the genesis of this blog

Aptly titled. Half-truth. Although this might be attributed as my first (arguable) successful blog, it does not come to a surprise that there had been several attempts. All previous attempts seemed futile. I blame my tech-handicapped abilities for those.

Anyhow, you might be asking (now if you’re not asking, let me ask for you, as it seems you are either too lazy or not interesyed) what will this blog site contain? I don’t know myself- I did this out of two things: 1) as suggested by a friend, and; 2) out of pure inpulsivity.

And because of the great possibilities this blog possess, then let it be an extension of my repository of brain farts, mental indigestions and septic thoughts.

Join me on this useless (but pretty amusing) journey as I write about the thing I know best. The topic to which I consider myself as a top expert. Stories that I can write with such panache, drama and truth.


Hence IVANity.

Enter at your own risk.

putting together pieces of me

putting together pieces of me

Isang Maleta ng Sigla

Ang bawat isa may kanya-kanyang kadahilanan sa paglalakabay. May mga taong naglalakbay ng walang layon at hinahayaang dalhin sila ng kanilang mga paa kung saan man. Ang iba naman ay may malinaw na nais patunguhan. Tulad ng mga yaong naglalakbay para sa silakbo ng kanilang pagkatao, gaano man kalayo, gaano man kahirap. Ako ay masigasig na naglalakbay bitbit ang aking maleta upang maabot ang mga kabataang may mabigat na dinadala at hindi makuhang makangiti. Noong hinagupit ng bagyong Yolanda sa ating bansa, marami ang nasalanta. Milyun-milyong mga bata ang walang makain, nawalan ng tirahan, o namatayan ng mahal sa buhay. Ang trauma na dulot nito sa mga bata ay hindi dapat ipagsawalang-bahala. Paano na ang mga batang may trauma?

(Everyone embarks on their own journey. Some ventures on a journey without an actual destination, letting their feet drag them to wherever. There are some who has a clearer vision of where their journey will end. Just like those who journey to fulfill their passion in life. I passionately embark on a journey with my bag in tow, to reach children burdened with problems and can’t seem find a reason to smile. When Typhoon Haiyan hit our country, a great deal of Filipinos suffered. Millions of children were left without anything to eat, no roof above their heads, and the lives of their loved ones taken. The trauma of such ordeal should not be underestimated. What will happen to these traumatized children?)

Bitbit ko sa aking maleta ang mga kasangkapan at kasanayan sa pagsasakatpuran ng programang play therapy. Ang nais ko ay makahikayat ng marami pang ibang nais sumama sa aking walang-kapagurang paglalakbay tungo sa katuparan ng hangaring maibalik ang ngiti at sigla sa bawat bata, saan mang sulok ng bansa… sa tulong ng aking maleta.

(I carry with me in my bag the materials and skills needed to start a life-changing play therapy program. I want to inspire other #LifeChangers to join me in my mission to continuously journey with the aim of bringing back smiles and vitality in the lives in Filipino children, wherever they are… with the help of my bag of vitality.)

Tulungan nating manumbalik ang mga ngiti sa kanilang mga labi sa pamamagitan ng paglalaro. Ang paglalaro ay nagbibigay daan na malayang maipahayag ng mga bata ang kanilang saloobin sa pamamaraang pinaka-natural para sa kanila. Sa play therapy, naisasabuhay ng mga bata, sa pamamagitan ng paglalaro, ang kanilang mga pinagdaraan na nagbibigay daan upang maiproseso nila ang traumatic na karanasan.

(Help us bring the vitality and smiles in the lives of Filipino children through play. Play allows children express themselves in their most natural language. Play therapy enables children to play out their problems, allowing them to process their traumatic experience.)

We want to be #LifeChangers. Help us bring to life our project “Isang Maleta ng Sigla” by supporting us in our bid for #PharmatonPH #LifeChangers Challenge. All you have to is follow the simple steps below:
1. Visit the #PharmatonPH Facebook site: and Like the page.
2. Visit our video entry to YouTube: View, Like and Share (on Facebook) using the hashtags #LifeChangers #PharmatonPH (i.e. #IsangMaletaNgSigla for #PharmatonPH #LifeChangers)
3. On Facebook, you may Comment or Share the YouTube video using the hashtags #LifeChangers #PharmatonPH (i.e. #IsangMaletaNgSigla for #PharmatonPH #LifeChangers)

Project By: Pauline Grace Morato, Edward Ross Masilang and Ivan Neil Gomez

Handwriting as an Important Childhood Occupation: An Introduction to Handwriting Occupations

2Handwriting is important for a number of reasons. It is critical to early success in school, as it affects performance in areas like spelling or creative writing.It is mainly used for a functional purpose, for example when writing down ideas on paper. Others say that handwriting reflects our self as well as it is a form of expression of one person. It is said that it is a very complex skill to master and it involves a lot of cognitive, perceptual and motor components that all have to be coordinated to produce an integrated output.

 2 Handwriting problems may originate from difficulties in cognitive, psychosocial, sensorimotor, fine motor, or auditory or visual processing skills. A full evaluation should include discussion with the teacher regarding concerns and observations; review of the student’s educational cumulative file; classroom observation of the student performing school activities, specifically a writing assignment; and formal and informal assessments. Some of the few signs which help teachers or students determine problems in handwriting are the writing style is inconsistent, mix of print or cursive, letters with irregular shapes, a mix of upper and lower cases, words and letters are randomly omitted, no consistent space with words and letters, grip when holding writing material is unusual and most importantly the content of what he puts down on the paper is not a reflection of his learning skills.


In the pediatric setting, Occupational therapists are required to deliver services to eligible preschool children (Individuals With Disabilities Education Act [IDEA], 1990 [Public Law 101-476]). The occupational therapist’s goals with preschoolers who have motor delays or motor impairments are frequently to improve fine motor skills, with particular emphasis on eye-hand coordination and manipulation; to enhance play skills; and to increase self care function. The approach used to address these goals depends on the basis of motor delay, the degree of impairment, and the developmental level of the child. Often, the therapist analyzes the sensorimotor foundations required to perform a functional skill then uses strategies and techniques to improve those underlying sensorimotor skills with the assumption that improvements in the underlying motor skills will result in increased function.

3The OT’s role is to help the child achieve or maintain their maximum level of independence and to develop practical life skills so that the child can participate to their full potential in their home and classroom environment. In dealing with handwriting, some of the things occupational therapy deals with are: they determine visual and perceptual ability that are present in order to form letters and shapes using a writing material. They also develop and evaluate handwriting curriculums and collaborate with teachers on effective strategies. They analyse fine motor skills and control of the child when holding a writing material and lastly, they suggest home activities that promote development of skills needed in good handwriting.

What you should know about Parent Training Programs… Why Parent Training Programs?

Previously I have discussed that parent training programs help parents acquire the necessary knowledge and skills needed for effective delivery of basic rehabilitation and educational interventions that can be performed at home. These programs can come in different forms and can be found in many different locations. Mostly, they are developed in Western countries that have the capacity and resources to create such, but as per my knowledge, there some offered in developing countries, such as the Philippines. I have reiterated the importance of knowing whether these programs are actually effective, but that I will reserve for another blog. In this entry, I am going to discuss the benefits of parent training programs and provide specific examples how it can be beneficial. Thus, offering insights to the plus side of these types of programs, I hope to convince you to open your minds, and probably try some of them one of these days.


Researchers have agreed that the family environment in fundamental in building better outcomes for children with special needs. When you have a family that is equipped with proper knowledge and skills to handle these children, you are actually supporting the child’s journey towards developmental maturity. Parents have likewise been found to be effective at carrying out the skills taught in these trainings. However, the issue is, as parents of children with special needs, are you able to access these kinds of programs? That would be a whole different topic. But, here I offer some insights on the benefits of such programs.


How long do children usually stay in therapy sessions? Here in the Philippines, it is usually an hour long. But I raise the question, what happens to the other 23 hours when the child is out of therapy? Or the other days when the child just stays at home? I recall before how one of the parents of my students used to tell me that her kid was a perfect angel in therapy sessions, but once they get home, it’s a whole different story. She asked why is that? What can we do so that she is also like that at home? The answer is because the skills are limited to one specific context. There is a need to generalize these skills in other settings, so that she gets to master it and becomes integrated in her daily living. In parent training programs, professionals teach parents with basic therapeutic interventions, similar to the ones being delivered to their children in therapy sessions. Through this, the parents are able to implement the same techniques at home, where the child usually spend most of their time, thus influencing better generalization and mastery of the skills being addressed. Word of caution though, the skills taught to the parents should be the correct ones. We must be able to look at what is the evidence saying to us about it and how it should be done.


Therapy fees are a bit steep. Probably owing to the fact that there are limited professionals to handle children with special needs. It’s the whole economics of supply and demand. And not only that, sometimes, you have to wait for weeks or months to be seen by these professionals, who like what I said in the beginning, will charge you with their fees. Through parent training programs, [professionals, like me, can be more cost effective. The one hour I spend providing direct intervention to one child can be turned into an hour of empowering, teaching and building capacities to ten or more parents. In turn these parents can implement the techniques at home with their children. As said previously, when the techniques are done in a multitude of context, generalization and mastery is achieved, and progress is seen, which can therefore lead to, probably, lesser high-cost therapy sessions. But, and let me stress this, professional therapy services are still important! The expertise of our teachers and therapists far outweigh the basic techniques taught in parent trai9ning programs.


One of the main reasons I started this blog, and my advocacy, is empowering parents. My argument is, we have therapists and teachers out there taking care of children with special needs; but who takes care of the people who take care of the kids when they get home? Am I right or what? My whole Master’s thesis dwelled on this premise; it shows how much effect having a child with special needs impacts the parents’ quality of life and well-being. Don’t get me wrong, these parents do not regret their current lives. It only points out that when considering intervention, the parents should also be part of the systems to which these interventions should focus. Parent training programs, the good ones, do not just target child outcomes. Rather, these programs have built-in components specifically aimed at how to better address the stresses of being a parent of a child with special needs. When crafted carefully, parent training programs can reduce parental stress, improved outlook in life, and enable participation in fun activities that they want to.


But these benefits don’t come easy. For you to be able to acquire these, parent training programs should have been crafted carefully employing scientific and proven methods. In my next entry, I will try to dissect the anatomy of parent training programs, based on existing parent training programs with evidence supporting them. Till next time!

What you should know about Parent Training Programs… An Introduction

One of the recommended interventions for developmental disabilities has to do more than with dealing with the child himself. Rather the approach is from a group-level intervention. Parent training programs aims to provide parents of children with disabilities relevant and effective knowledge and skills, as well as support and encouragement as they go through their lives taking care of their special children.


Scouring the internet for information on parent training programs would yield a vast heap of program offerings all around the world. And each one would enthrall you to buy into to their program, hand over them your precious salaries to avail of the resources and/or access to their networks. And to better influence your decision, they would even go as far as posting “evidence” on the effectiveness of their program. Now, who wouldn’t be scared of numbers and graphs and tables thrown at you? Our knee-jerk reaction is to subscribe that these are true. Then there are those “success stories” of parents recounting how before their life was a mess, but thanks this program, the next best thing after sliced bread, life is like a hallmark greeting card.


Truth be told, some of these programs actually work, with research evidence to back them up. However, among a basket of good tomatoes, would lay rotten ones. Parents should be wary of the ides they subscribe to. Not all of what they claim might be real. In your effort to find ways to help your children, because the information taught to you was flawed or wrong, you might just as well be doing more damage.


Over the next few days, I will be writing about parent training programs. Explaining their benefits, what constitutes them, how to look into the evidence behind them, and giving my personal reflections about the things we will discover together. This is a pet project I hope you guys will take with me… and hopefully lead to something bigger in the coming future.


So who’s in?


(I have been really busy over the past months, that is why I have not gotten the time to write on my blog or answer your questions. But hey, I guess my sked freed up! I hope you still continue reading my articles. See you in a few days…)

Disaster and Disability: The Role of Occupational Therapy in Disasters


The concept of “disability” has undergone a major paradigm shift in past decade. Before, our idea of a “disabled” might be someone who is bedridden, wheelchair-bound, or mentally-incapacitated (just look at those old movies and how they portray people with disabilities, pathetic). Nowadays, the idea of health has put on a biopsychosocial hat. It is not just merely the absence of disease, but rather, a disabling condition is one where an individual is not able to participate fully in activities that he needs, wants and/or expected to do.

Enter the profession of occupational therapy.

Occupational therapy is a health profession concerned in promoting health and wellness through occupations. Occupations are the daily activities that an individual engages in, and finds meaning and value in them. It ranges from eating, bathing, changing clothes, going to school, writing, facebooking, etc. But just imagine if you put roadblock between the individual and these essential activities that he is used performing in. One may consider these roadblocks as “disabling issues.” And they can range from serious health conditions, psychological problems, socio-political issues, economic impoverishments, and the likes. When individuals are not able to perform these meaningful activities, thus they are rendered, somewhat, disabled.

The recent disasters that have plagued (and at the time I am writing this blog, plaguing) my country, the Philippines, have brought not only calamities, but “disabling conditions,” rendering a good number of my countrymen unable to perform activities essential to their living. Consider these case scenarios.

  • A good number of families have resorted to living in evacuation centers because their houses have been flooded. They have been rendered homeless. Now, if you are devoid of the environment and materials needed for you to take a bath, sleep, cook food, use toilet, and the likes, how will you be able to perform these?
  • Majority of the evacuation centers used during floods are public schools. Even after the rains and floods have subsided, the affected families continue to house in these schools awaiting clearance to go back home, or to be relocated. So, how are the students able to continue studying and continue doing student-related activities, when they don’t have classrooms?
  • A considerable amount of anxiety is brought on about by disasters. Imagine relieving the trauma of such experience! Flashbacks of the difficulty and pain that you have undergone can deter a person from thinking clearly, performing usual chores, or even the simple task of being on your feet once such event re-occurs. The psychological trauma leaves a mark, a scar that can would you for life. So, does this mean a lifetime of difficulty performing your usual roles and activities?
  • The previous scenario is for one person only. But we all know that disaster affects an entire community, or even a country. An entire community rendered unable to function well and carry out their tasks is definitely far from home.

Oh I can go on about giving examples. But the main idea, as I would like to surmise, is that disasters create conditions that leave individuals, families, communities or even a country, unable to participate in their usual productive practices. They become “unhealthy” and can even be labeled as “disabled” as to some level. And no amount of relief goods can address this. In these conditions, what these people need is someone who can help them survive these experiences in order to go back to their previous states of productive participativeness. They need occupational therapy!

The following article is from the website of the Word Federation of Occupational Therapy (WFOT) and may be accessed by following this link This article discusses the role of Occupational Therapy in Disaster Preparedness and Response. I would have tried to rack my brains out my making out my own article, but stumbling into this one, it fails in comparison to what meager output I can make. Again, the following is from WFOT and not from me. Enjoy reading!


Disaster Preparedness and Response (DP&R)

Occupational therapists should be involved in all stages of planning and preparation at local district and national level for disaster management as well as post-disaster.

Practitioners should be equally responsive to psychological and psychiatric conditions as they are to physical disorders. A special focus is needed on the early detection of severe psychological distress and psychiatric phenomena. Occupational therapists’ education prepares them to be a major contributor to this refocusing of attention. Intra-professional support is essential. 

For vulnerable groups such as children, women and the elderly as well as individuals with previous disabilities and newly acquired conditions, meaningful occupation in daily personal and community activities can have therapeutic outcomes during disaster recovery. In all approaches to DP&R, gender roles must be sensitively addressed and strategies developed to enhance equality in opportunity and resource allocations.

WFOT notes a major task in disaster preparedness and response management for occupational therapists (and others working in health care) lies also in long term strategies in collaboration with key stakeholders. The potential benefits of the involvement of occupational therapists in disaster preparedness and response management are numerous and are related to immediate post disaster response as well as building longer term national capacity and self-reliance in disaster affected countries, and beyond.

Specific roles post-disaster may include, but are not limited to the following:

  • ensuring accessible environments post disaster at all stages of recovery (e.g. in displaced persons camps) and reconstruction (in rebuilding homes and community facilities)
  • organization of daily routines in displaced persons camps and surviving communities to include persons with disabilities, women, elderly and children
  • liaison with and encouragement of community leaders and others to reorganize community supports and routines
  • use of everyday occupations including play and sports to facilitate recovery
  • assessment of mental health status of survivors for depression and suicidal tendencies, with subsequent counselling and occupation-based activities
  • training of volunteers to carry out ‘quick mental health assessment’ and counselling, thus providing more immediate services for greater numbers.

Strategies include:

  • disaster affected communities and people being better served by better equipped local health professionals in their ongoing efforts to rebuild their lives and livelihoods, contributing to outcomes that can be sustained by local service providers and systems as donor programs wind down
  • local health professionals (occupational therapists and others as involved in this project) engaging with disaster and reconstruction policy, planning and coordination mechanisms, contributing pertinent expertise to the current response effort while laying the foundation for more cohesive involvement and response efforts in the event of future disasters
  • local occupational therapists and others more effectively able to participate in and progress wider community, government and international objectives for enabling ‘access for all’ to community based rehabilitation and health care services, contributing to the achievement of national, regional (eg. United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) and United Nations (UN) goals (e.g. World Health Organisation (WHO), United Nations Children’s Fund (UNICEF), Human Rights and Millennium Development Goals)
  • stronger networking and coordination between local health professionals, government services and projects, and national and international NGO programs, potentially providing for a more integrated, holistic and yet rationalised and self-reliant service framework
  • at a more practical level, benefits include: better quality, ongoing care and support for individuals and their families, particularly those with psycho-social trauma and physical injuries who will benefit from occupational and community based rehabilitation and support programs; stronger referral and follow-up systems between community care, hospital and rehab centre programs; and more disability and age friendly accessibility in private and public buildings/spaces
  • relationships between donors and occupational therapy organisations (including WFOT and national associations) established that lay the foundation for ongoing partnerships for mutual benefit and the benefit of communities into the future. 

Averting Disaster Through Inclusive Preparation of Families of Children with Special Neews


The recent storms that have hit the Philippines brought some concern to majority of the citizens who are residing in areas known to have been perilously afflicted by floods. Since the 2010 onslaught of Ondoy, I guess Filipinos have learned to be prepared for disasters and to follow advice. But one question that has just struck me, how do we prepare the families of children with special needs?

With a rough estimate of 2-5% of the entire population having some form of disabilities, it is not absurd to think that there are families of children with special needs that having braving the storms and trying their best to troop to evacuation centers.  I can’t even begin to imagine how stressful this can be.


Are there programs that teach these types of families of how to handle this type of situation? Are the current disaster prepared, response and prevention programs inclusive enough to encompass the special needs of these families? Are evacuation centers adept to accommodate these families and children? Is it only the families, of can even children with special needs be taught emergency responses for situations like these?

Here are several relevant programs that I have found to be useful.

 ImageEmergency Plan for Students with Special Needs by Marin School District (2010).

“This plan includes procedures ensuring the full participation of students and staff with special needs and disabilities through the planning and implementation of mitigation, preparedness, response and recovery strategies as part of the overall management of school emergencies and disasters.”

This is particularly useful for schools that have inclusive and mainstream programs. It teaches school personnel with SOPs to undertake whenever disaster arise, making sure of the safety, above all of children with special needs.


ImageEmergency Preparedness for Families of Children with Special Needs (2007). Care Connections for Children.

“Emergencies can occur without warning. Where will your family be when disaster strikes? They could be anywhere—at work, at school or in the car. How will you find each other? Will you know if your children are safe? What if your child has special needs? You may need to evacuate your neighborhood or be confined to your home. What would you do if basic services—water, gas, electricity or telephones–were cut off for several days? Local officials and relief workers will be on the scene after a disaster, but they cannot reach everyone right away. If you have a child with special needs, planning becomes critical. You could be on your own for several days with limited resources. “

As a program aimed at the families, this very useful because I uses language that are easy to understand and in a format that would facilitate clear understanding. I particularly find the checklists very clever, and suggest that each family have a copy (translated in Filipino perhaps?) posted on the refrigerator’s or doors of each home. In a separate section, an emergency kit provides the family with a list of materials and supplies that should be always ready and easily accessible. Such applies not only to these types of families, but also to the general public. This actually got me thinking of preparing my own kit.

ImagePreparing Emergencies for the Special Needs Population: A checklist for People with Mobility Problems.

This is a short but informative checklist that is specifically for mobility-challenged individuals.


Integrating Students with Special Needs and Disabilities into Emergency Response and Crisis Management Planning. ERCMExpress Vol 2, Issue 1, 2006.

“Planning for students in emergencies means planning for all students, including those with disabilities and special needs. Lessons learned from recent disasters have not only emphasized this point, but they have also illuminated the critical steps schools need to take to protect their campuses. Meeting the needs of students with disabilities and special needs in the event of an emergency does not have to be a daunting or a costly task. It simply requires administrators and officials to take into account the entire school community, from students and staff members to visitors and volunteers, and then take the appropriate actions to ensure the safety of all.”

Finally, here is a strategy that promotes collaboration between educators and allied health practitioners, including OTs, in teaching children with special needs simple, but useful responses to disaster situations. And it doesn’t end there, whatever is taught to the kids, should likewise be taught to the adults, the families. Because disasters can happen anywhere.

Perhaps we all can take cue from these and try to respond to the need through ample preparation at the level of the schools, the families, ourselves, and of course the kids themselves. Stay safe everyone!

Ang Inyong Abang Lingkod…

(Note: This blogpost is in Filipino, in commemoration of the Philippine’s Lingo ng Wika. For my foreigner followers, try google translate if you wish to read on further, Salamat!)


Noong naatasan ako na pamunuan ang sangay ng mga gawaing pagpapaunlad ng mga katuwang na pamayanan at institusyon ng ating kolehiyo, ako na siguro ang naunang nag-kwestyon sa desisyong ito. Maka-ilang ulit akong nagnilay-nilay sa trabahong aking papasukin. Inisip ko kung kaya ko bang pantayan ang mga naunang adhikain ng pamumuno na aking susundan. Kung tutuusin, ako na siguro ang huling taong maiiisip kong bibigyan ng ganyang responsibilidad. Aaminin kong sandamakmak ang kaartehan ko sa katawan. Abot-langit ang mga reklamo ko sa mga pangkariniwang ‘di kanais-nais na mga kundisyon. At ilang beses na rin ba akong nasabihang mataas ang ere at elitista?

Nakakapagtaka lang, na ang mga bagay na ‘yan mismo ang nagtulak sa akin na tanggapin ang hamong inilatag sa inyong abang lingkod. Ilang araw din akong nag-hanap at nag-isip ng mga dahilan upang lubusang pandayin ang desisyong aking kakaharapin. At ito ay isang pag-lalakbay na sumubok sa aking pagka-propesyunal at pagkatao. Sa proseso ng pagninilay, naapuhap ko, aba’y bakit nga ba kung saan-saan ako humahagilap ng rason? Bakit kailangan kong mag-ampon ng mga ideyolohiya at pananaw na banyaga sa akin? Sadyang kung minsan, ang kasagutan ay ‘di mo makikita sa hinaharap, bagkus nasa kaibuturan ng nakaraang lumilok sa ating pagkatao.

Sa dinami-rami ng maari kong maging trabaho, bakit ko nga ba napili maging isang occupational therapist? At yaman din lamang nakapag-tapos na ako noon, anong dahilan ang nagtulak sa akin sa pagtuturo? Ikaw, bakit ka nga ba nasa kolehiyong ito? Habang ang karamihan sa mga kaibigan mo ay nasa ibang bansa, nakuha mo talagang pumirmi dito sa atin? Baliw ka ba? Baliw ba ako? (Ito ay retorikal, kaya utang na loob ‘wag mo na sagutin).

Paglilingkod. ‘Yan ang natatanging kasagutan. Dahil gusto ko mag-lingkod. Gusto kong tumanaw ng utang na loob sa bayan, pamayanan, kolehiyo, pamilya at mga kabigan kong naging dahilan ng aking pagka-tao. At marahil, karamihan din sa mga bumabasa nito, s’ya ring tinututring na dahilan.

Paglilingkod na minsan ay nakaka-gatol at nakaka-pagod na. Na minsan ay nakaka-init ulo dahil hindi ka naman napapahalagahan, bagkus tampulan pa ng pamumuna ng mga mapanuring mga mata. Na minsan kumakain na sa lahat ng iyong oras, at kahit pagpapagupit ng buhok o pagpaplantsa ng iyong damit ay ‘di mo magawa. Na minsan ay siyang tanging tumatakbo sa iyong pag-iisip bago matulog, at hahabulin ka pa hanggang sa iyong mga panaginip. Na minsan, sa kagustuhan mong isulong ang pagkakapantay-pantay, ay may masasagasaan kang mga taong ‘di mahapayang gatang. At kadalasan, kahit sa harap ng pang-dudusta, pang-mamaliit, hirap at perwisyo, ay patuloy mo pa ring isinasabuhay. Walang ibang rason o mas matinong dahilan. Naglilingkod ka, dahil sa gusto mong maglingkod.

Walang panghuhusga, bagkus mahinahong pagpapaalala. Tinangay tayo ng agos ng buhay sa posisyong ating kinatatayuan ngayon dahil minsan sa ating buhay, ay bumusilak ang birtud ng paglilingkod sa kapwa. Isang responsibilidad na ang tanging kabayarang iyong matatanggap ay ang makitang masaya ang sambayanang iyong pinaglilingkuran.

Ako ay napapaalalahanan ng isang payong nabanggit sa akin ‘di katagalan na. Magbigay ka raw hanggang sa masakit na (“Give until it hurts”). Ikaw kaibigan, gaano na ba kabigat ang paglilingkod na nagawa mo? Gaano na kasakit ang iyong naramdaman sa paglilinkurang naigawad mo sa iyong sambayanan? Marahil ay maari mong samahan ang iyong kolehiyo sa lubusang pagtuklas ng iyong kapasidad. Marahil ay maari kang maglaan ng isang araw sa iyong buong taon upang patunayan sa iyong sarili ang natatanging dahilan ng iyong pagkalagak sa kolehiyong ito. Marahil ay maari mong subukan ang hangganan ng iyong pagbibigay bilang isang tao. Marahil ay maari kang maglingkuran. Marahil ay ngayon na.