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TOWARDS ARESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND STUDENTS), , UNIT TWO, Understanding the Concepts and Principles, of Community Immersion, INTRODUCTION, in community immersion must be knowledgeable on the, basics of community, i.e. its meaning, concepts, underpinning principles and, , People involved, , nature of problems and issues arising therefrom. This will enable the trainees to, , have a good grasp of the local situation thereby preparing them to appropriately, , respond, , to, , the multifarious, , concerns, , in the, , community and properly carry out, , immersion projects and activities that is so conceived to bring about long-term, amelioration, and not just over-night, cosmetic solutions, of the social menaces, , and ills., , LEARNING OBJECTIVES, At the end of this unit, the student must be able to:, , Explain, , the concepts, , and principles underpinning community, , and, , community immersion;, , Realize the importance of understanding the dynamics of a community, and community immersion as a way to realize the objectives of NSTP;, and, , Practice the standard operating procedures and establish protocols, governing community immersion., , STRUCTURED LEARNING EXERCISE, , A discussion on the meaning and elements of a community shall be the spring, This will be followed by a group activity entitled:, the, , topic., board in presenting, needed materials and mechanics are as follows:, The, Build A Community., , Materials:, Various scrap materials like ice drop/barbecue sticks, drinking straws, plastic, spoons and forks,, , plastic, , bottles, box, , cartons,, , adhesive, , tapes,, , glue and/or yarn,, , etc., , NSTP 2, , 25

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TOWARDSA RESPONSIVE COMMUNITY ACTIOON, , (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND STUDENTS), , Mechanics, 1. The class will be divided in small clusters of say, 10 per group., , 2. Each group will be given a set of materials or that they will be asked to, source their own materials., , 3. Using the materials mentioned, the group will construct in 20 minutes or, , less, a diorama that will portray an idealcommunity they envision., 4. A representative from each group will present their output to the class, , guided for a maximum of 5 minutes by the following questions: (Based, on the presentation, write your answers using worksheet 2 on page 37.), a., , What makes, , a, , community?, , b. Who are the community participants that help in the establishment, , of an ideal society? What are their specific roles?, C, , What common interests/aspirations do the community participants, have in relation to the attainment of societal goals?, , 5. The trainer will process the topic, guided by the discussion highlights, for, better understanding of the trainees., , After this activity, a group discussion may be done to reinforce the lessons, learned on the dynamics of community. Anchored on the question,"Based on the, current situation, what gap exists between the ideals ofche communiry people and, , the reality? the students will preparea collage, for a period of 15 minutes, out of, old newspapers, magazines, and craft papers illustrating the problems, issues, and, concerns in the communities of the contemporary times that impede the goals of, the people in a locality. A rapporteur from each group will be asked to explain the, , group's output highlighting the extent of the problem and how these concerns, affect the community in general. (use worksheet 3 on page 39), Finally a wrap-up activity may serve as a basis for discussing the significance of, community immersion in addressing the community problems. The students will, be given 15 minutes buzz session for them to tackle the relevance of community, , immersion to the national development through local student initiatives under, NSTP (use worksheet 4 on page 41)

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TOWARDS, , A, , RESPONSIVE COMMUNITY ACTION, IN NSTP 2 FOR, , (A MODULAR WORKTEXT, , TRAINERS AND STUDENTS), , DISCUSSION HIGHLIGHTS, WHAT IS A COMMUNITY?, , Noted community development specialist Arlien Johnson once wrote that the, term communiry' refers to a group of people gathered together in any geographic, area, large or small, who have common interests, actual or potentially recognized, , in the social welfare field., To paraphrase the words of Johnson, a community is a collective of people, with similar interests and goals whether living in the same geographic locality or, , not. The meaning of community may actually vary depending on the objectives of, a program to be conducted thereat., As per concept, a community may be, , categorized as geographical or functional. The, term geographical community is defined in the, , purview of group ot persons iving in the same, geographical location like in a certain village,, town, neighborhood, district, area or territory, , A, , Commumily, , colledive o people wih, similar intoets and geals, uwhether living in he same, , seognaphie, , locality, , hol.", , Meanwhile, community is said to assume the, , functional nature if the aggregate of people though not necessarily based on living, , in the same geographical location, is bonded by a common end such as fighting for, the same cause, having the same interests and goals. These are people who hold, , common values, share common functions or express common interests., A certain type of community has recently emerged. Some refer to it as just, , social movements but its definition points out that it surfaced out of the two, other types of community. It is called a relevant community that defines a group, , of people having similar interests and goals as the communities around them., These populations have common interests in changing existing institutions t, , their advantage in order to achieve redistribution of resources. It is geared towards, organization of the poor, , WHAT ARE THE ELEMENTS OF A COMMUNITY?, As a trainee, one should be aware of elements of a community in order to, , understand the dynamics thereof. The important elements are demographics,, history, culture, economy, and structures. The demographics (characteristics of, population) tell a lot about the movement of the population in the community, that you will serve. History allows you to identify certain patterns of change, and people's way of adapting to these changes that can be useful in plotting, your activities., , Understanding, , the economy, culture, and, , community, , structures, , increases the chances of the success of activities since anyone can provide culturebased and, NSTP 2, , more, , realistic solutions, , to, , community concerns., 27

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COMMUNITY, , TOWARDS, , A, , MODULAR, , were, , In example, you, it Hoods in, , identifythat, area, , a, , A, , RESPONSIVE, , NSTP, WORKTEXT IN, , able, , 2 FOR, , sales, , are, , very low, , Demographis, , market, , because, , population, , contnibuled to he dadopmenl o, , the commaunily), , the rain. They have adapted by, using improvised plastic covering, , Culureways of iving the, people), , to coat their merchandise but they, , are not so, , lindude, , distnibution and denily), Hidoy lvenls of the pat hat, , their merchandise gets soiled by, , attractive., , ACTION, , AND STUDENTS), , to, , nearby the creek. During rainy, , seasons,, , TRAINERS, , Econcmy income level, occupation, , What kind of, , opeople), Sthueures physical, political and, , projects do you think you can do by, , s0cial iudures), learning this information already?, By experience, the architecture, and fine arts students training in the NSTP would usually think of enhancing, , the features of the merchandise covering and the stalls itself to attract more, consumers even during the rainy season., , Based on their assessment of these elements and by working with the, community, one can already formulate plan of actions., WHY IS IMMERSION AN IMPORTANT APPROACH (STRATEGY) IN GIVING, , SERVICE TO THE COMMUNITIES?, , An, , old, , adage, , says, , that, , Throuh communily immemon,, , "Experience is the best teacher., Going through the immersion, , hainees will be expored in fnthes, and othen realities of tile which, They may o may not belong to., , process andconductingcommunity, , service, , activities/projects will, , enable the trainees to understand how the, people feel, think, and behave as, dictated by their conditions and situations in life as a meanssay,, to make feel and, realize that they are more fortunate than, many others and that the students can, do something to improve the lives of the, , marginalized and underserved., required., , For ás the Holy Scripture tells us,"To whom much, is given, much is, Therefore, since students have been, the rare, , given, , opportunity and the distinct, , privilege of being schooled that they are supposed to better the living conditions, of those whom were not as auspicious as, they are. As one of the objectives of, this book expounds, trainees will be exposed in further and, other realities of life, , which they may or may not belong to., , After having, , explained, , the, , signihcance of the community immersion, in, of, the, requirement NSTP, the educational and religious perspectives,, let us succumb to the legal basis of such. The basic questions as "what is the, , purviewof, , 28, , NSTP 2

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TOWARDS A RESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND STUDENTS), , relevancy of the immersion part of the NSI Program?" and"why would trainees, , need to study the behavior ot the people in and that which composed the, community of which they serve, , Answer to these sort of questions is provided, , for in NSTP Act and has served as the mandate and core of recognizing the, role of the youth in nation building. Young people are vested with the obligation, , "to defend the security of the State and in fulfillment thereof, the government, to render personal military or civil service, (Section 2,, may require each citizen, , NSTP Act of 2001) whether in times of peace or war. Simply put, aside from, and threats, becoming socially aware of the strengths, weaknesses, opportunities, and energies that,, of their communities, trainees are believed to possess the qualities, , yield results towards arresting. if not totally, man., annihilating, the innumerable dilemmas of, himself as he takes the first, The next question that a trainee is bound to ask, as they are, capable of, of the process of immersion is, "Are trainees, young, , if properly channeled, , and directed, will, , step, , and meeting, of, responding to the stringent requirements community building, the skills and knowledge criteria of transforming communities? Definitely, yes., in national/local development cannot be overemphasized., The role of the, , youth, , national hero, "The youth is the hope, To reinforce this, are the very words of our, of the Fatherland.", WHAT IS COMMUNITY IMMERSION?, , Community, essential, , immersion, , strategy, , organizing work, understanding of, , an, , Commuily, , in community, that, entails, the, , concerns,, , community, , is, , immerion, , is, , a, , inaley thai goes beyond acguainting, s, , different, , with, , commuhity, , concerns, , but, , make poniule ous partiipation, , in their he)solution., , process,, , dynamics and lifestyle through, , It is different from the actual, , engaging in different activities., into, one of the strategies in plunging, organizing work. Immersion is just, be integrated or specialized, community organization. Venture undertaken may, in the, , exposure and, , and involvement of the self, activities which entail entering, familiarizing, conduct of the activities for community development., in molding and, immersion in NSTP is devised as a strategy, , Community, conscientizing students just so, to, , their communities. This, , youth, nature, , that, , they may be socially aware and responsible, , manner, , ot transtormation is bent, , training the, , individuals. The, civic conscious and defense prepared, the dimensions of, but not limited to,, of immersion efforts done is along, to, , becoming, , and recreation, environmental, and other social welfare concerns., , education, health, safety education, sports, , entrepreneurship, morals of citizenry, NSTP 2, , on, , services,, , 29

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TOWARDS A RESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT IN NSTP 2 FOR TRAANERS AND STUDENTS), , In view of the fact that immersion is a major concern in development work,, , trainees may fhnd it significant to be guided by the following precepts:, Trainees should immerse in actual community life to get to know the, , social, political and economic situation of the people., Trainees may also undergo certain changes like increase in knowledge, about the social realities, development of good values, empathy towards, other people, improvement of social skills, among others., , Trainees should identify the community peoples interest and, aspirations, Irainees must recognize people's resiliency and does not rob them of their, , right to have community participation and determination of appropriate, courses ot action., , Trainees should be aware of the, , gain-negotiated sanction -the acceptance, , derived from community relations coupled with the right to conduct, immersion activities., , Trainees, is, , must, , concretized, , much, , The following, , reflect on how their social analysis of the, in, , situation, should have as, , current, , community people's, analysis, meaning for the trainees as for the community., are, , lives. The, , the Forms of Integration in, , Home visits, Living with selected families, , Community Immersion:, , preferably with key informants, Informal, , discussions, , with, , individuals or groups, Sharing in household and, community activities (cooking, with the community host,, , AT, , A, , clean-up drive), Attendance in social gatherings (fiestas,, weddings, etc.), Assistance in production work (selling,, farming, etc.), WHOM DO YOU IMMERSE WITH IN THE COMMUNITY?, When, , one, , goes, , to, , a, , Communmly-baed, , associate with, the people whom he intends to, , must be, , workwith as his partners or allies, , people empouenmeni and not the 'dole, , community, he, , in the, , community. Examples of, , these community partners are, , premised, , on, , sewice, , the, , pojes, , prineiple of, , oul, 0, , mentalily. Teach people how to fish, that they will live lor ilaime., a, , NSTP 2, , 30

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TOWARDS A RESPONSIVE COMMUNITY ACTION, TRAINERS AND STUDENTS), (A MODULAR WORKTEXT IN NSTP 2 FOR, , members of, , youth, the differently-abled constituents, professionals,, and others who can, informal, people's organizations and other formal and activities.group,, We do not just work for, be a potential collaborator of your project or, the parents,, , and serve the people but rather we encourage their participation. This practice, , of enjoining peoples support is adherent to the Confucious' philosophy of give, him how to fish and he will live for a, lifetime." Community immersion is empowering the people towards development, man a, , fish and he will live for, , a, , day; teach, , of the locality, WHAT CONDITIONS MAY QUALIFY ONE TO GO, , INTO COMMUNITY IMMERSION?, It is, , so, , desired that one fundamental, , pre-requisite qualification among those, , who intend or are tasked to undergo community immersion is a full understanding, In, of the concepts and theories behind the dynamics of groups and community., is a primordial condition., the same breath, knowing the very process of immersion, know-how and skills in, This is so because this endeavor requires a great deal of, , facilitating, , interventions,, , planning, , and, , managing community, , service, , projects,, , among others., , Training-wise, community developers/organizers and, , qualified because it is assumed that they have more or less, , social workers are most, , formal, , background on, , carrying out these kinds of undertaking., immersions., , Volunteers in socialorganizations and movements also undertake, in development work. Such immersion, , They undergo professional training, typically proceeds to organizing work., , 2 are mandated to, As for NSTP, students enrolled in NSTP-CWTS/LTS, a minimum of 54 hours to, undergo community immersion for a period covering, from CHED-prescribed Program of Instruction, a maximum of 90 hours as cited, , (POI), 2007 edition., WHAT PERSONAL GAINS MAY A STUDENT GET, FROM COMMUNITY IMMERSION?, The, , community immersion, , aspect, , of NSTP will be able to benefit not only, the communities served but more, , so, , the, , student-trainees who may be accorded, , "..communily, improes, , the, , immeion, , thainees, , undersianding of himelt, , in, , relation to othen", , with the following advantage:, lives because of the, Opportunity for the trainees to comprehend people's, chance given to them to see real life situations, live, identify and associate, with the people therein;, NSTP 2, , 31

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TOWARDS A RESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND STUDENTS), , Gain social acceptance derived from community relations coupled with, , the right to offer services;, *, , Enhance experiences in conducting asset mapping such as identitying, , geographic coverage, point out resources and the use, and the relationships, , of people with the existing resources;, Establish rapport and relationship with different people who may be of, , help to them at some future time;, them realize issues that, will help solve problems in the community. It is important for them to do, , Develop their conscientization ability. It helps, , something that can change their situation., Acquire first-hand experiences in dealing with community works; and, the, Chance to learn life skills that will enrich and better their persons., , Succinctly, community immersion improves the trainees' understanding of, , himself in relation to others. And by understanding others, the trainees can be, able to give a part of himself to help others., Most important of all, com nunity immersion is in consistent with the innate, and ultimate intention of helping people as immortalized in the words that spell, the extension creed by Dr. Y.C. James Yen of the International Institute of Rural, , Reconstruction., , The Extension Creed, , the people., Live with the people. Learn from them., Plan with them. Work with them., Start with what they know., Go, , to, , Build on what they have., Teach by showing, learn by doing, , Not by showcase but a pattern., Not odds and ends but a system., Not piecemeal but integrated approach., Not to conform but to transform., Not relief but release., , NSTP2, , 32

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TOWARDSA RESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND STUDENTS), , SHOULD NOT DO IN COMMUNITY IMMERSION, , WHAT YOU SHOULD AND, It is a basic rule that trainees, , must, , communicate with community, , people, , responding indifferently towards, , diverse, , be well-versed with the, , disciplined to keep, types of personalities., , and, , skilled to, yourself from, , area,, , immersionists must be wellPrudence, therefore, orders that community, norms in the conduct community, informed of the prescriptive and proscriptive, immersion., , Hereunder is a guide prepared by Dr. Florida C. Labuguen and Ms. Emily, Rose M. Bautista in, , manuscript form, , entitled'Essential Protocols When, , Visiting, , Community., THINGS TO AVOID.., , THINGS TO REMEMBER., , immersion, , Before the conduct of community, and|, 1. Familiarize yourself with the basic information, this stage, you, At, regarding communitylife., theories, must at least have in your mind a community you, intend to immerse at. Ask around for information Neverforget to inform and get the, , consent of your parents/ guardians, , about this community., 2., , Secure a waiver from the NSTP Office prior, , to the, , about the activities lined up., , visit and have it signed by your parents., , of your|, 3. Always inform_your faculty in-charge, action., destination, time table and plan of, , information about the|, 4. Be armed with background, in, will be, area for immersion. This, resources, and site, , entry, , helpful, , and exit, , points, , locating, , which will, , make your travel more convenient. Background, information will enable you to anticipate the general, , Do not go directly to the, In example, there are barangays here in Manila community without determining, , characteristics of people in that area., , which are historically and primarily composed of the background information about, , Pampangueños. With this background information, | it., you can already assess that people thatcommunity, mainly identify with Pampangueños. To facilitate, community activities promptly, you can ask a, your, fellow trainee who have deeper understanding of, the culture to lead you on., , 5. Pay courtesy call to community leaders, whether, formalor informal. Courtesy calls may also be done, , to officers of an NGO where the project is alsoo, directed to. Be sure that the people who will be, , helping, , you in your, , project, , and the, , key informants, , of the community are informed of your every, visit. Provide them a copy of the schedule of your|, , activity., , NSTP 2, , 33

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TOWARDS A RESPONSIVE COMMUNITY ACTION, (A, , MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND, , STUDENTS), , THINGS TO AVOID..., , THINGS TO REMEMBER.., , *Harmonious relationship with community leaders, and officers can almost ensure you of your safety in, their area. By relating well towards them, you can, , solicit their support in your projects and activities., , They may be able to commit in providing security |, when you roam around and familiarize yourself with |, 6., , the community., Secure documents like a letter of acceptance from |Avoid bringing of original copies, thecommunity, Memorandum of Agreement, etc. | of, , signed, , documents, , in, , the, , and other documents pertinent to your stay in the, , community. It is better to carry, , community., , around original and certified true, copies of documents to prevent, , loss and smudging the paper., , 7. Bringyourownpersonalprovisionslikewater.snacks However sometimes, community, and extra shirt. These will be helpful to fll in those people could be insistent in, their hospitality in offering you, hunger pangs while conducting the immersion., like food. Try to gauge, Community people are often very hospitable. They provisions, , will most likely offer you their food and water if they whether it would be offensive to, see that you are unable to provide for yourself. Thisrefuse their offer. If you think they, , is despite that they might already be offering their will be offended if you beg off, you, last supply of food. Remember, you are there in the, community to assess if you could help and work, , may accept food or water in your, plate or glass but do not consume, , With them, so try not to be an additional burden it. Especially if you are not able, to have as much background, to them., information on the community, , you are immersing at, avoid, consuming their resources and, focus on your work. This is also for, your own safety., and not, Whenever possib, , offensive, decline and tell them, respectfuly rather that you, appreciate their hospitality., , During the Actual, , Community Immersion Period, , 8. Be courteous toeveryone-- whether to a vendor or | Avoid labeling and naming people |, a community official. Remember that you are there with politically incorrect terms. Try, to work with the community., to be more discreet in your use of, Words to avoid offending other, , people., , 9 Actproperlyanddiscreetly. YOU ARE REPRESENTING, YOUR SCHOOL AND YOUR FELLOW STUDENTS. Be, RESPONSIBLE WITH THE WORDS YOU SAY. Your, actions and words would easily be generalized as, the behavior of every other student in your school., In one of our interviews with community, organizations, they alleged that some schools, wherein their previous students have not shown, no longer be welcome to, proper behavior will, in their area., activities, immersion, conduct, , NSTP2, , 34

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TOWARDS A RESPONSIVE COMMUNITY ACTION, , (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND, , 10. Depending, , on, , page 50, , see, , STUDENTS), , the type of entry you use,, (please, Phases of Community Immersion) Do not show off in terms, , on, , of, , Wearproper uniforms and identification card, Thisaressing up. You are there in the, , Community to help. Just bring an, will allow the community to identify who are, the, extra white shirt if you have to, trainees who will immerse in their, community|, change your soiled uniforms after, This can also promote your school's, image as you your, , activities., become "ambassadors" for community service., Avoid, drawing attention to yourself., Depending on the situation, there may be some cases, Be, as, low profile as possible and, wherein decent civilian clothes are more appropriate, to wear during immersion time, especially, trying to be mass-based and less formal., , 11., , iT, , you, , avoid being identified as a guest in, , drethe community., , It is highly advised to keep_ your valuables securea, Never bring out your valuable, to protect you from unnecessarily, attracting, and |, like cellphones,, an0thinas, aistracting community people, from possible theft. things like cellphones, jewelry, money in public places., , etc., , 12. Always document your visit. Write in your record, notebook and have it checked by your faculty-incharge. Do not forget to write the date, the narrative, of important events that happened and your, , reflections towards these., , 13. Always askfor permission from concerned people Never promise and commit to, when you have to take pictures. It is best to take | a task that is beyond your and, pictures that show you "in action" and working with your school's capability. Never, the community people as these can best illustrate | go beyond the activities stated, your experiences in the community. Again, be in your MOA to avoid false|, mindful of your surroundings and be careful in | commitments and dependency of, the community., bringing out valuables, , After community immersion, 14. Validate and evaluate ifthe programs and activities, were conducted appropriately and as planned., 15., , Provide copies ofyour final documentation output to, , the UNSTP Office and to the communitywhere you, conducted your immersion for records purposes., *, , Your documentation may serve as a baseline, study for the community and other batches of NSTP, students in conducting community immersion. This, , will avoid unnecessary repetition of activities and, may be a basis for enhancement of other previously, conducted activities., , Most importantly, enjoy your time with the community people. Mother, Teresa puts it, "Love cannot remain by itself - it has no meaning. Love has to be, , put into action; and that action is service.", , "Community immemon is vilal to the development, o the Traine' knouledse, okilts, values and atlitudes in, realiging the penultimale ends of NSTP..", , NSTP 2, , 35

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TOWARDSA RESPONSIVE COMMUNITY ACTION, (A MODULAR WORKTEXT IN NSTP 2 FOR TRAINERS AND STUDENTS), , SYNTHESIS, Immersion, as a methodology used in the NSTP Training, is a mode of, , bringing the NSTP-CWTS/LTS student trainees to the field for them to have, a feel of the real-life situations, living with the less-fortunate segments of the, society and of the people especially in the deprived, depressed and underprivileged, communities with the end in mind of involving them into an endeavor that is, , envisaged to alleviate poor and distressed living conditions in the improvement, of the communities and their people. This way, the trainees understand the, , plight of the poor and hopeless, learn to appreciate the lowly, disadvantaged, groups and empathize with the predicaments of those, whom they serve as, , they conceptualize and implement projects and activities that will promote the, common good particularly their clientele. Thus, community immersion is a two, pronged strategy where students serve a community and at the same time learn, from their experiences thus making them a better person., , Community immersion is vital to the development of the trainees knowledge., skills, values and attitudes in realizing the penultimate ends of NSTP, that is,, enhancing the civic-consciousness and defense preparedness in the youth by, developing the ethics of service and patriotism while undergoing citizenship-, , centered training. As prescribed in the IRR of the NSTP Law, community, immersion efforts are directed towards addressing issues and concerns along the, , multi-dimensional aspects ofhuman existence and development. Corollary to this,, various dimensions of development were identified as the frame of reference., , This process of community immersion is bound by guidelines and protocols, as a way to ensure that the objectives set are met., , NSTP 2, , 36