PERSONAL

DEVELOPMENT
CORE SUBJECT
1ST SEMESTER
What do you expect
from Personal
Development subject?
Whatis Personal
Development?
WEEK 1 - DAY 1 – SUBJECT
ORIENTATION
 What is Personal Development?
Personal development is the process of
learning about yourself in order to reach
your potential. It is important to consider
your skills and what you are aiming to
achieve – setting yourself personal goals
with the intention of improving your
quality of life, and helping you to
be the person you aspire to be.
 How will you
differentiate personal
development from
personality
development?
PERSONAL DEVELOPMENT
PERSONALITY
PERSONAL DEVELOPMENT
DEVELOPMENT
Personal development is the  Personality
activities that one pursues to Development is
improve their quality of life referring to the
by taking quantifiable
development of your
actions. For example, this
would be like starting a new individual personality as
habit of running to improve you grow as an individual
your fitness or practicing a throughout your life and
new skill each day to the experiences you have
improve your skillset. had that shape who you
are as a person.
DOMAIN / COMPONENTS
 Knowing Oneself
 Developing the Whole Person

 Developmental Stages in Middle and Late Adolescence

 The Challenges of Middle and Late Adolescence

 Coping with Stress in Middle and Late Adolescence

 The Powers of the Mind

 Mental Health and Well-being in Middle and Late adolescence

 Emotional Intelligence

 Personal Relationships

 Social Relationships in Middle and Late Adolescence

 Family Structures and Legacies

 Persons and Careers

 Career Pathways
WHAT KIND OF SUBJECT IS
PERSONAL DEVELOPMENT?

 As a field of practice, personal development

includes personal development methods,
learning programs, assessment systems, tools,
and techniques. As a field of research, personal-
development topics appear in psychology
journals, education research, management
journals and books, and human-development
economics.
WHAT IS PERSONAL DEVELOPMENT
IN EDUCATION?

 Personal Development is the school

subject that deals with real-life issues
affecting our children, families and
communities. It is concerned with the
social, health and economic realities of
their lives, experiences and attitudes
including relationships.
WHAT IS THE PURPOSE OF THE
SUBJECT PERSONAL DEVELOPMENT?
 Personal development is closely linked
to self-awareness. It gives you the
opportunity to take an honest look at
the areas of your life that need
improvement. Through this process, you
get to know who you really are, what
your true values are, and where you
would like to go in life.
WHAT IS PERSONAL DEVELOPMENT
IN SENIOR HIGH SCHOOL?

Evaluating one's own thoughts,

feelings, and behaviors. Appraising
one's present relationships. Making
plans for building responsible future
relationships. Showing the
connections between thoughts,
feelings, and behaviors in real life.
WHAT ARE THE 5 AREAS OF PERSONAL
DEVELOPMENT?

5 areas of personal development

Mental
Social
Spiritual
Emotional
Physical
WHY IS PERSONAL DEVELOPMENT IMPORTANT
TO SENIOR HIGH SCHOOL?

 PersonalDevelopment (PERDEV) makes

senior high school students aware of the
developmental stage they are in, for
them to better understand themselves
and the significant people around them
as they make important career decisions
as adolescents
HOW PERSONAL DEVELOPMENT AFFECT YOUR LIFE?

 Personal development in itself will change

the way you live your life – you will always
be striving to be better. It will allow you to
flourish and live in the moment. It will give
you the feeling of wellbeing and happiness
and will help you to succeed and reach your
full potential.
GRADING SYSTEM:
 Written works - 25%
(Notebook, quizzes, research works,
assignment, journal, reflection paper)

Assessment/Periodical Test - 25%

Performance Task - 50%

(Class Participation, report, PT,
class/group activity, project) _________
100%
REQUIREMENTS:
 1 – big Notebook (Lecture notebook – pink color)
 1 – 30 leaves Notebook (can be recycled – pink cover)

PERSONAL
DEVELOPMENT
NOTE BOOK
JOURNAL
NOTE BOOK
in PERDEV

Name:______________ Name:________
Grade/Section: 11-OLA Grade/Sec:___
REFERENCES/ SOURCES:
 Any - Personal Development Book

 Internet
PERSONAL INTRODUCTION (AT LEAST 4
DESCRIPTIONS. . . .)

Guide:

Who am I ?
Why am I like this?
Why do I feel this way?
What is happening to me?
WEEK 1 – LESSON 1
ESSENTIAL UNDERSTANDING
(BIG IDEA…)
The students will understand that
achieving one`s potential requires
understanding ourselves, accepting
our strengths and weaknesses, and
being aware of the developmental
task and challenges that accompany
our development.
ESSENTIAL QUESTIONS:

How can knowing oneself make

someone a better person?

How can I achieve holistic

personal development?
INTRODUCTION

What is Personal
Development?
PERSONAL DEVELOPMENT. . .

- defined as a process in which
persons reflect upon themselves,
understand who they are, accept what
they discover about themselves, and
learn new sets of values, attitudes,
behavior and thinking skills to reach
their fullest potential as human
beings.
PERSONAL DEVELOPMENT. . .
defined personal development as
“the process of striving to be the
best that you can be in order to
reach and realize your full
potential. It is a journey of self-
discovery, self-improvement , and
self-realization.”
LESSON 1: KNOWING ONESELF
 Act.1 – List down 10 characteristics that you
know about yourself
 Act 2 – Write 1 characteristic of your classmate
that you know

 Act.3 – JOHARI WINDOW (Using the Johari

Window, segregate your characteristics found on
the paper. Follow the guidelines of Johari
window.
JOHARI WINDOW
DEFINING THE “SELF”
- In philosophical terms, it is the being, which is
the source of a person`s consciousness, it is the
agent responsible for an individual`s thoughts
and actions
 - It is identified in various context, such as in
psychology, sociology, or religion. The term
“self” is the essence of a person: his thoughts,
feelings and actions, experiences, beliefs, values,
principles, and relationships. It includes person`s
life purpose, meaning and aspirations.
“ Knowing others is
intelligence;
knowing yourself is true
wisdom.
Mastering others is
strength, mastering
yourself is true power.”
EXPLAIN. . .

How do you
understand the
“self”?
ELABORATE . . .

On a clean sheet of paper,

draw a symbol or symbols
of what represents your
“Self”. Share this to the
class.
EVALUATE . . .

How does knowing oneself

make a person accept his
strengths and limitations,
and improve the way he
deals with others?
JOURNAL WRITING . . . (JOURNAL #01)

Write on your Journal your

thoughts and feelings about
what you have discovered and
understood about your “Self”
and your reflection regarding
the question, “Who am I?”
TOPIC #02
ATTITUDES AND ITS COMPONENTS
 FREEDOM BOARD:

ATTITUDE
 How does attitude
considered a key factor
in personality
development?
 ATTITUDES AND ITS
COMPONENTS
A key factor in personal
development is ATTITUDE - a
settled way of thinking and feeling
about someone or something,
typically reflecting in a person`s
behavior. ATTITUDE manifests itself
as behavior, as a representative of
personality.
FOR ATTITUDE TO COME INTO
EXISTENCE, IT NEEDS THREE
COMPONENTS:
 Affect – represents EMOTIONS direct to the self, the
environment, and to others.
 Cognition – is the way we THINK. It compasses our
thoughts on different levels, ranging from ourselves to
our environment.
 Behavior – is the ACTION form or manifestation of
attitude. Without attitude, affect and cognition,
behavior will be rendered baseless and ungrounded.
ILLUSTRATION:

BEHAVIOR

AFFECT

COGNITION
Why do you need to study
the components of
attitude?
What do you think will
happen if a person has bad
attitude?
What will be the possible
effect of a good human
behaviour to the
community?
 How can knowing
oneself make someone a
better person?
Howdoes it take to be a
better person?
 How does good
parenting affect the
behaviour of a child?
WRAP-UP:

How will you summarize

our lesson today?
As an Ignacian Marian,
how will you encourage
others to be mindful of
their attitudes?
Lesson #03 Self-concept
and Self-esteem
Self-concept – the
mental image one has
of oneself
Self –esteem –a
confidence and
satisfaction in
oneself.
Why is there a need to
distinguish self-concept
and self-esteem?
What will be the possible
effect of having confidence
or self-worth?
What do self-concept
and self-esteem
mistakenly
interchange?
How does it take to be
confident?
Why does confident
important in any kind
of work?
 As an Ignacian
Marian, how will you
encourage others to
have self-confidence at
all times?
Developing
the Whole
Person
Lesson : The Various
Aspects on Holistic
Development of Persons
WHAT IS HOLISTIC
DEVELOPMENT?
 The key phrase of this lesson that you have to pay
attention to is whole person.
 Act. 1 – Dyad:

This activity will help you recall and

identify physical changes that you
experience during adolescence and the
coping mechanisms that you used to deal
with such changes.
 List down 5 physical changes that you experienced
when you were 13.
 How did you cope up with these changes?
 Holisticdevelopment essentially means
the development of intellectual, mental,
physical, emotional, and social abilities
in a child so that he or she is capable of
facing the demands and challenges of
everyday life. These abilities are vitally
important for success in professional fields
of work.
 ASPECTS OF HOLISTIC
DEVELOPMENT
The five aspects of holistic
development are physical,
intellectual, social, emotional
and spiritual development.
 Simply put, holistic development is the
social, emotional, physical, mental, and
intellectual growth of a person. Taking a
holistic approach to education means
focusing on all aspects of a child's
growth, not just their academic
advancements. Most importantly, it's about
establishing the child's overall well-being.
 Aspects:
 1. Physiological or the physical attributes including the
physical sense;
 2. Cognitive or the intellectual functions of the mind,
thinking, recognizing, reasoning, analyzing, projecting,
synthesizing, recalling and assessing;
 3. Psychological or how thinking, feeling and behaving,
interact and happen in a person;
 4. Social or the manner by which an individual interacts
with other individuals or groups of individuals; and
 5. Spiritual or the attribute of a person`s consciousness and
beliefs, including the values and virtues that guide and put
meaning into a person`s life.
How do these five
aspects
interrelate and
affect each other?
What is the importance
of knowing human
holistic development?
How will you show the
connections between
thoughts, feelings and
behaviours in actual
life situations?
 What will be the
possible effect if you
apply holistic
development in real-life
situation?
How can you achieve
holistic personal
development?
Whatdoes it take
to be a
wholesome
person?
 How does good
parenting affect the
holistic development
of a child?
 As an Ignacian
Marian, how will you
influence others to
develop their selves
holistically?
 ERIKSON`S THEORY OF
PSYCHOSOCIAL DEVELOPMENT

Erikson's theory was based on

what is known as
the epigenetic principle. This
principle suggests that people
grow in a sequence that occurs
over time and in the context of
a larger community.
WHAT IS PSYCHOSOCIAL
MEANS?

- pertaining to the
influence of social
factors on an individual`s
mind or behavior, and to
have interrelation of
behavioral and social
factors.
WHAT IS EPIGENETIC
PRINCIPLES?
 Epigenetic principle states that we develop
through an unfolding of our personalities in
eight stages. Progress in each stage is partly
determined by successes-or lack of-in previous
stages. At each stage of development, there are
associated developmental tasks.
ERIKSON`S PSYCHOSOCIAL STAGES OF
DEVELOPMENT
 Erik Homburger Erikson
was a German-American
developmental
psychologist and
psychoanalyst known for
his theory on
psychological
development of human
beings. He coined the
phrase identity crisis.
Erikson`s theory of psychosocial
development states that adolescents
approximately age 12 to 18 are going
to face a struggle with what they
think of themselves and who they
want to be.
 Topic #10 –
HAVIGHURST
DEVELOPMENTAL
TASKS FOR
ADOLESCENT
 HAVIGHURST 6 MAJOR STAGES
IN HUMAN LIFE

STAGE AGE RANGE

Infancy and early Birth till 6 yrs. Old
childhood
Middle Childhood 6 to 12 yrs. Old

Adolescence 13 to 18 yrs. Old

Early Adulthood 19 to 30 yrs. Old

Middle age 30 to 60 yrs. Old

Later maturity 60 yrs. Old and over

DEVELOPMENTAL TASKS:
 1. The adolescent must adjust to a new
physical sense of self.
 2. The adolescent must adjust to new
intellectual abilities.
 3. The adolescent must adjust to increased
cognitive demands at school.
 4. The adolescent must develop expanded
verbal skills.
 5. The adolescent must develop a personal
sense of identity.
 6. The adolescent must establish adult vocational
goals.
 7. The adolescent must establish emotional and
psychological independence from his or her
parents.
 8. The adolescent must develop stable and
productive peer relationships.
 9. The adolescent must learn to manage his or her
sexuality.
 10. The adolescent must adopt a personal value
system.
 11. The adolescent must develop increased impulse
control and behavioral maturity.
SUMMARY:
Havighurst summarized the goals
an adolescent must aim for to be
excellent in life. If Erikson stated
what conflict one will face,
Havighurst provided the solutions
to resolve these conflicts with flying
colors.
 PIAGET`S
COGNITIVE
DEVELOPMENT
 Jean Piaget's theory of cognitive development suggests
that children move through four different stages of
learning. His theory focuses not only on understanding
how children acquire knowledge, but also on
understanding the nature of intelligence.1 Piaget's stages
are:
 Sensorimotor stage: Birth to 2 years

 Preoperational stage: Ages 2 to 7

 Concrete operational stage: Ages 7 to 11

 Formal operational stage: Ages 12 and up

 Piaget believed that children take an active role in the
learning process, acting much like little scientists as they
perform experiments, make observations, and learn
about the world. As kids interact with the world around
them, they continually add new knowledge, build upon
existing knowledge, and adapt previously held ideas to
accommodate new information.
THE SENSORIMOTOR STAGE

 During this earliest stage of cognitive development, infants and toddlers

acquire knowledge through sensory experiences and manipulating objects. A
child's entire experience at the earliest period of this stage occurs through
basic reflexes, senses, and motor responses.
 Birth to 2 Years

Major characteristics and developmental changes during this stage:

 Know the world through movements and sensations

 Learn about the world through basic actions such as sucking, grasping,
looking, and listening
 Learn that things continue to exist even when they cannot be seen (
object permanence)
 Realize that they are separate beings from the people and objects around them

 Realize that their actions can cause things to happen in the world around them
THE PREOPERATIONAL STAGE

 The foundations of language development may have been laid

during the previous stage, but the emergence of language is one of
the major hallmarks of the preoperational stage of development.
2 to 7 Years
 Major characteristics and developmental changes during this stage:

 Begin to think symbolically and learn to use words and pictures to

represent objects
 Tend to be egocentric and struggle to see things from the
perspective of others
 Getting better with language and thinking, but still tend to think in
very concrete terms
THE CONCRETE OPERATIONAL STAGE

 While children are still very concrete and literal in their thinking at this
point in development, they become much more adept at using logic. The
egocentrism of the previous stage begins to disappear as kids become
better at thinking about how other people might view a situation.
7 to 11 Years
Major characteristics and developmental changes during this stage:
 Begin to think logically about concrete events

 Begin to understand the concept of conservation; that the amount of

liquid in a short, wide cup is equal to that in a tall, skinny glass, for
example
 Thinking becomes more logical and organized, but still very concrete

 Begin using inductive logic, or reasoning from specific information to a

general principle
THE FORMAL OPERATIONAL STAGE
 The Formal Operational Stage
The final stage of Piaget's theory involves an increase in logic, the
ability to use deductive reasoning, and an understanding of abstract
ideas.3 At this point, adolescents and young adults become capable
of seeing multiple potential solutions to problems and think more
scientifically about the world around them.
Age 12 and Up
Major characteristics and developmental changes during this time:
 Begins to think abstractly and reason about hypothetical problems

 Begins to think more about moral, philosophical, ethical, social,

and political issues that require theoretical and abstract reasoning
 Begins to use deductive logic, or reasoning from a general
principle to specific information
CHALLENGES AND ISSUES AMONG
ADOLESCENTS
The common teenage problems that teenagers face
today are usually related to:
 Self-Esteem and Body Image.

 Stress.

 Bullying.

 Depression.

 Cyber Addiction.

 Drinking and Smoking.

 Teen Pregnancy.

 Underage Sex
SKILLS AND TASKS APPROPRIATE
FOR MIDDLE AND LATE
ADOLESCENCE
 1. Adjust to sexually maturing bodies and feelings.
 2. Develop and apply abstract thinking skills.

 3. Develop and apply a new perspective on human

relationships.
 4. Develop and apply new coping skills in areas such
as decision making, problem solving, and conflict
resolution.
 5. Identify meaningful moral standards, values and
belief systems.
 6. Understand and express more complex emotional
experience.
 7. Form friendships that are mutually close and
supportive.
 8. Establish key aspects of identity.

 9. Meet the demands of increasingly mature roles and

responsibilities.
 10. Renegotiate relationships with adults in parenting
roles
The Concept
of Mental
Health and
Well-being
ACTIVITY/ SHARING
 What do you know about mental health?

 List down ten (10) words that come to your mind when
you hear the phrase “mental health.”
 What is mental health?

 What is well-being?
WHAT IS MENTAL HEALTH?

 Mental health includes our emotional, psychological, and

social well-being. It affects how we think, feel, and act. It
also helps determine how we handle stress, relate to others,
and make choices. Mental health is important at every stage
of life, from childhood and adolescence through adulthood.
 Over the course of your life, if you experience mental health
problems, your thinking, mood, and behavior could be
affected. Many factors contribute to mental health problems,
including:
 Biological factors, such as genes or brain chemistry

 Life experiences, such as trauma or abuse

 Family history of mental health problems

EARLY WARNING SIGNS OF A PROBLEM:
 Not sure if you or someone you know is living with mental health problems? Experiencing
one or more of the following feelings or behaviors can be an early warning sign of a problem:
 Eating or sleeping too much or too little

 Pulling away from people and usual activities

 Having low or no energy

 Feeling numb or like nothing matters

 Having unexplained aches and pains

 Feeling helpless or hopeless

 Smoking, drinking, or using drugs more than usual

 Feeling unusually confused, forgetful, on edge, angry, upset, worried, or scared

 Yelling or fighting with family and friends

 Experiencing severe mood swings that cause problems in relationships

 Having persistent thoughts and memories you can't get out of your head

 Hearing voices or believing things that are not true

 Thinking of harming yourself or others

 Inability to perform daily tasks like taking care of your kids or getting to work or school
WELL-BEING
PERSONAL RELATIONSHIP

SOCIAL SELF
SOCIAL SELF …
 Social self refers to how we
perceive ourselves in relation
to others. It involves
relationship building,
empathizing, and
communicating. A healthy, or
not so healthy, social self will
also impact your overall mental
wellbeing and ability to meet
life goals.
EXAMPLE:
You may identify as a
supporter of a particular
sports team. This identify is
part of your social self
because it is important to
your relationships and
affects how you interact
socially with other people.
 Lesson 1: Social Self
Activity 1 – Introduction
 Self – concept

Self – concept consists of two elements.

 Self-schemas (or how you define yourself)

- The self-schema refers to a long lasting and

stable set of memories that summarize a person's
beliefs, experiences and generalizations about the
self, in specific behavioral domains.
EXAMPLE:
A few examples of self-schemas
are: exciting or dull; quiet or loud;
healthy or sickly; athletic or
nonathletic; lazy or active; and
geek or jock. If a person has a
schema for "geek or jock," for
example, he might think of himself
as a bit of a computer geek and
would possess a lot of information
about that trait.
 Possible self – (who you might
become)

Possible selves represent individuals'

ideas of what they might become,
what they would like to become, and
what they are afraid of becoming,
and thus provide a conceptual link
between cognition and motivation.
ACTIVITY 2:
 Construct a Table with 3 columns. List down
adjectives describing your actual self (who you
are now), your ideal self (who you want to be)
and you ought self (who you think you should
be). Are their similarities and differences
between your 3 selves?
 Reflect on how you can reconcile your ideal self
and your ought self and turn them into your
actual self.
 The actual self consists of the attributes
that you or someone else believes you
actually possess. The ideal self consists of
the attributes that you or someone else
would like you to possess. The ought self
consists of the attributes you or someone
else believes you should possess.
TABLE: SAMPLE
Actual Self Ideal self Ought self

Shy confident confident

 FACTORS THAT CONTRIBUTE IN
THE DEVELOPMENT OF SOCIAL
SELF
 1. Genetic Influences
 2. Social experiences

 3. Social comparisons

(comparing your self to others

and seeing how you differ)
4. Culture (industrialized western
cultures)
5. Family or friends
Why is it important to know
our social self?
What do you think will
happen if we will not
build our possible self
responsibly?
Whatwill be the
possible effect of having
dreams and ambitions?
How does oneself
influence their
social relationship?
Asa student, how will
you influence others
to give importance to
their future?
LESSON 2:

SOCIAL BELIEFS
AND JUDGMENTS
INTRODUCTION:

 How do you interpret the world

around you?
 How do we know how to act in
certain situations, such as in a
library or at a birthday party?
 How do we make judgments or
predictions regarding people or
situations?
 WHAT IS SOCIAL BELIEFS AND
JUDGMENTS?

 They are decision-making rules

that save mental effort. They
are used in social cognition
because they save cognitive
effort in processing. They are
useful as a balance between
early decision making and
cognitive processing.
Does your belief affect
your judgment?
 As Scott learned, our beliefs shape our
thinking, which influences our behavior.
When the gap between what we say and
what we really do narrows, tough
decisions become easier. High-stakes
situations demand that we make our
decisions based on our core values — the
intersection of what we believe and how
we behave.
How are social
beliefs formed?
 Beliefs are generally formed in two ways: by our
experiences, inferences and deductions, or by
accepting what others tell us to be true. Most of our
core beliefs are formed when we are children. When we
are born, we enter this world with a clean slate and
without preconceived beliefs.
WHAT ARE BELIEFS EXAMPLES:

A belief is an idea that we hold

as being correct. It is an
acceptance that something
exists or is true, whether there
is proof or evidence. For
example, a belief that the
earth is round or that fairies
exist
What is judgment
in simple words?
 Judgment is the mental ability to
understand something, form an
opinion and reach a decision. You
have great judgment of character,
which is why your friends ask you
to meet their significant others
when things get serious. A decision
is a judgment, unless you let a coin
toss decide for you
INTERPERSONAL ATTRACTION
AND INTIMACY

 Activity #01
Make 2 lists: what you find attractive (physical or
personality traits), and what you look for in a long –term
partner. Discuss your list.
A. What you find Attractive
Physical Personality Traits
A. 1. 1.
B. 2. 2.
C. 3. 3.
 B. Long-term partner
 Physical Personality Traits
1. 1.
2. 2.
3. 3.
LIKING AND ATTRACTION

“Liking begets
liking.”
LIKING AND ATTRACTION
Factors that lead to
friendship and attraction
between two people:
1. Proximity
2. Physical Attractiveness
1. PROXIMITY
 Refers to the geographical nearness and the best
predictor of whether two people are friends.
 Frequent interaction allows people to explore
similarities and sense one another`s liking.
 More exposure is the tendency of something to
be more likable after someone has been
repeatedly exposed to it.
2. PHYSICAL ATTRACTIVENESS
 The physical attractiveness stereotype is the
assumption that physically attractive people
possess other desirable traits.
 Studies show that attractive people were found
to be more outgoing and self-confident because
they are valued and favored.
IN SHORT. . .
Proximity and
physical
attractiveness lead to
liking, friendship and
attraction.
POINTS TO PONDER:
 Do opposites really attract?
Complementarity, or the tendency of two
people to complete what is missing in the
other, may develop as a relationship
progresses. But people are more likely to
be attracted to and marry those who needs
and personality are similar to theirs. ,
LOVE AND
COMMITMENT
LOVE is more complex than
just liking someone.
PSYCHOLOGIST ROBERT STERNBERG
VIEWS LOVE AS A TRIANGLE WITH THREE
COMPONENTS: “THEORY OF LOVE”
ACCORDING TO STERNBERG. . .
INTIMACY – Feelings of closeness
and connectedness in relationships,
which include experienced
happiness, high regard, and mutual
understanding.
ACCORDING TO STERNBERG. . .
 PASSION – Feelings of
romance, physical attraction in
relationship.
Passion may draw
to people into relationship, but
intimacy sustains the
closeness.
Intense emotion
compelling action
 DECISION/COMMITMENT

- This consists of two aspects:

Short-term or the decision to love
someone else and long-term or the
commitment to maintain that love.
This component is essential for
getting through hard times in a
relationship.
SEVEN QUALITIES OF A HEALTHY
RELATIONSHIP:
 1. Mutual respect
 2. Trust

 3. Honesty

 4. Support

 5. Fairness/Equality

 6. Separate identities

 7. Good communication
 SOCIAL
RELATIONSHIPS
SOCIAL RELATIONSHIPS AMONG
ADOLESCENTS
 “Every living being is an engine geared
to the wheelwork of the universe.
Though seemingly affected only by its
immediate surrounding, the sphere of
its external influence extends to infinite
distance.”
- Nikola Tesla
SOCIAL RELATIONSHIPS AMONG
ADOLESCENTS
 Topic 1: Genes, Culture, and Gender

What is Filipino Culture? Compare and

contrast it to the culture of another
country.
___________________________________
Norms – are standards for socially
acceptable behavior.
Culture

- is the enduring behavior,

ideas, and traditions shared by a
large group of people that is
passed from one generation to
the next.
Cultures may vary in norms for
expressing oneself, punctuality,
personal space, and rule-breaking.
GENDER
 -Is the biological or socially influenced characteristics
by which people define male and female. In many
ways, males and females are alike, but their
differences attract more attention than their
similarities. Consider these differences:
 1. Independence vs. connectedness

 2. Social dominance

 3. Aggression

 4. Sexuality
How do genes, culture and
gender affect your social
relationships?
TOPIC 2: CONFORMITY AND
OBEDIENCE
 Conformity – pagkakasundo

 Obedience - pagsunod
 Obedience involves an order;
conformity involves a request.
 Obedience is obeying someone with
a higher status; conformity is going
along with people of equal status.
 Obedience relies on social power;
conformity relies on the need to be
socially accepted.
 Conformity is a change in behavior or belief
as a result of group pressure that is either real
or imagined. There are three varieties:

 Compliance – Outward conforming to an

implied or explicit request while privately
disagreeing.
Whyis conformity and
obedience important?
 Without them the internal discipline and
hierarchal system wouldn`t be able to work
effectively. These Public Services require their
Officers to conform to the role that is
expected and to follow orders irrespective of
whether they believe them to be right or if
they have a better suggestion.
How are conformity and
obedience the same?
Conformity and obedience are two
social behavioral traits. These are
prevalent aspects that influence the
decision making procedure and
social interactions of a person.

Both these traits display
similarity with regard to
the degree of surrender
under authoritative
powers.
WHAT INFLUENCES CONFORMITY
AND OBEDIENCE?
Conformity is one effect of the
influence of others on our thoughts,
feelings, and behaviors. Obedience is
the change of an individual`s
behavior to comply with a demand by
an authority figure.
FACTORS THAT DETERMINE
OBEDIENCE
 Emotional distance
Participants were much less obedient
when the victim was visible. In everyday
life, it is easier to be cruel to someone who
is distant, such as anonymous bullying
over social media.
Closeness and legitimacy of
authority
Compliance increases when
the person making the command
is legitimate and physically close.
Institutional authority
Authorities that are backed
by institutions are more
influential.
 Group Influence can be liberating

Conformity can also be

constructive.
ACTIVITY 10.4 ESSAY WRITING
 Write an essay answering the following
question:
Does Filipino culture promoting
conformity? Support your essay by giving
examples in recent Philippine history.
PERSUASION

How can you change

someone’s mind?
How are you swayed
by others?
PERSUASION
- refers to the influence people
have on one another—changing
someone’s beliefs, decisions, or
actions through reasoning or
request.
PERSUASION
Persuasion is a process in which
one person or entity tries to
influence another person or group
of people to change their beliefs
or behaviors.
 What is the importance of
persuasion in our daily life?
 There are a lot of reasons why being persuasive
is an important professional development skill in
business life, as well as personal. Most
importantly, persuasion helps people take
actions that will actually be in their benefit,
despite the mental roadblocks they might have
that prevent them from doing so.
 Persuasion skills are necessary to help
individuals consider alternative points
of view in professional situations. The
ability to persuade may prove beneficial
in many job roles and business
environments.
What is the importance
of persuasion as a
student?
  Persuasion in the classroom

Student choice is central to increasing

feelings of autonomy. The science of
persuasion has found that offering a third
less desirable option when a person is
choosing between two can impact their
decision in predictable and important
ways.
What are the
benefits of
persuasion?
 Convincing someone to agree with you in the moment.
 Making it easier to market or sell your goods or services.

 Helping you build rapport with other people quickly.

 Improving the likelihood of a successful negotiation.

GROUP INFLUENCE
a group is defined as two or more
people who interact and influence
each other , and perceive each other
as “us.” Consider these three
examples of collective influence:

1. Social facilitation – is the

strengthening of the dominant
responses in the presence of others.
 2. Social loafing – The tendency to exert
less effort when you know there are
other people who are also working
toward the same goal.
 3. Deindividuation – The phenomenon
of abandoning normal restraints or
forgetting their individual identities as a
response to group or crowd norms.
 How does social
facilitation, social loafing
and deindividuation affect
you as a student?
LESSON ASSESSMENT: CONTENT – 5
PTS.
In your own words, discuss the following:
 1. Central route
 2. Peripheral route

 3. Persuasion

 4. Communicator

 5. The message

 6. The Channel

 7. The Audience

 8. Social Facilitation

 9. Social Loafing

 10. Deindividuation