MODULE IN PERSONAL DEVELOPMENT/ 3rd Q/ WEEK 1

Name: __________________________ Grade & Section: _______________ Date: ____________

Topic: PERSONAL RELATIONSHIPS

Learning Competencies & Code:
9.1 Discuss that understanding of teen-age relationships, including the acceptable and unacceptable expressions of
attractions (EsP-PD11/12PRIIa-9.1)
9.2 Express his/her ways of showing attraction, love and commitment
(EsP-PD11/12PRIIa9.2)

PRE-TEST
Set A

Multiple Choice Test. Read and analyze each statement below and carefully choose the letter that best describes the
statement. Write the letter of the correct answer on the space provided before the number.

_____ 1) It refers to close connections between people, formed by emotional bonds and interactions.
A) Emotional Relationship B) Social Relationship C) Personal Relationship D) Political Relationship

_____ 2) It refers to the adolescent relationship with their parents, siblings, relatives, grandparents, and peers.
A) Emotional Relationship B) Social Relationship C) Personal Relationship D) Political Relationship

_____ 3) The following are elements of a healthy relationship in the areas of communication, except;
A) Honest with each other B) Keep in touch with each other C) Listen to each other
D) Trust and Care with each other

_____ 4) It is considered as the basic unit in the society;

A) Family B) School C) Church D) Market

_____ 5) Which of the following statements best describes a nuclear family?

A) Traditional type of family structure. It consists of two parents and children.
B) A single parent raising his/her children
C) A family consists of two or more adults who are related with each other by blood living together and working
towards common goals.
D) A family with only one man and several wives in one house.

Set B.

True or False Test: Write the word True if the statement is correct and the word False if otherwise. Answers should
be written on the blank before the number.

__________ 1) Values and expectations can be learned by children directly or indirectly from their immediate social
environment.
__________ 2) Parents play a vital role in teaching children necessary values like honesty, respect, obedience,
perseverance and among others.
__________ 3) Parents give their children the opportunity to make important choices while they still have the safety
net of the family.
__________ 4) Healthy relationships are enjoyable and provide opportunities for many positive experiences that affect
self-esteem.
__________5) Interactions with siblings can influence adolescents’ relationship styles and whether they engage in
delinquent behaviors.

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 Ana, a grade 11 STEM student, loves to visit the school’s multi-media and resource center to do
some research activities with classmates and friends. She leads in group work activities and develops fair and
healthy social relationships with her schoolmates.

She can easily get along well with her seniors and teachers as well. As a matter of fact, she was
elected class president and year level representative to the school’s supreme student council.

Ana does not only maintain a constructive relationship with her peers but also she is a loving
daughter to her parents and a good “ate” to her younger siblings. She is also her “lola’s” favorite as she makes
it a point to drop by at grandma’s house everytime she comes home from school to bring grandma’s favorite
snacks and shares some sweet little talks.

Ana’s splendid dispositions, friendly face and beautiful smile coupled with her pleasant attitude
make her popular not only in school but also in the neighborhood. She is an awesome little girl who is
beautiful inside out.

Answer the following questions concisely.

1) How do you describe Ana in the selection?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2) Describe Ana’s social relationships in school, at home, and in the neighborhood.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3) What are Ana’s personal characteristics that made her lovable and popular? Explain each briefly.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4) What do you think are the benefits of developing and maintaining healthy personal relationships with your peers,
parents, and siblings? Explain each briefly.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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5) What are some common characteristics of a healthy relationship and an unhealthy relationship?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Describe your relationship with the people around you. Write a description on the designated boxes.

Parents

Grandparents and other Adult Family Members

Siblings

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 Peers

What is a Personal Relationship?

The concept of personal relationship is broad and varies from one person to another. Others may find
it unique but others may think of a degree of connectivity particularly on the emotional aspect.

Personal Relationships, in this context, refer to a close connection between adolescents, formed by
emotional bonds and interactions. The said bonds grow from and are strengthened by mutual experiences.

Personal relationships are not permanent. They develop and continually change over time. It derives
some benefits from them where we need skills, information, inspiration, practice and social support.

Reference:https://www.takingcharge.csh.umn.educ/what-do-we-mean-personal-relationships

Creating Healthy Relationship

Healthy relationships are enjoyable, respectful and provide opportunities for many positive experiences
that affect self-esteem. Teenagers can develop healthy relationships with anyone, including family, friends, and
someone special. It takes time, energy, and care to develop positive and healthy relationships. Relationships made
during the teenage years can become very special and may form an important part of life.
All healthy relationships between two partners are characterized by communication, respect, sharing,
and trust. They are based on the belief that both partners are equal and that decision making is shared equally.

Source: MyLaurier Student Portal. “Healthy Relationships. “Student Health and Development. 2007.
www.mylaurier.ca/development/info/relationships.html

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Answer the questions below concisely.

1) What is your understanding about Personal Relationships? How does it develop?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2) What are some important characteristics of a healthy relationship from the selection?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3) How is a healthy relationship created?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Source:
Author: Emmanuel Alex A. Bercero, DM, PhD
Jaime V. Acuram, MA
Department of Education – Alternative Delivery Mode (DepED-ADM)
Personal Development ADM pp. 1-6

Notes: a) This is exclusively for the use of Digos City Division.

b) The Division welcomes suggestions for the improvement of this worksheet.

Prepared by: SHERYL M. DINOY

SHSDC/DIGOS CITY DIVISION

5
 MODULE IN PERSONAL DEVELOPMENT/ 3rd Q/ WEEK 2

Name: __________________________ Grade & Section: _______________ Date: ____________

Topic: Social Relationships in Middle and Late Adolescence

Learning Competencies & Code:
9.1 Distinguish the various roles of different individuals in society and how they can influence people through their
leadership or followership (EsP-PD11/12SRIIb-10.1)

Activity No. 1: MY ORGANIZATIONS

Type of Organization My Position/Role in the

Organization
Name Of
Organization

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

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

Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT

As you have known by now, the relationships adolescents have with peers, family, and members of their
social sphere play a vital role in their development. Adolescence is a crucial period in social development, as
adolescents can be easily swayed by their close relationships. Research shows there are four main types of
relationships that influence an adolescent: parents, peers, community, and society.
In this part of the module, we will focus on Community, Society, and Culture.
There are certain characteristics of adolescent development that are more rooted in culture than in human biology or
cognitive structures. Culture is learned and socially shared, and it affects all aspects of an individual's life. Social
responsibilities, sexual expression, and belief-system development, for instance, are all likely to vary based on culture.
Furthermore, many distinguishing characteristics of an individual (such as dress, employment, recreation, and
language) are all products of culture.

Source:http://farm6.static.flickr.com/5084/5276534507_c7eb1f3599.jpg
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
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behaviors that represent this emerging autonomy. The lifestyle of an adolescent in a given culture is also profoundly
shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected
to share family responsibilities, for example, is one large determining factor in normative adolescent behavior:
adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities, while
others are given more freedom or come from families with more privilege where responsibilities are fewer.
Differences between families in the distribution of financial responsibilities or provision of allowance may reflect
various socioeconomic backgrounds, which are further influenced by cultural norms and values.
Adolescents begin to develop unique belief systems through their interaction with social, familial, and cultural
environments. These belief systems encompass everything from religion and spirituality to gender, sexuality, work
ethics, and politics. The range of attitudes that a culture embraces on a particular topic affects the beliefs, lifestyles,
and perceptions of its adolescents, and can have both positive and negative impacts on their development. As an
example, early-maturing girls may suffer teasing or sexual harassment related to their developing bodies, contributing
to a higher risk of depression, substance abuse, and eating disorders.

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-

Reading: TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER AND LESS
LIKELY TO DRINK

Teenagers who belong to youth groups and other clubs lead happier lives and are less likely to drink or smoke,
a research shows. Although they may be exposed to more peer pressure, researchers found they were also more
socially able and likely to be physically active. And the benefits increased the more groups that they joined, the
findings show. 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 offer the same health benefits. Youngsters
were two thirds more likely to smoke if they 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-groups-and-other-clubs-
are-happier-and-less-likely-to-drink.html

Reading: COMMUNITY ACTIVITY: GET INVOLVED

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

Community activities and civic responsibility

Community activity is part of ‘civic responsibility’. It’s about doing things in our community because we
want to or feel we should, rather than because we have to by law. You can take civic responsibility and be active in
your community by:

 joining a Youth Club, a scouting group or a local environmental or clean-up group

 helping with a primary school play, or coordinating or coaching junior sport
 setting up an arts space for the community or getting involved in youth radio
 being part of a youth advisory group through the local council
 promoting causes – for example, clean environment, recycling, get active in sports

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

What you can get from being involved in community activities

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

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

Identity and connection

Young people are busy working out who they are and where they fit in the world. They try out different
identities, experiment with different styles of dress and might try out a range of different activities and hobbies.
Being involved in community activities can give you a positive way of understanding who you are. As a result, you
might come to see yourself as helpful, generous, political or just a ‘good’ person in general. Being involved in
community activities can also help create a sense of being connected to your local community and the wider world.

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

Self-confidence, mental health and 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

Activity No. 2 DESCRIPTION OF MY SOCIAL GROUP

Write about one of your social groups, its nature, activities, and benefits.

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
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_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_________________________________________________________________________________________.

Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES

Can you identify the lesson being taught by each story?

1. The Hunter and the Woodsman

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

2. Bear and man lying down

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

3. Goatherd and the wild goats

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

4. The Man and the Little Cat

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

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Activity 3: QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP

Answer the following statements with a True or False.

________1. Leaders can follow their whims and fancies.

________2. Leaders are capable of doing anything they like.
________3. Leaders don’t need to mind their subjects.
________4. Leaders should follow ethical principles.
________5. Leaders are responsible.
________6. Leaders are to serve others.
________7. An Ethical Leader is someone who works for other people’s interests and not for his own hidden agenda
or ulterior motives as guided by sound principles.
________8. Servant leadership is the type of leadership that puts others first before one’s own self.
________9. A servant leader listens deeply to others and empathizes with the people around him/her.
________10. A servant leader puts others’ concerns first and foremost above own self-interests and motives.

Source: Personal Development Reader First Edition 2016

Department of Education-Bureau of Learning Resources (DepEd-BLR)
Personal Development pp. 77-82

Notes: a) This is exclusively for the use of Digos City Division.

b) The Division welcomes suggestions for the improvement of this worksheet.

Prepared by: SHERYL M. DINOY

SHSDC/DIGOS CITY DIVISION

10
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