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LESSON VIII

Sport and Recreation

If you are an observer, watching a spot may be lot fun. If you are a parent and it is your
child out their hitting the ball or making the basket, you may be excited, but there will be a
dose of terror mixed with that “fun”.

Every sport is governed by guidelines, and although primarily only officials and coaches
should own them, it would be beneficial to understand the pitfalls or team sports.

A.
The young Athlete’s Bill of Rights

1.
The right to have the opportunity to participate in sports regardless of one’s ability level
2.
The right to participate at a level commensurate with the child’s development level.
3.
The right to have qualified adult leadership
4.
The right to participate in a safe and healthy environment
5.
The right to each child share leadership and decision-making
6.
The right to play as a child and not as an adult
7.
The right to proper preparation for participation in sport
8.
The right to equal opportunity to strive for success
9.
The right to be treated with the dignity by all involed
10.
The right to have fun through sport

B.
Just for Fun

Physical activity or “play” is a primitive drive that we all possess and when fulfilled lead
to sensations of vitality and exhilaration. The sensation of “letting go” and exerting
your muscles or a steady three-mile run can all provide exciting moments of physical
joy and makes you feel young and energetic.

All areas of the sport and recreation industry are becoming more popular nowadays.
Enrollment in local health clubs which emphasize weight lifting, calisthenics, aerobics
and even ballroom dancing is popular. Significantly, a year ago, people were eager to;
spend time and money to participate in the activities on a regular basis.

The Filipino is currently experiencing an unprecedented obsession with physical fitness.


This interest has definitely passed the “fad” stage and is, evidenced by staggering
growth in all areas of sport and recreation.

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Exercise and sports can provide a unique opportunity for finding achievement and
reward. It improves mental fitness by helping people cope with stress in their lives.

A good exercise program may revolve around just one sport, or it may include two or
three sports used on different days or at different times of the year. Some people even
enjoy mixing sports during each session – for example, jumping rope for minutes, then
running for 10 minute followed by 10minutes of swimming.

C.
An exercise program utilizing two, three or even four different sports is acceptable, but advances
on one sport do not mean you are ready for automatic progression in another sport.

1.
Running is a sport where doing too much too soon will cause injury and keep you form becoming
a real runner. It is common to feel energetic at the start of a run and to want to burst into high
gear. Running is an excellent sport for the heart, but it has a negative effect on flexibility. You can
get additional relief from muscle tightness by repeating the warm-up routine after each run.

2.
Swimming is a unique sport that has advantage and disadvantages compared to running. It
provides optional cardiovascular and weight control benefits without risk leg injury. It is the
perfect substitute activity for otherwise land-bound athletes recovering from hip, knee and ankle
problems. Breaststroke, backstroke, butterfly and freestyle are the acceptable swimming strokes
for the Progression Program. Proper swimming technique is a must for fitness development as
well as sport enjoyment.

3.
Walking is the number one sport for convenience because it fits nicely into the normal daily
routine. A trip to the market, doing noontime errands, or just walking around the Barangay will all
provide good exercise and it has a low calorie cost. It is always an excellent exercise for weight
control but the low intensity offers no cardiovascular stimulus for those already in good condition.

D.
Discontinuous Sports

Most game sports such as basketball, volleyball, and tennis are discontinuous sports.
During the play, the intensity of exercise varies: one moment you are sprinting for the
ball, the next moment you are standing still. The fitness benefit from these on-off style
of exercise are not comparable to those of continuous sports.

Fitness is not guaranteed just because you play a recommended sport. You must put
enough effort into it, and sustained effort generally requires at least a minimal amount
of skill. Basic instructions should be the first step in an exercise program using a
discontinuous sport. While you are developing your skill, use one of the continuous
sports, like running or walking for fitness.

E.
Organizing a Sport Tournament in the Community

There is a lot of fun in organizing and sponsoring a sports competition at eh Barangay


level of the community. Coordination with the Barangay Chairperson must be properly
negotiated and established. Organizing the Basketball Team for Out-of-School Youth,
and a Volleyball Team for the female out-of-school youth and adults is not so difficult
since there are existing teams already organized in the community.

Sponsoring agencies should be tapped for possible financial assistance to subsidize the
players’ uniforms. Sports objectives, rules and regulations for the participants must be
ensured to establish camaraderie among the Barangay participants and the organizers

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of the “parlaro”. CWTS student as organizer are expected to do all the best of the
community sport participants. Harmonious relationships should be observed in order to
effectively implement the projects. Among the may types of Sports and Recreations
that can be effectively organized by the CWTS students in the community are
basketball, volleyball, marathon, swimming, running, walking, etc. physical exercise of
all kinds including “palaro” can motivate the youth and adults to develop their physical
and mental health.

LESSON IX
Disaster Management: Preparedness, First Aid
and Emergency Safety Measures

A.
Disaster Preparation and Response

1.
Prepare for Earthquakes, Fires, Hurricanes and Tornados
a.
Learn how to shut off your gas, water and electricity.
b.
Secure shelves and heavy objects that could cause injury.
c.
Keep an emergency kit stocked with supplies to last for at least 3 days (replace supplies
regularly). Your supplies should at least include the following:

Learn to four quarts of water per person per day

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First-Aid Kit

Packaged/canned non-perishable food and can opener

Blankets/sleeping bags

Plastic bags to store waste

Small radio with batteries/cell phones
d.
Renew prescriptions for essential medications so that you always have a 2-10 day supply on
hand.
e.
Have a family plan on what to do if you cannot go home.

2.
During a Natural Disaster
a.
Stay calm. Check for and treat injuries.
b.
Check for gas or water leaks and fires. If you suspect a gas leak, turn of the gas.
c.
Listen to the emergency broadcast system.
d.
Update the Information Bulletin/News.

3.
Practicing General Common Safety and Health Regulations
(Rosenberg S.J. 1996)

a.
Fire Drill/Escape Plan
1. Plan with ever one an escape route from each room in the house.
2. Plan an alternate escape route from each room in case one route is
blocked by fire.
3. Avoid using interior stairways and open halls for escape routes, as fire and
smoke collect in these areas.
4. Have each member of the household practice rolling out of bed, and then
crawling along the escape route.
5. Practice everyone to feel for the door handle if it is hot, if so, and then try
to use another route.
6. Keep working flashlight in all rooms. Fire is pitch black, and flashlight could
make a difference in your escape.
7. Make sure everyone practice opening all doors, window and screens in all
escape routes.
8. Stress the importance of closing all the doors behind them as they leave
the home.
9. Determine how the client especially small children, the elderly or disabled
person, will escape and how they are to be assisted. Practice this
procedure dozens of times.
10. Anyone who will call the fire department should call upon getting out of
the building.
11. Establish a crucial meeting place, such as under a lamppost, the front
lawn, and stay there. Never go back inside a burning building.
12. Check to see if it is safe to escape via a window; if it is too high, place a
retractable folding ladder on certain windows.

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13. Practice stuffing cloth around door jambs to keep out smoke in case
someone is trapped in a room.

b.
CWTS role in children’s fire safety
1. Practice a fire drill, seriously yet in a entertaining way, every three months
with the children.
2. Keep all matches out of reach children, and teach them to tell you if they
find someone.
3. Instruct the children to call for help if they see even a small fire. Teach
them to call 117 for even the smallest of emergencies.
4. Children have to be taught not to hide when they see a fire. Instead they
could shout “fire” as loud and as long as they possibly can.
5. Teach children the danger of fire, never assume that they know already.
6. Teach by example, always be careful in handling fires.

c.
CWTS role in the elderly/disabled person’s fire safety
1.
Practice together a fire drill every three months.
2.
Help the older person to develop confidence to be able to open and climb out of the window.
3.
Be prepared to drag them with a blanket if necessary.
4.
Practice as well, using wet cloths, pressed over the nose and mouth to keep them breathing
smoke, and blocking smoke with cloth from seeping it through the door. Teach them how to signal
to other people outside the house, and how to call 117 if needed.
5.
Place the essential things on the bedside table such as whistle, eyeglasses, flashlights,
telephones, canes, and walkers. Always minimize obstacles along the path of escape. Encourage
them to use ground floor rooms facing the street.
6.
Keep at lest three feet of clear space around space heaters; never use them to dry clothes.
7.
Check electric blankets every three months.
8.
Never add anything over an electric blanket as this could cause them overheat.
9.
Fireplace should have guards and the fire should be cut before you sleep.
10.
For smoking clients, provide large ashtrays for them, separate the ashes from the regular trash,
and double check the area where the smoker was for anything smoldering.

4.
Home Common Safety and Health Regulations

a.
Garden
 Always lock up sheds and garages where you keep garden chemical and
dangerous tools. Don’t leave gardening tools lying around.
 Make sure you don’t have poisonous plants.
 Teach your child not to eat any plants or berries from the garden.
 Cover garden pools and rainwater butts surely or get rid of them.
 Never leave buckets of water around.
 Supervise water play all the time.

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 Fit a childproof catch to the garden don’t play with cats’ and dogs’
excrement. Keep sandpits covered.
 Always use a pram net to protect your baby form insects.

b.
Bathroom
 Keep all medicines, cosmetics, household cleaners and razor blades well
out of reach of children. Put them preferably in a cupboard lock.
 Run the bath before the child gets in and check that the water is nota
portable electric fire in the bathroom. Adjust the thermostat so the water
is never dangerously hot.
 Keep the lavatory seat down.

c.
Living Room
 Keep all breakable objects out of reach of children.
 Use cable clips to secure trailing flexes.
 Disconnect your television when not in use.
 Don’t put hot drinks on table and keep alcoholic drink out of reach of
children.
 Never hold or pass hot drinks over your baby.
 Make sure that rugs cannot slip under your fee. Use non-slip floor polish.
 Make sure shelves and bookcases are secure and can’t be pulled over.

d.
Hallways and Stairs
 Keep hallways ell lit. never leave toys lying around where you could trip
over them.
 Check if banisters are secure and that a small child can’t get between the
rails.
 Always use a safety gate on the stairs and make sure that the gate at the
top is closed at night in case a young child can get out of bed unaided.
 Don’t let your child walk around carrying things like scissors or sharp
pencils.

e.
Bedrooms
 Don’t leave cosmetics, perfumes, breakables, and nail scissors and so on
within a child’s reach.
 Make sure that wardrobe doors can be opened from the inside in case your
child gets shut in. make sure cupboards are not top-heavy and can’t be
pulled over.
 Don’t leave an electric blanket on if the child is alone in the room.
 Disconnect and put away electrical equipment such as hairdryers when
not in uses.

f.
Children’s Room
 Make sure that all equipment is stable and toys are safe.
 Store any toys which contain tiny pieces out of reach of smaller children.
 Never use a pillow for a baby under one year old.
 Never put your child to sleep with a bib on, or a garment with drawstring
around the neck.
 Remove any hot water round before you put your baby or child to bed.

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g.
Kitchen
 When possible, keep your child out of the kitchen.
 Keep well all bleach, household cleaners and detergents out of reach of
children. Put them preferably in a locked cupboard.
 Turn all saucepans handle inwards and fit a hob guard. Don’t let your child
play with the knobs.
 Never leave a chip pan unattended.
 Make sure your child is sitting at the table or harnessed in his/her high
chair before you leave him/her for a while.
 Always highly polished floors and loose mat or rugs.
 Avoid highly polished floors and loose mat of rugs.
 Don’t use long tablecloths that your child can easily pull.
 Never leave an iron or bottle where a child can pull it down.

B.
First Aid and Emergency Safety Measure (Kemper, D.W. 1994)

1.
Rescue breath and CPR (Cardiopulmonary Resuscitation)

Improper CPR or CPR performed on a person whose heart is still beating can cause
serious injury. Never perform CPR unless:


breathing has stopped


there is no heartbeat


no one with training in CPR is present

For basic life support, think ABC: Airway, Breathing and Circulation in this order.
Establish an open airway to start breathing, and give the rescue breathing before
you can begin the chest compressions needed if the victim’s heart has stopped.

Step 1: Check for Consciousness

Grasp the victim by the shoulders and shout, “Are you okay?” If the does not
respond, roll him onto his back, unless there is a possible spinal injury. If he may
have suffered a spinal injury, gently roll the head, neck and shoulders together as a
unit until he is on his back. If the victim does not respond, call for help.


For children age 8 and under: Give one full minute of rescue breathing (and CPR
if there is no pulse)

Step 2: Open the Airway

Check for breathing. Look to see if the victim’s chest and abdomen are moving.
Listen and feel for air moving out of the mouth. If the victim is no breathing, open
the airway:


Turn the head to one side and clear any foreign material from the mouth with
your fingers;
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Place one hand on the victim’s forehead and tilt the head back gently.


Place the fingers of your hand under the chin and lift to pull it forward.


Sometimes, just opening the airway will allow the victim to breathe. Keep the
airway open and look, listen and feel for signs of breathing. If the victim does
not start breathing, begin recue breathing immediately.

Step 3: Begin Rescue Breathing


Pinch the victim’s nostrils shut with your thumb and forefinger. With your other
hand continue tilting the chin forward to keep the airway open.


Take a deep breath and place your mouth over the victim’s, making tight seal.
For an infant: Place your mouth over the mouth and nose.


Slowly blow air in until the victim’s chest rises. Take 1 ½ to 2 seconds to give
breath. Remove your mouth from the victim’s and take a deep breath between
rescue breaths. Allow the victim’s chest to fall and feel the air escape.


Give 2 full breaths, then check for circulation.

Step 4: Check for circulation


Locate the carotid artery in the neck.


Find the voice box or Adam’s apple. Slide the tips of your index and middle
fingers in the groove beside it.


Feel for a pulse for 5 to 10 seconds.

If there is no pulse: Begin chest compression.

If there is pulse: Continue rescue breathing only until help arrives or the victim
starts to breathe on his own. If the begins breathing again, he still needs to be
seen by a health professional.


Give rescue breaths:

Adult (age 9 and older): 1 breath every 5 seconds

Children age 1 to 8: 1 breath every 4 seconds

Infant under 1 year: 1 breath every 3 seconds

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Step 5: Begin Chest Compressions


For adults: kneel next to the victim. Use your fingers to locate the end of the
breastbone (sternum), where the ribs come together. Place 2 fingers at the tip
of the breastbone. Place the heel of one hand directly above your finger.

Place your other hand on top of the one that is in position. Do not allow your
fingers to touch the chest as that may damage the ribs.

Straighten your arms, lock your elbows, and center your shoulders directly over
your hand.

Press down in a steady rhythm, using your body weight and keeping your arms
locked. The force form each thrust should go straight sown into the sternum,
compressing it 1 ½ to 2 inches. It may help to count “one and two and three
and four…” up to 15 compressions. Give one downward thrust each time you
say a number, lift your weight, but not your hand, open the victim’s chest on
the upstock.

After 15 compressions, 2 breaths cycle 4 times. Check the pulse again. If there
is no pulse, continue rescue breathing and chest compressions until help
arrives, or the victim’s pulse and breathing return.

For a child: Using the heel of one hand, press with less force, compressions the
sternum 1 to 1 ½ inches.

For an infant: Place 2 fingers on the sternum, about one finger width below an
imaginary line connecting the nipples. Press with gentle force, compressing the
sternum about ½ inch.

For adults: Give 5 chest compressions, then breathe. Repeat 4 times and check
the pulse again. If there is still no pulse, continue rescue breathing and chest
compressions until help arrives or until the victim’s pulse and breathing are
restored.

CPR Ready Reference (guidelines from the America Heart Association)

A C I
d h n
u i f
l l a
t d n
r t
e s
n
If the victim has a pulse, give one rescue breath every: 5 4 3

s s s
e e e
c c c
o o o
n n n
d d d
s s s
If the victim has no pulse, locate the chest compression T S O

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landmark r a n
a m e
c e
e f
a i
r s n
i g
b a e
s d r
u
i l w
n t i
t d
o t
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n
o b
t e
c l
h o
; w

p n
l i
a p
c p
e l
e
2
l
f i
i n
n e
g
e
r

o
n

s
t
e
r
n
u
m
Do chest compression width: 2 H 2
e
h e o
a l r
n
d o 3
s f
f
s 1 i
t n
a h g

10
c a e
k n r
e d s
d
; o o
n n
h
e s s
e t t
l e e
r r
o n n
f u u
m m
o
n
e

h
a
n
d

o
n

s
t
e
r
n
u
m
Rate of compression per minute 8 8 A
0 0 t

t t l
o o e
a
1 1 s
0 0 t
0 0
1
0
0
Compression depth: 1 1 ½

½ t t
o o
t
o 1 1

2 ½
” ”
Ratio of Compressions to breaths: 1 5 5
1. Rescuer 5 : :
2. Rescuer : 1 1
2 5 5
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5 : :
: 1 1
1

2.
Practice Session: Rescue Breathing (Adult)

The Rescue practice session in the first of the three practice sessions. During this
practice session, you will first practice on a partner. If possible, a third person
should read the skill checklist as you practice.

Remember: When you practice on a partner, do not make mouth-to-mouth contact


or give actual rescue breaths.

When you practice on a mannequin, you will practice all the steps and will give
actual breaths.

Make sure that the mannequin’s face and mouth are cleaned with disinfecting
solution before each person starts practicing on the mannequin.

Before you start practicing, carefully read the skill sheet checklist on pages 100
through 103 in this sourcebook.

If you don’t remember how to use the checklist, read pages 87 and 90 in your
sourcebook.

3.
Skill Sheet

You find a person lying on the ground, not moving. You should survey the scene to
see if it is safe, and to get some idea about what happened. Then begin doing
primary survey by checking the ABCs.

Remember: When using a real person as a victim, do not make mouth-to-mouth


contact or give actual rescue breaths.

Partn Instru
er ctor
Chec Check
k
Check for Unresponsiveness
Tap or gently shake victim
Rescuer shouts. “Are you Ok?”
Partner/Instructors says
“Unconscious”.
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Rescuer says “Unconscious”.
Rescuer shouts “Help!”
Position the Victim
Roll victim onto back, if
necessary.
Kneel facing victim, midway
between victim’s hips and
shoulders.
Straighten victim’s legs, if
necessary, and move arm
closest to you above victim’s
head.
Lean over victim, and place one
hand on victim’s shoulder and
other hand on victim’s hip.
Roll victim toward you as a
single unit; as you roll victim,
move your hand form shoulder
to support back of head and
neck.
Place victim’s arm nearest you
alongside victim’s body.

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P I
a n
r s
t t
n r
e u
r c
t
C o
h r
e C
c h
k e
c
k
Open the Airway: Use head-tilt/chin-lift method
Place one hand on victim’s forehead.
Place fingers of other hand under bony part of lower jaw near
chin.
Tilt head and lift jaw-avoid closing victim’s mouth.
Check for breathlessness
Maintain open airway.
Place your ear over victim’s mouth and nose.
Look at the chest, listen and feel for breathing for 3 to 5
seconds.
Partner/Instructor says, “No breathing”.
Rescuer repeats, “No breathing”.
Give 2 Full Breaths
Maintain open airway.
Pinch nose shut.
Open your mouth wide, take a deep breath, and make a tight
seal around outside of victim’s mouth.
Give 2 full breaths at the rate of 1 to 1 ½ seconds per breath.
Observe the chest rise and fall; listen and feel for escaping
air.
Check for Pulse
Maintain head tilt with one hand on forehead
Locate Adam’s apple with middle and index fingers of hand
closest to victims feet.
Fell for carotid pulse for 5 to 10 seconds.
Partner/Instructor says, “No breathing, but there is a pulse”.
Rescuer repeats, “No breathing, but there is a pulse”.
Phone the EMS System for Help
Tell someone to call for an ambulance.
Rescuer says “No breathing has a pulse, call
___________________.” (Local emergency number or operator)
P I
a n
r s
t t
n r
e u

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r c
t
C o
h r
e C
c h
k e
c
k
Now begin Rescue Breathing
Maintain open airway.
Pinch nose shut.
Open your mouth wide, take a deep breath, and make a tight
seal around outside of victim’ mouth.
Give 1 breath every 5 second at the rate of 1 to 1 ½ seconds
per breath.
Observe chest rise and fall; listen and feel for escaping air
and the return of breathing.
Continue for 1 minute – about 12 breaths.
Recheck Pulse
Tilt head.
Locate carotid pulse and feel for 5 seconds.
Partner/Instructor says, “Has pulse”.
Rescuer repeats, “Has pulse”.
Next look, listen and feel for breathing for 3 to 5 seconds.
Partner/Instructor says, “No breathing”.
Rescuer repeats, “No breathing”.
Continue Rescue Breathing
Maintain open airway.
Give 1 breath every 5 seconds at the rate of 1 to 1 ½ seconds
per breath.
Recheck pulse every minute.
What to Do Next
While the rescuer is rechecking pulse and breathing, the
partner should read one of the following statements:
1. Victim is breathing but still unconscious.
2. Victim has a pulse but is not breathing.
Based on this information, the rescuer should make a decision
about what to do next, and continue giving the right care.
Final Instructor Check
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

4.
More About Rescue Breathing

a.
Air in the Stomach

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Sometime during rescue breathing, the rescue may breathe air into the victim’s
stomach. Air in the stomach can be a serious problem. It can cause the victim to
vomit. When an unconscious person vomits, the stomach contents may go into
the lungs, that can lead to death.

Air can enter the stomach in three ways:


When the rescuer keeps breathing into the victim after the chest has risen,
this causes extra air to fill the stomach;


When the rescuer was has not tilted the victim’s head back far enough to
open the airway completely and must breathe at greater pressure to fell the
victim’s lungs;


When the rescuer breaths are given too quickly. Quick breaths are given
with higher pressure, which causes air to enter the stomach.

To avoid forcing air into the stomach, make sure you keep the victim’s head
tilted all the way back. Breathe into the victim only enough to make the chest
rise. Don’t give breathe too quickly; pause between breaths long enough to let
the victim’s lungs empty and for you to get another breath.

If you notice that the victim’s stomach has begun to bulge, make sure that the
head is tilted back far enough and make sure you are not breathing into the
victim too hard or too fast.

b.
Vomiting

Sometimes while you helping an unconscious, the victim may vomit. If this
happens, turn the victim’s head and body to the side, quickly wipe the material
out the victim’s mouth and continue where you left off.

5.
Practice Session: Firs Aid for Choking (Complete Airway Obstruction)

The First Aid for Choking practice session is the second of the three practice
sessions. During this session, you will practice on a partner, and then you will
practice on a mannequin. Before you start practicing, carefully read the following
directions and the skill sheet checklist in this workbook.

In this practice session you will learn two separate skills: first aid for a conscious
adult with complete airway obstruction, and first aid for an unconscious adult with
complete airway obstruction.

First Aid for Complete Airway Obstruction


(Unconscious Adult)

You will practice this skill on a partner. If possible, a third person should read
the skill checklist as you practice.

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Remember: When practicing abdominal thrusts on a partner, do not give
actual abdominal thrusts.

First Airway Complete Airway Obstruction


(Unconscious Adult)

You will practice this skill on a mannequin. Do not perform finger sweeps on
a mannequin. Do not touch the mannequin’s lips or inside the mouth with
our fingers.

6.
Practice Session: First Aid for Complete Airway Obstruction
(Conscious Adult)

Skill Sheet

Remember: when practicing abdominal thrusts on a partner, do not give actual


abdominal thrusts.

Partn Instru
er ctor
Chec Check
k
Determine If Victim Is Choking
Rescuer asks, “Are you
choking?”
Partner/Instructor says, “Victim
cannot cough, speak, or
breathe”.
Rescuer shouts, “Help!”
Perform Abdominal Thrusts
Stand behind victim.
Wrap arms around victim’s
waist.
Make a fist with one hand and
place thumb side of fist against
middle of victim’s abdomen just
above navel and well below
lower tip of breastbone.
Grasp your fist with your other
hand.
Keeping elbows out, press fist
into victim’s abdomen with a
quick upward thrusts.

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Partn Instru
er ctor
Chec Check
k
Each thrust should be a separate and
distinct attempt to dislodge the object.
Repeat thrusts until obstruction is
cleared or victim becomes
unconscious.

Final Instructor Check


_______________________________________
____
_______________________________________
____
_______________________________________
____
_______________________________________
____
_______________________________________
____
_______________________________________
____

7.
Practice Session: First Aid for Complete Airway Obstruction
(Unconscious Adult)

Skill Sheet

You find a person lying on the ground, not moving. You should survey the scene to
see if it is safe and to get some idea about what happened. Then begin doing a
primary survey by checking the ABCs.

Remember: do not perform finger sweeps on a mannequin. Do not touch the


mannequin’s lips or the inside of the mouth with your finger.

Partn Instru
er ctor
Chec Check
k
Check for Unresponsiveness
Tap or gently shake victim.
Rescuer shouts, “Are you OK?”
Partner/Instructor says,
“Unconscious”.
Rescuer repeats,
“Unconscious”.
Rescuer shouts, “Help!”
Position the Victim
Roll victim onto back, if
necessary.
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Kneel facing victim, midway
between victim’s hips and
shoulders.
Straighten victim’s legs, if
necessary, and move arm
closest to you above the
victim’s head
Lean over victim, and place one
hand on victim’s shoulder and
other hand on victim’s hip.
Partn Instru
er ctor
Chec Check
k
Roll victim toward you as a
single unit; as you roll victim,
move your hand from shoulder
to support back of head and
neck.
Place victim’s arm nearest you
alongside victim’s body.
Open the Airway: Use head-
tilt/chin-lift method
Place on hand on victim’s
forehead.
Place fingers of other hand
under bony part of lower jaw
near chin.
Tilt head and lift jaw-avoid
closing victim’s mouth.
Check for Breathlessness
Maintain open airway.
Place your ear victim’s mouth
and nose.
Look at chest, listen and feel for
breathing for 3 to 5 seconds.
Partner/Instructor says, “No
breathing.”
Rescuer repeats, “No
breathing.”

C.
Other Important Community First Aid Safety Measures

First Aid is the immediate and temporary care given to a victim of an accident or
sudden illness until the service of a physician can be obtained. Proper first aid reduces
suffering and makes the physician’s task easier when he assumes the care of the patient.
The responsibilities of the first aider stop when the Physician’s begin.

1.
Animal Bites

19
When bitten by an animal, most people want to know if they need a rabies shot.
The main wild animal carriers of rabies are bats, mice and foxes, etc. pet dogs and
cats that have been vaccinated. Rabies is quite rare, but is fatal if not treated. The
treatment is no more painful than a typical injection.

Bites that break the skin often cause bacterial infections. Cat and human bites are
particularly prone to infection. Tetanus can occur if shots are not up to date.

Prevention
 Vaccinate all pets against rabies.
 Do not keep wild animals as pets
 Do not disturb animals while they eating, even if they are your family pets.
 Do not play with stray dogs and cats.
 Do not touch wild animals or provoke them to attack.
 Do not handle sick or injured animals.

Home Treatment
 Scrub the bite immediately with soap and water. Treat it is a puncture wound.
 If you are bitten by a pet dog or cat, find out whether it has been vaccinated
for rabies.
 A healthy pet that has bitten someone should be confined and observe for 10
days to see if it develops symptoms of rabies. Contact the local Health
Department for proper animal observation.
 If you are bitten by a wild animal, contact the Health Department to determine
whether a treatment is needed.

2.
Burns

Burns are classified as first, second or third degree depending on their depth, not
on the amount of pain or the extent of the burn.

A First-degree burn involves only the outer layer of skin. The skin is dry, painful,
and sensitive to touch.

Example: A mild sunburn

A Second-degree burn involves several layers of skin. The skin becomes swollen,
puffy, weepy or blistered.

A Third-degree burn involves all layers of skin and any underlying tissues or organs.
The skin is dry, pale, white or charred black, swollen and sometimes it breaks open.
Nerves are destroyed or damaged, so there may be little pain except on the edge
where there is a second-degree burn.

Prevention
 Install smoke detectors in your home.
 Keep a fire extinguisher near the kitchen. Have it inspected yearly.
 Set your water heater at 120ºF or lower to avoid burns.
 Don’t smoke in bed.

If your clothing catches fire:


 do not run, as it will fan the flames. Stop, drop and roll on the ground to
smother the flames;
 smother the flames with a blanket, rug or coat;
 use water to douse the fire and cool the skin.

20
To avoid kitchen burns
 Use a pot holder when handling hot foods.
 Turn pot handles toward the back of the stove.
 Smother burning food or grease with lid or pot.
 Supervise children closely.

3.
Bumps and Bruises

Bumps and bruises are the most common types of injury, and in most cases they
require the least amount of first aid. Shocks come form common household items
and outlets.

a.
Bumps and bruises are types of damage that occur in the soft tissue under the skin. There is no
need to call for medical assistance when a person suffers a cut, scrape, bump or bruises.

The injury is small (less than ½ inch around).

There is no bleeding or only slight bleeding.

The victim does not feel the numbness or tingling.

The person is not suffering from any paralysis.

b.
Cut and Scrape First Aid

If the injured area has a skin scrape, wash it with mild soap and lukewarm
water.

Apply antibacterial cream or spray to prevent infection.

Cover the wound with a sterilize gauge pad and tape or a simple band-aid.

c.
Steps for treating Bruises

Bruises are types of damage that occur in the soft tissue under the skin
producing ugly black and blue mark due to blood clots.

Immediately apply an ice pack to the bruises to reduce swelling.

If possible, elevate the bruised area so that it is higher than the heart to
prevent blood “pooling” in the affected area.

Seek prompt medical help if there is any swelling around the bruise. This
can signal danger to nerves, muscles and bones.

4.
Drowning

Death by drowning is one of the most common causes of accidental death.


Drowning doesn’t just happen in sea, lakes and rivers, but it can also happen in a
bath tub or even in a swimming pool.

21
Drowning may be due to heart attack or stroke that causes unconsciousness. Head
injury may also be caused by diving into shallow water. Cramps that cause panic
can lead to drowning.

a.
Water Rescue

Rescue in a large body of water is not quite easy. It is possible when the rescuer
knows what he is doing.

If a lifeguard in nearby, let him do the rescuing. Otherwise, shout for help as
loud as you can.

Try to reach the injured person without leaving the shore. Use your arm, life
preserve, rope or rescue pole or anything that can float.

Hold on to something on solid ground with your other hand to prevent
yourself from getting swept away by strong currents.

Locate a boat and find someone to assist you to reach the victim from the
shore.

Even if you are good swimmer, always have a flotation device with you. You
can give this to the victim to hold on to as you swim back to the shore.

b.
Reviving someone who has drowned or swallowed water

Rescue is only half the job. Reviving a person who drowned or who had
swallowed water is the other important half when it comes to saving life. This
involves performing mouth-to-mouth resuscitation. Implement universal safety
guidelines in applying these important first aid emergency measures.

Turn the drowning person’s head to the side, allowing any water to drain
from his mouth to nose.

Turn the head back to the center.

Begin mouth-to-mouth resuscitation on land or in the water if the injured
person needs immediate life-and-death measures. (See Lesson IX).

Strongly breathe four times into the mouth of the injured person as you
pinch the nose. This helps air to get past any water that is clogging the
breathing passage ways and the lungs.

After four strong breaths, put your ear near the mouth and watch the chest
for any breathing movement.

Repeat the cycle.

Take the drowning victim to the hospital for further medical help.

5.
Dealing with Electric Shock

Electricity causes burns via the flow of electric voltage through the skin. But electric
shock can cause more than burns. It can cause tissue damage, and extremely high
voltages may even stop the heartbeat.
22
a.
Steps in Handling Emergencies Involving Electric Shock

1.
Turn off the electrical power if you can. Turn the power off. Don’t waste time to switch-off or
remove plugs or immediately move the master fuse to turn off all the power. These are things you
can do to help without injuring yourself.
2.
Stand on a thick pile of newspapers or a rubber mat only if the ground is wet. Wetness makes you
a conductor regardless of what you are standing on.
3.
Try to push the injured off the live wire by using wooden broom, mop or pole. Your hands must be
dry.

b.
Treating for Electrical Shock Before Help Arrives

1.
Because shock is more of a risk with electricity than other types of burn, check the injured
person’s ABC (Airways, Breathing and Circulation) and take the appropriate measures. If the
person is not breathing, immediately begin mouth-to-mouth resuscitation.
2.
Apply small amount of anti-bacterial or anti-burn ointment on the burned skin.
3.
Keep the injured person on his/her back with his/her feet and legs elevated.
4.
If injured person is unconscious, gently turn him/her to the side, supporting the head with pillow.
This will aid breathing and keeps shock damage from increasing.
5.
Gently cover the injured person with a blanket.

6.
Fainting

Fainting during the Victorian times was considered feminine and a sign of
aristocratic good breeding. Today fainting is a signal that something is wrong inside
the body. It can be a sign of danger to the heart or brain, a panic attack, hyper
ventilation, malnutrition, or even pregnancy or menopause.

a.
Warning Signs to Faint


Sudden paleness of the face

Cold, clammy skin

Dizziness and nausea

Numbness or tingling in the fingers and toes

Sudden rapid or weak pulse

Feeling of panic

Blurred vision

23
b.
Treatment

Step-by-step guide for maintaining medical safety when a person fainted:


1.
Lay the person down on the floor on his back
2.
Practice your ABC of First Aid. Make sure that the airways are clear, that the person is breathing
and that blood is circulating (listen for heartbeats).
3.
Loosen clothing if necessary to make sure the victim is comfortable and able to breathe clearly.
4.
Open windows when inside a building to allow air to circulate.
5.
Turn head to the side and wipe the mouth with a cloth, if victim vomits.
6.
Keep chin up to prevent the victim’s tongue from obstructing the throat.
7.
Wipe the victim’s face with a damp cool cloth.
8.
If the victim remains unconscious, or conscious but groggy, disoriented, and nauseated, it is best
to call for medical help.

c.
The least you need to know

1.
Fainting in and of itself is not usually an emergency condition, but it is a signal of an underlying
problem, and it can create its own set of problems.
2.
Be aware of fainting signs: clammy skin, dizziness, a pale face, and nausea.
3.
Follow the ‘Five Minutes’ rule: If a person remains unconscious for more than five minutes, get
help.
4.
Do not use smelling salts to revive someone.
5.
Place fainted person in prone position; loosen his/her clothes and open nearby windows.
6.
Make sure airways are clear, breathing is regular, and circulation is normal.

24
LESSON X
HEALTH CARE PROGRAM

A.
Health Care at Home and in the Community

1.
There are ten (10) ways to stay healthy at home with your family

a.
Immunize – Immunization is the best bargain in Health Care. When you immunize, you prevent
illness for your family and help prevent epidemics in your community.

b.
Keep moving – Fitness is essential to good health. Exercise makes a huge difference both in how
you and your family feel and what illness you get.

c.
Eat right – Eating a well-balanced, low-fat diet wholesome food will keep your family energetic
and free of many illnesses.

d.
Control Stress – Even with a hectic and hurried lifestyle, your family can prevent stress from
undermining their health.

e.
Be smoke-free – Smokers who quit gain tremendous health benefits so do people who avoid
second-hand smoke.

f.
Avoid drugs and excessive alcohol – When you say “no” to drugs and limit what you drink, you
prevent accident and illness and avoid a lot of problem for yourself and your family.

g.
Put Safety First – Safety at home, safety at work, safety at play, safe driving, firearm safety, and
safe sex will keep you and your family healthy.

h.
Purpose healthy pleasures – Take a nap, relax during meals, play with kids, care for a pet – they
all can add to your health.

i.
Think well of yourself – A good self-image is the foundation of good health.

j.
Promote peace – Peace on earth begins at home. Seek nonviolent ways of resolving conflicts at
home, at school, at work, and in your community.

2.
Vital Signs

With a few tools and an eye for observation, you can help detect and monitor
health problem in your family. A normal body temperature ranges from 97.6º to
99.6ºF or 36.9-37.2ºC and for most people it is 98.6ºF or 37.5ºC. Minor changes in

25
temperature are due to the time of day and other factors. Whenever a person feels
hot or cold to you touch, it is a good idea to measure and record the person’s
temperature.

There are four ways to take a body temperature:



Orally (in the mouth)

Rectally ( in the anus)

Axillary (under the armpit)

Using an electronic oral or ear thermometer or temperature strip

a.
Oral temperatures are recommended for adults and children age six years and
older.

Clean the thermometer with soapy water or rubbing alcohol.

Hold it firmly at the end opposite the bulb and shake the mercury down to
95ºF or 35ºC or lower.

Make sure nothing hot or cold has recently been drunk.

Place the bulb of the thermometer under the tongue and close the lips
around it. Do not bite it. Breathe through the nose and do not talk.

Wait three to five minutes.

Read the thermometer temperature reading and record.

b.
Rectal temperatures are recommended for children younger than six years or
anyone who cannot hold the thermometer in the mouth. Use only a rectal
thermometer for this procedure.

Clean the thermometer and shake it down to lower temperature.

Put Vaseline or other lubricant on the bulb.

Hold the child bottom-up across your lap.

Hold the thermometer one inch from the bulb and gently insert it into the
rectum on more than one inch. Do not let go. Hold it right at the anus so
that it cannot slip in further.

Wait for three minutes.

Note: rectal temperatures are 0.5º to 1º higher than oral temperature.

c.
Axillary temperatures are less accurate and about 1° lower than oral

Use there an oral or rectal thermometer. Shake it down below 95°F / 35°C.

26

Place the thermometer in the armpit and have the child cross his/her arm
across the check and hold her appoints upper arm.

Wait for five minute. Read and record the temperature.

d.
Electric thermometers are convenient and easy to use. They are quite accurate
but some are expensive. Temperature stops are convenient but should only be
used to measure axillary (armpit temperature)

3.
Taking a Pulse Rate

The pulse is the rate at which a person’s heart is beating. As the heart forces blood
through the body, a throbbing can be felt in the arteries whenever they come close
to the skin surface. The pulse can be taken at the wrist, neck or upper arm.

Certain illnesses can cause the pulse to increase, so it is helpful to know your
resting pulse when you are well. The pulse rate rises about 10 beats per minute for
every degree of fever.

a.
Count the pulse after the person has been sitting or resting quietly for 5 to 10 minutes.
b.
Place two fingers gently against the wrist; don’t use your thumb.
c.
If it is hard to feel pulse in the wrist, locate the carotid artery in the neck, just to either side of the
windpipe. Press gently.
d.
Count the beat for 39 seconds, then double the result for beats per minutes.

4.
Counting Respiratory Rates

Respiratory rate refers to how may breaths you take in a minute. The best time to
count is when the person is resting, perhaps after taking the pulse while your
fingers are still on their wrist. The person’s breathing is likely to change if they
know you are counting it. Respiration rate increases with fever and some illnesses.


Count the rise and fall of the chest for one full minute.

Notice whether there is any sucking in beneath the ribs or any apparent
wheezing which is a sign of difficult breathing.

5.
Measuring Blood Pressure

Blood pressure is the force of the arteries. The pressure when the heart beats is
called the systolic pressure (the first number in blood pressure readings). The
pressure between the beats, when the heart is at rest is called diastolic pressure.
Any blood pressure below 140/90 is considered normal for adults over 18. Blood
pressure is measured by a stethoscope and a blood pressure cuff
(sphygmomanometer). Electric blood pressure cuffs are also available, which do not
require a stethoscope or good hearing.

27
B.
Family Planning and Birth Control

Family planning is having the number of children you want, when you want them.
Different parents have different reasons for wanting to limit the size of their family. Some
young parents may decide to delay having any children until they have worked and saved
enough so that they can afford to care for them well. Some parents any decide that a
small number of children are enough, but others may want more. Others may want to
space their children, so their mother will be healthier. There are several methods to
prevent women from becoming pregnant for as long as she wishes. These are methods of
birth control or contraceptive.

Choosing a Method of Birth Control

Difference in effectiveness, safety, convenience, availability and cost should be


considered in choosing the methods of birth control to be used. Husbands and wives
should decide together and share the responsibility for the method that they are
going to adopt.

1.
Birth Control Pills (Oral Contraceptives)
The ‘pill’ is one the most effective methods for avoiding pregnancy. This should
be given by health workers, midwives, or other trained persons. The pills usually
come in packets of 21 or 28 tablets. They are less expensive depending on the
brand of pills.


How to take the pills-packet of 21

Take the first pill on the fifth day from the beginning of your period as day1.
Then take the pill every day until the packet is finished (21 days). This way,
you will take the pills for 3 weeks out of each month, then go 1 week without
taking any. Normally, the menstrual period will come during the week when
the pill is not taken. Even if the period does not come, start the new packet 7
days after finishing the last one.


Side Effects

Some women get a little morning sickness, swelling of the breasts, or other
signs of pregnancy when they first start taking the pill. This is due to the
hormones that enter the woman’s body. The most serious problems are
related to blood in the heart, lungs or brain. Heath-related side effects to
taking the pill are rare.

2.
Other Methods of Birth Control

a.
The condom (also called “prophylactic”, rubber or sheath) is a narrow rubber or latex bag that the
man wears on his penis while having sex. Usually it works prevent pregnancy. It also helps
prevent spreading of venereal diseases, but it is not a complete safeguard.

b.
The diaphragm is a shallow cup made of soft rubber that the woman wears in her vagina while
having sexual intercourse. It should be left inside for at least 6 hours afterwards. It should be used
together with a contraceptive cream or jelly. Check the diaphragm regularly for hole and get a
new one each year. This is not an expensive method.

28
c.
The Contraceptive Foam comes in a tube or can. The woman puts it into her vagina with a special
applicator.

d.
The intrauterine Device (IUD) is a plastic (or something metal) object that a specially-trained
health worker or midwife place inside the womb.

The IUD prevents pregnancy while it is the womb. It can cause pain,
discomfort, and some serious problems. This is the simples and most
economical method.

e.
Withdrawal or Pulling Out (Coitus Interruptus) is a method in which the man pulls his penis out of
the woman before the sperm comes out. This is disturbing to the couple and does not always
work, because some sperm often leaks out ahead of time, which can cause pregnancy.

3.
Method for those who never want to have more children

Injections. There are special injections to prevent pregnancy, and Depo-Provera is


one. An injection is usually given every three months to a woman. Side effects
and precautions are similar to those of birth control pills.

4.
Home Methods for Preventing Pregnancy

a.
The Sponge Method

This method is not harmful and it sometimes works. You will need a sponge
and either vinegar, lemons or salt. Either a sea sponge or an artificial sponge
will work.

Mix 2 tablespoons of vinegar with 5% acidity of water or 1 teaspoon of
lemon juice in 1 cup water, or 1 spoon of salt in 4 spoons of water.

Wet the sponge with on of these liquids.

Push the wet sponge deep into the vagina an hour before having sex.

Put back the sponge for at least 6 hours after having sex. Then take it out.

b.
Breast Feeding

While a woman is breast feeding her baby, she is less likely to become
pregnant-especially when breast milk is the only food her baby receives. The
chance of her becoming pregnant is much greater after 4 to 6 months, when
the baby begins to get other foods.

5.
Methods that do not work very well

a.
The Rhythm (calendar) Method

29
This method is not very sure to prevent pregnancy, but it has the advantage
of not costing anything. This method is effective to women with regular
menstrual cycle of regular period which comes more or less once every 28
days. Usually, women have a chance of becoming pregnant only during 8 days
of her monthly cycle-her “fertile days”. These 8 days come midway between
her periods beginning 10 days after the first day of the menstrual bleeding. To
avoid getting pregnant, a woman should not have sex during these 8 days.
During the rest of the month, she is not likely to get pregnant. Woman should
mark on a calendar the 8 days she is not to have sex.

For example: Suppose a woman period begins on the 5 th day of May, as shown
in the calendar. The 8 fertile days start on the eleventh day after the first day
of menstruation.

May
S M T W T F S
u o u e h r a
n n es d ur i t
1 2 3 4
5 1 1
6 7 8 9
* 0 1
1 1 1 1 1 1 1
2 3 4 5 6 7 8
1 2 2 2 2 2 2
9 0 1 2 3 4 5
2 2 2 2 3 3
6 7 8 9 0 1

During these 8 “fertile days” women should not have sexual relations.

Legend:

Put the asterisk mark on day 5, when period begins.

The count ten (10) days from 5. Starting with the tenth day, shade the 8
days (see the above illustration).

b.
The Mucus Method

This is a variation of the rhythm method that is being encouraged by some


religions groups. It works fairly well to some people. It is not considered to be
very effective but it costs nothing practice it every day. During her period, the
woman should examine the mucus from her vagina. The woman should take a
little mucus out of her vagina with a clean finger and try to make it stretch
between her thumb and forefinger.

When the mucus is sticky like paste-not slippery or slimy-the woman
cannot become pregnant and can continue to have sexual relations.

When the mucus begins to get slippery or slimy, like raw egg while, or if it
stretches between her fingers, she may become pregnant if she has
sexual relations. Thus she should not have sex when the mucus is slippery
or stretches.

C.
Nutrition Education

30
Nutrition is defined as all the interaction between food and a living organism. It
involves physiological and biochemical processes, and a myriad of psychological, social
economic and technological factors.

A nutrient is a substance in food that is used by the body for normal growth,
reproduction, and maintenance of health. Nutrients are the basic materials from which the
body is constructed and by which it is fueled and regulated.

Deciding which foods are the most beneficial to eat is a challenge. An individual
requires close to 50 specific substances that must be taken into the body and in sufficient
quantities to meet the body’s need.

These materials are the nutrients. The nutrients are grouped into six classes: water,
carbohydrates, lipids (fats), proteins, vitamins, and minerals.

1.
Foods our Bodies Need to Stay Healthy

a.
Body-Building Foods or Proteins

Proteins are building foods. They are necessary for proper growth and for
maintaining the brain, the muscles and other parts of the body healthy.


Foods high in protein

Meat

Sea Food
Chicken

soy beans
Eggs

Cheese
Fish

Foods with some protein

Beans

Peanut
Nuts

31
Dark green leafy vegetables
Lentils

Cereals
Peas

b.
Energy Foods or Carbohydrates: Sugar & Starch


Starches

Maiz (corn)

Cereals
Noodles

Potatoes
Sweet potatoes

Squash
Yam

Cassava
Banana

Toro (gabi)


Sugars

Sugar

Fruit
Honey

32
Ripe banana
Raw sugar, molasses

Milk

c.
Energy Storage Foods: Fats and oils


Foods high in fat

Cooking oil

Lard
Salad oil

Bacon
Butter

Meat fat
Margarine


Foods with some fat

Peanut

Nuts
Sesame

Avocado
Soy bean

Milk
33
Coconut

d.
Protective Foods: Those rich in vitamins and minerals

Food rich in vitamins are protective foods. They help our bodies work properly.
Minerals are needed for making blood, bones and teeth healthy.


Foods rich in vitamins and minerals

Meat

Fish (fish liver oil for vitamin A)


Chicken

Cheese
Eggs

Milk
Vegetables

Fruits
Cereals

Sea weeds (for iodine)

2.
Seven Simple Guidelines for Eating Well (Dietary Guidelines for Americans, USDA, 1990). These
guidelines can be equally effective to all.

a.
Eat a variety of foods, include a daily selection of:

whole-grain and enriched bread, cereals and grain products

vegetables

fruits

mild, cheese and yogurt

meat, poultry, fish, eggs, dried beans and peas tofu

34
b.
Maintain a healthy weight.

c.
Choose a diet low in fat, saturated fat, and cholesterol. A high-fat diet, increases the risk of heart
disease and some concerns.

d.
Eat plenty of vegetables, fruits and grain products. Complex carbohydrates and fruits pack the
most nutrient per calorie.

e.
Use sugar only in moderation. Sugar has little, if any vitamins, mineral or fibers.

f.
Use salt and sodium only in moderation. Sodium increases blood pressure.

g.
If you drink alcohol only in moderation. Alcohol is high in calories, and has no nutrients.

3.
Sickness caused by not eating well

Good food is needed for a person to grow well, work hard, and stay healthy. Many
common sickness come from not eating enough of the foods the body needs.

To eat right means to eat enough, but it also means to eat a balance of the
different food the body needs. To be healthy, a person needs to eat enough foods
from each of the food groups just described.

A person, who is weak or sick because he does not eat the right foods, or does not
eat enough, is said to be poorly nourished or malnourished. He/She suffers form
malnutrition,

Poor nutrition is the most common cause of health problems:

In children

Failure of a child to grow or gain weight normally

Slowness in walking, talking, or thinking

Swollen bellies, thin arms and legs

Sadness, lack of energy

Swelling of feet, face, and hands

Thinning or loss of hair, or less color or shine

Dryness of eyes, blindness

In anyone

Weakness and tiredness

Loss of appetite

35

Anemia

Sores in the corners of the mouth

“Burning” or numbness” of the feet

4.
Eating Well: A Basic Plan

Eat a variety of foods every day. Eat more form the bread and cereals fruit and
vegetable group than from the other groups.

a.
Breads, Cereal, and Starches

Contrary to popular belief, bread, potatoes, rice and pasta are not fattening.
These starchy foods are actually good for you.

Starches are carbohydrate, which less than half the calories per gram as fat.
Unprocessed starches (whole grains, vegetables) also contain large amounts of
vitamins, minerals, fiber and water.

Starches foods are fattening only when fat has been added to them. To keep a
healthy diet, try nonfat yogurt or salsa on baked potatoes and use fresh
vegetable and tomato sauces on pasta.

b.
Fruits and Vegetables

Fresh fruits and vegetables are good for you. They provide vitamins, minerals,
and fiber and are naturally low in fat. Many fruits and vegetables contain a lot of
vitamins A (beta carotene) and C, especially oranges and other citrus fruits,
broccoli, sweet potatoes, winter quash, carrots, spinach, and other leafy greens.
As a result, a diet that includes a lot of fruit and vegetables helps protect you
against heart disease and cancer.

Fruits and vegetables are most nutritious when eaten fresh and raw or lightly
cooked. When you cook vegetables, steam and microwave them to retain more
vitamins.

c.
Fiber

Fiber has no vitamins and minerals, yet is important to keeping a good health.
There are two types of fiver.

Insoluble fiber in whole-grain products provides bulk for your diet. Together with
fluids, fiber stimulates the colon to keep waste moving out of the bowels.
Without fiber, waste slowly, increasing your risk for constipation, colon and
bowel cancer, and diverticulosis.

Soluble fiver found in fruit, beans and peas and other legumes, and oats helps
lower cholesterol, reducing your risk of heart disease. The fiber in legumes can
also help regulate blood glucose and cholesterol levels

If your bowel movement is soft and easy to pass, you probably get plenty of
fiber. If they are hard and difficult to pass, more fiber and water can help.
36
To increases fiber in your diet:


Eat at least five servings of fruits and vegetables a day. Eat fruits with edible
skins and seeds: berries, apples and pineapple. Eat more of stems of
kangkong and camote.

Switch to whole-grain and whole-wheat breads, pasta and cereals. If it just
says wheat flour, it means white flour, form which the fiber has been
removed.

Eat more cooked dried beans, peas and lentils.

Popcorn is a good high-fiber snack. However, avoid it if served with added
oil, butter and salt.

d.
Water

One easy way to improve your diet is to drink more water. Active people need
two quarts of water a day. People who exercise regularly need even more
water. If you drink other fluids, you can get by with less, but plain water is best.

e.
Sugar

What’s wrong with sugar? It comes from a vegetable (sugar beets or sugar
cane) which tastes good. It is relatively cheap, fat-free, and is even a
carbohydrate.

From a health point of view, the biggest problem with sugar is that it is stripped
of all vitamins, minerals and fiber, what is left are crystals of pure sugar with
high calories.

In moderation, sugar does little harm. However, if too much of your calories
come from sugar, you will either gain weight or not get enough of the other
nutrients you need. Sugar also contributes to cavities.


Be aware of hidden sugars in flavored, canned and other processed food. Check
the label of words that end in “-ose,” like dextrose, fructose, lactose and
maltose, which are form of sugar. Corn syrup is another common form of sugar.


Limit foods that list sugar among the first few ingredients


Look for breakfast cereals that have six grains or less of added sugar per
serving.


You can reduce the sugar in home-made baked goods by up to one-half without
affecting the texture of food.


Eat a sweet piece of fruit instead of a sugar dessert.

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All sugars are basically alike. Honey and brown or raw sugar have no advantage
over other sugars.

f.
Fats in Foods

Fat, butter, lard, cream, oil margarine, mayonnaise and grease in foods account
for 37 percent of the calories in the average diet. Fat has more than twice as
many calories per gram as carbohydrates or protein.

How much fat is too much? The Dietary Guidelines recommend that less than
30 percent of total calories come from fat. Changing from a diet that contains
37 percent of fat to one that contains30 percent fat may slow the development
of heart disease, reduce cancer risk, and improve your overall diet.

Many scientists suggest that a 30-percent fat diet is still too high for a healthy
heart. However, a 20-percent fat diet will slow heart disease even more. There
is some evidence that a 10-percent fat diet is challenging to maintain.

Based on your heart disease risks, you may wish to set a goal for how much fat
to include in your diet. A nutritionist can help you with a menu plan to meet
your goal.

15 Simple Ways to Reduce Fat

When eating meat:


1.
Eat more poultry and fish. Choose lean cuts of meats.
2.
Remove all visible fat before cooking. Poultry skin may be removed either
before or after cooking.
3.
Broil or bake instead frying.
4.
Reduce serving sizes two or three ounces and don’t take second servings.
5.
Replace some meat with cooked dry beans and grains.
6.
Use skim or 1% milk.
7.
Choose low-fat, skim milk cheese.
8.
Substitute low-fat or nonfat cottage cheese and yogurt for cream and sour
cream.

When cooking:

9.
Steam vegetable, sauté with one teaspoon of oil or less, or cook with wine
or defatted broth.
10.
Use non-stick pans or add oil to a preheated pan. Less oil goes further this
way.
11.
Flavor vegetables with herbs and spices instead of butter and sauces, or
try Butter Buds or Molly McButter.

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12.
Experiment using less oil than is called for in recipes. You may need to
increase other liquids.

In general:

13.
Avoid crackers, chips, cookies and margarine made with hydrogenated oil,
coconut oil or cocoa butter.
14.
Eat plenty of carbohydrates to fill you up (fruits, vegetables, grains,
breads, pasta, etc.).
15.
Let salads to naked and modestly dressed with lemon juice, or use fat-free
dressing and mayonnaise.

D.
HIV Infection and AIDS

1.
AIDS (Acquired Immune Deficiency Syndrome) is caused by the human immune deficiency virus
(HIV). HIV destroys the immune system, which makes it impossible for the body to fight off
disease or even minor illnesses. AIDS is the last phase in HIV disease, when the body is unable to
fight a disease or infection.

2.
A person is said to be HIV-positive if anti-bodies to the virus are detected in his/her blood. It my
take up to six months after infection for anti-bodies to appear. Someone who is HIV-positive may
appear to be healthy for 10 years or longer before symptoms of AIDS develop.

3.
HIV is not spread by getting bitten by mosquitoes, from toilet seats, being coughed on by infected
person, or having casual contact with someone who is HIV-positive or who has AIDS.

HIV is spread only when blood, semen, or vaginal fluids form an infected person
enters someone else’s body. The specific behaviors that spread HIV include:

a.
Sharing injection needles and syringes with someone who is HIV-positive.

b.
Unprotected (without a condom) rectal entry intercourse (anal sex) with someone who is HIV-
positive.

c.
Unprotected vaginal or oral sexual activity with someone who is HIV-positive.

d.
Babies born to or breast-fed by women who are HIV-positive are also at high risk of contracting
the virus.

Being touch, hugged, or lightly kissed by someone who is HIV-positive will not
transfer the virus to you. As long as you practice the prevention behaviors, you
have virtually no risk of contracting the virus. However, if your behavior puts
you at risk for HIV infection, a blood test should be done six months after the
risky behavior. Early diagnosis and treatment of HIV is important ever before
symptoms develop. A simple, confidential blood test, available at a Healthy
Department, can determine if you are HIV-positive.
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4.
Symptoms of HIV Infection and AIDS

a.
The early symptoms of HIV Infection are like the symptoms that won’t go away. Common
symptoms are:

Rapid unexplained weight loss

Persistent unexplained fever and night sweats

Persistent diarrhea

Persistent severe fatigue

Swelling of glands in neck, armpits, or groin

b.
As the immune system deteriorates, a variety of other symptoms may appear, including:

Unusual sore on the skin, in the mouth, white patches in the mouth

Increase outbreaks of cold sores

Unexplained shortness or pain in the hands and feet

Personality change or mental deterioration

Unusual cancers and infections

These symptoms are usually caused by many illnesses other than HIV infection
or AIDS. However, if any symptom develops or persists without a good
explanation, especially if your behavior puts you at risk of HIV infection, call
your doctor.

5.
Prevention

Only monogamy between uninfected partners or sexual abstinence can completely


eliminate the risk of HIV and other sexually transmitted diseases. The following
actions will reduce your risk:


If you are beginning a sexual relationship, take time before having sex to talk
about HIV and other STDs. Find out if your partner has been exposed to or
infected by STDs, or if your partner’s behavior puts him or her at risk for HIV
infection. Remember that it is possible to be infected without knowing it.

Use condoms with any new partner until you are certain that the person does
not have any sexually transmitted diseases and you are certain anyone else
while your relationship lasts.

E.
Sexually Transmitted Diseases (STDs)

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1.
The Sexually Transmitted Diseases (STDs) or Venereal Diseases (VD) are infections passed from
person to persona through sexual intercourse or genital contact. Chlamydia, genital herpes,
genital warts, gonorrhea, hepatitis B, and syphilis are among the most common STDs. AIDS
(Acquired Immune Deficiency Syndrome) is the most virulent and deadly of all STDs.

a.
Chlamydia – is a bacterial infection that affects millions of men and women. Its symptoms show
up after two to four weeks after exposure. In women, symptoms may include vaginal discharge or
irregular menstrual bleeding, painful urination, genital inching, or lower abdominal pain. In men,
there maybe a penile discharge and painful urination. Chlamydia is easily treated with antibiotics.
If undetected and untreated, it may cause pelvic inflammatory disease in women, which may lead
to sterility.
b.
Genital Herpes – is caused by the herpes simplex virus, which also causes cold sores and fever
blisters. It is easily spread through sexual and other direct skin contact. Symptoms occur 2 to 30
days after contact with an infected person. There is no known cure for herpes. Once infected, you
may have recurrent outbreaks, which are usually shorter and less severe that first one. Itching,
burning or tingling may occur at the place where the sores will later appear. Medication is
available that help reduce the frequency and severity of recurrent outbreak.
c.
Genital Warts – are caused by the human papillomavirus (HPV) which is spread by sexual contact.
They appear as small fleshy bumps or flat white patches on the labia (the lips around the vagina),
inside the vagina, on the penis or scrotum, or around the anus. Of most concern. The virus can be
detected by a pap smear. Warts developed on the cervix can be removed by surgery. In some
cases, it may recur.

d.
Gonorrhea – also known as clap, drip, or GC, is a bacterial infection spread through sexual
contact. The symptoms include painful urination, vagina discharge, irregular menstrual bleeding,
or a thick discharge from the penis. If untreated, gonorrhea in women may lead to pelvic
inflammatory disease and sterility. It can sometimes spread to the joints and cause arthritis.

e.
Hepatitis B – is a viral infection spread through sexual contact or contact with infected blood. An
infected pregnant woman can also transmit the virus to her baby. Symptoms, including vomiting,
abdominal pain, loss of appetite and yellow tint to the eyes and skin (jaundice) appear two to five
months after exposure. Long-term effects of the disease include life-threatening liver-damage. A
vaccine against hepatitis B is recommended for all infants and people in certain high-risk groups.

f.
Syphilis – is a bacterial infection spread through sexual contact or sharing of contaminated
needles. Symptoms appear two weeks to one month after contact. The first symptom is a
chancre, a small red blister, ulcer or sore that appears on the genitals, rectal area, which may go
unnoticed. The lymph nodes in the groin may also swell. Symptoms of the second phase include
skin rash, patchy hair loss, fever, swollen lymph glands and flu-like symptoms which may be
confused with other illness. Syphilis can be treated with antibiotics. If untreated, it will cause
serious problems and premature death.

2.
Prevention

Preventing a sexually-transmitted disease is easier that treating an infection once it


occurs. Only monogamy between uninfected partners or sexual abstinence
completely eliminates the risk.
Avoid sexual contact while you are or your partner is being treated for a sexually
transmitted disease.

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F.
Drug Abuse Education and Prevention

Drug Abuse is a problem which adversely affects our most precious resource-the
Filipino youth. Hence, the Philippine Government through the Dangerous Drug Board has
taken the initiative to prevent the menace and widespread of this social epidemic that will
destroy the lives and aspiration of our youth.

Drug overdose is a serious matter. Unfortunately, may adults and teens suffer from its
slings. Usually drug overdose is a mask, hiding other problems such as insecurity, self-
loathing, a sense of failure, or deep unabiding depression. These problems must also be
addressed in order to prevent the “self-medication” which so may addicts use, from
becoming a dangerous overdose.

1.
General Symptoms of Drug Abuse
a.
Abrupt change in school or work attendance, qualify of work, grades, work output
b.
Unusual flare-ups or outbreaks of temper
c.
Withdraw from responsibility
d.
Change in overall attitude
e.
Deterioration of physical appearance and grooming
f.
Furtive behavior regarding actions
g.
Wearing of sunglasses to hide dilated or constricted pupils
h.
Association with drug abusers
i.
Unusual borrowing of money from parents or friends
j.
Stealing small items

2.
Definition of Terms about Drug Abuse

a.
Drug – is any chemical substance which affects a person in such a way as to bring about
physiological, emotional or behavior change.
b.
Drug Abuse – is the use of a chemical substance, licit or illicit which results in an individual’s
physical, mental, emotional and social impairment.
c.
Drug Addiction – a person’s dependence on a drug, associated with results narcotics. The term
‘addiction’ is now being replaced by the term “drug dependence.”

3.
Kinds of Commonly-Abused Drug Substance

a.
Hallucinogens (also called psychedelics) are drugs capable of provoking changes or cessation of
thinking, self-awareness and emotion. People under the influence of these seem far away. They
might talk to invisible people or objects and experience a bad or “High Trip”. They might act

42
paranoid, alternately screaming and acting catatonic. LSD, marijuana, PCP (angel dust),
mescaline and ecstasy are the popular hallucinogens.
b.
Stimulants (downers) are drugs which increase alertness, reduce hunger and provide a feeling of
well-being. They stimulate mind, over-confidence, extreme energy, euphoria, excessive talking.
They are highly addictive. The most common stimulants are amphetamines, cocaine, CAT (crystal
methamphetamine, and cocaine).
c.
Depressants (downers) are drugs which decrease or depress body functions and nerve activity.
These are also known as tranquilizers which keep people form having panic attacks, anxiety and
insomnia. Barbiturates, methaqualine, valium, and halcyon are among the commonly-used
depressants.
d.
Narcotics are drugs which produce insensitivity, stupor, melancholy or dullness of mind with
delusions. These are the most deadly drugs of all. They are highly addictive and dangerous to the
body. Opium, heroin, codeine, and morphine are the most popular narcotics.
e.
Volatile Solvents or inhalants are chemical that, when sniffed or inhaled, can produce intoxication,
excitement dulling of the brain and irrational behavior. Chemical inhalants include rugby,
gasoline, paint kerosene, airplane glue, nail polish, acetone and lighter fluid.

4.
Why to people turn to drugs?
Teenagers resort to drugs for a variety of reasons:

for curiosity, due to misinformation and for the sake of “experience;”

“Pakikisama” so as to be accepted by the “barkada,”

to have a feeling of security;

for relief from problems-personal, family, school, work and others;and

to escape boredom and other problems.

5.
Community Leaders’ Advocacy to Prevent Drug Abuse

a.
Plan and implement social action programs involving young people, civic group, professionals and
religious organizations to improve the community life. The following activities must be
implemented in the community:

motivating known drug abusers to undergo treatment and rehabilitation;

reporting drug pushers, den maintainers, drug traffickers to the law
enforcement agencies;

encouraging and supporting the establishment of Community Guidance
Clinics for drug users;

helping after-care rehabilitated clients to be accepted back to their
community and involving them in meaningful and productive activities; and

helping strengthen the moral and spiritual values of the discharged clients.

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6.
What should the CWTS students and parents do to help prevent drug abuse?

The CWTS Students can help the parents in the following aspects:
a.
Create a warm and friendly atmosphere in the home.
b.
Assist parents to develop effective means of communication with their children, for the children to
be open and honest to their parents.
c.
Help parents learn how to understand and accept their children for who they are.
d.
Assist parents on how to listen and respect the opinion of their children
e.
Motivate parents to develop strategies on how to be with their children in spite of being busy.
f.
Educate parents on how to strengthen moral and spiritual values of their children.
g. Assist parents on how to teach responsibility to their children by giving duties
commensurate to their age.

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