Personal

Development
Quarter 2
Module 9- 16  

DO_Q2_PER
SONAL
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 9-16: Personal Relationships, Developing Family Relationships, Social
Influence and Social Relationship, Family Structure, Developing Family Relationships,
Persons and Careers, Career Pathways and Personal Development, Insights Into One’s
Personal Development
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Mary Joy D. Lansangan, Vanessa R. Tamayo
Ruby Ann A. Cabrera, Lady Mielle Q. de Asis
Editors: Edna A. Prudente
Reviewers: Maria Czarina P. Cruz
Illustrator:
Layout Artist: Ruby Ann A. Cabrera, Francisco P. Fronda III, Raphael A. Lopez
Management Team:
Meliton P. Zurbano, Schools Division Superintendent – OIC
Filmore R. Caballero, Chief – Curriculum Implementation Division
Jean A. Tropel, Education Program Supervisor – Learning Resources
Edna A. Prudente, Education Program Supervisor – Edukasyon sa Pagpapakatao

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City
Telefax: (02) 292 – 3247
E-mail Address: [email protected]

0 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 What I Need to Know
This module was designed and written with you in mind. It is here to help you master
Personal Relationships. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the textbook you
are now using.
The module is composed of one lesson:
 Lesson 9 – Understanding Teenage Relationships
After going through this module, you are expected to:
1. discuss an understanding of teen-age relationships, including the acceptable and
unacceptable expressions of attractions
2. express his/her ways of showing attraction, love, and commitment

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

1 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 Lesson
Understanding Teenage Relationships
9
The concept of relationship is very broad and complex. 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.

What’s New

I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP

Put a HEART before each statement that you think is a sign of a healthy relationship;
put an X on each statement that you think is a sign of an unhealthy relationship.
1. You can express your opinion without fear.
2. You and your partner can make decisions together and fairly.
3. Each person takes responsibility for their own actions.
4. Your partner respects your feelings about sex.
5. Your partner supports you and your choices—even when they disagree with you.
6. You respect and encourage each other.
7. You give each other space to study or hang out with friends or family.
8. You are able to make your own decisions about spending your money without
worrying about your partner’s reaction.
9. You can discuss pregnancy and parenting decisions and your view is respected.
10.You feel isolated from friends and family.
11.Your partner tries to control how you spend time and who you hang out with.
12.Your partner tries to control how you spend money.
13.Your partner doesn’t support your decisions.
14.You are sometimes forced to do something that you’re not comfortable with.
15.Your partner threatens, insults, or humiliates you.
16.Your partner hurts you physically or emotionally.
17.Your partner doesn’t keep your secrets safe.
18.Your partner does not consider your opinions about pregnancy and parenting.

What is It

There are three kinds of personal relationships:

1. 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.

2 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 2. 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.

3. 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.

What’s More

SEAN COVEY’S RELATIONSHIPS CHECKUPS

Read the statements below and put a CHECK (/) on the box which corresponds to your
preference. Add all your answers and write your total score below each check-ups.

taken from
http://seancovey.com/teens.html

Interpretation
If you scored…
40-50 You’re on the high road. This
means that you have healthy
relationships. Keep it up!
30-39 You’re in the middle of high and
low road. You may have to check on
the kind of relationships that you have.
0-29 You’re on the low road. Your opinions and beliefs about relationships should be
improved. Take a look back at your relationships.
Processing Questions:

3 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 1. What are your scores and interpretation in Parents Checkup? Friends Checkup?
Dating and Sex Checkup?
2. How did you feel about the result of your checkups? Do you agree on it? If, not,
then, why?
3. Based on the activity, what do you think is the definition of a healthy relationship
and an unhealthy relationship?
4. How do you think you can improve on the kind of relationship that you have with
your Family? Friends? Partner? How do you plan to do it?

What I Have Learned

HEALTHY RELATIONSHIPS ITEMS SET

Direction: Answer in your notebook the following questions about Healthy
Relationships.
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
2. What is the best style of communication to use when making decisions about sexual
limits and boundaries?
a. Assertive b. Passive c. Aggressive
3.What do you think are the important qualities of a healthy relationship. (e.g. Trust,
Honesty, Loyalty, etc.)
4.Which of the following is NOT an element of a healthy relationship?
a. Trust one another b. One person makes all the decisions
c. Respect one another d.Open and honest communication
5.As an adolescent, why do you think you may not make healthy choices when it comes
to dating and sex? (e.g. Not enough life experience yet, Peer Pressure, etc.
6.Who are the people you can turn to if you are worried about abuse in your
relationship?
7.What do you think are the characteristics of an unhealthy relationship?
8.What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
e. None of the above
9.Why do you think you should consider abstinence? (Abstinence is restraining yourself
from bodily pleasures like sex.)
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

What I Can Do

There are five love languages. Our "love language" describes how we express love to our
family, friends, and partner.

4 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

https://i1.wp.com/ www.creativesolutionsonline.org/
wpcontent/uploads/ 2019/08/IMG_7913.jpg?
resize=768%2C768&ssl=
1. According to the infographic
above, what is your Love Language?
2. How do you show your love to your
family? Friends? Partner?
3. How do you want to receive love from your family? Friends? Partner?

Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Personal Relationships are
a. close connections between people, formed by emotional bonds and
interactions.
b. Ways to cope up with stress
c. Connections formed inside a person
d. The way a person sees other people
2. What are the kinds of Personal Relationships?
a. Values and Beliefs
b. Family, Friends, and Partnerships
c. Actual Self, Self-Esteem and Ideal Self
d. Introvert, Extrovert and Ambivert
3. If you are having difficulties with your relationships, you can always talk to
________________.
a. Strangers
b. Radio DJ
c. Younger brother/sister
d. Parents, Teachers, Guidance Counselors
4. Below are examples of Healthy Relationships except from:
a. Asking your partner about his/her opinion
b. Checking-up with friends from time to time
c. Maintaining open communication your family
d. Shouting at your partner in Public
5. Which of the following is a sign of an abusive relationship?
a. Always asking your partner about his/her whereabouts
b. Hurting your partner physically
c. Saying mean/rude comments about your partner’s physical appearance
d. All of the above

What I Need to Know

5 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

This module was designed and written with you in mind. It is here to help you to
distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership The scope of this module
permits it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 10.1 – Group Leadership
 Lesson 10.2 – Followership

After going through this module, you are expected to:

1. identify ways to become responsible in a relationship; and
2. distinguish the various roles of different individuals in society and how they can
influence people through their leadership or fellowship.

What I Know
TRUE or FALSE. Write true if the statement is correct and write false if the statement
is incorrect.
_________1. Communication allows you to have a deep understanding of each other, and
allows you to connect.
_________2. Respect means that each person values who the other is and understands
the other person's boundaries.
_________3. Healthy relationships don’t need to be fostered and allotted significant time
and energy to develop.
_________4. If you are angry, upset, or disappointed, it is best to give yourself enough
time to think clearly before bringing up the problem.
_________5. We all have a tendency to take the bad events from our past and project
them on to those around us.
_________6. All leaders are created equal.
_________7. Effective followers are active participants in creating the leadership process.
_________8. Followers do not play important individual, relational, and collective roles in
organizational failures and successes.
_________9. A leader should have his own vision, commitment and drive to achieve his
personal goals and interests.
_________10. Group members play a variety of roles in order to build and maintain
relationships in groups.

Lesson
Group Leadership and Followership
10.1
According to Benjamin B. Wolman in his book entitled Adolescence: Biological and
Psychosocial Perspectives published in 1998, adolescence often claims that their groups
do not have leaders but quite often their groups are referred to by the name of one of its
members, who usually is a leader. The leader is usually more socially mobile than the
followers and consequently better. The leader is usually a coordinating and integrating
figure in the social structure of the group. The leader is usually endowed with
organizational skills required for the coordination of group activities as well as with
personality traits allowing him to mix freely with outsiders and maintain friendly

6 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

relations within the group. In may instances the leader guides the social behavior of the
members of the group (Newman, 1982)
Different people will have different ideas of what a great leader is like. There is no
single mould to craft a leader, but leadership comes in all shapes and sizes. Leadership
skills enable you to be a role model for a team in any environment. This activity will help
you become aware of how you perceive yourself as a leader.
Activity: Self-assessment exercise
Directions: For each statement, circle the number on the scale that best describes you.
What Kind of Leader Am I?

Strongly Disagre Strongly

Neutral Agree
Disagree e Agree
1. I like to stand out from the crowd.
2. I feel proud and satisfied when I influence others to
do things my way.
3. I enjoy doing things as part of a group rather than
achieving results on my own.
4. I have history of becoming an officer or captain in
clubs and/or organized sports.
5. I try to be the one who is most influential in task
groups at school or work.
6. In groups, I care most about good relationships.
7. In groups, I most want to achieve task goals.
8. In groups, I always show consideration for the
feelings and needs of others.
9. In groups, I always structure activities and
assignments to help get the job done.
10. In groups, I shift between being supportive or others’
needs and pushing task accomplishment.
Scoring and interpretation
Leadership Readiness Score:
Add the scale values you circled on items I – 5: ______
Leadership Style Preference Score:
Task Emphasis Score: Add the scale values you circled on items 7 and 9: ______
Relationship Emphasis Score: Add the scale values you circled on items 6 and 8:
______
Difference between task and relationship score: _____
Check the higher score: task _____ or relationship _____
Adaptability Score: Your score on item 10: _____
Leadership Readiness: If your total score on items 1-5 is 20 or more, you are likely to
enjoy being a leader. If your total score is 10 or less, at this time in your life, you are
likely more interested in personal achievement. If you score in the middle range, your
leadership potential could go either direction, depending on events.
Leadership Style: Your leadership style is suggested by your responses to items 6-9.
Check the following totals to determine if you prefer task-oriented, relationship oriented,
or flexible leadership style. Your leadership style preference is indicated by whether your
task emphasis or relationship emphasis score is higher. The difference between these
scores indicates how strong this preference is.
Leadership Style Adaptability: Your leadership style adaptability is indicated by your
adaptability score. A score of 4 or 5 on item 10 suggests that you adapt to circumstances
as you the need.
Source: Robins, Stephen, R. and Phillip L. Hunsaker. Training in International Skills: TIPS for Managing People at Work. 5th
Edition. (2009) Pearson Prentice Hall.

7 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 Notes to the Teacher

These links will help students to gain more understanding of the lesson.

Additional readings for the students on group leadership:

https://www.brighthubpm.com/resource-management/93165-group-leadership skills/#:~:text=A%20leader
%20as%20the%20word,the%20members%20of%20the%20group.

https://www.skillsyouneed.com/leadership-skills.html

Additional readings on followership:

https://iveybusinessjournal.com/publication/followership-the-other-side-of-leadership/

https://www.eaglesflight.com/blog/the-critical-role-of-followership-in-leadership

Video to Watch on YouTube:

https://www.youtu.be/H0wGXb-1ogM

What’s New
Group Leadership
Group leadership is “the process of providing focus and direction to a specific
group of people” (“What is Group Leadership,” n.d.). This kind of leadership includes
facilitation and guidance of the people in the group. The concept involves the leader
being liable for the consequences of the works of the group he or she is leading. A leader
was often typecast as someone who is the head of a group of people by virtue of having
great strength and wisdom, or may have inherited a position of power even if strength
and wisdom were not part of this person’s virtues.
Chester Barnard (1983) defined leadership as the ability of a person in position of
authority to influence others to behave in such a manner that goals are achieved. Power
is also annexed to leadership as espoused by French and Raven (1960) who said that a
leader may obtain power through various means and sources, such as position, giving
rewards, expertise, respect, or coercion.
Roles of a Leader
Some roles of a leader are to guide, inspire, motivate, and boost the morale of his
followers towards a particular goal.
Leaders also analyze problems and difficulties, think of solutions, and get things
done.
They also provide a definite plan for the group, build concepts, and set vision.
Theories of Leadership
There are several existing theories of leadership:
1. Trait Theory. This theory defines leadership based on certain personality traits
which are generally suited for all leaders, such as decisiveness, persistence, high
level of self-confidence and assertiveness, among others.
2. Behavioral Theory. This theory presupposes that leadership is a learned
behavior, and that leaders are defined according to certain types of behavior they
exhibit.
3. Participative Theory. The opposite of an autocratic leader, the participative
leader involves other people to make common decisions.
4. Situational Theory. This theory assumes that there is no one style of leadership
and that leadership behavior is based on the factors present in a situation, and
usually takes into consideration how followers behave.

8 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 5. Transactional Theory. This theory states that leadership involves a transaction
or negotiation of resources or position, and usually employs reward and
punishment.
6. Transformational Theory. This theory involves a vision, which a leader uses to
rally support from followers, and the role of the leader is in motivating others to
support the vision and make it happen.

What is It
Much has been written and discussed about leadership and how it impacts
organizations and small groups alike. Even the definition of leadership has evolved
through the years.
Activity: MY ORGANIZATIONS
Directions: Fill in the chart below.

My Role/Position in the
Name of Organization Type of Organization
Organization
Ex. Eco Saver’s Club School organization Auditor

Describe your own type of leadership or the type of leadership you would like to own and
practice. What made you decide on this type of leadership?

Lesson
Followership
10.2
Followership
Followership is the function of the members in a group or organization and
regarded as the counterpart of leadership. In many discussions, much of the emphases
have been given to leadership or being a leader in a group organization. The importance
of followership has not been given enough value, yet the success of a group or an
organization also depends upon its followers. Each and every member plays a vital role
in the organization. Success is the product of the combined efforts of members/followers
and leaders.
Some of the roles of followers are to take orders from the leaders and work hand
in hand with them for the achievement of goals. Followers do their part for the success of
the group. Responsible followership involves supporting the leader especially in the
implementation of rules and regulations.

What’s More

Activity 1: Self-Discovery (adapted from Group Dynamics – Tria & Jao, n.d)
Directions: Complete the following to form a sentence.

9 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 My strongest assets _______________________________________________________
My greatest accomplishments _____________________________________________
My unforgettable experience _______________________________________________
If I have 6 months to live my life ___________________________________________
My weakest point _________________________________________________________

Activity 2: Interpersonal Relationship

Directions: Think of the five closest friends you have in your life and do the following:
Describe each of their types
Name of your closest Describe how each of them
of leadership and their
friends influences your decisions
personal qualities
1.

2.

3.

4.

5.

What I Can Do
Reflection: (10-15 sentences) Do this in your notebook.
If you were to become a group leader in one of the group activities in the
classroom, how will you delegate the tasks to your group members? Describe your
leadership qualities. Answer this activity on a separate sheet of paper.

Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The opposite of an autocratic leader. It involves other people to make common
decisions.
a. Situational theory c. Participative theory
b. Transactional theory d. Trait theory
2. It is the process of providing focus and direction to a specific group of people.
a. Group dynamics c. Group facilitator
b. Group leadership d. Group member
3. This theory involves a vision, which a leader uses to rally support from followers,
and the role of the leader is in motivating others to support the vision and make it
happen.
a. Transformational theory c. Behavioral theory
b. Trait theory d. Situational theory
4. It is the function of the members in a group or organization and regarded as the
counterpart of leadership.
a. Followership c. Scholarship
b. Membership d. Apprenticeship
5. It is the ability of a person in position of authority to influence others to behave in
such a manner that goals are achieved.
a. Apprenticeship c. Authorship
b. Followership d. Leadership
10 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16
 6. Which is not a role of a leader?
a. to motivate b. to inspire c. to guide d. to judge
7. This theory defines leadership based on certain personality traits.
a. Behavioral theory c. Transactional theory
b. Trait theory d. Transformational theory
8. A leader may obtain ______ through various means and sources, such as position,
giving rewards, expertise, respect, or coercion.
a. money b. high-end gadgets c. power d. luxurious cars
9. This theory states that leadership involves a negotiation of resources or position,
and usually employs reward and punishment.
a. Behavioral theory c. Participative theory
b. Trait theory d. Transactional theory
10.This theory presupposes that leadership is a learned behavior, and that leaders
are defined according to certain types of behavior they exhibit.
a. Behavioral theory c. Situational theory
b. Participative theory d. Transformational theory

What I Need to Know

This module was designed and written with you in mind. It is here to help you the
concepts about social influence and factors affecting your character. The scope of this
module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:
 Lesson 11.1 – Social Influence
 Lesson 11.2 – Social Engagement and Relationships
After going through this module, you are expected to:
3. Compare one’s perception of himself/herself and how others see him/her. EsP-
PD11/12SR-IIc-10.2
4. Conduct a mini-survey on Filipino relationships (family, school, and community).
EsP-PD11/12SR-IIc-10.3

What I Know

True or False. Write True if the statement is correct, otherwise write False.
_________1. Leaders with good traits will always succeed.
_________2. Leaders should follow ethical principles.
_________3. A good leader can show to his followers that he/she knows everything.
_________4. The success of an organization also depends on the behaviour of the
followers.
_________5. The achievement of others should not threaten a good leader.

Lesso
Social Influence
n
11 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16
 11.1
Many factors can influence the individual most specially the adolescents like you. There
is a rapid change in your cognitive, physical and socio-emotional aspect. Factors
affecting attitude, values, behaviours and character rises as you grow and some of the
factors affecting your wholes personality comes from the influence of other people
around you mostly in school and in community.

Notes to the Teacher

Let the students have additional readings about social relationships to be
found at:
https://quizlet.com/204296243/chapter-11-social-relationship-in-middle-and-
late-adolescence-flash-cards/
Additional readings for Leadership Theory:
https://businessjargons.com/theories-of-leadership.html

What’s New
My Social Group
Think of any group, club, or organization that you have joined even in the past three
years. Explain its nature, relevant activities that you always do and the benefits of being
a member of that group. It can be a school organization or church group that has a
positive impact on your life. Do this in the format below:

12 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 What is It

Social Interaction
Many factors that shape adolescent development vary by culture. For instance, the
degree to which adolescents are perceived as autonomous, or independent, beings varies
widely in different cultures, as do the behaviours that represent this emerging
autonomy.
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.
Source: Department of Education (2016). Personal Development Teacher’s Guide. p.95

Answer the following questions in your notebook or separate paper:

1. Why is it necessary for us to participate in social activities?

2. What are the characteristics of being a good leader? Do you think you possess
those characters? Why?

3. How does understanding group membership and leadership improve your social
relationships?

Lesson Social Engagement and

11.2 Relationship
COMMUNITY ACTIVITY: GET INVOLVED
Getting involved in local community activities or volunteering can boost your confidence
and self-esteem and help you build new skills. You can get started by finding activities
that interest you. 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.
• By getting involved with community activities, you can come into contact with
like-minded peers and positive adult role models other than your parents.
• Being involved in community activities can give you a positive way of
understanding who you are. As a result, you might come to see yourself as helpful,
generous, political or just a ‘good’ person in general.
• Community activities give you the chance to apply the skills you already have.
• It builds you confidence. It’s also an excellent foundation for general and mental
health and wellbeing.
Source: Department of Education (2016). Personal Development Reader’s Guide. pp.77-84

13 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 What’s More
Activity: Good Follower, Good Leader
Direction: Write two short conversations or script, one involving being a good follower
and one involving being a good leader.

Conversation on being a good FOLLOWER:

Conversation on being a good LEADER:

Activity 2: Survey on Relationships

This activity is all about personal assessment on your relationship with people close to
you or people that surround you for you to know if you are growing in that kind of
people surrounding you and what to improve when you are with them. Mark the column
√ to your corresponding answer then total your score on each category.

Criteria 3 2 1
Always Sometimes Never
Family Relationships
1. They provide support to my decision.
2. They take my feelings and thoughts seriously
3. There is collaboration in terms of decision
4. They support my dreams and ambitions
5. They listen to me when I communicate with
them
6. There is sharing of roles and responsibilities
Total =

Criteria 3 2 1
Always Sometimes Never
Friends Relationships
1. They provide support to my decision.
2. They take my feelings and thoughts seriously
3. There is collaboration in terms of decision
4. They support my dreams and ambitions
5. They listen to me when I communicate with
them
6. There is sharing of roles and responsibilities
7. I enjoy being with them in social gathering

14 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 Total =

Criteria 3 2 1
Always Sometimes Never
Organization Relationship
1. They provide support to my decision.
2. They take my feelings and thoughts seriously
3. There is an improvement in my confidence when
I join them
4. They support my dreams and ambitions
5. They listen to me when I communicate with
them
6. There is sharing of roles and responsibilities
7. I am motivated to learn whenever I am with
them
Total =
Source: Department of Education (2016). Personal Development Teacher’s Guide. p.112

What I Can Do
Journal
Write a reflective essay on how you have benefited from your social relationships (within
the family, community, friendships, organizations, etc.) also, write how you have
contributed to those relationships. Minimum of 8 sentences and a maximum of 12
sentences. You may do this in your notebook.

Assessment
True or False. Write True if the statement is correct, otherwise write False
_________1. A servant leader put his own concern, motives, and interests first and
foremost above the others.
_________2. Effective follower feels a sense of personal responsibility and ownership for
his or her own behavior in the organization.
_________3. A good leader can show to his followers that he/she knows everything.
_________4. Effective leaders listen deeply to others and emphasize with people around.
_________5. leader’s job becomes smoother when he or she has followers who are positive
and self-motivated.

What I Need to Know

This module was designed and written with you in mind. It is here to help you the
concepts about Family structure and genogram. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into two lessons, namely:

15 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

  Lesson 12.1 – Family Structure
 Lesson 12.2 – Genogram

After going through this module, you are expected to:

1. Appraise one’s family structure and the type of care he/she gives and receives,
which may help in understanding himself/herself better.
EsP-PD11/12FSL-IId-11.1
2. Make a genogram and trace certain physical, personality, or behavioral attributes
through generations.
EsP-PD11/12FSL-IId-11.2

What I Know
True or False: Write True if the statement is correct, otherwise write False.
_________1. Family is a basic social unit consisting of parents and their children,
considered as a group, whether dwelling together or not
_________2. The traditional family structure is considered a family support system which
involves two married individuals providing care and stability for their
biological offspring.
_________3. Marital and family status and interactions among family members does not
affect each person’s health and the well-being of the community and nation.
_________4. Individual family members should not acknowledge their roles and
responsibilities.
_________5. Hereditary or genetic influence and environmental influence are factors in
the personal development of children.

Lesson
Family Structure
12.1
Human being is a social creature. As he cannot survive in loneliness, he forms a group,
in which the members have the similar kinds of feelings. Only the family provides the
opportunity to live a pleasant life. It is the family where we live and learn to live as a
social creature. Family life is a very broad term related to the issues of introduction,
importance, types and essential characteristics of a family.

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

16 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 Notes to the Teacher

The following links will helpthe learners gain more knowledge and understanding of
the lesson.
-https://www.momjunction.com/articles/family-relationship_00460134/#:~:text=A
%20family%20is%20important%20because,all%20depend%20on%20our
%20family.&text=Children%20brought%20up%20in%20a,good%20and%20bad
%20times%20together.
-https://kullabs.com/class-9/enviroment-population-and-health-9/family-life-
education/introduction-to-family-life

What’s New

Take a look at the following activities. Put a check mark ( ) in the items that you do as
a family, and draw a symbol in the items that you wish to do together with your
family.

What is It

DIFFERENT KINDS OF FAMILY STRUCTURE

1. Nuclear Family- A family unit consisting of at most a father, mother and dependent
children. It is considered the “traditional” family.
2. Extended Family- A family consisting of parents and children, along with either
grandparents, grandchildren, aunts or uncles, cousins etc. In some circumstances,
the extended family comes to live either with or in place of a member of the nuclear
family.
3. Step Families- Two families brought together due to divorce, separation, and
remarriage.
4. Single Parent Family- This can be either a father or a mother who is singly
responsible for the raising of a child. The child can be by birth or adoption. They may
be a single parent by choice or by life circumstances.

17 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

5. Adoptive family- A family where one or more of the children has been adopted.
6. Bi-racial or multi-racial family- A family where the parents are members of different
racial identity groups.
7. Trans-racial adoptive family- A family where the adopted child is of a different racial
identity group than the parents.
8. Blended family- A family that consists of members from two (or more) previous
families.
9. Conditionally separated families- A family member is separated from the rest of the
family.
10. Foster family- A family where one or more of the children is legally a temporary
member of the household.
11. Gay or Lesbian family- A family where one or both of the parents’ sexual orientation
is gay or lesbian.
12. 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.
13. Migrant family- A family that moves regularly to places where they have
employment.

Processing Questions:
1. What type of family structure you have at home?
2. Study your family structure and appraise it in terms of the care and attention you
receive.

Lesso
n Genogram
12.2
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.
Source: http://www.strongbonds.jss.org.au/workers/families/genograms.html

What’s More
Activity:
Creating
my own
Genogram
Procedures:

18 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

1. You may start the activity by asking your parents and grandparents (if they are still
living) data about your family.
2. Trace up your maternal and paternal grandparents generation and list down all the
persons who will form your genogram:
a. Grandparents on your mother’s side
b. Grandparents on your father’s side
c. Your parents
d. Your parents’ siblings
e. You and your siblings
f. Your first cousins
3. You may download a genogram template online and print out a sample (if you have
internet connection and a printer) or you may want to do the diagram free-hand.
4. Trace physical traits by using representative symbols. For example, you may use the
letters S (small) and T (Tall) for the height category. You may place the letters inside
the box or circle for easy visual identification. You may also use the letters BR
(brown) or BL (black) which indicated the eye color. However, you may create your
own representative symbol.
5. Use a bond paper in creating your genogram.

What I Can Do
Journal Writing
In your notebook, reflect on what you have learned in your module today! Focus on the
things on how your family structure influence you as an adolescent.
Focus Question:
How does your family structure influence you as an adolescent?

Assessment
Identification: Write the correct answer in the space provided.
_____________1. It is a useful tool to gather information about a person's family
commonly called as family tree.
_____________2. It is considered the “traditional” family.
_____________3. A family where one or both of the parents’ sexual orientation is gay or
lesbian.
_____________4. This can be either a father or a mother who is singly responsible for the
raising of a child.
_____________5. A family consisting of parents and children, along with either
grandparents, grandchildren, aunts or uncles, cousins etc.

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master Personal Relationships. The scope of this module permits it to be used in

19 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

many different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is composed of one lesson:

 Lesson 13 – Developing Family Relationships

After going through this module, you are expected to:

1. Prepare a plan on how to make the family members firmer and gentler with
each other.

What I Know
HOW DO YOU FEEL ABOUT YOUR RELATIONSHIPS?
How do you feel about your relationships? Where do you see your relationships going?
Are you happy with your relationships? Put a ✔if your answer is YES and write Χ if your
answer is NO.
Criteria / Relationship FAMILY FRIENDS PARTNER

I. Overall feelings about the relationship:

Are you getting your needs met?
Are you speaking up and asking for what you want?
Are you feeling heard?
Are you feeling encouraged and supported to grow?
II. The decision-making process:
Are decisions made to your satisfaction?
Is there sufficient time to discuss, assess, and
process?
Do you feel as though your thoughts and feelings are
taken seriously?
Is there a collaborative spirit about decisions?
III. Communication:
Do you feel safe to say whatever you feel?
Do you feel listened to when you communicate?
Do you feel encouraged to tell your truth?
Do you feel supported in all your dreams and goals?
IV. Roles and responsibilities:
Do you feel the division of tasks is working?
Do you feel that both of you are doing your parts?
Do you feel that task allocation is fair?
Is there anything that you want to change?
V. Activities:
Do you feel like you spend enough time together?
Do you feel like you need more alone time?
Do you want to try something new?
VI. Planning, schedules, and logistics:
Are you experiencing any schedule conflicts you want
to address?
Are there financial agreements that are fair?
Does each of you have enough time to accomplish
everything you want?

20 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

Processing Questions:
1. In which relationship do you have more checks? More X?
2. What does it mean to have a lot of X in a certain relationship?

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.

What’s New
MY FAMILY
Paste a picture of your family on the box below. Afterwards, write the names of the
members of your Family and identify their positive qualities.

Mother’s Name:
________________________________________________
Three Positive Qualities of My Mother:
________________________________________________
Father’s Name:
________________________________________________
Three Positive Qualities of My Father:
________________________________________________
Brother’s or Sister’s Name:

________________________________________________
Three Positive Qualities of My Brother/Sister:
________________________________________________
Brother’s or Sister’s Name:
________________________________________________
Three Positive Qualities of My Brother/Sister:
________________________________________________
Brother’s or Sister’s Name:
________________________________________________
Three Positive Qualities of My Brother/Sister:
________________________________________________
(Note: You may add other family members)

21 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 What is It

Lesson
Developing Family Relationships
13
Family is considered as the basic unit of society. For a society to flourish, strong family
relationships should be developed. Our Family teaches us how to function in the world.
It should provide love and warmth to all of its members. A strong family gives its
members the support they need to make it through everyday challenges.

FAMILY MEETING SHEET

Having a Family Meeting helps strengthen the relationship between family members. A
Family Meeting Sheet lays out expectations, strengthens communication, resolves
problems, and build commitment to family time. Having a Family Meeting sheet also
provides avenue to discuss family issues and miscommunication before it goes out of
hand. Accomplishing a Family Meeting Sheet is also a way for the family to bond and
spend time with one another.
This is an example of an accomplished Family Meeting Sheet. Take a look at it and
afterwards, create your own Family Meeting Sheet on a bond paper. You may use your
creativity and decorate it to your preference.

22 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

Source: momitforward.com

Processing Questions:
1. How do you feel about accomplishing your Family Meeting Sheet?
2. What do you think are the advantages of having a Family Meeting Sheet?
3. What difficulties did you encounter while doing your Family Meeting Sheet?
4. How would you plan to execute the contents of your Family Meeting Sheet?

What’s More
Activity: FAMILY HOUSE CHORES
What is the importance of doing house chores as a family? When children see their
parents do housework, they tend to replicate it. Aside from that, assigning housework to
each member of the family saves a lot of time. Children who do chores at a young age
learn the value of initiative. Lastly, doing house chores could also be a way to bond with
the whole family.
Direction: For this activity, write the names of the members of your family and then
identify the chores that they do at home. You may do this in a bond paper or
notebook.
(note: you may add more space for family members if needed.)

What I Can Do

A LETTER TO MY FAMILY
Write a letter to your family. You could address your whole family in one letter or create
one for each of them, depending on your preference. You may give it to them or just keep
it in your journal if you are not yet ready. You may use language which you are more
comfortable with. The template below will serve as your guide.
Dear Parents/Siblings ___________________________________________________________.
I am happy that _________________________________________________________________.
I am sorry for____________________________________________________________________.
I hope we can ___________________________________________________________________.
I promise that ___________________________________________________________________.

Assessment
Read the statements below and write TRUE if you think that the statement is correct.
Write FALSE if you think that the statement is incorrect. Write your answer after each
statement.
1. It is important that there is open communication between family members.
2. It is alright if your needs are not being met by your family members.
3. A strong family relationship means taking care of each other.
4. The family is the basic unit of society.
5. Doing house chores as a family is only a waste of time.

What I Need to Know

23 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

This module was designed and written with you in mind. It is here to help you to explain
that understanding different factors, career development concepts and personal life goals
influence career planning and decision-making. It will also identify career options based
on different factors, career development concepts and personal life goals. The scope of
this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 14.1 – Career Development and Life Goals
 Lesson 14.2 – Personal Factors Influencing Career Choices and External Factors

After going through this module, you are expected to:

1. explain that understanding different factors, career development concepts and
personal life goals influence career planning and decision-making; and
2. identify career options based on different factors, career development concepts
and personal life goals

What I Know
Direction: TRUE or FALSE. Write true if the statement is correct and write false if the
statement is incorrect.
_________1. Goal achievement requires commitment.
_________2. Your goal must be clear and well defined.
_________3. Goals should not be relevant to the direction you want your life and career to
take.
_________4. You must not set a timeline to reach your goals in life.
_________5. Setting clear goals from the start is an effective strategy which guides an
individual to a right career path.
_________6. Make sure that it’s possible to achieve your goals you set.
_________7. Choosing a career can be hard when you have no idea what you want to do.
_________8. Choosing a career is one of the most important decisions you will make in
life.
_________9. Education and training are not required for the career you choose.
_________10. Parents, peers and school helped shaped adolescent’s career choices.

Lesson
Persons and Careers
14.1
Adolescents are often faced with difficulties when it comes to determining the
right career path. They are in constant dilemma since it is difficult to arrive at a single
career decision for various personal factors should be considered. Peer pressure can be
another problem where teenagers are influenced by their peers to take a particular
course for the group without taking into consideration their personal abilities and
interests. Parents or guardians are also at the losing end since they have to bear
financial responsibility each time their child decides to take a different course.

A career can be defined as a pattern of work experiences comprising the entire

life span of a person and which is generally seen with regard to a number of phases or
stages reflecting the transition from one stage of life to the next (Weinert, 2001).
24 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16
Similarly, Collin (1998) explains that the term career arises from the interaction of
individuals with organizations and society. This interaction, as Savickas (2009)
proposes, is no longer merely just a sequence of jobs but is now a story that working
people build about themselves. (http://www.careerhelp.org.za/download_files/fet-basic-
career-guide-v2.0-23022013.pdf)

Goal setting is a major component of the career planning process. The definition
of goal setting is the process of identifying something an individual wants to
accomplish and establish measurable goals and time frames. In this context, the goals
can be career objectives, for example a particular occupation with specific salary bracket
earnings. Goal setting is a technique pioneered by Locke (1968) which affects
performance in four ways: focuses attention; mobilizes effort in proportion to the demands
of the task; enhances persistence; and encourages the individual to develop strategies for
achieving their goals.

In the life of adolescents, it is imperative that they have clear idea of what they want to
happen in their future lives, especially as regards their future careers. Sooner or later,
they are bound to finish their studies, so it will be helpful to think about their life goals
and the specific ways through which they can achieve them.

Notes to the Teacher

These links will help students to gain more understanding of the lesson.

Additional readings for the students on career choice:

https://www.brightermonday.co.ke/blog/choosing-career/
https://www.indeed.com/career-advice/finding-a-job/how-to-choose-a-career
https://essay4today.com/blog/what-influences-your-career-choice
https://www.mindtools.com/pages/article/smart-goals.htm

Video to Watch on YouTube:

https://www.youtube.com/watch?v=TLltCTvivyw

What’s New

Life Goals

Life goals basically refer to an individual’s aspirations, missions, ambitions, and

dreams in various aspects of his life. Achieving life goals may start with goal setting.
Identifying one’s goals in life is highly essential as it may serve as one’s guide or
direction towards what a person wants to happen in his or her life. Goals help people
identify and evade distractions, and brings them back to the right track when they are
lost.

Some Guides to Setting Life Goals

The following are some helpful guidelines on setting goals in life.
List down the primary goal you want to achieve in you life.
Break it down into smaller goals.
Provide a time frame for each smaller goal. Identify other things that are
necessary in attaining these goals.

25 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 Make a plan on how to achieve those goals.
Start carrying out the plan.

Career Development
Career development refers to “the lifelong process of managing learning, work,
leisure, and transitions in order to move toward a personally determined and evolving
preferred future” (Career Development, n.d).
Career development, an individual comes up with strategies to attain his or her
career goals. It often involves choosing a course, acquiring education and training,
applying for a job, and, if needed, changing careers. Career development usually comes
as a natural thing and may occur even without the participation of career experts,
counselors, teachers, mentors, parents, or guardians. Yet, the journey to a more
satisfying and successful career path may come from getting assistance from experts in
managing one’s career development.

What is It

Activity: SWOT ANALYSIS

Directions: Using the SWOT (strengths, weaknesses, opportunities and threats)
Analysis, list down what you considered to be your: (Please read on how to
use the tool below before answering it.)

STRENGTHS: WEAKNESSES
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
OPPORTUNITIES: THREATS:
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

How to Use the Tool

To perform a personal SWOT analysis, write down answers to the following
questions.
Strengths
 What advantages do you have that others don't have (for example, skills,
certifications, education, or connections)?
 What do you do better than anyone else?
 What personal resources can you access?
 What do other people (your parents, classmates, friends, etc.) see as your
strengths?
 Which of your achievements are you most proud of?
Weaknesses
 What tasks do you usually avoid because you don't feel confident doing them?
 What will the people around you see as your weaknesses?
 Are you completely confident in your education and skills training? If not, where
are you weakest?

26 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

  What are your negative work habits (for example, are you often late, are you
disorganized, do you have a short temper, or are you poor at handling stress)?
Opportunities
 What new technology can help you? Or can you get help from others or from
people via the internet?
 What trends (characteristics, skills, etc.) do you see in yourself, and how can you
take advantage of them?
 Are any of your colleagues failing to do something important? If so, can you take
advantage of their mistakes?

Threats
 What obstacles do you currently face at school?
 Are any of your colleagues competing with you for projects or academic?
 Could any of your weaknesses lead to threats?

Lesson Personal Factors Influencing Career

14.2 Choices and External Factors
LECTURE NOTES: Personal Factors that Influence Career Choice

The following are some of the personal factors that must be considered in
choosing a career and setting life goals as they could be determinant of success or
failure of a person in his or her chosen career:

Personality/Character
Personality refers to the combination of traits, characteristics, or qualities that
form a person’s distinct character. The personality type of an individual plays a role in
choosing a career or life goal as the kind of profession or vocation a person wishes to
have must be compatible or fitting to his or her character. Self-assessment is helpful in
learning about one’s personality and is finding the right career that matches it.
Physical and Mental Abilities
There are jobs that require specific physical and mental capacities. If one wants to
make sports a profession, he or she must have a healthy body. Professions like being a
professor, lawyer, doctor requires having high IQ, exceptional common sense, and logical
thinking abilities.
Skills and Abilities
In choosing a career, an individual should take into consideration his skills,
general intelligence, and special abilities. While these may not fully guarantee that one
will succeed in a certain course. One who has poor linguistic and literacy competencies,
for instance, can hardly become successful in journalism or scriptwriting.
Interests
One’s positive preference and passion towards a certain kind of undertaking is a
factor in becoming successful in that task. Students normally choose a course that they
find interesting or something that they enjoy doing or learning about. However, interests
may fluctuate or shift over time and may not really be a dependable criterion for career
choice.
Life experiences
The experiences we had in our lives may influence the way we choose our careers.
The positive feelings that one got in doing a specific task in the past and the role models
whom he or she met in that field may determine his or her career choice. For instance, if,
as a student, one enjoyed being a student-tutor to other students and idolized a
particular professor, he or she might choose teaching as a profession.
Values

27 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 An individual’s principles or standards of behavior are collectively called as his or
her values. Values may also refer to a person’s judgment of what is important in life.
One’s value system is a set of a person’s personal ethic values which serves as his moral
code.

What’s More
Activity: MY LIFE GOALS
Directions: Complete the following questionnaire. You may use additional paper to
further explain your answers if necessary.

1. My long-range life goal: (Write your primary life goal.)

2. My specific goals related to my long-range life goal: (Enumerate your particular goals
that will serve as smaller steps in reaching your long term life goal.)
3. My plans in reaching the above-mentioned goals: (List the steps that you will take to
make your identified goals achievable.)
4. My career goal: (Write the particular profession, occupation, or vocation you want and
the rank, status, or position you want to achieve in that career.)
5. My specific goals related to my career goal: (Enumerate your particular goals that will
serve as smaller steps in reaching your career goal.)
6. My plans in reaching my career-related goals: (List the steps that you will take to
make your identified career goals achievable.)

What I Can Do

Activity: SELF-REFLECT
Directions: Answer the following questions in 10-15 sentences. Write your answers on
your notebook.

1. What did you realize about yourself when it comes to your career decision making
skills?
2. What will be your advice to other teenagers who have difficulties deciding for a future
career?

Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Refers to the combination of traits, characteristics, or qualities that form a
person’s distinct character.
a. Personality b. behavior c. interest d. experiences
2. Basically, it refers to an individual’s aspirations, missions, ambitions, and dreams
in various aspects of his life
a. Life choices b. Life goals c. Life missions d. Life transformation
3. One’s positive preference and passion towards a certain kind of undertaking is a
factor in becoming successful in that task

28 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

 a. Ambition b. goals c. behavior d. interests
4. Refers to the lifelong process of managing learning, work, leisure, and transitions
in order to move toward a personally determined and evolving preferred future.
a. Career pathways c. Career transformation
b. Career development d. Career driven
5. Achieving life goals may start with _______________.
a. Education b. training c. goal setting d. school activities

6 – 10 Write the word TRUE if the statement is correct and write FALSE if it is not
correct.
_______6. One’s value system is a set of a person’s personal ethic values which serves as
his moral code.
_______7. Interests may fluctuate or shift over time and may not really be a dependable
criterion for career choice.
_______8. Goal setting is the last step towards planning for the future.
_______9. Mental and physical preparation are important to achieve the goals.
______10. A person’s goal is constant for a person and it may not change over time.

What I Need To Know

This module was designed and written with you in mind. It is here to help you the
concepts about career planning, occupational interest and personal development
strategies. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now
using.
The module is divided into two lessons, namely:
 Lesson 15.1 – Career Planning
 Lesson 15.2 – Occupational Environment and Interests
After going through this module, you are expected to:
1. Prepare a career plan based on the identified career options to attain personal
life’s goals. EsP-PD11/12PC-IIg-12.3
2. Explain the factors in personal development that may guide him/her in making
important career decisions as adolescents. EsP-PD11/12IOPD-IIi-14.1

What I Know
A. Determine what occupational interest is being referred to. Write the letter of your
choice before each number.
________1. These people enjoy activities related to language, art, music, drama, writing,
etc.
A. Social B. Realistic C. Enterprising D. Artistic
________2. These people are usually seen by others as sociable, popular, and responsible.
They prefer social interaction and social presence.
A. Conventional B. Investigative C. Social D. Artistic

29 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

________3. These professions are most likely: economist, internist, physician,
anthropologist, astronomer, pathologist, physicist, chemist.
A. Realistic B. Investigative C. Conventional D. Enterprising
________4. This involves situations where the person is in a position of leading or
convincing others to achieve team/organizational goals or economic gain.
A. Enterprising B. Conventional C. Realistic D. Investigative
________5. They enjoy activities that involve the precise, ordered use of data such as
keeping and filing records, organizing data, computing, printing, etc.
A. Social B. Conventional C. Realistic D. Enterprising
________6. Tends to enjoy creating things with their hands and working with tools and
objects rather than working with people and ideas.
A. Realistic B. Investigative C. Conventional D. Artistic

Lesson
Career Planning
15.1
Having a career plan is important. Everyone is encouraged to have vision and action to
achieve its target goals. Without proper planning, you may have difficulty in analyzing
situations that may hinder your success. You should manage your career very well at a
young age. Career Planning involves self-assessment to explore abilities, strengths,
weaknesses and matching them with available career opportunities and also applies
strategic planning. It is one of the important phases in our education today.

There is a program in senior high school that discusses a lot about career planning and
it is called CGP. As specified in Department Order 41, series of 2015, one of the
activities of the CGP is the discussion of the Career Guidance Manual containing
modules to be conducted by the class adviser during their homeroom guidance class.
With the proper guidance and support, the next batches of college graduates in the
country can very well compete with other graduates from any university in the world
(Villena, 2017).

Notes to the Teacher

Before you proceed to the next activity, is there something that students may
want to ask or the question that left on their mind?
Discuss further their answers from What’s In activity.
Let the students read more about external factors affecting their career choice:
https://osumarion.osu.edu/assets/marion/uploads/
What_Factors_Influence_a_Career_Choice.pdf

What’s New
Activity 1: My Career Plans
Career Planning involves self-assessment and matching them with available career
opportunities and also applies strategic planning. Direction: Fill up all the information

30 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

needed to complete the table. You may do this in your notebook or separate sheet of
paper.
Example:
My Career Goal: I want to be an Accountant because I am good in analyzing numbers
and I have interest in balancing it.
Skills and Interest: I have number skills, analytic skills, and office skills.
My plan to reach my goal: I need to finish BS Accountancy course from the University
that offers that course and I will take the Licensure Exam for Accountant.
Possible challenges in achieving my career goal: I think the possible challenge that
may arrive is financial problem and dedication to my course because it is not an easy
course.
How will I deal with the challenges: If ever that challenges may happen, I will have a
part time job to sustain my needs and I will study harder to be able to finish my course:

Lesson Occupational Environment

15.2 and Interests

What is It
Psychologist John Holland classified jobs/careers/work environments into
six: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. There are no
pure classifications, though. A person's job function may combine ESA (Enterprising,
Social and Artistic) or ISC (Investigative, Social and Conventional) or any two or three
other possible combinations.

Try to look at this image to know your occupational interest:

https://personalityjunkie.com/holland-code-riasec-career-interests-myers-briggs-types/

31 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

Personal development strategies that may guide you in making important career
decisions:
Some of the strategies that can facilitate career choice and other decision makings
according to Borja (2019):
• Make a self-assessment. Learn more about yourself, like your interests, your
personality type, passions, attitude, and skills.
• Create a short-list of courses and narrow them down to which is appropriate for
you.
• Identify your goals – long-term and short-term. Do some research. You can write
down a strategy that lays out steps to come down to a decision.
Read more about external factors affecting career choice:
https://osumarion.osu.edu/assets/marion/uploads/What_Factors_Influence_a_Career_Choice.pdf

What’s More

Activity 2: Pros and Cons of my Course

Direction: Review your career plan template, what is your preferred course in college?
Write down your preferred course below and assess its PROS and CONS if you take up
that course.
My Preferred Course: BS Civil Engineering
PROS (advantages): It has a lot of opportunities for me because I can have a
managerial job positions after I graduate.
CONS (disadvantages) The work of Civil Engineer is heavy and stressful and I need to
be excellent in mathematics subject is I take this course.

YOUR TURN:
My Preferred Course:

PROS (advantages)

CONS (disadvantages)

What I Can Do

Activity 3: Reflect - Symbol of Success

Draw an image of SYMBOL OF SUCCESS to you and after that answer the following
questions. You may color your image or add design into it. You may do this in a bond
paper.
Question:
1. In your own words, how do you define success?
2. Why did you choose that kind of symbol?
3. What is your career Philosophy? Write at least 2 sentences of your career
philosophy in life.

Assessment

32 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

Determine what occupational interest is being referred to (Realistic, Investigative,
Artistic, Social, Enterprising or Conventional).
_________1. These people enjoy activities related to language, art, music, drama, writing,
etc.
_________2. These people are usually seen by others as sociable, popular, and
responsible. They prefer social interaction and social presence.
_________3. These professions are most likely: economist, internist, physician,
anthropologist, astronomer, pathologist, physicist, chemist.
_________4. This involves situations where the person is in a position of leading or
convincing others to achieve team/organizational goals or economic gain.
_________5. They enjoy activities that involve the precise, ordered use of data such as
keeping and filing records, organizing data, computing, printing, etc.

What I Need to Know

This module was designed and written with you in mind. It is here to help you the
concepts about setting career goals. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module covers the lesson about:

• Importance of personal development to one’s career growth and goal setting

After going through this module, you are expected to:

1. Share insights that make him/her realize the importance of personal development in
making a career decision as adolescent. EsP-PD11/12IOPD-IIi-14.2
2. Construct a creative visualization of his/her personal development through the
various stages he/she went through, stressors, influences, and decision-making points,
and a personal profile analysis. EsP-PD11/12IOPD-IIi-14.3

What I Know
Respond to the statements below in terms of how you feel based on how you have made
important decisions in the past, or about how you are handling decisions with which you
are currently dealing with.
Read the following statements carefully. On the table provided below, put a check mark
in the corresponding column of your answer.
AGREE DISAGREE
1. I am very systematic when I go about making an
important decision.
2. I often make a decision that is right for me without
knowing why I made the decision.
3. When I make a decision it is important to me what my
friends think about it
4. I rarely make an important decision without gathering
all the information I can find.
5. Even on important decisions I make up my mind
pretty quickly.
6. I like to have someone to steer me in the right
direction when I am faced with an important decision.
33 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16
 7. When I make a decision I consider its consequences
in relation to decisions I will have to make later on.
8. When I make a decision I just trust my inner feelings
and reactions.
9. I really have a hard time making important decisions
without help.
10.When I need to make decision I take my time and
think it through carefully.

Notes to the Teacher

The following links will helpthe learners gain more knowledge and understanding of
the lesson.
http://www.nextstepu.com/your-personalmissionstatement.art#.Vrcv1kBQU3w
Action.

What’s New
Direction: Read and analyze the given scenario and answer the following questions in
your notebook.
Patricia dreamt of becoming a teacher. She is very confident that it is the perfect career
for her because she really wanted to help address the needs of the learners with special
educational needs and her parents are very supportive to her. They allow her to freely
choose her course after she graduated senior high school. At her young age, she already
know how to manage her strengths and improve her weaknesses.

Processing questions:
1. What made Patricia confident in her chosen career?
2. Evaluate your situation right now and compare it to the given scenario.
3. How do you envision yourself ten (10) years from now?

What is It
Making choices in life is part of your daily experience. How you spend your time and
energy today shapes the kind of person you can become tomorrow. There are turning
points in your life when choosing your future career. You cannot achieve success
overtime. You have to find all possible means to achieve success and pursue your
chosen career path.
Personal development plays a crucial role in one’s career growth. An individual who can
contribute not only in his area of expertise but other domains as well are bound to get
34 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16
quick promotions and lucrative incentives and rewards. It is imperative not only for
career growth but also for mere survival in the organization.

Personal development helps you set goals and expectations for yourself. Any individual
without a vision in life not only fails to deliver but also gets easily lost in the crowd . It is
important to set expectations for yourself. There is a scope of improvement always. Never
ever feel that you are the best and you know everything. There are many things under
the sky which we still do not know and need to find.

What’s More
Activity: My Recipe for success
Directions: In the previous activity, you have shared
about how you envision yourself ten years from now.
You may have include your life goals, values and how
you build your skills and qualities to reach your
potential. In this activity, you are tasked to create your
own “Recipe for success”. Enumerate the things that
would help you achieve the goals that you want to
achieve ten years after.

Your personal mission statement: You’re never too young to clarify your life goals
and aspirations
What’s your life mission? It’s not an easy question to answer, but an important one. You
can talk about your aspirations and goals all day, but when you write them down, they
become, well, more real. It’s a starting point to living the life you want. When you write a
personal mission statement, you’re clarifying what you want to accomplish and how, and
committing to it.

What is a personal mission statement?

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

There’s no right or wrong way to approach your personal mission statement, or what it
should include. Everyone’s is going to be different. What’s important is to write it down.
Topics your personal mission statement may include:
 Education
 Career
 Personal attributes, such as honesty, loyalty and dedication
 Family and personal relationships
 How you want to live your life
 Sports
 Faith and spirituality
 Community service
Source: Joe Villmowhttp://www.nextstepu.com/yourpersonalmissionstatement.art#.Vrcv1kBQU3w

35 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

Activity: My Personal Mission Statement
Finalize your personal mission statement.
It may include the following information:
 Your name.
 Your overall statement.
 Who inspires you and why.
 What qualities you want to obtain.
 What roles you play and how you want
to be known in those roles.
 Specific goals you have.
 Beliefs that you hold.

What I Can Do

Activity: My own Hero journey

Directions: Read about the Hero Journey of Joseph Campbelle from this website:
https://www.studiobinder.com/blog/joseph-campbells-heros-journey/#Cal
l-to-Action.
Write your own “Hero journey” by creating a story of your personal development journey
this school year. You may shortcut the 17 stages into just most important ones for you.
Use your own symbols and avatars or archetypes to capture concepts, ideas or
representations you would like to express. You may use any coloring materials for this
activity and an extra sheet of paper. You may visit this link for your reference.
https://www.pinterest.com/pin/144326363044594511/

Assessment
Direction: Write True if the statement is correct and False if the statement is incorrect.
______1. Personal development enables you to have a personal vision of the future
______2. Learning and growing are the hallmarks of personal development
______3. Personal development does not contribute in identifying some hidden talent in
you.
______4. Making choices in life is part of your daily experience
______5. There’s no right or wrong way to approach your personal mission statement, or
what it should include.
______6. There is no need to record the outcomes of your development.
______7. A talent is something which you excel in, and it will become evident that you are
good at something
______8. Reflecting on your past and learning directly from your experience
______9. How you spend your time and energy today will not affect the kind of person
you can become tomorrow.
______10. Your motivations to develop yourselves are powered by your desire to fulfill
certain needs.

36 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16

References
BOOKS:
Bernabe, G.A. (2016). Personal Development for Senior High School. Mindshapers Co., Inc.
Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway Books, a division of Random
House, Inc. pp. 151-152.
Certeza, C. et. al. (2016). Personal Development Workbook. Our Lady of Fatima University-RDIC.
De Guzman, J. & Nicolas, M.S. (2016). Personal Development. A Textbook and a Workbook for Senior High
School Students. Mutya Publishing House Inc.
Department of Education (2016). Personal Development Teacher’s Guide
Social relationship in middle and late adolescence. (2017, March 7).
Fernandez, B. et. al. (2016). Personal Development Reader. Department of Education

Journals / Magazines
Borja, K. (2019). SHS Graduates, Choosing the Right Career Path. Palayan Busines Hub. 21 March 2019,
Retrieved from the web June 29, 2020, from: http://palayanbusinesshub.com/shs-graduates-choosing-the-
right-career-path/
Brenner, A. (2016). The Benefits of Creative Visualization. The Psychology Today. 25 June 2020, Retrieved
from web June 29, 2020, from: https://www.psychologytoday.com/us/blog/in-flux/201606/the-benefits-
creative-visualization
Drenth, A. (n.d.). Holland Code (RIASEC) Career Interests & Myers-Briggs Types. Personality Junkie.
Retrieved from web June 30, 2020, from: https://personalityjunkie.com/holland-code-riasec-career-
interests-myers-briggs-types/
Villena, W. (2017). Guiding our senior high-school students on their career path. Business Mirror. 2
February 2017, Retrieved from the web June 29, 2020, from: businessmirror.com.ph/2017/02/02/guiding-
our-senior-high-school-students-on-their-career-path/

Websites:
http://washingteenhelp.org/your-relationships/your-love-life has these signs to know if you are in a healthy
or unhealthy relationship
http://westernhealth.nl.ca/uploads/Addictions%20Prevention%20and%20Mental%20Health%20Promotion/
Healthy%20Relationships%20Resource%20Kit%20-%20Western.pdf
http://angellovecards.com/assets/luminaries/drcherrieLOVEposter.pdf
https://i1.wp.com/www.creativesolutionsonline.org/wpcontent/uploads/2019/08/IMG_7913.jpg?
resize=768%2C768&ssl=1
http://seancovey.com/teens.html
Chapter 11: Social relationship in middle and late adolescence. (n.d.). Quizlet.
https://quizlet.com/204296243/chapter-11-social-relationship-in-middle-and-late-adolescence-flash-
cards/
SlideShare. https://www.slideshare.net/RupertGarryTorres/social-relationship-in-middle-and-late-
adolescence#:~:text=From%20high%20school%20to%20college,their%20capacity%20to%20nurture
%20relationships
What are the theories of leadership? definition and theories. (2018, August 16). Business Jargons.
https://businessjargons.com/theories-of-leadership.html
http://1.bp.blogspot.com/2Y38UFR6pPo/VXugtl9sUYI/AAAAAAAAKs/vHiBY1M6dmg/s1600/
FamilyChores.png (2)
https://pixabay.com/images/search/career/
https://www.pinterest.ph/pin/211598882479381490/
https://genopro.com/genogram/symbols/
http://www.strongbonds.jss.org.au/workers/families/genograms.html
https://www.scoe.org/files/ccpc-family-structures.pdf;
https://www.boundless.com/sociology/textbooks/boundless-sociology-textbook/family12/family-91/
family-structures-521-10352/
https://www.facebook.com/gomadkidsclub/photos/pcb.1283488571846855/1283488401846872
https://www.studiobinder.com/blog/joseph-campbells-heros-journey/#Call-to-Action
http://www.nextstepu.com/your-personalmissionstatement.art#.Vrcv1kBQU3w
http://www.nextstepu.com/your-personalmissionstatement.art#.Vrcv1kBQU3w
https://www.pinterest.ph/pin/369435975656202892/
https://thelifesynthesis.com/personal-mission-statement-examples/

momitforward.com
Twistynoodle.com
37 DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE 9-16
For inquiries or feedback, please write or call:

Department of Education – SDO Valenzuela

Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: [email protected]