Module 10

Social
Relationships in
Middle and Late
Adolescence
 AT THE END OF THIS MODULE YOU WILL BE ABLE TO:

1. distinguish the various roles of

Objectives: different individuals in society and

how they can influence people
through their leadership

2. Compare your self-perception and how

others see you and,
3. Conduct a mini survey on Filipino
relationships (family, school, and
community)
 HOW CULTURE SHAPES MANY
ASPECTS OF ADOLESCENT
DEVELOPMENT
The relationships adolescents have with their
peers, family, and members of their social sphere play
a vital role in their
development. Adolescence is a crucial period in social
development, as adolescents
can be easily swayed by their close relationships.
 HOW CULTURE SHAPES
MANY ASPECTS OF
Research shows there are four
main types of relationships that influence an ADOLESCENT
adolescent: parents, peers, community,
and society. In this part of the module, we DEVELOPMENT
will focus on Community, Society, and Culture.

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.
 HOW CULTURE SHAPES
Many factors that shape adolescent MANY ASPECTS OF
development vary by culture. For
instance, the degree to which ADOLESCENT
adolescents are perceived as
autonomous, or
DEVELOPMENT
independent, beings varies widely in
different cultures, as do the behaviors
that
represent this emerging autonomy.

The lifestyle of an adolescent in a given

culture is
also profoundly shaped by the roles and
responsibilities he or she is expected to
assume. The extent to which an
adolescent is expected to share family
responsibilities.
 HOW CULTURE SHAPES
Differences
between families in the distribution of
MANY ASPECTS OF
financial responsibilities or provision of ADOLESCENT
allowance may reflect various
socioeconomic backgrounds, which are DEVELOPMENT
further
influenced by cultural norms and values.
Adolescents begin to develop unique belief
systems through their interaction
with social, familial, and cultural
environments

Belief systems, including religion, spirituality,

gender, sexuality, work ethics, and politics,
shape the attitudes and lifestyles of a
culture and impact the development of its
adolescents, with both positive and
negative effects.
 TEENAGERS
WHO JOIN Research shows that

YOUTH GROUPS teenagers who belong to

youth groups and clubs are
AND OTHER happier and less likely to
CLUBS ARE drink or smoke. Despite
potential peer pressure, they
HAPPIER AND are more socially adept and
LESS LIKELY TO physically active. Joining
DRINK more groups results in
greater benefits.
 TEENAGERS
WHO JOIN Teens should be encouraged to join
clubs, international researchers,
YOUTH GROUPS including a group from the University

AND OTHER of Hertfordshire, advise. The findings

show
CLUBS ARE that they were a fifth less likely to
smoke and to ever have been drunk
HAPPIER AND than other

LESS LIKELY TO teenagers their age. They were also a

fifth more likely to eat fruit and
DRINK vegetables
regularly.
 TEENAGERS
WHO JOIN A recent study found that participating in club
activities can increase happiness levels among

YOUTH GROUPS 15-year-olds. Those who rated their lives as

highly satisfactory were more likely to belong

AND OTHER to a sports club. However, not all clubs offer

the same health benefits, as members of
CLUBS ARE political organizations or youth clubs were
more likely to smoke. Encouraging
HAPPIER AND participation in a range of associations can
be beneficial for young people by enabling
LESS LIKELY TO them to access and become part of diverse

DRINK
networks, according to the study published in
the Journal of Epidemiology and Community
Health.
 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
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
 ROLE MODELS
By getting involved with community activities,

COMMUNITY
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.
ACTIVITY: GET
IDENTITY AND CONNECTION
INVOLVED
Young people explore their identity and place in the
world by experimenting with various styles of dress,
hobbies, and activities, trying out different identities.
Participating in community activities can provide a
positive way for individuals to understand themselves.
It can create a sense of connection to the community
and the wider world, and help develop positive self-
attributes such as being helpful, generous, or
politically active.
 COMMUNITY ACTIVITY:
GET INVOLVED
SKILLS SELF-CONFIDENCE, MENTAL
HEALTH AND WELLBEING
Community activities give you the
chance to apply the skills you already Participating in community activities can
have. boost self-confidence, develop life skills,
Voluntary work and and improve general and mental health
community activities are also great
and wellbeing. It provides a supportive
opportunities to show initiative and
environment to deal with challenges and
develop
skills to get a job. communicate with different people,
Volunteering for the contributing to positive psychological
community feeding project might help you outcomes. Community involvement can
prepare for getting a part-time job as a also reduce the likelihood of substance
waiter.
abuse, mental illness, and criminal activity.
PORT FO LIO
OUTPU T N O. Write about one
of your social
20 groups, it's nature,

of my activities, and
es crip tio n
D
soci al gr ou p benefits. Include a
photo of yourself
with the group.
 1. The Farmer and the
Stork
Reading:
A Farmer placed nets on his newly sown
plough lands, and caught a quantity of
LESSONS ON
LEADERSHIP AND
Cranes, which came to pick up his seed.
With them he trapped a Stork also. The
Stork having his leg fractured by the net,
earnestly besought the Farmer to spare
his life. "Pray, save me, Master," he said,
"and let me go free this once. My broken
limb should excite your pity. Besides, I am
MEMBERSHIP
no Crane, I am a Stork, a bird of excellent
character; and see how I love and slave
for my father and mother. Look too, at
FROM FABLES
my feathers, they are not the least like
to those of a Crane." The Farmer laughed
aloud, and said, "It may be all as you say: I
only know this, I have taken you with
these robbers, the Cranes, and you must
die in their company."
 2. The Hunter and
the Woodsman 3. Bear and man lying down
A hunter, not very bold, was searching for the
tracks of a Lion. He asked a man felling oaks Two men were traveling together, when a bear
in the forest if he had seen any marks of his suddenly met them on their path. One of them
footsteps or knew where his lair was. "I will," climbed up quickly into a tree, and concealed
said the man, "at once show you the Lion himself in the branches. The other, seeing that
himself." The Hunter, turning very pale and he must be attacked, fell flat on the ground,
chattering with his teeth fom fear, replied, and when the Bear came up and felt him with
"No, thank you. I did not ask that; it is his his snout, and smelt him all over, he held his
track only I am in search of, not the Lion breath, and feigned the appearance of death
himself. 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
4. Goatherd and the wild descended from the tree, and accosting his
goats friend, jocularly inquired "what it was the Bear
had whispered in his ear?" he replied, "He gave
A Goatherd, driving his flock from their pasture at
eventide, found some Wild Goats mingled among
me this advice: Never travel with a friend who
them, and shut them up together with his own for deserts you at the approach of danger."
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 thestrangers more
abundantly in the hope of enticing them to stay
with him and making them his own.
5. The Gnat and the Bull
A Gnat settled on the horn of a Bull, and sat there a long time. Just as he was about to fly off, he
made a buzzing noise, and inquired of the Bull if he would like him to go. The Bull replied, "I
did not know you had come, and I shalll not miss you when you go away."

6. The Man and the Little Cat

One day, an old man was having a stroll in the forest when he suddenly saw a little cat stuck in a hole.
The poor animal was struggling to get out. So, he gave him his hand to get him out. But the cat scratched
his hand with fear. The man pulled his hand screaming with pain. But he did not stop; he tried to give a
hand to the cat again and again. Another man was watching the scene, screamed with surprise, "Stop
helping this cat! Hes going to get himself out of there". The other man did not care about him. hejust
continued saving that animal until he finally succeeded, and then he walked to that man and said, "Son,
it is cat's instincts that makes him scratch and to hurt, and it is my job to love and care
Activity: 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 to do anything they like.
3. Leaders don't need to mind their subjects.
4. Leaders should follow ethical principles.
5. Leaders are responsible.
6. Leaders are to serve others.
7. An Ethical Leader is someone who works for other people's interests and not for his own
hidden agenda or ulterior motives as guided by sound principles.
8. Servant leadership is the type of leadership that puts others first before one's own self.
9. A servant leader listens deeply to others and empathizes with the people
around him/her.
10. A servant leader puts others' concerns first and foremost above own self-interest and
motives
Reading: SERVANT LEADERSHIP

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

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

"The difference manifests itself in the care taken by the servant-first to make sure that other people's highest priority needs are
being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become
healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least
privileged in society? Will they benefit or at least not be further deprived?"

Robert Greenleaf's concept of the servant-leader was stimulated by his reading of Joumey to the East by Herman Hesse. It is the
story of a group of travelers who were served by Leo, who did their menial chores and lifted them with his spirit and song. All
went well until Leo disappeared one day. The travelers fell into disarray and could go no farther. The journey was over. Years
later, one of the travelers saw Leo again as the revered head of the Order that sponsored the journey. Leo, who had been their
servant, was the titular head of the Order, a great and noble leader.

In The Servant as Leader, Greenleaf said:...this story clearly says-the great leader is seen as servant first, and that simple fact is
the key to his greatness. Leo was actually the leader all of the time, but he was servant first because that was what he was, deep
down inside. Leadership was bestowed upon a man who was by nature a servant. It was something given, or assumed, that could
be taken away. His servant nature was the real man, not bestowed, not assumed, and not to be taken away. He was servant first.
 Reading: SERVANT LEADERSHIP

If there is a single characteristic of the servant-leader that stands out in Greenleaf's essay, it is the desire to serve.
A walk through The Servant as Leader provides a fairly long list of additional characteristics that Greenleaf
considered important. They include listening and understanding; acceptance and empathy; foresight; awareness
and perception; persuasion; conceptualization; self- healing; and rebuilding community. Greenleaf describes
servant-leaders as people who initiate action, are goal-oriented, are dreamers of great dreams, are good
communicators, are able to withdraw and re-orient themselves, and are dependable, trusted, creative, intuitive,
and situational.

Greenleaf described a philosophy, not a theory. However, based on the views of a number of scholars, the
elements that are most unique to servant leadership compared with other theories are:

(1) the moral component, not only in terms of the personal morality and integrity of the servant-leader, but also
in terms of the way in which a servant-leader encourages enhanced moral reasoning among his or her followers,
who can therefore
(2) the focus on serving followers for their own good, not just the good of the
organization, and forming long-term relationships with followers,
encouraging their growth and development so that over time they may reach
their fullest potential
(3) concern with the success of all stakeholders, broadly defined- employees,
customers, business partners, communities, and society as a whole-
including those who are the least privileged; and
(4) self-reflection, as a counter to the leader's hubris..
 WRITE ON ANY ONE OR A COMBINATION
OF THE FOLLOWING:
Portfolio
Output No. 21: a. A leader that fits in the description 'Servant
leader.'
Reflections on b. An organization that has a 'servant leader."
c. The key points of the article.
Leadership and d. Your comments/reactions about the article.

Membership

e. The part of the article that has an

impact to you.
f. A story that would support or negate the
points of the article. g. A poster or slogan
on the things you learned from the article.