Facilitators Participants

TRAINING MODULE

Peace Camp Training Consultant/Lead Facilitator

Designed for the Bureau of Conflict and Resolutions, National Commission on Muslim Filipinos

FOREWARD

O mankind! We created you from a single (pair) of a male and a female, and made you into nations and tribes, that ye may know each other (not that ye may despise (each other). Verily the most honored of you in the sight of Allah is (he who is) the most righteous of you. And Allah has full knowledge and is well acquainted (with all things). The Holy Quran, Al-Hujarat 49:13

Diversity is a universal phenomenon. It is what makes us unique as creations of Allahu Taala. It is also wonderful to think that despite our individual and collective uniqueness, we stand out in our efforts to try to connect and be as one with others and in creation. Peace Camps are activities that aim to institute the consciousness of peace and unity among creation. This module aims to create this consciousness through the different modules and activities therein. May this module be of service to the community and to whom this module is dedicated Allahu Taala.

3 TRAINING MODULE ON SUMMER YOUTH PEACE CAMP CONTENTS Page FOREWARD General Introduction UNIT 1 UNIT 2. Rethinking Peace building: Understanding Effort of the Government on Peace Process and Where are We Now Conducting Peace building activities and its Relevance to the Community -types of conflict in their homes, school and in the community. Teaching Alternative Conflict Resolution mechanisms - Appreciative Inquiry Approach Raising awareness on the Effects of Climate Change -Value of Water Understanding the context of disaster management and planning how to respond on the need of the community in times of disaster. -Community Awareness and Response in Emergencies Instilling the Attitude of Volunteerism among Youth -the BAYANI CHALLENGE 2 4

8 13 16

UNIT 3. UNIT 4. UNIT 5.

20 21 26

UNIT 6.

Suggested Team Building Activities for Youth Campers

4 GENERAL INTRODUCTION With the advent of climate change, natural disasters as well as the advances in peace negotiations with the Moro Islamic liberation front, the BPCR needs to create a grassroots based constituency that would be able to support both the finalization of the MILF-GRP peace process and be prepared for climate change adaptation and disaster preparedness which eventually will be one of the major causes of conflict over battle for resources. In support to the government's Medium Term Youth Development Plan (MTYDP), the NCMF-BPCR adheres to its guiding framework for youth development and empowerment. Young people Filipinos are significant stakeholders in conflict and peace building. There are instances that young people are directly involved in violent conflict. Also, young Filipinos act as community leaders in peace building, reconciliation and post conflict reconstruction, in establishing themselves as the next generation of leaders. This module has been written to provide some relevant information on practical ideas to enhance young Filipinos capability in conflict resolution and mediating practices since they are also stakeholders in conflict situations. The materials are also meant for all young people in all levels. Thus the trainer's role is to break down the content to suit the level of the particular group of trainees. Furthermore, this module has been developed to equip those who lack requisite knowledge and skills in peace and conflict resolution, and also serves as a refresher course for those who already have some knowledge of the subject matter. ORGANIZATION OF THE MODULE AND UNITS The module is divided into 6 units. UNIT 1Rethinking Peace Building: Understanding Efforts of the Government on Peace Process and Where are We Now. The unit gives the participants a working understanding of how peace process of the government works and where we are in the peace process. UNIT 2. Conducting Peace Building Activities and its Relevance to the Community. The unit gives the participants a clear understanding on how to use creative peace building tools and its relevance to community development.

5 UNIT 3. Teaching Alternative Conflict Resolution Mechanisms. The unit teaches the participants the basic premises of conflict resolutions and use the Appreciative Inquiry Approach. UNIT 4. Raising Awareness on the Effects of Climate Change: Valuing Water The unit equips the participants with functional understanding of climate change specifically the water resources. UNIT 5. Understanding the Context of Disaster Management and Planning how to Respond on the Need of the Community in Times of Disaster. The unit plans the participants to create quick response team volunteering for the community. UNIT 6. BAYANI CHALLENGE: Instilling the Attitude of Volunteerism Among Youth The unit provides the participants the spirit of volunteerism through teambuilding and participation during the Bayani Challenge. The problem of most peace initiatives is that the sustenance of peace is not built in. Thus, the peace is never lasting. These units suggest ways we could institutionalize peace building initiatives so that we could sustain peace after the resolution of conflicts. UNIT LAYOUT Each UNIT has the following layout: A. Unit Number: B. Topic of Unit: C. Duration: D. Objectives/Learning Outcomes:- What trainers/trainees are expected to cover and learn if they complete a Unit. E. Activities:- These are suggested activities you may undertake to help you achieve the Objectives listed above. F. Trainers Input:- This is information/Knowledge the trainer would need to pass on to trainers to help them acquire the knowledge in each unit. The detailed information of each item in the Trainers input could be found in the back

6 ground information. G. Session Reflection/Evaluation:- Helps to find out how far the objectives have been achieved. H. Resource Materials:- Materials to help you teach the unit. I. Background Information:- detailed information the trainer would need to help teach the unit. J. References:- Sources trainer could refer to or consult for more information on the topic. The timeframe here is flexible. Trainers are free to increase or decrease the duration of sessions depending on the needs of the trainees.

UNIT 1 RETHINKING PEACE BUILDING Topic of Unit: Duration: Meaning, Need, Scope and Current Situation 2 hours

Objectives/Learning Outcomes: At the end of the unit, participants have: - defined peace process and participate actively; - understood the need and scope of the peace process (then and now); - valued appreciative feedback on the government's effort on peace process. Activities: 1. Lecture Presentation 2. Video Presentation- an interview of Ms. Sandra Aguinaldo with Dir Ilkhab Salahuddin 3. Open Forum Trainers Input: A set of questionnaire will be given to participants and they will try to identify the usual source of conflict in their houses, school and community. Discussion was made by Roque Yusuf Morales, PhD. Resource Materials: LCD projector and audio for video presentations. Background Information: The participants must realize that peace does not only reside on ones heart but it is a universal premise that every faith offers.

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(Quran, 49:10) "...all Muslims are brothers and sisters to each other and if a disagreement appears among them they make peace and correct it." (The Bible-Roman 12:18) If it be possible, as much as lieth in you, live peaceably with all men. (Buddha, Ch. 6, verse 3) "One's mind finds no peace, neither enjoys pleasure or delight, nor goes to sleep, nor feels secure while the dat of hatred is stuck in the heart" Martin Luther King, Jr. once said, "We have only two choices: to peacefully coexist, or to destroy ourselves."

In these verses, you will have a clear understanding that peace talks are push through not just to the claimed 'political stability' of a government, but more so is the universal truth that peace is a common language. True to this statement and without fear of contradiction, the Government of the Philippines (GPH) and the MILF have largely concluded that settling the conflict in Mindanao by military means can never be practical. That prolonging such action will be a waste of lives and properties, prolonging the sufferings of people. Paralyzing the development in and outside the community conflict zones. On October 7, 2012, the Government of Philippines and the Moro Islamic Liberation Front released the Framework of Agreement on the Bangsamoro, which will pave the way for the establishment of the new autonomous political entity, the Bangsamoro, to replace the Autonomous Region in Muslim Mindanao. The agreement was signed on the afternoon of October 15, 2012, in ceremonies held in Malacaan Palace, witnessed by President Benigno S. Aquino III, Malaysian Prime Minister Dato Sri Mohd Najib Bin Tun Haji Abdul Razak, and other dignitaries (Iqbal, 2013). References: The Holy Quran http://www.urbandharma.org/udharma6/peace.html. Retrieved date March 17, 2014. http://www.biblestudytools.com/topical-verses/peace-bible-verses/. Retrieved date March 17, 2014 Asia Peace Building Initiatives, http://peacebuilding.asia/prospects-and-obstacles-ofthe-framework-agreement-on-the-bangsamoro/. Retrieved date March 25, 2014.

UNIT II PEACE BUILDING ACTIVITIES AND

8 ITS RELEVANCE TO THE COMMUNITY Topic Unit : Duration : Types of Conflict and Creative Peace Building Tools 2 hours

Objectives/Learning Outcomes: At the end of the unit, participants have: - answered the types of conflict in their homes, schools/education and community; - understood the conduction of peace building activities; - Understood the importance of peace building tools. Activities: 1. Participants working on groups. Recognizing individual strengths of group members and understanding others Procedures: Participants write their strengths on small slips of paper, put them into balloons, and blow up the balloons. One by one the balloons are popped to reveal what each person brings to the party. As the group learns about the unique talents each person has to offer, the information is transferred onto a large white banner so people can see all of their strengths together. 2. Group presentation on peace building tools. 3. Mirror and zigzag exercises. Trainers Input:: (As discussed by Roque Yusuf Morales, PhD) Taking notes on UN's Transcend Manual, the following will be our basic premises:

9 Codes for Conflict/Peace Workers: Twelve Dos 1. Try to identify positive elements in any party, something of which that party is proud; encourage further development. 2. Try to identify positive elements in the conflict, Conflict the potential Creator should be kept in mind and be celebrated. 3. Be creative in the way you work, dont be too afraid of not doing things correctly, do not take manuals (like this one) too seriously, follow your intuitions and above all your experience. 4. Find together a short, easily remembered outcome formula, like common security, sustainable development, which will not do justice to all complexities, but may facilitate communication. 5. Be honest to yourself and to others, if you think something is wrong say so; if you think a partys proposal is outrageous say so without generalizing to the party as such. Often a good way to be diplomatic is to be undiplomatic. 6. Permit your feelings to show, if you are happy about the turn of the conversation say so; if you are unhappy also say so, but do not break the relation. That cheap luxury is not for you. 7. Permit the inside conflict parties to challenge you. Others may tire of your questions and hit back for symmetry, challenging you, your nation, your country, etc. Use challenges to jointly explore also your conflicts the same way: roots, perspectives etc. 8. Always suggest alternative courses of action, in this case you can do this, but also that; never present only one remedy. 9. Your task is to make yourself superfluous, not to make others dependent on you (but be on call for consultations). 10. Remember: Idealism of the heart, and realism of the brain 11. Remember: Pessimism/cynicism is cheap; optimism is for you 12. Remember: Conflict work is the art of the impossible Codes for Conflict/Peace Workers: Twelve Donts 1. Do not manipulate. Put your cards on the table, say openly what you try to achieve, including sharing manuals with them; make clear your willingness to question your own assumptions. 2. Do not distribute blame and guilt. Emphasize shared roots like bad structures

10 and cultures rather than bad actors, and the shared responsibility to find exits. Your task is to help. 3. Do not start playing priest or judge. You are neither authorized nor qualified to sit in judgment over the parties. 4. Do not worry too much about consensus. The task is to arrive at good ideas; if they are good they are probably new, at least to the parties; and if they are new consensus may take some time. 5. Do not demand commitment from the parties, oral or (indeed) written; the ideas will work their way if their time has come. 6. Do not demand that the parties shall cooperate. If they do not like each other and prefer to travel separate roads so be it; togetherness is not a goal. Maybe later they find each other. 7. Do not break any promise of confidentiality. You should not be a reason why the parties fear expressing themselves freely. 8. Do not seek publicity, but try to enlist the media as helpers in the search for ways out of the conflict/violence. 9. Do not seek expressions of gratitude, your reward lies in the seeds sown coming to fruition; your punishment if they dont. 10. Do not accept detailed instructions from anybody, the inside parties have a right to feel that they talk only with you. 11. Do not try to program people too much, your task is to empower them and enable them to proceed on their own. 12. Do not deform the conflict, removing it from the parties by pushing agendas too far away from their immediate concerns. Lesson Reflection/Evaluation: Based on the 12 Dos and Donts mentioned on the transcend manual, participants will have a self-evaluation on the level of acceptability and applicability to them. RESOURCE MATERIALS: Large banner paper, Markers, Masking tape, Medium-sized balloons, several per person, Pens for each person, Several slips of paper, toothpicks for popping balloons.

11 Background Information: The participants must realize that peace does not only reside on ones heart but it is a universal premise that every faith offers.
(Quran, 2:143) And thus we have made you a moderate community that you will be witnesses over the people and the Messenger will be a witness over you. (Romans 12:18) Christians are called to seek peace with one another . (Buddhism) The Buddha provided several discourses on managing disputes, including a process for addressing the root causes of a disagreement before it escalates into a schism or conflict. For the Sangha -- the Buddhist community -- to thrive, its members must routinely correct, admonish, and encourage one another to follow the noble eightfold path. Receiving advice can, however, hurt the ego thereby arousing resistance and resentment. To address this problem, the Buddha recommends reflection. Apology is the basis for reconciliation.

Whether or not people and nations are more religious today than in the past, religion is a socio-political force that affects local and international events. It can be traced backward through the roots of some of the most intractable contemporary conflicts including conflicts in the Middle East, Northern Ireland, the Balkans, Sri Lanka, Sudan, Tibet, and Kashmir. In new terms of terror, religion has been a factor in events ranging from the bombing of abortion clinics in the early 1990s to the attacks of September 11, 2001 (Juergensmeyer, 2003). In terms of peace building, religion has been explicitly involved in transformations such as the recovery of postapartheid South Africa (Tutu, 1999) and the nonviolent transitions from authoritarianism to democracy that took place in East Germany, Poland, and the Philippines (Little, 1996). More recently, more than 1,000 representatives of transnational as well as indigenous religious traditions gathered for the UN Millennium Summit of World Religious Leaders, which heralded the world communitys unprecedented recognition of religious peace building (Little and Appleby, 2004) Today, different faction groups and the government are putting their best effort to sit down and convene dialogues. In a statement given by Mohagher Iqbal in February 2013, he said: "Truly, peace-making is not an easy task. It is unnerving as it is exhausting. It is not the forte of the genius or the strong. They are known to have less patience in talking to the nave and the weakling. Only those imbued with a purpose and missionand armed with perseverancecan make it through to the end. After all, negotiation is not by force that it moves forward; rather it is the collaborative work of the parties that sets it in motion Frankly, I do not know what exactly lies ahead in the peace process, say three years from now. While the prospects are brighter than the obstacles, the final outcome is not for us to know yet. Many interlocking factors play against each other. The only consolation, or perhaps as a way of ensuring success in the exercise, as far as the MILF is concerned, is we work more than 24 hours a day especially after we signed the FAB. There is a little bit of exaggeration here but this is to describe how we make sure non-compliance is not part of our work norm. But the international community, especially Japan, can make a difference in pushing the GPH-MILF peace process and the FAB to greater chance of success. The

12 current efforts of Japan in helping the peace process formally or outside of its infrastructure are great, and perhaps few states can equal. But certainly these can be made greater and greater."

References: Asia Peace Building Initiatives, http://peacebuilding.asia/prospects-and-obstacles-ofthe-framework-agreement-on-the-bangsamoro/. Retrieved date March 25, 2014. David Little and Scott Appleby, A Moment of Opportunity? The Promise of Religious Peacebuilding in an Era of Religious and Ethnic Conflict in Religion and Peacebuilding, ed. Harold Coward and Gordon S. Smith (Albany: State University of New York Press, 2004), 3. Desmond Tutu, No Future Without Forgiveness (London: Rider Books, 1999), 218. Heather Dubois, http://www.religionconflictpeace.org/volume-1-issue-2-spring-2008/ religion-and-peacebuilding#footnote29_zr49yy1. Retrieved date March 25, 2014. http://www.huffingtonpost.com/david-l-phillips/buddhas-teachings-onsoci_b_4538833.html. Retrieved date March 27, 2014. Johan Galtung, Participant's & Trainer's Manual on TRANSCEND: A Peace and Development Network. United Nations Disaster Management Training Programme, 2000. Little, 96. Mark Juergensmeyer, Terror in the Mind of God: The Global Rise of Religious Violence (Berkeley: University of California Press, 2003).

13 UNIT III ALTERNATIVE CONFLICT RESOLUTION MECHANISMS Topic Unit : Duration : Appreciative Inquiry (AI) Approach 5 hours

Objectives/Learning Outcomes: At the end of the unit, participants have: - learned the positive approaches to peace building. - Formulated a way to apply AI in the family, school and community. - Performed an activity exhibiting the culture of peace. Activities: Steps to Being More Grateful (as adopted from Bela) In this activity, participants will be group evenly and they will work as a group. They will identify which of their answers are similar to the group and which are not. 1. Make a list of 20 things that you appreciate: Write Alhamdulillah in front of every blessing. Make a list of the things you feel good about and why you are grateful for that thing, situation or person in your life. How did you feel doing this? Here is the good news: You have just increased your positivity and now you are able to attract more happiness, abundance and prosperity in your life. 2. Appreciate the little things too: Start looking for everything you can be grateful for in life and start talking about it all the time, no matter how insignificant it is. If you find a Dollar from your old shirts pocket, celebrate. Go around and tell everyone how grateful you are for that. That is how you are tuning your mind to show gratitude for tiniest blessing in your life. 3. Share the gratitude: At least once a day, share a gratitude status on Facebook or whatever social media you use and ask others what they are grateful for. InshaAllah, you will get blessings for your shukr and theirs too. 4. Sense the gratitude: Standing in front of the mirror, focus on your eyes that can see, ears that can hear, a nose that can smell, rather than just measuring the size and diameter of that small pimple. 5. Learn positivity: Try to seek the positive out of every negative. List at least three good lessons from every painful experience and be grateful that life threw that situation at you so that you could learn. And then, move on. Trainers Input: (As discussed by Sheryl R. Morales, PhD) What is Appreciative Inquiry? Appreciative inquiry is an approach to organizational and community

14 development that has been used successfully worldwide to cultivate hope, build capacity, unleash collective appreciation and imagination, and bring about positive change. It is based on the simple idea that human beings move in the direction of what we ask about. When groups query human problems and conflicts, they often inadvertently magnify the very problems they had hoped to resolve. Conversely, when groups study exalted human values and achievements, like peak experiences, best practices, and worthy accomplishments, these phenomena tend to flourish. AI deliberately asks positive questions around affirmative topics to ignite constructive dialogue and inspired action within organizations and communities. Change research shows that community innovation methods that evoke stories, and affirm and compel groups of people to envision positive images of the future grounded in the best of the past, have the greatest potential to produce deep and sustaining change and inspire collective action. Appreciative Inquiry differs fundamentally from traditional problem-solving approaches. The basic assumption of problem-solving methodologies is that people and organizations are broken and need to be fixed. The process usually involves: (1) identifying the key problems; (2) analyzing the root causes; (3) searching for possible solutions; and (4) developing an action plan. Deficit-based analysis, while powerful in diagnosis, tends to undermine human organizing and motivation, because it creates a sense of threat, separation, defensiveness and deference to expert hierarchies. Problem solving as a means of inspiring and sustaining human systems change is therefore limited. In contrast, the underlying assumption of appreciative inquiry is that people and organizations are full of assets, capabilities, resources, and strengths that can be located, affirmed, leveraged and encouraged. There are a variety of AI models that guide how Appreciative Inquiry is practiced but all of them are based on: 1. Choosing the positive as the focus of inquiry 2. Inquiring into stories of life-giving forces 3. Locating themes that appear in the stories and selecting topics for further inquiry 4. Creating shared images of a preferred future 5. Finding innovative ways to create that future. Through constructive dialogue, trusted experience is shared, new possibilities imagined and new partnerships created to bring the desired future into being. The classic AI 4-D cycle includes: (1) discovery (valuing); (2) dream (envisioning); (3) design through dialogue; and (4) destiny (co-constructing the future.) Lesson Reflection/Evaluation: 1. Group workshop Participants will be grouped and they will tell stories using the AI tool. They will narrate successful stories on the following themes: Peace, Gender, Culture and Education. 2. Synthesization

15 Resource Materials: Manila paper, pentel pen, notebook and ballpen, AI manual. Background Information: The participants must realize that peace does not only reside on ones heart but it is a universal premise that every faith offers. AI is never new to Islam and from other religious faith. Majority of us belief that a supreme creator created us all, therefore we our indebted to God. God's omnipotence to command nature that nourishes and sustains our lives. This sense of gratitude is what AI emphasizes. Another dimension of gratitude is directed towards those who are responsible for our education and enlightenment in the way of truth and salvation. Gratitude towards one's teachers, and especially towards the sages and founders of religions who offered their lives to find the truth, is a proper attitude of faith. Most of all, we should be grateful to God, who quietly has been guiding and nurturing each person toward salvation, and without whose grace the world would be plunged in darkness. (Christianity. Colossians 3.17) And whatever you do, in word or deed, do everything in the name of
the Lord Jesus, giving thanks to God the Father through him. (Islam. Qur'an 2.172) O you who believe! Eat of the good things that We have provided for you, and be grateful to God, if it is Him that you worship. (Quaran, 14:34) And if you should count the favor of Allah, you could not enumerate them. Indeed, mankind is [generally] most unjust and ungrateful.
O my Father, Great Elder, I have no words to thank you, But with your deep wisdom I am sure that you can see How I value your glorious gifts. O my Father, when I look upon your greatness, I am confounded with awe. O Great Elder, Ruler of all things earthly and heavenly, I am your warrior, Ready to act in accordance with your will. -African Traditional Religions. Kikuya Prayer (Kenya) You, the World Honored One, are a great benefactor. By doing this rare thing, You taught and benefited us Out of your compassion towards us. No one will be able to repay your favors Even if he tries to do it For many hundreds of millions of kalpas. No one will be able to repay your favors Even if he bows to you respectfully, And offers you his hands or feet or anything else. No one will be able to repay your favors

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Even if he carries you on his head or shoulders And respects you from the bottom of his heart For as many kalpas As there are sands in the River Ganges. - Buddhism. Lotus Sutra 4

In a nutshell, developing the attitude of gratitude to God will do wonders to your life. References: Bela, http://productivemuslim.com/the-attitude-of-gratitude-a-productive-muslimsapproach-to-life/#ixzz2wxAsPZbD. Retrieved date March 25, 2014. Judy and Hammond, An Introduction on Appreciative Inquiry, February 2006. silvafor.org/assets/silva/PDF/AppreciativeInquiryIntro03-09.pdf Retrieved date March 24, 2014. http://www.unification.net/ws/theme108.htm. Retrieved date March 28, 2014.

UNIT IV CLIMATE CHANGE ADOPTATION Topic Unit : Duration : Valuing Water 2 hours

Objectives/Learning Outcomes: At the end of the unit, participants have: Activities: understood and relate to the current situation of our water resources appraised the Islamic principles for modern ecological issues proposed programs on water valuation in support to the government's Philippine Clean Water Act of 2004. 1. Audio-Video presentation 2. Program workshop

Trainers Input: (As discussed by Sheryl R. Morales, PhD)

Water Quality
Pollution of groundwater may come from domestic wastewater, agricultural runoffs, and industrial effluents. This occurs when contaminants reach the aquifer or water table in the form of leachate.

17 Domestic wastewater is the main contributor of bacterial contamination to the groundwater supplies. The presence of coliform bacteria in drinking water supplies can cause water-borne diseases such as diarrhea, cholera, dysentery, hepatitis A, and others. Limited data on the bacteriological content of groundwater from 129 wells indicated a high level of positive coliform bacteria in 75 wells (58 percent). Another problem is saline water intrusion, which is caused by over-exploitation or excessive withdrawal of groundwater. This reduces water availability for domestic usage, including drinking and agricultural usage. Source: Philippine Environment Monitor 2003 Access to clean and adequate water remains an acute seasonal problem in urban and coastal areas in the Philippines. The National Capital Region (Metro Manila), Central Luzon, Southern Tagalog, and Central Visayas are the four urban critical regions in terms of water quality and quantity. The Governments monitoring data indicates: Just over a third or 36 percent of the countrys river systems are classified as sources of public water supply: Up to 58 percent of groundwater sampled is contaminated with coliform and needs treatment; Approximately 31 percent of illness monitored for a five-year period were caused by water-borne sources; and Many areas are experiencing a shortage of water supply during the dry season. Nearly 2.2 million metric tons of organic pollution are produced annually by domestic (48 percent), agricultural (37 percent), and industrial (15 percent) sectors. In the four water-critical regions, water pollution is dominated by domestic and industrial sources. Untreated wastewater affects health by spreading disease-causing bacteria and viruses, makes water unfit for drinking and recreational use, threatens biodiversity, and deteriorates overall quality of life. Known diseases caused by poor water include gastro-enteritis, diarrhea, typhoid, cholera, dysentery, hepatitis, and more recently, severe acute respiratory syndrome (SARS). The number of water-related health outbreaks including deaths reported in newspapers is going up. However, awareness regarding the need for improved sanitation and water pollution control, reflected by the willingness-to-pay and connection to a sewerage system where they are easily available, is very low. Resource Materials: Audio-Video presentation on Current water situation in the Philippines, Panahon Na a documentary film narrated by Ding Dong Dantes and Nikki Gil Background Information: The participants must realize that peace does not only reside on ones heart but it is a universal premise that every faith offers.

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(Quran, 2:143) And thus we have made you a moderate community that you will be witnesses over the people and the Messenger will be a witness over you.

RA 9275 known as Philippine Clean Water Act of 2004

What you should know about the Clean Water Act Why the need for the Clean Water Act? As early as 1996, monitoring of the countrys rivers showed that only 51% of the classified rivers still met the standards for their most beneficial use. The rest were already polluted from domestic, industrial and agricultural sources. Most studies point to the fact that domestic wastewater is the principal cause of organic pollution (at 48%) of our water bodies. Yet, only 3% of investments in water supply and sanitation were going to sanitation and sewage treatment. A recent World Bank report pointed out that Metro Manila was second to the lowest in sewer connections among major cities in Asia and less than 7% compared to 20% for Katmandu, Nepal and 30% for Dhaka, Bangladesh. Thirty-one percent (31%) of all illnesses in the country are attributed to polluted waters. Clearly, to ensure access to clean water for all Filipinos, it was imperative that government put together a comprehensive strategy to protect water quality.

What are the prohibited acts under R.A. 9275?

Among others, the Act prohibits the following:

Discharging or depositing any water pollutant to the water body, or such which will impede natural flow in the water body; Discharging, injecting or allowing to enter into the soil, anything that would pollute groundwater; Operating facilities that discharge regulated water pollutants without the valid required permits; Disposal of potentially infectious medical waste into sea by vessels; Unauthorized transport or dumping into waters of sewage sludge or solid waste. Transport, dumping or discharge of prohibited chemicals, substances or pollutants listed under Toxic Chemicals, Hazardous and Nuclear Wastes Control Act (Republic Act No. 6969); Discharging regulated water pollutants without the valid required discharge permit pursuant to this Act; Noncompliance of the LGU with the Water Quality Framework and Management Area Action Plan; Refusal to allow entry, inspection and monitoring as well as access to reports and records by the DENR in accordance with this Act; Refusal or failure to submit reports and/or designate pollution control officers whenever required by the DENR in accordance with this Act;

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Directly using booster pumps in the distribution system or tampering with the water supply in such a way to alter or impair the water quality; and Operate facilities that discharge or allow to seep, wilfully or through grave negligence, prohibited chemicals, substances, or pollutants listed under R.A. No. 6969, into water bodies.

Undertake activities or development and expansion of projects, or operating wastewater treatment/sewerage facilities in violation of P.D.1586 and its IRR.

References: Ben Eijbergen,The Forgotten Sector: Sanitation and Sewerage in the Philippines: World Bank Office Manila, June 30, 2006 The Water Quality Management Section Environmental Management Bureau DENR http://emb.gov.ph/eeid/cwa-english.htm. Retrieved date March 26, 2014. Center for Urban Management and Environment Inc., http:// www.urbanmgtcenter.org/. Retrieved date March 26, 2014 Panahon Na. Hamon sa Pinoy at Climate Change, https://www.youtube.com/watch? v=iOjyCHA_PeA. Retrieved date March 27, 2014 The World Water Crisis. https://www.youtube.com/watch?v=_9OGvcVA3Gw. Retrieved date March 28, 2014

20 UNIT V DISASTER RISK MANAGEMENT PREPAREDNESS Topic Unit: Natural and manmade events, problem-based solution, and communication channels Duration: 3 hours

Objectives/Learning Outcomes: At the end of the unit, participants have: - differentiated natural from manmade events; - distinguished government agencies and other concerned institution in times of disaster and calamities; - Restated the communication channels in event of disaster and emergencies; and - Organized pool of volunteers as quick response team within their locality. Activities: 1. Definition of Terms 2. simulated activities 3. planning Trainers Input:
The module was discussed by LTJG Fernando of the Philippine Coast Guard Zamboanga District. The participants were asked to performed fire and earthquake drills. As discussed, Disaster Preparedness refers to measures taken to prepare for and reduce the effects of disasters. That is, to predict andwhere possibleprevent them, mitigate their impact on vulnerable populations, and respond to and effectively cope with their consequences. Disaster preparedness is best viewed from a broad perspective and is more appropriately conceived of as a goal, rather than as a specialized program or stage that immediately precedes disaster response. Also, PCG gave importance that before saving people you as the rescuer must take precautions as well. How can you save lives if your own life will be compromise? That is so because Disaster preparedness is achieved partially through readiness measures that expedite emergency response, rehabilitation and recovery and result in rapid, timely and targeted assistance. It is also achieved through community-based approaches and activities that build the capacities of people and communities to cope with and minimize the effects of a disaster on their lives.

Lesson Reflection/Evaluation: An actual fire and earthquake drill will be conducted.

21 Resource Materials: Powerpoint Presentation

Background Information: The participants must realize that peace does not only reside on ones heart but it is a universal premise that every faith offers.
(Quran 16:43) "And before you We sent none but men, to whom We granted inspiration : If you realize this not, ask of those who possess the Message."

Organizing a quick response team that will respond in the community during disaster and calamities is vital to facilitate quick access to help. Youth, specially the out-of-school youth, are people readily available to organize and act in an instance while waiting for the proper authority to respond. It can help to continuously reduce the risks to the environment and educate the community of the risks that may happen.

Reference: Dr Ahmad Hussein Sakr http://www.themodernreligion.com/dawah/ dawah_volun_intpple.htm. Retrieved date March 26, 2014

UNIT VI BAYANI CHALLENGE Topic Unit : Duration : Bayani Challenge Activity 6 hours

Objectives/Learning Outcomes: At the end of the unit, participants have: - participated in the culminating activity of this year peace camp - appreciated the essence of volunteerism and their role in the community - examined each statement of reflection stated by every participants Activities: 1. will depend on the locality and in coordination with the AFP Trainers Input:
Last part of the module was discussed by Clipse Iriberri of Gawad Kalinga. Mr. Iriberri gave the participants an overview of this year's Bayani Challenge which will happen in ten barangays in Zambaonga City.

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Gathering one million volunteers across 12 provinces from April 9 to June 12, the Bayani Challenge 2014: Walang Iwanan will be the most massive showcase of volunteerism that the country has seen. Every year since 2006, Gawad Kalinga (GK) and its partners have staged the Bayani Challenge with the objective of building relationships, bringing out the hero in everyone and raising resources and results for the poor that can only be achieved by working together. At the end of Mr. Iriberris discussion, the participants committed themselves to participate the Bayani Chal-lenge Program.

Background Information: The participants must realize that peace does not only reside on ones heart but it is a universal premise that every faith offers.

VOLUNTEERING THE LIFEBLOOD OF ANY COMMUNITY

In Islam there is a strong ethic of volunteerism. As Muslims, we see our role as world citizens. The idea of working for a better society or community shouldn't be limited to the Muslim community but should extend to the broader non-Muslim community as well. Because we live in that community too, whatever weaknesses are present affect us also.

It is because of volunteers that communities are able to run organizations, social services, conferences, playgroups, drop-in centers, feed the hungry, shelter the homeless, open libraries, run schools, set up blood banks, and the list goes on. Without volunteers such endeavors would come to a standstill.

As Muslims, our role isn't just to make our salat and fast and pay zakat. It is by
translating our love of Allah into good actions that we strengthen our Imaan. Islam is a faith of action and we need to demonstrate our faith by working to make the world a better place. References: http://webcache.googleusercontent.com/search?q=cache:kpm085RGC4J:www.dawahmemo.com/download.php%3Fid% 3D1996+&cd=2&hl=en&ct=clnk&client=ubuntu. Retrieved date March 26, 2014

23 Target Concepts: Recognizing individual strengths of group members, understanding others, and group warm-up. Description: Participants write their strengths on small slips of paper, put them into balloons, and blow up the balloons. One by one the balloons are popped to reveal what each person brings to the party. As the group learns about the unique talents each person has to offer, the information is transferred onto a large white banner so people can see all of their strengths together. The Party is a fun, low-risk icebreaker that helps set the tone for positive team dynamics. It's also a good activity to use if a group has been working together for some time and needs a refresher on what people can contribute and how the group can work well together. The simplicity of this activity allows it to be used with a wide range of ages, from older to younger teens, and it's fun for teen mentors to use when working with younger groups. Goals: 1. To identify how a new or existing team can work together. 2. To learn how individual members view themselves as part of the group. 3. To learn how to recognize strengths in order to get the most from every member of the group. Materials: Large banner paper, Markers, Masking tape, Medium-sized balloons, several per person, Pens for each person, several slips of paper. Preparation: On the banner paper, draw several balloons. Hang the banner on the wall in a location where it can be seen by all. Clear an area in the room where the group can sit in a circle with a space in the middle for a pile of balloons. Activity: Have teens to sit in a circle. Pass out pens, paper, and balloons to each person. Set up a scenario, something like this: "You've all been invited to a party. It's like pot-luck, but instead of bringing food to share, you're bringing yourself and the strengths you believe you contribute to this group. For example, you may be a creative thinker, or very organized, or able to keep others motivated. On the slips of paper, write down the strengths or talents that you bring to the party. Once you've written these down, carefully put them into your balloons, blow them up, tie them off, and put them in the circle." Allow 5-10 minutes for the teens to complete this activity. When everyone is done, designate one person to pick a balloon from the pile, pop it, and read the slip(s) inside. After a slip has been read, ask the author to step forward, share a little more, and then write his name and strength in a balloon on the banner paper. This person becomes the next to pop a balloon from the pile. Discussion: Discuss how the group can use the information they've gained from hearing everyone share their strengths. Consider discussion questions such as: ACTIVITY TITLE: THE PARTY

24 1. How can what you've learned from others be used in the future to improve the way this group works together? 2. Are there any people who you think overlooked one of their strengths? Who? What is the strength? 3. How can you make the most of the strengths and talents of group members and still allow everyone a chance to try new things or use new talents? 4. Imagine the group was going to assign official jobs for each member. Based on the strengths people shared, what roles do you think people should have? 5. Is the group missing any strengths? What are they and how can you build them? What if you can't? How can you overcome not having certain strengths or prevent the lack of them from becoming a group weakness? Wrap-Up: If possible, keep the banners hanging in the room for further meetings. It can remind members of everyone's strengths and guide them when trying to determine who the best person for a team task is. If space doesn't allow, have a teen volunteer to type a summary sheet of the strengths people bring to the party and give everybody copies to keep in their journals or notebooks.

ACTIVITY TITLE: TALENT CHAIRS Target Concepts: Recognizing individual strengths of group members, understanding others, and group dynamics. Description: In a fashion similar to 'Musical Chairs,' teens discover talents and qualities of others. The leader, who doesn't have a chair, calls out a quality using a formatted statement. All participants who possess this quality must get up from their chairs and find a different chair to sit in. The leader will find a chair to sit in during this exchange. Instead of losing their place in the group, the person who doesn't get a chair becomes the next group leader and determines the next quality to be discovered. This simple exercise is a fun way to discover each other without putting anybody on the spot. With an open time frame, it can be used as a short activity or it can be used as a lead-in to a more in-depth discovery exercise. Goals: 1. To discover each other's strengths and qualities. 2. To identify similarities and differences among group members. 3. To foster inclusiveness through discovery of individual strengths and those of the team as a whole. Materials: Chairs for each participant, a list of starter questions

25 Preparation: Clear the room and place enough chairs in a large circle for all the participants, less one chair. Determine who will be the first leader. Explain the exercise and its goals to the participants. Read some sample statements (refer to the end of this exercise description) to give some seed for thought. Encourage creativity and finding qualities that are unknown as to whether they apply to anybody in the group. Background: At first, teens may choose qualities that they are aware of in those they are close to. As the exercise proceeds, if it becomes evident that certain members have not left their chairs, the leader may attempt to find a quality that a 'left out' members has so they can change chairs as well. They will see that the exercise is more fun when there is more activity. As a coach, you can help foster this compassion for others if, after a period of time, it has not been discovered by the group. Some of the qualities searched for can be open to interpretation, allowing the seated participants to determine whether they fit in that group or not. Do not discourage this. Activity: Have the first leader stand in the center of the circle while all the others are in the chairs. The leader begins a statement by saying "Stand up and find another chair if you...." and finishes the statement with an attribute that may apply to the other participants. Everybody who possesses that attribute will stand and find another chair that is not immediately next to them, unless that is the only other chair available. The leader claims one of the empty chairs and one person will be left standing. This person is the new leader and repeats the process. Discussion: Discuss the discovery process and how the group can use the information they've gained about themselves. Use questions such as: 1. What were some surprises you found out about others? 2. Were you surprised by the ways in which you were similar to some other people in the group? Explain. 3. How can you use what you've learned about each other in future group activities? 4. When you were the leader, did you find yourself trying to find attributes to include certain people in the circle? Did you try to find attributes to exclude certain people in the circle? Why was that? 5. When you were not the leader, were you looking for ways to be included in the group that had to find a new chair? Why? Did you try to find ways not to be included in that group? Why?

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Wrap-Up: Ask the participants to reflect on the different ways they can learn about others and benefit from the strengths of others through teamwork. Encourage them to write in their journals about the discovery process and how they felt about other group members both before and after this exercise. Sample Statements: 1. Stand up and find another 2. Stand up and find another 3. Stand up and find another 4. Stand up and find another 5. Stand up and find another 6. Stand up and find another chair chair chair chair chair chair if if if if if if you have short hair. you are wearing white socks. you've been to another country. your grandparents live in this state. you have more than three pets. you like to wear shorts.

ACTIVITY TITLE: TREASURE HUNT Target Concepts: Qualities of leadership, communication skills, teamwork and group dynamics, and getting to know others. Description: Different from a scavenger hunt, this activity has teens working with one another to uncover certain clues about their team. As you ask a series of questions, teens share information about themselves and find out more about others, earning points for their responses. The activity is a good icebreaker and also can be used later on to reconnect participants with members of their group. Goals: 1. To share one's abilities and skills with others. 2. To gain awareness of what others bring to the group. 3. To work together to achieve a goal through communication and low-risk self disclosure. Materials: "Treasure Hunt Questions" handout, Treasure Hunt Score Sheet", one copy for each team, Pen or pencil for each team. Preparation: Read the "Treasure Hunt Questions" and modify or add questions as needed, but use about 15 questions. Design a "Treasure Hunt Score Sheet" make a copy for each team. Determine

27 how the teens will be broken up into groups. It is best to have all teams of the same size, and around four or five members each. Activity: Divide the group into teams of four or five and pass out a score sheet and pencil to each team. Ask teams to identify a scorekeeper who will be responsible for tallying the points throughout the activity. Each team will go on a 'Treasure Hunt' for particular qualities in people on their team. Explain that the facilitator will read a series of questions and that for each question; the team earns one point for each member who fits what the question asks. Encourage them to be honest in answering each question. The scorekeeper needs to tally the score for each question and then tally the overall score for all of them. Work through each question slowly. Give the teams time to talk about the question because they'll discover new things about the questions and new things about the others on their team. Move on only when you think all teams have tallied their scores for a given question. Plan to spend about 25-30 minutes asking the questions and allowing teams time to discuss them. When you've read all of your selected questions, ask the teams to calculate their overall score. Discussion: Determine and acknowledge which team that had the highest overall score. Take 10-15 minutes to discuss the activity and draw out participants' ideas about incorporating what they learned in their small teams into the cooperative workings of the large group. Allow the teams to sit together. Consider discussion questions such as: 1. What did you learn about others on your team? How diverse is your team? Were there any individuals who responded to all the same questions? Were there any questions where everyone received a point? Where your team received no points? Explain. 2. What questions caused the greatest discussion within your team? Explain. 3. Which questions was the most challenging for your team? Which was the easiest to answer? What can this group do with the information you learned from this activity? 4. What was the most interesting response in your group? Explain. 5. What questions would you add to this treasure hunt? Suggested Questions: 1. Who is involved in a club, activity, or a sports team or works in addition to going to school? 2. Who has spent time volunteering in the community? 3. Who has spoken up for a cause or an issue even when others didn't support your opinion? 4. Who is from a different cultural background? (teams decide what 'different' means.) 5. Who currently mentors someone, has mentored others, or is being mentored by someone? 6. Who has confronted someone who has made an inappropriate comment? 7. Who can correctly name the capital of our state? 8. Who has chosen not to go along with friends even when they were pressuring you? 9. Who speaks more than one language? 10. Who has attended a teen workshop or leadership conference? 11. Who has ever been nominated or has run for a position to lead others, including for a sports team, a scout or youth group, a school club, or another organized group?

28 12. Who has written a letter to the editor or to a member of Congress, mayor, school principal, or another authority? 13. Who has stood up to a bully, either for yourself or on behalf of someone else? 14. Who has been involved in a leadership-specific group such as a student council, youth leader program, counselor-in-training program, political campaign team, youth mentoring team, or another group that means a lot to you? Treasure Hunt Score Sheet: Suggestion: Use three columns: One for the question number and a brief description of the question, a second for the points gained in that question, and a third for the running total.

ACTIVITY TITLE: BUILDING MODELS Target Concepts: Teamwork, group dynamics, communication skills, and achieving a stated goal. Description: While reinforcing the process of teamwork to reach a common goal, this exercise utilizes discussion of communication and teamwork to learn about the importance of each person's role. Teens are divided into groups of three who work together in two phases. First, each team designs and creates a structure without knowing they are building it for another team to duplicate. In the second phase the teams attempt to duplicate the design of another team while each member plays an assigned role. Goals: 1. To learn to work as a team using specific resources and instructions. 2. To experience challenges that can arise even with an obvious group goal. 3. To strengthen communication and team-work skills. Materials: 1. Identical bags of simple building materials such as ball-and-sticks, toothpicks and marshmallows, or Legos. Assure that each has bag has the same number of each color and size. Each bag should contain 60-80 pieces. Prepare two bags per team. 2. For each team, a non-transparent box large enough to contain an individual structure. 3. Ample room for the teams to work remotely from one another. Preparation: Divide the group into an even number of teams. A team size of three works best, however teams of four can be used. Attempt to divide them such that pairs of teams are of equal size. (For example, have six teams of three and two teams of four.) Do not make teams smaller than three. Arrange the room so that teams can work remotely from each other.

29 Place a row of chairs (one for each team) at a front table that is large enough to hold all of the boxes. Background: When teams begin this project they tend to build with creativity and not malice. They don't know another team will need to duplicate their structure, and so they focus on creating a unique and interesting structure. While they usually start with an attitude of competition, teens soon discover that their success won't be measured by beating the others but will depend on their work as a group to achieve a goal. The activity is most effective when allowing these discoveries to play out naturally. Activity: Give each team one bag of materials and one box. Instruct them to build any kind of structure they wish without modifying the pieces. (For example, they cannot bend or break toothpicks.) Encourage creativity. Give them five minutes to complete their structures. Remind them to keep their structures away from the view of the other teams. After five minutes, have each team put their structure into their box. Instruct the teams to assign roles to their members as Explainer, Messenger, or Builder. If there are four members to a team, two can be Messengers. The teams must make these assignments before proceeding. The Explainer from each team will carry their team's box to the front table and place it at one of the chairs. The Explainers are then to choose a different box to sit in front of. You can choose how to accomplish this; however they should not be able to choose based on the structure in the box. They may have to do this with their backs to the table if the boxes do not have covers. Give each Builder another bag of materials. The Builder's job is to build a new structure identical to the model their Explainer has selected. They will do this with the information that the Messenger brings to them. The Explainer must tell the Messenger what the design looks like, including the color of the pieces. These are the rules: 1. Only the Explainer can view the model; not the Messenger or the Builder. 2. Only the Builder can touch the new structure or the raw materials. 3. Only the Messenger can speak to the Explainer or the Builder. 4. The Builder can ask the Messenger questions but cannot speak to the Explainer. 5. Messengers can keep going back and forth as much as necessary. If there are two Messengers on a team, they must take turns going to the Explainer, and one cannot go to the Explainer until the other has completed communication with the Builder (no overlap of Messenger activities). The Messengers cannot speak to each other and once a Messenger has started communication with the Builder, the other can no longer communicate with the Builder until he/she visits the Explainer again. As an alternative, if you have two Messengers on every team, they should trade places between the Explainer and Builder simultaneously. This way, each cannot benefit from hearing the conversations of the other. For an additional challenge, set a rule that the Messenger can't see what the Builder is building until the end. If you apply this rule, the Messenger must provide information from the Explainer without being able to point to or correct the Builder. If choosing to add this rule, state it now. After an opportunity for questions, give the teams ten minutes to complete this phase, then have all three members from each team to get together with both structures to see how well they completed the task.

30 Discussion: While every team had the same goal, it's likely that each worked very differently together. Take 10-15minutes to discuss how the teams worked together and what they experienced and learned about communication. Use questions such as: 1. After building your structures the first time, what was your reaction when you realized what you would do next? 2. Describe what it was like to be the Explainer, the Messenger, or the Builder. Which role do you think was the most challenging? Why? 3. If this had been an exceptionally important task involving communication, about how well would your team have done? What would need to change for your team to be more effective as communicators? 4. Was there any time during this activity when you wanted to cheat, maybe by peeking at the model? Why did or didn't you do this? (Relate this to real-life situations where people are given clear instructions on what is or isn't acceptable in the process of completing a task.) 5. In what ways does this activity relate to how rumors and gossip spread? Were there times when you found yourself doubting the information being communicated to you? If it were a rumor going around, how would you have responded? Wrap-Up: Ask teens to observe the specific roles they play in their circle of friends or in other groups to which they belong. Remind them to look at interconnectedness and communication among people in different roles and how groups have successfully established those roles. Encourage teens to write in their journals about accomplishing group goals, communicating, and working as a team while restricted to specific rules and roles. ACTIVITY TITLE: TRAVELING TEAMS Target Concepts: Teamwork and group dynamics, communication skills, and building trust. Description: Working as a team and building trust within that team go hand in hand. Best done in a large room or outside, this exercise requires teens to rely on others to guide them through an obstacle course. Working in teams of three, teens take turns being a blindfolded "Traveler" who is guided through the course by the other two teammates while building a story. Be aware that blindfolded participants generally find themselves outside their comfort zone. Goals: 1. To build teamwork skills that transfer from small groups to large groups. 2. To strengthen communication skills. 3. To establish a sense of trust and recognize how to continue building trust as a group.

31 Materials: 1. Bandannas other material to be used as blindfolds, one for each team. 2. Objects for building an obstacle course such as chairs, desks, hula hoops, balls, collapsible tunnels, yarn or string, etc. Preparation: In an open area, set up a relatively easy obstacle course. Provide challenge while allowing small groups to get through the course without feeling overwhelmed or intimidated. Create areas that can be identified as the walking path, free of impediments. Allow space between obstacles. If outdoors, use a location where participation can be uninhibited and the teens won't be self-conscious that others might be watching. Background: Trust-building activities are important to incorporate into group experiences, whether the group has met a few times or has been together for a while. By their nature, such exercises call on group members to accept and face personal challenges. Because this exercise involves the use of blindfolds, an experience that some teens may be uncomfortable with, you should allow teens to participate in the blindfolded portion by choice. A concept that can help you facilitate this is "Challenge by Choice." Challenge by Choice (CbC) is an approach to facilitated learning endorsed by Project Adventure, an education and training organization known for its innovative experiential education approach. CbC encourages individuals to set activity goals that offer the right degree of personal challenge to improve skills and contribute to the group, rather than setting goals that are too easy or difficult. The level of challenge depends on the individual. An example for this activity is that a teen who is anxious about wearing a blindfold. In this case, offer to allow him/her to wear the blindfold through only half of the course, with agreement from the team that it can be removed any time after that. Some teens may be too uncomfortable taking personal risks to engage fully in the exercise. With this in mind, explain CbC to the group and gain acceptance of CbC from all group members. When you acknowledge their hesitancy ahead of time, teens are likely to appreciate your sensitivity to their perspectives and, in turn, may be more likely to participate to a greater extent than they otherwise would. By establishing expectations and choices in this way, you set the tone for peers to be sensitive to others as well. Activity: Allow the entire group to determine the path through the obstacle course. Divide the group into teams of three and give each a blindfold. At this point, describe CbC, and tell the teams that they will determine how their members will travel the obstacle course. Also explain that while the course is the same for everyone, each team determines what it means to them. They might imagine it's another planet or that they're going across an ocean. Or it may be more realistic, such as doing a group project. Whatever the course represents, as the guides are leading the Traveler, create a metaphor for each obstacle they must get through. (Example: A table represents an island in the ocean.) Each team works together to get all members through the course, one at a time.

32 The sighted members verbally guide the blindfolded Traveler safely through the obstacle course. Guides should describe the surroundings in as much detail as possible, including sounds, smells, colors, or movement. Instruct each group to focus on their own team and not be distracted by the other groups. The course is done at walking speed, and guides are responsible for knowing where other groups are around their Traveler. Each member gets to be the Traveler, so once the team finishes guiding one person through, they switch roles and guide another member through. Each team will go through the course three times. After all members have played the Traveler, the group will discuss their learning experiences. Discussion: Take 10-15 minutes to discuss how the small teams worked together and what they learned. Use questions such as: 1. What did the journey represent to your team? What did some of the obstacles represent? 2. Did you trust your team members before the exercise? Why or why not? Do you trust them more or less after the exercise? Explain. 3. How successful was your team in working together to get through the course? What would you change if you did it again? 4. When you were the Traveler, how well do you think your teammates communicated? When you were a guide, how well do you think you communicated? When there was a communication breakdown what happened? How did your team deal with that? 5. What communication skills did you rely on when you were the Traveler? 6. If trust didn't exist in a team, how would you work to develop it? Wrap-Up: Encourage teens to write in their journals about working together as a team to move through a journey, allowing themselves to trust others, and the value and challenge of developing trust in a group.