Module 1: Community Work

Learning Outcomes:
After completion of the module, the students will be able to:
1. identifyand describe different concepts of community and the different values
and principles, steps and strategies of community development;
2. appreciate the values of community immersion as a means of developing
themselves as citizens and helping people improve their way of life and in
alleviating their living conditions;

Introduction:
Community means different things to different people. There are numerous
definitions and various theories used to analyze the concept of community. Community,
in many ways represents a valid and meaningful social concept that has found a
prominent place in social work practice. Community social work signifies “the practice
of professional social work with communities as target population or setting for
interventions”. Communities are the context for community social work and community
social work recognizes the diversity of communities. So, understanding different
perspectives and dimensions of community is significant for effective community social
work practice and community development.

Lesson Proper:
Concepts of Community Development

A. Community and Community Development

The word “community” is derived from Latin and has been used in the English
language since the 14th century. It refers to both the development of a social
grouping and also the nature of the relationship among the members. The term
is often associated with one or more of the following characteristics:

a. common people, as distinguished from those of rank or authority;

b. a relatively small society;
c. the quality of holding something in common; and
d. a sense of common identity and characteristics;

The concept of community was further developed in the 19 th century to contrast

the dynamics and relationships of residents within a local setting to that of larger
and more complex industrial societies. It is related to the terms commune
(French) and Gemeinshaft (German), in terms of denoting particular kind of
relationships. Relationships within a community were thought to be more direct,
holistic and significant than the more formal and abstract relationships with the
larger society.

Three main types of communities

1. Geographic communities share physical space, so that residents come into
contact with each other by virtue of proximity, rather than intent. However, to be
 a “real” community, residents must feel a sense of belonging and hold at least
some values and symbols in common.
2. Communities of interest are sometime referred to as “communities within
communities”. Members of these communities choose to associate with each on
the basis of a common interest (e.g. bike club) or shared concerns (e.g. poor air
quality).
3. Virtual communities are groups of people that primarily interact via
communication media rather than face to face. If the mechanism is a computer
network, it is called an online community.

Community Development
“Community Development” (CD) is a process to create conditions of economic
and social progress for the whole community with its active participation and
fullest possible reliance upon the community’s initiative.

B. Values and Principles of Community Development

Community development is sometimes confused with community-based
programs, community research and other forms of community interventions. The
most significant feature that distinguishes community development from other
community work is its values and principles:
a. Democratic: The will of the majority must be carried out, but only after all
voices are heard and considered and minority rights are protected.
b. Inclusive: There are many barriers to participation in society; poverty,
disability, age, race and ethnicity are some other characteristics that often
marginalize people. A healthy community embraces diversity and recognizes
that all community members have a right to be heard and participate in
processes that affect their lives.
c. Non-authoritarian: Organizational structures are as flat as possible, with all
participants being seen as equally important and having equal input.
d. Community self-determination: Community members come together to
discuss their concerns, assess options and arrive at their own conclusions. They
may seek advice form “experts”, but consider it along with other sources of
information and their own experience and make their own decisions that are right
for them.
e. Community ownership: Communities thrive when they develop their own
assets, but also when they “own” their problems and issues. When communities
accept that it is “their” problem, then they are more likely to work together to
develop a solution, and the solution will be better than one provided solely by an
external “expert”.
f. Enhance natural capacities and networks: There are sources of strength
in every community; for example, informal networks and social support systems,
or certain individuals that have particular talents or are able to help others in
need. A community developer identifies these existing community assets and
works with them. It is important not to duplicate existing structures and functions
as that may weaken rather than strengthen the community.
 g. Social justice and equity: This is the fundamental to community
development and is at least implicit in all CD work, if not an explicit goal of a CD
program.
h. Universality: Services are available to everyone, without requiring means or
needs testing.
i. Service integration: Often services provided to persons in need are
fragmented, so that one service provider doesn’t know what other services are
available or being used, resulting in gaps, duplications and sometimes conflicting
advice or treatments.

C. Community Development Steps and Strategies

1. Learn about the community – Whether you want to be an active member of
the community, an effective service provider or a community leader, you will have
to be familiar with its issues, resources, needs, power structure and decision-
making processes. Your initial operation could include reading your local
newspaper regularly, attending community events, reading reports and
familiarizing with available services as well as community projects and activities.
Close observation of the community as you interact with it will also provide
significant insights into the strengths and weaknesses of the community.
2. Listen to community members – You won’t be able to learn everything you
need to know by reading and observation. You will need to talk to others about
their interests and perceptions to put it into context. You can contact community
members through formal channels, such as joining local organization, or
informally by chatting with people that visit the library or that you encounter in
other situations, such as shopping at local stores or attending school activities.
By listening to the community, you may identify an area in which there seems to
be a common interest in making a change.
3. Bring people together to develop a shared vision – In some
circumstances it may be appropriate to invite representatives of specific
organizations or sector to attend, but more often it would be a public event for a
neighborhood or, for other types of communities, for all the identified members.
The purpose of this gathering would be to develop a shared “community vision”;
i.e., through imagining their ideal community and discussing their ideas together
they will determine arrive at a common vision and some broad strategic
directions that all are committed to working towards.
4. Asses community assets and resources, needs and issues – It is
extremely helpful to undertake a comprehensive community assessment which
will collect both qualitative and quantitative data on a wide range of community
features.
5. Help community members to recognize and articulate areas of concern
and their causes – It is the community members that are most familiar with the
situation and, in many cases, have knowledge and wisdom that an “external”
experts lacks. By providing tools, resources, meeting space, and facilitation,
community developer empowers the community to start take ownership of the
issues and the development of solutions.
 6. Establish a “vehicle for change” – In most circumstances it will be
necessary to create a “vehicle for change” for an organizational change, which in
most cases will start as a steering committee. A group of people ranging from a
few unaffiliated individuals or a coalition of organizations and institutions. There
is a wide range of activities that the steering committee will need to undertake to
ensure that it will be able to plan, organize, implement and evaluate the initiative
effectively, including developing a charter or terms or reference, establishing
governance policies, obtaining sufficient resources to carry out the work and
identifying potential partners who can contribute to its success.
7. Develop an action plan – A well thought out plan that is easily
comprehended by the community members, clearly links activities with objectives
and indicates responsibilities, time frames and resources required.
8. Implementation of action plan – mobilization of all resources to take
actions such as but not limited to: working with community workers to identify
needs and appropriate services; developing informational brochures; eliciting
support from targeted organizations; distributing the brochures to the
organizations; and meeting with organizational representatives to provide further
information.
9. Evaluate results of action – Check whether you have not caused any harm
to others through your actions. Other reasons to evaluate may be to
demonstrate the effectiveness of the initiative so that it will be continued, to
satisfy funder requirements and to provide information that will be useful to
others or to subsequent initiatives.
10. Reflect and regroup – Allow time for the group to catch its breath
before embarking on the next initiative. Thank everyone that contributed.
Celebrate success. Reflect on disappointments.

D. Immersion as Component of Community Development

A strategy of transforming DDU (deprived, depressed and underserved)
communities and trainees into self-sustaining ones as men for others imbued
with good citizenship values of being: MAKADIYOS, MAKATAO, MAKABAYAN,
& MAKAKALIKASAN.

Forms of Integration in Community Immersion

- Home visits
- Living with selected families preferably with key informants
- Informal discussions with individuals or groups
- Sharing in household and community activities
- Attendance in social gatherings (fiestas, etc.)
- Assistance in production work (selling, farming)

Whom do you immerse in the community?

- The student-trainees together with the community partners: parents, youth,
the differently-abled constituents, professionals, members of people’s
organizations and other formal/informal groups.
 What re the personal gains a student gets from community immersion?
- Opportunity to comprehend other people’s lives
- Social acceptance from community relations and the right to offer service
- Enhance experiences in conducting asset mapping
- Establish rapport and relationship with different people
- Develop their conscientization ability – realizing issues that will help solve
problems in the community
- Acquire first-hand experiences in dealing with community works
- Chance to learn life skills that will enrich and better mold persons

E. Do’s and Don’ts of Community Immersion

Before the conduct of community immersion

THINGS TO REMEMBER THINGS TO AVOID
1. Familiarize yourself with the basic Never forget to inform and get the
information and theories regarding consents of your partners/guardians
community life about the activities lined up.
Coordinate with the local/barangay
2. Secure a waiver from the NSTP office officials
3. Always inform your faculty in-charge Do not to the community either through
of your destination. Be on time. public transport or private vehicle.
Do not go to the community either
4. Be armed with background without determining the background
information about the area of immersion. information about it.
5. Pay courtesy call to community
leaders, whether formal or informal.
6. Secure documents like a letter of Avoid bringing original copies of signed
acceptance form the community. documents in the community.
Whenever possible and not offensive,
7. Bring your own personal provisions decline in receiving gifts from the
like water, snacks and shirt. community.

During the actual community immersion

THINGS TO REMEMBER THINGS TO AVOID
Avoid labeling and naming people with
8. Be courteous to everyone. politically incorrect terms. Try to be
more discreet in your use of words.
9. Act properly and discretely.
Do not show off in terms of get-ups.
10. Wear proper uniforms and IDs. Avoid drawing attention.
Never bring out your valuable things like
11. It is highly advised to keep your cellphones, jewelry and money in public
valuables secured. places.
12. Always document your visits.
13. Always ask for permission from Never promise and commit to a task that
concerned people when you have to take is beyond your and your school’
pictures. capability.
14. Do the assigned task, stay on task,
help the group review and understand
the task, work to complete the task and
be proud of the outcome of the task.
15. Contribute/share relevant ideas and
listen carefully to other group member’s
ideas.
16. Encourage participation from all
group members.
17. Share materials with the group,
divide the workload fairly and contribute
to the activities of the group.

After community immersion

THINGS TO REMEMBER THINGS TO AVOID
18. Validate and evaluate if the programs
and activities were conducted
appropriately and as planned.
19. Provide copies of your final
documentation output to the NSTP Office
and to the community where you
conducted your immersion.
References

1. Labugen, F. C., et.al. (2012), Understanding the

National Service Training Program: A Modular Worktext
for NSTP1. Valenzuela City: Adelko Printing Press.
2. Espiritu, R., et.al. (2012). National Service Training Program
with Common and Specific Modules. Mutya Publishing
House Inc., Malabon City.
3. https://www.youtube.com/watch?v=dYI-cWL9LO4
4. http://apliense.xtec.cat/arc/sites/default/files/A.2.3%20Assessment
%20Criteria.pdf