Student Training Manual

June 2000 Revision

By;  

Joselito De Leon

Ace Victor Garcia

Jessere Guillergan

Emmanuel Hernandez

Teresita C. Mendoza

James Mathew Trinidad

CBR VISION

The community views and accepts persons with disabilities (PWDs) as individuals with dignity who can contribute to the development of the community and the larger society.

MISSION

The empowerment of persons with disabilities within their community through training, services, and researches.

GOALS

1. To transfer the technology of rehabilitation to persons with disabilities and the community.

2. To facilitate the integration of persons with disabilities into the mainstream of their community.

3. To help prevent disabilities through training, researches and service.

PROGRAM OBJECTIVES

·       To maintain an updated data of Persons with Disabilities (PWD) in            

         Rodriguez (Montalban), Rizal.

·       To train UP-CAMP students on Community Based Rehabilitation.

·       To plan, implement and evaluate programs and services that will address

         the needs of PWDs in the municipality.  

a.                 training of CBR workers

b.                 sensory integration/cognitive class

c.                                        adult rehabilitation class

d.                   hearing impaired class

e.                   pre-vocational training

f.                       organization of PWDs

·        To maximize people’s participation in all CBR programs and services.

·        To ensure an effective transfer of technology of rehabilitation to the

         community.

·        To empower persons with disabilities together with their families.

·        To establish structures that will ensure the sustainability of the program.

·        To train more CBR Workers.

·        To upgrade skills of existing CBR workers.

TRAINING OBJECTIVES:

AT THE END OF THE EIGHT-WEEK ROTATION THE STUDENTS SHOULD BE ABLE TO APPRECIATE THE ROLE OF ALLIED HEALTH PROFESSIONALS IN THE COMMUNITY SETTING:

1. Identify the roles of the community in CBR (Rodriguez-Montalban as a community)

·        Political Structure

·        Social Structure

·        Economic Structure

·        Existing Government Agencies

·        Disability Profile

2. Appreciate strategies used in CBR such as:

      ·        TDA

      ·        Family Involvement

      ·        Indigenization

      ·        Community Immersion

      ·        Inter-Agency Coordination

      ·        Community Involvement/Organization

      ·        Reflective Learning

3. Analyze the factors that affect the conditions of PWDs

·        Biological/Medical

·        Environmental

·        Social

·        Economic

·        Cultural

·        Political

4. Demonstrate expected competency in addressing the needs of PWDs and the community

·        Clinician

·        Educator

·        Researcher

·        Counselor

·        Community Organizer

·        Administrator

WHAT IS CBR?

CBR is the Community-based rehabilitation of persons with disabilities (PWDs).  It was anchored on the transfer of technology of rehabilitation from academically trained therapists to the PWDs themselves, their families and the communities around them.  By thus makes the rehabilitation of PWDs as much a social as a medical task. CBR aims to effect not only the medical rehabilitation of PWDs but also their acceptance by society as persons with dignity who can participate in the development of their communities.

For the College of Allied Medical Professions (CAMP) of the University of the Philippines-Manila, CBR was launched in answer to call for the educational programs that would respond to the needs of the country.  In the early 1960s UP-Manila established the Comprehensive Community Health Program (CCHP) in Bay, Laguna and later, the Institute of Health Sciences in Palo, Leyte.   At present, students of the various colleges of UP-Manila undergo community-based training programs in Rodriguez (Montalban), Rizal, Laguna, Laurel, Batangas, and several municipalities in the province of Cavite.

In 1971, a group of physical therapy interns conducted a study (“Feasibility of Establishing Physical Therapy Service in Bay, Laguna”), which envisioned physical therapy services being made available to rural community.  In 1973 a group member, Ma. Lucia M. Magallona, who was then already a faculty member of the UP-School (now College) of Allied Medical Professions (UP-SAMP), volunteered to develop a community-based rehabilitation (CBR) program for the School’s students in affiliation with the UP-CCHP in Bay, Laguna.  In 1974, the training of physical therapy (PT) students in CBR commenced.  Two years later, occupational therapy (OT) students were similarly introduced to the program, with Teresita Camiling Mendoza as the faculty in-charge of the OT training program.  The CBR program had the following important elements:

·        Students living in the barrio with foster parents

·        The use of multidisciplinary approach (MDA), which later evolved into an interdisciplinary approach (IDA)

·        The integration of rehabilitation services with primary health care services

·        Home-level care of persons with disabilities

·        Training of family members of PWDs

·        Use of indigenous materials

·        Referral to a PT clinic in the Municipal Health Center or to the Provincial Hospital if necessary

Meanwhile, the World Health Organization, during its Alma Ata Conference in 1978, declared “HEALTH FOR ALL BY THE YEAR 2000: THROUGH PRIMARY HEALTH CARE.”  Consequently, the WHO officially endorsed CBR in 1979.  CBR had gained considerable support but the time the United Nations declared 1981 as the International Year of Disabled Persons and 1983-1992 as the Decade of Disabled Persons.

CBR: FROM BAY TO MONTALBAN

 

1.                   APPROACH

In the early years of CCHP, each discipline had its own training program.  The multidisciplinary approach (MDA) was adopted by the program because of the uniqueness of each discipline in responding to the health problems of the community.  The shift from MDA to IDA was a response to a most pressing need for the various disciplines to coordinate with and consult one another regarding the health problems of the community. This was how rehabilitation services became an integral part of primary health care services in Bay, Laguna.

In 1989, when CBR was re-introduced in Rodriguez (Montalban), Rizal, rehabilitation services then were becoming more and more inaccessible physically and economically for people in rural communities.  This called for the development of new approach in CBR: the trans-disciplinary approach (TDA).  Under TDA, only one therapist attends to a PWD, instead of the two or three depending on the condition of the PWD.  In this approach, the therapist-in-charge (TIC) is encouraged to share her expertise with others as well as learn from other disciplines to provide more holistic and comprehensive rehabilitation services without making them more expensive.  The therapist, therefore, functions as a generalist while deepening her expertise.

2.                   TEAM WORK

Teamwork has changed from mere consultations and referrals within the health sector to actual sharing and learning of expertise among team members.  Referrals were done among different sectors and agencies.  The PWD used to be a passive object of the team.  Later the PWD became an active member of the rehabilitation team.

3.                   ISSUE OF DISABILITY

With the interns living with and transferring the technology of rehabilitation to the PWDs themselves and their families, the conventional doctor-patient relationship is de-emphasized and a much broader range of concerns affecting the PWDs is given the chance to be addressed.  This comes from and engenders a deep realization of the needs of PWDs as persons, as opposed to being mere medical cases, and changes the way disability is looked at: as a social and development issue and not solely a health issue.

4.         THRUST/SCOPE OF SERVICE

In recognition of the extra-medical dimensions of disability, CBR’s services are not limited to the medical and paramedical, but include educational. Economic and psychosocial programs to address the PWDs’ complex array of needs.

5.         ROLE OF PWD IN HIS OWN REHABILITATION

Under conventional medical arrangements in Bay, Laguna, the PWDs were taken as patients, the recipients of care, with the therapists as care givers.  Later, with disability recognized not solely as a health issue but as a developmental social issue, the role of PWDs changed.  They were encouraged to be more active and participatory in their own rehabilitation process.

6.         TRANSFER OF TECHNOLOGY

The focus of transfer of technology used to be just the PWD and his family.  Later, it expanded to include the community, represented by community-based rehabilitation (CBR) workers.  The participation of persons other than the immediate families of PWDs in the various aspects of PWD rehabilitation makes for a more sustainable rehabilitation program in the community.

	DEVELOPMENTS IN UP-CAMP’S COMMUNITY BASED REHABILITATION PROGRAM

 

	CBR PROGRAM IN RODRIGUEZ (MONTALBAN), RIZAL (1989-1999)

 

Before the launching of CAMP’s CBR Program in Montalban, Rizal, social preparations were done from November 1988 to May 1989.  These included ocular inspections, data gathering, interviews and living with the people.  Montalban was chosen for the following reasons:

LOCATION

·         It was not too far from Manila, being on the periphery of the metropolis,

·         Yet, it was still basically a rural town, the northernmost in Rizal province.

ACCESSIBILITY

·         It was very accessible by land transportation.

COMMUNITY SUPPORT

·         The community leaders were very supportive of the program.

NUMBER OF PWDs

·         The disability rate was 11%, which is higher than the WHO’s 10%.

·         The attitude of the people towards PWDs in general was positive if not passive.

·         Sufficient structures were in place in the community.

·         The results of two feasibility studies conducted by CAMP students were favorable.

·         The person’s in-charge of the program had come to know the community well and established rapport with key persons.

1989-1990

LAYING DOWN OF FOUNDATIONS

·         The first batch of students was fielded.  A trans-disciplinary approach (TDA) was used in caring for PWD in their homes.

·         Disability surveys and analyses were conducted to determine the types of disabilities and how people managed their PWD.

·         An educational campaign was launched to introduce CBR in barangays.

·         A training manual for CBR workers was prepared.

1990-1991

FIRMING UP THE FOUNDATIONS

·         The first batch of CBR workers- a PWD, two teachers and barangay health workers who helped in disability survey-was given training.

·         Home-level care of PWD was undertaken, including:

a.       training of a family member & CBR workers

b.       preparation of instructional manual for each PWD

c.       family conference wherein the condition of the PWD was discussed by the team with the family

·         Educational work was done at the purok (zone) level.

·         San Jose and San Rafael Elementary School were identified as pilot schools for prevention and early detection of physical disabilities and learning difficulties.

1991-1992

INITIATION OF OTHER PROGRAMS AND SERVICES

·       The School Health Program (SHP)

Grade I pupils in all lowland barangays were screened for physical disabilities and learning difficulties.  Seminars were conducted for teachers on screening procedures.  Tutorials were conducted for slow learners.  Exercise programs were proposed to Physical Education (PE) teachers to address the postural problems identified during screening.

·       The Special Education (SpED) Class

The first class of 10 multiple handicapped children were held in the garage of the Municipal Health Center.  SpED was meant to provide these special children a learning venue for

a.       socialization

b.       self care activities and

c.       basic cognitive stimulation.

After a few months, the SpED class was accommodated in the ancestral home of the Rodriguez family.

·         The Livelihood Project (LP)

A livelihood project-paper making by hand out of cogon grass was initiated.  Its objective was to provide livelihood-skills training for the PWDs and their families and to develop good work habits and from the values of industry, cooperation, honesty, respect and patience.

·         CBR Workers Training

Most of the trainees were parents of “KMKs” (Kaibigang MayKapansan, or “friends with disabilities”); some were neighbors of PWDs who attended our kapitbahayan (neighborhood) conference and some were PWDs themselves.  Their training included preparations for some managerial positions in the school health program, livelihood projects and the SpED class.

1993-1994

EXPANSION OF CBR SERVICES

The growing awareness and understanding of the plight of persons with disabilities paved the way for the expansion of CVR services.  The PWDs began to be considered as Kaibigang MayKapansanan (KMK), and no longer as patients.  The recognition of disability as a social and development issue influenced this remarkable change in CBR services.

The School Health Program

In addition to the standard screening procedures, Sensory Integration (SI) procedures were done.  Sensory Integration is a process in which sensations are filtered, coordinated, and integrated in the brain in relation with the individual’s need to perceive and act in response to the environment.  SI Theory, according to Jean Ayres, has three postulates that may be significant in explaining the

Deficits that may arise in sensory information processing:

c.       Learning is dependent on the ability of individuals to take sensory information derived

From the environment and from the movements of their bodies to process and integrate these sensory inputs within the Central Nervous System (CNS);

d.       Deficits in planning and behavior arise from the deficits in an individual’s manner of          processing and integrating sensory inputs; and

e.       The provision of opportunities for enhanced sensory intake will improve the ability of the CNS to process and integrate sensory deficits toward enhanced conceptual and motor planning.

Three schools were identified for SHP: San Jose Elementary Schools and Burgos Elementary Schools (Main & Annex).

·         Orientation workshop on SI was conducted for all teachers and principals to involve them in the implementation of the program.

·         Leaders in Grade V & VI were given leadership training to help in implementing the SHP activities through an Ate/Kuya (big brother & sister) system.

·         This was submitted to UP-Manila as a research project and was approved in August 1995.

The SPED Class

The number of children in the SPED class rose from 10-15.  The SPED class was housed in one of the rooms in Eulogio Rodriguez Junior Elementary School (ERES) with the permission of the District Supervisor, Mrs. Leticia  Bautista.

The Livelihood Project

It went through an exploratory phase, with a number of manufacturing projects-doormats, candles headbands and bracelets, paper-based products and meat processing-being tried in the search for the best project in the community.  Some of the CBR workers acted as trainers together with the interns.

Training of CBR workers

The participants were not only from Montalban, as members of Sukob, Inc. of Marikina, as well as some residents of San Mateo, Rizal, attended the training program.  Not all of them managed to finish the training, however.

1994-1996

YEARS OF LINKAGES AND OUTREACH

Having relied upon the community’s resources since 1989, the CBR program started to draw some help from external sources:

·     Save the Children Japan       Through its Director, Mr. Toshihiro Ueda and Ms. Edelweiss Silan, linkages with the Japanese and Korean Jaycees were established.  With their generous assistance, the TULONG-DUNONG SA PALARUAN (a Sensory Integration Playground) was constructed within the premises of San Jose Elementary School.  This building gave the SPED class a permanent home.

·     Sukob extended Sukob, Inc. Quite a number of referrals for medical assistance for CBR’s KMKs.  In return, some slots for the training of CBR workers were allotted to SUKOB members.

·     Philippine Orthopedic Center and Philippine General Hospital   Linkage with these hospitals gave CBR’s KMKs better access to the services of their Rehabilitation Medicine Departments.

·     Special People of Antipolo    These ten orthopedically handicapped persons who lived with the Cericos family shared their expertise on meat processing with the Montalban KMKs. Along the way, they conveyed more than skills; they inspired the KMKs to help themselves and remain hopeful of a better future

Outreach

1.                   San Mateo, Rizal: CBR services have been extended to San Mateo through the three CBR workers from San Mateo trained in Montalban.

2.                   Anawim Community: Managed by a Catholic Charismatic group headed by Bro. Bo Sanchez, this community cares for the abandoned, the aged, orphans and PWDs.  Anawim has become one of CBR partners. The members of this community to the CBR have donated crutches and wheelchairs.

1996-1998

YEAR OF SUSTAINABILITY

1.                   Developing the Career Path of the CBR workers.  The CBR workers have been gradually given various opportunities to hone their skills as managers, organizers and trainers on top of their clinical skills.

2.                   Organization of the Montalban CBR Council.  This is composed of the heads of various government and non-governmental organizations.  Three PWDs are members of the council.  Through this council, CBR workers receive a monthly allowance as appropriated in the municipal budget.

3.                   Kapisanan Ng Maykapansanan sa Montalban (KMKM). This is the PWDs’ organization in Montalban.  It was registered with the Securities and Exchange Commission.

MAJOR ACCOMPLISHMENTS

1.                  Developments of the Trans-disciplinary Approach in CBR.

2.                  Developments of a career path for the CBR workers.

3.                  Construction of “Tulong-Dunong sa Palaruan” a sensory integration playground,

Through the assistance of the Save the Children Japan-Philippine Office

(SCJ-PO).

4.                  Publication of “Manual para sa mga CBR Workers” a manual in Filipino, made possible through the assistance of Sentro ng Wikang Filipino, UP system, Diliman, Quezon City.

5.                  Production of a video material on UP-CAMP’s  CBR Program entitled “Balikatan sa Pamayanan, Kaisa ng Maykapansanan”. This is another project of SCJ-PO.

BENEFICIARIES

1.                  Persons with disabilities (PWDs) in Rodriguez (Montalban) and San Mateo, Rizal all age groups and all types of disabilities

2.                  Parents and relatives of PWDs.

3.                    School children in selected elementary schools in Rodriguez (Montalban), Rizal

PARTNERS

1.                  Some PWDs and their families

2.                  Municipal government of Rodriguez (Montalban), Rizal

3.                  Rural Health Unit, DECS and DSWD of Rodriguez, Rizal

4.                  Most Holy Rosary Parish Credit Cooperative

5.                  Save the Children Japan-Philippine Office

6.                  Anawim Lay Mission Foundation, Inc.

The experience of UP-CAMP in doing CBR since 1973 in Bay, Laguna up to present in Rodriguez (Montalban), Rizal, validates what UP-CAMP believes in:

            “FOR GENUINE EMPOWERMENT TO TAKE PLACE IN A COMMUNITY WITH PERSONS WITH DISABILITIES, THERE HAS TO BE:

·         A holistic view in addressing the needs of PWDs;

·         A developmental approach to the issues concerning disability and rehabilitation

·         An inter-sectoral and inter-agency collaboration and sharing of resources;

·         Active involvement and participation of PWDs in all phases of the program; and

·       Genuine collaboration between PWDs and the rest of the community.”

SPECIAL PROGRAMS AND SERVICES

1.         ADULT REHABILITATION CLASS

2.         HEARING IMPAIRED CLASS

3.         PRE-VOCATIONAL TRAINING PROGRAM

4.         REHABILITATION CLINIC

5.         SENSORY INTEGRATION/COGNITIVE CLASS

CLASS SCHEDULE

Tulong Dunong sa Palaruan Building

San Jose Elementary School, San Jose Rodriguez, Rizal

CLINIC SCHEDULE

1.    INTERN OF THE DAY

a.     Decks walk-in KMKs for IE.

b.    Records attendance of KMKs seen for the day.

c.     Oversees cleanliness/orderliness of the clinic.

d.    Coordinates with CBR staff any problem/s encountered during clinic time.

e.    Requisitions of materials as needed.

f.       Records all donations for the day and turn it over to the CBR Assistant at the end of the Clinic Duties.

2.    INTERNS ASSIGNED AT THE CLINIC

a.     Reports to clinic on time.     

Morning Duty       8:00-12:00 Noon

                             Afternoon Duty    1:00-5:00 PM

b.    Provides rehabilitation services both assigned and walk-in KMKs.

c.     Updates chart of KMKs seen at the end of clinic time.

d.    Maintains cleanliness and orderliness of the clinic.

e.    Coordinates with intern of the day, any matter related to KMK care.

FOR THE WHOLE ROTATION THE STUDENT WILL BE GRADED AS FOLLOWS:

COMMUNITY COMPONENT                                                                    50 %

                        KMK Care                                             17.50 %

                        Group Activities                                     17.50 %

                        Case Conference                                      7.50 %

KMK & Family Evaluation                          2.50 %

Foster Parent’s Evaluation                         2.50 %

CBR Worker’s Evaluation                           2.50 %

                                                                                               TOTAL            100 %

I.                    ATTENDANCE

1.             Oras ng  pasok (Time-IN) tuwing Lunes : 8:30 ng umaga.

2.             Palaging itala sa logbook ang oras ng pagpasok sa CBR Office. Ang orasan ng opisina ng tanging basehan ng oras at ito ang tanging oras na dapat itala sa logbook.

3.             Ang mga mag-aaral ay kinakailangang dumalo sa lahat ng opisyal na gawain tulad ng:

a.                   Pangangalaga sa Kaibigang Maykapansanan (KMK)

b.                   Pagsasagawa ng mga gampaning pangrupo

c.                   Superbisyon

d.                   Pagninilay

e.                   Pulong

f.                     Pagtuturo

g.                   At iba pang gawaing itatakda ng superbisor (C.S.)

3.1        Ang mga mag-aaral ay kinakailangan humingi ng pahintulot sa CS kung may gawaing hindi nakatala sa itaas tulad ng:

a.                  Overtime     mula ika-5:00 NH hanggang ika-10:00 ng gabi lamang. Ang overtime ay limang (5) beses lamang sa buong rotasyon.

b.                  Overnight    mula ika-7:00 NG hanggang ika-6:00 NU kinabukasan. Ang overnight ay hanggang dalawang (2) beses lamang sa buong rotasyon.

c.                   Pag-uwi sa Maynila na sakop ng araw ng pananatili sa Montalban.

d.                  Group hopping o pagpunta sa ibang foster homes.

Para sa Overtime at Overnight na gawain, may kaukulang form para dito.  Humingi kay Kuya Onjie ng form at palagdaan sa kinauukulang superbisor isang araw bago ang takdang overnight o overtime.

3.2        Ang lahat ng opisyal na gawain ay dapat na isagawa sa CBR Clinic o sa TDP Building        lamang. Hindi pinahihintulutan ang pagpupulong sa ibang lugar lalu na sa Foster Homes.

4.               Inaasahan na nasa foster home na ang mga mag-aaral sa ganap na ika-6:00 ng gabi.

5.               Kung kinakailangan ang sandaling pagpupulong (emergency meeting)  ng mga mag-aaral para sa pang-grupong gawain, ito ay dapat na isagawa sa CBR Clinic o kaya ay sa TDP Building sa ganap na ika-5 hanggang ika-6:00 ng gabi lamang.

6.             Ang mga mag-aaral ay hindi pinahihintulutang mamalagi sa clinic, maliban kung ito ay kanyang iskedyul.  Kung kinakailangan ng lugar para sa gawain pansarili man o pang-grupo makipag-ugnayan sa CBR assistant para sa kaukulang lugar.

7.               Ang mga mag-aaral ay inaasahang mananatili sa lugar ng kanilang responsibilidad hanggang Huwebes, sa ganap na ika- 5:00 ng hapon.

II.                 PAKIKIPAMUHAY SA BARANGGAY

A.             Ang mga mag-aaral ay inaasahang makikipamuhay sa baranggay kasama ng pansamantalang pamilya sa lahat ng oras upang maibahagi ang kanilang sarili sa komunidad. Inaasahan ang lahat ng mga mag-aaral na maging propesyonal sa pananamit, panlabas na anyo, pag-uugali at pagkilos.

1.     Magbigay-galang at magpakita ng pagpapahalaga sa pansamantalang pamilya sa lahat ng oras.

2.    Ipaalam sa kanila ang mga pupuntahan, mga kasalukuyang gawain at kung sino ang kasama para hindi sila mag-alala.

3.     Ang pagpapakita ng mabuting asal at pakiki-isa sa pamumuhay ng pamilya at ng komunidad ay isa ring pagpapahalaga.

4.     Magsuot ng propesyonal at disenteng pananamit sa lahat ng oras. (Bawal ang shorts at sleeveless shirts)

5.     Hindi pinahihintulutan ang naka MAKE-UP, mahabang kuko at ang paggamit ng matitingkad na kulay ng nail-polish.

6.     Ang mahabang buhok ng kababaihan ay dapat na laging nakapusod o nakatali.  Ang mga lalaki naman ay dapat na “clean Cut” ang buhok.

B.              Ang mga mag-aaral ay inaasahang mamumuhay nang naaayon sa antas o uri ng pamumuhay ng komunidad.   

Hindi pinahihintulutan ang pagdadala ng sasakyan sa panahon ng pananatili sa Montalban.

Ang pagdadala ng mga personal na gamit ay nasa desisyon ng mag-aaral, walang pananagutan ang Foster Families at ang CBR Program sa anumang pagkasira o pagkawala ng anumang personal na gamit na dala ng mag-aaral. 

Ang mga gamit na ginagamitan ng elektrisidad ay hindi pinahihintulutang dalhin, sapagkat ito ay lubos na makaka-apekto sa bayarin sa koryente ng mga Foster Families at Lokal na Pamahalaan. 

C.             Ang mga mag-aaral ay kinakailangang humingi ng pahintulot sa Pinuno o CS ng CBR (may kaukulang form para dito) kung kinakailangan o hinihingi ng pagkakataon na magdala ng mga gamit tulad ng computer, video cam at iba pang may halaga.

D.         Ang  mga  mag-aaral  ay  hindi  pinahihintulutang magbigay ng kahit na anong materyal na tulong,  kontribusyon  o   regalo sa kaninuman  sa  komunidad  maliban   kung  ito  ay  bahagi  ng kasalukuyang gawain na sinang-ayunan ng mga CS.

E.        Ang  mga  mag-aaral  ay  binibigyang laya na ilahad sa CS ang mga problema na mararanasan sa loob ng  panahon ng pananatili sa Montalban       sa lalong  madaling  panahon.   Ang mga bagay na personal na  makaka-apekto  sa  pagtigil sa  Montalban  ay mahalagang malaman ng CS upang mabigyang lunas ito sa lalong madaling panahon.

F.        Ang mga kaibigan at  kamag-anak  ay  hindi pinahihintulutang bumisita  sa mga  mag-aaral sa  panahon  ng  pagtigil  sa  Montalban.  Ang  mga  magulang ay maaaring  maghatid sa kanilang  anak  sa  Montalban  Municipal  Health  Center  bago  mag  ika-8:30  ng umaga kung araw ng Lunes  at sunduin sa ika-5:00 ng hapon sa araw ng Huwebes.

III.         DELINQUENCIES

1.          Absences       

a.         Unexcused       1:2        Make-up

b.         Excused           1:1       Make-up.         

Kung ito ay dahil sa pagkakasakit; kumuha ng Excuse Slip mula sa Health Service. Ang Excuse Slip ay dapat na isumite sa CBR Assistant sa loob ng isang (1) linggo mula sa pagkakasakit.

c.         Kung may bagyo 1:1    Make-up,

Kung ang lakas ng bagyo ay nagresulta sa pagkakansela ng trabaho ng lahat ng propesyonal sa lahat ng antas (government & private) ay hindi na rin dapat na mag-report ang mga mag-aaral. (No make-up for this)

Kung walang kanselasyon ang pamahalaan (as SOP ng mga hospital) dapat na mag-report ang mga mag-aaral. Subalit kung mahihirapan ang mga mag-aaral na mag-report sa CBR dahil sa walang masakyan o dahil sa baha, ipinapayo na huwag nang tumuloy sa pagpasok, Ito ay may make-up na 1:1).  Ang mga mag-aaral na dumating na sa Montalban bago pa ang mga announcement ay kinakailangang manatili na lamang  sa kanilang mga foster homes.

d.         Overnight  (pag-uwi sa Maynila)          1 day  Make-up (6pm-6am next day)   

  2.       Tardiness

a.         3 Tardiness=1 day Unexcused Absence           = 2 days Make-up

b.                   Tardiness beyond 10:00 AM is

             considered unexcused absence                      = 2 days Make-up       

3.       Ayon sa University Code, ang 20%  na pagliban o 6.5 na araw na pagliban, excused or unexcused. Ang mag-aaral ay bibigyang ng markang “dropped”.

4.    Make-up

Ang  Make-up ay  itatakda pagkatapos ng bawat school year sa buwan ng  Abril at  Mayo;  ang  di  pagtupad  sa  itinakdang  MAKE-UP ay magkakaroon ng katumbas na 1:3 basehan.  Ang pagsasakatuparan ng make-up ay ayon sa itatakda ng CBR Staff.

IV. REQUIREMENTS

            Lahat  ng  requirements ay dapat na  isumite  sa  takdang oras.   Ang mga pang-lingguhang requirements ay dapat na  isumite sa opisina ng  CBR  para tatakan tuwing Huwebes bago mag ika-5:00 ng hapon sa  bawat linggo bago isumite sa CS. May kaukulang form para dito, siguraduhin nilagdaan ng receiving officer ang form at naitala ang lahat ng isinumiteng mga requirements.

PANGLINGUHAN:        

1. LOGBOOK o PAGNINILAY                    
2. DAR-Daily Activity Report
3. DTR-Daily Time Record 
4. Lingguhang Plano ng mga gawaing pangrupo.
5. Mga nakatakdang requirements sa bawat linggo.(Tingnan sa Programa ng mga Gawain.)

FINAL REQUIREMENTS

1. Kumpletong Personal at Linguhang Pagninilay
2. Lahat ng  DAR
3. DTR        (Dalawang Kopya)
4. Evaluation of Affiliation (Dalawang Kopya: Gamitin ang sumusunod na gabay)                 

                                    a. Pakikipamuhay sa Komunidad/KMK

                                                b. Pagninilay

                                                c. Superbisyon

                                                d. TDA

                                                e. Staff

                                                f.  Case Conference

                                                g. Family/KapitBahayan Conference

                                                h. CBR Worker

i.  Pang-grupong Gawain

5.        Pre-Post Evaluation

6.        CBR Worker's Evaluation (May Kaukulang Form para dito)

7.        Final FCP(Dalawang Kopya) kasama ang draft na may orihinal na puna ng CS,  (naka-fastener sa itaas ng  isang long plain folder.) Endorsement o Discharge Notes (Dalawang Kopya)

8.         Instructional Material o MANUAL (Tatlong (3) kopya)

9.         ULAT NG GRUPO (Dalawang kopya):submit diskette of the report

10.      Case Conference Final Report (Dalawang Kopya): submit diskette and video, if any

11.       Ibang pang requirements tulad ng: CBR Newsletter at Special Lecture Reports

LATE SUBMISSION OF REQUIREMENTS:

Ang lahat ng Final Requirements ay dapat na isumite sa huling araw ng rotasyon (nakapaloob sa isang long expanded envelope kasama ang checklist).

Ang pagkahuli sa pagsusumite ng mag-aaral ng kanyang  Final Requirement ay may katumbas na isang (1) araw na MAKE-UP sa bawat araw na pagkahuli nito.  

Ang di-pagsusumite ng mga ito matapos ang isang linggo pagkatapos ng rotasyon ay mangangahulugan ng apat (4) na linggong make-up para sa mag-aaral.

Ang final grade (kung passing) ay hindi isusumite sa CTC, hanggat hindi na-isusumite ang lahat ng requirements ng mag-aaral . Sa pagsusumite ng mga grado sa bawat departamento ng kolehiyo ay mamarkahan ang mag-aaral ng INCOMPLETE GRADE.   

V. OFFICE RULES

A.         Ang mga kagamitan ng CBR tulad ng TV, VHS, OHP, Radio atbpa. ay dapat na humingi ng pahintulot sa C.S. at ipagbigay alam kay Kuya Onjie para sa pag-schedule ng paggamit (during office hours only). Ang mga interns ay hindi pinahihintulutang gamitin ang computer, xerox machine at Supplies ng CBR Program.

B.         Ang pagkasira na mangyayari sa panahon ng paggamit ng mga mag-aaral ng mga kasangkapan ng CBR ay dapat na ipa-ayos ng gumamit sa lalong madaling panahon.

C.         Ang mga mag-aaral ay responsable sa bawat bagay na hiniram at dapat  na  ibalik ito sa CBR Office sa maayos na kondisyon.  Pumirma sa Borrower's Logbook kung  may hihiramin  at  palagyan ng marka sa staff sa pagbabalik ng bagay na hiniram.   Ang pagkawala ng mga ito ay dapat  palitan ng katulad na bagay.  Ang final grade ay hindi ibibigay hanggat hindi ito naibabalik  o napapalitan kaya. 

D.            Ang mga babasahin ay hindi pinahihintulutang ilabas ng center.

E.              Ang files ng Kaibigang MayKapansanan ay hindi pinahihintulutang ilabas ng clinic. Ang bawat                        paggamit ng files ay dapat na ibalik agad sa filing cabinet matapos gamitin.

F.              Ang CBR staff ay binubuo  ng 2 fulltime (CBR Program Head at CBR Asst.) at 6 na part time C.S.  Sa kadahilanang  kulang na kulang tayo sa staff, inaasahan ang lubos na  pakikiisa sa pagmamantine ng kalinisan ng ating opisina at klinika.  Ang bawat isa ay responsable sa dumi at kalat na kanyang gagawin.

G.             Siguraduhing laging malinis ang CR.

H.             Pagkatapos ng  miting o gawain mangyari na iligpit ang mga bagay  na ginamit at  linisin ang lugar na  pinaggawaan.   Itapon ang  basura sa labas ng  center (may malaking drum sa labas)  sa katapusan ng bawat araw.

I.                Siguraduhing nai-switch off ang ilaw, electric fan, aircon at lahat ng electric equipment.

J.          I-lock ang lahat ng bintana at  ipadlock ang pintuan bago umalis ng opisina kung ang lahat ay papauwi na.

 *** Ang mga patakarang ito ay para  gabayan ang mga  mag-aaral. Inaasahan ang maayos na  pagsunod at  pagtataguyod sa  mga ito para sa isang maayos na  karanasan sa CBR.  Ibinibigay sa mga guro ng CAMP na nakadestino sa CBR  ang  karapatang   bumuo ng desisyon ukol sa karampatang pagtutuwid  (disciplinary measures)  kung ang  alinman  sa mga  patakarang ito ay hindi sinunod ng  mga  mag-aaral.  

*** Ang anumang paglabag na hindi nakapaloob dito at ang kaukulang pagdidisiplina ay ibabatay sa University Rules on Conduct & Discipline.

Onjie de leon

June 3, 2000

CBR Training Manual

Students Training Manual 2000

 pagdidisiplina ay ibabatay sa University Rules on Conduct & Discipline.