National Service Training Program

Civic Welfare Training Service 2

Dolores Non Magbuhos

 Table of Contents

Module 4: Disaster Preparedness and Response

Introduction 23
Learning Outcomes 23
Lesson 1. Common Types of Disasters 24
Lesson 2. Family Disaster Plan 26
Lesson 3. Disaster Plan Outside the House 29
Assessment Task 30
Summary 31
References 31

Module 5: Response to COVID-19 Pandemic

Introduction 32
Learning Outcomes 32
Lesson 1. COVID-19 Overview 33
Lesson 2. Ways to Combat COVID-19 35
Assessment Task 38
Summary 39
References 39

Module 6: Self-Care for Wellness

Introduction 41
Learning Outcomes 41
Lesson 1. Self-Care 42
Lesson 2. Self-Care Dimensions 42
Lesson 3. Self-Care Activities 44
Assessment Task 45
Summary 46
References 46
 List of Figures

No. Title Page

5.1 Factors to remember for COVID-19 prevention 35

5.2 Recommended Ways on How to Wear a Medical Mask 36

Safely

Recommended Ways on How to Wear a Non-Medical

5.3 37
Mask Safely

List of Tables

No. Title Page

4.1 Examples of disasters based on categories 26

6.1 Main areas of self-care 42

 MODULE 4
DISASTER PREPAREDNESS AND RESPONSE

Introduction

Disasters can strike in any place anytime. Thus, it is important to be emergency-ready

by having a plan and being prepared for any hazard that may occur in your area through
employing disaster preparedness and response strategies. Disaster preparedness pertains to
the measures undertaken to prepare for and reduce the effects of disasters to people. This
includes predicting the occurrence of the disaster, its prevention, mitigation of its impact, and
response to cope with its consequences (IFRC, n.d.). The lessons presented in this chapter
are part of the continuation of our discussion in NSTP1 on Disaster Management and First
Aid.

Learning Outcomes

At the end of this module, students should be able to:

1. Determine the different types of disasters;
2. Identify the measures to be taken in preparation for a disaster; and
3. Create their own disaster preparedness plan.
Lesson 1. Common Types of Disasters
(Centers for Disease Control and Prevention [CDC], 2014)

A disaster is a severe event that disrupts the functioning society by causing damage
to infrastructure, environment, economic and social structures, or human health, and requires
external assistance because the local capacity to respond is not enough. Disasters are
classified as follows:

1. Natural disasters
- Hydrometeorological-related disasters
o Floods
o Tornados
o Hurricanes (including cyclones, typhoons, monsoons, and other tropical
storms)
- Geological-related disasters
o Earthquakes
o Landslides or mudslides
o Avalanches
o Volcano eruptions
- Biological disasters (caused by the spread of a disease)
o Outbreak – sudden rise in the number of cases of a disease in a more
limited geographic area (APIC, n.d.; CDC, n.d.)
o Epidemic – rapidly spreading of an infectious disease to many people
above what is normally expected in the population of the area (APIC, n.d.;
CDC, n.d.)
o Pandemic – global disease outbreak that has spread over several
countries or continents (APIC, n.d.; CDC, n.d.)

2. Technological or human-induced disasters

- These are intentional or unintentional disasters that result from human actions or
technological failures/advances.
- Technological disaster is attributed to human intent, error, negligence, or failure
of a manufactured system.

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 - Examples:
o Deforestation that led to landslides and droughts
o Settlement of communities in flood zones or close to beaches/coastal
areas contributed to the occurrence of flood and tsunamis
o Oil spill disasters

3. Complex emergencies
- These are defined as “situations of disrupted livelihoods and threats to life
produced by warfare, civil disturbance and large-scale movements of people, in
which any emergency response has to be conducted in a difficult political and
security environment” (p.9).
- These complex emergencies may result from internal or external conflicts, which
can be slow to take effect and can extend over a long period. It may require “a
large-scale response beyond the mandate or capacity of one single agency” (p.9).
- Categories:
o Extensive violence and loss of life;
o Displacement of population;
o Widespread damage to societies and economies;
o Need for large-scale, multi-faceted humanitarian assistance;
o Hindrance or prevention of humanitarian assistance by political and
military constraints; or
o Significant security risks for humanitarian relief workers.

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Table 4.1 Examples of disasters based on categories (CDC, 2014, p. 9)
Natural Disasters Technological/Human-induced Complex Emergencies

Disasters

 Earthquakes  Radiation emergencies  War

 Extreme heat from nuclear blasts,  Conflict
 Floods nuclear reactor
 Drought accidents, or accidental
 Tropical cyclones spills of radioactive
 Landslides material
 Tornadoes  Accidental release of
 Tsunamis hazardous chemicals
 Volcanoes  Bioterrorism
 Wildfires  Oil spills
 Winter weather  Bombing or destroying
 Infectious disease of nuclear reactor
outbreaks

Lesson 2. Family disaster plan

(Olson, 2003; Habitat for Humanity, n.d.)

1. Identify hazards inside the house.

- Determine the type of disasters that are most likely to occur in your area.
- Fix the hazardous objects or conditions (e.g., leaky gas, or frayed electrical
wirings).
- Fasten the shelves.
- Store the oily rags or solvents in metal containers to avoid causing accidents.

2. Hold a family meeting.

- Talk with your family, and explain the importance of this preparation.
- Discuss with them what to do in each situation.
- Delegate or assign responsibilities to each family member.

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 - Demonstrate to each family member how to shut off facilities (e.g., water, gas, and
electricity). Teach them, too, to use a fire extinguisher if available.
- Include the safety of your pets in your plan.
- Locate safe places in your house.

3. Obtain first aid supplies and CPR skills.

- Assemble a medical supply kits, which are valuable regardless of disaster.
- All family members should be taught of basic first aid application. Effective and
quick application of first aid to medical emergencies may reduce injury or save
lives.

4. Establish a disaster meeting place and family contact.

- Decide on locations where the family members will meet in case of disaster. Set
two places:
o A location near the house or in your neighborhood should be identified as
meeting place if the family members are not together in case of emergency.
o A location outside your city, which may be the house of a friend or a relative,
should be determined to receive the family in the event of a sudden
emergency or when any of the family members cannot return home.
- All family members should know each other’s phone numbers, and the address of
the meeting place. You can post emergency contacts on the refrigerator.
- You may also identify local organizations in your communities that perform
emergency management.

5. Develop adequate water storage.

- Access to water may be restricted in times of flood, storm, or power outage.
- Store water in thoroughly washed glass, plastic, fiber glass, or enamel-lined metal
containers. In the absence of glass containers, use of plastic cola bottles are
recommended.

6. Prepare food supply.

- Stock some food that requires no refrigeration.
- Store some disposable utensils and manually operated can opener, too.

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 - A two-week supply of food per person is recommended to be stored in a cool
location.
- In the event of power outage, perishable food from the refrigerator should be
consumed first, followed by the food from the freezer.

7. Store emergency supplies.

- It is recommended to prepare two kits. The first one should be used for
emergencies in which people stay where they are. The second one should be a
portable kit which can be brought to evacuation centers.
- Basic emergency supplies include the following objects: power flashlight and extra
batteries, battery-powered radio, prescription medicines and vital over-the-counter
medicines, first-aid kit, toiletry, filtered masks for nose and mouth, infant and small
children’s needs (if necessary and appropriate), and fire extinguisher. Plywood and
nails are essential materials to store in hurricane-prone areas.

8. Develop an emergency evacuation plan.

- Determine the evacuation routes from your home.
- Outdoor properties, such as trash cans, garden equipment, and lawn chairs,
should be brought inside the garage to keep from flying or floating around in the
event of flood or hurricane.
- Important items such as family photos, tax records, personal property inventory,
insurance policies, and other hazardous materials (e.g., paint and oil) should be
placed to a higher location.
- In times of flood or other disasters, turning off of the main fuse box is
recommended.

9. Practice, modify, and maintain the plan.

- Family members should practice the plan every six months, including evacuation
drills.
- Prepare a checklist to facilitate the process.
- Check your disaster supply kits every three months.
- Stored water and food should be replaced every three months.
- Fire extinguishers and smoke alarms should be properly maintained.

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Lesson 3. Disaster plan outside the house
(Olson, 2003)

1. Prepare for disaster in a vehicle.

- Avoid bridges, overpasses, electrical lines, signs, and related objects if the
occurring disaster affects the stability of the road.
- In the event of an approaching tornado, get out of the car and seek shelter. If
there is no shelter available nearby, lie down in a low area and use your arms to
cover the back of your head.
- In cold weather, it is prudent to bring extra warm clothes or blanket.

2. Prepare for disaster at work or school.

- Learn about the disaster plan at work or at your school.
- If working in a high-rise building, know about the emergency plans including the
exit locations.
- Keep a working flashlight with you.

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Assessment Task 4

1. Choose one calamity (e.g., typhoon, earthquake, fire, flood, etc.) to focus on.
2. Create a photo essay composed of four to six (4-6) pictures. These pictures
should illustrate two parts – first, how you prepare for a calamity, and second,
how you respond to the situation in times of disaster.
3. Each photo should have a caption – one to three sentences per caption, which
may be written in English or Filipino.
4. Photos to be submitted should be originally and recently taken for this activity.
5. You should be seen at least once in the pictures. You may ask someone to take
a picture of you.
6. See the sample below.

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 Summary

Disasters are categorized into three: natural disasters, technological disasters, and
complex emergencies. Some of these can happen even without warning. Thus, it is important
to be knowledgeable on disasters, prepare for it, and plan how to overcome its consequences.
By following the procedures of disaster preparedness, people are empowered and more
families will be saved.

References

APIC. (n.d.). Outbreaks, epidemics and pandemics – what you need to know.
https://apic.org/monthly_alerts/outbreaks-epidemics-and-pandemics-what-you-need-
to-know/

Centers for Disease Control and Prevention (CDC). (n.d.). Section 11: Epidemic Disease
Occurrence. https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section11.html

Centers for Disease Control and Prevention (CDC). (2014). Disaster Preparedness and
Response: Complete Course Facilitator’s Guide.
https://www.cdc.gov/nceh/hsb/disaster/Facilitator_Guide.pdf

Habitat for Humanity. (n.d.). Family Preparedness Plan. https://www.habitat.org/impact/our-

work/disaster-response/disaster-preparedness-homeowners/family-preparedness-
plan

IFRC. (n.d.). Disaster Preparedness: Working with communities to prepare for disasters and
reduce their impact. https://media.ifrc.org/ifrc/what-we-do/disaster-and-crisis-
management/disaster-preparedness/

Olson, R. (2003). Family Disaster Planning – Ten Key Ingredients.

https://www.irmi.com/articles/expert-commentary/family-disaster-planning

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 MODULE 5
RESPONSE TO COVID-19 PANDEMIC

Introduction

Last March 17, 2020, the Philippine government declared a state of calamity
throughout the country for six months due to corona virus disease 2019 (COVID-19). This
pandemic not only affected the health of the people, but also the psychosocial and
socioeconomic aspects of their lives. Thus, it is important that every individual cooperates to
fight this pandemic. By protecting ourselves, we protect each other.

Learning Outcomes

At the end of this module, students should be able to:

1. Identify the essential information about coronavirus disease (COVID-19);
2. Determine the preventive ways to fight COVID-19; and
3. Produce a visual or audiovisual material that shows how they protect themselves from
getting COVID-19.
Lesson 1. COVID-19 Overview

Overview

The COVID-19 virus is caused by the SARS-CoV-2 virus. It spreads between people
of all ages through respiratory droplets. This includes transmission through droplets of saliva
or discharge from the nose when an infected person coughs or sneezes. Coronavirus disease
(COVID-19) is the term used to refer to the infectious disease caused by coronavirus (World
Health Organization, 2020a). “CO” stands for corona, “VI” for virus, and “D” for disease.
Coronavirus was first learned by WHO last December 31, 2019, after investigating the cause
of pneumonia outbreak in Wuhan, China (World Health Organization, 2020b).

Symptoms

The effects of COVID-19 differ, and its symptoms range from mild to severe (See Table
4.1). Symptoms may appear 2-14 days after being exposed to the virus (Center for Disease
Control and Prevention, 2021). Specifically, it takes 5-6 days from when a person is infected
with the virus before the symptoms show; however, it can take up to 14 days. For this reason,
people who have been exposed to the virus are instructed to undergo quarantine or stay at
home for 14 days to prevent infecting others. Those infected patients who develop mild to
moderate illness recover even without hospitalization or manage themselves at home (WHO,
2020b).

Older adults and people with severe underlying medical conditions (e.g.,
cardiovascular or heart disease, lung disease, and diabetes) are at higher risk of getting
severe COVID-19 disease (World Health Organization, 2020c). However, anyone regardless
of age can still be infected with COVID-19 and get severe symptoms, which can lead to death
(WHO, 2020b).

If a person experiences symptoms suggestive of COVID-19, coordinate with the

closest health care providers through a phone call. They will give the person instructions and
details as to when and where s/he can get a test. If showing mild symptoms, s/he will be

33
advised to isolate himself/herself at home for 14 days and have his/her health monitored
(WHO, 2020b).

If experiencing serious symptoms, seek medical attention immediately through calling

the nearest health care providers or medical facilities. This rule also applies to patients who
have shortness of breath or pain/pressure in the chest (WHO, 2020b).

Table 5.1 COVID-19 symptoms (WHO, 2020b)

Most common Less common Symptoms of severe Other less common

symptoms symptoms COVID-19 disease symptoms

 Fever  Loss of taste or  Shortness of  Irritability

 Dry cough smell breath  Confusion
 Fatigue  Nasal congestion  Loss of appetite  Reduced
 Conjunctivitis  Confusion consciousness
(also known as  Persistent pain (sometimes
red eyes) or pressure in associated with
 Sore throat the chest seizures)
 Headache  High  Anxiety
 Muscle or joint temperature  Depression
pain (above 38 °C)  Sleep disorders
 Different types of  More severe and
skin rash rare neurological
 Nausea or complications
vomiting such as strokes,
 Diarrhea brain
 Chills or inflammation,
dizziness delirium, and
nerve damage

34
Lesson 2. Ways to Combat COVID-19
(WHO, 2020b; CDC, 2021b)

 Observe physical distancing.

o Keep a safe distance of at least
one meter (1m) from each other.
o Reduce close contact with other
people.
 Wear face mask.
o Clean your hands before putting
on the mask, as well as after
taking it off.
o Make sure the mask covers the
nose, mouth, and chin, fitting
snugly against the sides of the
face.
o Do not use masks (a) with
exhalation valves or vents, (b)
made of fabric that makes
breathing difficult, and (c)
Figure 5.1 Factors to remember for COVID-19
intended for healthcare workers
prevention (WHO, n.d.)
including N95 respirators.
 Clean hands regularly using soap, alcohol, or hand sanitizer.
 Cover your cough or sneeze. Cough into a bent elbow or tissue.
 Avoid touching the face, specifically the eyes, nose, and mouth.
 Keep rooms ventilated.
 Avoid crowds and mass gatherings.

35
Figure 5.2 Recommended Ways on How to Wear a Medical Mask Safely (WHO, n.d.)

36
Figure 5.3 Recommended Ways on How to Wear a Non-Medical Mask Safely (WHO, n.d.)

37
Assessment Task 5

1. Create a short video that shows how you protect yourself (and the people around
you) from being infected of the coronavirus. Squeeze your creative juices. You
are free to be as artistic or creative as possible. Just make sure that you ensure
your safety while doing this activity.
a. Begin your video with this line: “This is how I fight COVID-19” or “Ito ang
ginagawa ko upang iwasan at puksain ang COVID-19”.
b. You must be seen on the video (at least once).
c. Video clips to be used should be originally taken by the student for this
activity.
d. If you will use a popular or copyrighted song as background music of your
audiovisual material, watch out for having your video partially muted by
Facebook.
e. The content may be in English or Filipino. Use of subtitles is
recommended.
f. The video should be longer than 20 seconds, but not more than three
minutes.
2. Use of any editing software (either traditional or digital) for transition and other
animation effects is allowed.
3. After creating your audiovisual material, post it on your Facebook wall, tag your
respective NSTP2 coordinator/teacher, and set the privacy setting to public. Use
these hashtags in your post: #LUNSTP2 and #NSTP2FightsCOVID19. Consider
this as an online campaign.
4. Wait for your teacher’s instructions as to how you will submit your output. Contact
your teacher through your Messenger group chats or Facebook Groups.

NOTE:
For Ms. DNMagbuhos’ classes, the link to your Facebook posts and its screenshots
should be submitted via assignment post on Edmodo. Non-compliance to the instructions
means no grade for the activity.

38
 Summary

COVID-19 is still present in our country. We must take simple precautions seriously to
protect ourselves and the people around us. This disease has affected many countries in the
world and people across all ages. Monitor your health, and seek medical attention immediately
when symptoms suggestive of COVID-19 show.

References

Center for Disease Control and Prevention. (2021a). COVID-19 Symptoms.

https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html

Center for Disease Control and Prevention. (2021b). Your Guide to Masks.
https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/about-face-
coverings.html

World Health Organization (WHO). (2020a). Modes of Transmission of virus causing COVID-
19: implications for IPC precaution recommendations. https://www.who.int/news-
room/commentaries/detail/modes-of-transmission-of-virus-causing-covid-19-
implications-for-ipc-precaution-recommendations

World Health Organization (WHO). (2020b). Coronavirus disease (COVID-19).

https://www.who.int/news-room/q-a-detail/coronavirus-disease-covid-19

World Health Organization (WHO). (2020c). Coronavirus disease 2019 (COVID-19)

Situation Report – 51. https://www.who.int/docs/default-
source/coronaviruse/situation-reports/20200311-sitrep-51-covid-
19.pdf?sfvrsn=1ba62e57_10

39
World Health Organization (WHO). (n.d.). How To Wear A Medical Mask Safely.
https://www.who.int/images/default-source/health-topics/coronavirus/masks-
infographic---final-(web---rgb)2.png?sfvrsn=3bcd5aa0_13

World Health Organization (WHO). (n.d.). How To Wear A Non-Medical Fabric Mask Safely.
https://www.who.int/images/default-source/health-topics/coronavirus/clothing-masks-
infographic---(web)-logo-who.png?sfvrsn=b15e3742_18

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 MODULE 6
SELF-CARE FOR WELLNESS

Introduction

We discussed in our NSTP1 class that healthy community members create healthy
societies. Before we achieve having a healthy nation, we need to take good care of ourselves
holistically. In this chapter, we will discuss other things that you can add to your daily routine
to boost your well-being.

Learning Outcomes

At the end of this module, students should be able to:

1. Determine the basic concepts of self-care;
2. Develop their own self-care plan; and
3. Document the execution of their self-care plan.
Lesson 1. Self-Care

Self-care refers to the act of undertaking activities to gain or maintain an optimal level
of overall health (Modern Therapy, 2018), specifically to enhance health, prevent diseases,
manage illness, and restore health (WHO, n.d., as cited in Goldberg, 2017). It also includes
managing a person’s stress, and maintaining professionalism towards others (Reach Out
Australia, n.d.). It entails taking responsibility for oneself to maintain a healthy and balanced
lifestyle through proactive activities personally determined by the person (Jeffries and
Behring, 2015). In order for the self-care plan to be effective, the person should make a
commitment to it and make sure that each activity works based on his/her needs.

A self-care plan will guide a person in undertaking the activities. Follow the tips below
to help you commit to enhancing your health and wellbeing (Reach Out Australia, n.d.):
 Develop a realistic self-care plan.
 List the activities that you enjoy. Make sure that it supports any one of the self-care
areas.
 Place your self-care plan near you to help you think about it and motivate you to do
the strategies written on it. Having moral support from other people who are important
to you might be helpful.
 Practice the activities regularly and perform it effectively.
 Evaluate your progress and habits at the end of the month. Continue conducting the
strategies for three months.

Lesson 2. Self-Care Dimensions

Doing self-care does not only mean taking care of your physical health to achieve

wellness. Wellness encompasses the eight main self-care areas for quality life (See Table
6.1). These dimensions are all important and interrelated (Goldberg, 2017).

42
Table 6.1 Main areas of self-care

Self-Care Area Description

Physical - Movement of the body, health, nutrition, sleep, and resting

needs (Modern Therapy, 2018)
(body)
- Making informed and responsible decisions about health, and
seeking medical assistance when necessary (Goldberg, 2017)
Emotional - Enhancing emotional literacy, navigating emotions, increasing
empathy and managing stress effectively (Modern Therapy,
(feelings)
2018)
- Ability to understand own feelings, accept own limitations,
achieve emotional stability, and become comfortable with
emotions (Goldberg, 2017)
Spiritual - Having beliefs and values that are important to a person and
serve as his/her guide (Modern Therapy, 2018)
(values, purpose,
- A sense that life is meaningful and purposeful (Goldberg, 2017)
intuition, vitality)

Psychological/ - Learning new things, practicing mindfulness and creativity

(Modern Therapy, 2018)
Intellectual
- Mind is engaged in lively interaction with the world (Goldberg,
2017)
(mind)

Social - Having a supportive group and network of relationships that you

can trust and turn to (Modern Therapy, 2018)
(family, friends,
- Ability to relate well to others (Goldberg, 2017)
relationships)

Professional - Sharing your strengths and gifts, having clear professional

boundaries, and living your purpose (Modern Therapy, 2018)
(employment,
- Ability to contribute to others and find reward in your work
volunteering) (Goldberg, 2017)

43
 Financial - Being responsible with one’s finances (Modern Therapy, 2018)

(resources) - Obtaining and maintaining resources to influence others

positively (Goldberg, 2017)
Environmental - Having an organized, well-maintained, and clutter-free work,
business, and home environment; having clean clothes; and a
clean and well-maintained mode of transport (Modern Therapy,
2018)

Lesson 3. Self-Care Activities

Each individual has his/her own needs and interests. The same thing goes with self-

care plan, as there is no one-size-fits-all option and there are no two people who have the
same self-care needs (Homewood Health, Inc., n.d.).

Remember that every individual has certain interests and needs that are different from

other people. Choose the activities that suit you. Some examples of activities for self-care
plans are listed as below (Creating a self-care plan, n.d.).

 Exercising or participating in group exercises (e.g., Zumba, aerobic exercise, etc.)

 Do yoga or meditation.
 Practice journaling or creative writing.
 Hike, fish, or do outdoor sports.
 Engage with a non-work hobby.
 Make time for relaxation or self-reflection.
 Do gardening.
 Go to church or attend religious/spiritual services.
 Read novels.
 Paint, draw, sing, dance, play musical instruments, or do other artistic pursuits.
 Listen to music.
 Get a massage.
 Play sports.
 Socialize with family or friends.

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Assessment Task 6

7-Day Self-Care Wellness Challenge: How Do You Make Yourself Happy and Holistically
Healthy?

1. Create a self-care plan.

2. Everyday, you should allot 15-30 minutes to accomplish the listed activities in
your plan. You can put more than one self-care activity which you will execute on
a specific day. Self-care activities to be mentioned in this activity should be
different from the basic human activities for survival, such as eating three times
a day, sleeping at night, taking a bath, and so on.
3. Document your 7-day self-care challenge through completing the matrix. Each
day is a single entry. Your matrix should contain the following:
a. Your picture/s or selfie/s while doing the activity;
b. The area of self-care that the specific activity addresses on that day (e.g.,
psychological, spiritual, etc.);
c. The activity performed (e.g., meditation, Pilates, painting, etc.);
d. The length and time of execution (e.g., 15 minutes; 7:00-7:15 AM); and
e. The description of the specific activity performed that day, your reason for
doing it, your expectations in doing it consistently, and your experience
after doing the activity.

Format of the document:

 Arial 11 pt.
 1.15 spacing within
paragraphs
 1” margin in all sides
 Landscape orientation
 English

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 Summary

Good health has many aspects, which we call self-care main areas. Specifically, these
are physical, emotional, spiritual, psychological, social, professional, financial, and
environmental areas. In order to be happy and healthy, you need to achieve and sustain your
optimal health level. Consider your wellbeing as one of your important priorities to improve
your quality of life.

References

Black Dog Institute. (n.d.). Importance of self-care planning.

https://www.blackdoginstitute.org.au/wp-content/uploads/2020/04/COVID-19_Self-
Care-Planning_Black-Dog-Institute.pdf?sfvrsn=8

Creating A Self-Care Plan. (n.d.)

https://www.lls.org/sites/default/files/National/USA/Pdf/Publications/Caregiver_Works
heet_20_SelfCarePlan.pdf

Goldberg, S. (2017). Self-Care Toolkit. https://socialworkmanager.org/wp-

content/uploads/2017/10/Selfcare-toolkit.pdf

Homewood Health, Inc. (n.d.). Building a Self-Care Plan. www.undp.org

Jeffries, C. & Behring, S. T. (2015). How To Create an Individualized Self-Care Plan.

https://csun.edu/sites/default/files/SUN-Self-care-Plan.pdf

Modern Therapy. (2018). 8 Areas of Self-Care. https://moderntherapy.online/blog-2/areas-

of-self-care
46
Reach Out Australia. (n.d.). Developing a self-care plan.
https://schools.au.reachout.com/articles/developing-a-self-care-plan

- END OF MODULE FOR MIDTERM GRADING PERIOD -

INSTRUCTIONS REGARDING MIDTERM EXAMINATION ON NSTP 2 WILL
BE ANNOUNCED BY YOUR TEACHER.

47