ability to perform certain tasks
0
1
2
3
2
likes to interact or socialize with others
2
3
3
asks questions when things seem unclear to him/her
0
1
2
3
4
aware of his/her own internal feelings
0
1
2
3
5
can initiate and maintain a conversation
0
1
2
3
6
knows how to prioritize things
0
1
2
3
7
is generally satisfied with life
0
1
2
3
8
maintains good eye contact when communicating with others
0
1
2
3
makes plans for him/herself
0
1
2
3
10 views him/herself as inferior to others
0
1
2
3
11 able to make requests politely
0
1
2
3
9
0
1
12 is consciously aware of the consequences of his/her actions
0
1
2
3
111
13 able to see humor in situations and use this to reduce tension
0
1
2
3
14 sensitive to other people’s feelings
0
1
2
3
15 motivated in achieving personal goals
0
1
2
3
16 knows what s/he needs and wants in life
0
1
2
3
17 able to pay attention to what the other person is saying
0
1
2
3
18 considers practical side of things when
finding solutions to problems
0
1
2
3
19 recognize his/her own talents and spends time in nurturing them
0
1
2
3
20 quiet and reserved
0
1
2
3
21 able to follow through on tasks to completion
0
1
2
3
22 is prone to emotional outbursts due to inattention to his/her own feelings
0
1
2
3
23 is respectful of other people’s opinions and personal space
0
1
2
3
24 tends to be objective and realistic in assessing situations
0
1
2
25
26
3
finds meaning and purpose in life
0
1
2
3
able to put his/her feelings into words and communicate it with others 0
1
2
3
27 has the initiative to take action when
faced with difficulty
0
1
2
3
28 able to find healthy outlets for strong/intense emotions
0
1
2
3
29 friendly and outgoing
2
3
30 considers different alternatives before making a decision
0
1
2
3
0
1
31 not overly concerned with how 112
APPENDIX 2
SAMPLE SCRIPT FOR
VISUAL IMAGERY
(Module 1 Bead of Life)
Ang gagawin natin ngayon ay nangangailangan ng imahinasyon. Magsimula tayo
sa pamamagitan ng pagpili ng komportableng lugar sa loob ng silid na ito. Humiga
ng maayos, ang dalawang kamay ay nakalapat sa sahig sa magkabilang tagiliran.
Ipikit ang inyong mga mata at huminga ng malalim at mabagal. Inhale…Exhale (2x)
Isantabi ang mga bagay na gumugulo sa inyong mga isip. Ituon ang atensyon sa
mabagal at malalim na paghinga hanggang maramdaman mo na ikaw ay unti-unting
nare-relax. (Silence)
Balik-tanawan natin ang mahahalagang yugto ng ating buhay simula ng tayo ay
nasa sinapupunan pa ng ating ina. Madilim sa loob subalit wala kang pangamba
dahil nararamdaman mo ang init at proteksyon sa loob ng kanyang sinapupunan.
Makalipas ang ilang buwan, ikaw ay isinilang. Naaninag mo sa kauna-unahang
pagkakataon ang liwanag at narinig ang ingay sa bagong mundong iyong gagalawan.
Naranasan mo ang haplos, yakap at pag-aaruga ng iyong magulang. Natuto kang
gumapang, umupo, tumayo at maglakad. Mula sa sarili, naging mas interesado ka
sa mga bagay sa iyong paligid. Bukod sa pagiging mapaglaro, naging mapagmasid,
mapagtanong hanggang sa edad na ikaw ay tumuntong sa paaralan upang paunlarin
ang iyong kaalaman. Doo’y nakakilala ka ng mas maraming kapwa bata at ang
pag-ikot ng iyong mundo ay lumawak mula sa sarili at pamilya, ngayo’y sa iyong
mga kaibigan. Natuto kang makisalamuha at makipag-kapwa. Mas nakilala mo ang
sarili sa pagsalamin sa iba. Sa iyong pagdadalaga (pagbibinata), napuna mo ang
ibat’ibang pagbabago sa iyong sarili na nakapagdulot ng sari-saring pakiramdam.
Unti-unti ka ring namulat sa mga suliranin na sumusubok sa katatagan ng iyong
pagkatao. Maaaring hindi naging madali ang proseso subalit kayang lampasan.
Hanggang sa marating mo ang kasalukuyang yugto ng buhay at patuloy ang iyong
pakikipagsapalaran. (Silence)
Breathing exercise then count to 10 backwards til they open their eyes at the last
count.
113
REFERENCES
Bautista, V., Roldan, A., Bascal, M. (2000). Surviving the Odds: Finding Hope in
Abused Children’s Life Stories. Manila: SC-UK & UP-CIDS/PST
Business Training Works, Inc. (2002). Creative Icebreakers, Introductions, and Hellos
for Teachers, Trainers, and Facilitators. Port Tobacco, MD
CAP Foundation, India. Life Skills Modules for Teens. (publication details unknown)
Consuelo Foundation, Inc. (2001). Skills for Life. Makati City: International Youth
Foundation
Foundation for Adolescent Development, Inc. (2006). Adaptation of Life Skills
Modules for at Risk and Vulnerable Children and Youths. Manila: UNICEF
ILO-IPEC. (2007). Child Trafficking in the Philippines: A Situational Analysis. Manila
Ortigas, C. (1990). Group Process and the Inductive Method: Theory and Practice in
the Philippines. Quezon City: Ateneo de Manila University Press
Peace Corps Center for Field Assistance and Applied Research. (2001). Life Skills
Manual. Washington, DC
UNESCAP/WHO. (2003). Life Skills Training Guide for Young People: HIV/AIDS and
Substance Use Prevention. New York: United Nations
UP CIDS-PST/UNICEF/DSWD. (2006). Helping Healing: Modules for Trainers on Basic
Psychosocial Help for Children in Need of Special Protection. Manila: UNICEF
US Department of State. (June 2007). Trafficking in Persons Report 2007
Visayan Forum Foundation, Inc. (2005). Looking from Within: A Primer on Trafficking
in Persons in the Philippines. Manila
INTERNET RESOURCES:
http://www.businesstrainingworks.com
http://www.johnsleigh.com
http://www.mwls.co.uk/icebreakers/puzzles.pl
http://www.wilderdom.com/games/Icebreakers.html
114
115
About the Authors
The developers of this manual, Ma. Malaya Flores Oebanda
is a BS Psychology graduate and Agnes Bacsal Villegas is an
M.S. candidate in Clinical Psychology. They directly handle
cases of child trafficking, child domestic work and violence
against women and children. A significant part of their work
includes providing direct psychosocial interventions as well
as developing and implementing training programs that aim
to empower abused and vulnerable women and children. This
manual is a product of years of experience and was developed
through extensive review and consultation with VF staff and
with active participation of victim-survivors themselves.
116

A Life Skills Training Manual

Transcription

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