Health Grade 10

Postnatal occurring after birth or delivery Poverty the state of having no money and personal properties; Prenatal living below minimum economic and social standards Renewable energyReproductive health occurring before birth or deliveryRespiratory disease energy from a sustainable source like geothermal, water, solar, and wind Stroke Tobacco the state of physical, mental, emotional and social well- Tuberculosis being in all matters related to the reproductive system throughout life Vaccine disease of the respiratory system including the Yellow fever upper respiratory tract, the nerves and the muscles surrounding it the loss of brain function due to lack of or disturbance in the normal blood supply to the brain the leaves of the tobacco plant which are dried and prepared for smoking or ingestion infection of the lungs but may also occur in other body parts as caused by a bacteria which causes lesions (cut or break in tissue) a substance consisting of weakened or dead pathogenic cells injected to stimulate production of antibodies against a disease or a group of infections a fatal communicable disease affecting the liver and kidneys transmitted by mosquito bites and common in tropical countries DEPED COPY 284 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX A Acronyms DOH – Department of Health FCTC – Framework Convention on Tobacco Control ICRC – International Committee of the Red Cross TB-DOTS – Tuberculosis – Directly Observed Treatment Short Course UN – United Nations UNDP – United Nations Development Plan WB – World Bank WHO – World Health Organization DEPED COPY 285 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX B: Rubric for Constructing a Graph 1 Criteria 4 32Artistry Artistic designs Artistic designs Artistic designs There is no are advanced are satisfactory are fair with effort done to minor setbacks make output attractiveCreativityDEPED COPYThe use of The use of Creativity is fair Output lacks indigenous indigenous materials and materials and enough creativity creativity is creativity is advanced satisfactory Use of media Use of different Media and Media and No media andand technology media and technology technology was technology technology was used in used with minor was used in was employed making the setbacks in making the in making the output. The layout, spacing, output output. The outcome is and designs outcome is satisfactory excellent Data Data Data Data There isInterpretation interpretation interpretation interpretation no data is correct is correct. lacks clarity interpretation and exceeds and coherence. included in the expectations. output Grammar Grammar Grammar There are There areand Sentence and sentence and sentence minor errors numerousConstruction construction are construction in grammar errors in all correct are correct and sentence grammar and construction sentence construction Total: /20 points 286 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX C: Rubric for InfotographyCriteria 4 3 21Content highly somewhat questionable lacks creativity, creative, non- creative, creativity and lacks typical; unique,  original, subject originalty, originality, appropriate to is of assigned subject does not follow chosen  topic, conveys a is weakly assignment, topic, conveys message,  related message strong attracts audience to assigned incomplete message,  attention topic, message or disjointed, engages unclear, loses does not audience audience attract immediately attention attention ofDEPED COPY audience Quality sharp,clear photos generally most photos photos of photos, all clear, some unclear with unfocused; photos are free photos included unwanted grainy,Photographs of unwanted unwanted elements, 7-10 unwanted elements, 15+ elements, photos, few elements photos, photos 11-4 photos,  depict elements included in accurately depict most photos of human rights most photos, elements of accurately depict abuses less than human rights elements of 6 photos, abuses human rights photos do not abuses accurately depict elements of human rights abuses 287 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria 4 3 21 presents original ideas ideas confusing,  ideas unclear,  idea with great understandable, detail; concise, but fuzzy; a bit wordy, repetitive, focus unclear, focused wording wordy, all text not on human rights focused on topic; all text not word abuse, accurately does not address addresses all four all four guiding focused on topic; choice guiding questions questions, some using information does not address weak,does questionable specific to ownership. all four guiding not suit country, ownership questions, photos, wordy, evident. Introduction questionable repetitive, lacks ownership evidence of ownership, addressesDEPED COPY 1-2 guiding questions only. properly properly formatted bibliography bibliography not properly not properly formatted bibliography but formatted and/ formatted and/ or 3 or less or only 1-2 bibliography that limited to four sites explored; sites explored; some problems problems using shows multiple sites explored; using chosen chosen software software and/ sites explored; average or inappropriate evident, music selection inappropriate excellent understanding of music selection for topicFormat mastery of proper elements for topic software chosen, for software appropriate music chosen, selection for topic appropriate music selection for topic Total /20 points 288 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX D: Rubric for Letter WritingCriteria 4 321Layout and The letter The letter is Text may be Letter isdesign is creatively eye-catching difficult to unattractive or designed with and attractive. read. May inappropriate. easily read text. Text is easy to have some Text is difficult Grammar, style, read. Grammar, grammar and to read. It does and purpose all style, and or punctuation not have proper excellent for a punctuation are that indicate grammar or friendly letter. indicative of a it is a friendly punctuation for friendly letter. letter. a friendly letter.DEPED COPYInformation, Information is Information is Some Information isstyle, accurate and well written and information is poorly written,audience, tone complete, is interesting to provided, but inaccurate, or creatively written, read. is limited or incomplete. and is cleverly inaccurate. presented.Accurate Parts Letter is Some elements Most elements Improperof the Friendly complete with out of place orLetter all required missing. out of place or friendly letter elements. missing. formGrammar, Excellent job on Style, purpose, Information Grammar,Punctuation, presentation, audience, is mislabeled punctuation,and choice of style, grammar, grammar, and or missing. and choice ofwords for the and punctuation. punctuation Inaccurate words poor forfriendly letter all fair and punctuation or a friendly letter. indicative of a grammar. friendly letter.Follows Students are Students stay Students Students areGuidelines and always on task, in their area occasionally often out of theirDirections stay in their own and talk quietly leave area area without area, and work to their own without permission and quietly. Students partner only. permission. are disruptive to followed project the class. directions and classroom directions. Total: /20 points 289 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX E: Rubric for Poem WritingCriteria 4 321Form Creatively uses Effectively uses May use Uses appropriate appropriate appropriate inappropriate poetry form. poetry form. poetry form. poetry form. Fewer than Complete with Complete with four stanzas of Too few more than four four stanzas of four lines each stanzas or stanzas with four lines each. stanza length is four lines each. incorrect.Word UsageDEPED COPYStudent’s useStudent’s use Student’s use Student’s use of vocabulary is of vocabulary of vocabulary of vocabulary is precise, vivid, is routine and is more telling than showing. very basic. and paints a workable. strong clear and complete picture in the reader’s mind.Poetry Effectively Uses poetic Uses some Uses fewTechniques uses poetic techniques poetic poetic(elements) techniques such as techniques techniques such as figurative such as such as figurative language to figurative figurative language to reinforce the language. reinforce the theme. language to theme. reinforce the theme.Spelling, Has grade-level Has mainly May contain May containgrammar, appropriate grade level many errors frequent andpunctuation spelling, appropriate in spelling, grammar, and/ numerous grammar, and spelling, or punctuation errors in punctuation; grammar, and spelling, contains few, punctuation; that may grammar, and if any, errors interfere with punctuation that do not contains the reader’s that interferes interfere with some errors understanding. with the the reader’s that do not reader’s understanding. interfere with understanding. the reader’s understanding. 290 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Criteria 4 321Understanding Student’s work Student’s work Student’s work Student’sof the topic demonstrates demonstrates demonstrates work lacks understanding a complete an some understanding understanding understanding of the assignment. of the of the of the assignment assignment. assignment. and goes beyond the requirements.DEPED COPY Total: /20 points 291 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX F: Rubrics for SpeechCriteria 5 4 32 1Content Content Content Content is Content is Content is surmounts reaches near the beyond the very basic anticipation. expected expected expected and lacks Treatment outcome. outcome. outcome. in-depth of details is Treatment Treatment Details analysis. advanced of details is of details are in the and in-depth. proficient approaches developing and of good proficiency phase quality. with some and very shallow shallow. lines. DEPED COPYOrganiza- The The The The Structure istion and structure of structure of structure of structure of unorganizedStyle the essay the essay is the essay is the essay and not is highly organized somewhat is not too coherent organized and organized organized with the and shows coherence and and topic. There coherence. is obvious. coherent. coherent. is no variety There is There is There is There is in structure variety in variety in somehow little variety and subject style which style which a variety in in structure matter. makes the makes style which and essay very the essay makes the subject. impressive. impressive. essay good.Grammar There are no There are There There Grammar grammatical minimal are some are many lacks order errors in the grammatical grammatical errors and neatness. essay. errors in the errors found found in There are essay. in the essay. grammar. numerous Editing is errors. Major suggested. reconstruction is suggestedSpelling There are There are There are There are There are no spelling 1-3 errors in 4-6 errors in 7-10 errors more than errors in the spelling. spelling. in spelling. 10 errors in theme. spelling. Total: /20 points 292 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX G: Rubric for Storyboard Digital Storytelling: Digital Movie RUBRICCATEGORY 1 2 3 4 Score Images create Images create An attempt was Little or no made to use attempt to use a distinct an atmosphere images to create an images to create atmosphere/tone an appropriate atmosphere or or tone that but it needed more atmosphere/tone. work. Image choice tone that matches matches some is logical.Images different parts parts of the story. of the story. The The images may images may communicateDEPED COPY communicate symbolism and/or symbolism and/or metaphors. metaphors.Soundtrack Music stirs a Music stirs a Music is ok, and not Music is- Emotion rich emotional rich emotional distracting, but it distracting, response that response that does not add much inappropriate, matches the story somewhat to the story. OR was not line well. matches the story used. line. Grammar and Grammar and Grammar and Repeated errors usage were usage were usage were typically in grammar and correct (for the typically correct correct but errors usage distracted dialect chosen) (for the dialect detracted from the greatly from theGrammar and contributed to chosen) and story. story. the clarity, style, errors did not and character detract from the development. story.Point of Estabishes a Establishes a There are a few It is difficult toView - purpose early on purpose early on lapses in focus but figure out thePurpose and maintains and maintains the purpose is fairly purpose of the a clear focus focus for most of clear. presentation. throughout. the presentation.Driving Focus/ Driving Focus/Driving Focus/Driving Focus/DriingQuestion Question is Question is Question lapses in Question is addressed for addressed focus, but is fairly difficult to figure most of the throughout the clear. out. movie. movie. 293 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX H: Rubric for Health InfomercialCriteria 4 32 1Information and The video The video The video The videocommunication played with played but with played but did nottechnology excellent minor problems. with major play during screen shots problems. viewing. and details. Excellent Satisfactory use Lacks creativity No creativity creativity of creativity and and used in the using various use of various minimal production materials and materials and materials and of the properties. properties. properties. infomercial.CreativityDEPED COPYAccuracy All contents are Most contents Most contents All contents are incorrect. are incorrect correct. are correct. and misleading.Time frame The video The video The video The video played between played between played between played 4-5 minutes. 3-4 minutes or 2-3 minutes or less than 2 5-6 minutes. 6-7 minutes. minutes or more than 7 minutes. Total: /16 points 294 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

APPENDIX I: Rubric for Interpretative Dance 2 1 Criteria 4 3Body The locomotor The locomotor The locomotor The locomotorAlignment/ and non- and non- and non- and non-Skill locomotor locomotor locomotor locomotor movements are movements movements movements are performed with are most often are somewhat not memorized control, skill memorized and memorized and and performed and precision performed with performed with without control some control little control and and skill. and skill. skill.DEPED COPYCreativity & The The The TheInterpretation interpretational interpretational interpretational interpretational language language mostly language language does clearly reflects reflects the partially reflects not reflect the the theme or theme or idea of the theme or theme or idea of idea of culture culture inspired idea of my culture inspired inspired by by a piece of art, culture inspired by a piece of art, a piece of music, or poetry. by a piece of music, or poetry. art, music, Took some risks art, music, or Took no risks in or poetry. in exploration poetry. Took my exploration Took risks in of the Elements very little risk in of the Elements exploration of of Dance exploration of of Dance. No the Elements demonstrating the Elements effort has been of Dance unique patterns of Dance only made in the demonstrating and a variety of demonstrating variation of challenging and creative options. simple patterns. pattern and unique patterns creativity. and a variety of creative options. 295 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYElements ofThe dance The dance has The dance has The danceDance has been been partially been abstracted shows no abstracted abstracted incorporating understanding of incorporating incorporating only one or abstracting all elements the elements more of the the elements of dance. The of dance. The elements of of dance. The choreography choreography dance. The choreography is demonstrates demonstrates choreography not varied and a developed some variation demonstrates not developed. variation of of movement, very little All movement movement, time, space, variation of has been time, space, energy and movement, borrowed from energy and body. This time, space, the media/ body. This variation is energy and peers. variation is original, and body. The highly original, very little dance variation of not borrowed choreography Elements from the media/ has been of Dance is peers. borrowed from slightly original, the media/ and most dance peers. choreography has been borrowed from the media/ peers. 296 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Effort & Char-DEPED COPYFully Mostly Participated Neveracter participated in participated in in some HR participated in all HR activities all HR activities activities and HR activities and was and is positive is positive and is mostly positive at all most of the time. occasionally. negative. times. Often Seldom Gave up Persevered persevered persevered completely when expe- when when when riences became experience experience experience challenging/ became became became difficult. challenging/ challenging/ challenging/ Consistently difficult. difficult. difficult. demonstrated Demonstrated Rarely Did not show respect respect towards demonstrated respect towards towards oneself oneself and respect towards oneself and and others. others. oneself and others. Was Tried to be others. Showed no responsible by responsible by Had difficulty sense of staying on task staying on task being responsibility. and focused and focused responsible by Was off task and during class during class staying on task wasted class time. time. and focused time disrupting Offered support Offered some during class other students. towards other support towards time. Unable to offer students. other students. Offered support towards occasional to other students. little support towards other students.Performance The The The The performance performance performance performance shows shows evidence shows evidence shows evidence evidence of of rehearsal, of some of very little extensive often focused, rehearsal. rehearsal, rehearsal, and in dance Seldom focused focused, focused, and character. and lost track concentrated or in dance Performed most of character. committed to the character. of the steps Forgot the performance. Performed all correctly with choreography Face is a blank dance steps energy and often. The slate, without correctly with enthusiasm. dance character. energy and The dance demonstrates Audience is enthusiasm. is somewhat very little bored and The dance is engaging to the energy and embarrassed. engaging and audience. enthusiasm speaks to the which leaves audience. the audience confused. Total: /20 points 297 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYReferences:Print materials: AIDS by the number. UNAIDS 2013 AIDS epidemic update (December 2005). UNAIDS and WHO. Switzerland Global report UNAIDS report on the global AIDS epidemic 2013. UNAIDS. 2013 Koplan JP, Bond TC, Merson MH, Reddy KS, Rodriguez MH, Sewankambo NK, et al. Towards a common definition of global health. Lancet 2009; 373: 1993_5 Kickbush I. The need for a European strategy on global health. Scand J Public Health 2006; 34: 561_5 Say L. et al. Maternal mortality in 2005. World Health Organization and The World Bank. Switzerland. 2007Online materials: About WHO. Retrieved February 28, 2014 from http://www.who.int/about/en/ Achieve universal primary education by 2015 (2014). Retrieved July 2, 2014 from www.worldbank.org/mdgs/education.html Beaglehole, R and Bonita, R. Global health action 2010. Retrieved October 29, 2014 from http://www.globalhealthaction.net/index.php/gha/article/ view/5142 Combat HIV/AIDS, malaria, and other diseases by 2015 (2014). Retrieved July 2, 2014 from www.worldbank.org/mdgs/diseases.html Comprehensive mental health action plan 2013-2020 (2014). Retrieved March 2, 2014 from http://www.who.int/mental_health/action_plan_2013/en/ Dyar, O.J. and Costa, A. What is global health? Retrieved March 2, 2014 from http://www.ghjournal.org/jgh-print/spring-2011-issue/what-is-global- health/Global health initiatives (2014). Retrieved February 25, 2014 from http://www.who.int/trade/glossary/story040/en/ 298 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Develop a global partnership for development by 2015 (2014). Retrieved July 2, 2014 from www.worldbank.org/mdgs/global_partnership.html Development of a global mental health action plan 2013-2020 (2014). Retrieved March 2, 2014 from http://www.who.int/mental_health/ mhgap/consultation_global_mh_action_plan_2013_2020/en/ Ensure environmental sustainability by 2015 (2014). Retrieved July 2, 2014 from www.worldbank.org/mdgs/environment.html Eradicate extreme poverty and hunger by 2015. Retrieved July 2, 2014 from www.worldbank.org/mdgs/poverty_hunger.html Global Strategy to Reduce the Harmful Use of Alcohol (2010). Retrieved March 5, 2014 from http://www.who.int/substance_abuse/msbalcstragegy.pdf Improve maternal health by 2015 (2014). Retrieved July 2, 2014 from www. worldbank.org/mdgs/maternal health.html Mental health action plan 2013-2020 (2013). Retrieved March 3, 2014 from http://apps.who.int/iris/bitstream/10665/89966/1/9789241506021_eng. pdf?ua=1 Millennium developmental goals. Retrieved February 25, 2014 from http:// www.who.int/topics/millennium_development_goals/about/en/ Promote gender equality and empower women by 2015 (2014). Retrieved July 2, 2014 from www.worldbank.org/mdgs/gender.html Reduce child mortality by 2015 (2014). Retrieved July 2, 2014 from www. worldbank.org/mdgs/child_mortality.html Symposium on foreign policy and global health (2014). Retrieved February 25, 2014 from http://www.who.int/trade/symposium/en/ 299 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYTaylor, A.L. and Bettcher, D.W (2000). WHO framework convention on tobacco control: a global ‘‘good’’ for public health. Retrieved March 3, 2014 from http://www.who.int/bulletin/archives/78(7)920.pdf The history of the WHO framework convention on tobacco control (2014). Retrieved March 2, 2014 from http://www.who.int/fctc/about/history/en/ The rollback malaria strategy for improving access to treatment through home management of malaria (2005). Retrieved March 8, 2014 from http:// whqlibdoc.who.int/hq/2005/WHO_HTM_MAL_2005.1101.pdf The stop tb strategy (2006). Retrieved March 8, 2014 from http://whqlibdoc. who.int/hq/2006/WHO_HTM_STB_2006.368_eng.pdf?ua=1 Trade and health (2014). Retrieved February 25, 2014 from http://www.who. int/trade/trade_and_health/en/ WHO framework convention on tobacco control (2014). Retrieved March 2, 2014 from http://www.who.int/fctc/text_download/en/ 2008-2013 Action plan for the global strategy for the prevention and control of noncommunicable diseases. (2008). Retrieved March 5, 2014 from http://whqlibdoc.who.int/publications/2009/9789241597418_eng. pdf?ua=1Images:Johannsen C. Yap, Batasan Hills National High School, NCR - Quezon City 300 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 10 Health Learner’s Material Unit  This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Education and Health – Grade 10Learner’s MaterialFirst Edition 2015ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seekingpermission to use these materials from their respective copyright owners. All means havebeen exhausted in seeking permission to use these materials. The publisher and authors donot represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLSand only within the agreed framework may copy from this Learner’s Material. Those whohave not entered in an agreement with FILCOLS must, if they wish to copy, contact thepublishers and authors directly. Authors and publishers may contact FILCOLS at [email protected] or (02) 439-2204.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhDDEPED COPY Development Team of the Learner’s MaterialConsultant: Grace Reyes-Sumayo and Hercules CallantaAuthors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. GreciaEditor: Mercedes ManguerraReviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio VergaraLayout Artist: Aileen N. Ilagan, Donna G. RomeroIllustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. MendozaManagement Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. CraususPrinted in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY INTRODUCTION Your Engagement in active recreation, sports, physical activities, and understanding of health concepts will contribute to your sense of social connectedness and help you assume greater responsibility through a variety of roles as you participate in a real world situation. The Physical Education and Health modules are uniquely crafted to explore your greatest potential and promote lifelong skills through active participation in the different learning experiences. Emphasis is placed on combining tactical knowledge that you will acquire, and the development of skills for a better performance and achievement of the expected learning outcomes. This module is designed to provide and equip you with knowledge, skills, and habits that will enable you to achieve competence in maintaining your health and physical condition. The domain in Physical Education focuses on the importance of a healthy lifestyle and physical activity through active recreation such as sports, fitness, street dance and hip-hop dance, while Health Education emphasizes on the development of the proper skills of a health-conscious consumer, lifelong participation in health trends, issues and concerns in health care, and planning for a health career. Each module follows a standard format or pattern with a short overview of the lesson, content and performance standards, pre-assessment and instructional activities categorized into four levels: What to Know, What to Process, What to Understand, and What to Transfer. Every level provides activities that will allow you to experience meaningful and varied learning. Your involvement in the different tasks can take many forms, ranging from self-reflection and group tasks to beyond the classroom learning activities. Like any good material, you will also be assessed and evaluated to ensure that you will have a thorough grasp of the lesson before tackling the next activity. Your deeper understanding of the lesson will help you gain more relevant skills and information, preparing yourself for the challenges of the world. As you start putting life into this module, you will discover many great opportunities and learning experiences that will change the way you spend your time. You need to visualize a better version of yourself and aspire to achieve a holistically healthy you. Come on. Let’s get started! iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Table of Contents HEALTHUnit 4: Planning for a Health Career .................................................................. 301 Introduction ..................................................................................................... 302 Learning Competencies .................................................................................. 302 Pre-Assessment.............................................................................................. 303 Activity 1: Exploring Careers in the Health Field ................................... 304 Activity 2: My Health Career Plan .......................................................... 307 Activity 3: Health Career Pathways ........................................................ 312 Activity 4: A Health Career Overseas?....................................................... 321 Activity 5: Health Careers in the Country ................................................... 321 Activity 6: Health Career Orientation ...................................................... 323 Activity 7: Crossword ................................................................................. 324 Activity 8: Tic-Tac-Toe ............................................................................. 325 Activity 9: Let’s Find Out .................................................................... 325 Activity 10: Career Exploration .................................................................. 326 Activity 11: Reflect ..................................................................................... 326 Activity 12: Time to Decide .................................................................... 328 Activity 13: Let’s Find Out ........................................................................ 328 Activity 14: “Why Pursue a Health Career?” .......................................... 329 Activity 15: Group Work ............................................................................. 330 Activity 16: Preliminary Health Career Plan........................................... 331 Activity 17: Health Career Plan Scrapbook............................................ 331 Activity 18: Differentiated Instructions .................................................... 332 Summary........................................................................................................ 334 Glossary of Terms......................................................................................... 335 References..................................................................................................... 336 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYUnit 4: Planning for a Health career 301 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

CONTENT STANDARD Number of Sessions: 10 PERFORMANCE STANDARDThe learner demonstratesunderstanding of the concepts in The learner prepares an appropriate plan ofplanning a health career action in pursuing a health careerI. Introduction Choosing a career is not an easy thing to do. You don’t just look at the pay andthe security it offers you; you also need to consider your primary interests and passionwhich can open doors to other careers that you have not considered. With lots of professions in healthcare, you might consider getting into a healthcareer. There is a high demand for workers in the healthcare industry not just locallybut also globally. Health careers are among the most lucrative job options available allover the world, especially these days, with an aging population and medical advances.There is a continuous demand for health professionals. A health career offers a good salary and job security. Educational learning iswidely available in the country with a path for advancement in different specializedfields of interests. You get to work with people and more importantly make a differencein the life of others. This can be a wonderful career waiting for you.II. Learning competencies 1. discusses the components and steps in making a personal health career 2. prepares a personal health career following the prescribed components and steps 3. explores the various health career paths and selects a particular health career pathway based on personal competence and interest 4. participates in a health career orientation programDEPED COPY 302 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY III. Pre-Assessment Concept Mapping A. List as many words associated with the word “Health career”. Prepare for a presentation explaining the importance of health career. HEALTH CAREER B. How many allied health professions are you familiar with? List ALL the allied health professions that you are familiar with. 303 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYPart I: WHAT TO KNOW In the WHAT TO KNOW phase, you will answer activities which will assess your prior knowledge. At the end of the phase, you will be assessed again to check your knowledge about the concepts and information learned.Activity 1: EXPLORING CAREERS IN THE HEALTH FIELD 1. Each group with 3-5 members will list down all the professions associated with healthcare. 2. Remember to name not only the different types of doctors and nurses, but also those related to the health profession, such as the allied health services medical and allied health profession 3. Each member has to choose and describe one health profession on the list. 304 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

What is a career? A career is an occupation or profession that requires special training. Health careers are designed to familiarize students with the various careers inthe medical profession and allied health services. Students will learn skills necessaryfor their career path, which in this case is in healthcare. These include working withothers, communication skills, legal and ethical responsibilities, cultural considerationsin healthcare industry, problem solving, decision making, accepting personalresponsibility, and self-management. Health career Planning refers to an individual’s plan to make a career choice,growing in the chosen career or making a career shift. Career planning involves thevery important step of self-assessment. Self-assessment is necessary to understand one’s capabilities and drawbacks.The various career options should be explored in detail to find a fit between one’sabilities and the opportunities provided by a career option. It involves continuouslearning and improvement to build and grow in the chosen career path.DEPED COPY YOU’LL MAKE A DIFFERENCE IN PEOPLE’S LIVESWhy pursue a health career? • Good salary • Job Security • Do work that interests you • Find a health career that fits your educational plans • A clear path to advancement • Work with people (or not) 305 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYWhat are the components and steps in making a health career plan? 1. Self Assessment Discover your personal strengths through self- assessments (values, interests, personality, testing, skills, etc. 2. Career Exploration You can explore different careers and work environments through career fairs, online research, meetings, internships, alumni connections, professional resources 3. Decision Making Before you decide on taking a career that works for you, you can evaluate and narrow down your options through listing the pros and cons, comparing your personal strengths and interests, and deciding which career fulfills both current and future goals. 4. Plan of Action Plan achievalbe goals and develop strategies to reach your goals, organize your goals into smaller steps, identify actions for each step, utilize helpful people and resources, review and adapt your plan regularly 306 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYLet’s Check Activity 2: MY HEALTH CAREER PLAN Write your own health career plan using the components and steps. MY HEALTH CAREER PLAN My Career Goal/s: Self- Assessment What are my skills and interests? Career Exploration What health careers do I want to explore? What will I do to explore the different health careers? Decision- Making What health career will I choose based on my skills and interests? What do I need to consider? My Plan of Action What will I do to meet my goal/s? 307 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYHEALTH CAREER PATHWAYS Career pathways are clusters occupations that are grouped because of sharedskills. All pathways include a variety of occupations that require different levels ofeducation, skills, and training. Selecting a career pathway provides you with an area offocus, along with flexibility and a variety of ideas to pursue for personal development. 308 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Makes it easier for you to identify health career professions Why Do You Need to Assists you in choosing aUnderstand Health Career health career Pathways? Helps you develop a plan on how to prepare for your chosen health careerDEPED COPYWhat are examples of health career pathways? 1. Disease Prevention and Control People who specialize in this career path focus on communicable and non-communicable diseases. Their work includes immunization, screening of newborns, promotion of breastfeeding, infant diseases prevention, adolescent healthcare, and life skills. Sample Careers: • Community Health Work • Education and Research 2. Personal Healthcare Professionals in this field perform healthcare related tasks in a personal care level. These include monitoring patients; administering and assisting in personal care and hygiene; performing housekeeping duties; and advising clients on related healthcare issues like infant care, hygiene and nutrition. 309 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY3. Maternal and Child Care These health workers deal with complex public health issues that affect women, children and their families. These include providing information on reproductive health, family planning, healthcare of pregnant women and their children, and improvement of health delivery system through advocacy, education and research. Sample Careers: • Midwifery • Community Health Educator • Outreach Specialist • 4. Mental HealthCare These medical professionals specialize in dealing with interpersonal and intrapersonal relationships and life skills. These include cognitive and psychosocial development, promotion of healthy self-esteem through feelings and anger management and identifying warning signs or red flags of learning disorders, such as ADHD, anxiety, mood disorders, stress, and bullying. Sample Careers: • Social Work • Clinical Psychology • Psychiatry • Guidance Counseling 5. Community Healthcare Specialists in this area focus on the maintenance, protection, and improvement of the health of all community members. Sample Careers: • Barangay/Community Health Work • Rural Sanitary Inspection 6. Environmental Healthcare Management These health workers try to establish the correlation between and among the physical, chemical, biological, social, and psychosocial factors in the surrounding environment. These include monitoring the quality of environment and impact of human activities on ecosystems, and developing strategies for restoring ecosystems. Sample Careers: • Air quality monitoring • Soil science analysis • Hazardous and solid waste management • Environmental noise control • Radiological assessment 310 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 7. Drug Prevention and Control People whose careers revolve around this area seek to reduce community and individual problems related to alcohol and drug abuse through evidence-based programs and policy advocacy. Sample Careers: • Drug Enforcement • Drug and Alcohol Rehabilitation 8. Nutrition Specialists in this area find ways to balance individuals’ food and nutrition and their impact on patients’ health. These include meal planning, food preparation and economics. Sample Careers: • Clinical Dietetics • Food and Nutrition Management • Public Health Nutrition • Education and Research 9. Health Education Those who work in this field are tasked with promotion of healthcare and training of health workers on managing change in healthcare. Their work involves assessing individual and community needs, planning, implementing and evaluating health programs, promoting the understanding of various health-related bahaviors plus coordinating health education services. Sample Careers: • Education and Research • Community Health Work 10. Dental Health Dental health workers deal with various oral conditions which include chronic mouth and facial pain, oral sores, periodontal (gum) disease, tooth decay and tooth loss, other diseases and disorders that affect the oral cavity, and risk factors for oral diseases which include unhealthy diet, tobacco use, harmful alcohol use, and poor oral hygiene. Sample Careers: • Dental Hygiene • Dental Nursing • Dental health support 11. Occupational Safety Careers in this path are related to the safety, health and welfare of people engaged in work or employment. These include protecting workers from sickness, disease, and injury arising from possible hazards of their 311 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

employment and workplace. Sample Careers: • Occupational Health and Safety Technician • Health Inspector • Industrial Hygienist12. Emergency Medical Services People assigned in this work specialize in out-of-hospital medical care. Their skills include first-aid procedures, emergency medical treatment and transport of patients, rapid emergency medical response and immediate medical attention. Sample Careers: • Emergency Medical Aid • ParamedicDEPED COPYLet’s CheckActivity 3: HEALTH CAREER PATHWAYS A. List 3 examples of health career provided/ available in your school/ community/ country for each health career pathways. Use the table below for your answers.Health Career Pathways Health CareerB. Based on Activity 3, answer these questions: 1. What health careers are commonly available in your school, community and country? 2. What type of health career/s do you think is needed in our country? Explain why? 3. Which health career pathways do you think our government should give priority? Choose five (5). 4. Why is it important to understand the different career pathways in health? 312 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYMEDICAL AND ALLIED HEALTH PROFESSION Along with medical professions, there are hundreds of allied health professions which complete the workforce in contributing to the whole-person care of patients, support to healthcare professionals, and the efficient operation of healthcare organizations. Medical and Allied Health Professions The medical profession is a group of individuals qualified to practice medicine. Allied health professions, on the other hand, are lines of work that still deal with healthcare, but are distinct from medicine. They have distinct and specialized knowledge and skills that actively work with people accessing health and disability that are offered services across a range of settings. These professions include clinical laboratory or medical technology, physical therapy, occupational therapy, dietetic services, medical record personnel, radiologic services, speech- language pathology and audiology, and respiratory therapy. 313 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Who are the medical and allied health professionals? Allied health professionals are healthcare practitioners with formal educationand clinical training credentials through certification, registration and/or licensure.They collaborate with physicians andother members of the healthcareteam to deliver high quality patient Health Care Provider- a personcare services for the identification, who helps identify, prevent, or treat anprevention, and treatment of diseases, illness or disabilitydisabilities, and disorders. These professions may be Health Care Practitioner/categorized into either technicians or Provider- an independent healthcareTherapists/Technologists. Technicians provider who is licensed to practice onare those who undergo training to and provide general and/or specializedperform specific procedures. They are care to a specific area of the body.”required to work under the supervisionof technologists or therapists. This Allied Health Professionals- acategory includes physical therapy trained healthcare provider practicingassistants, medical laboratory under supervision of a physician ortechnicians, radiological technicians, healthcare practitioner. They includeoccupational therapy assistants, pharmacists, dental hygienists, physical therapists and nurses.DEPED COPYrecreation therapy assistants andrespiratory therapy technicians. Therapists or technologistshave more intensive training, which includes acquiring procedural skills. They evaluatepatients, diagnose conditions, develop treatment plans, and understand the rationalebehind various treatments in order to judge their appropriateness and potential sideeffects. They also assess patients’ responses to therapy and make appropriatedecisions about continued treatment or modification of treatment plans. Furthermore,they are licensed to perform these tasks. Allied health professionals provide services and engage in activities whichinclude: a. prevention - keep illness or injury from happening b. assessment/evaluation - appraisal of the condition based on the patient’s subjective report c. identification/diagnosis - analysis based on signs, symptoms, and laboratory findings d. treatment - management and care of a patient or the combating of disease or disorder e. rehabilitation/habilitation - treatment designed to recover from injury, illness, or disease towards a normal condition as possible f. advocacy - a method by which patients, their families, attorneys, health professionals, and citizens’ groups can work together to develop programs that ensure the availability of high-quality healthcare for a community 314 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY g. promotion of health and well-being - the process of enabling people to increase control over their health and its determinants, and thereby improving their health h. education - the process of sharing and gaining knowledge i. research - the diligent inquiry or examination of data, reports, and observations in a search for facts or principles What are the allied health professions that we presently have in the Philippines? These are the common allied health professionals practicing in the country with available education and professional training. 1. Audiologist – identifies and rehabilitates hearing impairments and related disorders 2. Chiropractor - diagnoses and treats neuromuscular disorders, with emphasis on treatment through manual adjustment and/or manipulation of the spine. 3. Clinical psychologist - assesses, diagnoses, treats and helps prevent mental disorders 4. Dietitian / Nutritionist - promotes good health through proper diet and treatment of diseases 5. Emergency Medical Technician – also known as ambulance technician; responds quickly to any emergency and life-threatening situation to immediately treat serious injuries, physical or mental trauma to increase a patient’s chances of survival 6. Guidance Counselor - assists students with personal, family, education, and career decisions and concerns; also helps them develop job-finding skills and other life skills needed to prevent and deal with problems 7. Health Educator - specializes in health education and promotes the development of health knowledge, life skills, and positive attitudes toward the health and well-being of students 8. Massage Therapist - performs the scientific manipulation of the soft tissues of the body for the purpose of normalizing those tissues; uses manual techniques that include applying fixed or movable pressure on affected parts of the body 9. Medical assistant – performs, under the direction of a physician, various routine administrative and nontechnical clinical tasks in hospitals, clinics, and other similar facilities 10. Medical technologist – performs a variety of tasks on body fluids, from simple blood tests to more complex tests to uncover abnormalities in the body, and underlying causes of illnesses, such as HIV/AIDS, diabetes, and cancer which are not easily detected through physical examination 11. Midwife - professionals with the expertise and skills in helping women maintain healthy pregnancies, assist in or perform childbirth delivery, and help in women’s recovery process through the postpartum period 12. Nurse - trained to provide care for people who are sick or injured; monitors patients’ health and records symptoms, assists physicians during examinations and treatment, and administers medications. 315 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY13. Occupational therapist - uses purposeful activity and interventions to maximize the independence and health of any client who is limited by physical injury or illness, cognitive impairment, psychosocial dysfunction, mental illness, or learning disability 14. Orthotist/Prosthetist – makes and fits prosthetics or artificial parts for the human body 15. Paramedic - gives emergency medical treatment or assists medical professionals in emergency situations 16. Pharmacist - prepares and dispenses medication prescribed by licensed health professionals; also provides information to patients regarding drugs, and consults with healthcare professionals on advances in drugs or medicine 17. Radiologic Technologist/Radiographer - healthcare professionals who perform imaging procedures, such as x-ray examinations, Magnetic Resonance Imaging (MRI) scans and Computed Tomography (CT) scans (health careers.org) 18. Physical Therapist - examines, evaluates, and treats physical impairments through use of special exercise, application of heat or cold, and other physical modalities 19. Speech Language Pathologist - diagnoses and treats patients with functional and organic speech defects and disorders 20. Phlebotomist - professionals with special training in phlebotomy or drawing blood from patients 21. Radiation therapist - administers radiation therapy services to patients and observes patients during treatment; other duties may include tumor localization, patient follow-up, patient education, and record keeping 22. Respiratory therapist - specializes in the promotion of optimum cardiopulmonary function and health; regularly deals with various chronic respiratory diseases, such as asthma and emphysema 23. Social Worker - investigates, treats, and gives aid to people with social problems and helps people with mental illness, serious health conditions, financial difficulties, substance abuse problems, domestic or child abuse, unwanted pregnancy and other social problemsThere are also allied medical professions whose specialized training is available inother countries. 1. Cardiovascular technologist - uses imaging technology to help physicians diagnose patients with cardiac (heart) and peripheral vascular (blood vessel) ailments 2. Clinical officer - performs general medical duties such as the diagnosis and treatment of disease and injury, recommendation and interpretation of medical tests, performance of routine medical and surgical procedures, and referral of patients to other practitioners 3. Dental hygienist - specializes in the removal of calcaneous deposits and stains from patients’ and provides additional services and information on prevention of oral diseases 316 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 4. Diagnostic medical sonographist - uses ultrasonic imaging devices to produce diagnostic images, scans, videos, or 3D volumes of patients’ anatomy 5. Kinesiotherapist - develops and monitors exercise programs to help people regain muscle strength and function lost due to injury or disease 6. Neurophysiologist - specializes in the diagnosis of conditions affecting the nervous system such as neuromuscular diseases, epilepsy, and nerve entrapments 7. Medical dosimetrist - designs treatment plans for patients by means of computer and/or manual computation to determine a treatment field technique that will deliver the prescribed radiation dose while taking into consideration the dose-limiting structures 8. Medical radiation scientist - performs complex diagnostic imaging studies on patients and plans and administers radiation treatments 9. Music therapist - uses music within a therapeutic relationship to address a client’s needs, such as facilitating movement and physical rehabilitation, motivating the client to cope with treatment, providing emotional support, such as an outlet for expressing their feelings through music 10. Nuclear medicine technologist - performs imaging procedures using radioactive drugs and materials to make diagnostic evaluations of the anatomic or physiologic conditions of the patient’s body, and facilitates therapy with the use of unsealed radioactive sources 11. Orthoptist - investigates, diagnoses and treats defects of binocular vision and abnormalities related to eye movement; involves seeing patients of all ages from infants to the elderly 12. Pedorthist - are foot orthotic and orthopedic footwear experts trained in the assessment of lower limb anatomy and muscle and joint function 13. Perfusionist - assists in performing procedures that involve extracorporeal circulation, such as during open-heart surgery or hypothermia 14. Surgical technologist - a member of the surgical team who serves as a scrub technician or as a circulator 317 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYPRACTITIONER’s PERSPECTIVE… NAME: JENNIFER A. ROMBO POSITION: GUIDANCE SERVICE SPECIALIST 1 DEGREE/INSTITUTION: BS PSYCHOLOGY/ PAMANTASAN NG LUNGSOD NG MAYNILA MAJOR: CLINICAL PSYCHOLOGY JOB RESPONSIBILITIES: Implements Guidance Program which includes: 1. Counseling 2. Testing 3. Placement 4. Information Services (conducts orientation) WHAT I LIKE MOST OF MY JOB: It is fulfilling because I am able to help other people and I have interaction with students. WHAT I LIKE LEAST ABOUT MY JOB: It is emotionally draining; sometimes I can’t help but be affected by my student’s concerns. RECOMMENDATIONS FOR THOSE PREPARING TO BE A COUNSELOR... Develop genuine care for people. 318 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY NAME: ED HERPERT D. BRIONES CURRENT POSITION/TITLE: Unit Head / Guidance Service Specialist 1 EMPLOYER: Philippine Science High School – Main Campus DEGREE/ INSTITUTION: Bachelor of Arts; Master of Arts / University of the Philippines - Diliman MAJOR(s): Psychology; Educational Psychology MINOR(s): None JOB RESPONSIBILITIES: • Supervises and oversees the implementation and operation of the unit’s programs • Coordinates and oversees inter/intra-office activities • Performs guidance services and counseling to students • Prepares intervention programs and reports • Conducts career learning programs and orientations • Administers, scores, and interprets psychological tests to personnel and faculty applicants • Administers, scores, and interprets aptitude tests and personality tests to students • Administers diagnostic exams to freshmen students • Administers admission tests to incoming freshmen WHAT I LIKE MOST OF MY JOB: My everyday interaction with the students is one of the things I like about our job as Guidance Counselors. The conversations with the students provide learning experiences that are not actually discussed inside the classrooms. Through counseling, the students are able to share their concerns, heart aches, struggles, failures, joys, successes, and achievements. If I am able to help them in one way or the other, I become a part of their triumphs and it’s very fulfilling. Consequently, I believe that I have contributed in the holistic development, maturity, and character formation of my students through the guidance programs, counseling sessions and group dynamics. WHAT I LIKE LEAST ABOUT MY JOB: Sometimes, listening and absorbing too many concerns and stresses of the students and parents cause compassion fatigue thus, making us helpless at times. RECOMMENDATIONS for those PREPARING to be a GUIDANCE COUNSELOR: Any person who aspires to become a Guidance Counselor should possess a compassionate and caring attitude. 319 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYNAME: LORRAINE G. DE GUZMAN POSITION:CTM Operations Pharmacist/ Zuellig Pharma DEGREE/INSTITUTION: M. S. Pharmacy (36units) /University of Santo Tomas MAJOR: Pharmacy JOB RESPONSIBILITIES: • In-charge of the day to day operation of Clinical Trial Material Business Unit • Back-up personnel for CTM Operations Supervisor • communicates with the principals, local and overseas • communicates with the internal clients • ensures that all depot project instructions are followed per principal and per protocol • ensures confidentiality of every transaction • participates in teleconferences  • supervises receipt of inbound shipments • ensures smooth dispatch and delivery of clinical trial materials from depot to site • especially those under cold chain • spearheads investigations if deviations from outbound shipments occur • makes weekly report for assigned principals • ensures all orders are processed within the timeline WHAT I LIKE MOST OF MY JOB: compensations and benefits; working environment WHAT I LIKE LEAST ABOUT MY JOB: working hours since overtime work happens almost everyday RECOMMENDATIONS FOR THOSE PREPARING TO BE A PHARMACIST... Pharmacy is a good pre-med course if you are planning to pursue medicine. If not, you can choose other fields but not limited to community, hospital, manufacturing/ industrial, academe, pharmacovigilance, clinical trialist. clinical research associate and safety data analyst.  320 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.