Per - Devt. Reader SHS v.1
Per - Devt. Reader SHS v.1
Per - Devt. Reader SHS v.1
Development
Reader
This learning resource was collaboratively developed and reviewed by educators from public and
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Personal Development
Reader
First Edition 2016
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DEPE
Telefax: (02) 634-1054 Team
Management or 634-1072
of the Personal Development Reader
E-mail Address: [email protected] of Curriculum
Development Bureau of Learning
Resources
i
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
TABLE OF CONTENTS
TABLE OF CONTENTS...........................................................................................................iii
ORIENTATION to PERSONAL DEVELOPMENT........................................................................v
Unit 1: Self-Development....................................................................................................1
MODULE 1: Knowing and Understanding Oneself during Middle and Late Adolescence.....1
Reading: SELF-CONCEPT...................................................................................................2
Reading: PERSONAL EFFECTIVENESS................................................................................3
Reading: BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES...................5
Reading: Story: YOU NEED TO TAKE CHARGE OF YOUR FUTURE....................................6
Reading: THE POWER OF JOURNAL WRITING.................................................................7
MODULE 2: Developing the Whole Person...........................................................................8
Reading: ASPECTS OF THE SELF.......................................................................................9
Reading: THE STORY OF THE TWO WOLVES..................................................................15
Reading: THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS..............................16
MODULE 3: Developmental Stages in Middle and Late Adolescence.................................17
Reading: DEVELOPMENTAL STAGES..............................................................................18
Reading: HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN..................19
Reading: LIVING MINDFULLY.........................................................................................22
Reading: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE.........24
MODULE 4: The Challenges of Middle and Late Adolescence............................................24
Reading: ENCOURAGEMENT 101: The Courage to Be Imperfect...................................25
Reading: THE POWER OF PERSONAL DECLARATIONS....................................................26
Reading: BEING HAPPY..................................................................................................27
iii
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2016.
MODULE 8: Emotional Intelligence....................................................................................54
Reading: TYPES OF RESPONSES......................................................................................57
REFERENCES.....................................................................................................................132
iv
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
ORIENTATION to PERSONAL DEVELOPMENT
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
There will be several modules under each unit, to be taken up in several
class sessions, each of which addresses a key concern in personal development.
COURSE METHOD:
PERDEV uses the experiential learning approach, wherein you as a student
will participate in activities in class to explore specific themes in your development.
You will interact with your classmates, do projects with them, discuss various topics,
and share your own thoughts, feelings and experiences. You will also make
personal reflections and write them down. In this manner of self-refection and
sharing, you shall help reveal and articulate relevant concepts, theories, and tools in
different areas of your life.
YOUR TEACHER:
Your teacher is the guide and facilitator of this course. He/she shall lead the
activities by giving instructions and supervising the procedures. However, since the
subject matter is yourself, the success of the modules depends on the participation
and cooperation of you and your classmates.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
MATERIALS FOR PERDEV:
This Reader for Students contains the Activity Sheets that you will be using
for the various modules. Bring this Reader during every session since this will be
needed in most activities. The Reader also has Readings which provide relevant,
valuable, and appropriate additional information for the topic at hand. These are only
samples of informational material. You are encouraged to look for more information
in your Library or by surfing the Internet.
Points Grade
128-144 96-100%
111-127 91-95%
94-110 86-90%
77-93 81-85%
60-76 75-80%
Below 60 Failure
vi
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Unit 1: Self-Development
Big Question: How can understanding yourself pave the way to self-
MODULE with
acceptance and better relationship 1: others?
Knowing and Understanding Oneself during
Objectives:
Middle
At the end of this module, youand Late
will be ableAdolescence
to:
1. explain that knowing yourself can make you accept your strengths and
limitations and dealing with others better;
2. share your unique characteristics, habits and experiences; and,
3. start and maintain a journal.
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2016.
Scoring: Copy this table in your journal. Write your score opposite each number and
get the subtotal.
Reading: 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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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.
Source: http://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-
lesson-quiz.html
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Knowledge is required for setting goals, defining an action plan to achieve
them and risk assessment.
Skills also determine whether real actions are performed in accordance with
the plan. If the same ability is used many times in the same situation, then it
becomes a habit that runs automatically, subconsciously. Here are some skills that
will greatly increase the efficiency of any person who owns them:
1. Determination. It allows you to focus only on achieving a specific goal
without being distracted by less important things or spontaneous desires. It
may be developed with the help of self-discipline exercise.
2. Self-confidence. It appears in the process of personal development, as a
result of getting aware of yourself, your actions and their consequences. Self-
confidence is manifested in speech, appearance, dressing, gait, and physical
condition. To develop it, you need to learn yourself and your capabilities, gain
positive attitude and believe that by performing right actions and achieving
right goals you will certainly reach success.
3. Persistence. It makes you keep moving forward regardless of emerging
obstacles – problems, laziness, bad emotional state, etc. It reduces the costs
of overcoming obstacles. It can also be developed with the help of self-
discipline exercise.
4. Managing stress. It helps combat stress that arises in daily life from the
environment and other people. Stress arises from the uncertainty in an
unknown situation when a lack of information creates the risk of negative
consequences of your actions. It increases efficiency in the actively changing
environment.
5. Problem-solving skills. They help cope with the problems encountered with
a lack of experience. It increases efficiency by adopting new ways of
achieving goals when obtaining a new experience.
6. Creativity. It allows you to find extraordinary ways to carry out a specific
action that no one has tried to use. It can lead to a decrease or an increase of
costs, but usually the speed of action is greatly increased when using
creative tools.
7. Generating ideas. It helps you achieve goals using new, original,
unconventional ideas. Idea is a mental image of an object formed by the
human mind, which can be changed before being implemented in the real
world. For generating ideas you can use a method of mental maps, which
allows you to materialize, visualize and scrutinize all your ideas, which in turn
contributes to the emergence of new ideas. These are just some, but the
most important personal effectiveness skills which make the achievement of
any goal easier and less costly.
Source: http://www.chrysalisdevelopment.com/page6/page4/page4.html
http://www.learning-mind.com/7-basic-personal-effectiveness-skills/
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Activity: MY BANNER – THE TREASURE WITHIN ME
COP
In the spaces indicated by numbers, write down the
following 1 and 2 two things I do very well
3 and 4 my two greatest achievements in life
5 what in myself am I proudest of
6 my happiest moment
7 positive words that my friends use to describe me
8 a personal goal that I have already achieved
9 three blessings for which I am most thankful to God
10 three of my positive qualities
11 difficulties, challenges and problems that I was able to solve
and overcome
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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.
Source: Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve
and Surpass Your Dreams One Step at a Time. Shepherd’s Voice Publishing.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Reading: THE POWER OF JOURNAL WRITING: UNFOLDING YOUR
PERSONAL JOURNEY
The purpose of journal writing is to help you become the Scriptwriter of your
life. There are four (4) practical reasons to maintain a journal:
1. It is cost-efficient and available. Emotional stress can be dealt in many ways
like talking to a friend over a cup of coffee, eating, travelling, shopping,
painting and many more but writing is the most inexpensive. Notebook and
pens are easy to find, available and do not cost so much.
2. It is preventive and pro-active. Writing yields self-awareness. When you write,
you can discover your strengths and limitations. You will know what your
reactions are in different situations and what better ways to prevent, avoid, or
face your fears.
3. It is creative and productive. Journal writing expounds your imagination. You
can see various dimensions of your problem, different points of view and
better solutions.
4. Lastly, it is personal and private. Unless you want to share your stories, you
have the choice to keep them to yourself. Writing is your time alone. It is your
way of loving yourself. You will not be judged by your writing.
You just need one (1) notebook to maintain a personal journal. You may use
these questions as you write in your journal:
1. How do you find this day? What are the positive things that happened? What
are those things that made you irritated or upset?
2. As you reflect the ups and downs of your day, what may be the greatest
lesson you can learn from them? What actions have you done well and what
actions you can do better?
3. What do you really want in life? What do you want to achieve for yourself,
your family, your community, and your country?
4. As you close the day, what are the small and big things you are thankful of?
Who are the people that made your day extra special?
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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?
Objectives:
At the end of this module, you will be able to:
1. discuss the relationship among physiological, cognitive, psychological,
spiritual and social aspects of development, to understand your thoughts,
feelings, and behaviors,
2. evaluate your own thoughts, feelings and actions, and
3. show the connection of your thoughts, feelings and actions to actual life
situations.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
7. 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.
8. 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.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
The human emotions are the most feared aspect of the self, as individuals
are reluctant and unprepared to manage them. Managing feelings is like trying to
hold water in the palm of your hand. They are illusive and deceptive. A decision
made under emotional stress and strain usually impacts emotions negatively.
Negative emotions that are not managed are stored and repressed. Repression is
destructive to a content self since all feelings, not only negative ones are stored
away. Accessing feelings when they are needed now becomes difficult, leaving the
individual numb and hopeless.
For instance, a girl realizes that she is giving much attention on the physical
aspects and less attention on her intellectual self. In this way, she can discover how
much money and time spent maintaining her physique and its consequences in her
grades. By this honest evaluation of herself, she can plan effective actions to
improve her study habits. She can start seeking for help and for related books to
read or browse articles to help her improve her study habits.
Source: http://www.innerwisdom.com/aspect-of-the-self.htm
10
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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.
Source: https://www.kalibrr.com/advice/2015/05/manny-pacquiao-success-story-willl-inspire-
you/
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, Baden-
Württemberg. 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 ABS-
CBN 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 title-holder. Her first beauty contest was the 'Binibining
Pilipinas 2013'. She was the 'first runner-up'. 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.
Source: http://successstory.com/people/pia-alonzo-wurtzbac
11
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
of meaningful developments, the joy of reading medical journals, the eagerness to
prepare something thorough and relevant. The excitement I felt continued up to my
postgraduate internship, my fellowship in infectious diseases and it has lasted till
now. My husband was never jealous and my relationship with my sons never soured
despite this other ongoing and never-ending love affair. I could not ask for more. This
is the best life.
So last May 23, the family accompanied me to Vigan, Ilocos Sur, to attend
the 107th annual convention hosted by the Philippine Medical Association (PMA).
Being included as one of the 15 finalists for the coveted Dr. Jose P. Rizal Memorial
Awards is a proud moment for my family. With them around, I was the proudest wife,
mom and doctor.
While individual citations were being read on stage for the top awardees for
Community Leadership (Dr. Purisima A. Bueno), Government Service (Dr. Maria
Victoria M. Abesamis), Clinical Practice (Dr. Bonaleth M. De Vera) and Academe (Dr.
Estrella B. Paje-Villar), I never expected that the final citation was all about the fruits
of my other love affair, with research.
“Lead investigator for the much-awaited clinical trials on the multivalent
dengue vaccine…” “repeatedly cited by researchers here and abroad…” “served as
the springboard for the Expanded Program of Immunization (EPI) of the Department
of Health…” “provided the evidence and the science…” “extended her work to the
communities…” “greater things to come that will benefit science, medicine and the
Filipino people…” “epitomizes the virtues of Dr. Jose P. Rizal…” “…love of country
and service to our countrymen…” All these brought me back to the past 30 years of
my medical, family and community life.
My love affair with research did not happen overnight. It was a journey that
began with a case presentation as a first-year pediatric resident, and a prospective
study on how to prevent early jaundice in newborns. My recommendation that a
nursery should always be facing the direction the sun rises so that a newborn can
benefit from exposure to morning sunlight won the top prize for the hospital’s annual
research competition. This did not happen once. It was a back-to-back win for three
straight years. I got hooked. Who would not be? Year 1991 was my first immersion in
dengue research. Twenty-three years later, I am now the lead investigator of the
country’s clinical trials for dengue vaccine, in the countries where dengue is a major
public health problem. It’s a vaccine the medical community worldwide is waiting for.
In Vigan, the Philippine Medical Association (PMA) bore witness to the
conferment of the award. The title comes with a specially designed trophy in the
image of Dr. Jose P. Rizal by National Artist Napoleon V. Abueva, a gold medallion,
free trip to the United States to attend the convention of the American Academy of
Family Physicians and P150, 000 worth of medicines that I can share with a civic
organization of my choice.
Was it just a coincidence or pure fate that it is also the 23rd year of the
presentation of the prestigious Dr. Jose P. Rizal Memorial Awards? If the number
“23” is a coincidence, what a joyful one. If this is destiny, let me accept it with
gratitude.
This award is a fitting tribute to those who have encouraged and inspired me
to continue my love affair with research — participants and their families as well as
my teams in clinical trials, officials of the local health, school and government units,
the Research Institute for Tropical Medicine, collaborators/ partners and sponsors of
my researches, Basaynon Katiguban, Inc. and my town mates in Basey, Samar, who
12
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2016.
continue to show resiliency despite the tragedy during the super typhoon Yolanda,
the Philippine Pediatric Society and Manila Medical Society for the recognition of my
works and the nomination.
For more than three decades, I have never felt happier and accomplished
than when doing medical research. It is tiring but exciting, demanding yet humbling,
intimidating but empowering, exacting yet fulfilling. My work is my loving tribute to a
great Filipino and a fellow doctor, Jose P. Rizal, MD.
(Dr. Rose Zeta Capeding is the 23rd Dr. Jose P. Rizal Memorial Awardee for
Research. She is currently the head of the Microbiology Department of the Research Institute
for Tropical Medicine (RITM) and head of the Dengue Research Group. She is the head,
Section of Infectious Diseases, Department of Pediatrics, Asian Hospital and Medical
Center.)
Source: http://www.philstar.com/business-life/2014/06/30/1340085/love-affair-got-me-close-
great-doctor
Processing Questions:
1. Can you identify with any of the characters mentioned – Manny, Pia and Dr.
Rose? In what way?
2. What lessons can you learn from the character you have chosen?
3. How would you like your life story to be told?
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Portfolio Output No. 4: Personal Recipe for Success with Reflection
Review the success stories of Manny Pacquiao, Pia Alonzo and Dr.
Rose Zeta-Capeding. What do you think was the recipe for the success of
these well-featured individuals?
Now make your personal recipe for achieving personal goals. Identify
your goal (you may refer to the previous activity of aspects of self inspired by
the success stories) and break it down into a recipe. Here are two samples of
recipes:
COP
Source:
DEPE http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-for-success-in-
school/
https://www.google.com.ph/search?q=recipes+for+success&biw=1024&bih=598&source=lnm
s&tbm=isch&sa=X&ved=0ahUKEwjj49rn4-
TKAhUFhqYKHfAEAZ8Q_AUIBigB#imgrc=Yuh0GlMrqqHueM%3A
14
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Reading: THE STORY OF THE TWO WOLVES
The following is an
old Cherokee Indian story
that is enlightening and
helpful.
One evening an old
Cherokee told his grandson
about a battle that goes on
inside people. He said, "My
son, the battle is between
two wolves inside us all."
"It is a terrible fight
and it is between two
wolves. One is evil - he is
anger, envy, sorrow, regret,
greed, arrogance, self-pity,
guilt, resentment, inferiority,
lies, false pride, superiority,
and ego." He continued,
COP
"The other is good - he is
joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy,
generosity, truth, compassion, and faith. The same fight is going on inside you - and
inside every other person, too."
The grandson thought about it for a minute and then asked his grandfather,
"Which wolf will win?"
The old Cherokee simply replied, "The one you feed".
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-
your-thoughts-feelings-and-actions.html
Knowing which wolf to feed is the first step towards recognizing you have
control over your own self.
Have you ever had thoughts, feelings or acted in ways that were
unacceptable to yourself but felt powerless to control? The purpose of this story is to
help you find ways to manage your mind so that you can live your life more in
accordance with what your own judgment says is best for you.
Some of these are our own thoughts, feelings, and actions which
unfortunately can be the source of much distress. It may be thoughts such as “I
cannot stop hating my teacher for not giving me high grades.” It may involve an
emotion e.g. “My girlfriend left me and I cannot stop feeling sad, lonely and unloved.”
15
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
It can also be in the form of a behavior such as the inability to control one's craving
for food such as cakes and chocolates.”
But are we indeed really powerless to control our own maladaptive thoughts,
feelings and actions? The grandfather’s answer "The one you feed" is deceivingly
simple. The results of psychological research indicate that there are at least four
important concepts or ideas implied by the answer:
1. The mind is not the unitary entity it seems to us but consists of different parts.
For example in the story there are the two wolves and the “you” that chooses
between them.
2. These parts of the mind/brain can interact and be in conflict with each other
i.e. the two wolves fight for dominance over our mind and behavior.
3. The “you” has the ability to decide which wolf it will feed.
4. Having made a choice, “you” can decide specifically how to “feed” or nurture
the selected wolf.
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-
managing-your-thoughts-feelings-and-actions.html
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-
managing-your-thoughts-feelings-and-actions.html
16
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
MODULE 3:
Developmental Stages in Middle and Late
Big Question: How can you as an adolescent be prepared for adult life
by accomplishing various developmental tasks according to
developmental stages?
Objectives:
At the end of this module, you will be able to:
1. Classify various developmental tasks according to developmental stage,
2. Evaluate your development in comparison with persons of the same age
group, and
3. List ways to become a responsible adolescent prepared for adult life.
“Maturity is achieved
when a person postpones immediate pleasures for long-term values.”
Joshua L. Liebman
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-
probing-to-create-shift-to-life-liberating-meanings-2-of-2/
17
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
5. Where do you want to be in a year, 5 years, and 10 years? What do you expect
your future timeline will be?
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-
probing-to-create-shift-to-life-liberating-meanings-2-of-2/
18
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Reading: 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).
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
19
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)
Selecting a mate Helping teenage Adjusting to
Learning to live with a children to become decreasing strength
partner happy and and health
Starting a family responsible adults Adjusting to retirement
Rearing children Achieving adult social and reduced income
Managing a home and civic responsibility Adjusting to death of
Starting an occupation Satisfactory career spouse
Assuming civic achievement Establishing relations
responsibility Developing adult with one’s own age
leisure time activities group
Relating to one’s Meeting social and
spouse as a person civic obligations
Accepting the Establishing satisfactory
physiological changes of living quarters
middle age
Adjusting to aging
parent
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human
Mind. Mutya Publishing House, Inc.
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:
1. Being in Grade 11, 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.
2. As you are in Grade 11, you are in transition from high school to college, from
being an adolescent to young adult. How do you feel about this transition?
3. 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?
20
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Activity: HOW MINDFUL AM I?
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.
1. 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
2. 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
3. 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
4. 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
5. 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
6. 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
7. 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
8. 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
21
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2016.
9. 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
10. 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?”
Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring
your focus back to the present moment.
Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and
focus on understanding how they think and feel.
22
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let
tenderness, kindness and empathy be your guides.
Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause,
breathe, and choose a skillful response based on thoughtful speech and non-
violence under every condition.
Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value
different perspectives as well as your own.
Tool 8: Build Integrity. Cultivate constructive values and consistently act from
respect, honesty and kindness.
Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique
talents and generosity so that others can also be inspired.
Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for
compassionate action and social good.
Which tools do you use most often? Which tools do you use least often?
Can you think of ways to incorporate those tools into your life? Which one could you
try today?
23
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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?
Objectives:
At the end of this module, you will be able to:
1. discuss how facing the challenges during adolescence, you may able
to clarify and manage the demands of teen years,
2. express your feelings on the expectations of the significant people
around you, such as your parents, siblings, friends, teachers,
community leaders, and
3. make affirmations that help you become more lovable and capable as
an adolescent.
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
24
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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/2027.42/49326/179_ftp.pdf
COP
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.
25
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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.
Source: http://carterandevans.com/portal/index.php/adlerian-theory/84-encouragement-101-
the-courage-to-be-imperfect
DEPE
From birth, we are often told what we are going to be. Sometimes, this is a
good thing, but suppose you have been told time and time again that "you will not
amount to anything just like your mother or father"? This is a dangerous declaration
because it sets into motion the actualization of an unwanted occurrence. All of us
want to amount to something! In order to counteract this and all of the negative
declarations with their destructive potential, one must consciously replace them with
one's own declarations. In so doing, you are now in control of setting into action what
you really want to occur. You can declare that goodness and mercy shall surely
follow you all the days of your life!
The following are some declarations that you may want to make concerning
your life:
I declare:
that I am totally free of all addictions.
that I will survive any attempts of others to control my
life. that I am free in my mind, body, and emotions.
26
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
that I am free to set goals and reach them.
that I am a loving individual with the capacity to give love.
that I am a child of God with all rights and privileges thereof.
that I will contribute to the welfare of others.
that I will be an ambassador of goodwill to all I meet on the journey.
that I will be a good example for others to follow.
that I will help all that I can to reach their goals.
that I will speak words of encouragement to others.
that I will find the goodness in life and focus on it.
that I will not succumb to the negative influences of others.
that I will read the information that will encourage my personal,
and spiritual growth.
that I will commit to being the best I can be.
These declarations are meant to encourage you to take control of the
influences in your life. They are suggestions as to what positive things you can speak
about your own life instead of accepting whatever has been said about you in the
past. You now have the authority to plant the seeds of love, encouragement and
victory in your garden, thereby crowding out the weeds of negativity that may already
have taken root! Just as in a garden, you may have to pull and pull until you get
some weeds out. Sometimes, the negative comments and declarations of others
COP
have taken such a stronghold in our lives, that we must persist until we see the
bough not only fall, but break into pieces. Don't be discouraged if you don't reach
your goals overnight. Just remember that even a small stream of water will crack
concrete eventually!!
Source: http://www.selfgrowth.com/articles/the_power_of_personal_declarations
27
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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/mcspa/posts/10153625162832490
Module 1
1. Talent / Variety Show Presentation (Group work)
2. Journal Reflection from My Banner (Individual work)
Module 2
3. Personal Assessment of Aspects of Development with Plan of Action
(Individual work)
4. Personal Recipe for Success with reflection (Individual work)
Module 3
5. My Personal Timeline with Reflection (Individual work)
6. Mindfulness with Reflection (Individual work)
Module 4
7. Role Play on Challenges of Middle Adolescence (Group work)
8. Slogan or Personal Declaration on Being Happy (Individual work)
28
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Unit 2: Aspects of Personal Development
Big Question: What is Stress and how does it affect you?
MODULE 5:
Coping with Stress in Middle and Late Adolescence
Objectives:
At the end of this module you will be able to:
1. discuss that understanding stress and its sources during adolescence
may help in identifying ways to cope and have a healthful life,
2. identify sources of your stress and illustrate the effect of
stressyoonur system, and
3. demonstrate personal ways of coping with stress for healthful living.
29
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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.
30
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
alcohol abuse, domestic violence, care of children and elderly relatives, chronic
mental illness, injury, physical handicaps, even moving to a new home, if you’ve lived
in the same place for more than 10 years. The list goes on and on.
Managing your personal finances can be another stressful experience. This
can be a problem no matter what your income level, but it is especially difficult if you
must support a family and do not earn enough to live comfortably. Unpaid bills,
unwise use of credit, and budget limitations can make life difficult.
31
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Activity: STRESS SIGNALS
Take a look at the warning signs of stress listed below. Write down in your
Journal all of the warning signs that apply to you.
When you have finished checking your warning signs, discuss your list with your
partner.
Source: Emotional Intelligence Activities for teens 13-18.
32
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Reading: STRESS RESPONSE
Your stress response is the collection of physiological changes that occur
when you face a perceived threat—when you face situations where you feel the
demands outweigh your resources to successfully cope. These situations are known
as stressors.
When your stress response is triggered, a series of changes occur within
your body. They include:
Redirection of blood away from extremities and instead to major organs
The release of cortisol and other hormones, which bring other short- and
long-term changes.
The stress response is intended to give you a burst of energy so you’re able
to fight off attackers or run away from them effectively.
This helped our ancestors, who faced numerous physical threats, to stay safe.
However, now our threats tend to be less physical and more associated with our way
of life—a challenge to our status, a demand for performance, etc. In addition to
giving us a set of changes that may not match our needs as well (it might be more
effective for us to have a burst of mental clarity or wisdom than a burst of physical
strength, for example), the stress response can actually cause harm if it leads to a
state of chronic stress—that is, if our stress response is triggered, and then our body
doesn’t go back to its normal state via the relaxation response.
33
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2016.
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.
Source: Mental Health Kit, Junior High School, Alberta Health Services
34
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2016.
Sample Project To-Do List Now you do it!
Project To-Do List
Source: Mental Health Kit, Junior High School, Alberta Health Services
35
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2016.
MODULE 6:
The Powers of the Mind
Big Question: How do we develop the powers of our mind?
Objectives:
At the end of this module, you will be able to:
1. discuss that understanding the left and right brain functions may help in
improving one’s learning,
2. explore mind-mapping techniques suited to right brain- or left brain-dominant
thinking
styles, and
3. make a plan to improve learning using both left and right brain development.
36
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2016.
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.
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.
37
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2016.
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
synaptogenesis, 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.
38
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Activity: BRAIN DOMINANCE
Which of these apply to you?
I am very organized.
I remember faces more than names.
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 daydream a lot.
I hate taking risks.
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.
PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical music Popular music
Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music
There is nothing good or bad about either preference. Both orientations can
be equally successful in accomplishing a single task; however, one may be more
appropriate over the other depending on the situation.
39
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Melbourne, Australia, researchers studied 60 right-handed males: 18 mathematically
gifted (averaging nearly 14 years in age), 18 of average math ability (averaging just
over 13), and 24 college students (averaging about 20). Math giftedness seems to
favor boys over girls, appearing an estimated six to 13 times more often. It's not
known why but prenatal exposure to testosterone is suspected to be one influence
due to its selective benefit to the right half of the brain.
The gifted boys were recruited from a Challenges for Youth-Talented
program at Iowa State University. Whereas the average Scholastic Aptitude Test
(SAT) math score for college-bound high-school seniors is 500 (out of 800), the
mathematically gifted boys' average SAT math score in middle school was 620.
The boys viewed letter patterns flashed on the left or right sides of a
computer screen, and had to indicate whether two patterns matched or not - a simple
way of learning how the brain responds to data put before either the left or right
visual field, corresponding to processing in the right or left brain because the input
generally crosses over to the other side.
The letter patterns were presented in three conditions - one-sided, to the right
hemisphere (left eye); one-sided, to the left hemisphere (right eye); or bilaterally
(both eyes). There were two types of tasks -- "local," saying two letters matched or
mismatched on the small letters that went into making big letters (for example, a big
T whose two strokes were made of smaller T's), and "global," saying two big letters
matched or mismatched.
For the average teens and college students, the left brain hemisphere was
faster for local matches and the right brain hemisphere was faster for global
matches. This fit prior research, which has indicated that the left hemisphere is adept
at processing visual "parts," in this case the letter details, while the right hemisphere
is more adept at analyzing visual "wholes," in this case the global shapes of the big
letters.
However, the mathematically gifted boys showed no such hemispheric differences.
Those who were precocious in math were equally good at processing global and
local elements with either hemisphere, suggesting more interactive, cooperative left
and right brains.
In addition, whereas average-ability boys and college students were slower
on cooperative trials, which presented letter patterns on both sides of the screen, the
math-gifted showed the opposite pattern. They were slower on one-sided trials, but
when a task "asked" both sides of the brain to work together, they were considerably
faster than the other boys
The study supports the growing notion that the mathematically gifted are
better at relaying and integrating information between the cerebral hemispheres.
Says co-author Michael O'Boyle, PhD, "It's not that you have a special math module
somewhere in your brain, but rather that the brain's particular functional organization
- which allows right-hemisphere contributions to be better integrated into the overall
cognitive/behavioral equation -- predisposes it towards the use of high-level imagery
and spatial skills, which in turn just happen to be very useful when it comes to doing
math reasoning."
The research supports the broader notion that "the functional (though not
necessarily structural) organization of the brain may be an important contributor to
individual differences in cognitive abilities, talents and, at the very least, information-
processing styles," says O'Boyle.
40
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
He adds, "Various expressions of exceptionality, such as giftedness in math,
music or art, may be the by-product of a brain that has functionally organized itself in
a qualitatively different way than the usual left/right hemispheric asymmetry."
At the same time, O'Boyle is not sure whether the findings could apply to
math education in general. "Our work may perhaps have something to say about the
optimal timing of when a particular brain is most 'ready to learn' or acquire a given
skill, but I don't think we can 'create' a math genius without the innate talent already
there," he says.
Finally, given the rising use of testosterone by adult men, O'Boyle cautions
that, "Testosterone taken later in life will not help your math, as the window of
influence on brain development is pretty much prenatal. It may enhance muscle
mass, but it is unlikely to help you solve calculus problems."
Source: "Interhemispheric interaction during global-local processing in mathematically gifted
adolescents, average-ability youth, and college students," Harnam Singh, Ph.D., U.S.
Army Research Institute for the Behavioral and Social Sciences, and Michael W.
O'Boyle, PhD, University of Melbourne, Australia; Neuropsychology, Vol. 18, No. 2.
Reporters: Michael O'Boyle , from the American Psychological Association, available
from http://www.apa.org/news/press/releases/2004/04/interhemispheric.aspx
41
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
How to draw a mind map:
1. Turn the page on its side (landscape). Use plain paper.
2. Draw the central image using different colors. The central image
should encapsulate the subject of the map.
3. Add the branches representing the subject’s main topics or
themes using key words or images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly.
6. Use arrows to connect linked ideas.
Source: Dodd (2004). Learning to Think: Thinking to Learn,
http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf
PED
The nerve cells have branches
connecting them to other cells
in a complicated network.
Communication between
these brain cells is what allows
us to think and solve Figure 1: Section of the Cerebral Cortex
problems.
When you learn new things, these tiny connections in the brain actually
multiply and get stronger. The more
that you challenge your mind to learn,
the more your brain cells grow. Then,
things that you once found very hard
or even impossible to do—like
speaking a foreign language or doing
algebra—seem to become easy. The
result is a stronger, smarter brain.
Figure 2: A typical nerve cell
42
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
How Do We Know the Brain Can Grow Stronger?
Scientists started thinking that the human brain could develop and change
when they studied animals’ brains. They found out that animals who lived in a
challenging environment, with other animals and toys to play with, were different
from animals who lived alone in bare cages. While the animals who lived alone just
ate and slept all the time, the ones who lived with different toys and other animals
were always active. They spent a lot of time figuring out how to use the toys and how
to get along with the other animals.
These animals had more
connections between the nerve cells in
their brains. The connections were bigger
and stronger, too. In fact, their whole
brains were about 10% heavier than the
brains of the animals who lived alone
Nerves in brain of Brain of animal living with without toys. The animals who were
animal living in other animals and toys exercising their brains by playing with
bare cage. © Mindset Works toys and each other were also
Figure 3: Effect of an Enriched
Environment
“smarter”—they were better at solving
problems and learning new things.
Even old animals got smarter and developed more connections in their
brains when they got the chance to play with new toys and other animals. When
scientists put very old animals in the cage with younger animals and new toys to
explore, their brains also grew by about 10%!
DEPE
perfectly. Once children learn a
language, they don’t forget it. The child’s
At birth At age 6 brain has changed—it has actually gotten
© Mindset Works
smarter. This can happen because
Figure 4: Growth of neuron connections in a child
from birth to 6 years old
learning causes permanent changes in
the brain. The babies’ brain cells get
larger and grow new connections
between them. These new, stronger connections make the child’s brain stronger and
smarter, just like a weightlifter’s big muscles make them strong.
The Real Truth About “Smart” and “Dumb”. No one thinks babies are stupid
because they can’t talk. They just haven’t learned how to yet. But some people will
call a person dumb if they can’t solve math problems, or spell a word right, or read
fast—even though all these things are learned with practice. At first, no one can read
or solve equations. But with practice, they can learn to do it. And the more a person
43
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2016.
learns, the easier it gets to learn new things—because their brain “muscles” have
gotten stronger! The students everyone thinks as the “smartest” may not have been
born any different from anyone else. But before they started school, they may have
started to practice reading. They had already started to build up their “reading
muscles.” Then, in the classroom, everyone said, “That’s the smartest student in the
class.” They don’t realize that any of the other students could learn to do as well if
they exercised and practiced reading as much. Remember, all of those other
students learned to speak at least one whole language already—something that
grownups find very hard to do. They just need to build up their “reading muscles” too.
What Can You Do to Get Smarter? Just like a weightlifter or a basketball player, to
be a brain athlete, you have to exercise and practice. By practicing, you make your
brain stronger. You also learn skills that let you use your brain in a smarter way—just
like a basketball player learns new moves. But many people miss out on the chance
to grow a stronger brain because they think they can’t do it, or that it’s too hard. It
does take work, just like becoming stronger physically or becoming a better ball
player does. Sometimes it even hurts! But when you feel yourself get better and
stronger, all the work is worth it!
Source:http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-B44C-
2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf © 2010 Mindset Works
Assignment: Bring some print ads of body beautifying products, clothes, or fashion.
44
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
I’d come in and open these doors, I’d hear the basketball. Fall, wintertime,
summertime. Most mornings I had to run Michael out of the gym.”
Adapted from “Michael Jordan transcends hoops” by Larry Schwartz.ESPN.com, 2007.
45
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Financial Plans/Installment Incentives
Negative Advertising
Homestyle or Traditional
We Try Harder
Best Value
New & Improved
Name Brands & Logos
Health & Safety
3. What message does this ad give the consumer?
4. How would you define or describe this approach to advertising?
5. Do you think that this approach is effective advertising for the product? Why
or why not?
6. In what ways, if any, could any part of this advertisement impact a person’s
body image? (e.g. you could take into consideration: the product itself, the
models selling it, the way it is being presented, etc.)
(adapted from Mental Health Kit (Junior High School)–Be Kind to Yourself and Others
http://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-gr7.pdf)
46
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Portfolio Output No. 12: Media Influences
(How Ads Affected My Self-Esteem)
Name some ads that appear on TV, billboards, the internet.
1. What messages do these ads give to middle adolescents like you?
2. How have these ads affected your lifestyle, self-esteem, and values?
3. How has this lesson changed your perception about ads?
47
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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.
1. Anorexia
People with anorexia have a real fear of weight gain and a distorted view of
their body size and shape. As a result, they eat very little and can become
dangerously underweight. Many teens with anorexia restrict their food intake by
dieting, fasting, or excessive exercise. They hardly eat at all — and the small amount
of food they do eat becomes an obsession in terms of calorie counting or trying to
eat as little as possible. Others with anorexia may start binge eating and purging —
eating a lot of food and then trying to get rid of the calories by making themselves
throw up, using some type of medication or laxatives, or exercising excessively, or
some combination of these.
2. Bulimia
Bulimia is similar to anorexia. With bulimia, people might binge eat (eat to
excess) and then try to compensate in extreme ways, such as making themselves
throw up or exercising all the time, to prevent weight gain. Over time, these steps
can be dangerous — both physically and emotionally. They can also lead to
compulsive behaviors (ones that are hard to stop).
To have bulimia, a person must be binging and purging regularly, at least
once a week for a couple of months. Binge eating is different from going to a party
and "pigging out" on pizza, then deciding to go to the gym the next day and eat more
healthfully
People with bulimia eat a large amount of food (often junk food) at once,
usually in secret. Sometimes they eat food that is not cooked or might be still frozen,
or retrieve food from the trash. They typically feel powerless to stop the eating and
can only stop once they're too full to eat any more, or they may have to go to
extreme measures (like pouring salt all over a dessert to make it inedible) in order to
get themselves to stop eating. Most people with bulimia then purge by vomiting, but
also may use laxatives or excessive exercise.
Although anorexia and bulimia are very similar, people with anorexia are
usually very thin and underweight, but those with bulimia may be an average weight
or can be overweight.
48
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2016.
Look for the answers to the following questions and put them in your portfolio:
1. What are anxiety disorders/depression?
2. Who gets anxiety disorders/depression and how common are they?
3. Describe some of the symptoms of anxiety disorders/depression.
4. List and briefly explain some of the main types of anxiety
disorders/depression.
5. What type of treatment is available for people experiencing anxiety
disorders/depression?
6. What other kinds of support can help a person with anxiety
disorders/depression recover?
49
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Reading: HELP HOW-TO’S
First Step, Reach Out To People You Trust
Sometimes people don’t get the help they need because they don’t know
where to turn. When you’re not feeling well, it can be a struggle to take the
necessary steps to help yourself get better.
When dealing with mental health or emotional problems, it’s important not to
go at it alone. Healing is a combination of helping yourself and letting others help
you. Comfort and support, information and advice, and professional treatment are all
forms of help.
Think of all the people you can turn to for support. These are people who are
concerned about you and can help comfort you, who will listen to you and encourage
you, and who can help arrange for treatment. In other words, find caring people in
your life who can help you.
These people might include:
friends
parents and other family members
someone who seems “like a parent” to you
other adults whose advice you would value—perhaps a favorite teacher
or coach, a member of your church or other place of worship, or a good
friend’s parent.
Research shows that males are more reluctant to look for help and receive it
than females are. While some people may have difficulty reaching out to others they
trust, taking the first step in getting help is important for everyone to do.
Second Step, Take Action
The more you know, the easier it is
Libraries are an excellent source of information about mental health.
Bookstores often have “self-help” or “psychology” sections.
For those with Internet access, there are many websites related to health and
mental health. Some are better in quality than others. It is important to know if the
information on a site comes from sources you can trust. Use caution whenever
you’re sharing or exchanging information online: there’s a chance that it will not be
kept private.
Nothing is worse than nothing
The consequences of not getting help for mental health problems can be
serious. Untreated problems often continue and become worse, and new problems
may occur. For example, someone with panic attacks might begin drinking too much
alcohol with the mistaken hope that it will help relieve his or her emotional pain.
It’s All in the Attitude
There are many reasons why people do not get help for mental health
problems. Fear, shame, and embarrassment often prevent individuals and their
families from doing anything.
Sometimes being able to get the help, support, and professional treatment
you need is a matter of changing your mind about mental health and changing the
way you react to mental health problems.
Here are some important reminders:
Mental health is as important as physical health. In fact, the two are closely
linked.
50
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2016.
Mental health problems are real, and they deserve to be treated.
It’s not a person’s fault if he or she has a mental health problem. No one is to
blame.
Mental health problems are not a sign of weakness. They are not something
you can “just snap out of” even if you try.
Whether you’re male or female, it’s ok to ask for help and get it.
There’s hope. People improve and recover with the help of treatment, and
they are able to enjoy happier and healthier lives.
Source: APA Help Center, American Psychological Association, https ://www.apa.or.talking -
teens
51
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2016.
Sleep and Mental Health
Most teens need 9-11 hours of sleep every night. Problems from not being
fully rested include:
Irritability
Difficulty concentrating and learning
Don’t move information from short-term to long-term memory as well
Falling asleep in class
Mood swings and behavior problems
More accident prone
More prone to depression
Dear Abby,
DEPE
52
it doesn’t seem to make a difference. When I wake up in the
morning, I feel like I don’t want to get up and go to school.
This is the time that I could really sleep. I wish that school
didn’t start until 10:00 a.m.
Please help me out! Give me some ideas on how I could get a
better sleep, so Mr. Gomez doesn’t get upset that I fall asleep
in his class.
Tired at School
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Portfolio Output No. 14: Response to “Tired at School”
Pretend that you are Abby. Write an answer to the letter writer “Tired at
School”.
Week (date):
Day: Write in the rows below your activities before you went to sleep, starting on the
day in the week that you begin with: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday.
Day Time went What was I doing before I went to bed? Did this affect
to sleep Examples: what time you
Playing a sport went to
Playing a video game sleep?
Reading a book Yes No
Watching TV
Talking on the phone
Texting with friends
Hanging out with friends
Others
1.
2.
3.
4.
5.
6.
7.
Source: http://www.albertahealthservices.ca/assets/programs/ps-7344-mhk-jhs-manual.pdf
53
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
MODULE 8:
Emotional
Objectives:
At the end of the module, you will be able to:
1. discuss that understanding the intensity and differentiation of your
emotions may help in communicating emotional expressions;
2. explore your positive and negative emotionsyaonudehxopwress or h ide
them, and
3. demonstrate and create ways to manage various emotions
COP
One important type of intelligence is emotional intelligence.
DEPE
Improving Your EQ
Emotional intelligence is a combination of several different skills:
54
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
us understand how other people feel. But some people might go through the entire
day without really noticing their emotions. Practice recognizing emotions as you feel
them. Label them in your mind (for example, by saying to yourself "I feel grateful," "I
feel frustrated," etc.). Make it a daily habit to be aware of your emotions.
COP
relationships to react to emotions in a way that's disrespectful, too intense, too
impulsive, or harmful.
DEPE
Some of the skills that make up emotional intelligence develop earlier. They
may seem easier: For example, recognizing emotions seems easy once we know
what to pay attention to. But the EQ skill of managing emotional reactions and
choosing a mood might seem harder to master. That's because the part of the brain
that's responsible for self-management continues to mature beyond our teen years.
But practice helps those brain pathways develop.
We can all work to build even stronger emotional intelligence skills just by
recognizing what we feel, understanding how we got there, understanding how
others feel and why, and putting our emotions into heartfelt words when we need to.
Source: http://kidshealth.org/en/teens/eq.html
55
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Activity: INTRODUCTION TO EMOTIONS
Emotions are what you feel on the inside when things happen. Emotions are
also known as feelings.
1. Afraid: feeling fear and worry
2. Angry: feeling mad with a person, act, or idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
6. Depressed: feeling sad, blue, discouraged, and unhappy
7. Embarrassed: feeling worried about what others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling joy and pleasure
11. Jealous: feeling upset when someone has something that you would like to
have or they get to do something you wanted
12. Lonely: feeling alone and that nobody cares
13. Proud: feeling pleased for doing well
14. Relaxed: feeling at ease and without worry, calm
15. Stressed: feeling tense, tired, uneasy, and overwhelmed
Source: www.DannyPettry.Com
What are the top three feelings that you do not like to have most?
Activity: I AM…
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.
56
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2016.
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 .
57
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
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: AM I ASSERTIVE?
Assertiveness is the ability to express your wishes and beliefs in a positive
way. Too little assertiveness can make you a doormat. Too much, and you can be
bossy and aggressive.
1. Think of a time when you were a doormat.
What happened? .
What did you do? .
How did you feel? .
Now think of a better way to handle that situation in the future. Write a better
response and practice it.
Throw things
Scream
Count to 10
Source: http://www.pbs.org/inthemix/educators/lessons/schoolviol3/
58
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2016.
2. When I feel sad, it helps me feel better if I
.
3. When I feel anxious or nervous, it helps me feel better if I
.
4. When I feel grumpy, it helps me if I
.
5. When I feel lonely, it helps me if I
.
6. When I feel embarrassed, it helps if I
.
7. When I feel sick, it helps me feel better if I
.
8. When I feel silly, I like to
.
9. When I feel disappointed, it helps me if I
.
10. When I am honest, I feel
.
11. When I feel , it helps me feel better if I
.
Module 7:
12. Media Influences (How Ads Affected My Self-Esteem) (Individual work)
13. Research on Anxiety or Depression (Individual work)
Module 8:
14. Response to “Tired at School” (Group work)
15. Reflection on “Exploring Emotions” and “I Am” (Individual work)
16. Responsible Action (Individual work)
59
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
Unit III: Building and Maintaining
Relationships
MODULE
Big Question: How does knowing 9: attraction, love, and
more about
commitment help you become more responsible in a relationship?
Personal
Objectives:
At the end of this module, you will be able to:
1. discuss an understanding of teen-age relationships, including the
acceptable and unacceptable expressions of attractions,
2. express your ways of showing attraction, love, and commitment; and
3. identify ways to become responsible in a relationship.
60
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2016.
Reading: 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.
Source: http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/what-
do-we-mean-personal-relationships
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2016.
adolescents but only for some relationships. The observed trends are interpreted
with respect to several social, social cognitive, and cognitive changes taking place
over the span of adolescence.
Source: Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late
Adolescents' Perceptions of Their Relationships with Significant Others . Journal of
Adolescent Research. 6-3, 296-315.
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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
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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
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2016.
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.
According to psychiatrists Jacqueline Olds and Richard Schwartz, social
alienation is an inevitable result of contemporary society's preoccupation with
materialism and frantic "busy-ness." Their decades of research support the idea that
a lack of relationships can cause multiple problems with physical, emotional, and
spiritual health. The research is clear and devastating: isolation is fatal.
Source: http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/why-
personal-relationships-are-important
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stands, internet relationships (including ‘sexting’), long- and short-term affairs
and financial infidelity
2. Sexual Issues, particularly loss of libido and including questions around
your gender, or your partner's gender
3. Significant differences in core values and beliefs
4. Life stages – you have ‘outgrown’ each other or have ‘changed’
significantly for whatever reason
5. Traumatic and/or Life-Changing Events
6. Responses to prolonged periods of Stress, such as Work-Related Stress,
long-term illness, mental health issues, Financial Problems, problems with
the children, infertility and many more
7. Bored in or with Your Relationship
8. Dealing with a jealous partner
9. Having 'blended' family issues
10. Domestic violence, which includes verbal as well as physical abuse:
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THE most serious relationship problem.
11. Knowing you should not have got married in the first place!
12. Lack of responsibility regarding finances, children, health and many other
issues
13. Unrealistic Expectations- still thinking your partner / spouse is the princess /
knight and not seeing the 'real' human being
14. Addictions - substance abuse
15. Excessive reliance on social media, at the cost of the relationship
16. Lack of support during particularly difficult times from people that matter to
you
17. Manipulation or over-involvement in your relationships with family or
friends
18. Lack of communication about important matters
19. Poor division of and / or one-sided lack of responsibility for chores and tasks.
It is not always women who complain about this relationship problem!
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2016.
20. Perceived lack of concern, care and consideration / attentiveness:
feeling the relationship is one-sided is a big one!
21. Significant personal disappointments and traumas that lead to a change in
relationship dynamics
22. Long term depression or other mental health issues suffered by one partner
or both
23. Significant differences in opinion on how to discipline / deal with the
children
Long-term stress, particularly when not taking responsibility for doing something positive to address the c
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 problem
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 i
Source:
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Portfolio Output No. 17: Reflections on Personal Relationships
Write a reflection paper on your relationships, why they are important, and how you intend to keep the goo
Dear Shane,
P1. Right now you are upstairs in your room thinking that life is completely and totally
unfair.
P2. The whole world is against you because there is not a single person in it that
understands you. You would say that you love your friends, but the truth is that you
love them more on Facebook, Tweeter and Instagram than you do in real life. In real
life, you can only handle spending so much time with them before they start to annoy
you because, as I mentioned before, no one really understands who you are.
P3. Your room is a mess. The clothes that you beg for me to buy you are crumpled in
a heap in the corner. When asked to clean – when asked to do anything, really – you
roll your eyes (not to my face, because you are smart enough at this point to know
that will set me off) because you have a thousand more important things to do like
watch Pangako Sa ‘Yo or check your phone.
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2016.
P4. You are both obsessed with and terrified by boys.
P5. Some days you think you are pretty. Some days you are certain you are the
ugliest person on earth. You are sure you are being left out of something. Some
party, some conversation, some sleepover is happening and you were deliberately
excluded because no one cares how you feel. You have every right in the world to be
moody because life is hard. Grade 11 is pointless. There isn’t a person alive who
hasn’t been able to get into the college they wanted to because they got poor grades
in Grade 10. Mostly though, life is just hard and complicated and difficult and
confusing. Despite this, you are never given the credit you deserve for always
knowing what’s what. You know what is best for you and there is nothing more
irritating than someone else (like me) presuming that they know.
P6. I realize that when I raise these topics with you, you will not hear me. Despite all
appearances, you are not a small adult. You cannot reason like an adult and so it is
impossible for you to understand that I am trying to help you and guide you and not,
ruin your life. This privilege I exert does not necessarily come from biology, it comes
from the fact that I have been exactly where you are and I have been navigating this
life for a lot longer than you. It is true that everyone has a story, and everyone’s story
is unique, but loss, pain, anger, confusion and sadness are universal. These feelings
don’t separate you from the world, but rather they bind you closer to it. Someone out
there is feeling the exact same way you do right now, including me, my dearest girl,
and I am only a few feet away. There will never be and can never be another you,
but you are part of a magnificent community of humans. Humanity at times can be
brutal and petty and mean-spirited, but that’s never an excuse for you to be that way.
You are so much more and so much better than a bad day.
P7. I am not your friend. I don’t care what you think about me. I am not aiming for
popularity in our house. Most importantly, we are not equals. Think about it: how can
we be equals if you depend on me for everything? If you’re going to ask for extra
money for whatever you want to buy, then you have to take my rules. Some people
call it parenting. Greedy me, I call it authority. When you don’t need me for things,
only advice and counsel, then we can explore a friendship.
P8. When I ask you to do something right now, I am trying to teach you something
about success. Procrastination is a dream killer. No one ever became a grand
success by doing it later. You’re right, your room is yours. I am less concerned with
the state of it than I am of your mind. Ever see a happy person on Hoarders? It
sounds ridiculous to you, but a clean space makes it easier to be creative and
productive. When you let your room slide, you are likely to let everything else slide
too, like homework.
P9. I am not a Tiger Mom. I am not interested in you getting straight A’s (though, of
course, that would be great), I am interested in you doing your absolute best.
Sometimes you do your best and you fail, and you need to learn to be okay with that,
too. You must learn to be good AT school, so it will be easier for you to be good AT
college and AT work. Yes, of course, it’s pandering to a system, but everyone,
regardless of status has to work within a system, unless you’re becoming a hermit
which let’s face it, is never going to happen. When you become overly concerned
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2016.
with pleasing your friends and making them happy it takes away from your focus,
your job, which right now is school. The balance you learn to strike right now will
carry you through your entire life where friendships can be vital. But, you cannot rely
on a great friendship to buy you a house.
P10. I don’t tell you often enough how beautiful you are. Even though you are
stunning, I do guess I do this on purpose. Being beautiful should never be the most
interesting thing about you. A girl who relies on her looks is setting herself up to be a
woman lost at sea as she gets older. We live in a world where beauty can and will
open many doors, but how you choose to open them and what you do inside
becomes about character. Character, moral aptitude, empathy, grace- these are the
traits that will carry on your beauty far after your looks are gone. You aren’t
anywhere near understanding this right now, even though I am trying to lead this
change by example. When you look at me all you see is old, and mom.
P11. Unbelievably though, I was young (and not so long ago, I might add) once, and
nothing you can say will shock me. In point of fact, if I was to over share and talk
about some of the things I’ve done, or still do actually, on a pretty regular basis with
your step dad, it is you that would be shocked. Don’t worry, I would never, because
like I said, we are not friends. I promise you this, though: as long as you tell me the
truth, you will never get into trouble, though I can’t promise I won’t be disappointed.
P12. Until you have children of your own, you won’t realize the depth in which I love
you. I would do anything for you and it is the great irony of life that the person I love
most, I get treated the worst by. I am your greatest cheerleader and your biggest fan.
Sometimes you scream “Why do you hate me!” when I am doing my job as a mother.
You don’t understand that if I indeed hated you, or felt a far more heinous thing,
indifference, I simply wouldn’t bother. I would let you get on with it and shrug my
shoulders and not say a word. When I stand my ground and open myself up to your
vitriol and disregard and general railroading, that, my dear, is love.
P13. The most important thing for you to understand is though you may be
convinced otherwise, whatever happens in this crazy, upside down life, you will
never, ever be alone. So maybe, just once in a while, will you keep this in mind and
be a little kinder to me.
After reading the letter, be ready to answer the following questions in class:
1. What kind of relationship does the letter describe?
2. Who are involved in the relationship? Describe each character.
3. What roles does each character play in the relationship?
4. Are you satisfied with this type of relationship? Explain your answer.
5. Do you agree that this type of relationship can be improved? Explain your
answer.
6. In what ways can the characters show they are responsible to maintain a
good relationship?
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2016.
Activity: GROUP DISCUSSION ON LETTER FROM MOM
1. Why would the Mom write that her daughter thinks life is unfair?
2. Why would the Mom write that nobody understands her daughter? Does this
mean the Mom also does not understand her daughter? Explain your
answer.
3. How does the Mom describe her daughter’s behavior on paragraph 3?
4. What does the Mom mean when she wrote “you are both obsessed with and
terrified by boys”?
5. Refer to paragraphs 5 and 6, do you agree with what the Mom wrote about
the daughter not being a small adult? What does it mean to be a small adult?
6. What is the Mom trying to say on paragraph 6?
7. Refer to paragraph 7, why did the Mom say they are not friends or
equals? Do you agree with her? Explain your answer.
8. Refer to paragraph 8, do you agree with the Mom that she is teaching
her daughter a lesson on success each time she asks her daughter to do
something? Explain your answer.
9. Refer to paragraph 9, what does the Mom mean when she wrote “The
balance you learn to strike right now will carry you through your entire life
where friendships can be vital. But, you cannot rely on a great friendship to
buy you a house.”? Does the Mom mean friendship is not important?
Explain your answer.
10. What does the Mom mean when she wrote “… unless you’re becoming a
hermit which let’s face it, is never going to happen”?
11. Refer to paragraph 10, give one lesson the Mom wants her daughter to learn.
12. How does the Mom feel when she wrote “When you look at me all you see is
old, and mom.”? Explain your answer.
13. Refer to paragraph 11, why do you think did the Mom write such details?
14. Refer to paragraph 12, do you agree with the Mom when she wrote “When I
stand my ground and open myself up to your vitriol and disregard and general
railroading, that, my dear, is love.”? Explain your answer.
15. Give instances that would make the Mom write “…it is the great irony of life
that the person I love most, I get treated the worst by.”
16. Refer to paragraph 13, what did the Mom promise her daughter? What was
the Mom’s request from her daughter?
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2016.
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
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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
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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.
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2016.
Spend the right amount of time together
Gallup researchers Jim Harter and Raksha Arora found that people who
spend 6-7 hours per day socializing (which could mean hanging out with friends,
sharing meals with family, or even emailing a colleague) tend to be the happiest. In
contrast, those who have zero interactions (or an exhausting overload of social time)
feel more stressed. Knowing when to give your time to others and when to take
some time for yourself can be crucial in maintaining balanced, healthy relationships
as well as emotional well being.
Source: http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/nurture-
your-relationships
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IT TO THRIVE
The choice to be in a relationship is up to you. You have the ability to attract
your beloved and cause the relationship you desire to happen.
3. CREATING LOVE IS A PROCESS
Moving from “I” to “we” requires a shift in perspective and energy. Being an
authentic couple is an evolution.
4. RELATIONSHIPS PROVIDE OPPORTUNITIES TO GROW
Your relationship will serve as an unofficial “lifeshop” in which you will learn
about yourself and how you can grow on your personal path.
5. COMMUNICATION IS ESSENTIAL
The open exchange of thoughts and feelings is the lifeblood of your
relationship.
6. NEGOTIATION WILL BE REQUIRED
There will be times when you and your partner must work through impasses.
If you do this consciously and with respect, you will learn to create win-win
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outcomes.
7. YOUR RELATIONSHIP WILL BE CHALLENGED BY CHANGE
Life will present turns in the road. How you maneuver those twists and turns
determines the success of your relationship.
8. YOU MUST NURTURE THE RELATIONSHIP FOR IT TO THRIVE
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Treasure your beloved and your relationship will flourish.
9. RENEWAL IS THE KEY TO LONGEVITY
Happily ever after means the ability to keep the relationship fresh and vital.
10. YOU WILL FORGET ALL THIS THE MOMENT YOU FALL IN LOVE
You know all these rules inherently. The challenge is to remember them
when you fall under the enchanting spell of love.
Source: http://angellovecards.com/assets/luminaries/drcherrieLOVEposter.pdf
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2016.
Activity: HEALTHY RELATIONSHIPS ITEMS SET
Answer the following in your journal.
1. What should you consider when making decisions around sex and
sexual limits?
a. Your values
b. Your friends
c. Your family
d. All of the above
5. Name a reason why you may not make healthy choices when it
comes to sex.
6. Name three resources you can turn to if you are worried about abuse
in your relationship.
10. Which of the following are signs that you may be in an abusive
relationship?
a. Bruises, scratches and other signs of injuries
b. Avoiding friends
c. Apologizing for your partner`s behavior
d. All of the above Source:http://westernhealth.nl.ca/uploads/Addictions
%20Prevention%20and%20Mental%20 Health%20Promotion/Healthy%20Relationships
%20Resource%20Kit%20-%20Western.pdf
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2016.
Processing Questions:
1. What were your thoughts and feelings while answering the activity?
2. What did you discover about yourself after doing the activity?
3. With previous activities, how would you describe your relationship with your
parents? Siblings? Possible or current romantic relationship? Friends?
4. Which relationship is most important to you? Why?
5. In what ways do you express your feelings, whether positive or negative?
6. If your relationship is not doing very well, what can you do about it?
Source: http://washingteenhelp.org/your-relationships/your-love-life
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2016.
Reading: KEEPING HEALTHY RELATIONSHIPS
Good relationships are fun and make you feel good about yourself. The
relationships that you make in your youth years will be a special part of your life and
will teach you some of the most important lessons about who you are. Truly good
relationships take time and energy to develop. All relationships should be based on
respect and honesty, and this is especially important when you decide to date
someone.
If you are – or have been – in a relationship where you were mistreated, it’s
very easy to blame yourself. The problem is with the abuser, though, not you. It’s
not your fault! Anyone can be abused – boys and girls, men and women, gay or
straight, young and old – and anyone can become an abuser.
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2016.
Break the Silence: Stop the Violence
It may shock you to know that one out of every eleven teens reports being hit
or physically hurt by a boyfriend or girlfriend in the past twelve months. But why is
that, and how can we change it? In "Break The Silence: Stop the Violence," parents
talk with teens about developing healthy, respectful relationships before they start
dating.
HOW TO COMMUNICATE
Talking openly makes relationships more fun and satisfying; especially when
you both talk about each other’s needs for physical, emotional, mental and sexual
health. You can’t expect a partner to know what you want and need unless you tell
them. The simple fact is that none of us are a mind reader--so it's important to be
open about your needs and expectations.
Though talking about sex can feel a little scary, many people find that when
they get up the nerve to talk about sex, their partner really appreciates it. Most likely
they've been trying to work up the nerve, too! Many respect a partner even more
once they've brought up the topic of sex. It is ok to be nervous--that lets you know
that what you are doing is both important to you and also exciting.
Remember though: it is a good idea to talk about any sexual subject before
you get all hot and bothered, but this is especially important for topics which require
logical thinking skills, like safer sex expectations. Most of us don't act rationally in the
heat of the moment. Think about your boundaries ahead of time, and discuss them
with a partner when you are not currently in a sexual mood. If you are turned on, you
are less likely to make the decision to use a condom or another barrier if your partner
has a different agenda. Having the conversation before you are in a sexual situation
makes it more likely you will be able to act according to your own boundaries and
preferences.
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2016.
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.
There 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.
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.
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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."
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
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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
“There are some people who live in a dream world, and there are some who face reality; and then ther
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MODULE 10:
Social Relationships in Middle and Late
Big Question: How does understanding group membership and
leadership improve your social relationships?
Objectives:
At the end of this module, you will be able to:
1. distinguish the various roles of different individuals in society and
how they can influence people through their leadership or
followership,
2. compare your self-perception and how others see you, and
3. coinni- on Filipino relationships (family, school, and
dsuucrvt
eaym
community).
Activity: MY ORGANIZATIONS
My Position/Role In The
Name Of Organization Type Of Organization* Organization
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77
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Source:http://farm6.static.flickr.com/5084/5276534507_c7eb1f3599.jpg
COP
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
DEPE
Source: Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, 1997;
Striegel-Moore & Cachelin, 1999. ;
https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/human-
development-14/adolescence-73/cultural-and-societal-influences-on-adolescent-
development-285-12820/
Teenagers who belong to youth groups and other clubs lead happier lives
and are less likely to drink or smoke, a research shows. Although they may be
exposed to more peer pressure, researchers found they were also more socially able
and likely to be physically active. And the benefits increased the more groups that
they joined, the findings show.
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Teens should be encouraged to join clubs, international researchers,
including a group from the University of Hertfordshire, advise. The findings show
that they were a fifth less likely to smoke and to ever have been drunk than other
teenagers their age. They were also a fifth more likely to eat fruit and vegetables
regularly.
The study also found taking part in club activities increased the youngsters'
happiness levels. Those who rated their lives as highly satisfactory were 51 per cent
more likely to belong to a sports club than those who were less happy.
The study looked at 15-year-olds across six countries – England, Canada,
Belgium, Italy, Poland and Romania. However, the study suggests that not all clubs
for young people offered the same health benefits. Youngsters were two thirds more
likely to smoke if were members of political organisations or youth clubs than if they
joined no clubs at all.
“The present findings support the notion that encouraging participation in a
range of associations is a useful and beneficial policy goal especially for young
people, increasing their facility to access and become part of wide-ranging
networks,” the authors report in their findings, published in the Journal of
Epidemiology and Community Health.
Source: http://www.telegraph.co.uk/news/health/news/6810651/Teenagers-who-join-youth-
COP
groups-and-other-clubs-are-happier-and-less-likely-to-drink.html
DEPE
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
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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.
COP
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
organised and start to manage your own time.
DEPE
Self-confidence, mental health and wellbeing
Community activities can boost one’s self-confidence. You can learn to deal
with challenges, communicate with different people and build up your life skills and
abilities in a supportive environment. This is also good for your self-esteem. It’s also
a great foundation for general and mental health and wellbeing. It can be very
positive psychologically for you to have something that gets you involved, where
others expect you to turn up and take part, and where you’re supported to achieve
something as part of a group. These positive feelings can help protect you from
sadness and depression. Being involved in some kind of community activity can also
reduce the likelihood of substance abuse, mental illness and criminal activity.
Source: http://raisingchildren.net.au/articles/community_activity_teenagers.html
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Portfolio Output No. 20: Description of My Social Group
Write about one of your social groups, it’s nature, activities, and benefits.
Include a photo of yourself with the group.
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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.”
Source: http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html
82
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2016.
Reading: 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:
(1) 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
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therefore test the moral basis of the servant-leader's visions and organizational
goals;
(2) 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;
(3) 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
(4) self-reflection, as a counter to the leader's hubris.
Source: http://toservefirst.com/definition-of-servant-leadership.html
COP
Source:
http://thorstenconsulting.com/serendipity/uploads/servantleadershipthorstenconsulting.jpg
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MODULE 11:
Family Structures and
Big Question: How does your family affect you as a developing
individual?
Objectives:
At the end of this module, you will be able to:
1. appraise your family structure and the type of care you give and
receive, which may help in understanding yourself better ,
2. make a genogram and trace certain physical, personality, or
behavioral attributes through generations, and
3. prepare a plan on how to make your family members firmer and
gentler with each other.
Activity: GENOGRAM
A genogram or family tree is a useful tool to gather information about a
person's family. This visual representation of a family can help us to identify patterns
or themes within families that may be influencing or driving a person's current
behavior.
Unknown gender
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List children in birth order and put names and ages either within the symbol or underneath.
Death - a small cross in the corner of the symbol (record date if
known)
Dotted circle - this can be used to enclose the members living
together currently, for example, who the young person is living with.
Conflictual relationship
Very close
Distant relationship
Source: http://www.strongbonds.jss.org.au/workers/families/genograms.html
Sample genogram 1:
DEPE
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Sample Genogram 2:
87
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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.
Sources: https://www.scoe.org/files/ccpc-family-structures.pdf;
https://www.boundless.com/sociology/textbooks/boundless-sociology-textbook/family-
12/family-91/family-structures-521-10352/
Example:
( family) Mine family
(adjective + adjective) Unique and chaotic
(verb + adverb) Changing constantly
(like) Like flaming hot Thai dishes, which are quite exotic
(if only) If only we could relive our family life, of jolly years gone
by
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Reading: INSPIRING STORIES OF FAMILIES
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started to stream down their cheeks. Though no word was spoken, both knew what
must be done.
That evening the husband took Grandfather’s hand and gently led him back
to the family table. For the remainder of his days he ate every meal with the family.
And for some reason, neither husband nor wife seemed to care any longer when a
fork was dropped, milk spilled, or the tablecloth soiled.
Source: http://www.moralstories.org/the-wooden-bowl/
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Activity: EMOTIONAL, SOCIAL AND SPIRITUAL LEGACY
1. When you walked into your house, what was your feeling?
1 Dread 4 Stability
2 Tension 5 Calm
3 Chaos 6 Warmth
2. Which word best describes the tone of your home?
1 Hateful 4 Serious
2 Angry 5 Relaxed
3 Sad 6 Fun
3. 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.
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
1. 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
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2. 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.”
3. How were rules set and enforced in your home?
1 Independent of relationship 4 Inconsistently
2 In reaction to parental stress 5 Out of concern for my well-being
3 Dictatorially 6 In the context of a loving relationship
4. Which word best characterizes the tone of communication in your home?
1 Shouting 4 Clear
2 Manipulation 5 Constructive
3 Confusing 6 Courteous
5. 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
1. To what degree were spiritual principles incorporated into daily family life?
1 Never 4 Frequently
2 Rarely 5 Almost always
3 Sometimes 6 Consistently
2. Which word captures the tone of how you learned to view/relate to God?
1 Absent 4 Casual
2 Adversarial 5 Solemn
3 Fearful 6 Intimate
3. How would you summarize your family's level of participation in spiritual
activities?
1 Nonexistent 4 Regimental
2 Rare 5 Active
3 Occasional 6 Enthusiastic
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4. How were spiritual discussions applied in your home?
1 They weren't 4 To teach
2 To control 5 To influence
3 To manipulate 6 To reinforce
5. What was the perspective in your home regarding moral absolutes?
1 If it feels good, do it! 4 Dogmatic legalism
2 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
Source: http://www.focusonthefamily.com/parenting/building-relationships/family-
legacies/the-legacy-you-want-to-give
Today, if we don't intentionally pass a legacy consistent with our beliefs to our
children, our culture will pass along its own, often leading to a negative end. It is
important to remember that passing on a spiritual, emotional and social legacy is a
process, not an event. As parents, we are responsible for the process. God is
responsible for the product.
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The Spiritual Legacy
The Spiritual Legacy is overlooked by many, but that's a mistake. As spiritual
beings, we adopt attitudes and beliefs about spiritual matters from one source or
another. As parents, we need to take the initiative and present our faith to our
children.
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The Spiritual Legacy
Parents who successfully pass along a spiritual legacy to their children model
and reinforce the unseen realities of the godly life. We must recognize that passing a
spiritual legacy means more than encouraging our children to attend church, as
important as that is. The church is there to support parents in raising their children
but it cannot do the raising; only parents can.
The same principle applies to spiritual matters. Parents are primary in
spiritual upbringing, not secondary. This is especially true when considering that
children, particularly young children, perceive God the way they perceive their
parents. If their parents are loving, affirming, forgiving and yet strong in what they
believe, children will think of God that way. He is someone who cares, who is
principled and who loves them above all else.
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Portfolio Output No. 23: Reactions to the Emotional, Social and
Spiritual Legacy Evaluation
1. What were your scores in the emotional, social and spiritual legacy
evaluation?
2. How do these scores reflect you home atmosphere?
3. What is the legacy you have received from your parents and siblings?
4. How do you plan to give a legacy when you start your own family in the
future?
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2016.
In which relationship do you have more checks? More Xs? What can you do to
improve your relationships?
Source: Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway
Books, a division of Random House, Inc. pp. 151-152.
A TRIBUTE TO FAMILIES
Source: http://www.familyfriendpoems.com/poem/tribute-to-family
97
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Portfolio Output No. 24: Insights on Relationships and Tribute to My
Family
1. What have you learned in this unit about your personal relationships with family,
friends, partner, and organizations?
2. How do you assess the present state of your relationships?
3. What do you pal to do in order to improve and strengthen your relationships?
Module 9
17. Reflections on Personal Relationships (Individual work)
18. Response to Mom’s Letter (Individual work)
19. Poster on Basic Rights in Relationships (Individual work)
Module 10
20. Description of My Social Group (individual work)
21. Reflections on Leadership and Membership (Individual work)
Module 11
22. My Genogram (Individual work)
23. Reactions to the Emotional, Social and Spiritual Legacy
Evaluation (Individual work)
24. Insights on Relationships and Tribute to My Family (Individual
work)
98
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Unit IV: Career Development
Big Question: How do personal/internal factors influence your career
choices?
MODULE 12:
Persons and
Objectives:
At the end of the module, you will be able to:
1. explain that understanding of the concepts of career and life goals
can help in planning your career,
2. identify the personal factors influencing career choices, and
3. take a self-assessment tool to know your personality traits and
other personal factors in relation to your goals.
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near future. Secondly, such a choice fails to take into account the interests and
abilities of the student, or the kind of environment in which they are most likely to
succeed. But career satisfaction involves far more than simply being able to do a
particular job -- it requires interest, commitment and passion. These are far better
indicators for career choice than any fad of the moment. New career fields and jobs
emerge every year as a result of changes in public policy, technology, and economic
trends. Therefore, you are on much firmer ground when you select a career goal that
genuinely interests you.
Myth 5: If I wait long enough, luck will eventually bring me to the right
career
Fact: Procrastination is no substitute for laziness
It is unlikely that you will just “bump into” the occupation that will perfectly
match your skills and interests. The more information you gather about yourself and
the occupations you are considering, the more likely it is you will make a wise career
decision. It is true that some things beyond your control will influence your life, but
you must take an active role to determine your own fate. Look around you – those
people who are unhappy in their careers most likely just “fell into” something without
careful planning. Do you want the same thing to happen to your career graph? So
think wisely and plan the process.
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Myth 7: Once I choose a career I’ll be stuck in it forever
Fact: You are never too old to switch careers
Not true. If you are unsatisfied in your career for any reason, you can always
change. Discussing your interests with knowledgeable people who could guide you
towards another career could land you in a satisfying job profile. Remember just
being in a job without a lack of interests would hamper your performance. So it would
be better if you make a wise choice later. Many people do change careers several
times over the course of their lifetimes.
Myth 10: I love this hobby, but I don’t think I can make money out of it
Fact: If you love what you do, you will not feel like you are working
An oft repeated line, it explains why part-time hobbies like cooking,
photography and design that were once pursued during weekends are now being
pursued as full time careers. And most of these hobby-turned vocations pay really
well if pursued professionally. If your hobby becomes a career, then there’s nothing
stopping you from being satisfied in your job and life. So, go ahead and make a wise
choice!
Source: http://www.rediff.com/getahead/slide-show/slide-show-1-career-10-myths-
about-career-planning-busted/20120430.htm#1
101
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2016.
Activity: THE CAREER WHEEL
Abilities/
Skills/
Family
Culture
Personality Me
and Interests
My Career
Gender
Social and
Economic Conditions
Childhood
Fantasies
Source:http://earlhaig.ca/departments/coop/1Documents/gr%2010%20careers/Career%20W
heel%20Assignment/building_careers.pdf
102
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2016.
Portfolio Output No. 25: Career Wheel
Write about your career wheel. Answer the following questions:
1. How did you go about naming events, situations, needs and facts about
yourself? Were there challenges in doing this? If so, what are these
challenges?
2. Looking at these many facets in your life, which among them do you think
are major considerations when deciding on future career options? Why
would you consider these as a source of great impact?
3. Which are the areas that will really work to your advantage in relation to the
career options that you are considering? How will these impact your
choices?
4. What are you realizations after this exercise?
103
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2016.
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 be
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.
104
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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.
105
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options, several “good-fits” for you, instead of a single, right choice. Keep in mind
that as you change, learning and experiencing new things, and external factors
change, such as the economy, you will continue to revise and fine-tune your career
choices.
There is a lot to consider, but you don’t have to figure it all out on your own.
Work with a career services counselor at your institution’s career center. These
professionals will be able to assist you with assessments and additional resources,
and discuss how different theories may be applied to your career development
process.
106
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Developmental tasks at these different stages
Life stage Adolescence Early adulthood 25- Middle adulthood 45- Late adulthood
14-25 45 65 65+
Decline Giving less time Reducing sports Focusing on Reducing working
to hobbies participation essentials hours
Maintenance Verifying current Making Holding one's own Keeping what one
occupational occupational against competition enjoys
choice position secure
Establishment Getting started Settling down in a Developing new Doing things one
in a chosen field suitable position skills has wanted to do
Super states that in making a vocational choice individuals are expressing their self-
concept, or understanding of self, which evolves over time. People seek career satisfaction
through work roles in which they can express themselves and further implement and
develop their self- concept.
Source: http://www.careers.govt.nz/practitioners/career-practice/career-theory-models/supers-theory/
DEPE
107
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2016.
Activity: SKILLS ASSESSMENT WORKSHEET
Transferrable 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.
1. What skills have you already acquired and feel competent doing? In the first
column, mark each skill in which you feel competent.
2. What skills do you enjoy, even if you are not proficient at them? In the second
column, mark those skills that you really enjoy.
3. What skills would you like to learn, acquire or develop further?
1. 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.
2. 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.
3. 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.
108
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2016.
1. Feel 2. Enjoy / 3. Would Like
Technical Skills Competent Favorites to Develop
Repair or set up machines or equipment
Installing things
Work with earth and nature
Gardening, landscaping and farming
Other(s):
3. Would
1. Feel 2. Enjoy /
Creative/Artistic Skills Like to
Competent Favorites Develop
Perceive intuitively, sense, show insight or have foresight
Use artistic ability, photograph, decorate, paint or sculpt
Use creativity, visualize, imagine, brainstorm or design
Use musical ability, sing, compose or play instruments
Presenting artistic ideas
109
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2016.
Visualizing shapes
Designing
Drawing, illustrating, sketching
Other(s):
3. Would
1. Feel 2. Enjoy /
People and Social Skills Like to
Competent Favorites 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):
3. Would
1. Feel 2. Enjoy /
Critical Thinking and Investigative Skills Like to
Competent Favorites
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):
3. Would
1. Feel 2. Enjoy /
Business Skills Like to
Competent Favorites Develop
Working with computers
Using a business telephone
Working with budgets
Account, budget, program or systematize financial data
Attend to detail, copy, inspect or transcribe
Setting up and closing out a cash register
Managing money and bills
Organizing, filing, updating, categorizing or arranging information
Writing business documents
Coordinating events
Fund-raising
Other(s):
Source: http://ccv.edu/documents/2013/11/skills-inventory-worksheet.pdf
110
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2016.
Activity: THE BIG FIVE PERSONALITY TEST
This is a personality test, it will help you understand why you act the way that
you do and how your personality is structured. In the table below, mark how much
you agree with the statement on the scale 1-5, where 1=disagree, 2=slightly
disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of it.
Scoring:
E = 20 + (1) - (6) + (11) - (16) +(21) -(26) +(31) -(36) +(41) -(46) =
A = 14 – (2) + (7) - (12) + (17) -(22) +(27) -(32) +(37) +(42) +(47) =
C = 14 + (3) - (8) +(13) - (18) +(23) -(28) +(33) -(38) +(43) +(48) =
N = 38 – (4) + (9) - (14) + (19) -(24) -(29) -(34) -(39) -(44) -(49) =
O =8 + (5) - (10) +(15) -(20) +(25) -(30) +(35) +(40) +(45) +(50) =
111
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The scores you calculate should be between zero and forty. Below is a description of
each trait.
Extroversion (E) is the personality trait of seeking fulfillment from
sources outside the self or in community. High scorers tend to be very
social while low scorers prefer to work on their projects alone.
Agreeableness (A) reflects much individuals adjust their behavior to suit
others. High scorers are typically polite and like people. Low scorers tend
to ‘tell it like it is’.
Conscientiousness © is the personality trait of being honest and
hardworking. High scorers tend to follow rules and prefer clean homes.
Low scorers may be messy and cheat others.
Neuroticism (N) is the personality trait of being emotional.
Openness to Experience (O) is the personality trait of seeking new
experience and intellectual pursuits. High scores may day dream a lot.
Low scorers may be very down to earth.
Source: http://personality-testing.info/printable/big-five-personality-test.pdf
112
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2016.
G. Develop personnel O. Give shots
P. Write a computer program
8 22 policies 36 C. Design
Q. Train animals Q. Train racehorses landscaping
P. Provide technical
C. Be in charge of replanting D. Work as a security
support for
forests guard
9 23 37 computer users
A. Act in television and H. Work in a department
D. Work in a
movies store
courtroom
Q. Care for injured
D. Solve a burglary
A. Write for a newspaper animals
10 F. Check products to make 24 38
G. Use a calculator I. Serve meals to
sure they were made right
customer
E. Build an airport O. Help people at a L. Build kitchen
11 G. Keep business records 25 mental health clinic 39 N. Refinance a
for a company L. Remodel old houses mortgage
M. Care for young A. Sing in a concert
F. Put small tools together children R. Direct the take-off
12 26 40
P. Design a website D. Locate a missing and landing of
person planes
N. Plan estate G. Operate a cash
M. Tutor students
13 27 disbursement 41 register
Q. Work at a zoo
P. Enter data B. Collect rocks
A. Design a book cover
G. Start own
J. Take care of children E. Assemble toys
14 28 42 business
O. Plan special diets following written
L. Draft a blueprint
instruction
Assessing Interests
M. Teach Special
M. Grade papers
M. Assess student progress Education
43 58 R. Be a railroad 73
L. Design an airplane P. Set up a tracking
engineer
system
O. Wrap a sprained ankle L. Order building
G. Manage a store
44 I. Guide a tour group out of 59 supplies 74
E. Paint motors H. Advertise goods
the country
P. Develop new R. Distribute supplies
P. Work on solving technical
computer games to dentists
45 problems 60 75
H. Buy merchandise for I. Compete in a
J. Be a minister
a store sports event
K. Work to get someone I. Check guests into a
Q. Manage a veterinary
elected hotel
46 clinic 61 76
C. Identify plants in a M. Teach reading to
K. Lead others
fores adults
L. Follow step-by-
D. Guard inmates in a
E. Operate heavy equipment step instructions
47 62 prison 77
Q. Manage a fish hatchery N. Work at a
L. Read blueprints
collection agency
H. Line up concerts for a O. Deliver babies
F. Assemble cars
48 63 band 78 H. Persuade people
K. Protect our borders K. Ask people questions to buy
A. Play an instrument E. Manage a factor R. Inspect cargo
49 J. Plan activities for adult 64 O. Work as a nurse in a 79 containers
day care hospital F. Work in a cannery
113
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2016.
C. Research soybean use in
A. Paint a portrait I. Coach a school
paint
50 65 K. Testify before 80 sports team
J. Provide consumer
Congress P. Set up a website
information
D. Guard money in an B. Work with a
Q. Hunt
armored car microscope
51 66 81 K. Enlist in branch of
B. Study why people do the I. Make tee times at a
the service
things they do golf course
E. Fix a television set C. Classify plants H. Sell sporting
52 M. Be an instructor at a 67 O. Transcribe medical 82 goods
school records J. Cut and style hair
F. Fix controls on a control B. Conduct
panel F. Install rivets experiments to find
53 68 83
J. Help a friend with a Q. Raise worms new metals
personal problem N. Be a bank teller
N. Balance accounts G. Work with
C. Oversee a logging crew
54 69 M. Develop learning 84 computer
B. Study weather conditions
games N. Loan money
R. Pack boxes at a
J. Read to sick people L. Hang wallpaper
55 warehouse 70 85
A. Teach dancing P. Repair computers D. Make an arrest
O. Sterilize surgical F. Compare sizes and H. Stock shelves
56 instruments 71 shapes 86 I. Serve drinks at a
B. Study soil conditions Q. Fish concession stand
N. Play the stock market R. Repair bicycles
57 72
C. Protect the environment K. Deliver mail
A J
B K
C L
D M
E N
F O
G P
H Q
I R
Step 2: Now write down the two letters with the most responses. These are your
top areas of career interest. (If you have a tie, list three.)
Step 3: Read the description of your top area of career interest on the following
page. Record your interest and the Career Cluster it is listed under.
114
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Activity: CAREER INTEREST AREAS
Listed below are 16 Career Clusters and the areas of career interest related to each.
Agriculture, Food & Natural Resources Hospitality & Tourism
C. Plants: Interest in activities involving I. Interest in providing services to others in
plants usually in an outdoor setting. travel planning, hospitality services in
Q. Animals: Interest in activities hotels, restaurants, and recreation
involving the training, raising, feeding, services
and caring for animals.
Architecture & Construction Human Services
L. Designing and Building: Interest in J. Interest in helping others with their
designing, planning, managing, mental, spiritual, social, physical, or
building, and maintaining physical career needs.
structures.
Arts, Audio-Video Technology & Information Technology
Communications P. Interest in the design, development,
A. Artistic: Interest in creative or support and management of hardware,
performing arts, communication or A/V software, multimedia, systems
technology integration services, and technical
support
Business, Management & Administration Law, Public Safety & Security
G. Business Detail: Interest in D. Interest in judicial, legal and protective
organizing, directing and evaluating business services for people and property.
functions
Education & Training Manufacturing
M. Teaching: Interest in planning, E. Mechanical: Interest in applying
managing, and providing education mechanical principles to practical
and training services, including situations using machines, hand tools,
support services, library and or techniques.
information services. F. Industrial: Interest in repetitive,
organized activities in a
factory/industrial setting.
Finance Marketing, Sales & Service
N. Banking, Investments, and H. Interest in bringing others to a point of
Insurance: view through personal persuasion,
Interest in financial and investment using sales/promotional techniques.
planning & management and providing
banking and insurance services.
Government & Public Administration Science, Technology, Engineering &
K. Administration: Interest in performing Mathematics
government functions at the local, state B. Interest in discovering, collecting, and
or federal levels analyzing information and applying
findings to problems in science, math
and engineering
Health Science Transportation, Distribution & Logistics
O. Care and Prevention: Interest in the R. Interest in the movement of people,
providing help to others by providing materials, and goods by road, pipeline,
diagnostic, therapeutic, informational air, railroad and water.
and environmental services, including
researching and developing new health
care services.
Source: http://www.ncpn.info/2013handouts/Presentation-Career-Exploration.pdf , pp. 1-4,
adapted from Washington State’s “Where are you going? Career Guide” funded through the
1998 Carl D. Perkins Vocational Act
115
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2016.
Activity: WORK VALUES INVENTORY
Values are an important part in the career decision-making process. It is
important to select career options, which best fit your values. The list below will help
you to identify those values that you think will be important to you in your work. Your
work values may change as work situations change. It is important to evaluate your
work values often.
Read each value in the table below and decide if it is always important to you,
sort of important or not important to you. Place an “X” in the appropriate box. The
definition is there to help you think about the value. If your definition is different, use
your own definition when rating the value.
116
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2016.
3. I value work interactions with co-workers Always Sort Of Not
who support: Important Important Important
Competition: Work where you compete with
others.
Diversity: Work where there are people with
different ethnic backgrounds.
Friendships: Work where you socialize with
your co-workers.
Leadership: Work where there are good
leaders managing the organization.
Management: Work where there is strong
management.
Open Communication: Work where
information is not held back from employees.
Recognition: Work where you are
acknowledged for your work and contribution.
Support: Work where you help and support
each other.
Teamwork: Work where working together is
important.
Trust: Work where you can count on each
other.
Always Sort Of Not
4. I value work activities that are: Important Important Important
Analytical: Work that requires interpretation of
data and information.
Challenging: Work that is mentally or physically
challenging.
Creative: Work that uses imagination and
creative talents to produce results.
Helping: Work that is helping people.
Leading Edge: Work on new and innovative
products or projects.
Physical: Work that has a lot of physical activity.
Public Contact: Work that has daily interaction
with public.
Research: Work that searches for new
information.
Risk Taking: Work that may be dangerous or
risky.
Variety: Work where many different tasks are
done during the day.
Review that “Always Important” values and choose your top five values. Write the
values on the lines below with the most important value first. Check the line which
indicates the section the value is from.
117
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2016.
My Top 5 Always Important Values: 1 2 3 4
1.
2.
3.
4.
5.
Source: http://ccv.edu/documents/2013/11/skills-inventory-worksheet.pdf
118
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2016.
Interested In… Then Study This… To Become A(n)
business operations. Management Manager/Supervisor
Human Resources Staff
Education & Training Early Childhood Education Preschool or Child Care Teacher
Planning, managing and Family Child Care Provider
providing education and Early Childhood Administrator
training services, and Health Care Interpreting Health Care Interpreter
related learning support Interpreter Training Sign Language Interpreter
services such as Interpreter for the Deaf
administration, Legal Interpreting Legal Interpreter
teaching/training, Library Technical Assistant Library Aide
administrative support, Library Clerk
and professional support Paraprofessional Educator Classroom Teacher Assistant
services. Special Education Teacher
Assistant
Bilingual Teacher Assistant
Finance Accounting Bookkeeper
Planning and related Payroll Associate
services for financial and Loan Officer
investment planning,
banking, insurance, and
business financial
management.
Government & Public Accounting Tax Preparer
Administration Auditor
Planning and executing Real Estate Real Estate Broker
government functions at
the local, state and
federal levels, including
governance, national
security, foreign service,
planning, revenue and
taxation, and
regulations.
Health Science Emergency Medical EMT-Basic
Technician EMT-Paramedic
Planning, managing and Exercise Science Physical Therapy Assistant
providing therapeutic Health Information Medical Record Coder
services, diagnostic Technology Medical Secretary
services, health Health Records Professional
informatics, support Medical Assistant Medical Assistant
services, and Nurse Assistant Certified Nurse Assistant (CNA)
biotechnology research Registered Nursing Register Nurse (RN)
and development Patient Care Technician Patient Care Technician(PCT)
Phlebotomy Technician Phlebotomy Technician
Surgical Technology Certified Surgical Technologist
(CST)
Human Services Early Childhood Education Preschool or Child Care Teacher
Family Child Care Provider
Preparing individuals for Early Childhood Administrator
career pathways that Health Care Interpreting Health Care Interpreter
relate to families and Human Services Mental Health Worker
human needs such as Residential Counselor
119
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2016.
Interested In… Then Study This… To Become A(n)
counseling and mental Social Service Aide
health services, family Certified Addictions Counselor
and community services, Therapeutic Massage Massage Therapist
personal care, and
consumer services.
Information Computer Information Network Administrator
Technology Systems Computer Programmer/Analyst
Building linkages in IT Computer Game Designer
occupations for entry Graphic Design Desktop Publishing Specialist
level, technical, and Web Designer
professional careers World Wide Web Web Designer
related to the design, Web Developer
development, support
and management of
hardware, software,
multimedia and systems
integration services.
Law, Public Safety, Criminal Justice Police Officer
Corrections Parole Officer
Security Officer
Planning, managing, and Emergency Medical EMT-Basic
providing legal, public Technician EMT-Paramedic
safety, protective Fire Science Firefighter
services and homeland Fire Inspector
security, including Human Services Group Home Worker
professional and Residential Counselor
technical support
services.
Manufacturing Computer-Aided Design and Mechanical Drafter
Drafting Product Drafter
Planning, managing and Model Maker
performing the Electronics Technology Electronics Technician
processing of materials Electronics Inspector
into intermediate or final Industrial Technology Research and Development
products and related Technician
professional and Industrial Maintenance Mechanic
technical support Entry-Level Manufacturing Worker
activities such as Renewable Energy Photovoltaic/Solar Thermal/Small
production planning and Technologies Wind System Estimator
control, maintenance Welding Technology Production Welder
and
manufacturing/process
engineering.
Marketing Management Marketing Manager
Planning, managing and Marketing Salesperson
performing marketing Customer Service Representative
activities to reach Marketing Representative
organizational objectives Real Estate Real Estate Broker
such as brand Real Estate Managing Broker
management,
professional sales,
merchandising,
120
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2016.
Interested In… Then Study This… To Become A(n)
marketing
communications and
market research.
Science, Technology, Geographic Information GIS Technician
Engineering & Systems Mapmaker
Mathematics Surveying Technician
Planning, managing, and Laboratory Technology Chemical Lab
providing scientific Assistant/Technician
research and Biology Lab Assistant/Technician
professional and Quality Control Technician
technical services (e.g., Process Control Technician
physical science, social
science, engineering)
including laboratory and
testing services, and
research and
development services.
Transportation, Accounting Tax Preparer
Distribution & Auditor
Logistics Real Estate Real Estate Broker
The planning,
management, and
movement of people,
materials, and goods by
road, pipeline, air, rail
and water and related
professional and
technical support
services such as
infrastructure planning,
logistics, mobile
equipment and facilities
Source: http://www.ncpn.info/2013handouts/Presentation-Career-Exploration.pdf adapted
from The Career Clusters – Pathways to College and Career Readiness by the National
Career Technical Education Foundation, as managed by NASDCTEc.
121
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2016.
MODULE 13:
Career Pathways
Big Question: How do external factors influence your career choices?
Objectives:
At the end of the module, you will be able to:
1. discuss the external factors influencing career choices that may help
you in career decision making,
2. identify pros and cons of various career options with the guidance
of parent, teacher, or counselor, and
3. prepare a career plan based on your personal goal and external
factors influencing career choices.
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
1. Which corner of the room would you instinctively be drawn to as the
group of people you would most enjoy being with for the longest time?
(Leave aside any shyness, or whether you would have to talk with them.)
2. After fifteen minutes, everyone in the corner you have chosen leaves for
another party across town except you. Of the groups that still remain
now, which corner or group would you be drawn to the most?
3. After fifteen minutes, this group too leaves for another party, except you.
Of the corners and groups which remain now, which one would you most
enjoy being with?
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.
123
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2016.
Interests Work/Occupational
Types Environments
Realistic Realistic
Investigative Investigative
Artistic Artistic
Social Social
Enterprising Enterprising
Conventional Conventional
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 self-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, tv 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,
124
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2016.
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 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
area.
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/
125
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2016.
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
126
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2016.
The Back-Up Plan
Once potential careers are established, students should back up to the
majors that feed to these careers and research colleges that are respected in those
fields. Sometimes it’s one major-as is the case with teaching or engineering-but often
there are several options that feed into a given career. On the college-bound
journey, career needs to be at the forefront of each student’s choice of major.
Choosing career first is actually an investment in college savings, since knowing
upfront where your degree path will take you can save a lot of time and money.
Source: http://www.collegeview.com/articles/article/choose-your-career-first%E2%80%94not-
your-college
Food
Basic lunchtime menu (including a drink) in the business district Php295
Combo meal in fast food restaurant (Big Mac Meal or similar) Php164
½ Kg (1 lb.) of boneless chicken breast Php111
1 liter (1 qt.) of whole fat milk Php86
12 eggs, large Php95
1 kg (2 lb.) of tomatoes Php64
500 gr (16 oz.) of local cheese Php226
1 kg (2 lb.) of apples Php163
1 kg (2 lb.) of potatoes Php109
0.5 l (16 oz) domestic beer in the supermarket Php47
1 bottle of red table wine, good quality Php570
127
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
2 liters of Coca-Cola Php70
Bread for 2 people for 1 day Php54
Housing
Monthly rent for 85 m2 (900 Sqft) furnished accommodation in
Php56,561
EXPENSIVE area
Monthly rent for 85 m2 (900 Sqft) furnished accommodation in
Php25,819
NORMAL area
Utilities 1 month (heating, electricity, gas …) for 2 people in 85m2 flat Php4,318
Monthly rent for a 45 m2 (480 Sqft) furnished studio in EXPENSIVE
Php32,013
area
Monthly rent for a 45 m2 (480 Sqft) furnished studio in NORMAL area Php15,481
Utilities 1 month (heating, electricity, gas …) for 1 person in 45 m2
Php3,088
(480 Sqft) studio
Internet 8MB (1 month) Php2,709
40” flat screen TV Php30,505
Microwave 800/900 Watt (Bosch, Panasonic, LG, Sharp, or equivalent
Php4,659
brands)
Laundry detergent (3 l. ~ 100 oz.) Php297
Hourly rate for cleaning help Php229
Clothes
1 pair of jeans (Levis 501 or similar) Php2,572
1 summer dress in a High Street Store (Zara, H&M or similar retailers) Php1,656
1 pair of sport shoes (Nike, Adidas, or equivalent brands) Php4,077
1 pair of men’s leather business shoes Php3,533
Transportation
Volkswagen Golf 2.0 TDI 140 CV (or equivalent), with no extras, new Php1,287,390
1 liter (1/4 gallon) of gas Php43
Monthly ticket public transport Php1,320
Taxi trip on a business day, basic tariff, 8 Km. (5 miles) Php225
Personal Care
Cold medicine for 6 days (Tylenol, Frenadol, Coldrex, or equivalent
Php200
brands)
1 box of antibiotics (12 doses) Php491
Short visit to private Doctor (15 minutes) Php509
1 box of 32 tampons (Tampax, OB, …) Php386
Deodorant, roll-on (50ml ~ 1.5 oz.) Php150
Hair shampoo 2-in-1 (400 ml ~ 12 oz.) Php188
4 rolls of toilet paper Php73
Tube of toothpaste Php95
Standard men’s haircut in expat area of the city Php239
Entertainment
Basic dinner out for two in neighborhood pub Php953
128
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2016.
2 tickets to the movies Php460
2 tickets to the theater (best available seats) Php2,137
Dinner for two at an Italian restaurant in the expat area including
Php2,332
appetisers, main course, wine and dessert
1 cocktail drink in downtown club Php274
Cappuccino in expat area of the city Php156
1 beer in neighbourhood pub (500ml or 1pt.) Php77
iPod nano 16GB Php10,425
1 min. of prepaid mobile tariff (no discounts or plans) Php7
1 month of gym membership in business district Php2,934
1 package of Marlboro cigarettes Php67
Source: https://www.expatistan.com/cost-of-living/manila
129
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.
MODULE 14:
INSIGHTS INTO ONE’S PERSONAL
Big Question: Why is personal development an important component of
setting career and life goals?
Objectives:
At the end of the module, you will be able to:
1. explain the factors in personal development that may guide you in
making important career decisions as an adolescent,
2. share insights that make you realize the importance of
personal development in making a career decision as
adolescent, and
3. 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 analysis.
130
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2016.
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...”
COP
Beliefs that you hold.
Anything else you might want to focus on.
Module 12
19. Career Wheel (Individual work)
20. Assessment Profile (Individual work)
Module 13
21. Personal Reflection Paper on The Party Exercise (Individual work)
22. Documented Interview of Preferred Career Practitioners
(Individual work)
23. My Projected Cost of Living (Individual work)
24. My Creative Career Timeline (Individual work)
Module 14
25. My Personal Mission Statement (Individual work)
26. Personal Development: Hindsight and Foresight (Individual work)
131
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2016.
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ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf
www.DannyPettry.com
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