COPAR is a social development approach that aims to transform apathetic, poor communities into participatory groups. It is a collective, liberating process of building people's organizations to address exploitation through participation, education, and collective action. The approach begins with local issues identified by communities and uses experiential learning through action and reflection to empower communities to eventually self-manage development programs.

2. COPAR is a social development approach that aims to transform the apathetic, poor into dynamic, participatory and politically responsive community.

3. a collective, participatory, transformative, liberative, sustained and systematic process of building people's organizations by mobilizing and enhancing the capabilities and resources of the people for the resolution of their exploitative conditions (1994 National Rural CO Conference).

4. A process by which a community identifies its needs and objectives, develops confidence to take action in respect to them and in doing so, extends and develops cooperative and collaborative attitudes and practices in the community (Rose 1967).

5. A continuous and sustained process of educating the people to understand and develop their critical awareness of their existing conditions, working with the people collectively and efficiently on their immediate needs toward solving their long-term problems.

7. COPAR is an important tool for community development and people empowerment as this helps the community workers to generate community participation in development activities.

8. COPAR prepares people to eventually take over the management of a development program in the future. COPAR maximizes community participation and involvement; community resources are mobilized for health development services.

10. People, especially the oppressed, exploited and deprived sectors are open to change, have the capacity to change and are able to bring about change. COPAR should be based on the interests of the poorest sectors of the society. COPAR should lead to a self-reliant community and society.

12. Which begins in small, local and concrete issues identified by the people and the evaluation and reflection of and on the action taken by them.

13. Through experiential learning is central to the COPAR process because it places emphasis on learning that emerges from concrete action and which encircles succeeding action.

14. Because it is primarily directed towards and biased in favor of the poor, the powerless and the oppressed.

15. And not leader centered. Leaders are identified, emerge and are tested through action rather than appointed or selected by some external force or entity.

17. PRE-ENTRY ENTRY ORGANIZING SUSTENANCE AND STRENGTHENING PHASE-OUT

18. THE INITIAL PHASE OF THE ORGANIZING PROCESS WHERE THE COMMUNITY ORGANIZER LOOKS FOR COMMUNITIES TO SERVE OR HELP. IT IS THE MOST COMPLEX PHASE IN TERMS OF ACTUAL OUTPUTS, ACTIVITIES, AND STRATEGIES AND TIME SPENT FOR IT.

19. STATEMENT OF OBJECTIVES, AND REALIZATION OF COPAR GUIDELINES. LAYING OUT THE SITE CRITERIA. SITE SELECTION.

20. MEETING AND COURTESY CALL TO THE LOCAL GOVERNMENT UNIT OF THE SELECTED SITE. COURTESY CALL TO THE BARANGAY LEVEL. MEETING W/ THE “WILL BE” FOSTER PARENTS OF THE HEALTH CARE STUDENTS.

21. IS THE COMMUNITY IN NEED OF ASSISTANCE? DO THE COMMUNITY MEMBERS FEEL NEED TO WORK TOGETHER TO OVERCOME A SPECIFIC HEALTH PROBLEM? ARE THERE CONCERNED GROUPS AND ORGANIZATIONS THAT THE NURSE CAN POSSIBLY WORK WITH? WHAT WILL BE THE COUNTERPART OF THE COMMUNITY IN TERMS OF COMMUNITY SUPPORT, COMMITMENT AND HUMAN RESOURCES?

22. BEFORE ACTUAL ENTRY INTO THE COMMUNITY, BASIC INFORMATION ABOUT THE AREA IN RELATION TO THE CULTURAL PRACTICES AND LIFESTYLES OF THE PEOPLE MUST BE KNOWN. ESTABLISHING RAPPORT AND INTEGRATING WITH THEM WILL BE MUCH EASIER IF ONE IS ABLE TO UNDERSTAND, ACCEPT OR IMBIBE THEIR COMMUNITY LIFE.

23. LIVING WITH THE PEOPLE, UNDERGOING THEIR HARDSHIPS AND PROBLEMS AND SHARING THEIR HOPES AND ASPIRATIONS HELP BUILD MUTUAL TRUST AND COOPERATION.

25. RECOGNIZE THE ROLE AND POSITION OF LOCAL AUTHORITIES. ADAPT A LIFESTYLE IN KEEPING W/ THAT OF THE COMMUNITY. CHOOSE A MODEST DWELLING WHICH THE PEOPLE, ESPECIALLY THE ECONOMICALLY DISADVANTAGED WILL NOT HESITATE TO ENTER.

26. AVOID RAISING EXPECTATIONS OF THE PEOPLE. BE CLEAR W/ YOUR OBJECTIVES AND LIMITATIONS. PARTICIPATE DIRECTLY IN PRODUCTION PROCESS. MAKE HOUSE CALLS AND SEEK OUT PEOPLE WHERE THEY USUALLY GATHER. PARTICIPATE IN SOME SOCIAL ACTIVITIES.

27. SOMETIMES CALLED THE IMMERSION PHASE AS IT THE ACTIVITIES DONE HERE INCLUDES THE SENTIZATION OF THE PEOPLE ON THE CRITICAL EVENTS IN THEIR LIFE, MOTIVATING THEM TO SHARE THEIR DREAMS AND IDEAS ON HOW TO MANAGE THEIR CONCERNS AND EVENTUALLY MOBILIZING THEM TO MAKE COLLECTIVE ACTION ON THESE.

28. COURTESY CALL TO MAYOR, OR THE LOCAL GOVERNMENT LEADER OF THE SELECTED SITE. COURTESY CALL TO THE BARANGAY LEVEL. MEETING WITH THE FOSTER PARENTS. APPRECIATING THE ENVIRONMENT.

29. MEETING WITH COMMUNITY OFFICIALS AND RESIDENTS. GENERAL ASSEMBLY. PREPARATION OF SURVEY FORMS. ACTUAL SURVEY. ANALYSIS OF THE DATA GATHERED.

30. THE FORMATION OF MORE FORMAL STRUCTURES AND THE INCLUSION OF MORE FORMAL PROCEDURES OF PLANNING, IMPLEMENTING AND EVALUATING COMMUNITY-WIDE ACTIVITIES. IT IS AT THIS PHASE WHERE THE ORGANIZED LEADERS OR GROUPS ARE BEING GIVEN TRAININGS TO DEVELOP THEIR ASK ( ATTITUDE, KNOWLEDGE AND SKILLS ) IN MANAGING THEIR OWN CONCERNS/PROGRAMS.

31. MEETING WITH THE OFFICIALS. IDENTIFYING PROBLEMS. SPREADING AWARENESS AND SOLICITING SOLUTION OR SUGGESTION. ANALYSIS OF THE PRESENTED SOLUTION .

32. PLANNING OF THE ACTIVITIES. ORGANIZING THE PEOPLE TO BUILD THEIR OWN ORGANIZATION. REGISTRATION OF THE ORGANIZATION. IMPLEMENTING OF THE SAID ACTIVITIES. EVALUATION.

33. OCCUR WHEN THE COMMUNITY ORGANIZATION HAS ALREADY BEEN ESTABLISHED AND THE COMMUNITY-WIDE UNDERTAKINGS. AT THIS POINT, THE DIFFERENT COMMITTEES SET-UP IN THE ORGANIZATION-BUILDING PHASE ARE ALREADY EXPECTED TO BE FUNCTIONING BY WAY OF PLANNING, IMPLEMENTING AND EVALUATING THEIR OWN PROGRAMS, W/ THE OVERALL GUIDANCE FROM THE COMMUNITY-WIDE ORGANIZARION.

34. MEETING WITH THE ORGANIZATIONAL LEADERS. EVALUATION OF THE PROGRAMS. RE-IMPLEMENTING OF THE PROGRAMS. (FOR UNMET GOALS)

35. EDUCATION AND TRAINING. NETWORKING AND LINKING. IMPLEMENTATION OF LIVELIHOOD PROJECTS. DEVELOPING SECONDARY LEADERS.

36. THE PHASE WHEN THE HEALTH CARE WORKERS LEAVE THE COMMUNITY TO STAND-ALONE. THIS PHASE SHOULD BE STATED DURING THE ENTRY PHASE SO THAT THE PEOPLE WILL BE READY TO FOR THIS PHASE. THE ORGANIZATIONS BUILT SHOULD BE READY TO SUSTAIN THE TEST OF THE COMMUNITY ITSELF BECAUSE THE REAL EVALUATION WILL BE DONE BY THE RESIDENTS OF THE COMMUNITY ITSELF.

37. LEAVING THE IMMERSION SITE. DOCUMENTATION.

38. The community health worker keeps a written account of services rendered, observations, condition, needs, problems and attitude of the client in community activities, accomplishments made and, etc.

39. Community workers takes responsibility to disseminate pertinent information to appropriate authorities, agencies, and most especially to the client. At the same time, the community worker develops the people’s capabilities to keep/maintain their recording and reporting system.

40. RECORDS – refer to forms on which information pertaining the client is noted. REPORTS - refers to periodic summaries of the services/activities of an organization/unit or the analysis of certain phases of its work.

42. Measure service/program directed to the clients. Provide basis for future planning. Interpret the work to the public and other agencies, community. Aid in studying the conditions of the community. Contributes to client care.