Republic of the Philippines

Department of Education
Region III-Central Luzon
Schools Division of
Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag,
Bulacan SENIOR HIGH SCHOOL
DEPARTMENT

Module
In
PERSONAL DEVELOPMENT
SECOND QUARTER SY 2021-2022
Mr. Mark Ericson F. Alto

NAME:

SECTION:

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Week 1 PERSONAL RELATIONSHIPS

Objective:
 Discuss an understanding of teen-age relationships, including the
acceptable and unacceptable expressions of attractions,
 Express your ways of showing attraction, love, and commitment.

LESSON: Personal Relationships

WHAT DO WE MEAN BY PERSONAL RELATIONSHIPS?

 The concept of relationship is very broad and complex. In our model, personal
relationships refer to close connections between people, formed by emotional bonds
and interactions. These bonds often grow from and are strengthened by mutual
experiences.

 Relationships are not static; they are continually evolving, and to fully enjoy and
benefit from them we need skills, information, inspiration, practice, and social
support. In our model there are three kinds of personal relationships:
Family
 The concept of "family" is an essential component in any discussion of relationships,
but this varies greatly from person to person. The Bureau of the Census defines
family as "two or more persons who are related by birth, marriage, or adoption and
who live together as one household." But many people have family they don't live
with or to whom they are not bonded by love, and the roles of family vary across
cultures as well as throughout your own lifetime. Some typical characteristics of a
family are support, mutual trust, regular interactions, shared beliefs and values,
security, and a sense of community.
 Although the concept of "family" is one of the oldest in human nature, its definition
has evolved considerably in the past three decades. Non-traditional family structures
and roles can provide as much comfort and support as traditional forms.
Friends
 A friendship can be thought of as a close tie between two people that is often built
upon mutual experiences, shared interests, proximity, and emotional bonding.
Friends are able to turn to each other in times of need. Nicholas Christakis and James
Fowler, social-network researchers and authors of the book Connected, find that the
average person has about six close ties—though some have more, and many have
only one or none.
 Note that online friends don’t count toward close ties—research indicates that a large
online network isn’t nearly as powerful as having a few close, real-life friends.
Partnerships
 Romantic partnerships, including marriage, are close relationships formed between
two people that are built upon affection, trust, intimacy, and romantic love. We
usually experience this kind of relationship with only one person at a time

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WHY PERSONAL RELATIONSHIPS ARE IMPORTANT
 Healthy relationships are a vital component of health and wellbeing. There is compelling
evidence that strong relationships contribute to a long, healthy, and happy life.
Conversely, the health risks from being alone or isolated in one's life are comparable to
the risks associated with cigarette smoking, blood pressure, and obesity.

Research shows that healthy relationships can help you:

 Live longer. A review of 148 studies found that people with strong social relationships
are 50% less likely to die prematurely. Similarly, Dan Buettner’s Blue Zones research
calculates that committing to a life partner can add 3 years to life expectancy
(Researchers Nicholas Christakis and James Fowler have found that men’s life
expectancy benefits from marriage more than women’s do.)
 Deal with stress. The support offered by a caring friend can provide a buffer against the
effects of stress. In a study of over 100 people, researchers found that people who
completed a stressful task experienced a faster recovery when they were reminded of
people with whom they had strong relationships. (Those who were reminded of stressful
relationships, on the other hand, experienced even more stress and higher blood
pressure.)
 Be healthier. According to research by psychologist Sheldon Cohen, college students
who reported having strong relationships were half as likely to catch a common cold
when exposed to the virus. In addition, 2012 international Gallup poll found that people
who feel they have friends and family to count on are generally more satisfied with their
personal health than people who feel isolated. And hanging out with healthy people
increases your own likelihood of health—in their book Connected, Christakis and
Fowler show that non-obese people are more likely to have non-obese friends because
healthy habits spread through our social networks.
 Feel richer. A survey by the National Bureau of Economic Research of 5,000 people
found that doubling your group of friends has the same effect on your wellbeing as a
50% increase in income!

On the other hand, low social support is linked to a number of health consequences, such
as:

 Depression. Loneliness has long been commonly associated with depression, and now
research is backing this correlation up: a 2012 study of breast cancer patients found that
those with fewer satisfying social connections experienced higher levels of depression,
pain, and fatigue.
 Decreased immune function. The authors of the same study also found a correlation
between loneliness and immune system dysregulation, meaning that a lack of social
connections can increase your chances of becoming sick.
 Higher blood pressure. University of Chicago researchers who studied a group of 229
adults over five years found that loneliness could predict higher blood pressure even
years later, indicating that the effects of isolation have long-lasting consequences.

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25 MOST COMMON RELATIONSHIP PROBLEMS
Here is the list of the most common relationship problems most often encountered by
couples
1. Affairs / infidelity / cheating. This includes emotional infidelity, one-night stands,
internet relationships (including ‘sexting’), long- and short-term affairs and financial
infidelity
2. Sexual Issues, particularly loss of libido and including questions around your gender,
or your partner's gender
3. Significant differences in core values and beliefs
4. Life stages – you have ‘outgrown’ each other or have ‘changed’ significantly for
whatever reason
5. Traumatic and/or Life-Changing Events
6. Responses to prolonged periods of Stress, such as Work-Related Stress, long-term
illness, mental health issues, Financial Problems, problems with the children, infertility
and many more
7. Bored in or with Your Relationship
8. Dealing with a jealous partner
9. Having 'blended' family issues
10. Domestic violence, which includes verbal as well as physical abuse: THE most
serious relationship problem.
11. Knowing you should not have got married in the first place!
12. Lack of responsibility regarding finances, children, health and many other issues
13. Unrealistic Expectations- still thinking your partner / spouse is the princess / knight
and not seeing the 'real' human being
14. Addictions - substance abuse
15. Excessive reliance on social media, at the cost of the relationship
16. Lack of support during particularly difficult times from people that matter to you
17. Manipulation or over-involvement in your relationships with family or friends
18. Lack of communication about important matters
19. Poor division of and / or one-sided lack of responsibility for chores and tasks. It is
not always women who complain about this relationship problem!
20. Perceived lack of concern, care and consideration / attentiveness: feeling the
relationship is one-sided is a big one!
21. Significant personal disappointments and traumas that lead to a change in
relationship dynamics
22. Long term depression or other mental health issues suffered by one partner or both
23. Significant differences in opinion on how to discipline / deal with the children
24. Long-term stress, particularly when not taking responsibility for doing something
positive to address the cause, or about learning to handle it if it cannot be changed
25. An unsupportive partner during pregnancy and/or significant problems after the birth
of your baby.

 We wouldn’t be surprised if you have found that you are experiencing several of these
relationship problems, but you know what? However difficult this time is for you we
promise you that this too will pass. We are rooting for you and we know that you will be
happy again. You don’t have to wait and hope for better times – together we can do
something about it now!

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  The person you love (or used to love) was always bound to hurt you - it's sadly a fact of
life and we all do it to each other. However, we can become better at solving our
relationship problems by taking responsibility for ourselves.

TEN RULES FOR FINDING LOVE AND CREATING LONGLASTING AUTHENTIC

RELATIONSHIPS

1. YOU MUST LOVE YOURSELF FIRST

Your relationship with yourself is the central template from which all others are formed.
Loving yourself is a prerequisite to creating a successful and authentic union with
another.

2. PARTNERING IS A CHOICE MUST NURTURE THE RELATIONSHIP

FOR IT TO THRIVE
The choice to be in a relationship is up to you. You have the ability to attract your
beloved and cause the relationship you desire to happen.

3. CREATING LOVE IS A PROCESS

Moving from “I” to “we” requires a shift in perspective and energy. Being an authentic
couple is an evolution.

4. RELATIONSHIPS PROVIDE OPPORTUNITIES TO GROW

Your relationship will serve as an unofficial “lifeshop” in which you will learn about
yourself and how you can grow on your personal path.

5. COMMUNICATION IS ESSENTIAL
The open exchange of thoughts and feelings is the lifeblood of your relationship.

6. NEGOTIATION WILL BE REQUIRED

There will be times when you and your partner must work through impasses. If you do
this consciously and with respect, you will learn to create win-win outcomes.

7. YOUR RELATIONSHIP WILL BE CHALLENGED BY CHANGE

Life will present turns in the road. How you maneuver those twists and turns determines
the success of your relationship.

8. YOU MUST NURTURE THE RELATIONSHIP FOR IT TO THRIVE

Treasure your beloved and your relationship will flourish.

9. RENEWAL IS THE KEY TO LONGEVITY

Happily, ever after means the ability to keep the relationship fresh and vital.

10. YOU WILL FORGET ALL THIS THE MOMENT YOU FALL IN LOVE
You know all these rules inherently. The challenge is to remember them when you fall
under the enchanting spell of love.

KEEPING HEALTHY RELATIONSHIPS

 Good relationships are fun and make you feel good about yourself. The relationships
that you make in your youth years will be a special part of your life and will teach
you

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 some of the most important lessons about who you are. Truly good relationships take
time and energy to develop. All relationships should be based on respect and
honesty, and this is especially important when you decide to date someone.

In a healthy relationship, both partners:

• Are treated with kindness and respect
• Are honest with each other
• Like to spend time together
• Take an interest in things that are important to each other
• Respect one another’s emotional, physical and sexual limits
• Can speak honestly about their feelings

BASIC RIGHTS IN A RELATIONSHIP

• The right to emotional support
• The right to be heard by the other and to respond
• The right to have your own point of view, even if this differs from your partner's
• The right to have your feelings and experiences acknowledged as real
• The right to live free from accusation and blame
• The right to live free from criticism and judgment
• The right to live free from emotional and physical threat
• The right to live free from angry outbursts and rage
• The right to be respectfully asked, rather than ordered

In addition to these basic relationship’s rights, consider how you can develop patience,
honesty, kindness, and respect.

Patience: Patience is essential to a healthy relationship. There are times when others will
respond to us in a way that is disappointing. When this occurs, it important to
communicate our disappointment, but also to give the other person space. Be willing to
give the person some time to reflect, indicating that you are ready to talk when they are
ready. If the person is never ready to discuss the situation, you may need professional
help to resolve the issue, or ask yourself whether or not you want to continue the
relationship.

Honesty: Honesty is another essential quality in healthy relationships. To build honesty

in a relationship, you should communicate your feelings openly, and expect the other
person to do the same. Over time, this builds trust

Kindness: Kindness is extremely important to maintaining healthy relationships. You

need to be considerate of others' feelings and other people need to be considerate of
yours. Be kind when you communicate. Kindness will nurture your relationships. Note
that being kind does not necessarily mean being nice.

Respect: Respect is a cornerstone of all healthy relationships. If you don't have respect
for another person, it will have a negative impact on all of your interactions. Think of a
time when you encountered someone who didn't respect you. How did it feel? What are
some ways that you show respect to others?

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 ACTIVITY: I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP.
Directions. Write HR if the given statement is healthy relationship and UR if
unhealthy relationship on the provided answer sheet. Check your answer using the
provided answer key and indicate your score.

1. You can express your opinion without fear or dread.

2. You and your partner can make decisions together and fairly.
3. Each person takes responsibility for their own actions.
4. Your partner respects your feelings about sex.
5. Your partner supports you and your choices—even when
they disagree with you.
6. You respect and encourage each other.
7. You give each other space to study or hang out with friends
or family.
8. You are able to make your own decisions about spending
your money without worrying about your partner’s reaction.
You can discuss pregnancy and parenting decisions and your view
is respected.
10. You feel isolated from friends and family.
11. Your partner tries to control how you spend time and who
you hang out with.
12. Your partner tries to control how you spend money.
13. Your partner doesn’t support your decisions.
14. You are sometimes forced to do something that you’re not
comfortable with.
15. Your partner threatens, insults, or humiliates you.
16. Take an interest in things that are important to each other
17. Respect one another’s emotional, physical and sexual limits
18. Can speak honestly about their feelings
19. Honest with each other
20. Like to spend time together

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 KEY ANSWER
Note: Observe honestly and integrity in doing your task and checking your
answer.

HR 1. You can express your opinion without fear or dread.

HR 2. You and your partner can make decisions together and fairly.
HR 3. Each person takes responsibility for their own actions.
HR 4. Your partner respects your feelings about sex.
HR 5. Your partner supports you and your choices—even when they
disagree with you.
HR 6. You respect and encourage each other.
HR 7. You give each other space to study or hang out with friends
or family.
HR 8. You are able to make your own decisions about spending
your money without worrying about your partner’s reaction.
HR You can discuss pregnancy and parenting decisions and your
view is respected.
UR 10. You feel isolated from friends and family.
UR 11. Your partner tries to control how you spend time and who
you hang out with.
UR 12. Your partner tries to control how you spend money.
UR 13. Your partner doesn’t support your decisions.
UR 14. You are sometimes forced to do something that you’re not
comfortable with.
UR 15. Your partner threatens, insults, or humiliates you.
HR 16. Take an interest in things that are important to each other
HR 17. Respect one another’s emotional, physical and sexual limits
HR 18. Can speak honestly about their feelings
HR 19. Honest with each other
HR 20. Like to spend time together

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NAME:

SECTION:

ACTIVITY: S-R-E-R-A Activity

Answer table below. The situation is written on the first column. On the second
column, write the reasons why these unacceptable expressions of attractions
happen. On the third column, write the possible effects of this kind of
relationship; on the fourth column, write your reaction and your advice, on the
fifth column. ATTACH THIS ACTIVITY IN YOUR ANSWER SHEET.

SITUATION REASON EFFECTS REACTION ADVICE

1. Cheating

2. Controlling

3. Unreliability

4. Lack of
Communication

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 Week 2 SOCIAL RELATIONSHIPS IN MIDDLE AND
LATE ADOLESCENCE

Objective:
 Identify ways to become responsible in a relationship
 Distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership,

LESSON: Social Relationships in Middle and

Late Adolescence

HOW TO BECOME A RESPONSIBLE IN A RELATIONSHIP?

Connect with your family

 One of the biggest challenges for families to stay connected is the busy pace of life. But
Blue Zones research states that the healthiest, longest-living people in the world all have
something in common: they put their families first. Family support can provide comfort,
support, and even influence better health outcomes while you are sick. Relationships and
family author Mimi Doe recommend connecting with family by letting little grievances
go, spending time together, and expressing love and compassion to one another. Of
course, the same practices apply to close friends as well. This is especially important if
you don’t have living family, or have experienced difficult circumstances, such as abuse,
that would make it difficult for you to connect with your relatives.

Practice gratitude
 Gratitude is one of the most accessible positive emotions, and its effects can strengthen
friendships and intimate relationships. One 2010 study found that expressing gratitude
toward a partner can strengthen the relationship, and this positive boost is felt by both
parties—the one who expresses gratitude and the one who receives it. Remembering to
say “thank you” when a friend listens or your spouse brings you a cup of coffee can set
off an upward spiral of trust, closeness, and affection.

Learn to forgive
 It’s normal for disagreements or betrayal to arise in relationships, but your choice about
how to handle the hurt can have a powerful effect on the healing process. Choosing to
forgive can bring about a variety of benefits, both physical and emotional. Fred Luskin,
head of the Stanford Forgiveness Project, says it’s easier to let go of the anger or hurt
feelings associated with a circumstance if you remind yourself that much of your distress
is really coming from the thoughts and feelings you are having right now while
remembering the event—not the event itself. Don’t be afraid to clearly articulate why you
are upset, but once the other party has listened, be willing to lay down your anger and
move on.

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Be compassionate
 Compassion is the willingness to be open to yourself and others, even in painful times,
with a gentle, nonjudgmental attitude. When you feel compassionate toward another
person— whether a romantic partner, friend, relative, or colleague— you open the gates
for better communication and a stronger bond. This doesn’t mean taking on the suffering
of others, or absorbing their emotions. Rather, compassion is the practice of recognizing
when someone else is unhappy or whose needs aren’t being met and feeling motivated to
help them. We are an imitative species: when compassion is shown to us, we return it.
Accept others
 It is also important to be accepting of the other person in the relationship. Obviously, this
does not apply in situations of abuse or unhealthy control, where you need foremost to
protect yourself. But otherwise, try to understand where the person is coming from rather
than judge them. As you do for yourself, have a realistic acceptance of the other's
strengths and weaknesses and remember that change occurs over time.

HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT

 As you have known by now, the relationships adolescents have with their peers, family,
and members of their social sphere play a vital role in their development. Adolescence is
a crucial period in social development, as adolescents can be easily swayed by their close
relationships. Research shows there are four main types of relationships that influence an
adolescent: parents, peers, community, and society .

In this part of the module, we will focus on Community, Society, and Culture.
 There are certain characteristics of adolescent development that are more rooted in
culture than in human biology or cognitive structures. Culture is learned and socially
shared, and it affects all aspects of an individual's life. Social responsibilities, sexual
expression, and belief-system development, for instance, are all likely to vary based on
culture. Furthermore, many distinguishing characteristics of an individual (such as dress,
employment, recreation, and language) are all products of culture.

 Many factors that shape adolescent development vary by culture. For instance, the degree
to which adolescents are perceived as autonomous, or independent, beings varies widely
in different cultures, as do the behaviors that represent this emerging autonomy. The
lifestyle of an adolescent in a given culture is also profoundly shaped by the roles and
responsibilities he or she is expected to assume.
 The extent to which an adolescent is expected to share family responsibilities, for
example, is one large determining factor in normative adolescent behavior: adolescents in
certain cultures are expected to contribute significantly to household chores and
responsibilities, while others are given more freedom or come from families with more
privilege where responsibilities are fewer. Differences between families in the
distribution of financial responsibilities or provision of allowance may reflect various
socioeconomic backgrounds, which are further influenced by cultural norms and values.
 Adolescents begin to develop unique belief systems through their interaction with social,
familial, and cultural environments. These belief systems encompass everything from
religion and spirituality to gender, sexuality, work ethics, and politics. The range of
attitudes that a culture embraces on a particular topic affects the beliefs, lifestyles, and
perceptions of its adolescents, and can have both positive and negative impacts on their
development. As an example, early-maturing girls may suffer teasing or sexual
harassment

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 related to their developing bodies, contributing to a higher risk of depression, substance
abuse, and eating disorders

TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER
AND LESS LIKELY TO DRINK
 Teenagers who belong to youth groups and other clubs lead happier lives and are less
likely to drink or smoke, a research shows. Although they may be exposed to more peer
pressure, researchers found they were also more socially able and likely to be physically
active. And the benefits increased the more groups that they joined; the findings show.

COMMUNITY ACTIVITY: GET INVOLVED

 Getting involved in local community activities or volunteering can boost your confidence
and self-esteem and help you build new skills. You can get started by finding activities
that interest you.

Community activities and civic responsibility

 Community activity is part of ‘civic responsibility’. It’s about doing things in our
community because we want to or feel we should, rather than because we have to by law.
You can take civic responsibility and be active in your community by:
 joining a Youth Club, a scouting group or a local environmental or cleanup group
 helping with a primary school play, or coordinating or coaching junior sport
 setting up an arts space for the community or getting involved in youth radio
 being part of a youth advisory group through the local council
 promoting causes – for example, clean environment, recycling, get active in sports

 You might be interested in online civic or community activities – for example, an online
campaign to save a local area of wildlife. Online community involvement can motivate
you to get involved in face-to-face community activities.

What you can get from being involved in community activities

 It doesn’t matter what you do. Any involvement is good! When you get involved in
community activities, you get a lot of personal rewards and feelings of achievement

Role models
 By getting involved with community activities, you can come into contact with like-
minded peers and positive adult role models other than your parents. Interacting and
cooperating with other adults encourages you to see the world in different ways. It puts
your own family experiences and values into a wider context. For example, your family
might have certain religious or spiritual beliefs – or none at all – but when you come into
contact with others who believe different things, perhaps through some charity work, you
might see some new ways of putting beliefs into action for the good of others.

Identity and connection

 Young people are busy working out who they are and where they fit in the world. They
try out different identities, experiment with different styles of dress and might try out a
range of different activities and hobbies.

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  Being involved in community activities can give you a positive way of understanding
who you are. As a result, you might come to see yourself as helpful, generous, political or
just a ‘good’ person in general. Being involved in community activities can also help
create a sense of being connected to your local community and the wider world.

Skills
 Community activities give you the chance to apply the skills you already have. For
example, you could use the cooking skills you have learned at home at a community
feeding program or at a school fund-raising project. Voluntary work and community
activities are also great opportunities to show initiative and develop skills to get a job.
For example, the school fund-raising project could give you experience in speaking to
customers and handling cash. Volunteering for the community feeding project might
help you prepare for getting a part-time job as a waiter. For those who are interested in
being a vet, helping out at an animal shelter or washing and walking local dogs is a good
way to demonstrate commitment and get a reference.
 Being able to manage free time while balancing leisure, work and study is an important
life skill. Being part of community activities could motivate you to get more organized
and start to manage your own time.

Self-confidence, mental health and wellbeing

 Community activities can boost one’s self-confidence. You can learn to deal with
challenges, communicate with different people and build up your life skills and abilities
in a supportive environment. This is also good for your self-esteem. It’s also a great
foundation for general and mental health and wellbeing. It can be very positive
psychologically for you to have something that gets you involved, where others expect
you to turn up and take part, and where you’re supported to achieve something as part of
a group. These positive feelings can help protect you from sadness and depression. Being
involved in some kind of community activity can also reduce the likelihood of substance
abuse, mental illness and criminal activity.

ACTIVITY: ENUMERATION.
Directions. For numbers 1-5, write the 5 ways on how to become a responsible in
a relationship, and for numbers 6-10, write the things you can get from being
involved in community activities on the provided answer sheet. Check your
answer using the provided answer key and indicate your score.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

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NAME:

SECTION:

ACTIVITY: My Circle
Write about one of your social groups, it’s nature, activities, and benefits.
Include a photo of your chosen group. ATTACH THIS ACTIVITY IN
YOUR
ANSWER SHEET.

(Picture of your group)

Name of your
Group:

Relationship to
your
Group:

Purpose of your
Group:

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KEY ANSWER
Note: Observe honestly and integrity in doing your task and checking your
answer.

1. Connect with your family

2. Practice gratitude
3. Learn to forgive
4. Be compassionate
5. Accept others
6. Role models
7. Identity and connection
8. Skills
9. Self-confidence
10. Mental health and wellbeing

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Week 3 SOCIAL RELATIONSHIPS IN MIDDLE AND
LATE ADOLESCENCE

Objective:
 Compare your self-perception and how others see you, and
 Conduct a mini-survey on Filipino relationships (family, school, and
community

LESSON: Social Relationships in Middle and

Late Adolescence

LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES

Can you identify the lesson being taught by each story?

1. The Farmer and the Stork

 A Farmer placed nets on his newly sown plough lands, and caught a quantity of
Cranes, which came to pick up his seed. With them he trapped a Stork also. The
Stork having his leg fractured by the net, earnestly besought the Farmer to spare
his life. “Pray, save me, Master,” he said, “and let me go free this once. My
broken limb should excite your pity. Besides, I am no Crane, I am a Stork, a bird
of excellent character; and see how I love and slave for my father and mother.
Look too, at my feathers, they are not the least like to those of a Crane.” The
Farmer laughed aloud, and said, “It may be all as you say; I only know this, I
have taken you with these robbers, the

2. The Hunter and the Woodsman

 A hunter, not very bold, was searching for the tracks of a Lion. He asked a man
felling oaks in the forest if he had seen any marks of his footsteps or knew where
his lair was. “I will,” said the man, “at once show you the Lion himself.” The
Hunter, turning very pale and chattering with his teeth from fear, replied, “No,
thank you. I did not ask that; it is his track only I am in search of, not the Lion
himself.”

3. Bear and man lying down

 Two men were traveling together, when a bear suddenly met them on their path.
One of them climbed up quickly into a tree, and concealed himself in the
branches. The other, seeing that he must be attacked, fell flat on the ground, and
when the Bear came up and felt him with his snout, and smelt him all over, he
held his breath, and feigned the appearance of death as much as he could. The
Bear soon left him, for it is said he will not touch a dead body. When he was
quite gone, the other traveler descended from the tree, and accosting his friend,
jocularly inquired “what it was the Bear had whispered in his ear?” he replied,
“He gave me this advice: Never travel with a friend who deserts you at the
approach of danger.” Source: http://www.moralstories.org/the-bear-and-the-two-
friends/

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 4. Goatherd and the wild goats
 A Goatherd, driving his flock from their pasture at eventide, found some Wild
Goats mingled among them, and shut them up together with his own for the
night. The next day it snowed very hard, so that he could not take the herd to
their usual feeding places, but was obliged to keep them in the fold. He gave his
own goats just sufficient food to keep them alive, but fed the strangers more
abundantly in the hope of enticing them to stay with him and of making them his
own. When the thaw set in, he led them all out to feed, and the Wild Goats
scampered away as fast as they could to the mountains. The Goatherd scolded
them for their ingratitude in leaving him, when during the storm he had taken
more care of them than of his own herd. One of them, turning about, said to him:
“That is the very reason why we are so cautious; for if you yesterday treated us
better than the Goats you have had so long, it is plain also that if others came
after us, you would in the same manner prefer them to ourselves.”

5. The Gnat and the Bull

 A Gnat settled on the horn of a Bull, and sat there a long time. Just as he was
about to fly off, he made a buzzing noise, and inquired of the Bull if he would
like him to go. The Bull replied, “I did not know you had come, and I shall not
miss you when you go away.”

6. The Man and the Little Cat

 One day, an old man was having a stroll in the forest when he suddenly saw a
little cat stuck in a hole. The poor animal was struggling to get out. So, he gave
him his hand to get him out. But the cat scratched his hand with fear. The man
pulled his hand screaming with pain. But he did not stop; he tried to give a hand
to the cat again and again. Another man was watching the scene, screamed with
surprise, “Stop helping this cat! He’s going to get himself out of there”. The
other man did not care about him, he just continued saving that animal until he
finally succeeded, and then he walked to that man and said, “Son, it is cat’s
Instincts that makes him scratch and to hurt, and it is my job to love and care”.

SERVANT LEADERSHIP
 While the idea of servant leadership goes back at least two thousand years, the modern
servant leadership movement was launched by Robert K. Greenleaf in 1970 with the
publication of his classic essay, The Servant as Leader. It was in that essay that he
coined the words "servant-leader" and "servant leadership." Greenleaf defined the
servant- leader as follows:

 "The servant-leader is servant first... It begins with the natural feeling that one wants
to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is
sharply different from one who is leader first, perhaps because of the need to assuage an
unusual power drive or to acquire material possessions...The leader-first and the servant-
first are two extreme types. Between them there are shadings and blends that are part of
the infinite variety of human nature."

 "The difference manifests itself in the care taken by the servant-first to make sure that
other people's highest priority needs are being served. The best test, and difficult to

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 administer, is: Do those served grow as persons? Do they, while being served, become
healthier, wiser, freer, more autonomous, more likely themselves to become servants?
And, what is the effect on the least privileged in society? Will they benefit or at least not
be further deprived?"

THE FILIPINO FAMILY

 What is the characteristic of a typical Filipino family? In the Philippines, the father is
acknowledged as the head of the family. He is considered to be the bread winner and
provider for the family commonly called “Haligi ng Tahanan”. He is loved and respected
by all family members. He is emulated for his being hardworking, caring and determined.
The father is perceived as the one who is control/authority in the family. However, in
most cases, some mothers are given the opportunity to work and earn in order to support
and cope up with the family’s expenses.
 The mother on the other hand is considered to be the “Ilaw ng Tahanan”. She takes care
of the family household which includes: rearing children, keeping the house in order,
planning and preparing meals for the family. She is loved by her family for the concern,
patience and dedication she shows to her husband and children. The mother is usually
protective of her children. She can also be strict and will do her best to teach her children
the value of discipline by example.
 Children are expected to show respect and follow orders from parents and elders. Their
role may depend on their birth orders, whether they are the eldest, middle, the youngest
or the only child. The eldest is expected to be responsible and dependable. She takes care
of younger siblings when her parents are away.
 The middle child may also have delegated the same task as the eldest. In special cases,
the middle child assumes the role of the eldest child. The youngest is often the most
loved although he is also expected to do his own share in some household chores. The
youngest always gets special treatments from his parents.

THE FILIPINO COMMUNITY

The Filipino values are directly practiced by Filipinos thru their community involvement these
will show how good we are as a nation.

 Bayanihan – the creation of association with neighbors and the helping attitude
whenever one is in dire need. Oftentimes, the Bayanihan spirit in action can be seen when
a bus gets a flat tire. The by standing or surrounding Filipinos would help the bus driver
in whatever actions to get the bus back on going.
 Close Family Ties – Filipinos are well-known for their close family ties. The primary
social welfare system for the Filipino is the Family. Many Filipinos live near their family
for most of their lives, even as independent adults.
 Pakikisama – or harmony, in English, involves getting along with others to preserve a
harmonious relationship.
 Utang na Loob – or dept of graditude, is owed by one to a person who has helped him
through the trials he had undergone.

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 ACTIVITY: I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP.
Directions. Write T if the given statement is TRUE and F FALSE on the
provided answer sheet. Check your answer using the provided answer key and
indicate your score.

1. Leaders can follow their whims and fancies.

2. Leaders are capable to do anything they like.
3. Leaders don’t need to mind their subjects.
4. Leaders should follow ethical principles.
Leaders are responsible.
6. Leaders are to serve others.
7. An Ethical Leader is someone who works for other people’s interests and
not for his own hidden agenda or ulterior motives as guided by sound principles.
8. Servant leadership is the type of leadership that puts others first before one’s
own self.
9. A servant leader listens deeply to others and empathizes with the people
around him/her.
10. A servant leader puts others’ concerns first and foremost above own
self- interests and motives.
11. In the Philippines, the father is acknowledged as the head of the family.
12. The mother on the other hand is considered to be the “Ilaw ng Tahanan”.
She takes care of the family household which includes: rearing children, keeping the
house in order, planning and preparing meals for the family.
13. Bayanihan – or harmony, in English, involves getting along with others to
preserve a harmonious relationship.
14. Pakikisama – the creation of association with neighbors and the helping
attitude whenever one is in dire need.
15. Utang na Loob – or dept of graditude, is owed by one to a person who has
helped him through the trials he had undergone.

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 NAME:

SECTION:

ACTIVITY: Survey on Family Relationship

Complete the unfinished words. Put a check (/) mark to the family members
whom the social skill is suited. ATTACH THIS ACTIVITY IN YOUR
ANSWER SHEET.

Process Questions:
1. What made you decide to assign the social skills of each family member?

2. How certain are you that these social roles are really intended for them?

3. What is the impact of performing these social roles in maintaining harmonious relation in
the family?

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 KEY ANSWER
Note: Observe honestly and integrity in doing your task and checking your
answer.

F 1. Leaders can follow their whims and fancies.

F 2. Leaders are capable to do anything they like.
F 3. Leaders don’t need to mind their subjects.
T 4. Leaders should follow ethical principles.
T Leaders are responsible.
T 6. Leaders are to serve others.
T 7. An Ethical Leader is someone who works for other people’s interests and
not for his own hidden agenda or ulterior motives as guided by sound principles.
T 8. Servant leadership is the type of leadership that puts others first before
one’s own self.
T 9. A servant leader listens deeply to others and empathizes with the people
around him/her.
T 10. A servant leader puts others’ concerns first and foremost above own self-
interests and motives.
T 11. In the Philippines, the father is acknowledged as the head of the family.
F 12. The grandmother on the other hand is considered to be the “Ilaw ng
Tahanan”. She takes care of the family household which includes: rearing children,
keeping the house in order, planning and preparing meals for the family.
F 13. Bayanihan – or harmony, in English, involves getting along with others to
preserve a harmonious relationship.
F 14. Pakikisama – the creation of association with neighbors and the helping
attitude whenever one is in dire need.
T 15. Utang na Loob – or dept of graditude, is owed by one to a person who has
helped him through the trials he had undergone.

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 Week 4 FAMILY STRUCTURES AND LEGACIES

Objective:
 Appraise one’s family structure and the type of care he/she gives and receives,
which may help in understanding himself/herself better
 Make a genogram and trace certain physical, personality, or behavioral
attributes through generations

LESSON: Family Structures and Legacies

FAMILY STRUCTURE
 The traditional family structure is considered a family support system which involves two
married individuals providing care and stability for their biological offspring. However,
this two-parent, nuclear family has become less prevalent, and alternative family forms
have become more common. The family is created at birth and establishes ties across
generations. Those generations, the extended family of aunts, uncles, grandparents, and
cousins, can all hold significant emotional and economic roles for the nuclear family.

Different kinds of family structures:

 Nuclear family: A family unit consisting of at most a father, mother and dependent
children. It is considered the “traditional” family.
 Extended family: A family consisting of parents and children, along with either
grandparents, grandchildren, aunts or uncles, cousins etc. In some circumstances, the
extended family comes to live either with or in place of a member of the nuclear family.
 Step families: Two families brought together due to divorce, separation, and remarriage.
 Single parent family: This can be either a father or a mother who is singly responsible
for the raising of a child. The child can be by birth or adoption. They may be a single
parent by choice or by life circumstances. The other parent may have been part of the
family at one time or not at all.
 Adoptive family: A family where one or more of the children has been adopted. Any
structure of family may also be an adoptive family.
 Bi-racial or multi-racial family: A family where the parents are members of different
racial identity groups.
 Trans-racial adoptive family: A family where the adopted child is of a different racial
identity group than the parents.
 Blended family: A family that consists of members from two (or more) previous families.
 Conditionally separated families: A family member is separated from the rest of the
family. This may be due to employment far away; military service; incarceration;
hospitalization. They remain significant members of the family.
 Foster family: A family where one or more of the children is legally a temporary
member of the household. This “temporary” period may be as short as a few days or as
long as the child’s entire childhood.
 Gay or Lesbian family: A family where one or both of the parents’ sexual orientation is
gay or lesbian. This may be a two-parent family, an adoptive family, a single parent
family or an extended family.

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  Immigrant family: A family where the parents have immigrated to another country as
adults. Their children may or may not be immigrants. Some family members may
continue to live in the country of origin, but still be significant figures in the life of the
child.
 Migrant family: A family that moves regularly to places where they have employment.
The most common form of migrant family is farm workers who move with the crop
seasons. Children may have a relatively stable community of people who move at the
same time - or the family may know no one in each new setting. Military families may
also lead a migrant life, with frequent relocation, often on short notice.

FAMILY LEGACIES
 No matter who we are, where we live, or what our goals may be, we all have one thing in
common: a heritage. That is, a social, emotional and spiritual legacy passed on from
parent to child. Every one of us is passed a heritage, lives out a heritage, and gives a
heritage to our family. It's not an option. Parents always pass to their children a legacy …
good, bad or some of both.
 A spiritual, emotional and social legacy is like a three-stranded cord. Individually, each
strand cannot hold much weight. But wrapped together, they are strong. That's why
passing on a positive, affirming legacy is so important and why a negative legacy can be
so destructive. The good news is that you can decide to pass a positive legacy on to your
children whether you received one or not.
 Today, if we don't intentionally pass a legacy consistent with our beliefs to our children,
our culture will pass along its own, often leading to a negative end. It is important to
remember that passing on a spiritual, emotional and social legacy is a process, not an
event. As parents, we are responsible for the process. God is responsible for the product.

The Emotional Legacy

 In order to prosper, our children need an enduring sense of security and stability nurtured
in an environment of safety and love.

The Social Legacy

 To really succeed in life, our children need to learn more than management techniques,
accounting, reading, writing and geometry. They need to learn the fine art of relating to
people. If they learn how to relate well to others, they'll have an edge in the game of life.

The Spiritual Legacy

 The Spiritual Legacy is overlooked by many, but that's a mistake. As spiritual beings, we
adopt attitudes and beliefs about spiritual matters from one source or another. As parents,
we need to take the initiative and present our faith to our children

The Emotional Legacy

 Sadly, many of us struggle to overcome a negative emotional legacy that hinders our
ability to cope with the inevitable struggles of life. But imagine yourself giving warm
family memories to your child. You can create an atmosphere that provides a child's
fragile spirit with the nourishment and support needed for healthy emotional growth. It
will require time and consistency to develop a sense of emotional wholeness, but the
rewards are great

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 A strong emotional legacy:
• Provides a safe environment in which deep emotional roots can grow.
• Fosters confidence through stability.
• Conveys a tone of trusting support.
• Nurtures a strong sense of positive identity.
• Creates a “resting place” for the soul.
• Demonstrates unconditional love

The Social Legacy

 In order to prosper, our children need to gain the insights and social skills necessary to
cultivate healthy, stable relationships. As children mature, they must learn to relate to
family members, teachers, peers and friends. Eventually they must learn to relate to
coworkers and many other types of people such as salespeople, bankers, mechanics and
bosses.

Nowhere can appropriate social interaction and relationships be demonstrated more effectively
than in the home. At home you learned — and your children will learn — lessons about respect,
courtesy, love and involvement. Our modeling as parents plays a key role in passing on a strong
social legacy.

Key building blocks of children's social legacy include:

 Respect, beginning with themselves and working out to other people.
 Responsibility, fostered by respect for themselves, that is cultivated by assigning
children duties within the family, making them accountable for their actions, and
giving them room to make wrong choices once in a while.
 Unconditional love and acceptance by their parents, combined with conditional
acceptance when the parents discipline for bad behavior or actions.
 The setting of social boundaries concerning how to relate to God, authority, peers,
the environment and siblings.
 Rules that are given within a loving relationship

The Spiritual Legacy

 Parents who successfully pass along a spiritual legacy to their children model and
reinforce the unseen realities of the godly life. We must recognize that passing a spiritual
legacy means more than encouraging our children to attend church, as important as that
is. The church is there to support parents in raising their children but it cannot do the
raising; only parents can.

 The same principle applies to spiritual matters. Parents are primary in spiritual
upbringing, not secondary. This is especially true when considering that children,
particularly young children, perceive God the way they perceive their parents. If their
parents are loving, affirming, forgiving and yet strong in what they believe, children will
think of God that way. He is someone who cares, who is principled and who loves them
above all else.

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 ACTIVITY: I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP.
Directions. Match column A to column B, write the letter of your answer provided
answer sheet. Check your answer using the provided answer key and indicate your
score.

A
B
1. A family where the parents have immigrated to
another country as adults. Their children may or may not A. Immigrant Family
be immigrants.
B. Migrant Family
2. A family unit consisting of at most a father,
mother and dependent children. It is considered the
C. Nuclear Family
“traditional” family.
3. A family where one or more of the children has D. Blended Family
been adopted. Any structure of family may also be an
adoptive family.
E. Adoptive Family
4. A family where the parents are members of
different racial identity groups. F. Gay/Lesbian Family
5. A family where one or more of the children is
legally a temporary member of the household. G. Bi-Racial Family
6. A family that moves regularly to places where
they have employment. The most common form of H. Step Family
migrant family is farm workers who move with the crop
seasons. I. Foster Family

7. A family that consists of members from two (or J. Extended Family

more) previous families.

8. A family where one or both of the parents’

sexual orientation is gay or lesbian.

9. Two families brought together due to divorce,

separation, and remarriage.
10. A family consisting of parents and children,
along with either grandparents, grandchildren, aunts or
uncles, cousins etc.

11-15. Enumerate at-least five types of family legacies.

11.
12.
13.
14.
15.

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 NAME:

SECTION:

Objective:
 Identify the firm and gentle sides of family care that affect a
person’s development during middle and late adolescence.
 Appraise one’s family structure and the type of care he/she gives and
receives, which may help in understanding himself/herself better.
 Prepare a plan on how to make the family members firmer and gentler
with each other

Performance Task: Family Vlog

To make a video presenting a life with your family, a kind of family you had,
Goal the members of the family and the things you want to show your family.
It is your role to be a vlogger, editor and videographer.
Role
Audience Senior High School students and teachers of AISAT
A family is a basic unity of society when a crisis or disappointment happens for
Situation one member the family absorbs the impact, sometimes helping and sometimes
hindering. All families are different, and the ups and downs of family life have
a huge effect on children and young people.
Product The output is a 2-3 minutes’ video presenting a life with your family, a kind of
Performance family you had, the members of the family and the things you want to show
your family.
Standards The task will be graded in the following criteria: conceptual knowledge, skills,
preparation and participation.

Guidelines:
1. Make a 2-3 minutes’ vlog presenting a life with your family, a kind of family
you had, the members of the family and the things that shows your family.
2. Be creative and innovative in making your vlog.
3. Once you have done the task, submit your video to your personal
development subject teacher. Indicate your complete name and your section.

Rubrics:

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KEY ANSWER
Note: Observe honestly and integrity in doing your task and checking your
answer.

A 1. A family where the parents have immigrated to another country as

adults. Their children may or may not be immigrants.
F 2. A family unit consisting of at most a father, mother and dependent
children. It is considered the “traditional” family.
B 3. A family where one or more of the children has been adopted. Any
structure of family may also be an adoptive family.
G 4. A family where the parents are members of different racial identity
groups.
H 5. A family where one or more of the children is legally a temporary
member of the household.
C 6. A family that moves regularly to places where they have employment.
The most common form of migrant family is farm workers who move with the
crop seasons.
I 7. A family that consists of members from two (or more) previous families.
D 8. A family where one or both of the parents’ sexual orientation is gay or
lesbian.
J 9. Two families brought together due to divorce, separation, and
remarriage.
E 10. A family consisting of parents and children, along with either
grandparents, grandchildren, aunts or uncles, cousins etc.

11-15. Enumerate the five types of family legacies.

11. Emotional Legacy
12. Social Legacy
13. Spiritual Legacy
14. Emotional Legacy
15. Social Legacy

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 PERSONAL DEVELOPMENT
ANSWER SHEET

NAME:

SECTION:
 Put your answer in each designated week and item number. Use the answer key to
check your answer. Indicate the score. Secure a personal copy/picture of this answer
sheet. Observe honestly and integrity in doing your activity and checking your answer.

WEEK 1: (UR/HR) WEEK 2: (ENUMERATION) WEEK 3: (T/F)

1. 11. 1. 1. 11.

2. 12. 2. 2. 12.

3. 13. 3. 3. 13.

4. 14. 4. 4. 14.

5. 15. 5. 5. 15.

6. 16. 6. 6.

7. 17. 7. 7.

8. 18. 8. 8.

9. 19. 9. 9.

10. 20. 10. 10.

SCORE: SCORE: SCORE:

WEEK 4: (MATCHING TYPE)

1. 6. 11.

2. 7. 12.

3. 8. 13.

4. 9. 14.

5. 10. 15.

SCORE:

CHECKED BY: MR. MARK ERICSON F. ALTO

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