Personal Development
Quarter 2 – Module 2
Social Relationships in Middle and
Late Adolescence
Compiled and Repackaged by:
ABIGAIL FAITH C. GAOAT
Special Science Teacher I
Schools Division of the City of Batac
Personal Development – Grade 11
Alternative Delivery Mode
Second Quarter – Unit III: Building and Maintaining Relationships
Module 2: Social Relationships in Middle and Late Adolescence
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Compiler and Layout Artist: Abigail Faith C. Gaoat
Editor: Leilanie A. Barangan Froilan Matutino
Reviewers:
Aileen V. Joaquin Johnny C. Talioaga
Lorelye Batucal Blesilda B. Antiporda
Jennifer A. Delos Reyes John Ernest Medrano
Cover Art Artist: Clarence Manarpaac
Management Team:
Joel B. Lopez, EdD, CESO V Marilou B. Sales, EdD
Annie D. Pagdilao, EdD Aubrhey Marie R. Oasay, PhD
John Rey D. Ortal, EdD
Aileen V. Joaquin
Printed by the Schools Division of the City of Batac
Office Address: 16S Quiling Sur, City of Batac
2906, Ilocos Norte, Philippines
Telephone Number: (077) 677-1993
Website: www.csdbatac.com
E-mail Address:
[email protected] What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the developing the whole person. Holistic development is not an overnight
project but instead it must be seen as a lifelong project a person has to undertake. But
the order in which you read them can be changed to correspond with the textbook you
are now using.
Objectives:
At the end of this module you will be able to:
1. distinguish the various roles of different individuals in society and how they
can influence people through their leadership or followership EsP-
PD11/12SR-IIb-10.1;
2. compare your self-perception and how others see you EsP-PD11/12SR-IIc-
10.2; and
3. Conduct a mini-survey on Filipino relationships (family, school, and
community) EsP-PD11/12SR-IIc-10.3
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Lesson
Social Relationships in Middle and
1 Late Adolescence
Big Question: How does understanding group membership and leadership
improve your social relationships?
What’s In
Activity 2: PEOPLE CLOSE TO MY HEART
Direction: To review our previous lesson in Personal Relationships, determine people
close to your heart. Write their names inside the heart-shaped figure. Place it in a
separate sheet of paper.
What’s New
Activity 3: MY ORGANIZATIONS
Direction: List down all your organizations, determine what its type, and mention your
position or role in the organization. Follow the table given below. Place your answer in
a separate whole sheet of paper.
My Position/Role In The
Name Of Organization Type Of Organization*
Organization
*Neighborhood association, church group, singing/dance group, community
organization, youth group, club, school organization, volunteer group, etc.
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Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT
DEVELOPMENT
As you have known by now, 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. Research shows there are four main types of
relationships that influence and 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.
Many factors that shape adolescent development vary by culture. For instance,
the degree to which adolescents are perceived as autonomous, or independent,
beings vary 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, 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.
Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, 1997 ;
Striegel-Moore & Cachelin, 1999.
https://www.boundless.com/psychology/textbooks/boundless-psychology
textbook/humandevelopment-14/adolescence-73/cultural-and-societal-influences-on-
adolescentdevelopment-285-12820/
Reading: TEENAGERS WHO JOIN YOUTH GROUPS AND OHER 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
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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 offered the same health benefits. Youngsters were two thirds more
likely to smoke if were members of political organizations 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.
http://www.telegraph.co.uk/news/health/news/6810651/Teenagers-who-join-
youthgroups-and-other-clubs-are-happier-and-less-likely-to-drink.html
What Is It
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 cleanup 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.
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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
organised 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.
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Being involved in some kind of community activity can also reduce the likelihood of
substance abuse, mental illness and criminal activity.
http://raisingchildren.net.au/articles/community_activity_teenagers.html
Activity 4: DESCRIPTION OF MY SOCIAL GROUP
Direction: In a whole sheet of paper, write about your social groups, it’s nature,
activities, and benefits. Above your description, attach or draw a photo of yourself with
the group.
What’s More
Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES
Can you identify the lesson being taught by each story?
1. The Farmer and the Stork
A Farmer placed nets on his newly sown plough lands, and caught a quantity
of 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 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 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.”
http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/
2. 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.”
http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm
3. 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.”
http://www.moralstories.org/the-bear-and-the-two-friends/
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4. Goatherd and the wild goats
A Goatherd, driving his flock from their pasture at eventide, found some Wild
Goats mingled 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.”
http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html
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 shall not miss you when
you go away.”
http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/
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! 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 makes him scratch and to
hurt, and it is my job to love and care”.
http://www.moralstories.org/the-man-and-the-little-cat/
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What I Can Do
Reading: SERVANT LEADERSHIP
While the idea of servant leadership goes back at least two thousand years,
the modern servant leadership movement was launched by Robert K. Greenleaf in
1970 with the publication of his classic essay, The Servant as Leader. It was in that
essay that he coined the words "servant-leader" and "servant leadership." Greenleaf
defined the servant-leader as follows:
"The servant-leader is servant first... It begins with the natural feeling that one
wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That
person is sharply different from one who is leader first, perhaps because of the need
to assuage an unusual power drive or to acquire material possessions...The leader-
first and the servant-first are two extreme types. Between them there are shadings and
blends that are part of the infinite variety of human nature."
"The difference manifests itself in the care taken by the servant-first to make
sure that other people's highest priority needs are being served. The best test, and
difficult to administer, is: Do those served grow as persons? Do they, while being
served, become healthier, wiser, freer, more autonomous, more likely themselves to
become servants? And, what is the effect on the least privileged in society? Will they
benefit or at least not be further deprived?"
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Robert Greenleaf's concept of the servant-leader was stimulated by his reading
of Journey to the East by Herman Hesse. It is the story of a group of travelers who
were served by Leo, who did their menial chores and lifted them with his spirit and
song. All went well until Leo disappeared one day. The travelers fell into disarray and
could go no farther. The journey was over. Years later, one of the travelers saw Leo
again—as the revered head of the Order that sponsored the journey. Leo, who had
been their servant, was the titular head of the Order, a great and noble leader.
In The Servant as Leader, Greenleaf said: ...this story clearly says—the great
leader is seen as servant first, and that simple fact is the key to his greatness. Leo was
actually the leader all of the time, but he was servant first because that was what he
was, deep down inside. Leadership was bestowed upon a man who was by nature a
servant. It was something given, or assumed, that could be taken away. His servant
nature was the real man, not bestowed, not assumed, and not to be taken away. He
was servant first.
If there is a single characteristic of the servant-leader that stands out in
Greenleaf's essay, it is the desire to serve. A walk through The Servant as Leader
provides a fairly long list of additional characteristics that Greenleaf considered
important. They include listening and understanding; acceptance and empathy;
foresight; awareness and perception; persuasion; conceptualization; self-healing; and
rebuilding community. Greenleaf describes servant-leaders as people who initiate
action, are goal-oriented, are dreamers of great dreams, are good communicators, are
able to withdraw and re-orient themselves, and are dependable, trusted, creative,
intuitive, and situational.
Greenleaf described a philosophy, not a theory. However, based on the views
of a number of scholars, the elements that are most unique to servant leadership
compared with other theories are:
(1) the moral component, not only in terms of the personal morality and integrity of the
servant-leader, but also in terms of the way in which a servant-leader encourages
enhanced moral reasoning among his or her followers, who can goal; therefore,
test the moral basis of the servant-leader's visions and organizational goals;
(2) the focus on serving followers for their own food, 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.
http://toservefirst.com/definition-of-servant-leadership.html
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Assessment
Activity: Post Assessment – PLEASE ANSWER ON YOUR ACTIVITY SHEET
Multiple Choice
Directions: Read and understand each question carefully. Choose the letter of the
best answer. Write the chosen letter on a separate sheet of paper.
1. Which of the following does not belong to the main types of relationships that
influence an adolescent?
A. Parents C. Pet
B. Peers D. Community
2. If a person joins clubs or organizations, he is likely to .
A. drink or smoke C. become happy and satisfied
B. have vices D. become sad and unsatisfied
3. Getting involved in the community activities can boost your ..
A. confidence C. greediness
B. fear D. selfishness
4. Which of the following does not show civic responsibility?
A. Being part of a youth advisory group through the local council.
B. Watching your Sangguniang Kabataan conducting an YCAP.
C. Helping with primary school play, or coordinating or coaching junior sport.
D. Joining clean-up drive, tree planting or workshop on recycling.
5. The followings are rewards or achievements for being involved in community
activities. EXCEPT:
A. Develop skills C. High self-esteem
B. Being a role model D. Poor mental health
6. Being involved in some kind of community can result to the following. EXCEPT:
A. Happiness C. Satisfaction
B. Mental Illness D. Self-confidence
7. Which of the following best describe a servant leader?
A. A servant leader doesn’t need to mind their subjects
B. A servant leader must always place himself on top.
C. Servant leaders are capable to do anything they like.
D. Servant leader listens deeply to others, having empathy.
8. Which of the following characteristics a servant leader should not possess?
A. Courage C. Integrity
B. Empathy D. Little vision
9. Your principal knows how to understand your needs as a student. She is aware
of your feelings and thinking. Your principal shows .
A. Empathy C. Integrity
B. Gratitude D. Influence
10. You like to share your problem with your best friend because he is honest,
trustworthy, and reliable. This means that you best friend possess .
A. Confidence C. Integrity
B. Gratitude D. Influence
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11. The leader of the group says “thank you” to all of his members by accomplishing
their tasks. The leader shows .
A. Confidence C. Integrity
B. Gratitude D. Influence
12. This characteristic of a servant leader refers to have an impact on the behaviors,
attitudes, opinions and choices of others.
A. Confidence C. Integrity
B. Gratitude D. Influence
13. In joining community activities, you will .
A. be over confident C. be impatient
B. put others down D. think creatively
14. Jenny is an effective volunteer because she knows herself well. She possess
.
A. Patience C. Bravery
B. Respect D. Self-awareness
15. Voluntary work and community activities are also great opportunities to .
A. show initiative and develop skills
B. show popularity and fame
C. get money from the fund
D. tell others that you are better than them
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References
Book:
Wong-Fernandez, Barbara et. al. Personal Development. Quezon City: Sunshine
Interlinks Publishing House, Inc., 2016.
Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, 1997;
Striegel-Moore & Cachelin, 1999.
Website:
http://farm6.static.flickr.com/5084/5276534507_c7eb1f3599.jpg
https://www.boundless.com/psychology/textbooks/boundless-psychology
textbook/humandevelopment-14/adolescence-73/cultural-and-societal-influences-on-
adolescentdevelopment-285-12820/
http://www.telegraph.co.uk/news/health/news/6810651/Teenagers-who-join-
youthgroups-and-other-clubs-are-happier-and-less-likely-to-drink.html
http://raisingchildren.net.au/articles/community_activity_teenagers.html
http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm
http://www.moralstories.org/the-bear-and-the-two-friends/
http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html
http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/
http://www.moralstories.org/the-man-and-the-little-cat/
http://toservefirst.com/definition-of-servant-leadership.html
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For inquiries or feedback, please write or call:
Department of Education –
Schools Division of the City of Batac
16S Quiling Sur, City of Batac,
2906 Ilocos Norte, Philippines
Telephone No.: (077) 677-1993
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