GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

e-Mail: [email protected]

Module 2 in NSTP 2
UNDERSTANDING THE CONCEPTS AND PRINCIPLES OF
COMMUNITY IMMERSION

WHAT IS COMMUNITY

A community is defined as a unified body of individuals such as the people with common interests living
in a particular area and/ or a group of people living in the same place or having a particular characteristic in
common. According to Arlien Johnson, a noted community development specialist, a community is a collective
of people with similar interests and goals whether living in the same geographic locality or not.

ELEMENTS OF COMMUNITY

DEMOGRAPHICS – includes population distribution and density.

HISTORY – events of the past that contributed to the development of the

community.

CULTURE – ways of living of the people.

ECONOMY – income level and occupation of people.

STRUCTURE – physical, political and social structures in the community.

COMMUNITY ORGANIZING

Community organizing is sometimes focused on more than just resolving specific issue. Organizing often
means building a widely accessible power structure, often with the end goal distributing power equality
throughout the communities Community organizers generally seek to build groups that are open and democratic
in governance. Such groups facilitate and encourage consensus decision-making with a focus on the general health
of the community rather than a specific interest group. The three basic types of community organizing are
grassroots organizing, coalition building, and “institution-based community organizing” (also called “broad-
based community organizing” an example of which is faith-based community organizing or congregation-based
community organizing) If communities are developed based on something they share in common, whether
that be location or values, then one challenge for developing communities is how to incorporate individuality
and differences.

TYPES OF COMMUNITY

A number of ways to categorize types of community have been proposed; one such breakdown is;
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  Geographic Communities – Ranging from the local neighborhood, suburb, village, town or city, region,
nation or even the planet as a whole. These refer to communities of location.
 Communities of Culture – Ranging from the local clique, sub-culture, ethnic group, religious,
multicultural or pluralistic civilization, or the global community cultures of today. They may be included
as communities of need or identity, such us disabled persons, or frail aged people.
 Community Organizations – Ranging from informal family or kinship networks, to more formal
incorporated associations, political decision making structures, economic enterprises, or professional
associations at a small, national or international scale.

THE IMMERSION PROCESS

Community immersion generally takes on different overlapping phases, similar performing community
organizing strategies called social preparation phase, integration, social analysis, program implementation,
evaluation and report writing, and termination of the project.

1. Pre-immersion
Once you have applied and been selected for an immersion trip, you will meet with your immersion group
4 times a week participants commit to attending all of these meetings. During these meetings, the group
will get to know one another, you will learn more about the community you will be visiting, the current
issues facing the community, history, and culture, and you will be given details on travel, packing lists
etc.
Criteria in Selection of an Area for Immersion
 Select areas.
 Local partners must be willing to work and support community project.
 Consider needs and resources within the capability of students and community partners.
 Places that are not saturated by other agencies.
 Stable peace and order situation.
 Accessibility
2. The Immersion
On your immersion you will be accompanied by a student Immersion Facilitator and NSTP Faculty. Your
immersion group will be hosted by a local organization that takes care of the logistics during your stay.
Each immersion varies in terms of what activities you will embark, be open and flexible. You will have
the opportunity to immerse in the local community and issues, as well as connect with the other immersion
participants in reflect on the experience.
3. Post Immersion
While the community immersion experience has ended, the full experience is a journey that never truly
ends. We see the immersion experience itself as just one aspect, and more as a starting point then the end
goal. In the light this, participants commit to meeting at least ten meetings in the community.

PRELIMINARY REQUIREMENTS

This area presents the learners personal information, educational background, and
Learners’ Profile character references with the learners verified signature. The data keep records
of the learners who have undergone community immersion.
This part provides the letter form the parents granting or allowing the participation
of their children in the community immersion. There are two copies of the Parent
Parents Permit
Permit: 1 for the parents copy and 1 for the NSTP departments file copy. These
copies are duly signed by a parent/ guardian prior to submission.
This section gives the information a barangay needed to allow the conduct of the
Barangay/School
community immersion in its place. A barangay/ school permit is duly signed by
Permit
name of the faculty handling the program and the CWTS/ LTS coordinator.
This segment deals with the structure of the organization from both parties
Organizational
(school and barangay) which take a view on the officials concern regarding the
Structure
immersion.
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 This portion offers a sample survey instrument to assess the needs of the
Survey
community before the conduct of immersion. A copy of the survey instrument is
Questionnaires
available at the Department of Extension services in the university.
WHAT IS COMMUNITY IMMERSION

 Community Immersion is a strategy that goes beyond acquainting us with community concerns but makes
possible our participation in their (re)solution.
 In NSTP, it is devised as a strategy in molding and conscientizing students just so that they may be socially
aware and responsible to their communities. It is one important requirement of the National Service
Training Program (NSTP) prescribed to students, male or female alike, in private and public higher
education institutions and technical-vocational schools.
 Community Immersion is a strategy in community organizing that is sought to imbibe among the NSTP
trainees a better understanding and realization of the different community concerns through the exposure
on actual life situations specifically in the deprived, depressed and the underprivileged (DDU)
communities.
 It is an essential strategy in community organizing work that entails understanding of the different
community concerns, process, dynamics and lifestyle through exposure and engaging in different
activities.

The NSTP trainees are expected to initiate community-based interventions in the form of projects and
activities meant to address the multi-faceted issues and concerns of the people in the area of service.

PRECEPTS OF COMMUNITY IMMERSION

1. Trainees should immerse in actual community life to get to know the social, political and economic
situation of the people.
2. Trainees may also undergo certain changes like increase in knowledge about the social realities,
development of good values, empathy towards other people, improvement of social skills, among others.
3. Trainees should identify the community, people’s interest and aspirations.
4. Trainees must recognize people’s resiliency and does not rob them of their right to have community
participation and determination of appropriate courses of action.
5. Trainees should be aware of the gain-negotiated sanction- the acceptance derived from community
relations coupled with the right to conduct immersion activities.
6. Trainees must reflect on how their social analysis of the current situation is concretized in community
people’s lives. The analysis should have as much meaning for the trainees as for the community.

FORMS OF INTEGRATION IN COMMUNITY IMMERSION

Home Visit used as a way to provide case management, make referrals to existing community services,
or bring information to parents or caregivers to support their ability to provide a positive home environment
for their children.

Living with selected families preferably with key informants

- Informal discussions with individuals and groups

Sharing in household and community activities

Attendance in social gatherings

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 Assistance in production work

EXAMPLES OF COMMUNITY PARTNERS

Parents/ Guardian The youth (in-school or out-of-school youth) Differently-abled constituents

Professionals Members of people’s organization

Whom do you immerse within the community?

Community based service projects must be premised on the principle of people improvement and not the
“dot cut” mentality (teach people how to fish so that they will live for a lifetime).

What personal gains may a student get from community immersion?

1. Opportunity for the trainees to comprehend people’s lives because of the chance given to them to see real life
situations, live, identify and associate with people therein;

2. Gain social acceptance derived from community relations coupled with the right to offer services;

3. Enhance experiences in conducting asset mapping such as identifying geographic coverage, point out resources
and the use and the relationships of people with the existing resources;

4. Establish rapport and relationship with different people who may be of help to them at some future time:

5. Develop their conscientization ability. It helps them realize issues that will help solve problems in the
community. It is important for them to do something than change their situation

6. Acquire first-hand experiences in dealing with community works; and the

7. Change to learn life skills that will enrich and better their persons.

DO AND DON’T IN COMMUNITY IMMERSION

Before

1. Familiarize yourself with the basic information and theories regarding community life.
2. Secure a waiver from the NSTP office.
3. Always inform your faculty-in-charge of your destination, time table and plan of action.
4. Be armed with background information about the area of immersion.
5. Pay courtesy call to community leaders, whether formal or informal.
6. Secure documents pertinent to your stay in the community.
7. Be ready with personal provisions.

During

1. Be courteous to everyone.
2. Act properly and discreetly.
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 3. Wear proper school uniforms and identification cards.
4. Keep your valuables secured.
5. Always document your visit.
6. Always ask permission from concerned people when you have to take photos.

After

1. Validate and evaluate the programs and activities conducted.

2. Submit final documentation outputs to the NSTP Office for records.

BEST PRACTICES FOR IMMERSION

Core Principles

All of these principles are interdependent and, therefore, should all be present for an immersion program
to be successful.

1. Do no harm.
 Good intentions are not enough.
 When entering a community in need, people can be very vulnerable and it is very easy to do
damage even if you intend to do good.

2. Before selecting a project, listen.

 Respond to an expressed community need.

3. Do your homework.
 Be knowledgeable about, attentive to and respectful of host community’s history and traditions

4. Recognize that you are an outsider and a guest in the host community.
 Respect the integrity and wisdom of the local community for they know their history, culture, etc.

5. Recognize that you won’t be there for the long-term.

 Partner with a known and respected local organization whose core values are consistent with Jesuit
educational goals

6. Stay focused on your goal.

 Students’ education throughout the immersion program comes first
 Throughout the experience, pay attention to each individual participant’s behavior and needs

7. Pay attention to program structure.

 Recognize that every detail about the program has an impact on student learning

8. Know your values.

 Be intentional about building them into all aspects of the program

ESSENTIAL PROGRAM COMPONENTS

1. Selection process
2. Clear communication of program goals, expectations, and consequences
3. Teambuilding
4. Sound program structure and detailed logistics
5. Education/Preparation
6. Structured reflection
7. Re-entry activities
8. Evaluation

STEPS OF PROGRAM DEVELOPMENT

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 1. Prepare yourself

 Why do you want to run this immersion program?

 Evaluate your reasons for wanting to do this/go to this community; Do they fit with the Jesuit
educational mission?
 What values will guide the structure and administration of your immersion program?
 Have you honestly assessed your personal and professional strengths and limitations that relate to
this program?
 What knowledge and/or experiences can you contribute to the program?
 Why is this program good for Loyola students and why are you the best person to run it?
 Have you thoroughly studied the community/country (culture, history, issues, etc.)?
 Have you consulted with other people who have experience with immersions, and the community
you are visiting or the issue you are exploring?
 Are you familiar with the tenets of experiential education pedagogy?
 If a natural disaster occurred and you are interested in responding to it through a service immersion
program, have you carefully assessed the current state of the area, the specific and professional
needs that exist, and your program’s ability to respond to the existing reality?

2. Identify your community partners.

 What services have been or are already being provided? How does your intended program fit with
the services already in place?
 What non-profit organizations already work in the area? Are they well-known? Do you or anyone
you know have experience/connections with them?
 What community agencies/organizations might be potential partners for your program?
 Have you met with and/or talked with your potential partners to evaluate their work and how your
program would fit with them?
 Criteria for choosing a partner:
 Partner’s core values must be consistent with Jesuit educational mission
 Ensure that partner works with the people in the community, not for them

3. Partner must be committed the broader education of your program participants, including
providing background information, speakers on relevant justice issues, participating in reflections
as requested, etc.

 Partner should serve a population that is marginalized, most commonly through material poverty.
 Partner must have a formal organizational structure, which may include a board of directors,
reliable funding source(s), professional staff, and volunteer insurance.
 Partner must have a proven track record in working in the community and should demonstrate
stability and continuity for the future.
 Partner should have a plan which considers health and safety of program participants

4. Consider needs of your potential student participants

 What expressed student needs and/or interests does the program address?
 What program goals and learning outcomes have you identified for your participants?
 Are these goals and desired learning outcomes consistent with Jesuit educational mission?
 Are these goals and desired learning outcomes consistent with the community’s needs? Are there
other programs at Loyola that are already serving the same population and/or focusing on the same
issue(s)?

If yes, then is there a need for another program to be started (i.e., are there more students interested in the topic
than the currently existing program(s) can accept)?

 Do your intended program dates accommodate Loyola students’ schedules?

 Have you considered the financial cost of the program and how feasible it would be for students?

5. Develop a solid program structure.

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  Construct the program.
*Remember: A solid program structure and schedule helps ensure an effective and educational
experience for the participants

 Based on all of the preparation and research steps above, finalize the type of immersion opportunity
that best meets your program goals and the community needs (i.e. solidarity, service, or
cultural/language immersion)
 Decide on most appropriate duration/length of program
 Determine housing accommodations, meal sites, service activities, etc.
 Determine realistic transportation needs and how to best meet them
 Decide most appropriate leadership structure for group:
 How many F/A/S vs. student leaders are needed?
 Who will be your on-site coordinator?
 Who would provide translations if needed?
 Consider safety and liability issues in all steps above
 Consult with Loyola’s Director of Campus Services and Dean of International Programs (if
appropriate) regarding safety and risk procedures
 Become familiar with institutional policies regarding safety

6. Carefully think through the participant selection process:

*Remember: A diverse and committed group of participants is key to a successful immersion program.

 Clearly articulate program goals and criteria on application and in advertisements.

 Create a written application with essays (motivations, expectations, past experiences, response to
mission statement/program goals) and, when needed, recommendations in order to select the most
appropriate participants for the program.
 Interview all potential candidates (after “first cut” if necessary) by a team of leaders (multiple
sources of input).
 Make final decisions with leadership team after review of all materials and input.

7. Clearly and repeatedly communicate program goals, behavioral expectations and consequences
through:

Promotional Materials
 Letter of acceptance-restating program goals, giving contact person
 Behavioral Agreement
 Participant Agreement
 Interview (if used)
 First group meeting

*Remember: It is important to communicate program goals as well as expectations for participant behavior
because expectations:

 Help prepare participants for emergencies and unique situation.

 Decrease the likelihood of inappropriate behavior.
 Inform participants about liability issues, health concerns and insurance needs.

8. Prepare participants over the weeks/ months prior to the immersion through meeting that frame
the experience in a larger context.

 Lay a solid foundation for intellectual learning and emotional growth.

 Build trust and a safe environment, while fostering communication.
 Icebreakers: Start with introductions and basic personal information.
 Group building dynamics: Move towards deeper content that diminishes inhibition, creates group
cohesion and challenges the group to problem-solve/
 Logistics
 Culture/History, etc (of host community)

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  Personal attitudes/expectations/perspectives
 Explanation of service activities (i.e. what kind of service you will be doing) and training (if
necessary)
 Education about relevant social justice issues
 How the experience links to a Jesuit education?
 How the experience relates to the students own personal development (intellectual, spiritual,
emotional)
 Resource list (i.e. icebreakers, group building dynamics, educational articles, videos, websites,
etc.)

IMPORTANCE OF DYNAMICS OF COMMUNITY IMMERSION

1
Community immersion is a version of service learning that is more integrated “with a student's passions
and interest, is longer-term and is related to the on-going development of community and social justice
issues.

2
Community immersion learning fulfills many of the school’s goals for students in becoming involved
citizens, learning through worthwhile task and developing leadership, advocacy and problem-solving
skills.

3
It provides young people with opportunities to use newly acquired skills and knowledge in real-life
situations in their own communities; That enhances what is taught in school by extending student
learning beyond the community.

REMEMBER

 When one goes to a community, he associates with the people whom he intends to work with a partners
or allies in the community. Never go alone.
 We do not just wok for and serve the people but rather we encourage their participation.

How can we do community immersion during this time of pandemic?

Given the situation (Covid-19 pandemic), and with the strict compliance with the community protocols
provided by the higher authorities, there are two (2) options you can use:

1. Do community immersion within your barangays/locality only.

2. Ask children to engage in the community immersion (provided the children and the children’s parent
agreed/approved.)

References:

https://www.studocu.com/ph/document/polytechnic-university-of-the-philippines/narrative/module-3-nstp-in-
literacy-training-service-lts/16154705