PAMANTASAN NG LUNGSOD NG VALENZUELA

Poblacion II, Malinta Valenzuela City

Senior High School Department

Learning Module
Personal
Development
ESP-PD 11/12KO
 DR. NELDA GENE C.
MARIANO MRS. AMELITA
A. AJOC

FOREWORD

Personality is what makes a person a unique person, and it is recognizable soon

after birth. It is the characteristics and appearance of a person - pattern of thought,
feeling , behavior, communication ability and physical features. Psychologically speaking
personality is all that a person is. It is the totality of one‘s own behavior towards oneself
and others as well. It includes everything about the person, his physical, emotional, social,
mental and spiritual make up.
Personal development is the process of improving and enhancing oneself. But as
an individual you can only improve yourself if you know who you are? How well do you
know yourself? Developing oneself need to gain clear understanding of one selves and of
other significant people in their environment and develop their potentials to open into new
discoveries and new growth. It may take time but it is worth to develop their potentials, as
well as learn to establish their life and career goals.
As you go through the journey the students will learn theoretically about self-
development, Aspect of Personal Development, Building and Maintaining Relationship
and Career Development through the lectures and experiential and the various activities
such as personal reflections, sharing, conceptualization and wholeness of accepting more
effective challenges in life that will acquire qualities, attitudes, and values that will make
an individual a better person. This will help individuals to become a better daughter or
better son, a better students, a better friend and a better citizen.

Table of Contents

WELCOME!
Before you begin reading the topics for each lesson and answering the
exercises for assessment , kindly give your expectations on what you
want to learn from each of the given chapter / unit of this course.
Thank you.
 Unit 1 – Self-Development
I expect to get deeper understanding about

Unit 2 – Aspects of Personal Development

I expect to get deeper understanding about

Unit 3 – Building and Maintaining Relationships

I expect to get deeper understanding about

Unit 4 – Career Development

I expect to get deeper understanding about

Name of student: Mark Khian S. Gevero Grade level: 11

 Personality development is the development
of the organized pattern of behaviors and attitudes that makes a person distinctive.
Personality development occurs by the ongoing interaction of temperament, character, and
environment. It is also be stated as progressive organization of the psychological traits
unique to an individual, occurring as the result of maturation and learning from birth
through adulthood. Personality development includes activities that improve awareness
and identity, develop talents and potential, build human capital and facilitate
employability, enhance quality of life and contribute to the realization of dreams and
aspirations.

Personality Diagram Personal Development

Diagram Orientation
to the Course

This course shall make students take a deeper look at themselves and analyze their
developmental changes, kills and traits which can help them meet the various tasks that
they must undertake at this point of their lives. It shall provide them with some techniques
to meet stress and other mental health issues with one‘s strengths and coping powers. The
course shall also give them the chance to analyze their relationships with their family,
friends and significant others. Finally, the PERDEV course shall help them take stock of
where they are in their career development and how to get to where they want to be.

COURSE CONTENT:
There are 4 units in PERDEV, as
follows: Unit 1 – Self-
Development
Unit 2 – Aspects of Personal Development
Unit 3 – Building and Maintaining
Relationships Unit 4 – Career
Development

UNIT 1: Self-Development
MODULE 1: Knowing and Understanding Oneself During Middle and
Late Adolescence
Big Question: How can understanding yourself pave the way to self-acceptance and
better relationship with others?

At this stage in your life, have you ever asked yourself the questions, “Who am I?,
“Why I look like this”? , “How I feel this way”? and “What is happening about my
physical, social and emotional feelings?”.

These questions have probably crossed your minds but at present you are not yet
satisfied with the answers you had gathered. In this lesson, we will help you discover and
understand yourself and will provide you some knowledge and awareness of knowing
yourself. How will you develop, how you acquire new characteristics and how you are
going to gain your individual strength and weaknesses. At the end of this module, students
will be able to:
• Explain that knowing oneself can make one accept strengths and limitations and
dealing with others better;
• Appreciate ones strength and weaknesses
• Share unique characteristics, habits and experiences; and express feelings and
opinions in journal writing.

Lecture: Understanding Yourselves as Adolescents

As a junior or senior high school students (15 – 17 years old), you are considered to be in
the developmental stage called “adolescence”. This is the peak of the teen-age era wherein
most of you experiences many similar changes. You undergo different changes such as
physical, social, emotional, mental, and spiritual development. Knowing that many of you go
through the same pattern of development could help you to accept yourselves your strengths
(what you can do) and your weaknesses (what you cannot do).
Being aware of the various changes that adolescence entails may also enable you to better
deal with fellow adolescents and other people in the community. As the psychologist Erik
Erikson once said, “The more you know yourself, the more patience you have for what you
see in others” (Ericson, n.d.).

The Importance of Self-Awareness

 Self-awareness is very important because when we have a better understanding of
ourselves, we are able to experience as unique and separate individuals. We are then
empowered to make changes by building on your areas of strength and as certaining aspects
where you would like to progress on our areas of strength as well as identify areas we would
like to make some personal improvements .

Especially when you have a problem, the first step in solving it is admitting that you have
a problem, which is part of self-awareness. Introspection or self-awareness is indeed the
starting point that leads to any improvement, as self-improvement is hardly possible without
self-awareness.
Self-awareness or self-knowledge is about understanding your own habits, needs, desires,
failings, and everything else that matters in your personality. The more you know about
yourself, the better you are at adapting to life changes that suit your needs. This is, of course,
related to the famous dictum of the Greek philosopher Socrates, “Know thyself”. However,
this self-awareness requires more than intellectual self-examination as it requires knowing
something about your feelings and passions. The more you listen to your emotions and how
these affect your behavior, the better you will understand why you do the things you do. The
more you know about your own passions, the easier it is to improve on those urges or habits.
Perfectly knowing yourself is difficult as repelling every single cognitive bias you have
about yourself is nearly impossible. Nonetheless, the suggested ways below can help you to
have better self-awareness and to benefit from this concept:
• Make an effort to look at yourself objectively.
• Set your personal goals.
• Keep a journal.
• Make a self-review.

Being In The Adolescent Stage

The term “adolescence” came from the Latin term adolescere which means 'grow'. G.
Stanley Hall (1844-1924), the Father of Adolescence who coined the term “adolescence”,
defined it as “The period of storm and stress of human life.”. According to Hal, “This period
is characterized by a teenager's conflict with parents, mood disruptions, and engagement in
risky behavior” (Hall, n.d.).

Activity 1: Me, Myself, and I (Portfolio Output)

Objectives: This sentence completion exercise aims to enable you to have some awareness
about yourselves, particularly your views regarding your family and friends, and your attitude
towards school and future goals.
Complete the following sentences:
• I love to ride a bike and to play basketball .
• My friends are adorable and funny .
• I can do multitaskng.
• My negative traits are self-destructive and lazy .
• My positive traits are caring and loyal.
• My career goals are gain a new skill and boost my energy capabilities .
• I think of my family as the treasure of my life

.
• I expect to be the best of the best .
• I dream to be the one of successful engineer .
• My attitude towards studies is to be interested in any subject .
• People around me fits my exact traits and good at doing relationship beween each other
• My interests are playing games and riding a bike
• Sometimes I feel that I cannot do any tasks when I'm alone
• In school, I'm good at doing math problems .
• My longtime wish is that I hope my parents' lives are even longer becasue I cannot live
without them.

Reflection/Insights
Because of the different challenges and changes it poses, adolescence is often
considered as a “difficult” stage in an individual's life. It is a stage where the parents' or
guardian's role in a child's life is very critical due to the inconsistencies in the behavior of
an adolescent. Inevitably, every person undergoes this “passage” in order to reach
adulthood or maturity.

Activity 2: My Journey As An Adolescent

Objectives: This project requires you to maintain a journal of your journey as an
adolescent throughout this course.
Using a journal notebook or a diary, maintain a journal about your journey as an
adolescent. Follow the format provided below. This will be checked at the end of the
course.
Day (from the start of Observed significant Lessons
the course up to the last characteristics, habits, learned /
day of the course) and experiences Realizations
Day 1 I saw that I am not good at I realized that I can do multitask
doing multitasking I have online classes but still I
managed to do house chores.
Day 2

Day 3
Day 4
Last Day

Reflection/Insights
You will come up with your own insights or reflection about the activity at the end of
the course. You may base your insights upon the things you wrote under 'Lessons
learned/Realizations' in the journal.

Lecture: Self-Concept
Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or
your actual self? Your ideal self is the self that you aspire to be. It is the one that you hope
will possess characteristics similar to that of a mentor or some other worldly figure. Your
actual self, however, is the one that you actually see. It is the self that has characteristics that
you were nurtured or, in some cases, born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept
refers to your awareness of yourself. It is the construct that negotiates these two selves. In
other words, it connotes first the identification of the ideal self as separate from others, and
second, it encompasses all the behaviors evaluated in the actual self that you engage in to
reach the ideal self.
The actual self is built on self-knowledge. Self-knowledge is derived from social
interactions that provide insight into how others react to you. The actual self is who we
actually are. It is how we think, how we feel, look, and act. The actual self can be seen by
others, but because we have no way of truly knowing how others view us, the actual self is
our self-image. The ideal self, on the other hand, is how we want to be. It is an idealized
image that we have developed over time, based on what we have learned and experienced.
The ideal self could include components of what our parents have taught us, what we admire
in others, what our society promotes, and what we think is in our best interest. There is
negotiation that exists between the two selves which is complex because there are numerous
exchanges between the ideal and actual self.
These exchanges are exemplified in social roles that are adjusted and re-adjusted, and are
derived from outcomes of social interactions from infant to adult development. Alignment is
important. If the way that I am (the actual self) is aligned with the way that I want to be (the
ideal self), then I will feel a sense of mental well-being or peace of mind. If the way that I am
is not aligned with how I want to be, the incongruence, or lack of alignment, will result in
mental distress or anxiety. The greater the level of incongruence between the ideal self and
real self, the greater the level of resulting distress. Personal development modules ultimate
aim is greater self-knowledge that will lead to higher alignment between these two personality
domains.

Lecture: Build On Your Strengths And Work On Your Weaknesses

 Most failures emanate from weaknesses that are not recognized or probably recognized
but not given appropriate attention or remedy. This could be a weakness in communications,
personality or ability. Instead of giving up or indulging in self-pity, take action. Go for speech
lessons, get skills upgrading, attend personality development sessions or whatever appropriate
remedies to your perceived weakness.
Instead of simply focusing on your weaknesses, recognize your own talents and abilities,
build on them, utilize them to your greatest advantage. This is where you can build your name
and popularity. Handicapped people like Jose Feliciano and other blind singers did not brood
over their physical handicap. They recognized that they have a golden voice so they search
for ways to enrich that talent and now they have won international fame in the field of music.

Activity 3: Self-Concept Inventory (Portfolio Output)

Objectives: Take a look at your own self-concept and answer the following self-concept
inventory in your journal. Give yourself a rating using the scale:
0 = very weak; 1 = weak; 2 = somewhat weak or somewhat strong; 3 = strong; 4 = very strong
1. I have strong sex appeal.
2. I am proud of my physical figure.
3. I am physically attractive and beautiful/handsome.
4. I exude with charm and poise.
5. I am easy to get along with.
6. I can adjust to different people and different situations.
7. I am approachable; other people are at ease and comfortable with me.
8. I am lovable and easy to love.
9. I am a fast learner, can understand with one instruction.
10. I am intelligent.
11. I have special talents and abilities.
12. I can easily analyze situations and make right judgments.
13. I can be trusted in any transaction.
14. I have a clean conscience and carry no guilty feeling.
15. I have integrity and good reputation.
16. My friends and classmates can look up to me as a model worth emulating.
17. I can express my ideas without difficulty.
18. I talk in a persuasive manner that I can easily get people to accept what I say.
19. I can express my ideas in writing without difficulty.
20. I am a good listener.
21. I am emotionally stable and not easily rattled when faced with trouble
22. I am logical and rational in my outlook and decisions.
23. I feel and act with confidence.
24. I am a mature person.
Scoring: Copy this table in your journal. Write your score beside each number and get the
subtotal.
Physical Appeal Human Relations Intelligence
1 5 9
2 6 10
3 7 11
4 8 12
Subtotal: Subtotal: Subtotal:

Character Communications Maturity

13 17 21
14 18 22
15 19 23
16 20 24
Subtotal: Subtotal: Subtotal:
How do you perceive yourself?
Look at the results of your self-concept inventory and answer the following questions.
• In what areas do you consider yourself strong?
• Are there qualities you consider as your weakness but other people consider as your
strength? What are these qualities? Check with a partner/ siblings.
• What are your realizations in this activity?

Activity 4: Make An Inventory Of Your Strengths And Weaknesses

STRENGT WEAKNE
HS SS

Questions:
• How do you feel about your strengths and weaknesses?

• What do you do to compensate for your weaknesses?

• What do you do with your strengths?

Activity 5: Journal writing
Objectives: How do you feel when you are given affirmation and appreciation? Write your
personal experiences about this in your journal and give some situations that allowed you
to feel these. Write your own understanding of the words affirmation and appreciation (In
your journal answer the question above).

ALWAYS REMEMBER THESE!

Assessment: (Answer the following questions and put them in your portfolio)
• How Do You Understand Self-Concept?
• Explain Your Understanding Of The Differences Between Actual Self and Ideal Self.
• As adolescents, what is the significance of knowing yourselves?
• Share some of your experiences , characteristics, and habits that are common
among adolescents like you.
• What do you think is the importance of having and maintaining a journal?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 2: Developing the Whole Person

Big Question: What is the relationship of the different aspects of development with
your
thoughts, feelings and actions in dealing with life situations?

Now that we have finished the basics in knowing one self let us move on to
developing one self. There are various elements involved in the holistic development of a
person that process the self-actualization and learning that combines an individual's
mental, physical, social, emotional, and spiritual growth. In this module, we aim to meet
the following objectives:
• Discuss the relationship among physiological, cognitive, psychological, spiritual and
social aspects of development, to understand thoughts, feelings, and behaviors,
• Evaluate own thoughts, feelings and actions, and
• Show the connection of thoughts, feelings and actions to actual life situations.

Lecture: Holistic Development and Spiritual Growth

The various aspects of holistic development are as follows:
• Physiological Development
• Cognitive or Intellectual Development
• Psychological or Emotional Development
• Social Development
• Spiritual Development

• Physiological Development
During adolescence period a person will experience various body changes which include
description of your height, weight, facial appearance, hair growth and muscle modification in
some parts of the body. These changes can make an adolescent feel uncomfortable and causes
self- consciousness.
• Cognitive or Intellectual Development
In the adolescence stage, a person begins to think from concrete to abstract term and are
able to assess how well to reason and solve problems. He/She solve problems logically and
scientifically. Their capacity to learn and create general knowledge sometimes affect the
emotional impulses amidst the occurrence of psychological, social or sexual pressures and
moral development.
• Psychological or Emotional Development
During adolescence period, a person undergo the process of self-evaluation which affects
the emotional and social maturity of an individual. Adolescents in this stage begin to form
their self- concept by being aware and accepting what they have become physiologically and
cognitively.
During the middle stage of adolescence, a person tend to lose ties with their parents or
guardians and become more independent especially to what they feel and think. They become
adventurous and start to experiment with various feelings and behaviors that may cause
conflict

between one's person or by his/her parents or guardian. The adolescent also start to decide on
his/her journey and accepts self-dependence.
In the late adolescence, an individual begins to have more stable sense of identity.
During this time, they feel more psychologically integrated which exhibit concern for others
through giving and caring and established realistic goals in life.
• Social Development
During the middle adolescence stage, a person begins to rely more on their friends or
peer groups for support than on their family and more prone to peer pressure as they are
expected to conform to the standards of their friends.
In the late adolescence, a person would be on re-establishment of good relationships with
families as well as with other people and acquaintance, whereas romantic relationship in early
adolescence is short-lived and fleeting, late adolescence relationships is relatively longer and
more stable.
• Spiritual Development
Adolescents begin to have interest in spiritual concerns. Some begin to seriously seek
answer to questions related to the concepts of life such as who am I? What brought me here?,
what is the essence of life and death?

Some Helpful Guidelines on How to Become Spiritually Developed:

• View things optimistically through faith.
• Believe in the power of faith.
• Recognize your worth as God's child.
• Believe that “all things work together for good.
• Know your true worth.
• Bring out the best in you.
• Live out your real reason for being .
• “Let him have all your worries and cares”
• Don't allow your self-esteem to be wounded
• Use your hands for honest work
 • Remember that faith endures
• See God though the things He made
• Believe that God is good
• Keep in mind that God created your 'home'
• Always remember that you are chosen by good
• Strengthen your faith
• Be concerned above anything else with the kingdom of god
• Do not allow yourself to be 'spiritually offended'

• Seek God
• Have faith in Him
• Pray to Him
• Ask God for what you need
• Read God's message through your experience
• Consult the Holy Scripture
• Listen to God's messengers
• Remember that your life is in God's hands
• Examine your ways and turn back to him
• Know how to respond to His message in the right way
• Present your requests to God
• Don not give up
• Have faith that you will receive what you ask for in your prayer
• Obey His commands and do what pleases Him
• Heed God's call
• Listen to His Son

Activity 1: Draw a picture of your self and share the developmental changes that you
have experienced in the following aspects of developmental growth. (Portfolio Output)
• PHYSICAL
• EMOTIONAL
• SOCIAL
• INTELLECTUAL
• SPIRITUAL
Lecture: Aspects Of The Self
The self-concept is represented by several aspects of the self. It is conceived as
collection of multiple, context-dependent selves. This construct believes that context activates
particular regions of self-knowledge and self-relevant feedback affects self-evaluations and
affect. A deeper look on the different aspects of self can identify specific areas for self-
regulation, stability and improvement. In a nutshell, an individual is composed of three basic
but very different aspects of the self. They are the physical or tangible aspects as they relate
to the body, the intellectual and conscious aspects as they relate to the mind, and the
emotional and intuitive aspects as they relate to the spirit. All three aspects of the self work
together in perfect harmony when attention is paid to all three simultaneously. Many
individuals put a strong emphasis on the physical aspect of the self.
The body is tangible, obvious, and we respond to it easily. More time and money is
spent on enhancing the physical component than either of the other two aspects. This does not
mean, however, that the body is healthy or strong. The body provides a place to house the
spirit (often experienced as feelings) and the mind (often experienced as thought). It may be
important to some

that their mind be prominent and well educated. The mind is important, as it is the part of the
self that directs the other two aspects. The mind learns what to do and communicates the
information to the body and the feelings. What the mind believes, the body manifests or acts
on, and the emotions feel, or respond with. People store both healthy and destructive thoughts
and beliefs and responds to life's circumstances in the most prominent manner. The mind
provides access creativity and serenity which are necessary for such processes as prayer,
forgiveness, acceptance, and passion.

Activity 2: ASSESS ASPECTS OF YOUR DEVELOPMENT (Portfolio Output)

• Draw a large circle on a blank sheet of paper. Divide the circle into 8 segments. In each
segment, write some descriptions of the different aspects of yourself as follows:
• Physical Self. Describe yourself. Try not to censor any thoughts which come to your
mind. Include descriptions of your height, weight, facial appearance, and quality of skin,
hair and descriptions of body areas such as your neck, chest, waist, legs.
• Intellectual Self. Include here an assessment of how well you reason and solve
problems, your capacity to learn and create, your general amount of knowledge, your
specific areas of knowledge, wisdom you have acquired, and insights you have.
• Emotional Self. Write as many words or phrase about typical feelings you have, feelings
you seldom have, feelings you try to avoid, feelings you especially enjoy, feelings from
your past and present, and feelings which are associated with each other.
• Sensual Self. Write how you feel as a sensual person. What sense do you use most –
sight, hearing, speaking, smelling, touching? How do you feel about the different ways
you take in information - through the eyes, ears, mouth, nose, pores, and skin. In what
ways do you let Information in and out of your body?
• Interactional Self. Include descriptions of your strengths and weaknesses in intimate
relationships and relationships to friends, family, co-students and strangers in social
settings. Describe the strengths and weaknesses which your friends and family have
noticed. Describe what kind of son or daughter, brother or sister you are.
• Nutritional Self. How do you nourish yourself? What foods do you like and dislike?
What do you like and dislike about these?
• Contextual Self. Descriptors could be in the areas of maintenance of your living
environment: reaction to light, temperature, space, weather, colors, sound and seasons
and your impact on the environment.
• Spiritual Self or Life Force. Write words or phrases which tell about how you feel in this
area. This could include your feelings about yourself and organized religion, reactions about
your spiritual connections to others, feelings about your spiritual development and history,
and thought about your metaphysical self. Think about your inner peace and joy. Think about
your spiritual regimen or routine.

Gevero, Mark Khian

S. - Module 1 Assessment.docx
Lecture: Adolescent Development
Adolescent Development: Aspects
The many changes experienced by an adolescent can be grouped into five major categories:
• Physical
• Cognitive
• Emotional
• Social
• behavioral
Physical Development
Adolescents experience a growth spurt, which involves rapid growth of bones and
muscles. This begins in girls around the ages of 9-12 and in boys around the ages of
11-14.
Sexual maturation (puberty) also begins at this time. During puberty, most adolescents
will experience:
• Oilier skin and some acne
• Increased sweating especially under arms
• Growth of pubic and underarm hair, and facial and chest hair in boys
• Changes in body proportion
• Masturbation and fantasies about sexual intimacy
• In boys, enlargement of testicles, erections, first ejaculation, wet dreams, deepening voice
• In girls, breast budding, increased vaginal lubrication and the beginning of the
menstrual cycle
The physical changes of early adolescence often lead to:
New responses from others
In response to these physical changes, young adolescents begin to be treated in a new
way by those around them. They may no longer be seen as just children, but as sexual
beings to be protected — or targeted (Get Organized: A Guide to Preventing Teen
Pregnancy, 1999). They face society's expectations for how young men and women
"should" behave.
New concern with physical appearance and body image
Both adolescent boys and girls are known to spend hours concerned with their
physical appearance. They want to "fit in" with their peers yet achieve their own unique
style as well.
Many adolescents experience dissatisfaction with their changing bodies. Weight gain
is a natural part of puberty, which can be distressing in a culture that glorifies being thin.
In response, some adolescents begin to diet obsessively. About 20% of all females aged
12-18 engage in unhealthy dieting behaviors. Some of these adolescents develop eating
disorders such as anorexia nervosa or bulimia.
Risk factors for girls developing eating disorders include:
• low self-esteem
• poor coping skills
• childhood physical or sexual abuse

• early sexual maturation

• perfectionism

Cognitive Development
A dramatic shift in thinking from concrete to abstract gives adolescents a whole new set
of mental tools. They are now able to analyze situations logically in terms of cause and
effect. They can appreciate hypothetical situations. This gives them the ability to think about
the future, evaluate alternatives, and set personal goals. They can engage in introspection and
mature decision-making. As a result of their growing cognitive abilities, most developing
adolescents will:
• Become more independent.
• Take on increased responsibilities, such as babysitting, summer jobs, or household
chores.
• Shift their school focus from play-centered activities to academics.
• Begin to consider future careers and occupations.
• Look to peers and media for information and advice.
• Begin to develop a social conscience: becoming concerned about social issues such
as racism, global warming and poverty.
• Develop a sense of values and ethical behavior: recognizing the value of traits such
as honesty, helpfulness, caring for others.
As adolescents begin to exercise their new reasoning skills, some of their behaviors may
be confusing for adults. It is normal for them to:
• Argue for the sake of arguing.
• Jump to conclusions.
• Be self-centered.
• Constantly find fault in the adult's position.
• Be overly dramatic.
Emotional Development
Adolescents are faced with the large task of establishing a sense of identity. The new
cognitive skills of maturing adolescents give them the ability to reflect on who they are and
what makes them unique. Identity is made up of two components (American Psychological
Association, 2002):
• Self-concept
The set of beliefs about oneself, including attributes, roles, goals, interests, values and
religious or political beliefs
• Self-esteem
How one feels about one's self-concept
The process of developing a sense of identity involves experimenting with different ways of
appearing, sounding and behaving. Each adolescent will approach this exploration in his or
her own unique way.
Adolescents must also develop relationship skills that allow them to get along well with
others and to make friends. The specific skills that they need to master as part of their
emotional development include:

• Recognizing and managing emotions.

• Developing empathy.
• Learning to resolve conflict constructively.  Developing a cooperative spirit.

Behavioral Development
All of the developmental changes that adolescents experience prepare them to
experiment with new behaviors. This experimentation results in risk-taking, which is a
normal part of adolescent development (Dryfoos, 1998; Hamburg, 1997; Roth & Brooks-
Gunn, 2000). Engaging in risktaking behavior helps adolescents to:
• Shape their identities.
• Try out their new decision-making skills.
• Develop realistic assessments of themselves.
• Gain peer acceptance and respect.(Ponton, 1997; Jessor, 1991)

Social Development
The social development of adolescents takes place in the context of all their relationships,
particularly those with their peers and families.
Social Group Early Middle Late
Adolescence
Adolescence Adolescence (ages 17-19)
 (ages 9-13) (ages 14-16)
Peers Center of social • Peer groups • Serious
world shifts from gradually intimate
• family to friends. give way to relationship s
one-on- one begin to
friendships develop.
Peer group tends to
and
be same-sex.
romances.
•

• Strong desire to • Peer group

conform to and be tends to be
accepted by a peer gender- mixed.
group.
• Dating begins.

• Less
conformity
and more
tolerance of
individual
differences.

Family Increasing conflict between adolescents • Family

and their parents. influence in
balance with
Family closeness most important peer influence.
protective factor against high-risk
behavior.
Activity 3: Questions: (Portfolio Output): from the above discussion on adolescent
development have to observed most of the development in you in all mentioned areas? If
not, on what areas have you encountered some delays?
Reading: Analyze This Success Stories
• Manny Pacquiao’s Unbelievable Success Story Will Inspire You
It‘s 1990 in the province of General Santos in the Philippines. Manny Pacquiao is 12 years
old.
Pacquiao often speaks of his debt to his maternal uncle, Sardo Mejia, who introduced him
to
boxing after he dropped out of school. It was this moment that would spark an unforeseen
passion and drive in Pacquiao to be one of the best boxers in the entire world.
According to his autobiography, he describes watching Mike Tyson‘s shocking defeat to
James Buster‖ Douglas in 1990 on television with his uncle as an experience that ―changed
[his] life forever.‖ In his hometown, he set up an open-for-all boxing match and beat every
opponent who came. He was well on the road of transforming himself from a lanky school
dropout to a junior boxing champion. Despite his success, his family was still living in
extreme poverty and hunger.
They became so desperate to the point that his father had to kill his pet dog for dinner.
Pacquiao couldn‘t forgive his father for what he did so he left home, slept on cardboard
boxes, and sold bread on the streets just to make a meager living. At that point, he also used
boxing and won matches for
$2 each, as a means of escaping poverty. He soon moved to Manila and continued winning
several boxing matches, but given the increased standards of living, he wasn‘t making enough
to survive. He soon got a job at a local gym doing gardening, cleaning and construction while
boxing on the side. He trained crazily all day and all night when possible, waking up the
earliest and leaving the gym at the latest possible time. Early on, his perseverance and
determination to be a part of the boxing world swayed him to cheat and add on some weights
to meet the featherweight class requirements. As the fights got more serious, Pacquiao
started getting more famous as well. He

would beat fighters from South Korea, Japan and Thailand and at the very young age of 19,
he won his first World Champion title by beating Chatchai Sasakul, the reigning World
Boxing Council (WBC) World Flyweight Champion at that time. The turning point for
Pacquiao came when he won against world-class featherweight. boxer Marco Antonio
Barrera at the Alamodome in Texas with a TKO. After that fight, he was recognized
internationally as a force to be reckoned with. Today, at 37, he is one of the most respected
boxers. Despite his loss during the Mayweather match, he still has won the hearts of many
boxing fans both in the Philippines and worldwide. His one-of-a-kind story will continue to
inspire and it will always portray the journey of what millions of Filipinos continue to aspire
for.
• The Pia Wurtzbach Success Story
Pia Alonzo Wurtzbach was crowned ―Miss Universe‖ at the 64th Miss Universe 2015
pageant held at Las Vegas, Nevada, USA. Pia is an actress and model of German-Philippine
origin. She is Miss Philippines 2015. She symbolizes the deadly combination of beauty with
brains. Pia is a beauty-writer, chef and make-up artist. Pia Wurtzbach was born on 24
September 1989 in Stuttgart, BadenWürttemberg. Her father is a German and her mother is a
Filipino. Pia has a younger sister. Pia was named in keeping with the Philippines' tradition.
Her middle name 'Alonzo' is her mother's maiden name. Pia did her secondary education
from ABSCBN Distance Learning School in Quezon City. She studied Culinary Arts from
the Centre for Asian Culinary Studies, San Juan, Metro Manila. Pia ventured into the world
of glitz and glamour at the tender age of fourteen. She joined an acting and modelling agency
for children, 'Star Magic Talent'. Pia got a break in television when she featured in K2BU, a
series for teenagers, the romance collection, 'Your Song' and the concert programme, 'ASAP'.
Pia has acted in films; 'All My Life', 'All About Love' and 'Kung Ako Na Lang Sana'. Pia was
the brand ambassador for 'Avon Teen' for a period of five years. She has graced the cover of
several prestigious fashion magazines. Pia writes for the 2bU column of 'Inquirer Lifestyle'.
She is popular as Pia Romero, her screen name. Pia is a pageant titleholder. Her first beauty
contest was the 'Binibining Pilipinas 2013'. She was the 'first runnerup'. She participated in
the 'Binibining Pilipinas 2015' as a representative of Cagayan de Oro and won the title,
paving the path for bigger victories. Pia Alonzo walked away with the Miss Universe‖
title at the Miss Universe Pageant 2015 held on December 20 at The Axis, Las Vegas,
Nevada, USA. The 26- year old beauty set the stage ablaze with her poise, incredible class
and talent in her exotically gorgeous ball gown and costumes. Pia was crowned by her
predecessor, Paulina Vega. As Miss Universe, Pia aspires to lead the youth and spread
awareness about HIV, especially in Philippines.

Activity 4: Processing Questions: (Portfolio Output)

• Can you identify with any of the characters mentioned – Manny, Pia and Dr. Rose? In
what way?
• What lessons can you learn from the character you have chosen?
• How would you like your story to be told. WRITE YOUR OWN SUCCESS STORY.
• How does the developmental change affect feelings and thought of an individual?

Lecture: Evaluating One's Thoughts, Feelings, and Behaviors

Thought, feeling, and behavior are three different concepts tat are related to one
another.

Thoughts – These can be referred to the ideas or arrangement of ideas that result from
thinking or the act of producing thoughts like thinking that you are nice and beautiful. These
root out from hurtful of unpleasant experiences that lost emotional attachment through time
and because statements that we act in accordance with.
Example: If the children came from broken families or victim of abusive childhoods. In
broken families, the parents usually fight each other, the child will sound like “It's all my
fault” or “I couldn't keep them together.” Later on, the self -blame would affect the child's
attitude regarding self that results to more inadaptive attitudes and behavior.
Feelings – Are usually mild emotional states. Example of feelings are sadness, anger, fear,
and happiness. We might consciously feel that we are angry but deep down our anger roots
from a subconscious but brought out by rejection from someone you love or like with. Our
happiness in the outside might first be a facade of the emptiness that we feel deep down. The
anxieties in the conscious level maybe guilt in disguise. Our feelings of love may be
subconsciously pity. Human express and experience emotion in several ways. If thought start
a concept inside your mind, emotion will bloat the perception of the thought or minimize it.
Behavior – Is an outlet there is such a manner to which negative emotion can be released
through behavior in socially accepted ways. Behavior are usually seen, while thoughts and
feelings are not. Example: Baby kissing her mother, a child playing with his toys. Student
cheers for joy because of high grades. The feeling of happiness is usually accompanied with
smile or laughter, whereas the feeling of sadness is accompanied by crying or frowning. But
in some cases a person may deliberately display his/her behavior that does not match to
his/her true feelings.
One's Thoughts, feelings, and behaviors are interconnected and interrelated. They
influence and affect one another. Most negative feelings and behavior are generated by
negative thoughts. Example: If a person does not like you, this will produce adverse feelings
and hostile behavior toward that person.
Adolescents are also normally self-conscious and sensitive individuals. They are easily
affected by criticisms and by what other people say about them. They always wish to look
good with other

people and characterized of being self-contentedness, narcissism or self-love. They think that
other people's attention is constantly centered on their actions and appearance. Sometimes,
some adolescents have thoughts of being invincible. That nothing bad will happen to them no
matter what they do, some engage in risky behaviors such as taking prohibited drugs and
drinking alcohol.
The above mentioned characteristics of adolescents needs some self-evaluation. Making
it a habit will result into a negative result and the decency of one's action and behavior.
Adolescents should also remember that they have a choice on how they will look at
things and the people around them don not necessarily cause their feelings; and they are the
one's responsible for them. They have the choice and have the control ones their feelings and
in the same way they have control one other choice in their lives.

Activity 5: My Thoughts, Feelings, and Behaviors (Portfolio Output)

Objectives: This enables you to differentiate an relate thoughts, feelings, and behaviors in
various situations. Read the following situations and identify one possible feeling and one
possible behavior that commonly result from each situation and thought.
Part 1
Situation Thoughts Possible Feelings Possible Behavior
1. You happened to “I totally messed Afraid Snob him/her
see your good up! He/she did not Sad Talk to
looking classmate in even say 'Hello'. I Cheerful him/her
the cafeteria, Upon am such a loser. I Happy Offer him/her food
seeing him/her, you shouldn't have Smile at
flashed you most smiled nor said 'Hi' him/her
adorable smile and to him/her!” again
said 'Hi'
Unfortunately,
he/she did not
respond at all.
2. You entered the “No one in this Excited Talk to
class and no one classroom likes to Scared your
bothered to offer be with me” Unhappy classmates
 you a seat or talk to Joyful Stay at the back
you. Smile at
your
classmates
Share notes
with them
3. You went home “What a surprise! I Anxious Say 'thank you' to
and found out that did not expect this. Down all your well-
your family and I must be special or Furious wishers Ignore
friends prepared a important to Delighted your visitors Cry
birthday surprise for them!” out loud
you Go to your room and
don't come out

Part 2
Situation Possible Thoughts Common Feelings Common Behavior
1. It has been days Sad Ignore him/her
when your best
friend last called
you up. He/she does
not even bother to
text.
2. Your older Annoyed Show him/her that
sibling did not buy you are upset
the school supplies
you reminded
him/her to
purchase. He/she
even scolded you
when you asked
about it.
3. A good looking Thrilled Ask him/her if
classmate has been he/she is interested
texting you for in you.
quite a while.
He/she is sending
you sweet messages
regularly.
Questions:
• Was it hard to identify the possible feelings and behaviors from the given situations?
• Was it difficult to supply the possible thoughts in Part 2?
• Did you see the connections among thoughts, feelings, and behaviors?
• What did you realize about the activity?
Reflection/Insights
To have a deeper understanding on the relations among thoughts, feelings, and
behaviors, it may help to have a knowledge on some theories in Psychology which deal
with them:
The Cognitive Triangle
The natural connection among thoughts, feelings, and behaviors is acknowledged in
what psychologists call the Cognitive Triangle. The term refers to a “psychological model
encompassing the interrelationships of thoughts, actions, and feelings surrounding an event”
(“The Cognitive Triangle”, n.d.).

Reading: THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS The

STORY
OF THE TWO WOLVES gives rise to a number of questions.
Let us share our thoughts, feelings and opinions on the following questions. By
taking time to do this, you will learn to better manage your mind, feelings, and actions and
consciously feeding the good wolf in you.
• How aware are you of the two different opposing ―wolves‖ operating within
your mind, one of which leads to pain and a diminished sense of life and the other to a
joyous, meaningful, and fulfilling life?
• When was the time you feel disappointed by the choice of behavior because you knew
that there was a more positive option but you just didn‘t choose it?
• What ways or techniques or exercises do you use to strengthen yourself so as to increase
its potency to choose and hence control your life?
• In what specific ways do you feed the negative wolf?
• What specific ways do you use to feed the positive wolf? Source:
(http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolvesmanaging-your-thoughts-feelings-
andactions.html)

Activity 5 Write a short article about yourself as a person using the given statements below.
Give your own title for the article. (Portfolio Output)

Assessment:
 • Give your own definition of the following terms: thoughts, feeling, and
behavior and give at least three (3) examples.
• Relate thoughts , feelings and behavior and discuss their differences.
• Discuss the relationship among physiological, cognitive psychological,
spiritual and social development to understanding your thoughts, feelings and
behavior.
• Cite your own experience/s that clear manifestation of the
connection among thoughts, feelings and behavior.

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 3: Developmental Stages in Middle and Late Adolescence

Big Question: How can you as an adolescent be prepared for adult life by
accomplishing various developmental tasks according to
developmental stages?

“The desire to self-improvement is vital. There is no point in pushing children; they

need to be the ones who want to learn new skills.” - Tony Buza
When the timing is right, the ability to learn a particular task will be possible. At the
end of this lesson,, the students will be able to:
• Classify various developmental tasks according to developmental stage,
• Evaluate development in comparison with persons of the same age group, and
• List ways to become a responsible adolescent prepared for adult life.

Lecture: Developmental Stages

 Hu
man Development focuses on human growth and changes across the lifespan, including
physical, cognitive, social, intellectual, perceptual, personality and emotional growth. The
study of human developmental stages is essential to understanding how humans learn, mature
and adapt. Throughout their lives, humans go through various stages of development. The
human being is either in a state of growth or decline, but either condition imparts change.
Some aspects of our life change very little over time, are consistent. Other aspects change
dramatically. By understanding these changes, we can better respond and plan ahead
effectively.

Defining Human Development

Human development refers to the physical, cognitive, and psycho-social development
of humans throughout the lifespan. What types of development are involved in each of
these three domains, or areas, of life? Physical development involves growth and changes
in the body and brain, the senses, motor skills, and health and wellness. Cognitive
development involves learning, attention, memory, language, thinking, reasoning, and
creativity. Psycho-social development involves emotions, personality, and social
relationships.
Physical Domain
Many of us are familiar with the height and weight charts that pediatricians consult to
estimate if babies, children, and teens are growing within normative ranges of physical
development. We may also be aware of changes in children‘s fine and gross motor skills,
as well as their increasing coordination, particularly in terms of playing sports.
Cognitive Domain
Cognitive development includes mental processes, thinking, learning, and
understanding, and it doesn‘t stop in childhood. Adolescents develop the ability to think
logically about the abstract world (and may like to debate matters with adults as they
exercise their new cognitive skills!). Moral reasoning develops further, as does practical
intelligence—wisdom may develop with experience over time. Memory abilities and
different forms of intelligence tend to change with age. Brain development and the brain‘s
ability to change and compensate for losses is significant to cognitive functions across the
lifespan, too.
Psycho-Social Domain
Development in this domain involves what‘s going on both psychologically and
socially. Early on, the focus is on infants and caregivers, as temperament and attachment
are significant. As the social world expands and the child grows psychologically, different
types of play and interactions with other children and teachers become important. Psycho-
social development involves emotions, personality, self-esteem, and relationships. Peers
become more important for adolescents, who are exploring new roles and forming their
own identities. Dating, romance, cohabitation, marriage, having children, and finding
work or a career are all parts of the transition into adulthood.
Adolescence
Adolescence, or the age roughly between 12-18, is marked by puberty and sexual
maturation, accompanied by major socio-emotional changes.
Adolescence is a period of dramatic physical change marked by an overall physical
growth spurt and sexual maturation, known as puberty; timing may vary by gender,
cohort, and culture. It is also a time of cognitive change as the adolescent begins to think
of new possibilities and to consider abstract concepts such as love, fear, and freedom.
Ironically, adolescents have a sense of invincibility that puts them at greater risk of dying
from accidents or contracting sexually transmitted infections that can have lifelong
consequences. Research on brain development helps us understand teen risk-taking and
impulsive behavior. A major developmental task during adolescence involves establishing
one‘s own identity. Teens typically struggle to become more independent from their
parents. Peers become more important, as teens strive for a sense of belonging and
acceptance; mixed-sex peer groups become more common. New roles and responsibilities
are explored, which may involve dating, driving, taking on a part-time job, and planning
for future academics.

Lecture: The Eight Developmental Tasks

Robert James Havighurst identified eight developmental tasks that adolescents
need to accomplish in order to be happy and well adjusted. They are the following:
Task 1: To achieve new and more mature relations with peers of both sexes
It is necessary for adolescent to learn to have a smooth inter-personal relationship
with others regardless of their sex/gender. Behavioral maturity is thus a necessity in your
dealing with others. This behavioral maturity entails adolescents, to work with them for a
common goal, to learn to be a leader without dictating, and to delay self-gratification and
control fancies.
Task 2: To adopt socially approve masculine or feminine adult roles
 Taking on acceptable gender roles is essential. As an adolescent, you must decide for
yourselves the roles you wish to exhibit and carry out. Your overall way of life as an
adolescent will be affected by the choice you make concerning this.
Task 3: To accept your physical self and to use your body effectively
The onset of adolescence is marked by physical and physiological changes. These
may cause changes in your bodies and strive to take good care of yourselves. You must take
into consideration good nutrition, exercise, and healthy living. You must be on guard against
diseases and keep away from bad vices such as taking drugs, drinking alcohol, and smoking
cigarettes. You also have to responsibly manage your sexual feelings and behaviors.
Task 4: To achieve emotional independence
Prior to adolescence, an individual is dependent on their guardians or parents. In
almost everything they do, children seek their parents' opinions before making decisions.
However, part of the developmental task of an adolescent is to achieve emotional
independence. It entails carefully analyzing options and consequences before exhibiting an
emotion or coming up with a decision.
Remember though that being emotionally independent from parents does not mean that your
dependence on them has to be fully lost. Among others, respect for them must remain while
you try to be less dependent on them.
Task 5: To develop your personal attitude toward marriage and family living
In the future, you shall establish your own family and raise children. Hence, you
have to acquire knowledge about entering married life, building a family, and child rearing.
Being married is not an easy thing,, that is why it is essential that as early as adolescence,
you have to be aware of such matters.
Task 6: To select and prepare for an occupation
Ideally,one of the milestones in being an adolescent Is finishing studies. Throughout
one's adolescence, a person is supposedly studying, preparing for the future, and improving
his abilities, skills, and expertise. You, therefore, have to make sure that you are getting the
correct training in relation to the kind of occupation or career you are longing for. You also
have to decide whether to work immediately after high school or pursue future studies in
college.
Task 7: To acquire a set of standards as a guide to behavior
This developmental task involves identifying principles in life to live by or selecting
models (e.g. parents and teachers) to imitate. It also entails the setting of priorities in your
life. You thus have to clarify your hierarchy of personal priorities. It like placing in order the
things that are

important to you, from the most important to the least important. Commonly, the things
that are included in this hierarchy are God, family, education, work, significant other,
peers, and hobbies. This hierarchy will serve as a guiding tool especially in making
decisions.
Task 8: To accept and adopt socially responsible behavior
 In a civilized society, there are socially acceptable and unacceptable behaviors. The
unacceptable ones are the so-called taboos. You have to be aware of these things and be
responsible and accountable for the consequences of your actions. Socially responsible
behaviors are commonly those which are in accordance with the socially accepted set of
values, morals, or religious

Activity 1: Adolescence Task

Objectives: This activity aims to enable you to reflect on yourselves and to figure out whether
or not you have already accomplished the developmental tasks associated to adolescence.
Procedure: Based on your self-assessment, check the appropriate column relative to
the eight developmental tasks discussed above
Developmental Not Yet In The Process Yes
Tasks by R.
Havighurst
1. To achieve new
and more mature
relations with
peers of both
sexes.

Can you interact

with fellow
adolescents of
both sexes in more
matured ways?
2. To adopt socially
approved masculine
or feminine adult
roles.

Have you adopted an

approved gender role
for yourself?
3. To accept your
physical self and to
use your body
effectively,

Developmental Not Yet In The Process Yes

Tasks by R.
Havighurst
Have you accepted
the bodily changes
that go with
adolescence? Are
you at ease with
your new body
physique?
4. To achieve
emotional
independence.

Have you already

achieved emotional
self-reliance? Do
you carefully
analyze options and
consequences before
exhibiting an
emotion or coming
up with a decision?
5. To develop your
personal attitude
toward marriage and
family living.

Have you accepted

that sooner or later
you shall enter a
married life and
have children? Have
you acquired basic
knowledge about
entering married life,
building a family,
and child rearing?
6. To select and
prepare for an
occupation.

Are career goals part

Developmental Not Yet In The Process Yes

Tasks by R.
Havighurst
of your personal
goals? Are you
preparing for a
career in the future?
7. To acquire a set of
standards as a guide
to behavior.

Have you identified

some principles in
life to live by or
selected models to
imitate? Have you
set your priorities in
life and clarified
your hierarchy of
personal priorities?
8. To accept and
adopt socially and
responsible
behavior.

Are you aware of the

socially accepted
behaviors in your
society? Have you
adopted?
Discussion/Sharing
• What have you realized about yourself upon answering the questionnaire?
• Do you think you are accomplishing the developmental tasks which are expected of
you?
• Do you think you are developing at a pace similar to those of other persons of
your age group?

Becoming Responsible and Prepared for Adult Life

Some simple rules which could help teenagers to become responsible
adolescent and prepared for adult life are the following:
• Focus on your studies and do well in all of your endeavors. There is time for
everything.

• Take care of your health and hygiene. Healthy body and mind are important as you
journey through adolescence.
 • Establish good communication and relation with your parents or guardians. Listen
to them. This may be easier said than done at this stage, but creating a good
relationship with them will do you good as they are the ones you can lean on
especially in times of trouble.
• Think a lot before doing something. Evaluate probable consequences before acting.
Practice self-control and self-discipline.
• Choose to do the right thing. There are plenty of situations in which it is better to
use your mind rather than your heart.
• Do your best to resist temptations, bad acts, and earthly pleasures, and commit to
being a responsible adolescent.
• Respect yourself. You are an adult in the making. Don not let your teenage hormones
get to you. If you respect yourself, others will respect you, too.
• Be prepared to be answerable or accountable for your actions and behavior. It is
part of growing up and becoming an adult.

Some rules concerning marriage which may help you develop personal attitude
towards marriage (“Some Rules for a Happy Marriage,” 2013)
• Never be angry at the same time
• Never yell at each other unless the house is on fire
• If one of you has to win an argument, let it be your partner.
• If you love to criticize, do it lovingly.
• Never bring up mistakes of the past.
• Neglect the whole world rather than each other.
• At least once every day, try to say one kind or complimentary word to your loved one.
• When you have done something wrong, be ready to admit and ask for forgiveness.
• Never go to bed with an argument unsettled.
• Always have love, care, and understanding every day of the year.

Lecture: Havighurst`s Developmental Tasks During The Life Span

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most
systematic and extensive manner. His main assertion is that development is continuous
throughout the entire lifespan, occurring in stages, where the individual moves from one
stage to the next by means of successful resolution of problems or performance of
developmental tasks. These tasks are those that are typically encountered by most people
in the culture where the individual belongs. If the person successfully accomplishes and
masters the developmental task, he feels pride and satisfaction, and consequently earns his
community or society‘s approval. This success provides a sound foundation which allows
the individual to accomplish tasks to be encountered at later stages. Conversely, if the
individual is not successful at accomplishing a task, he is unhappy and is not accorded the
desired approval by society, resulting in the subsequent experience of difficulty when
faced with succeeding developmental tasks. This theory presents the individual as an
active learner who continually interacts with a similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the
developmental tasks at each stage are influenced by the individual‘s biology
(physiological maturation and genetic makeup), his psychology (personal values and
goals) and sociology (specific culture to which the individual belongs).

Activity 2: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

(Portfolio Output)
Using the Developmental Tasks Summary Table above, assess your own level of
development as a Grade 11
What are the expected What are the expected What are the expected
tasks you have tasks you have partially tasks you have not
successfully accomplished? accomplished?
accomplished?

Processing Questions:
• Being in SHS, what are the developmental tasks expected of you? Rate yourself from
1-10 (10 as the highest) on whether you have accomplished those expected tasks.
• As you are in SHS, you are in transition from high school to college, from being an
adolescent to young adult. How do you feel about this transition?
• Do you think you are ready for this transition which may mean more responsibilities
and greater accountability? If no, what are the expected tasks you need to work on? If yes,
what are the ways to take so you can better plan for the future?

Activity 3: (Portfolio Output)

Describe the changes
that you have
experienced
as
you reached the
period
of adolescence both in
the . qualitative and
quantitative changes
Have you observed any
change that are not
observable with other
persons at your age?
share your experience.

Activity 4: HOW MINDFUL AM I? (Portfolio Output)

For each of the following situations, decide whether the person followed these guidelines
for mindful speech:
Is what I want to say
True? Is what I want to
say Helpful?
Am I the best one to
say it? Is it necessary
to say it Now?
Is it Kind to this person and others?

[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard] In
your journal, for each number, mark √ for yes, X for no, or ? if you‘re not sure. There
could be more than one 'correct' answer. The purpose of this activity is to reflect on the
situations and whether you've witnessed or experienced something similar in your own
life.
• I did really well on an exam. I said to my friends, ―I got the top score. What did
you get?‖ Did I T.H.I.N.K. before I spoke? T H I N K
• One of my friends was bragging about getting a good score on a test, and I didn't want
to tell him I failed. I said, "Congratulations!" then started talking about something else.

Did I T.H.I.N.K. before I spoke? T H I N K

• People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I
saw her, I didn't think it looked that bad, so I told her, ―Your hair‘s not as weird as
everyone says it is.‖
Did I T.H.I.N.K. before I spoke? T H I N K
• A woman with a big belly was about to enter the building. I told my friend, ―We
need to go open the door for that lady. She‘s pregnant.‖
Did I T.H.I.N.K. before I spoke? T H I N K
• A boy told his friend to hold the door open for me because I‘m pregnant. I said, hey,
I‘m not pregnant! You sayin‘ I‘m fat?‖
Did I T.H.I.N.K. before I spoke? T H I N K
• A boy told his friend to hold the door open for me because I‘m pregnant. I said,
―Thank you for holding the door, but I‘m actually not pregnant.‖
Did I T.H.I.N.K. before I spoke? T H I N K
• I saw a couple of kids cheating on a test. I went up to the teacher after class and told
him what I‘d seen.
Did I T.H.I.N.K. before I spoke? T H I N K
• I saw a girl looking at her phone during a test. I went up to the teacher after class and
told him she was cheating.
Did I T.H.I.N.K. before I spoke? T H I N K
• I saw Maria‘s boyfriend leaving the movie theater with another girl. I called Maria
and said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? T H I N K
• I saw Maria‘s boyfriend leaving the movie theater with another girl. I went up to
them and said hi, and asked ―Where‘s Maria tonight?‖
Did I T.H.I.N.K. before I spoke? T H I N K

Activity 5: Mindfulness with Reflection (Portfolio Output)

Analyze each case on How Mindful Am I? Answer the following questions:
• Has someone ever asked you a question that you really didn't want to answer? How did
you respond?
• Have you ever gotten (or given) a ―compliment‖ that really wasn‘t a compliment?
How did you feel afterwards?
• Did you ever do something to be helpful that turned out badly? What happened? What
do you wish had happened?
• Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)?
Did you say anything? Why or why not?
• Have you ever gotten in trouble because someone caught you cheating (or thought you
were cheating)? What happened? What do you wish had happened?

• In what other situations have you seen someone T.H.I.N.K. (or not) before speaking?
What happened.?
 Remember:
T.H.I.N.K. Before You Speak.
Have Mindful Speech.

Assessment:
• Why do you think an adolescent should be able to accomplish the developmental tasks?
• What is the value of self-assessment in relation to the developmental tasks in
adolescence?
• Is comparing one's developmental progress to those of others helpful or not? Explain.
• What do you think constitutes a responsible adolescent who is ready for adult life?
Justify your answer.

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 4: The Challenges of Middle and Late Adolescence

Big Question: How can you, as an adolescent, balance the expectations of significant
people in your life and your personal aspirations?
The troubles of adolescence is characterized by rapid changes and development in
various challenges and potentially stressful expectations from the family and other people
in the community. In this module, the student is expected to be able to meet the following
objectives:
• Discuss ways on facing the challenges during adolescence, clarify and manage the
demands of teen years,
• Express feelings on the expectations of the significant people around , such as parents,
siblings, friends, teachers, community leaders, and
• Make affirmations that help become more lovable and capable as an adolescent.

Reading: ENCOURAGEMENT 101: The Courage to Be Imperfect by Timothy D.

Evans, Ph.D.
Encouragement is the key ingredient for improving your relationships with others. It is
the single most important skill necessary for getting along with others – so important that the
lack of it could be considered the primary cause of conflict and misbehavior. Encouragement
develops a person‘s psychological hardiness and social interest. Encouragement is the
lifeblood of a relationship. And yet, this simple concept is often very hard to put into
practice. Encouragement is not a new idea. Its spiritual connotation dates back to the Bible in
Hebrews 3:11 which states
―Encourage one another daily.‖ Encouragement, as a psychological idea, was developed by
psychiatrist Alfred Adler in the early 20th century and continued to evolve through the work
of Adler‘s follower Rudolph Dreikurs. However, even today, relatively few educators,
parents, psychologists, leaders or couples have utilized this valuable concept. Most of the
time, people mistakenly use a technique like praise in an effort to ―encourage‖ others.
Half the job of encouragement lies in avoiding discouraging words and actions. When
children or adults misbehave, it is usually because they are discouraged. Instead of building
them up, we tear them down; instead of recognizing their efforts and improvements, we point
out mistakes; instead of allowing them to belong through shared decision-making and
meaningful contributions, we isolate and label them. Most of us are skilled discouragers. We
have learned how to bribe, reward and, when that fails, to punish, criticize, nag, threaten,
interrogate and emotionally withdraw. We do this as an attempt to control those we love,
bolstered by the mistaken belief that we are responsible for the behavior of everyone around
us, especially our spouses and children. These attempts to control behavior create
atmospheres of tension and conflict in many houses.
Most commonly, we discourage in five general ways:
• We set standards that are too high for others to meet because we are overly ambitious.
• We focus on mistakes as a way to motivate change or improved behavior.
• We make constant comparisons (self to others, siblings to one another).
• We automatically give a negative spin to the actions of others.
• We dominate others by being overly helpful, implying that they are unable to do it as well.

Encouragement is not a technique nor is it a special language used to gain compliance.

Encouragement conveys the idea that all human beings are worthwhile, simply because they
exist. In one sentence, Mr. Rogers does more for a child‘s sense of adequacy than a hundred
instances of praise when he says, ―I like you just the way you are.‖ Not I like you when you
do it well enough, fast enough and get it all correct. Encouragement develops children‘s
psychological hardiness -- their ability to function and recover when things aren‘t going their
way. Encouragement enhances a feeling of belonging which leads to greater social interest.
Social interest is the tendency for people to unite themselves with other human beings and to
accomplish their tasks in cooperation with others. The Junior League mission of
―developing the potential of women and improving communities through the effective
action and leadership of trained volunteers‖ is rooted in the idea of social interest. The first
step to becoming an encouraging person is to learn to distinguish encouragement from
discouragement. As a rule, ask yourself: Whatever I say or do, will it bring me closer together
or farther apart from this person?
We all have the power to be more encouraging people. The choice, as always, is yours.

Activity 1: Answer the following questions and put them in your portfolio:
• Who are those who give you good encouragement in life?
• How does it feel when you are encouraged to do something you think you cannot do?
• What are your disappointments in life? How do you deal with these?

Lecture: The Challenges of a Middle and Late Adolescence

In this chapter, you will be oriented with the various changes you will go
through and the pertinent challenges that you will have to face. Knowledge on
these will help you in managing the demands of teen years (“Stages of
Adolescent Development”,n.d.).
Developmental Changes in the Middle and Late Adolescence
Aspects Middle Adolescence Late Adolescence
(15-18 Years of age) (19-20 Years of age)
Physical Most have passed Females are fully
developed while physical
through the puberty period. growth for males
continues. There is greater
Females have almost acceptance of their
completed the physical appearance.
physical
development while the
males are still in the
process of maturing
physically.
The main concern is
physical and sexual
attractiveness.
There is the desire to look
 Aspects Middle Adolescence Late Adolescence
(15-18 Years of age) (19-20 Years of age)
good and to impress
others. Other issues of
concern are fashion,
hygiene, and weight.
Identity/Self-concept Sense of identity has not Adolescents have firmer
yet been established. sense of identity though
Identity crisis is prevalent they continue to explore
partly because of about the self. The process
confusion brought about of discovery continues in
by the diverse changes in areas such as family,
their bodies. relationships, education,
and career.
Adolescence have low
self- esteem and poor
self- concept, but have
high expectations for
oneself.
Emotional Behavior Most adolescents are They slowly possess the
moody sensitive, ability to delay
secretive, rebellious, gratification. There is an
stubborn, and increased emotional
inconsistent. They rebel stability.
against requirements and
policies.
Some tend to be rude in
speech and quite often
talk back to their
parents/elders. Some are
prone to using bad words
(such as cursing).
Most are insecure, naive,
and are easily influenced,
hence they tend to imitate
what they see in media
such as those regarding
relationship, dating,
dressing, and hanging out.
Social Attitude There is a desire to be They have increased and
recognized, be liked, and deeper capacity for caring
gain success and greatness for others. There is an
 in their endeavors (so as to emerging social autonomy
become popular). They among them.
love to compete with
others in school (e.g.
debates, games,

Aspects Middle Adolescence Late Adolescence

(15-18 Years of age) (19-20 Years of age)
and other contests) and
even with siblings in the
family. They are usually
inconsiderate of others.

Some are eager to explore

and experience different
things such as alcohol,
drugs, and sex. They long
for freedom to decide, to
act, and to express
themselves.
Peer Relationships They are eager to make The peer group fades in
new friends and friendship importance and is
is “everything” to them. replaced by a few good
They are very much loyal and trusted friends.
to their peers and they
often confide more to
them than to their parents
or siblings. They tend to
give cold-shoulder to
people outside of their
group.

The influence of peers is

quite strong which
sometimes leads them to
risky behaviors (e.g.
smoking, alcohol, sex, and
drugs). They usually
emulate the behavior of
their peer groups.
Family Relationships As adolescents develop Conflicts with parents
closed ties with their peer often decrease with age.
groups, the relationship Family is becoming
 with their family influential again.
deteriorates.
Conflicts usually arise due Most adolescents turn
to adolescents' assertion of back to the family and
freedom and other realize that their parents
concerns. are their best friends.
There is a more mature
They resent parental style of peer relationships
control and authority (anchored on stability,
resulting to withdrawal intimacy, and
from them. supportiveness).

Aspects Middle Adolescence Late Adolescence

(15-18 Years of age) (19-20 Years of age)
The rebellious behavior They start to listen to
leads to the adolescents to parents' advice again. They
do the opposite of what may even seek out their
their parents want. Some parents' opinions. They
of their responses are begin to act and be
combination of obedience considered as young adults.
and defiance.
Most peer-group
The great desire for relationships are replaced
independence usually with individual
brings about complaints friendships.
that parents are often
interfering with decisions
and actions. While they
are still need the love and
acceptance of their
parents, most middle
adolescents pretend they
don't need them in order to
show that they can already
manage things.
Romantic Relationships Slowly, adolescents begin There is the development
to be interested in of more serious
romantic relationships relationships and
and in physical and adolescents develop skills
emotional intimacy. for romantic
relationships.
Dating typically begins
usually around 14 to 16 Serious intimate
 years of age. relationships begin
to develop.
Early romantic
relationships tend to be Majority regard love,
of short duration, usually fidelity, and lifelong
just a few months. commitment as essential to
a successful relationship.
Sexual Relationships An adolescent begins to Females become
have increased interests interested with the moral
about their own sexual and physical
attractiveness. consequences of sexual
relationship while males
Though most are are not that concerned
concerned about
heterosexuality, some They adjust to a sexually
may be curious about maturing body and feelings
other

Aspects Middle Adolescence Late Adolescence

(15-18 Years of age) (19-20 Years of age)
sexual orientation such as and start to establish
homosexuality, personal values about
bisexuality, and others. sexual behavior.

Some are preoccupied They have clearer sexual

with matters regarding identity. Though they
their sexuality. continue to explore
sexuality, sexual decisions
become more thoughtful
and wise.
Decision- They are prone to making They manifest
making/Independence poor decisions. This can increased
be a problem especially independence and
when poor decisions lead self- reliance.
adolescents to risky
behaviors, such as the use There is a rapid emerging
of alcohol or drugs. ability to make
independent decisions
Immature adolescents are and to compromise.
especially likely to choose
less responsible options They take pride in their
and may even engage in work and reaped success.
violence.
Cognitive Development They develop abstract There is the development
reasoning skills. When of abstract, complex
bombarded with thinking which assists
dilemmas and stress them in developing an
though, they sometimes ability to comprehend
regress to concrete things such as how current
thinking. behaviors affect long-term
health status.
Cognitive development
includes having logical They begin to mature
thinking skills, expansion cognitively and
of verbal abilities, and intellectually. They have
ability to grasp improved problem solving
conventional morality. skill, ability to relate
various ideas, and capacity
Cognitive competence to understand complex
includes ability to adjust to issues.
increased school demands,
reason effectively, solve They develop and apply
problems, think abstract thinking skills as
reflectively, and plan for they experience significant
the future. changes in their capacity to
think and analyze. They
learn

Aspects Middle Adolescence Late Adolescence

(15-18 Years of age) (19-20 Years of age)
to think about
possibilities, think ahead,
think about thinking, and
“put themselves in another
person's shoes”.

They have improved

ability to think about
themselves, others, and
the world around them.
Values/Morality They start to develop a There is a continued
sense of values and begin interest in moral
to be concerned about reasoning . They select
exhibiting ethical role models, continue to
behaviors. imbibe moral ideas, and
adopt a personal value
 They begin to develop system.
moral reasoning, honesty,
and pro- social attitudes
Adolescents develop a
such as helping, altruism,
more matured
volunteerism, and caring
understanding of morality
for others.
and justice. They question
and assess the beliefs they
acquired during childhood
and restructure these
beliefs into personal
ideologies (e.g. more
personally meaningful
alues, religious views, and
belief systems).

These things happen

alongside becoming
idealistic, full of
conviction, and
conscientious.
Regard for Future/ Career Though beginning to They have greater
Goals mature cognitively and capacity for setting
ethically, many of them goals.
remain to be risk takers as
they feel that they are Adolescents become
invincible. Many are still concerned with their
hungry for happiness and future. There is less
freedom and are carefree participation in risky
and irresponsible. activities.

Aspects Middle Adolescence Late Adolescence

(15-18 Years of age) (19-20 Years of age)
Most have poor concept They start to think about
of cause and effect, their careers and make
being unable to link, for efforts to gather
instance, driving while information, skills, and
drinking with car training related to the
accidents, and sexual career path they wish to
intercourse with pursue.
pregnancy or acquiring
STD's.

The dominant desire to fit

 in with peers make it
difficult for them to make
wise and future oriented
choices and decisions.
Being adventurous, they
have poor capacity to set
clear career goals.

Challenges in the Middle Adolescence

Adolescents need to face various challenges in relation to the above-mentioned
developmental changes. Those in the middle adolescence are expected to accomplish the
following challenges and tasks:
• Creation of a stable identity
• Emotional maturity
• Establishment of some form of autonomy from parents or family
• Establishment of a healthy romantic relationship
• Establishment of a better relationship with parents/family
• Control of impulsive emotions and establishment of good behavioral
• Improvement of decision making skills
• Improvement of personal ethical and value system
• Establishment of regard for one's safety via avoidance of participation
in risky behaviors.
• Consideration of career and future goals.

Challenges in the Late Adolescence

The late adolescence and the period following (often referred to as emerging
adulthood) have been noted as particularly important for setting the stage for the
continued development of an individual. It is in these stages where persons have to make
significant choices and engage in

endeavors that would shape their life as adults. Hence, those in the late adolescence are
expected to accomplish the following challenges and tasks:
• Finishing studies (college course or vocational training0
• Entry to the workforce
• Finding a significant role in society or niche in world
• Entering responsible romantic partnership 9as preparation for entering a married life)
• Preparing to build one's own family
• Preparing to become a responsible parent
Guidelines In Making and Maintaining Friendship
• Have friends at all costs
• Look for a best friend
• Care for a friend by sharing his or her pain
• Treat your friend as your equal
• Don't walk away from your friendship
• Extend a hand (especially) when a friend falls
• Make friends by learning to responsibly conform
• Silently sit with an aching friend
• Be yourself with a true friend
• Be selective and wise in making friend
• Keep in mind that friendship is sharing
• Remember that to make friends is to establish ties
• Don't betray a friend
• Keep the friendship of childhood
• Don't allow distance to separate you from friends
• When you find a good friend, stick to him or her
• Don't be hasty in considering someone as your friend
• Turn an enemy into a friend
• Befriend your spouse for life
• Be cautious in friendship

Dealing With Significant Others

Guidelines on how to properly view and healthily maintain relationship not just with
friends, but with other so-called significant others. (Mañebog, 2013):
• Genuinely respect other people
• Never lose faith in humanity

• Remember that the other is a mystery

• Share your blessings
• Rebuild your self-esteem through friendship
• Eat with somebody you enjoy being with
• Nurture your friendships with good people
• Earn other's respect
• Listen to someone who is speaking
 • Say “Please” and “Thank You”
• Don't talk about somebody behind his/her back
• Don't contain your anger all the time
• Don't judge someone for his or her belief
• Be true to your words and promises
• Properly deal with those who have offended you
• Be yourself all the time
• Avoid excessive anger
• Be at peace with other people
• Refuse to be irritated by anyone
• Surround yourself with optimistic people
• Don't increase the amount of hate in the world
• Treat people equally
• Don't make changing others your profession
• Be practically selfless
• Make other people your source of inspiration
• Be righteously friendly
• Never hurt anyone just to feel good
• Never backstab anyone
• Don't worry much about what others think
• Be special by loving others with all your heart

Activity 1: Dear Significant Other

Objective: This activity aims to facilitate communication between you and your
respective significant others about the challenges that you are facing as adolescents and
your feelings towards about the challenges that you are facing as adolescents and your
feelings towards their expectations of you
Procedure: On a sheet of paper, make a letter addressed to your parents/guardians or other
significant people around you (siblings, friends, teachers, and community leaders). In your
letter,

courteously express how you feel about the stage you are going through (adolescence)
and what you think and feel about their expectations of you.
Submit it to your teacher. If necessary, the teacher would advise you to make some
revisions. Upon your teacher's approval, send or give it to the person/s to whom it is
addressed. Ask him/her/them to make a short reply letter (to be checked by your
teacher).
Discussion/Sharing:
• What did you feel when you were writing your feelings about adolescence?
• Was it hard to think of the right words to use in your letter to your significant others?
• Did you feel good after finishing your letter?
• What do you think is the significance of letting others know how you feel?

Lecture: The Passage To Adulthood: Challenges Of Late Adolescence

Physical Development
• Most girls have completed the physical changes related to puberty by age 15.
• Boys are still maturing and gaining strength, muscle mass, and height and are
completing the development of sexual traits.
Emotional Development
• May stress over school and test scores.
• Is self-involved (may have high expectations and low self-concept).
• Seeks privacy and time alone.
• Is concerned about physical and sexual attractiveness.
• May complain that parents prevent him or her from doing things independently.
• Starts to want both physical and emotional intimacy in relationships.
• The experience of intimate partnerships
Social Development
• shifts in relationship with parents from dependency and subordination to one that
reflects the adolescent‘s increasing maturity and responsibilities in the family and the
community,
• Is more and more aware of social behaviors of friends.
• Seeks friends that share the same beliefs, values, and interests.
• Friends become more important.
• Starts to have more intellectual interests.
• Explores romantic and sexual behaviors with others.
• May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).
Mental Development
• Becomes better able to set goals and think in terms of the future.
• Has a better understanding of complex problems and issues.
• Starts to develop moral ideals and to select role
models. Source:
http://deepblue.lib.umich.edu/bitstream/handle/2027

Lecture: On Affirmation
 There has been some declaration that using affirmations is helpful in pursuing
personal development and setting goals.
Positive affirmation can be used to re-program one's thought patters and change the
way of thinking and feelings positively.
They are short positive statements that can help you focus on goals, get rid of negative,
self- defeating beliefs and program your subconscious mind.
Here are some examples of positive affirmations related to various areas of
personal development:
• I know myself.
• I believe in trust and have confidence in myself.
• I love myself.
• I learn from my mistakes.
• I conquer myself.
• I create myself.
• I am honestly myself.
• I don't underestimate myself.
• I am content with what I have.
• I am special .
• I cling to life.
• I know I can accomplish anything I set my mind to.
• I forgive myself for not being perfect because I know I'm human.
• I never give up.
• I am a unique and worthy person.
• I respect myself.
• I accept what I cannot change.
• I make the best of every situation.
• I look for humor and fun in as many situations as possible.
• I enjoy life to the fullest.
• I focus on the positive.
• I turn obstacles into learning opportunities.
• I have control over my thoughts, feelings and choices.
• I stand up for my feelings, values and morals.
• I treat others with respect and appreciate their individuality.
• I accept others for who they are.
• I contribute my talents and knowledge for the good of all.
• I make a difference whenever I can.

• I value my time and input.

• I make good use of my time and energy.
 • I support and encourage others.
• I take responsibility for my thoughts and feelings.
• I practice patience, understanding and compassion with others as well as myself.
• I commit to learn new things.
• I strive to be open-minded.
• I endeavor to be the best that I can be.
• I live in the moment while learning from the past and preparing for the future.
• I appreciate all the good things in my life.
• I believe everything works out for the best.
• I look forward to the future and my role in it.
• I am in search for my reason for being.
• I don't confuse the end with the means.
• I avoid too complicated life.
• I am clear on my passion.
• I live by the correct moral code.
• I do anger management
• I don't feel bad if I get angry sometimes
• I contribute in making the world a better place to live in.
• I give serious thought to the way I live.
• I center my life on God who is the real source of life.
• I am responsibly flexible.
• I honor and worship the Almighty God throughout my days.
• I never consider wealth as the foundation of my life.
• I listen to the sound of my voice.
• I conform to God's purpose for creating me.
• I don't forget my whole duty.
• I follow my Creator's will.
• I don't envy the rich.
• I am not spiritually dead.
• I know that aging is natural.
The above are examples of positive affirmation you can use. Have fun creating your
own
and tailoring them to suit your own needs and tastes. Making the most of affirmations
on a daily basis can uplift, inspire and motivate you.

Activity 2: “I Am Loving And Capable” (Journal

Activity) Objectives:
This aims to help you realize that affirmations are beneficial in becoming
determined to reach goals such as to become more lovable and capable adolescents.
Procedure:
Write your own three (3) affirmations that would help you become more lovable
and capable adolescents.
Example:
• I am a well- liked and pleasing person.
• I am not perfect but I am lovable.
• I love myself despite my weaknesses.
Discussion:
• Was it hard to think of an affirmation about becoming more lovable and
capable adolescent?
• What did you feel when you were making the affirmation?
• Do you think making affirmations are beneficial to an adolescent to
become more lovable and capable?

Activity 2: (Portfolio Output) Make a chart of the people around you

who helped and guided you during those situations that
you have encountered several developmental challenges
in your life.
• Explain how they have helped you.
• Among these challenges what have you experienced?
3 What did you do to overcome these challenges?
Activity 3: Make a Journal Of Your Experiences About Your Developmental Challenges
Use The Questionnaire.

Reading : BEING HAPPY

You may have defects, be anxious and sometimes live irritated, but do not forget that
your life is the greatest enterprise in the world. Only you can prevent it from going into
decadence. There are many that need you, admire you and love you. I would like to
remind you that being happy is not having a sky without storms, or roads without
accidents, or work without fatigue, or relationships without disappointments. Being happy
is finding strength in forgiveness, hope in one‘s battles, security at the stage of fear, love
in disagreements. Being happy is not only to treasure the smile, but that you also reflect on
the sadness. It is not just commemorating the event, but also learning lessons in failures. It
is not just having joy with the applause, but also having joy in anonymity. Being happy is
to recognize that it is worthwhile to live, despite all the challenges, misunderstandings and
times of crises.

Being happy is not inevitable fate, but a victory for those who can travel towards it
with your own being. Being happy is to stop being a victim of problems but become an
actor in history itself. It is not only to cross the deserts outside of ourselves, but still more,
to be able to find an oasis in the recesses of our soul. It is to thank God every morning for
the miracle of life. Being happy is not being afraid of one's feelings. It is to know how to
talk about ourselves. It is to bear with courage when hearing a "no".
It is to have the security to receive criticism, even if is unfair. It is to kiss the children,
pamper the parents, have poetic moments with friends, even if they have hurt us. Being
happy means allowing the free, happy and simple child inside each of us to live; having
the maturity to

say, "I was wrong"; having the audacity to say "forgive me". It is to have sensitivity in
expressing, "I need you"; to have the ability of saying, "I love you." So that your life
becomes a garden full of opportunities for being happy...
In your spring-time, may you become a lover of joy. In your winter, may you become
a friend of wisdom. And when you go wrong along the way, you start all over again. Thus
you will be more passionate about life. And you will find that happiness is not about
having a perfect life but about using tears to water tolerance, losses to refine patience,
failures to carve serenity, pain to lapidate pleasure, obstacles to open the windows of
intelligence. Never give up ... Never give up on the people you love. Never give up from
being happy because life is an incredible show. And you are a special human being!

Source: https://www.facebook.com/mcsp

Activity 4: Portfolio Output: Slogan or Personal Declaration on Being Happy

• Read the
essay on Being Happy‖.
• Choose a phrase, sentence, or paragraph that strikes
you.
• Make a slogan or personal declaration on how you
can be committed to your self-development.
• Explain your thoughts and feelings about it.
Include specific ways in which you will develop
yourself further.
• Discuss some ways on ho you can make others
happy.

Activity 5: Research work: ( Put your out-put to your portfolio)

 • Look for articles or stories of
individuals in your community who have experienced
challenges in their adolescent years and how did they manage
to overcome those challenges. Include your reflection / lesson
learned from their stories.
•

interview a person at your

age and ask questions on the
challenges that she/he
encounters as an adolescent
and how did she/he

mange to encounter the challenges.

Compare their answers to your experiences

• Look for short films on Challenges of Middle Adolescence

Write your reflection or realization of what you have learned from the
film or movie.

Assessment:
• Describe the characters in the story
• What are the challenges of the adolescence in the story?
• How are these challenges managed by the adolescence?
• Will you do the same if you are the character in the story? Explain your thoughts.

Happy to be teenager!

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

UNIT 2: Aspects of Personal Development

MODULE 5: Coping With Stress In Middle And Late Adolescence

Big Question: What Is Stress And How Does It Affect You?

The middle and late adolescence are marked with various changes, challenges and
expectations that are developing stressful activities to the adolescents, but what is
stress? We often hear the word “ I am so stressed!” yet do we really know what the
word “stress” really means, at the end of this module, the student is expected to meet
the following objectives:

• That understanding stress and its sources during adolescence may help in identifying
way to cope and have a healthful life,
• Explain the physiological and psychological mechanisms underlying stress,
• Identify the sources of stress and illustrate its effect on one's system, and
 • Demonstrate personal ways of coping with stress for healthful living.

Lecture: What is stress?

Stress is the body's reaction to any change that requires an adjustment or response.
The body reacts to these changes with physical, mental, and emotional responses. Stress is
a normal part of life. You can experience stress from your environment, your body, and
your thoughts. Even positive life changes such as a promotion, a mortgage, or the birth of
a child produce stress
How does stress affect health?
The human body is designed to experience stress and react to it. Stress can be positive,
keeping us alert, motivated, and ready to avoid danger. Stress becomes negative when a
person faces continuous challenges without relief or relaxation between stressors. As a
result, the person becomes overworked, and stress-related tension builds. The body's
autonomic nervous system has a built-in stress response that causes physiological changes
to allow the body to combat stressful situations. This stress response, also known as the
"fight or flight response", is activated in case of an emergency. However, this response can
become chronically activated during prolonged periods of stress. Prolonged activation of
the stress response causes wear and tear on the body – both physical and emotional.
Stress that continues without relief can lead to a condition called distress – a negative
stress reaction. Distress can disturb the body's internal balance or equilibrium, leading to
physical symptoms such as headaches, an upset stomach, elevated blood pressure, chest
pain, sexual dysfunction, and problems sleeping. Emotional problems can also result from
distress. These problems include depression, panic attacks, or other forms of anxiety and
worry. Research suggests that stress also can bring on or worsen certain symptoms or
diseases. Stress is linked to 6 of the leading causes of death: heart disease, cancer, lung
ailments, accidents, cirrhosis of the liver, and suicide.

Stress also becomes harmful when people engage in the compulsive use of substances
or behaviors to try to relieve their stress. These substances or behaviors include food,
alcohol, tobacco, drugs, gambling, sex, shopping, and the Internet. Rather than relieving
the stress and returning the body to a relaxed state, these substances and compulsive
behaviors tend to keep the body in a stressed state and cause more problems. The
distressed person becomes trapped in a vicious circle.

What are the warning signs of stress?

Chronic stress can wear down the body's natural defenses, leading to a variety of physical
symptoms, including the following:
• Dizziness or a general feeling of "being out of it."
• General aches and pains.
• Grinding teeth, clenched jaw.
• Headaches.
 • Indigestion or acid reflux symptoms.
• Increase in or loss of appetite.
• Muscle tension in neck, face or shoulders.
• Problems sleeping.
• Racing heart.
• Cold and sweaty palms.
• Tiredness, exhaustion.
• Trembling/shaking.
• Weight gain or loss.
• Upset stomach, diarrhea.
• Sexual difficulties.

Lecture: STRESS MANAGEMENT

Dictionary definitions do not quite capture the meaning of stress as it is seen and
experienced in the world of work. One of the Webster‘s definitions describes it as an ―…
emotional factor that causes bodily or mental tension.‖ A practical way of defining stress
is the feeling one gets from prolonged, pent-up emotions. If the emotions you experience
are pleasant and desirable – joy, elation, ecstasy, delight – you usually feel free to let them
show. They are not suppressed.
Therefore; positive emotions do not usually cause stress. Negative emotions, on the
other hand, are more often held inside. They are hidden. You suffer quietly and you
experience stress. Do not confuse positive situations with positive emotions. A wedding,
for example, is a positive situation that often brings about the negative emotions of
anxiety and tension. So stress can exist in great situations.

Causes and Effects of Stress

Just as there is great variety in the range of emotions you might experience, there are
many possible manifestations of stress – in your private life and in your working life. Here
are some words that describe the emotions associated (as cause and effect) with stress.
• Anxiety - Pressure
• Misery - Strain
• Desperation - Tension
• Anger - Panic
• Dejection

Lecture: Managing Stress in Teens and Adolescents

Teen stress is an important health issue. The early teen years are marked by rapid
changes physical, cognitive, and emotional. Young people also face changing relationships
with peers, new demands at school, family tensions, and safety issues in their communities.
The ways in which teens cope with these stressors can have significant short-and long-term
consequences on their physical and emotional health.

What are some causes of stress in teens and adolescents?

• School / Academic pressure and career decisions.
• Family/Home
• Loss of Love one
• Frustration
• After-school or summer jobs.
• Dating and friendships /Romantic relationships
• Pressure to wear certain types of clothing, jewelry or hairstyles
• Pressure to experiment with drugs, alcohol or sex
• Future
• Physical appearance /Pressure to be a particular size or body shape (with girls, the focus
is often weight; with boys, it is usually a certain muscular or athletic physique).
• Peer conflicts
• Being bullied or exposed to violence or sexual harassment.
• Crammed schedules, juggling school, sports, after-school activities, social life and family
obligations.
•
What are some signs that adolescent are suffering from stress?
• Increased complaints of headache, stomachache, muscle pain and/or tiredness.
• Shutting down and withdrawing from people and activities.
• Increased anger or irritability (i.e., lashing out at people and situations).

• Crying more often and appearing teary-eyed.

• Feelings of hopelessness.
• Chronic anxiety and nervousness.
• Changes in sleeping and eating habits (i.e., insomnia, nightmares, or being ―too busy‖ to
eat).
• Difficulty concentrating.
• Experimentation with drugs or alcohol.

Strategies for coping with stress:

• Be aware of your child‘s behaviors and emotions.  Build trust with your child.
• Be available and open to talk with your child when he or she is ready.
• Encourage the expression of feelings.
• Teach and model good emotional responses.
• Encourage your child to tell you if he or she feels overwhelmed.
• Encourage healthy and diverse friendships / Acquiring social support.
• Encourage physical activity, good nutrition, and getting ample rest and sleep.
• Teach your child to problem solve.
• Remind your child of his or her ability to get through tough times, particularly with
the love and support of family and friends.
• Keep your child aware of anticipated family changes.
• Monitor television programs that could worry your child and pay attention to the use
of computer games, movies, and the Internet.
• Use encouragement and natural consequences when poor decisions are made.
• Help your child select appropriate extracurricular activities and limit over scheduling.
• Make your child aware of the harmful effects of drugs and alcohol before
experimentation begins.
• Think positively
• Being realistic and Learning the art of resilience.
• Monitor your own stress level. Take care of yourself.
• Contact your child‘s teacher with any concerns and make him or her part of the team
available to assist your child.
• Seek the assistance of a physician, school psychologist, school counselor, or school
social worker if stress continues to be a concern.

Activity 1: What Causes You To Lose Your Cool? (Portfolio Output)

We all have certain things, situations, or people that cause us to lose our composure
from time to time. Determine what causes YOU to lose your cool‖ by completing this
activity. When you begin to identify your stressors, you can become skilled at preventing
negative consequences.
Place an X next to each factor that causes you stress. There are blank spaces provided so
you can add your own.
being late English class
too much homework math class
speaking in public boredom
babysitting other class
going to the dentist rude people
arguments with friends no money
restrictions at home no transportation
chores playing on a sports team
lack of sleep
 no date for a dance not being
included in a
sports team
physical education class pimples
losing something valuable parents fighting
getting detention video games
your job commercials
taking tests interruptions while busy
using a computer losing
closed-in spaces careless drivers
getting an injection loud people
arguments with parents a friend betrays you
fight with boyfriend/girlfriend

slow drivers
disrespectful children

baby crying

Activity 2: Portfolio Output My Stress Signals

Write about your stress signals. Answer the

following questions:
• How do you know that you are stressed?
• What stress signals do you have that your partner
does not have?
• How much stress do you think you are currently under?
• How are your stress signals different for different
types of stressors?
• What are some ways that you usually remove or reduce the stress that cause you
physical, emotional or behavioral difficulties?

Lecture: Keep Stress Under Control

 There are many effective ways to handle stress. Of course, you can‘t avoid stress—in
fact, you wouldn‘t want to avoid all stress, because you‘d never grow. However, you can
manage your life so that you survive the emotional down times without allowing stress to
engulf you. Also, you can work to eliminate controllable stress factors, such as running
late or not getting enough sleep. But when stress is constant or too great, your wisest
option is to find ways to reduce or control it. You need not, and should not, live your life
in emotional stress and discomfort. Stress can be successfully managed. Here are some
suggestions that may help.

Understand the Causes of Stress

Understanding why you are under stress is important. This may seem obvious, but it
requires deliberate, conscious effort to pause and simply ponder your situation. By now, you
are familiar with the stress response, the emotional or physical symptoms of uncontrolled
stress. Now you need to try to discover the stressors, the factors of which create the stress in
your life.

Analyze your Stress Factors and Write Them Down

Write down your response to stress. For example, you may write down, ―I feel tired
most of the time. My lower back seems to ache all through the day and night. I miss deadlines
and run behind schedule.‖ Analyze stress responses and consequences, and consider each
item, and ask why. Why am I feeling tired? Why does my back ache? Why do I run behind
schedule? Carefully consider each answer, because the answers will reveal stressors, such as
deadlines, anxieties, trying to do so much, managing time or money poorly, or poor health
habits.

Deal with the Stressors

Develop techniques to deal with the causes of stress. The longer you avoid dealing with
the stress factors, the more the stress will build up. If tension comes because you have put off
an unfinished task, restructure your priorities so you can get the task that you have been
avoiding out of the way and off your mind.

Learn to Work under Pressure or Unusual Conditions

When you can‘t reduce the stressors, you need to manage your stress response. Almost
everyone, at least at some point, has to meet deadlines, keep several jobs going at once,
resolve problems that come up, and do extra work when necessary. However, when the
pressure mounts, you can relieve it. Relaxation is key but most people must train themselves
to relax when the pressure is on. Some tips to relax when under pressure are the following:
• Stop for a moment (especially when you feel your muscles tightening up) and take a
few deep breaths.
• Do a relaxing exercise. Swing your hands at your sides and stretch.
• Take a ―power nap.‖ Lie down and totally relax for a few minutes.
• Find time to do the things you enjoy.
 • Leave your study area for a while to take a brisk walk.
• Find a quiet place to read a magazine or novel during break or at lunch.
• If possible, look at some peaceful images such as forests, beaches, etc. These images
can initiate a relaxation response.
• Look up.
• Keep something humorous on hand, such as a book of jokes.

Activity 3: Write your answer inside each circle write your

reflections. (Portfolio Output)
Activity 4: Write an acrostic about the word stress based from what you
learned from this topic. (Portfolio Output)
Assessment:
• How does the knowledge of stress and its sources facilitate a healthful life
during adolescence?
• Why is it important to determine the sources of stress and its effects among
adolescents?
• At present, what do you think is your biggest stressor? How do you cope with it?
• What is the significance of learning how to cope with stress?
• Which kind of coping strategy do you think best fits you?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 6: The Powers of the Mind

Big Question: How do we develop the powers of our mind?

The brain of an adolescent is different from that of an adult, that brain undergoes major
transition as it is a “work in progress”. Compared to adult's brain, that adolescent does not
grow much in size but it continues to become more complex until the late adolescence. At
the end of the module, the student is expected to be able to learn the following:
• Understanding the left and right brain functions that may help in improving one‘s
learning,
• Explore mind-mapping techniques suited to right brain- or left brain-dominant Thinking
styles, and
• Make a plan to improve learning using both left and right brain development.

Lecture: Brainpower: Complex Organ Controls Your Every Thought And Move
The answer involves thought, as in "I want to get on the Internet"; movement
pressing the computer's power button and grasping a mouse; memory like How did you
get here? No, no, no! It's not a question about your conception or birth. How did you get
here? On this page. Reading this story. The answer is a lot more complex than, "My
teacher told me to read it" or "I clicked on it by accident." recalling how to use a browser
or a search engine; and word recognition such as "Brainpower" and an understanding of
its meaning. In short, the answer involves a wrinkled, pinkish-gray, three-pound organ
that is primarily composed of fat and water and goes by the name of brain.
You got to this article because that jelly-like mass topping off your spinal cord fired
electrical signals to your hand telling it how to move. You got to this article because your
brain stored information about using a computer and the definition of words that you learned
years ago. You got to this article because your brain is working.
Keep reading to find out how it functions, if it repairs itself and if the effects of drug use
are permanent.

The Power to Act

The brain has three major parts -- the cerebrum, the cerebellum and the brain stem. The
brain stem connects the spinal cord and the brain. It controls functions that keep people alive
such as breathing, heart rate, blood pressure and food digestion. Those activities occur
without any thought. You aren't telling yourself, "Inhale. Exhale. Inhale." You're just
breathing.
Things are different in the cerebellum. That region controls voluntary movement. When
you want to lift your fork, wave your hand, brush your hair or wink at a cutie, you form the
thought and then an area in the cerebellum translates your will into action. It happens so
quickly. Think about how little time passes between your desire to continue reading this
sentence and the time it takes your eyes to move to this word or this one. It seems automatic,
but it isn't.

Neurons, the basic functional units of the nervous system, are three-part units and are
key to brain function. They are comprised of a nerve cell body, axon and dendrite, and they
power the rapid-fire process that turns thought into movement.
The thought moves as an electrical signal from the nerve cell down the axon to a
dendrite, which looks like branches at the end of nerve cells. The signal jumps from the end
of the dendrite on one cell across the space, called a synapse, to the dendrite of another cell
with the help of chemicals called neurotransmitters. That signal continues jumping from cell
to cell until it reaches the muscle you need to wave, wink or walk.
The cerebrum is the largest of the three brain sections, accounts for about 85 percent of
the brain's weight, and has four lobes. The lobes-frontal, parietal, temporal and occular each
have different functions. They get their names from the sections of the skull that are next to
them. The parietal lobe helps people understand what they see and feel, while the frontal lobe
determines personality and emotions. Vision functions are located in the occipital lobe, and
hearing and word recognition abilities are in the temporal lobe.

A Critical Age
Because the brain's healthy functioning is essential to living and determines quality of
life, doctors emphasize protecting the organ from injury and chemical abuse. There is a
consensus among researchers that brain cells regenerate throughout life, said Doug
Postels, a pediatric neurosurgeon in New Orleans, but that new growth happens very
slowly after a certain age. "The size of the brain doesn't increase much after 3," Postels
explains.
During the first three years of life, the brain experiences most of its growth and
develops most of its potential for learning. That's the time frame in which synapto-genesis,
or the creation of pathways for brain cells to communicate, occurs. Doctors generally
accept that cut-off point for two reasons, Postels said. First, in situations where doctors
removed parts of the brains of patients younger than 3 to correct disorders, the remaining
brain sections developed to assume the role of the portions those doctors removed. But
when physicians performed the same surgery on older patients, that adaptability function
did not occur. Second, "We know from experiments that if you deprive people of
intellectual stimulation and put them in a dark room, that it produces permanent changes
in the brain," Postels said. "That occurs most dramatically before age 3. After that age, it's
impossible to ethically do a study." Previous research produced information about the
effects of stimulation deprivation, but modern ethical guidelines prohibit such research on
people because of the potentially harmful outcome.

Drug Damage
Because so little recovery occurs to brains damaged after age 3, the effects of drugs and
alcohol on the brain might be lasting. Doctors know what inhalants, steroids, marijuana,
cocaine and alcohol do to the brain when people use them. "The question scientists can't
answer now is if the damage is permanent," said Sue Rusche, co-author of "False
Messengers," a book on how addictive drugs change the brain. Inhalants, such as glue,
paint, gasoline and aerosols, destroy the outer lining of nerve cells and make them unable to
communicate with one another. In 1993, more than 60 young people died from sniffing
inhalants, according to National Families in Action, a drug education center based in
Atlanta. Studies have found that marijuana use hinders memory,
learning, judgment and reaction times, while steroids cause aggression and violent mood
swings. Ecstasy use is rising among young people, Rusche said, and scientists have found
that drug destroys neurons that make serotonin, a chemical crucial in controlling sleep,
violence, mood swings and sexual urges. While doctors and scientists know about some
effects drugs have on the brain, they don't have a full picture, Rusche said. "When people
start using a drug, the scientists know nothing about it. These people are volunteering to be
guinea pigs," said Rusche, who is co- founder and executive director of National Families
in Action. "Once enough people take it, scientists apply for grants and start studying it.
People are inventive. They find new drugs or new ways to take old drugs-like crack from
cocaine. "There's a lot we won't know about until later," she said. "The classic example is
cigarettes. We allowed people to smoke for 100 years before we knew about all the
horrible things that nicotine will do.

Activity 1: BRAIN DOMINANCE (Portfolio Output)

Which of these apply to you?
I am very organized. I daydream a lot.
I remember faces more than names. I hate taking risks.
I think things through before making a decision.
If someone‘s mad at me, I can tell even without the person saying a word.

I work best in a quiet space.

I tend to get emotional.

I make a to-do-list.
I trust my ―gut instinct‖.
 If you have more “yes” answers from the left column, you are probably left-brain
dominant, while if you have more “yes” answers from the right column, you are
probably right-brain dominant. Functions of the left and right brain

Lecture: What is your thinking style?

Every individual has a unique thinking style. This style determines how we interpret
the world around us; how we make decisions, solve problems, plan for our future and
connect with other people in the world. How can we aim to develop our thinking skills
without first knowing where we stand and how we usually think? This kind of self-
knowledge and self-awareness is a crucial step in our personal and professional journeys
to become better and more wholesome thinkers and leaders.
Detail-Oriented vs. Bigger Picture
Whenever you are thinking about something, do you typically think about a lot of details,
calculations, numbers or do you prefer to simplify the picture and look at it from some
distance. For example, a detailed oriented person likes to check the itemized calls in a phone
bill but a big picture person only looks at the balance and if it‘s the same as previous months,
doesn‘t look any further. In real life, detailed oriented thinkers are better analysts while big
picture thinkers are better strategists. Which approach is your typical or predominant
tendency?
Pragmatic vs. visionary
These two types are not necessarily at odds with each other. But putting them in one
spectrum may help you with this assignment. A pragmatic person bases his or her
thoughts on the realities at present and wants to make decisions or offer solutions that are
immediately applicable and executable. While a visionary-type person doesn‘t care much
about the present and is good in imagining what future may look like and shares his or her
proposed way to get there. Are you a pragmatic thinker or a visionary?
Absolute vs. relative
Some people think better when the choices are more defined, differences are like
black and white, and there is more certainty in the assumptions being made. On the other
hand, relative minded individuals are comfortable thinking in an uncertain frame of mind,
with lots of shades of gray and not being sure about the certainty of the options or
assumptions. Are you an absolute thinker or a relative thinker?
Inside or outside of the box
An inside the box thinker likes to see his or her options and choose from them. He or
she accepts the assumptions and the rules of the game and is quick in coming up with an
answer given the reality of the situations or data at hand. An outside of the box thinker
doesn‘t typically look at the choices at hand. He or she challenges the basic assumptions
and proposes solutions or answers not thought of before. As an example, if a few scientists
are working on sending an astronaut to the space station to do some repairs and are
evaluating the shuttle option versus using a rocket, an outside of the box thinker is
thinking about sending a self-repairing robotic module to the orbit. In your life, are you
more comfortable with inside the box type of thinking or outside of it?
 Thinking Style Model
Activity 2: Draw your own thinking style model and explain what side of your brain is
more dominant. (Portfolio Output)

Activity 3: Lateral Thinking Puzzles – give your on perspective on the

following situations. (Portfolio Output)
• You are driving down the road in your car on a wild, stormy night, when you pass
by a bus stop and you see three people waiting for the bus:
• An old lady who looks as if she is about to die
• An old friend who once saved your life
• The perfect partner you have been dreaming about
• Knowing that there can only be one passenger in your car, whom would you choose?
• Acting on an anonymous phone call, the police raid a house to arrest a suspected
murderer. They don't know what he looks like but they know his name is John and that he
is inside the house. The police bust in on a carpenter, a lorry driver, a mechanic and a
fireman all playing poker. Without hesitation or communication of any kind, they
immediately arrest the fireman. How do they know they've got their man?
• A man lives in the penthouse of an apartment building. Every morning he takes the
elevator down to the lobby and leaves the building. Upon his return, however, he can only
travel halfway up in the lift and has to walk the rest of the way - unless it's raining. What
is the explanation for this?
Activity 4: Make a Mind Map
• Choose a subject or activity that you do well (for example, math, basketball, playing
the guitar, painting, cooking, or computer games).
• Make a mind map of the chosen topic, following the procedure described earlier.
• Explain your mind map and how you worked on it

How to draw a mind map:

• Turn the page on its side (landscape). Use plain paper.
• Draw the central image using different colors. The central image should encapsulate
the subject of the map.
• Add the branches representing the subject‘s main topics or themes using key words
or images.
• Add detail with more key words and images. Use color.
• Print the words clearly.
Use arrows to connect linked ideas.
Source: Dodd (2004). Learning to Think: Thinking to Learn,
http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning
HYPERLINK
"http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-
1f6e16y.pdf"- HYPERLINK
"http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-
1f6e16y.pdf"1f6e16y.pdf

BRAIN
EXERCISE:
Activity 5:
 Enumerate some ways on how to keep your brain active

Stroop test definition: In psychology, the Stroop effect is a demonstration of

interference in the reaction time of a task. When the name of a color (e.g., "blue", "green", or
"red") is printed in a color not denoted by the name (e.g., the word "red" printed in blue ink
instead of red ink), naming the color of the word takes longer and is more prone to errors than
when the color of the ink matches the name of the color. The effect is named after John
Ridley Stroop, who first published the effect in English in 1935.

Assessment:
• For every quote explain your understanding.
“Every thought is a cause and every condition is an effect. Change your thoughts and you
change your destiny.”
–Joseph Murphy

“If you are not satisfied with what is coming to you, start to work and change your mental
attitude and mental states, and you will see a change gradually setting in.”
–William Walker Atkinso
 • Essay:
• How does the knowledge of the left and right brain hemispheres help in improving
learning?
• Do you agree with the left and right brain thinking theory? Why or why not?
• In your own opinion, which mind-mapping technique is better? Justify your answer.
• Why do you think the mind -mapping techniques can help improve learning

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 7: Mental Health and Well-Being in Middle and Late

Adolescence
Big Question: How do you stay mentally healthy?

“Your intellect may be confused, but your emotions will never lie to you.” -Roger
Ebert The period of adolescence is marked by massive disturbance of various
emotions, changes,
and challenges. These things are usual ad normal part of the growing process that sometimes
may
arise some mental problems when frustration become severe or when stress overload
occurs. At the end of this module, student is expected to be able to achieve the
following:
• Interpret the concepts of mental health and psychological well-being in everyday
observations about mental health problems during adolescence,
• Discuss mental health issues and challenges faced by the adolescence,
• Identify your own vulnerabilities, and
• Create a plan to stay mentally healthy during adolescence
 Lecture: DEFINITION OF
MENTAL HEALTH

CHANGE YOUR MIND ABOUT MENTAL HEALTH

Mental health. It‘s the way your thoughts, feelings, and behaviors affect your life.
Good mental health leads to positive self-image and in-turn, satisfying relationships with
friends and others. Having good mental health helps you make good decisions and deal
with life‘s challenges at home, work, or school.
It is not uncommon for teenagers to develop problems with their mental health.
Problems can range from mild to severe, and can include depression, anxiety, body esteem
issues, and suicide, among others. Unfortunately, most young people with mental health
problems don‘t get any treatment for them.
Research shows that effective treatments are available that can help members of all
racial, ethnic, and cultural groups. If you broke your leg or came down with pneumonia,
you wouldn‘t

let it go untreated. Often however, young people ignore mental health problems thinking
they will ―snap out of it,‖ or that they are something to be ashamed of. That kind of
thinking prevents people from getting the help they need. Sometimes getting help is a
matter of understanding mental health issues and changing your mind about them.
 QUESTIONS:
• Why is mental health important?
• List some ways on how to protect your mental health .

Lecture: SELF ESTEEM AND BODY ESTEEM

Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too skinny." "If only
I were shorter/taller/had curly hair/straight hair/a smaller nose/longer legs, I'd be happy."
Are you putting yourself down? If so, you're not alone. As a teen, you're going through
lots of changes in your body. And, as your body changes, so does your image of yourself. It's
not always easy to like every part of your looks, but when you get stuck on the negatives it
can really bring down your self- esteem.

Why Are Self-Esteem and Body Image Important?

Self-esteem is all about how much you feel you are worth — and how much you feel
other people value you. Self-esteem is important because feeling good about yourself can
affect your mental health and how you behave. People with high self-esteem know
themselves well.
They're realistic and find friends that like and appreciate them for who they are. People
with high self-esteem usually feel more in control of their lives and know their own strengths
and weaknesses.
Body image is how you view your physical self — including whether you feel you are
attractive and whether others like your looks. For many people, especially people in their
early teens, body image can be closely linked to self -esteem.

What Influences a Person's Self-

Esteem? Puberty and
Development
Some people struggle with their self-esteem and body image when they begin puberty
because it's a time when the body goes through many changes. These changes, combined
with wanting to feel accepted by our friends, means it can be tempting to compare ourselves
with others. The trouble with that is, not everyone grows or develops at the same time or in
the same way.

Media Images and Other Outside Influences

Our tweens and early teens are a time when we become more aware of celebrities and
media images — as well as how other kids look and how we fit in. We might start to compare
ourselves with other people or media images ("ideals" that are frequently airbrushed). All of
this can affect how we feel about ourselves and our bodies even as we grow into our teens.

Families and School

Family life can sometimes influence our body image. Some parents or coaches might
be too focused on looking a certain way or "making weight" for a sports team. Family
members might struggle with their own body image or criticize their kids' looks ("why do you
wear your hair so long?" or "how come you can't wear pants that fit you?"). This can all
influence a person's self- esteem, especially if they're sensitive to others peoples' comments.
People also may experience negative comments and hurtful teasing about the way they look
from classmates and peers. Although these often come from ignorance, sometimes they can
affect body image and self-esteem.

Dimensions of Psychological Well-Being

Ryff identified six features lnked with optimal psychological functioning such as self-
acceptance; a sense of personal growth; purpose in life; environmental mastery; autonomy;
and positive relations with others.
• Self-Acceptance
This refers to accepting oneself and putting up with one's flaws, imperfections,
and weaknesses. It involves realistic understanding of and satisfaction in one's self
which lead to a feeling of worth. Self-acceptance can be achieved by accepting the
fact that no one is perfect, avoiding unreasonable self-criticisms, and looking for ways
to fix one's defects.
• Personal Growth
This refers to developing one's personality and identity, cultivating abilities, and
acquiring helpful skills in order to achieve dreams and goals. Usually, the persons
who strive to attain personal growth are believers of positive change and thus make
efforts to reach their potentials. They endeavor to equip themselves with new
knowledge and competences.
• Purpose in Life
Psychological well-being encompasses the capacity to envision one's life as
having meaning and purpose. This means that an individual sees that his/her life and
existence have a sense, point, and significance and he/she has a mission and function
in the world. It involves the outlook that one is not living just for the sake of living.
 • Environmental Mastery
This aspect is basic and necessary to live a healthful life. It comprises the
knowledge and skills to control and deal with the world or the surrounding
environment without being overpowered by difficulties and stresses.

• Autonomy
This refers to independence, self-reliance, and the ability to think and decide for
one's self. Individuals who display autonomy are not threatened by pressures brought
about by other people such as their peers. They can stand for their principles, are not
affected by what others think of them, and are not pressured to conform to others.
• Positive Relations With Others
This denotes the ability to build trusting relationships with other people,
Individuals with positive relations with others have concern to empathy with, and
affection for other people. They are able to share themselves with others and are
secured in their relationships. They have a feeling of being loved, appreciated, and
understood.
Mental Health Disorder
A mental health disorder or problem may affect the normal lives of an individual. It can
make life hard especially in school, works, and dealings with other people. It is important to
identify earlier if an individual suffer from a mental health problem in order to help and
successfully treat it as soon as possible to prevent further complications.
The occurrence of mental health disorder may be due to the following factors:
• Biological factors, such as genes or brain chemistry.
• Life experiences, such as trauma or abuse.
• Family history of mental health problems.
Common mental health disorders among adolescents are as follows:
• Depression
According to a study, the most common illness related to mental health among
adolescents is depression (Knoff, 2008). Moreover, other studies state that it is the
most epidemically serious among the mental health disorders and that one out of four
high school students manifests minor symptoms of depression (Murphy,2013)
Symptoms of depression include excessive moodiness,, weeping, hopelessness,
worthlessness, changes in eating and sleeping habits and expressions of wanting to
hurt oneself.
• Anxiety Disorders
Are disorders like phobias, post-traumatic disorders, panic disorders and obsessive
compulsive disorder (OCD). According to studies, an estimate of 10 percent of
adolescents possess anxiety disorder with OCD being the most common (Murphy,
2013).
• Psychotic Disorders
 These mental disorders are relatively severe. There are interruptions in thinking,
perception, and behavior and its occurrence is through biological factors or within the
genes. Example: Schizophrenia and delusional disorder.
• Eating Disorders
Many adolescents have these kind of disorders as they are normally conscious in
their physical looks or image. An example of eating disorder is Anorexia, which refers
to changes in eating habits marked by conscious avoidance of food. Another example
is Bulimia, a

disorder involving forced vomiting after eating. In Bulimia, considerable

weight loss happens without changes in eating habits.
• Developmental Disorders
Common disorder in brain development. Example: Autism, Attention-
Deficit/Hyperactivity Disorder (ADHD), and learning disorder.
• Behavioral Disorders
These are defects in the anticipated behaviors of individuals, especially the
adolescents.
Behavioral disorders include Oppositional Defiant Disorder and Conduct Disorder.
 Activity 1: Portfolio Output
• Have you felt any
of the signs?
• How did you
manage the
feeling?
• Who help you
manage the not so
good feeling?

Activity 2: Portfolio Output

How can you help someone who is showing signs of

suicide?
Make a research on people
who have experienced
 depression and how they were
able to overcome the
challenge.

Lecture: The Vulnerability of Adolescents

During adolescence, the brain undergoes development in a considerable pace. This
development is accompanied by physiological modification and hormonal changes in the
body. The individual experiences unusual challenges and stressful expectations from
people around them. Three factors of changes causes mental health problem in many
teenagers and are susceptible to joining in risky and thrill-seeking activities. Example:
Taking drugs, smoking, and drinking intoxicating beverages, which further trigger
psychiatric disorders and mental disorders.
This lesson aims to help the students to be aware of the mental health problems to
which they may be prone. Moreover, this lesson will teach the adolescents some ways to
avoid some mental disorders and to maintain mental health well-being. The activity below
will help to attain these objectives.

Activity 3: My Vulnerabilities (Portfolio Output)

In your journal, write a essay with the title “My Vulnerabilities”. Discuss in the essay
our tendency ti have some mental disorders (e.g. depression) on your susceptibility to
engage in risky behavior (e.g. drinking and smoking). Also discuss the step you will take
to avoid them. Show your work to your parents/guardian.

Reflection/ Insights
As human beings, we always desire to feel good about ourselves and the people around us.
Having a psychological well-being helps us achieve this kind of satisfaction.
Psychological health is also important to achieve the goals we set for ourselves.
Some suggestions to achieve psychological well-being
• Try to reach out and connect with the significant people in your life. Establish and
nurture positive relationships with them. Significant people in one's life may include
family, friends, schoolmates, co-workers, and acquaintances.
• Engage in physical activities that you enjoy. Make them part of life. These may
include walking, regular session in the gym, and sports activities (like basketball
and badminton).
 • Keep on acquiring new knowledge and skills. This is to obtain a sense of
achievement and self-confidence. Enroll in different training, workshops, or classes
that will enhance your existing talents and skills.
• Share yourself to others by being kind, charitable, and accommodating. You
may try to volunteer in worthwhile projects in your company.
• Be attentive to your thoughts and feelings. These have great impact on how you
behave. Thinking positively can elicit positive feelings and behaviors.
• Engage in religious activities. These, too, provide special sense of satisfaction,
peace of mind, and spiritual contentment.
The 10 L's of a Balanced Life
Offers ten axioms that may directly or indirectly help us to maintain mental
health and psychological well-being. They are as follows:
• Learn the true meaning of life and fulfill it.
• Learn to be content with what you have.
• Learn the secrets to long life. Exercise and eat healthily.
• Learn the horrific consequences of immoral acts.
• Learn to shut up and listen.
• Learn to take reproof, advice, criticism.
• Learn to weigh all conversation before answering.
• Learn to save.
• Learn from your past mistakes.
• Learn to 'stop, look, and listen'.

If the previous guidelines all start with letter 'L' the succeeding ones, on the other
hand, all begin with letter 'A' if followed, these maxims may similarly bring about
mental and psychological well-being (“Some Guides to Living Happily,”2013)
• Allow no anger to rule your spirit.
• Allow no fear in your life.
• Always keep an open mind.
• Always be loyal to your friends. Enjoy them.
• Always be compassionate to the poor.
• Avoid gambling, alcohol, and prohibited drugs.
• Avoid gossip like a plague. Don't spread rumors.
• Avoid the things which God hates.
• Avoid ungodly friends.
• Acquire blessings and wealth only according to God's will.
 Finally, these guidelines, which all begin with letter 'D', similarly provide us useful
insights on achieving and maintaining psychological well-being (“Lessons in Life: The 20
D's of Joyful Living,”2013).
• Develop a relaxed, joyful attitude toward life.
• Develop a spirit of kindness.
• Don't quarrel with anyone. You can agree with your adversary.
• Don't let calamities or world disasters destroy your spirit.
• Don't be afraid of the notion that you may fall, God will catch you.
• Don't be saddened by God's rod of correction.
• Don't try to prove you are perfectly right. We are not infallible.
• Don't be fooled by flattery.
• Don't believe in everything you hear.
• Don't brag on yourself.
• Don't be envious of the prosperity of others.
• Don't covet riches. And if you get riches, don't trust in them.
• Don't ever co-sign any notes or loans.
• Don't get addicted to sleep.
• Don't hoard food.
• Don't let your appetites control you.
• Don't judge anyone by appearances or by what he believes.
• Don't lie on your bed at night fretting about problems.
• Don't rush into things, go slow and be sure.
• Don't trust your own plans or wisdom. Consult God's will.

Assessment:
• Differentiate and relate mental health and psychological well-being.
• Explain why adolescent are vulnerable to mental health disorders.
• Why is it so important for adolescents to have a good mental health and
psychological well being?
• What are the benefits of creating a plan to stay mentally healthy during adolescence?
• Who gets anxiety disorders/depression and how common are they?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct 6
and relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 8: Emotional Intelligence

Big Question: How can you manage your emotions?

“Your intellect may be confused, but your emotions will never lie to you”. -Roger Ebert
The world without emotion is a world without excitement and energy and would just look
like a robot that mechanically run everyday. In this lesson, the students is expected to be
able to meet the following objectives:
• Discuss that understanding the intensity and differentiation of emotions may help
communicating emotional expressions;
• Explore your positive and negative emotions and how to express or hide them, and
• Demonstrate and create ways to manage various emotions

Lecture: Emotional Intelligence

More Than One Kind of Intelligence
You may have heard people mention "IQ" when talking about intellect and how smart
someone is. (For example, "My brother doesn't need to study as much as I do because he
has a really high IQ.") IQ stands for "intellectual quotient." It can help predict how well
someone may do academically. IQ is just one measure of our abilities, though. There are
many other kinds of intelligence in addition to intellect. For example, spatial intelligence
is the ability to think in 3D. Musical intelligence is the ability to recognize rhythm,
cadence, and tone. Athletic, artistic, and mechanical abilities are other types of
intelligence. One important type of intelligence is emotional intelligence.
 What Is Emotional Intelligence?
Emotional intelligence is the ability
to understand, use, and manage our
emotions. Emotional intelligence is
sometimes called EQ (or EI) for short.
Just as a high IQ can predict top test
scores, a high EQ can predict success in
social and emotional situations. EQ helps
us build
strong relationships, make
good decisions, and deal with
difficult situations.
One way to think about EQ is that it's
part of being people-smart.
Understanding and getting along with
people helps us be successful in almost
any area of life. In fact, some studies
show that EQ is more important than IQ
when it comes to doing well in school or
being successful at work.
 Emotions and Their Counterparts
• Joy – Sadness
• Fear – Anger
• Anticipation – Surprise
• Disgust – Trust

The Eight Basic Emotions

• Joy
It is the feeling of happiness. It is synonymous to gladness, delight, and bliss.
Intense forms are ecstasy, elation, and euphoria.
• Sadness
The feeling of being unhappy, gloomy, or lonely. Its synonyms are grief,
sorrow, desolation, and melancholy.
• Fear
The feeling of being scared, frightened, or anxious. Related words are
dread,distress, horror, fight, and terror (strong fear).
• Anger
The feeling of being mad, irate, or annoyed. A stronger version is rage or fury.

• Disgust
This is what we feel when something is wrong, erroneous, or dirty. Its synonyms
are revulsion, antipathy, and aversion. Stronger forms are abhorrence and hatred.
• Trust
This is a positive emotion we feel which also means confidence and belief.
Admiration is a stronger form; acceptance is a weaker kind.
• Anticipation
It constitutes looking toward to something good or positive that, one
believes, will happen. Related words are hope and expectation.
• Surprise
This is what we feel when something we do not expect happens. It may also
means amazement, disbelief, or shock.
 Lecture: The Positive and Negative Emotions
Most psychologists usually classify and split emotions into two basic categories: the
positive and the negative. Commonly, the identified positive emotions are pride, joy, love,
contentment, trust, and anticipation, while the negative counterparts are shame, fear, anger,
grief, guilt, sadness, anxiety, disgust, embarrassment, and frustration.
Positive emotions can be sources of motivation and enjoyment, as they also make life
exciting, colorful, and stimulating. These emotions are usually expressed in words (such as
shouting for joy), through facial expressions (such as smiling and laughing), and through
actions (such as jumping and hugging).
Negative emotions, on the other hand, may cause sleep disturbances, restlessness,
loss of appetite inefficiency, and moodiness. Some people who lose their temper tend to
scream. Some express their negative emotions by attacking the source of frustration
kicking things like chairs, hitting the wall, weeping, and cursing.
Both positive and negative emotions, especially when intense, may also entail
physiological changes such as increased heartbeat, rapid breathing, sweating, blood
rushing to the face, and release of adrenaline. Also called epinephrine (a hormone, or
chemical messenger release in response to fear, anger, panic, and other emotions),
adrenaline readies the body to respond to threat by increasing heart rate, breathing rate,
and blood flow to the arms and legs (Emotions, n.d.).
Negative emotions are usually hidden or replaced with other emotions. One way to
hide negative emotions is through regulation of emotion, the process through which
“people modify their emotional reactions, the coping processes that increase or decrease
the intensity of the moment” (Regulation of Emotion, n.d.). Adolescents have the
capacity to do this as the changes in the neurology of their brain enable them to regulate
their emotions. The frontal lobes of the brain are responsible in holding back thoughts
and reactions to emotions and enable persons to inhibit the unpleasant emotions and
reevaluate the current situation (Regulation of Emotion, n.d.).

Other ways of hiding emotions are by suppression and masking them. Examples of
suppression are denying (by not believing that one is actually feeling the emotion) and
avoiding (by doing activities unrelated to the emotion, such as overeating, drinking
alcohol, taking drugs, or sleeping). Masking or concealing the emotions is done by
replacing negative emotions with positive or more favorable emotions (e.g. replacing
sadness with joy, disgust with interest, and fear with trust).

Some Ways to Manage Emotions

The following are some of the suggested ways to manage one's emotions:
• Understand and identify the emotion, know the source, stop and contemplate, and
figure out the best way to proceed in solving problems related to the emotion.
• Evaluate the situation. Put positive spin on things.
• Think before you act. (Just like what they say about social media, you have to “think
before you click”).
• Learn the art of effective communication. Learn to verbalize emotions rather than
express them physically.
• Put things in proper perspective and order. Be sure that your manner of
expressing your emotion is appropriate to the situation and the source of the
emotion.
• Practice controlling your emotions and expressing emotional reactions in constructive
ways.

Activity 1: Introduction To Emotions – (Portfolio Output)

Emotions are what you feel on the inside when things

happen. Emotions are also known as feelings.
• Afraid: feeling fear and worry
• Angry: feeling mad with a person, act, or idea
• Ashamed: feeling bad after doing wrong
• Confident: feeling able to do something
• Confused: feeling unable to think clear
• Depressed: feeling sad, blue, discouraged, and unhappy
• Embarrassed: feeling worried about what others may think
• Energetic: feeling full of energy
• Excited: feeling happy and aroused
• Glad: feeling joy and pleasure
• Jealous: feeling upset when someone has something that you would like to have or they
get to do something you wanted
• Lonely: feeling alone and that nobody cares
• Proud: feeling pleased for doing well
• Relaxed: feeling at ease and without worry, calm
• Stressed: feeling tense, tired, uneasy, and overwhelmed

Activity 2: I AM… (Portfolio Output)

Emotional self-awareness is the ability to recognize one‘s own feelings. In your journal,
complete each statement based on how you feel. Use the blanks to add your own feeling
words.
Examples:
I am most happy when .
I feel embarrassed when .
I think negative thoughts about myself when . I am
when . I feel
when
.
I think about when
. I am when
. I feel when .
I think about when .

Dealing with Difficult Emotions

Shyness and anger are two emotions that can be difficult to manage in some
situations. Let us learn about them and how we can manage them to be able to be more
effective in dealing with others.

Lecture: Types Of Responses

Passive response: Behaving passively means not expressing your own needs and feelings,
or expressing them so weakly that they will not be addressed.
• If Geneva behaves passively, by standing in line and not saying anything, she will
probably feel angry with the girls and herself. If the ticket office runs out of tickets before
she gets to the head of the line, she will be furious and might blow up at the girls after it's
too late to change the situation.
• A passive response is not usually in your best interest, because it allows other people to
violate your rights. Yet there are times when being passive is the most appropriate
response. It is important to assess whether a situation is dangerous and choose the
response most likely to keep you safe.
Aggressive response: Behaving aggressively is asking for what you want or saying how
you feel in a threatening, sarcastic or humiliating way that may offend the other person(s).
• If Geneva calls the girls names or threatens them, she may feel strong for a moment, but
there is no guarantee she will get the girls to leave. More importantly, the girls and their
friend may also respond aggressively, through a verbal or physical attack on Geneva.
• An aggressive response is never in your best interest, because it almost always leads to
increased conflict
Assertive response: Behaving assertively means asking for what you want or saying how
you feel in an honest and respectful way that does not infringe on another person's rights
or put the individual down.

• If Geneva tells the girls they need to go to the end of the line because other people have
been waiting, she will not put the girls down, but merely state the facts of the situation.
She can feel proud for standing up for her rights. At the same time, she will probably be
supported in her statement by other people in the line. While there is a good chance the
girls will feel embarrassed and move, there is also the chance that they will ignore
Geneva and her needs will not be met.
• An assertive response is almost always in your best interest, since it is your best chance of
getting what you want without offending the other person(s). At times, however, being
assertive can be inappropriate. If tempers are high, if people have been using alcohol or
other drugs, if people have weapons or if you are in an unsafe place, being assertive may
not be the safest choice

Activity 3: Responsible Action Sheet

Give your responses to the following statements. (Portfolio Output)
I am the BOSS of my feelings!
• When I get angry, it helps me feel better if I .
• When I feel sad, it helps me feel better if I .
• When I feel anxious or nervous, it helps me feel better if I .
• When I feel grumpy, it helps me if I .
• When I feel lonely, it helps me if I .
• When I feel embarrassed, it helps if I .
• When I feel sick, it helps me feel better if I .
• When I feel silly, I like to .
• When I feel disappointed, it helps me if I .
• When I am honest, I feel .
• When I feel , it helps me feel better if I

Portfolio Output: Reflection on ―Exploring Emotions‖ and ―I Am‖

Write on:
• The emotions you have felt recently and the circumstances in which you felt them;
• Your emotional self-awareness; and
• What you learned through these exercises and how you can use these learning to
improve your emotional development.

Assessment:
• What do you think are the types of emotion that are hard to manage?
• Why should adolescent learn how to manage their emotions, especially the negative ones?
• Is hiding one's emotion healthy or not? Justify your answer.
• Write down your plans to take responsible actions on your emotions.

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

Unit 3: Building and Maintaining Relationships

MODULE 9: Personal Relationships

Big Question: How does knowing more about attraction, love, and commitment help you
become more responsible in a relationship?

Adolescence is the stage when many personal relationship such as the so called romantic
relationship are usually forward. Romantic relationship are the center of the social life among
many adolescents from middle to late adolescent stage. At the end of the module, the student
will be able to meet the following objectives:
• Discuss an understanding of teen-age relationships, including the acceptable and
unacceptable expressions of attractions,
• Express ways of showing attraction, love, and commitment; and
• Identify ways to become responsible in a relationship

Lecture: 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.

Activity 1: Statements On Relationships

Write whether these statements are True or False.
• It is important to work on communicating our feelings in relationships.
• To love someone, we must love our self- first.
• Trying to understand where other people are coming from rather than judging them helps
us build and maintain relationships.
• Having a good relationship does not contribute anything to us having good health.
• When people listen deeply and let us know that they recognize the feeling behind our
words, more likely than not, our relationship is doing good.
• In our relationships, it is vital that we practice forgiveness when a loved one has hurt us
• Our loved ones cannot help us when we deal with stress.
• Using positive methods to resolve conflict will more likely help us maintain good
relationships.
• Expressing gratitude to our friends and family help us maintain good relationships.
• Significant differences in core values and beliefs never create a problem in relationships.
• We are happy in our relationships when our loved ones stay connected by spending time
with us and letting us know that they love us.
• Excessive reliance on social media can be a cause of tension in relationships.
• Relationships are static; they are unchangeable.
• Being compassionate, forgiving and grateful contribute to healthy relationships.
• To fully enjoy and benefit from relationships we need skills, information, inspiration,
practice, and social support.

Lecture: Why Personal Relationships Are Important

Healthy relationships are a vital component of health and well-being. 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.

Lecture: 25 Most Common Relationship Problems

Here is the list of the most common relationship problems most often
encountered by couples
• Affairs / infidelity / cheating. This includes emotional infidelity, one-night stands, internet
relationships (including ‗sexting‘), long- and short-term affairs and financial infidelity
• Sexual Issues, particularly loss of libido and including questions around your gender, or
your partner's gender
• Significant differences in core values and beliefs
• Life stages – you have ‗outgrown‘ each other or have ‗changed‘ significantly for
whatever reason

• Traumatic and/or Life-Changing Events

• 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
• Bored in or with Your Relationship
• Dealing with a jealous partner
• Having 'blended' family issues
• Domestic violence, which includes verbal as well as physical abuse:

The most serious relationship problem.

• Knowing you should not have got married in the first place!
• Lack of responsibility regarding finances, children, health and many other issues
• Unrealistic Expectations- still thinking your partner / spouse is the princess / knight and
not seeing the 'real' human being
• Addictions - substance abuse
• Excessive reliance on social media, at the cost of the relationship
• Lack of support during particularly difficult times from people that matter to you
• Manipulation or over-involvement in your relationships with family or friends
• Lack of communication about important matters
• 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!
• Perceived lack of concern, care and consideration / attentiveness: feeling the relationship
is one- sided is a big one!
• Significant personal disappointments and traumas that lead to a change in relationship
dynamics
• Long term depression or other mental health issues suffered by one partner or both
• Significant differences in opinion on how to discipline / deal with the children
• 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
• 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! 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.
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Lecture: On Teenage Relationships

Teenage relationships may start with attraction, develop into love, and , if various
factors permit, end up in commitment.
Adolescents are usually attracted to physical beauty. Individuals who display good
grooming and hygiene normally get more attention. But there are those who are attracted to
individuals who are intelligent, with sense of humor, or with good personality. Persons
who are sociable, cheerful, and who display positive dispositions are preferred. Similarity
in interest, intelligence level,
socio-economic status, or religious affiliation may also serve as cause of attraction.
 Adolescents are typically attracted to people of the same age, though girls may tend to
prefer older boys. Other bases of attraction include race or ethnicity, family background,
popularity, and wealth.

Some Forms of Attraction

Crush is a form of attraction. According to author E. Hurlock, crush is “the love of an
adolescent toward an older member of the same or opposite sex” (as cited in Kapunan,
1971, p.85). This is why in adolescence, crushes to older individuals are common. The
usual bases of crush are the traits which the adolescents view as nice, ideal, or admirable.
The following are the two types of crush:
Identity Crush
Identity crushes are formed when an adolescent finds someone he/she admires,
wants to imitate, or wishes to follow his/her leader. These often last long because the
admirer is using his/her 'crush' in shaping his/her values, ideals, personality, and
development.
Romantic Crush
Romantic crushes are formed when an adolescent finds someone as attractive and
feels the desire to be around or spend a lot of time with him/her. Most romantic crushes are
short-lived because there is a tendency for the 'magic' (or charm) of the 'crush' to wear off.
However, having a romantic crush may give an awareness to an adolescent that he/she is
capable of having a “romantic love” in the future.
Hero Worship
Hero worship can serve as an inspiration to strive for success, helping individuals
to set and achieve their goals. However, the effects on the admirer can either be negative
or positive, depending largely on the image of the one being 'worshiped' is a bad
influence (i.e. manifesting rebellious and other negative traits), the admirer or the 'hero
worshiper' may be adversely affected.
Courtship can be considered under attractions stage. Courtship is a phase in a
romantic relationship prior to engagement and marriage. It involves the “getting to know
each other” part which could be a basis for the persons involved whether or not they will
upgrade their relationship to a higher level. The following are the stages of courtship:

• Dating
This is a process which offers opportunity for an individual to know more about
another person (especially a potential boyfriend/girlfriend) and have a friendly association
or enjoyable time with him/her. Usual activities in dating are eating out in restaurants,
mailing, engaging in games together (e.g. computer games and sports activities), and
watching movies or concerts. On this stage, there is usually no commitment whatsoever
between the two persons. Dating is an activity common to individuals in late adolescence
stage.
 • Selective Stage
After dating, a person decides whether or not to continue 'seeing' a certain
individual. In this stage, a person also starts selecting the individual who will be his or her
“steady”, that is, the person with whom he/she wants to have a romantic relationship.
• Going 'Steady'
This is the stage where a sort of romantic relationship is made official. This is
marked by the presence of 'mutual understanding' between two persons. This stage
involves some sort of agreement, such as exclusively dating each other and the intention
to probably proceed to marriage in the future.
• Engagement Period
This is the part where the couple is formally (and usually publicly) known as
“engaged”. This encompasses a sort of contract and promise that on a set date, the engaged
couple will marry each other. This also entails setting things for the wedding.

Unacceptable and Acceptable Expressions of Attraction

Adolescents, especially the ones who are new to relationships, are commonly very
impulsive.
They want to spend almost every minute with their respective source of love or
attraction. Unaware, some may be displaying unacceptable expressions of
attraction.
Though expressions of attraction may vary from one culture to another, the
following are some commonly acceptable and generally unacceptable expressions of
attraction:
Acceptable:
• Glancing at each other
• Verbal communication – saying 'I love you' or 'I like you'
• Smiling
• Writing letters
• Phone calls or chatting
• Giving presents
• Showing attraction through social media (with limitations)
• Holding hands
• Walking arm in arm
• Kiss on the cheeks or 'beso-beso' in some occations

• Going out (usually with chaperons)

Unacceptable:
• Kissing/cuddling/holding in public
 • Flirting
• Invading personal space
• Intimate activities
• Back rubbing/massaging/caressing/stroking

Knowing these acceptable expressions and their counterparts will enable you to be
responsible and be mindful of yourselves when you are in a relationship. These will also
serve as a guide to free you from criticisms of other people.

Lecture:
Activity 2: Make your own healthy relationship wheel and explain how you will keep
your healthy relationship wheel rolling. (Portfolio Output)
 Lecture: Nurture Your Relationships
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 recommends 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.

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.

Create rituals together

With busy schedules and the presence of online social media that offer the façade
of real contact, it‘s very easy to drift from friends. In order to nurture the closeness and
support of friendships, you have to make an effort to connect. Gallup researcher Tom Rath
has found that people who deliberately make time for gatherings or trips enjoy stronger
relationships and more positive energy. An easy way to do this is to create a standing
ritual that you can share and that doesn‘t create more stress—talking on the telephone on
Fridays, for example, or sharing a walk during lunch breaks, are ways to keep in contact
with the ones you care about the most.

Some Ways and Guidelines to Become Responsible in a Relationship

Chances are, sooner or later, you will also experience being involved in a
romantic relationship. Hence, it is important that you have some knowledge on how to be
responsible in a relationship.

The following are some of the suggested ways by which one can become
responsible in a relationship.
• Maker sure that you enter into a relationship because you feel that you are
ready for it, so that whatever heartaches you may encounter (such as those
brought about by breakups), you will have no regrets.
• Make an assessment of your level of maturity. One needs to be at least
emotionally mature to face challenges accompanied by being involved in
relationships.
• Before doing anything, be sure to weigh the risks and the consequences of your
actions.
• Do not be afraid or shy to approach mature individuals, especially your parents, to
ask or consult on things regarding relationships.
Helpful Guidelines
In understanding the concepts love and commitment and in becoming
responsible in a romantic relationship.
• Invest in a good relationship
• Be clear on whom you really love to be with
• Don't make 'to love or not to love' a question
• Remember that love involves a leap of faith
• Be confident in love
• Find security in love
• Root your relationship in friendship
• Keep in mind: 'Life is also about loving'
• Remember that love, too, can be hurting

• Relationship requires calculated risk-taking

• Be wise in love
• Don't believe that 'love is blind'
 • Remember that you can fall in love with the person you hate
• Make love the reason for your marriage
• Don't promise eternity
• Never say you have mastered love
• Build a bridge of chance for the one you love
• Consider love as a project
• Consider love as a 'destiny'
• Consider love as the completion of the law
Aphorisms which are helpful in making the relationship last. If one is able to keep a
strong romantic relationship, then it is a good sign that he or she is 'responsible' in a
relationship.
• Do not allow the communication to breakdown
• Sincerely apologize when you make a mistake
• Be creatively loyal
• Make 'commitment' an everyday task
• Urgently fix your problems
• Be willing to sacrifice by making adjustment
• Adhere to the one you truly love
• Keep temptations at bay
• Explicitly express that you're satisfyingly committed
• Be clear on your status
• Avoid intoxicating materials
• Don't send wrong or ambiguous messages
• Keep him/her posted
• Avoid accusations
• Mutually work together for the relationship
• Have clean fun with your partner
• Learn from each other
• Be sensitive to what he or she likes
• Remember that 'love understands'
• Consider the above mentioned lines not as hard and fast rules

Ten Rules For Finding Love And Creating Long-lasting Authentic Relationships
• 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.
• 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.
• Creating Love Is A Process
Moving from ―I‖ to ―we‖ requires a shift in perspective and energy. Being an authentic
couple is an evolution.
• Relationships Provide Opportunities To Grow
Your relationship will serve as an unofficial life shop‖ in which you will learn about
yourself and how you can grow on your personal path.
• Communication Is Essential
The open exchange of thoughts and feelings is the lifeblood of your relationship.
• 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.
• 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.
• You Must Nurture The Relationship For It To
Thrive
Treasure your beloved and your relationship will
flourish.
• Renewal Is The Key To Longevity
Happily ever after means the ability to keep the relationship fresh and vital.
• 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.
Source: http://angellovecards.com/assets/luminaries/drcherrieLOVEposter.pdf

Activity 3: HEALTHY RELATIONSHIPS ITEMS SET (Portfolio Output)

• What should you consider when making decisions around sex and sexual limits?
• Your values
• Your friends
• Your family
• All of the above
• What is the best style of communication to use when making decisions about sexual
limits and boundaries?
• Assertive
• Passive
 • Aggressive
• Name three important qualities of a healthy relationship.

• Which of the following is NOT an element of a healthy relationship?

• Trust one another
• One person makes all the decisions
• Respect one another
• Open and honest communication
• Name a reason why you may not make healthy choices when it comes to sex.
• Name three resources you can turn to if you are worried about abuse in your relationship .
• Name three characteristics of an unhealthy relationship.
• What skills do you need to make healthy decisions in a relationship?
• Intelligence, memory, ability to do public speaking
• Assertive communication, active listening, and negotiation skills
• Ability to persuade others, love,
• passive communication
• None of the above
• Why would you choose abstinence? Give 3 reasons.
• Which of the following are signs that you may be in an abusive relationship?
• Bruises, scratches and other signs of injuries
• Avoiding friends
• Apologizing for your partner's behavior
• All of the above

Processing Questions:
• What were your thoughts and feelings while answering the activity?
• What did you discover about yourself after doing the activity?
• With previous activities, how would you describe your relationship with your
parents? Siblings? Possible or current romantic relationship? Friends?
• Which relationship is most important to you? Why?
• In what ways do you express your feelings, whether positive or negative?
• If your relationship is not doing very well, what can you do about it?

Activity 4: I Know The Signs of A Healthy Relationship

Put a HEART before each statement that you think is a sign of a healthy relationship; put
an X on each statement that you think is a sign of an unhealthy relationship.
 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.
9. 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. Your partner hurts you physically or emotionally.
17. Your partner doesn‘t keep your secrets safe.
18. Your partner undermines your decisions about pregnancy and parenting.

Source: http://washingteenhelp.org/your HYPERLINK "http://washingteenhelp.org/your-

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Making The Decision: Deciding Whether Or Not To Have Sex

The decision of whether or not to have sex is up to you, and you
alone. Therefore don‘t be afraid to say "no" if that‘s how you
feel.
Having sex for the first time can be a huge emotional event. There are many questions
and feelings that you may want to sort out before you actually get "in the heat of the
moment." Ask yourself:
• Am I really ready to have sex?
• How am I going to feel after I have sex?
• Am I doing this for the right reasons?
• How do I plan to protect myself/my partner from sexually transmitted infections or
pregnancy?
• How am I going to feel about my partner afterwards?

The best way to prepare for the decision to have sex is to become comfortable with
communicating about your needs. If you don‘t feel right about something, say so! Anyone
who challenges your choices about whether or not to have sex is not giving you the
respect that you deserve. Pay attention to your feelings, and don‘t let anyone make you
feel guilty for making decisions that are right for you.

There are countless nonsexual ways to show someone you love them. You can show a
person you care for them by spending time with them. Go to the movies. Or just hang out
and talk. If you are with someone you really like, then anything can be fun. here are also
ways to feel physically close without having sex.

These include everything from kissing and hugging to touching each other. Just
remember that if you're not careful these activities can lead to sex. Plan beforehand just
how far you want to go, and stick to your limits. It can be difficult to say "No" and mean it
when things get hot and heavy.

Talking To Your Parents

You probably think that talking to your parents about sex is impossible. You're not
alone; 83 percent of kids your age are afraid to ask their parents about sex. Yet 51 percent
of teens actually do. So... kids are not only talking to their parents about sex, they're also
benefiting from conversations they were afraid to have in the first place! Lucky them,
right? The truth is that most parents want to help their kids make smart decisions about
sex. They know it's vital for teens to have accurate information and sound advice to aid
the decision-making process.
If you think your parents are really nervous about raising the issue, you're probably
right. Many parents think that if they acknowledge their child as a sexual being, their son
or daughter will think it's okay to go ahead and have sex. They might also be afraid that if
they don't have all the answers, they'll look foolish. Some parents have said they're afraid
kids will ask personal questions about their sex life, questions they won't want to answer.

Think about all the adults in your life. Is there someone else's parent . . .a teacher or
guidance counselor, coach, aunt, uncle, neighbor or another adult you instinctively trust?
That's the person who will give you straight answers.
Your friends really don't know any more than you do, no matter what they say about
their sexual experience. The Internet, and other media, can't give you everything you need.
Only people who know you can do that.
Peer pressure is always tough to deal with, especially when it comes to sex. Some
teenagers decide to have sexual relationships because their friends think sex is cool.
Others feel pressured by the person they are dating. Still others find it easier to give in and
have sex than to try to explain why not. Some teenagers get caught up in the romantic
feelings and believe having sex is the best way they can prove their love.
But remember: Not every person your age is having sex. Even if sometimes it feels
like everyone is "doing it," it is important to realize that this is not true. People often talk
about sex in a casual manner, but this doesn't mean they are actually having sex.
Knowing how you feel about yourself is the first big step in handling peer pressure.
It's OK to want to enjoy your teen years and all the fun times that can be had. It's OK to
respect yourself enough to say, "No, I'm not ready to have sex."

How to avoid peer or date pressure

If you're worried about being pressured or you are currently experiencing it, know
that you are not alone and there is something you can do about it.

pressure you.
•
• Hang out with friends who also believe that it's OK to not be ready for sex yet.
• Go out with a group of friends rather than only your date.
• Introduce your friends to your parents.
• Invite your friends to your home.
• Stick up for your friends if they are being pressured to have sex.
• Think of what you would say in advance in case someone tries to

• Always carry money for a telephone call or cab in case you feel uncomfortable.
• Be ready to call your mom, dad or a friend to pick you up if you need to leave a date.
• Never feel obligated to "pay someone back" with sex in return for a date or gift.
• Say "no" and mean "no" if that's how you feel.
Drugs And Alcohol
In a survey of young people ages 15-24 by the Kaiser Family Foundation, 9 out of
10 people surveyed reported that their peers use alcohol or illegal drugs before sex at least
some of the time. Seven out of 10 also reported that condoms are not always used when
alcohol and drugs are involved. Twenty-nine percent of those teens and young adults
surveyed said that they've "done more" sexually while under the influence of drugs or
alcohol than they normally would have when sober.
The effects of drugs and alcohol can make it hard to think clearly, let alone make the
best possible decisions about sex. While you're under the influence of drugs or alcohol it
is easy to make a decision you'll regret later--decisions that can lead to a sexually
transmitted infection or an unwanted pregnancy. Even worse, there are some people who
will use the effects of alcohol and other drugs to force you into having sex with them.

Source: http://www.iwannaknow.org/teens/relationships/healthyrelationship.html

Activity 5: Portfolio Output

Give your own perspective about positive and negative peer
pressure. Positive peer pressure- Negative peer
pressure -

Examples: Examples:
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.

Lecture: 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 relationships 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?
Source: http://www.takingcharge.csh.umn.edu/activities/basic-rights-relationship

Portfolio Output: Reflections on Personal Relationships

• Write a reflection paper on your relationships, why they are important, and how you
intend to keep the good relationships strong and healthy.
• Poster on Basic Rights in
Relationships. On a piece of bond paper sketch, draw, or design a poster which
shows one‘s basic rights in a relationship.
Assessment :
• Why is it important and how you intend to keep the good relationships strong and
healthy?
• What are the advantages and disadvantages of being involved in a romantic
relationship at an early age?
• What is the value of romantic relationship in adolescence?
• Why is it essential for adolescents to learn about the various teenage relationships
and the acceptable and unacceptable expression of attraction?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 10: Social Relationships in Middle and Late Adolescence

Big Question: How does understanding group membership and leadership improve your
social relationships?
 Adolescence period is a prime of sudden changes to an individual, not only in the physical
and cognitive senses but as well as to his/her socio-emotional and interpersonal aspects as well.
In this module, the student is expected to be able to achieve the following objectives:
• To distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership,
• Compare your self-perception and how others see you, and
• Conduct a mini-survey on Filipino relationships (family, school, and community).

Lecture: 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 related to their
developing bodies, contributing to a higher risk of depression, substance abuse, and eating
disorders
Status and Role of a Person in
Society Status:
Status‘ is the position that an individual is expected to hold in a group or a community;
and the behavior that we expect from the person holding such a person is his ‗role‘.
Society itself works out into an orderly division of labor by giving different persons
different positions in it and assigning to each such position of behavior that would
generally be expected of such person.
Rights and duties conferred by society upon a particular status would be typified and
impersonal, and never personalized. We would, therefore, have a common idea of the role
that any woman would have to play if she were to occupy the status of a mother, and,
similarly, an impersonal standard of behavior is expected of a student, a teacher, an office
executive or the person who holds the status of the highest executive in the country.
Sociologists find that status can be mainly of two types: ‗ascribed‘ or inherited land
achieved‘ or acquired. If an individual‘s status is determined at his birth, it would be
regarded as an ascribed status. Birth determines the sex and age of the child finally and
conclusively, as also his ethnic and family background. While age is a changing factor in
life, the, others remain unchanged; and in the United States a baby born into a black
family will have certain limitations which the white baby will not suffer from.

Role:
In some sense of the word or the other, every individual adorning a status has to play a
role as if he were dramatizing it. An individual‘s role is the behavior expected of him in his
status and in the determination of his relationship with other members of his group.
The expectancy as to the standard of behavior is so conscious and well-defined that the
person playing it has little independence to waver away from it; and, in this sense, he in
society is like the actor on the stage delivering the dialogue according to his script, waiting
for the cue to come from the co-actor and watching the audience reactions to his
performance.
However, there is an important point of difference between the ‗social role‘ that an
individual in society plays and a dramatic role played on the stage. While the dramatic
role is fixed, unchangeable and simple in character, the individual‘s social role can be
made changeable and Multiple in character.
A person playing a multiple role may have to play them all concurrently or
sequence-wise, according to the condition of his life or his occupation; and one of his
roles may be so dominant that it will distinctly condition his individuality. An
industrialist may be so engrossed in his occupational duties that he fails to play his roles
as husband or father effectively.

Basic Roles and Responsibilities of a Person Living in a Cultured Society

 We have heard the fact a lot of time since our childhood that man is a social animal.
The existence of man is futile without society, and hence the society was built. We here
talk about a part of this society; the one where a person resides. Every individual is
important and equally

liable to some roles and responsibilities when living in a cultured society. The roles an
individual plays are of a neighbor, an owner of the house or a tenant etc. The basic
responsibilities of an individual are respect, cooperation, and participation.

Let us discuss some of these responsibilities in detail.

Maintain A Clean Surrounding: Every person is responsible for the cleanliness of his or
her surroundings. One must always keep in mind to ensure that their homes as well as
common premises are kept clean. Ask the servants to take care of this. Do not litter the
place outside your door or the gardens or elevators. Use dustbins. Or ask for them to be
installed at all possible places such as the corridors, garden, parking lot etc.

Participate In Society’s Activities: Every individual is expected to take active part in all
the important activities being held in the society. These activities may be the elections for
vital positions of people to run the society smoothly, meetings to discuss important issues,
recreational purposes etc. Here, elections and meetings are a must. They should be
participated in, because every individual has something to offer to the improvement of the
society. All the suggestions and complaints made on the right platform will yield the
desired results. It is no use sulking in your own house and mutter complaints of the
society to your family. Go out, talk to the respected people viz. general secretary. Also,
taking part in recreational activities not only relieves one of stress but also helps maintain
an amicable environment in the society.

Be In A Harmonious Relationship With Neighbors: Culture itself means to have

certain values. The relationship of every individual with the neighbors should be friendly
and healthy. Any disputes arising out of sharing the common spaces or parking spaces etc
must be addressed in proper manner and on the proper platform like the society meetings.
One should take care not to bicker around with neighbors. That is definitely not a part of a
cultured society.

Follow the rules of a society: Each society has certain rules defined. And every
individual must respect and abide by them. In case any rule is proving difficult, it should
be brought forward in the society meetings. Breaking them is no solution.

Activity 1: How Do You Understand Your Role As A Student In

Your Community? (Portfolio Output)
 Write A Short Article About This.

Activity 2: Seeing Me Through You

Objectives: This aims to enable yo to make a comparison between your view of
yourself and the observation of others. This will lead to the awareness of your
characteristics that will either be confirmed or negated by other people's impressions
of you.
Procedure: Bring out a piece of paper and make a table (just like what is shown
below). Using a mirror, supply the information needed on the left column (imagine the
story of “Snow white and the magic mirror”). Then choose a partner, preferably
someone who is close to you. Sit down facing each other. Ask him/her, “What can you
say about me?” The answers will be written on the right column of the table. Note:
Students are encouraged to be honest, sincere, and objective in telling their partners
how they see them as a person.
What I think of my self (my traits, What others think of me (my
abilities, and strengths) traits, abilities, and
strengths)

Lecture: 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. 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 well-being

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 well-being. 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.
Source:http://raisingchildren.net.au/articles/community_activity_teenagers.html

Activity 3: My Organizations (Portfolio Output)

Name Of Organization Type of organization* My position / role in
the organization

*Neighborhood association, church group, singing/dance group, community organization,

youth group, club, school organization, volunteer group, etc.

Reading: Lessons On Leadership And Membership From Fables

Can you identify the lesson being taught by each story?
• 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 Cranes, and you must die in their company.
Lesson learned:

• 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.
Lesson learned:

• 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.‖
Lesson learned:

• 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.‖ Lesson learned:

• 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.‖ Lesson learned:

• 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‖
Lesson learned:

The Characteristics of Effective Leaders

Most of us would also accept that:
• Ethical leaders practice fairness - making sure everyone is treated fairly and equally.
• Ethical leaders apply a set of coherent, generally-accepted values or principles, such as
honesty, justice, respect, care for others, taking responsibility for your actions, putting the
greater good ahead of their own interests, etc.
• Ethical leaders reward ethical behavior and sanction unethical behavior in the workplace.
• Ethical leaders incorporate an ethical dimension into their decision-making processes.
• Ethical leaders lead by example, and ‗walk the talk‘.
• Ethical leaders take responsibility for their actions and their failures.

Lecture: 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
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?"
Robert Greenleaf's concept of the servant-leader was stimulated by his reading of
Journey to the East by Herman Hesse. It is the story of a group of travelers who were
served by Leo, who did their menial chores and lifted them with his spirit and song. All
went well until Leo disappeared one day. The travelers fell into disarray and could go no
farther. The journey was over. Years later, one of the travelers saw Leo again—as the
revered head of the Order that sponsored the journey. Leo, who had been their servant,
was the titular head of the Order, a great and noble leader.
In The Servant as Leader, Greenleaf said: ...this story clearly says—the great leader is
seen as servant first, and that simple fact is the key to his greatness. Leo was actually the
leader all of the time, but he was servant first because that was what he was, deep down
inside. Leadership was bestowed upon a man who was by nature a servant. It was
something given, or assumed, that could be taken away. His servant nature was the real
man, not bestowed, not assumed, and not to be taken away. He was servant first.
If there is a single characteristic of the servant-leader that stands out in Greenleaf's
essay, it is the desire to serve. A walk through The Servant as Leader provides a fairly
long list of additional characteristics that Greenleaf considered important. They include
listening and understanding; acceptance and empathy; foresight; awareness and
perception; persuasion; conceptualization; self -healing; and rebuilding community.
Greenleaf describes servant-leaders as people who initiate action, are goal-oriented, are
dreamers of great dreams, are good communicators, are able to withdraw and re-orient
themselves, and are dependable, trusted, creative, intuitive, and situational.
Greenleaf described a philosophy, not a theory. However, based on the views of a
number of scholars, the elements that are most unique to servant leadership compared
with other theories are:
• The moral component, not only in terms of the personal morality and integrity of the
servant-leader, but also in terms of the way in which a servant-leader encourages
enhanced moral reasoning among his or her followers, who can therefore test the
moral basis of the servant-leader's visions and organizational goals;
• The focus on serving followers for their own good, not just the good of the
organization, and forming long-term relationships with followers, encouraging their
growth and development so that over time they may reach their fullest potential;
 • Concern with the success of all stakeholders, broadly defined— employees,
customers, business partners, communities, and society as a whole— including those
who are the least privileged; and

• Self-reflection, as a counter to the leader's hubris.

Various Roles of Individuals in the Society

• President/Political Leaders - Religious Leaders
• Teachers - Children
• Church Members - Celebrities

Activity 4: Questionnaire On Ethical And Servant

Leadership (Portfolio Output)
Answer the following statements with a True or False.
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.
5. 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.

Lecture: Filipino Values in Social Relationships

Filipino values are very important to the lives of every Filipinos. These
values consist of ethical practices, ideologies, etiquette and social norms
which may be unique to Filipino culture. These social values are important
to maintain harmony in Filipino relationships in social institutions such as
family, school, and community.
Some of the Filipino Values are as follows:
• Fear of losing face “hiya”
• Pakikisama
• Hospitality
• Amor propio or Self-esteem
• Respect to elders
• Utang na loob (Debt of gratitude)

Activity 5: Portfolio Output

Name some persons who practice servant and ethical leadership. Place their picture in the
box and share their contributions to the community where they belong.

Activity 6: Write your reflection paper about servant and ethical

leadership. (Portfolio Output)

Assessment:
• Why is it important for adolescents to learn about Filipino social values?
• Why is other's evaluation of yourself just as important as your self-evaluation?
• Cite one example of a Filipino social value that can be observed up to the present. Discuss.
• Name significant persons around you that you consider have great influence on your
attitude, values, and behaviors. Explain how he/she have influenced you as an
adolescent.
 Rubrics Score Score Obtained
The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 11: Family Structures and Legacies

Big Question: How does your family affect you as a developing
individual?

The family give influential role in the personal development of adolescents. First, it is
the family which serves as the primary support group of adolescents as their journey to
adulthood. It is a source of emotional security, love, care, affection, and companionship. Both
parents play essential functions in the growth and development of their children. In this
module, the student is expected to be able to learn the following:
• Appraise family structure and the type of care they give and receive, which may help in
understanding oneself better ,
• Make a genogram and trace certain physical, personality, or behavioral attributes through
generations, and
• Prepare a plan on how to make family members firmer and gentler with each other.

Call it a clan, call it a network, call it a tribe, call it a

family. Whatever you call it, whoever you are, you
need one. Jane Howard, "Families"

Lecture: 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/Grandparent 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.
• 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.
Activity 1: Trace your family history and gather information about the members of your
family. Make visual representation of a family using the illustration below. Include
pictures for each box that represents the member of your family. (Portfolio Output)
Activity 2: My Family Structure
Objective: This aims to enable you to assess the kind of family structure you
have and ponder on the care you receive from your family and the kind of
relationship that exists among the members of your family. On a sheet of paper,
answer the following questions:
• How many members are there in your family? Enumerate each member
of your family.
• Based on the discussed family structures above, in what type do you
think your family belongs?
• Do you relate well with each member of your family?
• Are the roles and responsibilities justly or equally divided among the
members of your family? Why or why not?
• Do you think your family structure significantly helps you in your
development as an adolescent? Explain.
• What do you think are the difficulties of having a family structure
such as yours? Do these difficulties somehow affect your attitude
and behavior?
• In your assessment, do you think you are given sufficient love,
care, and support by your family members, especially your
parents/
• If given a chance, would you rather belong to a family with a
structure different from yours? If yes, why? If no, why not?

Discussion/Sharing
• Were you able to assess the kind of family structure you have? Tell
something about it.
• Have you realized the effect of one's family structure to the children?
• What are your conclusions as regards the effects of family structure to
the lives of adolescents?
• What could you contribute to further improve the relationship
among the members of your family?

Lecture : Family
Family Legacies
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.

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, 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. 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.
Here are five things you do that predict whether your children will receive the
spiritual legacy a Christian parent desires. Do you:

• Acknowledge and reinforce spiritual realities? Do your children know, for example, that
Jesus loves everyone? That God is personal, loving and will forgive us?
• View God as a personal, caring being who is to be loved and respected?  Make spiritual
activities a routine part of life?
• Clarify timeless truth — what‘s right and wrong?
• Incorporate spiritual principles into everyday living.

Activity 4: Answer the questions in your journal.

Activity 5: Emotional, Social And Spiritual Legacy (Portfolio Output)

Emotional Legacy Evaluation
Answer each question by circling the number that best reflects the legacy you have received
from your parents. Then add up your score.

• When you walked into your house, what was your feeling?
• Dread 4 Stability
• Tension 5 Calm
• Chaos 6 Warmth

• Which word best describes the tone of your home?

• Hateful 4 Serious
• Angry 5 Relaxed
• Sad 6 Fun

• What was the message of your family life?

1 You are worthless. 4 You are
respected. 2 You are a burden. 5
You are important. 3 You are okay.
6 You are the greatest.

• Which word best describes the "fragrance" of your home life?

• Repulsive 4 Sterile
• Rotten 5 Fresh
• Unpleasant 6 Sweet

• Which was most frequent in your home?

1 An intense fight 4 A strong
disagreement 2 The silent treatment
5 A kind word
3 Detached apathy 6 An affectionate hug

Results:
Above 24 = Strong emotional
legacy 19 - 24 = Healthy
legacy
14 - 18 = Mixed legacy - good and bad
elements 10 - 13 = Weak emotional
legacy
Below 10 = Damaged emotional legacy

Social Legacy Evaluation

Answer each question by circling the number that best reflects the legacy you have received
from your parents. Then add up your score.

• Which words most closely resemble the social tone of your family?
1 Cruel and abusive 4 Non-communicative but
stable 2 Cutting sarcasm 5 Secure with open
communication 3 Chaotic and distant 6 Loving
and fun

• What was the message of your home life with regard to relationships?
1 "Step on others to get your way." 4 “Mind your own
business.” 2 "Hurt them if they hurt you." 5 “Treat others
with respect.”
3 "Demand your rights." 6 “Put others before yourself.”

• How were rules set and enforced in your home?

• Independent of relationship 4 Inconsistently
• In reaction to parental stress 5 Out of concern for my
well-being 3 Dictatorially 6 In the context of a loving
relationship

• Which word best characterizes the tone of communication in your home?

• Shouting 4 Clear
• Manipulation 5 Constructive
• Confusing 6 Courteous

• How did your family deal with wrong behavior?

1 Subtle reinforcement 4 Severe
punishment 2 Accepted in the name
of love 5 Discussion 3 Guilt trip 6
Loving, firm discipline

Results:
Above 24 = Strong social
legacy 19 - 24 = Healthy
legacy
14 - 18 = Mixed legacy — good and bad
elements 10 - 13 = Weak social legacy
Below 10 = Damaged social legacy

Spiritual Legacy Evaluation

Answer each question by circling the number that best reflects the legacy you have received
from your parents. Then add up your score.
• To what degree were spiritual principles incorporated into daily family life?
• Never 4 Frequently
• Rarely 5 Almost always
• Sometimes 6 Consistently

• Which word captures the tone of how you learned to view/relate to God?
• Absent 4 Casual
• Adversarial 5 Solemn
• Fearful 6 Intimate

• How would you summarize your family's level of participation in spiritual activities?
• Nonexistent 4 Regimental
• Rare 5 Active
• Occasional 6 Enthusiastic

• How were spiritual discussions applied in your home?

• They weren't 4 To teach
• To control 5 To influence
• To manipulate 6 To reinforce

• What was the perspective in your home regarding moral absolutes?

• If it feels good, do it! 4 Dogmatic legalism
• There are no absolutes. 5 Moderate
conservatism 3 Let your heart guide you. 6
Clear boundaries

Results:
Above 24 = Strong spiritual
legacy 19 - 24 = Healthy
legacy
14 - 18 = Mixed legacy — good and bad
elements 10 - 13 = Weak spiritual legacy
Below 10 = Damaged spiritual legacy

Additional Questions
• What were your scores in the emotional, social, and spiritual legacy evaluation?
• How do these scores reflect your home atmosphere?
• What is the legacy you have received from your parents and sibling?
• How do you plan to give a legacy when you start your own family in the future?

Activity 6: Portfolio Output

b. Describe your family according to the
following factors:
• What are you proud and happy
about your family
• Challenges that your family encounter.
• Unique characteristics of your family.
 Activity 7:
Paste a picture of your family and write an acrostic of the
word. (Portfolio Output)

A TRIBUTE TO FAMILIES I don't know when it started, Or how it all began. But
God created families, As only our Lord can.
 He was teaching what it
means, To love, honor,
and obey.
He wanted a strong
bond, That we don't see
too much today. He
wanted someone to hold
us, And show respect for
others.
He wanted someone who'd be
gentle, And so he created
mothers.
He wanted someone
strong, A support filled
with love.
And so he created fathers,
Sent from heaven up
above. Brothers and
sisters came next, With
that, an instant friend.
Someone to look up to,
Someone on who to
depend.
When he put them all
together, He was amazed at
what he'd done.
He had created a family,
Mother, father,
daughter, son. But look
at the family, Created by
only two. How many
we've become, And all
because of you.
We have a lot to be
thankful for, The
memories through the
years.
The many times together,
Full of laughter, full of
tears. I don't know where
we'd be today, If it weren't
for the two of you.
 To show us strength, support,
and love, Like only the two of you
can do.

Source: http://www.familyfriendpoems.com/poem/tribute-to-family

Assessment:
• Why is it important that both parents and adolescents should work as a team in
order to achieve a harmonious relationship? Explain and justify.
• Why is there a need for adolescents to appraise their family structure and the kind
of care they receive from their respective family?
• In your opinion, which is the best type of family structure that promote healthy
adolescents? Why?
• What are the common issues have an adolescent and their families face
nowadays? What should they do when facing these kind of common issue?
• What have you learned in this unit about your personal relationships with family,
friends, partner, and organizations?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

Unit 4: Career Development

MODULE 12: Persons and Careers

Big Question: How do personal/internal factors influence your career choices?

Usually in the adolescence stage, it is vital for an individual to dram what they want to
happen in their future lives especially when it comes to their future careers. At the end for
this module, the student is expected to be able to:
 • explain that understanding of the concepts of career and life goals can help in planning
your career,
• identify the personal factors influencing career choices, and
• take a self-assessment tool to know your personality traits and other personal factors in
relation to your goals.

Lecture: Career Concepts

A career is defined as the combination and sequence of roles played by a person
during the course of a lifetime (Super, 1980). Your career basically dictates a lot of things
in your life – it can determine the kind of lifestyle that you will be leading, the quality of
relationships that you have with people around you like your family and friends, the kind
of balance you will be able to keep with your life and your responsibilities.
There are two other concepts that we often associate with the concept of career. One is
a job. A job is a position an individual holds doing specific duties. For example, if you
would look closely at the job of a lawyer, you can say that a lawyer‘s job is working as an
associate in X Law Firm. Another term is occupation. An occupation is defined as the
similar work for which people have similar responsibilities and for which they develop a
common set of skills and knowledge. For example, people who are in the mental health
occupation would include psychologists, clinical psychologists, counselors, and
psychiatrists.
A lot of things can influence one‘s career choice. A popular career development
model, the Trait and Factor model, believes that skills and abilities need to fit the
demands of a particular career field. This being said, it is then important that you take
stock of the skills, knowledge and abilities that you currently possess and those that you
still need to develop as these greatly impacts that kind of career that could be a good
match for you.
Another factor that could influence your success in a particular career field would be
your personality and interests. John Holland, a popular career counselor proposed a theory
that strongly believe that certain careers require certain personality traits and must also fit
our interests. Our life roles are yet strong factors that influences our career choices. Your
role as a child, a sister, a student, and eventually if you choose it, that of a parent would
have an impact in the decisions that you would have to make as an adult. Donald Super,
another career development theorist believes that since we play an array of roles in our
lives, these roles are likely to change over time thus requirements, needs and other
external forces would come into

play when we are trying to figure out or maintain a career. One‘s race and ethnicity could
also impact our choices. The culture in which we belong to shape our values and
expectations. In the Philippines, our collectivist orientation makes our family a strong
influence in our career decisions. More often than not, the choice of course to take in
college, the location of our job, how strong willed we will be in achieving great heights in
our career, would most likely being influenced by our family roles, duties and obligations.
Our social identity, specifically our gender, also possess challenges and opportunities for
us when choosing a career. Although nowadays, the gender divide in terms of careers have
slowly narrowed, it is a known fact that men and women experiences career-related
stereotypes.
One of the strongest considerations in career decision making has a lot to do with
social and economic conditions. Our choice of career is contingent to our capabilities to
sustain the monetary demands of pursuing formal education to train for it. Also, our
financial obligations and roles likewise would determine the kind of occupation we would
be pursuing in order to fulfill these duties. Furthermore, certain life events can also
influence our career choices. The unpredictability of these events may cause us to make
certain concessions in order to meet the demands brought about by these changes.
Likewise, the volatile economic landscape and how it impacts that supply and demand for
people and jobs may also impact how our careers would progress.
Lastly, we are so familiar with the question ―What do you want to be when you grow
up?‖. It is highly probable that these childhood fantasies may have influenced how you
view yourself and your career.

What Should I Consider When Choosing a Career?

What Are Your Interests?

What Are Your Strongest

Skills? Your Attitude

Education and

Training Job

Availability

Culture, People, and

Values Learn From

Experience Passion

Lecture: What Influences

Your Career Choice?
By Melissa Venable
When we think about career
choice, several things immediately
come to mind
• job description, training and
education required, career
outlook, and salary – but there are
a number of other factors that may
influence your decisions. Let's
explore some of these factors as
addressed by multiple career
development theories.
 Theories can help us frame
why and how things happen. In
this case, career
development theories help us explain why and how we choose to pursue specific career
fields. There are a lot of theories to consider in the relatively new field of career
development. As you read through the factors below, you'll see that many of the related
theories address some of the same issues. No one theory explains everything, so it's good
to consider these factors from multiple perspectives.

Influence Factors:
Skills and Abilities - Considering your skills and abilities and how they may fit a
particular occupation comes out of one of the earliest career development fields, Trait-
Factor theories, and is still used today. These theories recommend creating occupational
profiles for specific jobs as well as identifying individual differences, matching
individuals to occupations based on these differences. You can identify activities you
enjoy and those in which you have a level competency though formal assessment.

Interest and Personality Type - Holland's Career Typology is a widely used to connect
personality types and career fields. This theory establishes a classification system that
matches personality characteristics and personal preferences to job characteristics. The
Holland Codes are six personality/career types that help describe a wide range of
occupations.

Life Roles - Being a worker is just one of your life roles, in addition to others such as,
student, parent, and child. Super's Lifespan theory directly addresses the fact that we each
play multiple roles in our lives and that these roles change over the course of our lives.
How we think about ourselves in these roles, their requirements of them, and the external
forces that affect them, may influence how we look at careers in general and how we
make choices for ourselves.

Previous Experiences - Krumboltz's Social Learning and Planned Happenstance theories

address factors related to our experiences with others and in previous work situations.
Having positive experiences and role models working in specific careers may influence
the set of careers we consider as options for ourselves. One aspect of Social Cognitive
Career Theory addresses

the fact that we are likely to consider continuing a particular task if we have had a positive
experience doing it. In this way, we focus on areas in which we have had proven success
and achieved positive self-esteem.

Culture- Racial and ethnic background, as well as the culture of an individual's regional
area, local community, and extended family, may impact career decisions. Our culture
often shapes our values and expectations as they relate to many parts of our lives,
including jobs and careers. Multicultural career counseling has emerged as a specialized
field to take these influences into consideration when counseling clients and students. We
can't attribute the predominant characteristics of a culture to any one of its individuals, but
having an awareness of the values and expectations of our culture may help us understand
how we make our career choices.

Gender - Both men and women have experienced career-related stereotypes. Gender is a
factor included in multiple career development theories and approaches including, Social
Learning and multicultural career counseling. How we view ourselves as individuals may
influence both the opportunities and barriers we perceive as we make career decisions.
Studies of gender and career development are ongoing as roles of men and women in the
workforce, and in higher education, evolve.

Social and Economic Conditions - All of our career choices take place within the context
of society and the economy. Several career theories, such as Social Cognitive Career
Theory and Social Learning, address this context in addition to other factors. Events that
take place in our lives may affect the choices available to us and even dictate our choices
to a certain degree. Changes in the economy and resulting job market may also affect how
our careers develop.

Childhood Fantasies - What do you want to be when you grow-up? You may remember
this question from your childhood, and it may have helped shape how you thought about
careers then, as well as later in life. Career counseling theories are expanding as programs
related to career choice are developed for all ages, including the very young. Ginzberg
proposed a theory that describes three life stages related to career development. The first
stage, fantasy, where early ideas about careers are formed, takes place up to age 11.

Activity 1: Skills Assessment Worksheet

Transferable Skills generally are not associated with a particular job or task.
Transferable skills are usually broader and related to leadership, communication, critical
thinking, analysis, and organization. These are skills that can be transferred and utilized in
a variety of different kinds of jobs and career paths.
Copy the list of skills below and mark each column as described. You can have the
same skill marked more than once in each column.
• What skills have you already acquired and feel competent doing? In the first column,
mark each skill in which you feel competent.
• What skills do you enjoy, even if you are not proficient at them? In the second
column, mark those skills that you really enjoy.

• What skills would you like to learn, acquire or develop further?

Post-Activity Questions:
 • From the list above, referring to column 2, list your top five favorite skills that you
would most enjoy utilizing in your work (even if you are not proficient at them yet).
Include the main skill category.
• Which of the favorite skills listed above do you consider strengths or things that you
are very good at (both column 1 and 2 would probably be marked). Include the main
skill category
• Which (top five) skills would you like to develop, improve and/or learn (refer to skills
marked in column 3)? Include the main skill category
Skill 1. Feel 2. Enjoy / 3. Would
competent Favorites Like to
Develop
Communication Skills
Write, edit, translate, interpret or critique words
Speak in public, debate, advocate, or
present demonstrate an idea
Facilitate a meeting
Reading and following directions
Comparing or cross-checking two lists
Filling out forms
Writing reports, letters and memos correctly
Reading and understanding policies and memos
Comfortably speaking to others you do not know
Taking notes while someone speaks
Finding information
Using map
Explaining things to other people
Know when to ask for help or more explanation
Counsel or advise others
Listening to others
Other(s):

Technical Skills 1.Feel 2. Enjoy / 3.Would

competent Favorites Like to
Develop
Be athletic or use physical coordination
Build or construct things or structures
Do skilled crafts or use hand coordination with tools
Operate vehicles, machines or electronic equipment
Repair or set up machines or equipment
Installing things
Work with earth and nature
Gardening, landscaping and farming
Other(s):

Management and Self-Management Skills 1. Feel 2. Enjoy / 3.Would

Competent Favorites Like to
Develop
Administer, set goals and priorities, plan or make
decisions
Initiate, assess needs, anticipate or create change
Manage people, delegate tasks, direct, oversee or
motivate
Sell, negotiate, convince, promote or persuade
Being a patient with others
Keeping a cheerful attitude
Getting interested/excited about the task at hand
Offering to help when it‘s needed
Knowing how to take directions
Motivating myself to do what needs to get done
Helping motivate others to get the job done
Prioritizing tasks so that the larger goal is met on time
Following the rules
Presenting a neat and professional image
Checking your own work
Using courtesy when dealing with other
Seeking help when needed
Being eager to learn

Speaking up for yourself

Solving problems in a cooperative way
Other(s):

Creative/Artistic Skills 1. Feel 2. Enjoy / 3. Would

Competent Favorites Like to
Develop
Perceive intuitively, sense, show insight or have
foresight
Use artistic ability, photograph, decorate, paint or
sculpt
Use creativity, visualize, imagine, brainstorm or design
Presenting artistic ideas
Visualizing shapes
Designing
Drawing, illustrating, sketching
Other(s):

People and Social Skills 1. Feel 2. Enjoy / 3. Would

Competent Favorites Like to
Develop
Care, treat, heal, nurse or rehabilitate others
Counsel, empower, coach, guide or listen to individuals
Host, comfort, please, make welcome or serve
customers
Plan social, recreational or other group events
Problem-solve, mediate or network with people
Teach, train, instruct, inform or explain to groups
Caring for children responsibly
Caring for the sick and elderly
Calming people down
Helping people complete a task
Knowing how to get along with different
people/personalities
Other(s):

Critical Thinking and Investigative Skills 1. Feel 2. Enjoy / 3. Would

Competent Favorites Like to
Develop
Analyze, use logic, problem solve, examine
Conceptualize, adapt, develop, hypothesize or
discover
Evaluate, assess, test, appraise, diagnose
Observe, reflect, study or notice
Research, investigate, read or interview
Synthesize, integrate, unify or conceptualize ideas
Other(s):

Business Skills 1. Feel 2. Enjoy / 3. Would

Competent Favorites Like to
Develop
Working with computers
 Using a business telephone
Working with budgets
Attend to detail, copy, inspect or transcribe
Account, budget, program or systematize
financial data
Managing money and bills
Writing business documents
Coordinating events
Fund-raising
Other(s):

Lecture: Super‘s Career Development Theory

Donald Super influenced the idea that developing a sense of self and realize that you
change over time is important when planning your career. One of Donald Super's greatest
contributions to career development has been his emphasis on the importance of the
development of self- concept. According to Super, self-concept changes over time, and
develops as a result of experience. As such, career development is lifelong. Super
developed the theories and work of colleague Eli Ginzberg. Ginzberg‘s theory enumerated
three stages in a person‘s career development: Fantasy (from birth to 11 years old),
Tentative (from 11-17 years old), and Realistic (after age 17). Super thought that
Ginzberg‘s work had weaknesses, which he wanted to address. Super extended Ginzberg‘s
life and career development stages from three to five, and included different sub stages.
Super argues that occupational preferences and competencies,

along with an individual‘s life situations, all change with time and experience. Super
developed the concept of vocational maturity, which may or may not correspond to
chronological age: people cycle through each of these stages when they go through career
transitions.
Super’s five life and career development stages

Stage Age Characteristics

Growth Birth Development of self-concept, attitudes, needs and general
-14 world of work
Exploratio 15-24 "Trying out" through classes, work
n hobbies. Tentative choice and skill
development
Establishme 25-44 Entry-level skill building and stabilization through
nt work experience
Maintenan 45-64 Continual adjustment process to improve
ce position
 Decline 65+ Reduced output, prepare for retirement

Activity 2: Make a research on Donald Super's “Career Development

Theory” and give your own interpretation of this theory. Use
the link below.
Source: http://www.careers.govt.nz/practitioners/career-practice/career-theory-
models/superstheory/

Lecture : How To Choose A Career Path

Your career path should account for your goals, future plans and personality.
Considering these factors that can help you choose the right starting position and make
strategic decisions over time.
Follow these steps as you prepare a career path:
• Outline your career goals

• Create a five-year plan and a ten-year plan

• Discover your personality type
• Review your previous experience
• Compare job requirements to your education
• Assess your current skill set
• Take note of your interests
• Identify your core values
• Consider job growth

• Outline your career goals

Before selecting a career, start with self-reflection by asking and answering certai
questions. Active reflection helps narrows your choices into something more specific.
Consider asking yourself:
What do I want from my
career? What are my core
values?
What activities do I most enjoy, professionally or in my free
time? What are my interests?
What are my strengths and aptitudes? Soft skills? Hard skills?
Do I want to specialize in certain technical skills or take on management roles?

• Create a five-year plan and a ten-year plan

Once you have narrowed down your options, consider establishing milestones for your
career. Research where other people in your field are at five or ten years into their career,
and make note of the job titles they have. Decide what title or advancements you want to
have at these future points. Then research what you can do to reach those goals. You may
need to undergo training programs, take on specific responsibilities or hold prerequisite
positions.

By establishing career goals five or ten years in the future, you can plan based on what
progress you should expect every year. Schedule time regularly to reflect on your career
and goals.

• Discover your personality type

A personality type is a set of personality traits that can be grouped together. There are
multiple methods for discovering your personality type, many of which focus on your
responses to different situations. Different personality types may naturally gravitate toward
different interests and develop different strengths, including careers.

Different tests list common career choices for each personality type. If you take a variety
of tests and one or two careers appear across multiple tests, that specific career is likely
worth researching. Some popular tools you can use to identify your personality type
include:

The Myers-Briggs Type Indicator: This questionnaire is a self-reporting inventory that

includes introspective questions to identify your psychological preferences. Using this
information, the type indicator system classifies people based on four key dichotomies.
With this information, you can identify your personality type out of sixteen options.

The Keirsey Temperament Sorter: This is a self-assessment questionnaire. While it is

similar to the Myers-Briggs Type Indicator, it more closely identifies roles that match each
temperament type. The questionnaire focuses on behaviors and temperaments rather than
preferences.
The Jungian Type Index: This self-assessment can provide you with an overview of your
personality type and recommended careers by identifying Jungian cognitive functions, or
explanations behind certain psychological preferences.

• Review your previous experience

Your job satisfaction in previous roles can also help guide your career choices. Identify
trends in your previous positions, such as focusing on a specific technical skill. Also,
review your job history to identify positions that you felt fulfilled in.

• Compare job requirements to your education

Many jobs have specific education requirements for applicants and new hires, such
as obtaining a high school diploma, completing a bachelor‘s degree program or having a
master‘s degree. Some positions also require applicants to have their degrees in a specific
field related to the position.
Review the education requirements for jobs you are interested in, and apply for jobs
that accept your current level of education or research additionally degrees or
certifications you may need.

• Assess your current skill set

Make a list of your current skills, certifications and areas of expertise. Also ask for
feedback about your technical, interpersonal and people management skills from
coworkers and colleagues. This evaluation can help you find careers that match what you
are best at.

• Take note of your interests

Depending on your personality, you may have interests that lend themselves to
different careers. Examine your hobbies, past volunteer experiences and interests to
identify activities or fields you enjoy. While this information is outside of a professional
context, creating a list of activities you like can help you focus a career search. For
example, you may enjoy a career in cyber security if you enjoy logic puzzles, or you may
enjoy a traveling sales role if you like meeting new people.

Use this knowledge to apply for short-term positions or volunteer opportunities to

explore new career options. This first-hand experience allows you to test your suitability
for a career. If you are currently in school or have a job, consider taking a course or
certification program that is required for a field that interests you. This experience can
help you determine if the career‘s skills and content are something you enjoy.

• Identify your core values

 Identifying your core values can help you focus on career you find personally
fulfilling. It can also help you find fields or niche areas that you are passionate about.
Consider making a list of qualities you think are important in a company or its employees.
You can use this list to search for companies and job descriptions that share these values.

• Consider your salary needs

Depending on your lifestyle, you may require a certain salary. Find average salaries by
job title, company and location on Indeed Salaries. This can be a good starting point for
determining how much money you may have when first starting out, as well as your
earning potential after you‘ve gained a certain amount of time and experience. While
salary certainly does not equal an engaging, satisfying job, it is an important factor to
consider when mapping out your career path.

What is career decision making?

You can best understand good decision making by first defining the term decision. A
decision can be defined as the act of choosing. A decision, whether you are aware of it or
not, is a response to a question, concern, or problem. Appropriate career decisions can be
further defined as the ongoing lifelong process of making choices that complement your
personal attributes and help you to realize your basic life values. Indeed, a career decision
should be made with great care, for they will significantly influence your direction,
personal satisfaction, and fulfillment in life.

Is career development different for an older adult than for a younger person?
While the basics of career development (self-assessment, decision-making,
occupational awareness, exploration, and implementation) are the same regardless of age,
variations in maturity and life experiences necessitate different approaches. Some career
specialists believe that most adults, like children and young people, go through a number
of developmental stages. Consequently, they consider the life stage of a person before
selecting a counseling strategy.

What is career success?

Career success really depends on the individual. For some, career success is measured
by financial and material accumulation. Others base career success on recognition and
popularity. Still others believe that real career success comes only through helping others
or making a contribution to society.

Career success can come when you achieve inner satisfaction through the continuing
realization of the following:
• Your deepest and most cherished life values in every major endeavor (i.e., home, work,
school, and leisure)
• Your opportunity and inspiration to use and develop current and desired skills
• Your excitement about past, current, and future achievements

Activity 3: Look for pictures of careers that you consider in the future, evaluate your
values and competencies if they are suited to any of the career that you have listed.

Planning Your
Future: “Work &
Personal Values”
A value is a belief and a priority that is meaningful to you. Values are desirable qualities,
standards or principles that serve as your guiding force, especially when making decisions and
pursuing options that best meet your needs and lead to increased happiness. Values influence both
your actions and reactions. Therefore identifying and focusing on your work and personal values
helps you clarify what is most important to you, and helps you become more successful and
satisfied in life. By clarifying and applying your values, you can achieve enhanced self-awareness
and ultimately be guided towards a more satisfying career.
Check off all the values that you currently consider important in both your career and life planning

Work Environment Work Content Work Intrinsic &

Flexibility Relationships Personal Values
Work Achievemen
Teamwork focus Integrity
under tight t focused
Trust among Status/prestige
deadlines Precision work colleagues
Pleasant Challenging work Cultural diversity Achievement/results
surrounding Serve as a leader oriented
Caring relationships
s High levels of Competitive Respect from others
Time freedom competence environment High levels
Stability & security required Cooperation
Ability to of responsibility
High & collaboration
see tangible Power
earnings/salary Humor & fun
results Influence people
Harmony –
Action-oriented High-risk work Appreciation
low levels of
Relaxed work pace Work on
conflict Belonging and
Quiet environment cutting edge of sense of community
Autonomy
Highly organized knowledge Equality
Recognition
Detail-oriented Independence
Excitement for
Social accomplishments Focus on
Work under
pressure activism focus Support from service/contribution
Predictability Intellectual supervisors Authenticity
& structure stimulation & managers Commitment
Specific location Excellence valued Open Work-life balance
High volume communication
 of public contact Focused/detaile Work Honesty
Comfortable d work independentl
Directly help others
& stable income Opportunity y
for creativity Coworkers Impact society
Work outdoors
considered Justice & fairness
Private office friends
& Connection to
Safe environment self Shared values religion/spiritualit
Aesthetically expression Colleagues
pleasant y
Change & variety provide intellectual
surroundings
Growth challenge &
opportunity stimulation
Control of
daily work
Adventurous
work
Helping others
Initiative driven
Now that you have identified, go back and circle the top 10 values that are the most
essential to your overall happiness and career satisfaction. On the following page,
prioritize your values, define them in your own words, and identify specific key examples
of when each value was or was not met in a past experience.

My Top 10 Values: Expanded Activity

VALUE DEFINITION

#1
Example:

#2
Example

#3
Example:

#4
Example:

#5
Example:

#6
Example:

#7
Example:

#8
Example:

#9
Example:

#10
Example:

Assessment : (Portfolio Output)

Summarize what you have learned about yourself in relation to your career choices.
Answer the following process questions:
• What were your thoughts while you were accomplishing the assessment tools? Were
there challenges/difficulties? If so, what were these challenges? Did you find some of
the tools/questions easy to answer? Why was this so?
• Hearing your classmates share their scores, what points where you were alike? How
did this make you feel about your own profile? Were there interesting differences?
How did this make you feel? What did you realize while hearing your classmates
share their scores?
• What areas do you think you need improvement on? How do you think will you go
about improving them? Give concrete examples.
• What realizations do you have after seeing the whole picture based on the different
areas where you were assessed? How do you think will this information be relevant to
your career decision?
• What is the importance of having clearly designed life goals and career goals?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 13: Career Pathways

Big Question: How do external factors influence your career choices?

The choice of a career is necessary in one's life. This is a critical developmental

milestone which requires much needed assessment and deliberation, at the end of this
module, the student is expected to be able to:
• Discuss the external factors influencing career choices that may in career decision making,
• Identify pros and cons of various career options with the guidance of parent, teacher, or
counselor, and
• Prepare a career plan based on personal goal and external factors influencing career
choices.

Lecture: Some External Factors Influencing Career Choices

• Family/Parental Expectations
Usually in the Filipino culture, children consider the will of their parents as regards
career choice. Parents also influence career choice by imparting their learning
experiences which can assist adolescents in their search for the right career.
• Economic Status and School
In choosing a career, the school to which one goes is also a consideration. The
school accessibility, the course they want to pursue, school facilities, tuition
miscellaneous fees and other penitent expenses.
• Community Culture
Community culture may create an impact on the career-decision of an
individual. The culture molds people's values and expectations, as well as other
aspects in their lives, including career choice. The culture's standards and
expectations may affect a person on how he/she choose careers.
• Employment Opportunities
Employment opportunities influence decisions regarding careers. People tend to
take course with high employment opportunities so as not to fall in the category of
unemployed or underemployed after graduation.

Lecture: The Pros and Cons of Some Career Options

On March 25, 2014. the Commission on Higher Education (CHED) announced the
official list of in demand and priority college courses for Academic Year 2014-2015 and
A.Y. 2017- 2018. Incoming students, especially CHED's StuFAPs scholars, were
encouraged to consider taking up these courses.

This list included agriculture, engineering, science and math, information technology
(IT), teacher education, and health sciences as the in demand and priority courses for A.Y.
2014-2015 and A.Y. 2017-2018.
The following basic information regarding various career options, as well as the
pros and cons of taking them up, may be used by parents, teachers, and counselors in
advising the students:
• Agriculture and Related Fields – Veterinary Medicine
This course offers knowledge and skills in veterinary medicine or animal science.
Taking this up prepares the student to deal with the multifaceted problems in
veterinary curative and preventive medicine.
Pros
If you are an animal lover, being a vet would be advantageous because you
will get to work with different kinds of animals. You will also get to practice almost
every aspect of being a doctor such as being a surgeon, internist, cardiologist,
oncologist, etc. Graduates of this course can penetrate government offices such as
Department of Agriculture, Bureau of Animal Industries, agricultural industries and
schools, livestock and poultry farms, laboratories, and research and development
offices. Some may even practice privately in which salary is generally rewarding.
Cons
Students who enroll in veterinary medicine need to have above average
intelligence, attentiveness, courage, passion, and physical strength to handle animals.
The work of a vet is not always a walk in a park as sometimes it requires dealing with
difficult pet owners.
• Engineering – BS Civil Engineering
This five year course entails, design and maintenance of public works like
buildings, residences, flood control, and water supply. Graduates of this course
usually are hired by construction and structural firms, government agencies, and
public utilities. Some may even teach in schools and supervise engineering projects.
Pros
Engineers often rise up to managerial positions and earn good amount of
money. It can open many doors to lots of opportunities. This course offers abundant
job opportunities around the world.
Cons
The nature of the work of an engineer is stressful and the workload is usually
erratic and heavy. It is also a competitive work where many aspire to advance to
higher position.
One must be really good in abstract mathematics if one wants to become an engineer.
• Science and Math – BS Biology
 This is a four-year degree involving the study of plant and animal life and
various laboratory techniques.
Pros
The field of biology encompasses many specializations. For example, biology
majors with undergraduate degrees may pursue becoming biological technicians,
microbiologists or

molecular biologists. Having a graduate degree in biology may open up even more
possibilities. BS Biology graduates can become biochemists and biophysicists by
focusing on the study of the biological, physical, and chemical processes of living
organisms.
Graduates are also employed by schools, government or private research
institutions, and hospitals. They can also proceed to take Medicine course.
Cons
Those who wish to enroll in this course should have great skills in science and
high degree of intellect and preference for scientific investigation. They also have to
possess food memory and determination to master many things. Moreover,
competitions are stiff in the job market for permanent research and faculty positions in
colleges and universities. In the job, there is also a tendency to be exposed to
hazardous materials and substances.
• Information Technology – Computer Science
Generally, this four-year course emphasizes the mathematical and theoretical
foundations of computing. It is a degree required to be able to work in the information
technology industry.
Pros
There are current good job prospects for it and more are expected in the years
to come. Computer science degrees are in demand since computers and software are
very widely used. Careers under this degree are rewarding as the salary for the entry
level is generally one of the highest in the market. Compensation could even increase
in years depending on one's performance and the policy of the company one works
for. Compared to other five or six-year information technology courses, Computer
science can be finished for only four years but may generate bigger salaries. This
course is advantageous for people who are not fond of socializing since it requires
lots of programming and less of customer services.
Cons
It involves a lot of math, which is bad news for those who hate the subject.
It also requires logical thinking, problem-solving skill, and creativity. In Computer
Science, a student spends long hours to finish projects.
• Teacher Education – Major in SPED (Special Education)
 Special Education teachers educate children with different disabilities such as
learning disability as well as physical, psychological, and mental health
disabilities.
Pros
People with the natural inclination to care for people with special needs and
disabilities would certainly regard being a SPED teacher as rewarding. Good feeling
usually comes from the thought that one is able to help children with disabilities by
molding them and thereby improving their condition.
Cons
The workload of a SPED teacher is heavier compared to that of regular
teachers. Being a SPED teacher takes more time and effort to prepare lessons for a
special child. There are lots of paper works to be done such as individualized
progress and performance

(grading) reports. A special educator needs not only to be patient but also to be
sensitive and creative to the needs of the children who may have significant issues.
• Health Sciences – Pharmacy
Pharmacy deals with the study of drugs and other chemical substances. The course
provides knowledge on the nature, plans, and substances. The course provides
knowledge on the nature, plans, and responsibilities of pharmacies. Graduates of this
course usually are employed as medical sales representatives, members of medical
teams, supervisors in hospitals, pharmacists in various clinics or drugstores,
employees in pertinent government institutions, and teachers in schools.
Pros
Being a pharmacist is not as stressful compared to other medical professions.
Job security is also good in pharmacy as it is an in-demand occupation. Pharmacists
not only have the potential to earn high, but also they get the respect of people as they
are regarded as helpful in healing sicknesses. Some pharmacists provide vaccinations
which can help stop the spread of infectious diseases. They can also provide curative
medications that alleviate the pains being suffered by sick persons.
Cons
The courses to take in pharmacy school are quite challenging. In the work
setting, there is tendency to work in shifts because pharmacies usually operate 24
hours and all year round. There seems to be little room for advancement because
many remain to be as “generic” pharmacists.
• Arts and Humanities – AB Philosophy
This course involves critical thinking and a deeper insight into the nature of man,
of things, and of values. Graduates usually proceed to taking up law, theology, or
other higher human science courses. Some graduates usually proceed to teaching in
schools and universities.
Pros
 In this course, the ability to think critically and to examine issues from various
angles is developed. Philosophy widens one's perspective and makes a person
rationally creative. It is considered by many as a great pre-law course and a good
background in Philosophy may prepare one to be a good journalist, institutional
leader, and even politician. In many priestly congregations. Philosophy degree is a
prerequisite to taking up Theology. Since less and less students are taking up
Philosophy course, the demand for qualified Philosophy professors has been high in
many universities.
Cons
This course requires student concentration, ability to think abstractly, interest
in the humanities and social sciences, and a lot of common sense. The downside of
taking Philosophy is that you do not see a lot of job postings looking particularly for
Philosophy graduates.
• Social and Behavioral Sciences – BS Psychology
This four-year course deals with the scientific study of human behavior. It
involves the understanding and appreciation of the sophistication of man's behavior
and the

corresponding tools to understand such. Most Psychology graduates are employed in

school setting as guidance counselor and teacher and in industrial institutions as
psychometrician, analyst, supervisor, and researcher. Some are employed in hospitals,
mental institutions, and health centers.
Pros
Some advantages in taking up a Psychology course are having improved
interpersonal, communication, and teamwork skills, a better understanding of oneself
and others, and knowledge on various psychological principles and theories. It also
acts as a pathway towards enrolling for some master's degree programs. For
Psychology graduates, there is a wide array of good career prospects in schools,
companies, mental institutions, and some business.
Cons
It is a demanding course which entails a lot of research and group works.
Since many are taking up Psychology course, competitions in the job market is very
high, hence the need to take master's degree or units in order to have an advantage
over others. Compared to other Bachelor or Science degree holders, Psychology
graduates usually make less money.
• Business Administration and Related Courses – BS Accountancy
A degree in Accountancy has a lot to do with money. It involves the measurement,
processing, and reporting of financial information about economic entities. The
course aims to prepare the student to become a skillful accounting practitioner.
Pros
 The potential for growth is great in Accounting. Within a couple of years, one
can advance to higher positions. An accountant can easily move up to being a manager,
business partner or even put up his or her own firm. Accountants are highly in demand
as they have significant roles in almost all businesses and institutions. In companies,
licensed accountants usually receive good salaries and benefits. There are also many
options in this career since accounting has many branches such as management,
financial, auditing, and taxation.
Cons
If you want to be a certified Public Accountant, you need to be extra studious
as a student and as someone preparing for a tough and challenging board or licensure
exam. As to the nature of job, accounting may be monotonous or unexciting as work
here is repetitive, meticulous, and may require working on computer in long periods
of time. It may also involve heavy stressful work loads especially during 'tax season'.
Not all types of personality would suit this kind of work. Furthermore, competition in
Accounting is stiff as many aspire for accounting positions and promotions.
• Architecture – BS Architecture
This course involves architectural and landscape arrangements for residential
and commercial buildings, schools, churches, and other infrastructures. BS
Architecture graduates usually find jobs in private and government institutions,
in large architectural firms, and in schools. Some even find their niche abroad.
Pros

Architecture may be a very fulfilling, challenging, and enjoyable profession

as one gets to see his or her concepts transform into reality. An architect also gets lots
of opportunities to show his creativity as he designs structures. Architecture is also a
very high paying profession. As architecture is dynamically evolving, people in this
profession also learn continuously.
Cons
Architecture requires a long training period, comparable to professions in
medicine and law. In most cases, the minimum training period is 8 years, which
includes a five-year bachelor degree and three years of internship. It also entails
working for long hours as overtime in this line of work is common.
 Lecture: Work/Occupational
Environments And Interests
Psychologist John Holland classified jobs/careers/work environments into six:
Realistic Investigative, Artistic, Social, Enterprising and Conventional. There are no pure
classifications, though. A person's job function may combine ESA (Enterprising, Social
and Artistic) or ISC (Investigative, Social and Conventional) or any two or three other
possible combinations.
Holland also classifies personalities or interests into the same six types: Realistic,
Investigative, Artistic, Social, Enterprising and Conventional. Again, there are no pure
interest types. A person may also be ESA (Enterprising-Social-Artistic) or ISC
(Investigative-Social Conventional) or any two or three possible combinations.
If our interest patterns are ESA (i.e., Enterprising, Social and Artistic) we will be
attracted to a job/career in which the work activities are ESA Look at the letters listed with
each party group and their corresponding descriptions below. Think about how much you
would or would not enjoy working in the types of situations discussed and how the
characteristics mentioned relate to your own personality and interests. As a further note,
these themes can be combined to produce several hundred job personality types, each of
which has something different to say about the match between an individual and an
occupation. For example, a person who is primarily ―realistic‖ (R) might also be
―artistic‖ (A) and ―enterprising‖ (E) and would probably find a job doing public
relations layouts for the Department of Environment and
Natural Resources satisfying. Consider your examination of these areas, here, as a good
first step in further career and understanding.

R = Realistic.
People high on the realistic theme tend to enjoy creating things with their hands and
working with tools and objects rather than working with people and ideas. Realistic people
tend to be rugged and practical, enjoying work outdoors.
Example of occupations that are primarily realistic in nature are: forester, industrial
arts teacher, radio operator, auto engineer, mechanical engineer, mining engineer,
vocational agriculture teacher, civil engineer, industrial engineering technician, aircraft
mechanic, mechanical engineer technician, fish and game warden, surveyor, dental
technician, architectural draftsman, electrician, jeweler, powerhouse repairman, tool and
die maker, machinist, mechanic, stone cutter, locksmith, nuclear reactor technician, tree
surgeon, piano tuner, typesetter, air conditioning engineer, ship pilot, instrument mechanic,
motion picture projectionist, carpenter, tailor, machine repairer.

I = Investigative.
Occupations high in investigative characteristics tend to focus on scientific activities.
People high on this theme would often rather work alone than with other people and are
usually seen as idea-oriented and creative in scientific areas such as research. They are
analytical, abstract, intellectual and task-oriented.
Some specific investigative jobs are: economist, internist, physician, anthropologist,
astronomer, pathologist, physicist, chemist, production planner, medical lab assistant, t.v
repairer, biologist, osteopath, chiropractor, math teacher, natural science teacher,
optometrist, psychiatrist, psychologist, medical technologist, bacteriologist, physiologist,
research analyst, computer analyst, programmer, pharmacist, actuary, quality control
technician, computer operator, geologist, mathematician/statistician, surgeon,
meteorologist, agronomist, animal scientist, botanist, zoologist, horticulturist, natural
scientist, oceanographer, biochemist, veterinarian, geographer, x-ray technician,
administrator, dentist, tool designer, chemical lab technician, engineers such as aircraft,
chemical, electrical, metallurgical, radio/tv technician, engineering aide, weather observer.

A = Artistic.
People who score high on the artistic theme are artistically inclined, and usually
describe themselves as independent, imaginative, creative, and unconventional, They
enjoy situations that allow them freedom to be original, prefer to work in an unstructured
environment, and are usually dissatisfied if they are forced to follow many rules and
procedures. They enjoy activities related to language, art, music, drama, writing, etc.
Some primarily artistic jobs include drama coach, language teacher, journalist-
reporter, drama teacher, foreign language interpreter, philosopher, art teacher, literature
teacher, music teacher, musician, orchestra conductor, advertising manager, entertainer,
public relations person, fashion model, writer, editor, radio program writer, dramatist,
actor/actress, designer, interior decorator, critic, fashion illustrator, furniture designer,
jewelry designer, furrier, garment

designer, decorator, architect, artist, photographer, photograph retoucher,

photolithographer (printer),music arranger, composer.

S = Social.
People high on the social theme are usually seen by others as sociable, popular, and
responsible. They prefer social interaction and social presence. They are often interested
in the problems and concerns of others, and like activities that allow them t to teach,
inform, train, develop, cure and help others
Jobs that involve these personality aspects include education, teaching, social welfare,
human development, counseling, health professions (medicine, nursing, etc.), social
service, compensation advising, etc. In addition, dorm director, interviewer, employment
representative, funeral director, chamber of commerce executive, employee benefits
approver, food service manager, claim adjuster, production expediter, health and welfare
coordinator, educational administrator, training director, historian, environmental health
engineer, home service rep., community recreation administrator, business agent,
extension agent, physical education teacher, building superintendent, therapist, political
scientist, sociologist, social and group worker, personnel director, food and drug inspector,
teacher, minister, librarian, foreign service officer, history teacher are in jobs in this
interest

E = Enterprising.
Occupations that are primarily enterprising in nature usually involve situations where
the person is in a position of leading or convincing others to achieve team/organizational
goals or economic gain. People high on this theme are often seen as enthusiastic,
dominant, impatient.
Some primarily enterprising jobs include those of sales and marketing field, banker,
insurance underwriter, real estate appraiser, florist, industrial engineer, contractor,
warehouse manager, salesperson-technical products, lawyer, judge, attorney, tv/radio
announcer, branch manager, director industrial relations, government official, insurance
manager, managers such as restaurant/ office/ traffic/human resource/production, etc.,
salary and wage administrator, labor arbitrator, systems analyst, director of compensation
and benefits, securities salesperson, human resource recruiter.

C = Conventional.
High conventional people tend to prefer jobs where they are given firm structure and
know exactly what is expected of them. People who rank high on this theme often
describe themselves as conscientious, efficient, and calm. They enjoy activities that
involve the precise, ordered use of data such as keeping and filing records, organizing
data, computing, printing, etc.
They enjoy words and numbers and systematic and structured jobs such as clerical,
administrative, time study analyst, business (commercial) teacher, finance expert,
accountant, credit manager, timekeeper, auto writing machine operator, bookkeeping
machine operator, estimator, foreign trade clerk, office worker, payroll clerk, accounting
machine operator, personnel clerk, sales correspondent, reservations agent, bookkeeper,
cashier, secretary, medical secretary, library assistant, data processing worker, mail clerk,
personnel secretary, proofreader, and the like. Source: Santamaria, Josefina O. (2006). Career
planning workbook, 4thEd. Pp. 38-41

Lecture: Making a Career Plan

Having a career plan is vital. It helps you guide your action towards the goals you want
to achieve. The future is full with lots of uncertainties and there may also be distractions
along the way towards your dreams. Having a concrete plan of what you want to happen in
your life may help you resist disturbance and be able to be on the right track. People who
vision their careers tend to have long-term success. Thus, it is important for you to do some
career planning.
Career planning needs a career management which applies the concepts of strategic
planning and marketing to taking charge of one's professional future. It involves self-
assessment or self- exploration in order to understand one's abilities, strengths and
weaknesses and match them with the available career opportunities. Moreover, it involves
continuous enhancement of knowledge and improvement for growth in the chosen career
path.

Activity 1: My Simple Career Plan (Portfolio Output)

Objectives: To enable you to create a career plan by considering your personal goals
and the external factors pertinent to your career choices. Fill in the needed
information.
Name: Year&Section: School:
Career Goal:
What particular career do you want? By considering the external factors which may affect
your career choice, write down the career you wish to pursue which is also in line with your
personal goal/s. (e.g. I want to become a teacher because it is my passion to impart wisdom
and knowledge)

Requirements:
What are necessary for you to reach your dream career? (e.g. Bachelor's degree in
Education requires good command of the English and Filipino languages, emotional
maturity, and patience).
Skills and Interest:
What are the skills and interests you currently possess that are relevant to your career goal?
(e.g. I have received awards in speech contests; I have attended teaching seminars and
workshops; and, I am a member of Student-Tutor Club, and organization of students
providing free tutorial to other students.)

Agenda/Plan to Reach Goal:

What do you need to accomplish in order to reach your goal? (e.g. I have to take and
finish a bachelor's degree in Education. As much as possible, I have to take it from a
university that specializes in offering teacher education programs).

Activity 2:
Using the figure below decide on your career path and
explain how do you plan to reach your desired career.
(Portfolio Output)

Activity 3: Choose from

these career myths. Do you
believe that these are true?
Explain your opinion.
(Portfolio Output)

Activity 4: Documented Interview with Preferred

Career Practitioners (Portfolio Output)
• Name three (3) jobs/occupations that you feel so far you would want to have in the
future.
 • Do background research on this job by actually interviewing individuals who hold
such jobs. Find out the following information from the interview:
• Job Title/Position Title
• Needed academic preparation
• Skills, Knowledge, Abilities, expected competencies to succeed in the job
• Demand for the Job
• Perks of the job
• Difficulties/Challenged
• Expected compensation/remuneration package of a person occupying the
position

• Write up

Career Pathway

Activity 5: (Portfolio Output) Draw your own career pathway and

discuss some important ways to reach your goal and
include other factors that can influence your goal such as:
• People who can help you
• Motivations
• Etc.
Assessment:
• What do you think would be the external factor that should greatly influence your
career choice?
• What are the advantages of studying the pros and cons of various career options?
• Based on the above career options, what do you think is the best one for you? Why?
• Do you think career planning is crucial to a successful career decision? Why or why
not?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

MODULE 14: Insights Into One’s Personal Development

Big Question: Why is personal development an important component of setting career and
life goals?

Personal development involves process that improve awareness, personality, cultivate

talents and potential, build human capital and facilitate employability, enrich quality of
life and contribute to the realization of dreams and aspirations. At the end of this module,
the student is expected to be able to:
• Explain the factors in personal development that may guide you in making important
career decisions as an adolescent,
• Share insights that make you realize the importance of personal development in
making a career decision as adolescent, and
• Construct a creative visualization of your personal development through of the
various stages you went through, stressors, influences, and decision making points,
and a personal profile

Lecture: Factors in Personal Development Relevant to Career Decisions

There are factors in personal development that can assist career choice and other
decision- making for adolescents. Considering, that adolescents are somewhat young and
lack the necessary tools in deciding their own career choice, it would be helpful to learn the
following:
• Knowing Oneself//Self-Reflection
Understanding of self is a vital aspect in career decision. The more you have an
awareness of yourself is the more you are able to come up with the right choices
and decisions. Eventually, it is you who can assess whether a career is right and
good for you.
The discovery of self includes recognition of one's interest, values, skills,
strength, weaknesses, and other personal attributes. Self-assessment tools for self-
understanding, like personality test will help in this particular factor of personal
development.
• Opportunity Awareness
This involves gathering of information regarding various career options
and other available opportunities.
 There are school that hold general career talks and provide career counseling.
There are also free counseling manuals and available online website that can help
you in making career choice. These may guide you seek and asses information
relevant to various work related opportunities.
• Decision Making
Decision making involve objective comparison to narrow down your options in
choosing a career. This is the part where you combine the results of the self-
assessment and the search for possible career options or occupational opportunities.
After taking a closer

look at these things and considering other influencing factors you can come up
with a decision as regards which career to take or pursue
• Goal Setting and Taking Action
This involves writing and set goals and program a relevant actions plan. This
aspect requires you to develop a specific plan of activities needed to reach your
set goals. The activities should focus on things towards the achievement of the
goals like enhancing education, skills, and experiences.

Activity 1: My Insights (Portfolio Output)

Objectives: This aims to enable you to share some insights regarding the importance of
personal development in making a career decision as adolescent. Write a five-paragraph essay
on the insights you gained regarding the value of personal development in making a career
decision as an adolescent. The essay should follow this simple outline:
First Paragraph: Your insights on 'knowing oneself/Self-
reflection Second Paragraph: Your insights on 'Opportunity
Awareness' Third Paragraph: Your insights on 'Decision
Making'
Fourth Paragraph: Your insights on 'Goal Setting and Taking Action'
Fifth Paragraph: Your insights on the importance of personality development in career
decisions

Discussion/Sharing
Share your insights in classmates//friend /sibling. Then answer any of these guide questions:
• Have you observed some similarities of your insights with those
of your classmates/friend/sibling? Expound.
• Do you understand now the essence of personal development in career choice? Discuss.
• What are your realizations regarding the activity?
 Lecture: Your Personal Mission Statement: You‘re Never Too
Young To Clarify Your Life Goals And
Aspirations
What‘s your life mission? It‘s not an easy question to answer, but an important one.
You can talk about your aspirations and goals all day, but when you write them down,
they become, well, more real. It‘s a starting point to living the life you want. When you
write a personal mission statement, you‘re clarifying what you want to accomplish and
how, and committing to it. Businesses and nonprofit organizations develop mission
statements for the same reason.

What is a personal mission statement?

Most students, and adults, don‘t realize the importance of writing their personal
mission statements. It‘s more than just your goals. Your mission statement will help you
sort out your priorities and how you want to live your life. It may include short-term and
long-term goals, or life-long aspirations. It becomes a guide and provides direction, which
comes from you, not someone else.

There‘s no right or wrong way to approach your personal mission statement, or what
it should include. Everyone‘s is going to be different. What‘s important is to write it
down. Topics your personal mission statement may include:
• Education
• Career
• Personal attributes, such as honesty, loyalty and dedication
• Family and personal relationships
• How you want to live your life
• Sports
• Faith and spirituality
• Community service

Sample Personal Mission Statements:

• Benjamin Franklin opted for a list of concepts and then wrote his thoughts about each to
form his mission statement. ―Temperance: Eat not to dullness; drink not to elevation.
Silence: Speak not but what may benefit others or yourself; avoid trifling conversation.
Order: Let all your things have their places; let each part of your business have its time.
Resolution: Resolve to perform what you ought; perform without fail what you resolve...‖
• Gandhi wrote his mission statement using active phrases such as ―I will‖ or ―I
shall. ―...I shall not bear ill will toward anyone. I shall not submit to injustice from
anyone. I shall conquer untruth by truth...‖
:Activity 2: Finalize your personal mission statement. It may
include the following information: (Portfolio Output)
• Your name.
• Your overall statement.
• Who inspires you and why.
• What qualities you want to obtain.
• What roles you play and how you want to be known in those roles.
• Specific goals you have.
• Beliefs that you hold.
• Anything else you might want to focus on.

Lecture: On Creative Visualization

Creative visualization refers to the practice of seeking to affect the outer world by
changing one's thoughts and expectations (“Creative Visualization,” n.d.). It is practically
making use of one's thoughts or imagination to envision your desires, dreams, and wishes in
life such as wanted career or life goals.

Consciously, we do creative visualize our wishes almost everyday, so this process is not
new to us. Creative visualization however requires imagining our aspirations by employing all
our senses.
When you visualize, as part of a personal development plan, you treat your dreams as if
you have already actually doing it. For instance, if you want to be at the top of your class,
you picture images that you are being awarded with certificates. You hear the applause and
admiration and feel the joy of accomplishment. These pictures in your mind will motivate
and inspire you to perform well academically.
You may also creatively visualize your so-called dream “soul mate”. In your mind, you
are trying to picture him/her by visualizing how he/she looks like, how he/she smells, ho
he/she walks and moves and others. Some believe that the images you create in your mind
may somehow help you meet your prospective soul mate.
Psychologically, creative visualization helps in reducing or removal of anxieties,
worries, depressions and fears in our thoughts. The process thus helps in having clear
thinking and allows success to come much easier.
There are well-known people who attribute their successes to creative visualization. The
list includes Oprah Winfrey, Jim Carrey, Bill Gates, Arnold Schwarzeneger, and Michael
Jordan. In an interview on the TV show Oprah here is what Jim Carey had to say regarding
creative visualization:
“I wrote myself a check fro 10 million dollars for acting services rendered and I gave
myself 5 years, and I dated it thanksgiving 1995, and I put it in my wallet and it deteriorated,
but then just before thanksgiving 1995, I found out I was going to make 10 million dollars
on Dumb and Dumber”.
Activity 2: My Creative Visualization Expressed Through Art
Objectives: This aims to enable you to construct a creative visualization of your
personal development.
Procedures:
• Go online to www.OurHappySchool.com. Through its search ongoing (upper right
section of the web page), look for the article, “Creative Visualization: A Helpful Part
of Personal Development Plan”.
• Read the brief lecture about the importance of creative visualization as part of a
personal development plan.
• Strictly follow the 'Basic Steps in Creative Visualization'
• Submit your printed output to your
teacher. Discussion/Sharing
1. What are the advantages and disadvantages of doing creative visualization as part of
personality development plan?
Reflection/Insights
The following are some of the things we should remember about creative visualization:
• Creative visualization may serve as a stress reliever as it brings about relaxation when
properly done. When you creatively visualize, you tend to concentrate and quiet your
mind for a while. The process thus aids in reducing the stress that you encounter
everyday in your life.

• Another advantage of creative visualization is that it increases your self-confidence. In

effect, it reduces tension fear, and anxiety to envision yourself reaching a certain
dream or goal. Increased self-reliance and less anxiety may allow you to focus more
on your goal and work productively on achieving it.

Lecture: On Being Happy, Successful, and Strong Amidst Life Problems

The preface of this book promises that this reference is full of maxims, adages,
axioms, and guidelines that are useful to readers. As the subject Personality Development
ultimately aims at improving the life and personality of the senior high school students
and making them better individuals who are beneficial to society, this book therefore
could not end without providing helpful guidelines on becoming successful, being happy,
and standing strong amidst life problems.
Prof. Jensen DG. Mañebog, in his book Essential Life Lessons (2013) enumerates
some adages (with respective elucidations) that are useful in sensibly looking at the
concept happiness and in responsibly attaining it. Under the chapter “On Happiness,” he
lists the following guidelines which we print here with permission from the author:
• Choose to be happy
When there are reasons to be happy and there are grounds to be lonely, choose
to be happy. “People are just as happy as they make up their minds to be”
(Abraham Lincoln).
• Love the world
To be happy, don't dream to conquer the world, conquer yourself instead. Don't
just love yourself, love the world as well.
• Follow your heart
Some people don't find happiness because they follow someone else's path.
Follow your heart. Don't forget your own dreams.
• Remember that happiness makes you pretty
If you're looking for an incentive to choose happiness over sorrow, here's one.
The pretty Drew Barrymore reveals that “happiness is what makes you pretty.
Period. Happy people are beautiful. They become like a mirror and they reflect
that happiness”.
• Bear in mind that happiness is a product of deliberate efforts
Strive for happiness, bay for it, stand up for it, and fight for it. Once you have
acquired a state of happiness, enjoy it maintain it, and defend it.
• Smile
When you check your schedule and you have nothing important to do, smile.
Laughing for no reason may be unhealthy but smiling merely for smile's sake is very
much acceptable.
• Cheer up someone
Making other people happy bounces back. Mark Twain pronounced, “The best
way to cheer yourself is to try to cheer someone else up”.
• Lower your expectation
Author Jodi Picoult once theorized a mathematical formula for happiness:
“reality divided by expectations.” So if you cannot improve your reality by
accumulating the things you want, try lowering your expectations by desiring less.

• Remember that anger is the enemy of happiness

If you want to be happy, don't be angry. “For every minute you are angry you
lose sixty seconds of happiness” (Ralph Waldo Emerson).
• Love in order to be happy
If anger is the enemy of happiness, love is its close friend. Love and happiness
are very much compatible and complementary. Happiness is doing the things you
love.
• Record your happy moments
Using camera, video cam, and social media, you may record your happy days. In
the future, you may find it hard to remember happiness. We don't get scars to show for
incidents of happiness.
• Consider happiness a project
Happiness requires your actions. Oftentimes, it is a work in progress, not
something ready-made.
• Consider having a pet
Sometimes, happiness is not just about hugging a stuffed toy, but also
feeding and playing with a warm puppy.
• Keep in mind, happiness is family
What is happiness without a caring, loving, close-knit family?
• Remember that you can be happy even without being successful
Reaching your goal is not the only reason to be happy. Success and happiness
are not synonyms. “Success is getting what you want, happiness is wanting what
you get” (W.P. Kinsella).
• Take a risk to be happy
Oftentimes, to be truly happy is to risk being lonely. Aspire to be happy anyway.
• Find happiness in simple things
Avoid getting happiness from too complicated things A.A. Milne explains in
Winnie- the-Pooh, “It is more fun to talk with someone who doesn't use long,
difficult words but rather short, easy words like 'What about lunch?'”
• Find happiness from friendship
Friendship is also about making one happy. Your friends remind you who you
are and tell you how lovable you are as a person. If you have good friends, no
matter how unbearable life may be, they could make you smile and laugh at things.
• Identify what makes you happy
Be clear on what you really want. Pinpoint the things that make you happy.
• Find happiness along the way
In pursuit of reaching a mountain top, find pleasure in every upward step and
every experience in climbing it
• Be truly happy with a friend's success
Some say it demands a very fine nature to be happy with a friend's success.
Strive to be really joyful in his or her achievement anyway, instead of being jealous
or envious.

• Love what you are and what you do

What makes us happy or lonely is not really the kind of things we do or the
condition we are in but what we think about them. Accept yourself and love the things
you do, and you can be happy.
• Share your happiness
Happiness is a great blessing, so share it. Happiness is communal, it is only real
when shared. Share happiness by responsibly making others happy as well.
• Welcome loneliness
Remember that happiness is sweeter when you came from being unhappy.
Happiness cannot be truly appreciated without experiencing its opposite.
• Be an expression of God's kindness
What is more satisfying than participating in God's expressions of benevolence.
Be an instrument in making people better and happier.
• Get a 'bad memory'
A 'bad memory' makes you easily forget your painful experiences, so get one.
Another advantage of a 'bad memory' is that “one enjoys several times the same
good things for the first time” (Friedrich Nietzche).
 • Just be happy
Once in a while, it's good to stop searching for happiness. Refrain from
counting your troubles and even from measuring your happiness. Just be happy.
• Favor happiness
Since our gladness depends upon our outlook and not upon our situation,
favor happiness over suffering. And if truth be told, with all its thorny problems,
deceptions, weariness, and disappointments, it is still a beautiful world.
• Be in the service of others
Obsession with oneself leads to loneliness. People who complain about life are
usually those who think only of themselves. Happy people are commonly those who
serve others as “the surest way yo be happy is to seek happiness for others” (Martin
Luther King Jr.)
• Go back to nature
Fill your senses with tides of natural sceneries; fresh air, sea water, wild flora and
fauna, mountains, and green trees. Being part of the nature, we naturally enjoy being
close to nature.
• Be healthy
Happiness is also a state of being physically well. Be healthily happy. Or
happily healthy.
• Don't be too serious in chasing happiness
Some try too hard to be happy that they fail to have a real good time. So take it
easy.
And even if you can't be happy, don't be sad. Who knows, happiness just isn't good
enough for you.

Under the chapter “On Success” of the same book, Prof. Mañebog (2013) enumerates
some adages, with corresponding explications, that are helpful in understanding and
achieving success:

• Desire success by all means

Make your longing for success greater that your fear of faliure. (Don't worry, for
een if you fail terribly, you could at least say that you had great success being a
total faliure.).
• Remember that success is an impression of courage
The only time someone's story can be doomed a successful one is when he or she
has displayed a courageous undertaking. Courage may not be the only key to success
but it is its fundamental prerequisite.
• Act big
Learn from mountain climbers. They know very well that merely wishing and
hoping will not get them there on top of a mountain. So work and act big to be
successful.
• Define success by what you're willing to do
 A better way to look at success is not merely to view it in an output oriented
manner. Appraise your success not only by what you have done out also by what
you could still do and give up in order to get your goal.
• Work hard
Successful people are on the pedestal because they have worked hard to get there.
Figuratively speaking, the way to 'heaven' (success) is through 'hell' (hard work).
• Accomplish something for yourself
To be successful is to do worthy things for yourself too. Try to love, laugh
heartily, eat tasty (but healthy) foods, appreciate beauty, play like a child, and sing
as if nobody's listening.
• Make the world a bit better
To be successful is to know for sure that at least one person has had a better life
because of you. Or, improve your own life at least. Ate these not also making the
world a bit better?
• Win earn and endure
If you cannot win battles, win at least others' respect. If you cannot earn wealth,
earn at least children's affection. If you cannot endure living with the poor, endure
at least you friends betrayal. More importantly, withstand life trials and God's
corrections.
• Think of other people
Some say that the worst part of being successful is finding somebody who is really
happy for you. But regardless, find a way to offer your success to others in the form of
service.
Winning your critics' hearts is amplifying your success.
• Be willing to continue
Many results are open-minded. So don't be easily discouraged by failures along the
way.
Winston Churchill explained. “Success is not final, failure is not fatal: it is the
courage to continue that counts.”
• Learn to quit, too
If you don't succeed at first, try again. But after several more attempts without
succeeding, consider to stop, evaluate things, and if needed, begin to traverse
other path.
• Be a man of value
The great Albert Einstein taught us, “Try not to become a man of success. Rather
become a man of value.” We say though, “Be a man of value for that itself is being a
man of success.

• Be happily successful
Aspire not only to get what you want but also to want what you got. If you
cannot be happy with your 'success', then you are not really successful.
• Welcome failure
 Ironic as it may seem, you must welcome failure in your continuous search for
success. Failure is the sauce that gives success a special taste. A good fall lets you
know where you really are in your journey toward victory.
• Keep your mouth shut
Here's one way of properly handling success. Never boast about your achievement
for that's the foremost thing your detractors are waiting. Don't worry success, like
truth, has its own ways of introducing itself to the world.
• Don't be half-hearted or lukewarm
A goal attained half-heartedly is never achieved successfully. On genuinely
achieving success, Winston Churchill adds, “Success is stumbling from failure to
failure with no loss of enthusiasm”.
• Draw inspiration from family and friends
If you have a loving family and good friends who believe in you, would you
have the heart to let them down?
• Don't mistake success for perfection
Success is very much attainable while perfection is not. Focus on achieving success.
Never mind perfection, you'll never reach it anyway.
• Avoid 'no show'
Woody Allen approximated that “Eighty percent of success is showing up.” One
of its practical implications is that if you practice 'no show', your success rate is
reduced not just to twenty but to zero percent.
• Respond to your calling
If each of us has a personal vocation that is as distinct as our fingerprint, then the
greatest way to be successful in this world is to discover that 'personalized calling' and
positively respond to it.
• Discover what you love
In your effort to be successful, having discovered what you really love is like
having jump-started the energy of the universe to work for you and lead you to
your real purpose.
• Deal with your failures
Sometimes, success is not the absence of failures, it's the ability to effectively
deal with them.
• Dream of things that really matter
After giving your all, succeeding at things that don't really matter in life is far
worse than failure. Success is properly directing one's efforts to things that really
count.
• Don't succumb to self-rejection
Deep within you, there maybe a voice convincing you to believe that you are
no good and deserve to be ignored and rejected. Don't listen to it. Remember that
being human necessarily means being dearly loved, adored, and cherished by the
creator.

• Constructively own your mistakes

 Do not mistake poor performance for 'fate'. Do not deny your blunders, recognize
them.
Without owning your mistakes, you cannot really learn from them.
• Give you best shot
Especially when you're tapped to accomplish a special task unique to you and
tailored to your capacity, give your best shot. It is a disaster for that opportunity to
find you under- performing for that which could have been your defining moment.
• Care about what you do
Success is also pouring one's heart into your mission. Don't confuse merely acting
with accomplishing something. Furthermore, indifference is failure's close friend.

In his blog “On Experiencing Problems, Miseries, Pains, and Sorrows,” Prof. Jensen
Mañebog offers various ways and perspectives on dealing with difficulties hardships,
sufferings, and other forms of trials of life:
• Do not dismiss miseries as illusion
• Remember that even pain has meaning and purpose
• Understand that many of our sufferings are man-made
• Don't be mad at humanity
• Recognize that some pains are beneficial
• Notice that some sufferings are significant for people to be drawn closer to God
• Remember that even good people encounter tribulations
• Have faith in God's saving power
• Learn the lesson taught by your hurtful experiences
• Never doubt and distrust the lord
• Consider trials as pure joy
• Remember that God never abandons his children
• Never doubt the goodness of God
• Believe that 'God will change trials for your own good'
• Note that “hardships are a great boost for us to fulfill God's will
• Believe that “sufferings prepare us for God's Kingdom”
• Have faith that “God knows what is best”
• Do not worry about economic trouble
• Ask God
• Believe that God helps those who are in trouble

As a final note, keep in ind that some of the sufferings we experience and the
unpleasant things we endure could serve as tools that prepare us for greater functions
and missions in the society and mold us to be spiritually mature and holy before our
Creator. By making us learn from our mistakes, suffering trains us (Heb.12:11).
Sometimes, problems and pains are there to manifest God's grace in our lives (I Pet.
5:10)
Assessment: Personal Development: Hindsight and Foresight (Portfolio Output)
Write an essay on your journey through this course on Personal Development.
• How have you changed since the beginning of this semester?
• What have you learned about yourself?
• What activities and reading were most useful to you?
• What is the importance of having clearly defined life goals and career goals?
• What can you do in order to continue your personal development after this course?

Rubrics Score Score Obtained

The topic was sufficiently discovered 6
Information presented were correct and 6
relevant to the topic
The essay is clear and organized 3
Total: 15

Write your reflection paper. What have you learned about yourself and others
after completing the exercise (Portfolio Output)

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Prepared by:

Dr. Nelda Gene C.

Mariano Mrs. Amelita
A.Ajoc