SHS

Personal
Development
Quarter 2 – Module 3:
Building and Maintaining
Relationship

Department of Education • Republic of the Philippines

Department of Education • Republic of the Philippines
Personal Development – Grade 11/12
Alternative Delivery Mode
Quarter 2 – Module 3: Building and Maintaining Relationship
First Edition, 2019

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SHS

Personal
Development
Quarter 2 – Module 3:
Building and Maintaining
Relationship

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

(To effectively implement all the activities like exercises, reflections, post assessment
tests, instructions were given for maximum attainment of the objectives of these
instructional materials and to draw success on the part of the learners.)

For the learner:

(This module is done with the intention of learners maximizing the use of all the
activities presented. Thus, learners are encouraged to read directions thoroughly and
carefully for the complete attainment of the objectives set for each unit. To provide
clear understanding on the part of the learners with regards to the activities,
exercises and/or performance tasks authors presented a clear overview for each
unit. Similarly, discussion of the important terminologies, concepts and/or ideas
regarding the competencies involved in each unit are well delivered)

2
What I Need to Know

This material was crafted to give you – learners, the right amount of
assistance for you to absorb and acquire all the necessary concepts and nature
comprising oneself. Lessons are bounded on the performance and content
standard, learning competencies and level of the learners. This also used languages
appropriate to the understanding of the varied types of students’ learning
acquisition. Sequence of the lessons adhered the arrangement of the competencies
as reflected on the DepEd’s curriculum guide for this course.

The module is entitled Social Relationships in Middle and Late Adolescence.

After going through this module, you are expected to:

1. distinguish the various roles of different individuals in society and how they
can influence people through their leadership or fellowship;
2. compare your self-perception and how others see you, and
3. conduct a mini-survey on Filipino relationships (family, school, and
community).

What I Know

Read and analyze the following sentences below. Write T if the statement is True
and O if it is an Opinion on your answer sheet.

1. A teen’s peers is the most important social relationships in a teen’s life.

2. Lack of a strong peer group can cause concern regarding the full, healthy
development in a teen.
3. During adolescence teens begins to select the friends, school clubs and/or
social group in community.
4. The WHO recognizes the importance of romantic relationship among
adolescents.
5. The WHO acknowledged the social relationship because of its effects on our
mental health.
6. School is the first formal organization that the many of individual’s
experience social relationship.

3
7. Youth development promoted activities and experiences that help youth
develop social, ethical, emotional, physical, and cognitive competencies.
8. A leader should support his/her teammates whatever it causes.
9. A good leader is someone who supports, accepts the weaknesses and
strengths of his/her members.
10. Joining schools, church organization, and civic organization could help
individual to broaden their horizon.
11. Leadership is instrumental to achieving social change.
12. Children of all ages can take leadership roles.
13. An individual must obey laws and social norms to be accepted by the
community.
14. Adulthood is an important time for leadership growth.
15. Increasing leadership in adolescence can reinforce self-esteem and be a
promoting for flourishing adulthood.

Lesson
Social Relationships in
10 Middle and Late Adolescence
One of the turning point of an adolescent is the challenges in social
relationship. Teens started to feel independent and wanted to detach from parents
decisions. They tend to look for new group of friends, clubs in the school, and
social group in the community. These groups reflects the adolescent’s increasing
maturity and responsibility. This would help the teens to improve their social
development and prove that they can be part of social interactions. For some,
joining to social group or clubs would be beneficial because of attaining new skills
and also to demonstrate leadership.

In this module you will distinguish the various roles of different individuals
in society and how can you be an influence to people through your leadership or
fellowship. You will compare your self-perception and how others see you, and
lastly you will conduct a mini-survey on how Filipino adolescent establish
relationships to their family, school, and community.

What’s In

Leadership is instrumental to achieving social change. Developing young

leaders in our society is an opportunity to have a better community. Thus, building
a relationship among the people around them is the first action should be
established. A good leader should possess good qualities and skills. Leaders should
also be a good follower.

4
Categorize the words below and put them under their right skills.

Saying Giving Making Congratulati Giving Smiling -

what you positive appropriate ng the winner compliment Having an
mean attention to observation s awareness of
another s and other’s
person comments feelings
Turn- Paying Shaking Sharing Staying Understandin
taking attention to hands and toys/material with the g what
the game or saying, s group someone has
activity “Good told you
game
Supportin Expressing Joining Maintaining Following Self -
g the anger and play composure directions Regulation
team with frustration when you
your appropriatel lose
attention y
Sharing Making and Grinning - Offering Active Knowing
humor responding Making a support or listening what to do
to requests joke suggestions when you
to a friend make a
who has a mistake
problem
Cheering Keeping Self- Noticing and Negotiating Considering
for your voice Reflection interpreting compromis multiple
everyone calm and facial e perspectives
on your quiet expressions
team and body
language

LEADERSHIP SKILS
COOPERA- PARTICIPA- COMMUNI- VALIDATION - SPORTS- KEEPING
TION TION CATION SUPPORT MANSHIP YOUR COOL

Processing Questions:
1. Do you think that these skills are enough to be a good leader? Why?
2. As an adolescent, are you ready to take responsibilities as a leader?
3. Can you be a good influence to others? How?

5
Notes to the Teacher

1. Let the learners answer the activities in a different answer

sheet.

2. It is advice that research some article related to the topic.

3. Guide the learners in answering the activities. Explain
thoroughly the lesson.

4. You can elaborate the topic if it is necessary.

6
What’s New

Social Relationships in Middle and Late Adolescence

In our previous topic in Chapter Three we learned that when a child reached
the middle and late adolescents they usually find themselves in the company of
their peers, usually from the school or the neighborhood. From high school to
college, adolescents mature faster socially, and new lessons are learned especially
on how their social interactions affirm their self-identity, increase their self-esteem,
and develop their capacity to nurture relationships.
(https://www.slideshare.net/RupertGarryTorres/social-relationship-in-middle-and-late-adolescence)

A teen's peers can be part of the most important social relationships in a

teen's life, often contributing more to his/her development than families do. Strong
peer relationships help teens achieve two of their most critical tasks: finding
independence from their parents and developing their own personal identities. As
such, close peer relationships are a normal part of adolescence. Indeed, lack of a
strong peer group can cause concern regarding the full, healthy development in a
teen.( https://lifestyle.howstuffworks.com/family/parenting/tweens-teens/important-peers-adolescents.htm)

However, adolescence is also the time when teens begin to select their own
friends, school clubs and/or social group in the community. They considerably
spend more time with them, with or without parental supervision. They begin to
share more intimate bonds with their friends, such as sharing of personal secrets
and feelings. While in the social group they can fully express thoughts and ideas.
The feeling of being accepted is important to them.

Social relationship refer to the connections that exist between people who
have recurring interactions that are perceive by the participants to have personal
meaning. This definition includes relationships between family members, friends,
neighbors, coworkers, and other associates but excludes social contacts to be less
intimate, with lesser self-disclosure involved, but may still be exclusive, and may
demand certain levels of loyalty as in fraternities or religious organizations, and to
a lesser extent, loosely knitted social clubs like practitioners of certain specialized
professions. (August, Kristin J. Rook, Karen S. Social Relationships. https://doi.org/10.1007/978-
1-4419-1005-9_59)

The World Health Organization now recognizes social relationships as an

important social determinant of health throughout our lives. Yet, the
acknowledgement that social ties can shape our morbidity and mortality has been
at times an uphill struggle. This is because the analysis of the effects of human
relationships on our health sometimes requires either large or unusually complete
datasets, and often analytic techniques that make complicated demands on casual
interference. (Pachucki, Ph.D. 2016, The Importance of Social Relationships over the Life Course)

What Is the Role of the Individual in Society?

According to the writings of philosopher John Locke, the individual gives

consent in establishing society, but the individual has an obligation to obey laws.
An individual can only become a member of society if he gives consent.

7
In modern society, it is generally believed that the rights of the individual
triumph over the community, but the individual is not entirely free from the group.
A person becomes part of the whole, willingly or unwillingly, by giving up some
freedoms to attain safety and foster social bonds. For example, an individual must
obey laws and social norms to be accepted by the community. According to certain
philosophies, such as the social contract, the individual plays a vital role in
allowing society to function.

The social contract is an idea that began with Plato but was expanded upon
by British philosopher Thomas Hobbes. His view was that groups give power to
elites in exchange for protection, but it was John Locke who highlighted that the
individual voluntarily legitimizes people who hold authority.

According to Locke's view, humans come from a natural state, where they
are free of authority in all forms. The individual comes from a place of natural
freedom to form society and establish governance. While Locke believed that
individuals are obligated to submit to authority, he also maintained that people
had a duty to overthrow the state if it abused its power, an idea that became
popular with the founding fathers of the United States.
https://www.reference.com/world-view/role-individual-society-de1717591b9aad6b

Youth Development & Youth Leadership

Youth development is a process that prepares a young person to meet the

challenges of adolescence and adulthood and achieve his or her full potential.
Youth development is promoted through activities and experiences that help youth
develop social, ethical, emotional, physical, and cognitive competencies. Youth
leadership is part of the youth development process and supports the young
person in developing: (a) the ability to analyze his or her own strengths and
weaknesses, set personal and vocational goals, and have the self-esteem,
confidence, motivation, and abilities to carry them out (including the ability to
establish support networks in order to fully participate in community life and effect
positive social change); and (b) the ability to guide or direct others on a course of
action, influence the opinions and behaviors of others, and serve as a role model
(Wehmeyer, Agran, & Hughes, 1998).

Conditions that promote healthy youth development are supported through

programs and activities in schools and communities. Youth development
researchers and practitioners emphasize that effective programs and interventions
recognize youths’ strengths and seek to promote positive development rather than
addressing risks in isolation. Youth who are constructively involved in learning and
doing and who are connected to positive adults and peers are less likely to engage
in risky or self-defeating behaviors. Providing the conditions for positive youth
development is a responsibility shared by families, schools, and communities. The
conditions for healthy youth development reside in families, schools, and
communities.

8
Why should we examine leadership among young adults?

Children of all ages can take leadership roles. However, research concerning
leadership development has focused almost exclusively on adult leadership and
there is gap in the literature with regard to how we should develop young leaders.
Historically, organizations such as the Scouts/Girl Guide movement and sports
clubs have provided restricted opportunities for young adults to experience
themselves in a leadership role. School is the first formal organization that the
majority of individuals experience. As noted by Montgomery and Kehoe (2015),
school is our primary organizational experience in childhood and adolescence and
it is communicated to children as being their most important organizational
experience throughout childhood. On this basis they suggest that it is reasonable
to assume that our primary learning about organizational culture and
organizational roles begins there. Children spend (on average) a remarkable
12 years (or 15,000 hours) of the most formative years of their lives in school as an
organization (Murphy, 2012). Thus, it’s reasonable to hypothesize that our adult
organizational behaviors are rooted in how we experience school.

Wingenbach and Kahler (1997) suggest that secondary school students have
the ability to develop leadership skills via decision-making, getting along with
others, learning the organization of self, self-awareness, and working with groups
through taking part in many youth leadership organizations in school and/or
community activities.

Today, promoting and understanding leadership among young people is

attracting more attention as the lines between the ‘teen’ years and young adulthood
becomes blurred. Indeed, improved technology and greater mobility has ‘shortened’
the distance between countries and as a result, leadership is about the local and
the global (Lee & Olszewski-Kubilius, 2014). Not surprisingly, younger adults are
taking the lead with regard to use and adaptation of social media and new
technologies.
It is useful to examine leadership during childhood and adolescence as what occurs
during the developmental years can have an impact on the leadership behaviours
exhibited later in the workplace as an adult. Thus, studying adolescent displays of
leadership should further our understanding of adult leaders (Schneider, Paul,
White, & Holcombe, 1999). Cooper, Healy, and Simpson (1994) reported that
students who possess leadership positions in student organization achieve better
than non-leaders on scales such as educational participation, career development,
involvement in cultural and standard of living planning.

Adolescence is an important time for leadership growth. Increasing

leadership in adolescence can reinforce self-esteem and be a catalyst for flourishing
adulthood. Yet many adolescents are never offered the chance to act as leaders,
and adult leadership models are often inappropriate for teens that have unique
developmental needs (Linden & Fertman, 1998).
(https://doi.org/10.1080/02673843.2017.1292928)

9
What is It

Leadership among adolescents differ in terms of their emphasis on

personality characteristics, relational influence, cognitive and/or emotional
abilities, and character in relation to group orientation. It encompasses skills and
attitudes to lead people or a group.
You can be a leader in your own way by writing down you own
characteristics as a leader in each letter.

Activity 1: ACRONYM- “Leaders are, can, and think”

L-
E-
A-
D-
E-
R-

Activity 2: 4 WAYS LEADERS APPROACH TASKS: LEADERS MOTIVATION

Answer the activity below with honesty and sincere reflection.

POSITIVE ATTITUDE

WILL DO: OTHERS desire. YOUR attitude GET TO: YOUR desire and attitude is
POSITIVE POSITIVE
YOUR DESIRE
OTHERS DESIRE

HAVE TO: OTHERS desire YOUR attitude MUST DO:YOUR desire and attitude is
is NEGATIVE NEGATIVE

NEGATIVE ATTITUDE

10
Processing Questions:
1. In your own words discuss the difference between each of the Four Approaches.
2. Give a personal example of a MUST DO, HAVE TO, WILL DO, and GET TO.
3. Over the course of the school year, 3 of the 4 approaches FAIL! In your opinion,
why?
4. How can you develop a GET TO approach to leadership tasks?
https://teentruth.net//wp-content/uploads/2018/04/4-ways-leaders-approach-tasks.pdf

Activity 3. “How others see me?”

Identify your self-perception and compare it others by answering questions

1. Name three leader do you look 1. Name three people you think
up to? believe in you as a person.
• •
• •
• •

1. Write down three qualities of the 1. Write down three qualities that
people you admire or look up to. people think of me as a leader.

• •
• •
• •

1. What make these people an 1. How can I emulate their

effective leader? Name three. characteristics to be a good leader?
Name Three
•
• •
• •
•

11
below.

What’s More

Activity 1. Collaborative Learning

Learning Skills: Brainstorming for change.

1. You will be group with four-five members. The goal is to come up with
possible solutions to social, political or economic problems that the teacher
will be assigned to you. You group have to work together to come up with
possible solutions

2. Just Talk and I Listen: Group the class by three. Each of them will say
something about him/herself. When someone is talking refrain from talking
about themselves. They will just listen and don’t give advice. This activity
helps them to learn how important it is to focus on other people rather than
themselves, which forms the basis of ‘relational.

3. Identifying Leadership Styles.

There 3 different leadership styles: (1) They are autocratic or also known as
authoritarian-an autocratic leader makes decisions without first consulting
others ) (Clark, 2015; Johnson-Gerard, 2017), (2) delegative (also called ‘free
reign)’-a leader allows the staff to make the decisions. (3), a democratic
leader consults with the staff in making workplace decisions (Johnson-
Gerard, 2017). https://positivepsychology.com/leadership-activities/

The class will be group into five members. The teacher will give four different
leadership. The group then works together to figure out which leadership
style is used in each scenario and to talk about whether it is effective, or if a
different style could work better.

Activity 2: Integrative Learning

1. Women Empowerment
Research an article about influential in the 21st century era. They could be
in the field of politics, science and mathematics, arts, medicine, agriculture
astronomy etc. Write down the characteristics or qualities she/he possess
and how they use these for the betterment of others.

2. Research about Greta Thunberg, Environmental activist on climate change

or
Boyan Slat, a 19 year old boy has unveiled plans to create an Ocean
Cleanup Array that could remove 7,250,000 tons of plastic waste from the
world’s oceans

12
What I Have Learned

1. Strong peer relationships help teens achieve two of their most critical tasks:
finding independence from their parents and developing their own personal
identities.
2. Adolescence is the time when teens begin to select their own friends, school
clubs and/or social group in the community.
3. Social relationship refer to the connections that exist between people who
have recurring interactions that are perceive by the participants to have
personal meaning.
4. The World Health Organization recognizes social relationships as an
important social determinant of health throughout our lives.
5. The social contract is an idea that began with Plato but was expanded upon
by British philosopher Thomas Hobbes. His view was that groups give power
to elites in exchange for protection, but it was John Locke who highlighted
that the individual voluntarily legitimizes people who hold authority.
6. Youth development is a process that prepares a young person to meet the
challenges of adolescence and adulthood and achieve his or her full
potential.
7. Youth leadership is part of the youth development process and supports the
young person in developing:
a. the ability to analyze his or her own strengths and weaknesses, set
personal and vocational goals, and have the self-esteem, confidence,
motivation, and abilities to carry them out (including the ability to
establish support networks in order to fully participate in community
life and effect positive social change); and
b. the ability to guide or direct others on a course of action, influence
the opinions and behaviors of others, and serve as a role model.

What I Can Do

Activity 1. This looks at what a leader is, and what their role can and should
be.
Draw yourself inside the box and write down your role with your circle of friends in
your school club, in the community or even the church you belong with.

13
A. Circle of Friends

B. School Club

C. Community

D. Church

Activity 2. Conduct a mini survey

Assessment

Choose the letter of the best answer.

1. It is the action of leading a group of people or an organization.
a. Direction
b. Autocracy
c. Leadership
d. Government

14
2. It is both a social group and a primary group of people who have similar
interest, age, background, or social status.
a. Peer
b. Committee
c. Association
d. Organization

3. In which individuals feel little responsibility for one another and emphasize
reciprocity and equity; usually short-term
a. Friendship
b. Relationship
c. Membership
d. Organization

4. It prepares a young person to meet the challenges of adolescence and

adulthood and achieved his/her full potential.
a. Young achiever
b. Youth challenges
c. Youth development
d. Organization for the youth

5. It is the first formal organization that the majority of individuals experiences.

a. Peer
b. School
c. Church Organization
d. Socio-Cultural Organization

6. It is the specialized agency of the United Nations that is concerned with the
health issues of humans.
a. WHO
b. DSDW
c. UNICEF
d. Green Peace

7. It is part of youth development that process and supports the young person
to participate in community life.
a. Young achiever
b. Youth challenges
c. Youth leadership
d. Youth development

8. Which of the following is NOT a characteristic of a good leader?

a. smart
b. shrewd
c. decisive

15
d. must be a good follower

9. Whose idea is the social contract?

a. Plato
b. Aristotle
c. John Locke
d. Thomas Hobbes

10. By increasing leadership in adolescence, what can be developed and

flourished in them in their adulthood?
a. Self-esteem
b. Self-acceptance
c. Self-consciousness
d. Self-belongingness

11. Who was the philosopher viewed that humans was came from natural state
where they free of authority in all forms?
a. Plato
b. Aristotle
c. John Locke
d. Thomas Hobbes

12. It is the smallest unit of the society.

a. Family
b. School
c. Church
d. Government

13. How does a youth develop the leadership among them?

a. learn new experiences
b. develop and prepare activities
c. create new friends and social group
d. develop social, ethical, physical and cognitive competencies

14. This type of leadership makes decisions without consulting the others.
a. Delegative
b. Democratic
c. Laizzes-Fair
d. Authoritarian

15. A type of leadership that consults with the staff in making workplace
decisions.
a. Delegative
b. Democratic
c. Laizzes-Fair
d. Authoritarian

Additional Activities

16
Team Building: Make a team building among your classmates. The following are
some suggested activities that you can use.
1. Look for a people who will serve as your facilitators
2. The facilitators will plan the activities.
3. Group the class into five.

Suggested Activities
The Marshmallow Move the Egg’ Paint Me Picture Unity Walk
Challenge

In this activity, Each participant The leader will In this activity,

teams use is given a spoon give a scenario teams will tie their
spaghetti sticks, and an egg. The and each group ankle. They have
tape and string to leader has the will create/portrait to walk in unity.
construct the task of finding an of a picture. It is The main goal is
tallest free- effective way to important that to return the main
standing move the eggs each member will base.
structure. They from one point to act and participate
are given one another with the group to
marshmallow, For example, one create a perfect
which must be option may be for picture.
placed at the top children to form a
of the structure. line to pass each
Devised by Tom egg along.
Wujec.
https://positivepsychology.com/leadership-activities/

Answer Key

17
18
References
What I Know What Is It Assessment
1. O Answer may vary 1. C
2. T 2. A
3. T What’s More 3. A
4. O 4. C
5. O Answer may vary 5. B
6. T 6. A
What I Can Do
7. T 7. C
8. O Answer may vary 8. B
9. T 9. A
10. T 10. A
11. T 11. C
12. T 12. A
13. T 13. D
14. O 14. D
15. T 15. B
Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to
students with disabilities: Basic skills for successful transition. Baltimore: Paul H.
Brookes.

https://positivepsychology.com/leadership-activities/

https://teentruth.net//wp-content/uploads/2018/04/4-ways-leaders-ap

https://teentruth.net//wp-content/uploads/2018/04/who-do-you-
admire.pdfproach-tasks.pdf

http://www.pnbhs.school.nz/wp-content/uploads/2015/11/Leadership-Styles-
Workbook.pdf

19
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