Personal

Development
Quarter 2: Module 2
Lesson 9-16

DO_Q2_PERSONAL DEVELOPMENT_SHS_MODULE2_LESSON 9-16

Personal Development
Alternative Delivery Mode
Quarter 2 – Module 2: Lesson 9-16
Revised Edition, 2022

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 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 9:
Understanding Teenage
Relationships

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 This module was designed and written with you in mind. It is here to help you
master Personal Relationships. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is composed of one lesson:

• Lesson 9 – Understanding Teenage Relationships
After going through this module, you are expected to:
1. discuss an understanding of teen-age relationships, including the acceptable
and unacceptable expressions of attractions. ESP-PD11/12PR-IIa-9.1
2. express his/her ways of showing attraction, love, and commitment. ESP-
PD11/12PR-IIa-9.2

STATEMENTS ON RELATIONSHIPS
Directions: Write whether these statements are True or False.
1. It is important to work on communicating our feelings in relationships.
2. To love someone, we must love our self first.
3. Trying to understand where other people are coming from rather than judging
them helps us build and maintain relationships.
4. Having a good relationship does not contribute anything to us having good
health.
5. When people listen deeply and let us know that they recognize the feeling
behind our words, more likely than not, our relationship is doing good.
6. In our relationships, it is vital that we practice forgiveness when a loved one
has hurt us.
7. Our loved ones cannot help us when we deal with stress.
8. Using positive methods to resolve conflict will more likely help us maintain
good relationships.
9. Expressing gratitude to our friends and family help us maintain good
relationships.
10. Significant differences in core values and beliefs never create a problem in
relationships.
11. We are happy in our relationships when our loved ones stay connected by
spending time with us and letting us know that they love us.
12. Excessive reliance on social media can be a cause of tension in relationships.
13. Relationships are static; they are unchangeable.
14. Being compassionate, forgiving, and grateful contribute to healthy
relationships.
15. To fully enjoy and benefit from relationships we need skills, information,
inspiration, practice, and social support.

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 Lesson Understanding Teenage
9 Relationships
The concept of relationship is very broad and complex. Personal relationships
refer to close connections between people, formed by emotional bonds and
interactions. These bonds often grow from and are strengthened by mutual
experiences. Relationships are not static; they are continually evolving, and to fully
enjoy and benefit from them we need skills, information, inspiration, practice, and
social support.

Alongside understanding Emotional Intelligence, creating and maintaining

Healthy relationships are a vital component of health and well-being. There is
compelling evidence that strong relationships contribute to a long, healthy, and
happy life.

Notes to the Teacher

These links will help students to gain more understanding of the lesson.

Additional readings for the students on good relationship:

http://washingteenhelp.org/your-relationships/your-love-life has these
signs to know if you are in a healthy or unhealthy relationship
http://seancovey.com/teens.html

I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP

Directions: Put a HEART before each statement that you think is a sign of a
healthy relationship; put an X on each statement that you think is a sign of an
unhealthy relationship.
1. You can express your opinion without fear.
2. You and your partner can make decisions together and fairly.
3. Each person takes responsibility for their own actions.
4. Your partner respects your feelings about sex.

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5. Your partner supports you and your choices—even when they disagree with
you.
6. You respect and encourage each other.
7. You give each other space to study or hang out with friends or family.
8. You are able to make your own decisions about spending your money
without worrying about your partner’s reaction.
9. You can discuss pregnancy and parenting decisions and your view is
respected.
10. You feel isolated from friends and family.
11. Your partner tries to control how you spend time and who you hang out
with.
12. Your partner tries to control how you spend money.
13. Your partner doesn’t support your decisions.
14. You are sometimes forced to do something that you’re not comfortable with.
15. Your partner threatens, insults, or humiliates you.
16. Your partner hurts you physically or emotionally.
17. Your partner doesn’t keep your secrets safe.
18. Your partner does not consider your opinions about pregnancy and
parenting.

There are three kinds of personal relationships:

1. Family. The concept of "family" is an essential component in any discussion
of relationships, but this varies greatly from person to person. The Bureau of
the Census defines family as "two or more persons who are related by birth,
marriage, or adoption and who live together as one household." But many
people have family they don't live with or to whom they are not bonded by love,
and the roles of family vary across cultures as well as throughout your own
lifetime. Some typical characteristics of a family are support, mutual trust,
regular interactions, shared beliefs and values, security, and a sense of
community. Although the concept of "family" is one of the oldest in human
nature, its definition has evolved considerably in the past three decades. Non-
traditional family structures and roles can provide as much comfort and
support as traditional forms.

2. Friends. A friendship can be thought of as a close tie between two people that
is often built upon mutual experiences, shared interests, proximity, and
emotional bonding. Friends can turn to each other in times of need. Nicholas
Christakis and James Fowler, social-network researchers and authors of the
book Connected, find that the average person has about six close ties—though
some have more, and many have only one or none. Note that online friends
don’t count toward close ties—research indicates that a large online network
isn’t nearly as powerful as having a few close, real-life friends.

3. Partnerships. Romantic partnerships, including marriage, are close

relationships formed between two people that are built upon affection, trust,
intimacy, and romantic love. We usually experience this kind of relationship
with only one person at a time.

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TEN RULES FOR FINDING LOVE AND CREATING LONG-LASTING, AUTHENTIC
RELATIONSHIPS
1. YOU MUST LOVE YOURSELF FIRST
Your relationship with yourself is the central template from which all others
are formed. Loving yourself is a prerequisite to creating a successful and authentic
union with another.
2. PARTNERING IS A CHOICE

The choice to be in a relationship is up to you. You have the ability to attract

your beloved and cause the relationship you desire to happen.
3. CREATING LOVE IS A PROCESS
Moving from “I” to “we” requires a shift in perspective and energy. Being an
authentic couple is an evolution.
4. RELATIONSHIPS PROVIDE OPPORTUNITIES TO GROW
Your relationship will serve as an unofficial “life shop” in which you will learn
about yourself and how you can grow on your personal path.
5. COMMUNICATION IS ESSENTIAL
The open exchange of thoughts and feelings is the lifeblood of your
relationship.
6. NEGOTIATION WILL BE REQUIRED
There will be times when you and your partner must work through impasses.
If you do this consciously and with respect, you will learn to create win-win
outcomes.
7. YOUR RELATIONSHIP WILL BE CHALLENGED BY CHANGE
Life will present turns in the road. How you maneuver those twists and turns
determines the success of your relationship.
8. YOU MUST NURTURE THE RELATIONSHIP FOR IT TO THRIVE
Treasure your beloved and your relationship will flourish.
9. RENEWAL IS THE KEY TO LONGEVITY
Happily ever after means the ability to keep the relationship fresh and vital.
10. YOU WILL FORGET ALL THIS THE MOMENT YOU FALL IN LOVE
You know all these rules inherently. The challenge is to remember them when
you fall under the enchanting spell of love.
Source: http://angellovecards.com/assets/luminaries/drcherrieLOVEposter.pdf

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 SEAN COVEY’S RELATIONSHIPS CHECKUPS
Directions: Read the statements below and put a CHECK (/) on the box which
corresponds to your preference. Add all your answers and write your total score
below each check-up.

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 taken from http://seancovey.com/teens.html

Interpretation
If you scored…
40-50 You’re on the high road. This means that you have healthy relationships. Keep
it up!
30-39 You’re in the middle of high and low road. You may have to check on the kind
of relationships that you have.
0-29 You’re on the low road. Your opinions and beliefs about relationships should
be improved. Take a look back at your relationships.

Processing Questions:
1. What are your scores and interpretation in Parents Checkup? Friends
Checkup? Dating and Sex Checkup?
2. How did you feel about the result of your checkups? Do you agree on it? If,
not, then, why?
3. Based on the activity, what do you think is the definition of a healthy
relationship and an unhealthy relationship?
4. How do you think you can improve on the kind of relationship that you have
with your Family? Friends? Partner? How do you plan to do it?

HEALTHY RELATIONSHIPS ITEMS SET

Direction: Choose the letter of the best answer to the following questions about
healthy relationships. Write your answer in your notebook.
1. What should you consider when making decisions around sex and sexual limits?
a. Your values b. Your friends c. Your family d. All of the above
2. What is the best style of communication to use when making decisions about
sexual limits and boundaries?
a. Assertive b. Passive c. Aggressive
3.What do you think are the important qualities of a healthy relationship. (e.g. Trust,
Honesty, Loyalty, etc.)
4.Which of the following is NOT an element of a healthy relationship?
a. Trust one another b. One person makes all the decisions

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 c. Respect one another d. Open and honest communication
5. As an adolescent, why do you think you may not make healthy choices when it
comes to dating and sex? (e.g. Not enough life experience yet, Peer Pressure, etc.
6.Who are the people you can turn to if you are worried about abuse in your
relationship?
7.What do you think are the characteristics of an unhealthy relationship?
8.What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
e. None of the above
9.Why do you think you should consider abstinence? (Abstinence is restraining
yourself from bodily pleasures like sex.)
10.Which of the following are signs that you may be in an abusive relationship?
a. Bruises, scratches, and other signs of injuries b. Avoiding friends
c. Apologizing for your partner`s behavior d. All of the above

Processing Questions:
1. What were your thoughts and feelings while answering the activity?
2. What did you discover about yourself after doing the activity?
3. With previous activities, how would you describe your relationship with your
parents? Siblings? A possible or current romantic relationship? Friends?
4. Which relationship is most important to you? Why?
5. In what ways do you express your feelings, whether positive or negative?
6. If your relationship is not doing very well, what can you do about it?

As part of your reflection, watch the video entitled “6 Advice Na Dapat Mong Malaman
Habang Bata Ka Pa” and write down your insights regarding the video. The link is
posted here: https://www.youtube.com/watch?v=y_xSDgtVHgI

Activity 4: There are five love languages. Our "love language" describes how we
express love to our family, friends, and partner. Read this love language and answer
the questions below.

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 taken from https://i1.wp.com/www.creativesolutionsonline.org/wpcontent/uploads/2019/08/IMG_7913.jpg

1. According to the infographic above, what is your Love Language?

2. How do you show your love to your family? Friends? Partner?
3. How do you want to receive love from your family? Friends? Partner?

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Personal Relationships are
a. close connections between people, formed by emotional bonds and
interactions.
b. Ways to cope up with stress
c. Connections formed inside a person
d. The way a person sees other people
2. What are the kinds of Personal Relationships?
a. Values and Beliefs
b. Family, Friends, and Partnerships
c. Actual Self, Self-Esteem and Ideal Self
d. Introvert, Extrovert and Ambivert
3. If you are having difficulties with your relationships, you can always talk to
________________.
a. Strangers
b. Radio DJ
c. Younger brother/sister
d. Parents, Teachers, Guidance Counselors

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4. Below are examples of Healthy Relationships except from:
a. Asking your partner about his/her opinion
b. Checking-up with friends from time to time
c. Maintaining open communication your family
d. Shouting at your partner in Public
5. Which of the following is a sign of an abusive relationship?
a. Always asking your partner about his/her whereabouts
b. Hurting your partner physically
c. Saying mean/rude comments about your partner’s physical appearance
d. All of the above
6. Abstinence is _______.
a. restraining yourself from bodily pleasures like sex.
b. Going to church every Sunday
c. Not having any romantic relationship.
d. Not going into dates.
7. What is the best style of communication to use when making decisions about
sexual limits and boundaries?
a. Assertive
b. Passive
c. Aggressive
d. all of the above
8. Which of the following is NOT an element of a healthy relationship?
a. Trust one another
b. One person makes all the decisions
c. Respect one another
d. Open and honest communication
9. What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. passive communication
d. None of the above
10. What should you consider when making decisions around sex and sexual
limits?
a. Your values
b. Your friends
c. Your family
d. All of the above

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 MODULE2_LESSON9)
(DO_Q2_PERSONAL DEVELOPMENT 10
Assessment
1. A
2. B
3. D
4. D
5. D
6. A
7. A
8. B
9. B
10.A
What I Have Learned What’s New What I Know
1. D 1. True
1. ♡
2. A
2. ♡ 2. True
3. Trust, Respect, Honesty,
Loyalty, Open 3. ♡
communication, Fun, 4. ♡ 3. True
Caring 5. ♡
4. B 6. ♡ 4. False
5. Pressure, Alcohol or 7. ♡ 5. True
substance use, poor 6. True
8. ♡
planning 7. False
9. ♡ 8. True
6. Family, Friends, Teachers,
10.X 9. True
Guidance Counselors
11.X 10.False
7. : Jealousy, Abuse,
12.X 11.True
Obsession, Manipulation,
13.X 12.True
Dishonesty,
14.X 13.False
Possessiveness, Lies, Fear
15.X 14.True
8. B
16.X 15.True
9. Moral/family/religious
17.X
beliefs, Prevent STI and
18.X
HIV, Prevent pregnancy,
Waiting for marriage/long
term commitment/a
certain age, Have not met
the right person yet.
10.D.
 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 10:
Group Leadership and
Followership

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MODULE2_LESSON9)
 This module was designed and written with you in mind. It is here to help you
to distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 10.1 – Group Leadership
• Lesson 10.2 – Followership

After going through this module, you are expected to:

1. identify ways to become responsible in a relationship. ESP-PD11/12PR-IIb-
9.3
2. distinguish the various roles of different individuals in society and how they
can influence people through their leadership or fellowship. ESP-PD11/12SR-
IIb-10.1

Directions: TRUE or FALSE. Write true if the statement is correct and write
false if the statement is incorrect.
_________1. Communication allows you to have a deep understanding of each other
and allows you to connect.
_________2. Respect means that each person values who the other is and
understands the other person's boundaries.
_________3. Healthy relationships don’t need to be fostered and allotted significant
time and energy to develop.
_________4. If you are angry, upset, or disappointed, it is best to give yourself enough
time to think clearly before bringing up the problem.
_________5. We all tend to take the bad events from our past and project them on to
those around us.
_________6. All leaders are created equal.
_________7. Effective followers are active participants in creating the leadership
process.
_________8. Followers do not play important individual, relational, and collective roles
in organizational failures and successes.
_________9. A leader should have his own vision, commitment, and drive to achieve
his personal goals and interests.
_________10. Group members play a variety of roles to build and maintain
relationships in groups.

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 Lesson
Group Leadership and Followership
10.1
According to Benjamin B. Wolman in his book entitled Adolescence: Biological
and Psychosocial Perspectives published in 1998, adolescence often claims that their
groups do not have leaders but quite often their groups are referred to by the name
of one of its members, who usually is a leader. The leader is usually more socially
mobile than the followers and consequently better. The leader is usually a
coordinating and integrating figure in the social structure of the group. The leader is
usually endowed with organizational skills required for the coordination of group
activities as well as with personality traits allowing him to mix freely with outsiders
and maintain friendly relations within the group. In many instances, the leader
guides the social behavior of the members of the group (Newman, 1982).

Different people will have different ideas of what a great leader is like. There
is no single mould to craft a leader, but leadership comes in all shapes and sizes.
Leadership skills enable you to be a role model for a team in any environment. This
activity will help you become aware of how you perceive yourself as a leader.
Activity: Self-assessment exercise
Directions: For each statement, circle the number on the scale that best describes
you.
What Kind of Leader Am I?

Strongly Strongly
Disagree Neutral Agree
Disagree Agree
1. I like to stand out from
the crowd.
2. I feel proud and
satisfied when I
influence others to do
things my way.
3. I enjoy doing things as
part of a group rather
than achieving results
on my own.
4. I have history of
becoming an officer or
captain in clubs and/or
organized sports.

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 5. I try to be the one who is
most influential in task
groups at school or
work.
6. In groups, I care most
about good
relationships.
7. In groups, I most want
to achieve task goals.
8. In groups, I always
show consideration for
the feelings and needs
of others.
9. In groups, I always
structure activities and
assignments to help get
the job done.
10. In groups, I shift
between being
supportive or others’
needs and pushing task
accomplishment.

Scoring and interpretation

Leadership Readiness Score:
Add the scale values you circled on items I – 5: ______
Leadership Style Preference Score:
Task Emphasis Score: Add the scale values you circled on items 7 and 9: ______
Relationship Emphasis Score: Add the scale values you circled on items 6 and 8:
______
Difference between task and relationship score: _____
Check the higher score: task _____ or relationship _____
Adaptability Score: Your score on item 10: _____
Leadership Readiness: If your total score on items 1-5 is 20 or more, you are likely
to enjoy being a leader. If your total score is 10 or less, at this time in your life, you
are likely more interested in personal achievement. If you score in the middle range,
your leadership potential could go either direction, depending on events.
Leadership Style: Your leadership style is suggested by your responses to items 6-
9. Check the following totals to determine if you prefer task-oriented, relationship
oriented, or flexible leadership style. Your leadership style preference is indicated by
whether your task emphasis or relationship emphasis score is higher. The difference
between these scores indicates how strong this preference is.
Leadership Style Adaptability: Your leadership style adaptability is indicated by
your adaptability score. A score of 4 or 5 on item 10 suggests that you adapt to
circumstances as you need.
Source: Robins, Stephen, R. and Phillip L. Hunsaker. Training in International Skills: TIPS for Managing People at
Work. 5th Edition. (2009) Pearson Prentice Hall.

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 Notes to the Teacher

These links will help students to gain more understanding of the lesson.

Additional readings for the students on group leadership:

https://www.brighthubpm.com/resource-management/93165-group-leadership
skills/#:~:text=A%20leader%20as%20the%20word,the%20members%20of%20the
%20group.
https://www.skillsyouneed.com/leadership-skills.html
Additional readings on followership:
https://iveybusinessjournal.com/publication/followership-the-other-side-of-
leadership/
https://www.eaglesflight.com/blog/the-critical-role-of-followership-in-leadership
Video to Watch on YouTube:
https://www.youtu.be/H0wGXb-1ogM

Group Leadership
Group leadership is “the process of providing focus and direction to a specific
group of people” (“What is Group Leadership,” n.d.). This kind of leadership includes
facilitation and guidance of the people in the group. The concept involves the leader
being liable for the consequences of the works of the group he or she is leading. A
leader was often typecast as someone who is the head of a group of people by virtue
of having great strength and wisdom or may have inherited a position of power even
if strength and wisdom were not part of this person’s virtues.
Chester Barnard (1983) defined leadership as the ability of a person in position
of authority to influence others to behave in such a manner that goals are achieved.
Power is also annexed to leadership as espoused by French and Raven (1960) who
said that a leader may obtain power through various means and sources, such as
position, giving rewards, expertise, respect, or coercion.

Roles of a Leader
Some roles of a leader are to guide, inspire, motivate, and boost the morale of
his followers towards a particular goal.
Leaders also analyze problems and difficulties, think of solutions, and get
things done.
They also provide a definite plan for the group, build concepts, and set vision.

Theories of Leadership
There are several existing theories of leadership:
1. Trait Theory. This theory defines leadership based on certain personality
traits which are generally suited for all leaders, such as decisiveness,
persistence, high level of self-confidence and assertiveness, among others.

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 2. Behavioral Theory. This theory presupposes that leadership is a learned
behavior, and that leaders are defined according to certain types of behavior
they exhibit.
3. Participative Theory. The opposite of an autocratic leader, the participative
leader involves other people to make common decisions.
4. Situational Theory. This theory assumes that there is no one style of
leadership and that leadership behavior is based on the factors present in a
situation, and usually takes into consideration how followers behave.
5. Transactional Theory. This theory states that leadership involves a
transaction or negotiation of resources or position, and usually employs
reward and punishment.
6. Transformational Theory. This theory involves a vision, which a leader uses
to rally support from followers, and the role of the leader is in motivating
others to support the vision and make it happen.

Much has been written and discussed about leadership and how it impacts
organizations and small groups alike. Even the definition of leadership has evolved
through the years.

Activity: MY ORGANIZATIONS
Directions: Fill in the chart below.

My Role/Position in the
Name of Organization Type of Organization
Organization
Ex. Eco Saver’s Club School organization Auditor

Describe your own type of leadership or the type of leadership you would like to own
and practice. What made you decide on this type of leadership?

Lesson
Followership
10.2
Followership
Followership is the function of the members in a group or organization and
regarded as the counterpart of leadership. In many discussions, much of the
emphases have been given to leadership or being a leader in a group organization.
The importance of followership has not been given enough value, yet the success of
a group or an organization also depends upon its followers. Each member plays a

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vital role in the organization. Success is the product of the combined efforts of
members/followers and leaders.
Some of the roles of followers are to take orders from the leaders and work
hand in hand with them for the achievement of goals. Followers do their part for the
success of the group. Responsible followership involves supporting the leader
especially in the implementation of rules and regulations.

Activity 1: Self-Discovery (adapted from Group Dynamics – Tria & Jao, n.d)
Directions: Complete the following to form a sentence.

My strongest assets _______________________________________________________

My greatest accomplishments _____________________________________________
My unforgettable experience _______________________________________________
If I have 6 months to live my life ___________________________________________
My weakest point _________________________________________________________

Activity 2: Interpersonal Relationship

Directions: Think of the five closest friends you have in your life and do the following:
Describe each of their types
Name of your closest Describe how each of them
of leadership and their
friends influences your decisions
personal qualities
1.

2.

3.

4.

5.

1. Group leadership is “the process of providing focus and direction to a specific

group of people” (“What is Group Leadership,” n.d.). This kind of leadership
includes facilitation and guidance of the people in the group.
2. Some roles of a leader are to guide, inspire, motivate, and boost the morale of
his followers towards a particular goal. Leaders also analyze problems and
difficulties, think of solutions, and get things done. They also provide a definite
plan for the group, build concepts, and set vision.

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MODULE2_LESSON10)
 3. There are several existing theories of leadership: Trait, Behavioral,
Participative, Situational, Transactional and Transformational.
4. An objective evaluation of ourselves is important to have a more or less
accurate view of the kind of personality we have. There is a need for the
confirmation by others of our strengths and weaknesses.
5. Followership is the function of the members in a group or organization and
regarded as the counterpart of leadership.

Reflection: (10-15 sentences) Do this in your notebook.

If you were to become a group leader in one of the group activities in the
classroom, how will you delegate the tasks to your group members? Describe your
leadership qualities. Answer this activity on a separate sheet of paper.

I. Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. The opposite of an autocratic leader. It involves other people to make common
decisions.
a. Situational theory c. Participative theory
b. Transactional theory d. Trait theory
2. It is the process of providing focus and direction to a specific group of people.
a. Group dynamics c. Group facilitator
b. Group leadership d. Group member
3. This theory involves a vision, which a leader uses to rally support from
followers, and the role of the leader is in motivating others to support the
vision and make it happen.
a. Transformational theory c. Behavioral theory
b. Trait theory d. Situational theory
4. It is the function of the members in a group or organization and regarded as
the counterpart of leadership.
a. Followership c. Scholarship
b. Membership d. Apprenticeship
5. It is the ability of a person in position of authority to influence others to behave
in such a manner that goals are achieved.
a. Apprenticeship c. Authorship
b. Followership d. Leadership
6. Which is not a role of a leader?
a. to motivate b. to inspire c. to guide d. to judge
7. This theory defines leadership based on certain personality traits.
a. Behavioral theory c. Transactional theory
b. Trait theory d. Transformational theory
8. A leader may obtain ______ through various means and sources, such as
position, giving rewards, expertise, respect, or coercion.
a. money b. high-end gadgets c. power d. luxurious cars

18 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON10)
 9. This theory states that leadership involves a negotiation of resources or
position, and usually employs reward and punishment.
a. Behavioral theory c. Participative theory
b. Trait theory d. Transactional theory
10. This theory presupposes that leadership is a learned behavior, and that
leaders are defined according to certain types of behavior they exhibit.
a. Behavioral theory c. Situational theory
b. Participative theory d. Transformational theory

II. True or False. Write True if the statement is true, otherwise write False.

11. Success is the product of the combined efforts of members/followers and

leaders.
12. Effective followers are active participants in creating the leadership process.
13. Followers do not play important individual, relational, and collective roles in
organizational failures and successes.
14. A leader should have his own vision, commitment and drive to achieve his
personal goals and interests.
15. Group members play a variety of roles in order to build and maintain
relationships in groups.

Let’s Ponder
Directions: Explain in 5-10 sentences what this quotation means. Write your
answer in the space provided.

Source: https://www.pinterest.ph/pin/439804719838420760/?nic_v2=1a4Kz3ffV

19 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON10)
 MODULE2_LESSON10)
(DO_Q2_PERSONAL DEVELOPMENT 20
What I Know What's In Assessment
1. True Answers may vary. 1. C
2. True 2. B
3. False What Is It 3. A
4. True 4. A
5. True Answers may vary. 5. D
6. False 6. D
7. True What More 7. B
8. False Answers may vary. 8. C
9. False 9. D
10.True 10.A
11.False
12.True
13.False
14.False
15.True
 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 11:
• Social Influence
• Social Engagement
and Relationship

21 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON10)
 This module was designed and written with you in mind. It is here to help you
the concepts about social influence and factors affecting your character. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 11.1 – Social Influence
• Lesson 11.2 – Social Engagement and Relationships
After going through this module, you are expected to:
1. Compare one’s perception of himself/herself and how others see him/her.
EsP-PD11/12SR-IIc-10.2
2. Conduct a mini survey on Filipino relationships (family, school, and
community). EsP-PD11/12SR-IIc-10.3

Directions: True or False. Write True if the statement is correct, otherwise,

write False.
_________1. Leaders with good traits will always succeed.
_________2. Leaders should follow ethical principles.
_________3. A good leader can show his followers that he/she knows everything.
_________4. The success of an organization also depends on the behavior of the
followers.
_________5. The achievement of others should not threaten a good leader.
_________6. Interacting with peers and friends will not help teenagers with decision-
making and good judgment.
_________7. Being an attentive listener develops respect and healthy relationships.
_________8. The teacher is the first role model of a child.
_________9. Adolescents begin to develop unique belief systems through their
interaction with social, familial, and cultural environments.
________10. Being involved in community activities might have negative effects on
your academics.

22 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
 Lesson
Social Influence
11.1
Many factors can influence the individual most specially the adolescents like
you. There is a rapid change in your cognitive, physical, and socio-emotional aspect.
Factors affecting attitude, values, behaviors, and character rises as you grow and
some of the factors affecting your wholes personality comes from the influence of
other people around you mostly in school and in community.

This activity will help you make a comparison between how you see yourself
and how others see you as a person. This will lead you to become aware of what you
really are and the influence of others to your behavior.

Directions: Complete the callouts below on “What I think of myself” and “What
others think of me”. Indicate your traits, abilities, and strengths. On the other hand,
call a friend or even a family member to talk to you about how they see you as a
person. You are both encouraged to be honest and sincere in this activity.

What I think of myself: What other people think of me:

1. Does the perception of others, similar to your perception about yourself? How
does it affect you?

2. How does social interaction with other groups of people important?

23 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
 Notes to the Teacher
Let the students have additional readings about social relationships to be
found at:
https://quizlet.com/204296243/chapter-11-social-relationship-in-middle-and-
late-adolescence-flash-cards/
Additional readings for Leadership Theory:
https://businessjargons.com/theories-of-leadership.html

My Social Group
Directions: Think of any group, club, or organization that you have joined
even in the past three years. Explain its nature, relevant activities that you always
do and the benefits of being a member of that group. It can be a school organization
or church group that has a positive impact on your life. Do this in the format below:

24 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
Social Interaction
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.
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.
Source: Department of Education (2016). Personal Development Teacher’s Guide.
p.95

Answer the following questions in your notebook or on a separate sheet of

paper:
1. Why is it necessary for us to participate in social activities?

2. What are the characteristics of being a good leader? Do you think you
possess those characters? Why?

3. How does understanding group membership and leadership improve your

social relationships?

Lesson Social Engagement and

11.2 Relationship
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. 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.
• By getting involved with community activities, you can come into contact with
like-minded peers and positive adult role models other than your parents.
• 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.
• Community activities give you the chance to apply the skills you already have.
• It builds your confidence. It’s also an excellent foundation for general and
mental health and wellbeing.
Source: Department of Education (2016). Personal Development Reader’s Guide. pp.77-84

25 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
Activity: Good Follower, Good Leader
Direction: Write two short conversations or script, one involving being a good
follower and one involving being a good leader.

Conversation on being a good FOLLOWER:

Conversation on being a good LEADER:

Activity 2: Survey on Relationships

This activity is all about personal assessment of your relationship with people close
to you or people that surround you for you to know if you are growing in that kind
of people surrounding you and what to improve when you are with them.

Directions: Mark the column √ to your corresponding answer then total your score
on each category.

Criteria 3 2 1
Always Sometimes Never
Family Relationships
1. They provide support to my decision.
2. They take my feelings and thoughts seriously
3. There is collaboration in terms of decision
4. They support my dreams and ambitions
5. They listen to me when I communicate with
them
6. There is sharing of roles and responsibilities
Total =

Criteria 3 2 1
Always Sometimes Never
Friends Relationships
1. They provide support to my decision.
2. They take my feelings and thoughts seriously
3. There is collaboration in terms of decision
4. They support my dreams and ambitions
5. They listen to me when I communicate with
them
6. There is sharing of roles and responsibilities

26 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
 7. I enjoy being with them in social gathering
Total =

Criteria 3 2 1
Always Sometimes Never
Organization Relationship
1. They provide support to my decision.
2. They take my feelings and thoughts seriously
3. There is an improvement in my confidence
when I join them
4. They support my dreams and ambitions
5. They listen to me when I communicate with
them
6. There is sharing of roles and responsibilities
7. I am motivated to learn whenever I am with
them
Total =
Source: Department of Education (2016). Personal Development Teacher’s Guide.
p.112

1. Adolescents begin to develop unique belief systems through their interaction

with social, familial, and cultural environments.
2. Getting involved in local community activities or volunteering can boost your
confidence and self-esteem and help you build new skills
3. You have to believe in yourself that you are capable of improving your skills
and values by joining significant groups that can influence your life.
4. Social groups may lead you to become a good leader in the future, and by
becoming a leader, you may also influence the lives of other adolescents.
5. You may have to play a specific social role as a member of a social group and
that certain role must be fulfilled.

Journal
Directions: Write a reflective essay on how you have benefited from your
social relationships (within the family, community, friendships, organizations, etc.)
also, write how you have contributed to those relationships. Minimum of 8 sentences
and a maximum of 12 sentences. You may do this in your notebook.

27 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
 Directions: True or False. Write True if the statement is correct, otherwise
write False.
_________1. A servant leader put his own concern, motives, and interests first and
foremost above the others.
_________2. Effective follower feels a sense of personal responsibility and ownership
for his or her own behavior in the organization.
_________3. A good leader can show to his followers that he/she knows everything.
_________4. Effective leaders listen deeply to others and emphasize with people
around.
_________5. Leader’s job becomes smoother when he or she has followers who are
positive and self-motivated.
_________6. Interacting with peers and friends will not help teenagers about decision
making and good judgement.
_________7. Being an attentive listener develops respect and healthy relationships.
_________8. In leading a team or organizations, a great leader divide works depending
on the length of service in the company.
_________9. Adolescents begin to develop unique belief systems through their
interaction with social, familial, and cultural environments.
________10. Being involved in community activities might have negative effects in
your academics.

Directions: Leaders must be trainable. Can you explain the message of this
bible verse when it comes to leadership? “But it is not this way with you, but the
one who is the greatest among you must become like the youngest, and the
leader like the servant.” - Luke 22:26

28 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
 MODULE2_LESSON11)
(DO_Q2_PERSONAL DEVELOPMENT 29
What I Know What's More Assessment
1. False 1. Answers may 1. False
2. True vary 2. True
3. False 3. False
4. True 4. True
5. True 5. True
6. False 6. False
7. True 7. True
8. False 8. False
9. True 9. True
10.False 10.False
 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 12:
• Family Structure
• Genogram

30 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON11)
 This module was designed and written with you in mind. It is here to help you
the concepts about family structure and genogram. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 12.1 – Family Structure
• Lesson 12.2 – Genogram

After going through this module, you are expected to:

1. Appraise one’s family structure and the type of care he/she gives and receives,
which may help in understanding himself/herself better.
EsP-PD11/12FSL-IId-11.1
2. Make a genogram and trace certain physical, personality, or behavioral
attributes through generations.
EsP-PD11/12FSL-IId-11.2

Directions: True or False. Write True if the statement is correct, otherwise,

write False.
_________1. Family is a basic social unit consisting of parents and their children,
considered as a group, whether dwelling together or not
_________2. The traditional family structure is considered a family support system
that involves two married individuals providing care and stability for
their biological offspring.
_________3. Marital and family status and interactions among family members do not
affect each person’s health and the well-being of the community and
nation.
_________4. Individual family members should not acknowledge their roles and
responsibilities.
_________5. Hereditary or genetic influence and environmental influence are factors
in the personal development of children.

Lesson
Family Structure
12.1
Human being is a social creature. As he cannot survive in loneliness, he forms
a group, in which the members have similar kinds of feelings. Only the family
provides the opportunity to live a pleasant life. It is the family where we live and learn

31 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
to live as a social creature. Family life is a very broad term related to the issues of
introduction, importance, types, and essential characteristics of a family.

FAMILY STRUCTURE
The traditional family structure is considered a family support system that
involves two married individuals providing care and stability for their biological
offspring. However, this two-parent, nuclear family has become less prevalent, and
alternative family forms have become more common. The family is created at birth
and establishes ties across generations. Those generations, the extended family of
aunts, uncles, grandparents, and cousins, can all hold significant emotional and
economic roles for the nuclear family.

Healthy family bonds and relationships give people a sense of belonging and
help keep everyone balanced in life. This activity will help you appraise your family
and think about all the ways they enhance your life and help you become better
individuals.

Direction: Imagine that you are the main actor/actress in a production and
your family is your production team that plays an important role in producing a
remarkable film. Use the table below and identify who among your family members
portray the same qualities given and complete each statement.

Director: A director is My ______________ serves as the director of our family

the person who because _______________________________________________
directs the _______________________________________________________
making of a _______________________________________________________
film. The _______________________________________________________.
director
most often
has the highest
authority on a film
set.
Producer: The I consider my ______________ as the producer in our family
producer initiates, because ________________________________________
coordinates, _______________________________________________________
supervises, _______________________________________________________
and _______________________________________________________
controls _______________________________________________________.
matters such
as fund
raising, hiring key
personnel, and
arranging for
distributors.

32 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
 Scriptwriter: The In our family, my _____________ has the same role as the
scriptwriter scriptwriter because ___________________________________
collaborates with _______________________________________________________
directors and _______________________________________________________
producers. _______________________________________________________
They _______________________________________________________.
create
the
dialogue, the
characters, and the
storyline of a script.
Editor: An editor The editor of our family is my ____________ because ______
edits the film and are ________________________________________________________
responsible in cutting ________________________________________________________
and editing ________________________________________________________
film footage ________________________________________________________.
until it
meets a director's
approval.

Notes to the Teacher

The following links will help the learners gain more knowledge and understanding of
the lesson.
-https://www.momjunction.com/articles/family-
relationship_00460134/#:~:text=A%20family%20is%20important%20because,all%20d
epend%20on%20our%20family.&text=Children%20brought%20up%20in%20a,good%2
0and%20bad%20times%20together.
-https://kullabs.com/class-9/enviroment-population-and-health-9/family-life-
education/introduction-to-family-life

Directions: Take a look at the following activities. Put a check mark ( ) in

the items that you do as a family and draw a heart symbol in the items that you
wish to do together with your family.

33 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
 1) Which practices and activities you do together with your family that you
enjoyed most?

2) How does the following activities strengthen the bond of your family?

DIFFERENT KINDS OF FAMILY STRUCTURE

1. Nuclear Family- A family unit consisting of at most a father, mother and
dependent children. It is considered the “traditional” family.
2. Extended Family- A family consisting of parents and children, along with either
grandparents, grandchildren, aunts or uncles, cousins etc. In some
circumstances, the extended family comes to live either with or in place of a
member of the nuclear family.
3. Step Families- Two families brought together due to divorce, separation, and
remarriage.
4. Single Parent Family- This can be either a father or a mother who is singly
responsible for the raising of a child. The child can be by birth or adoption. They
may be a single parent by choice or by life circumstances.
5. Adoptive family- A family where one or more of the children has been adopted.
6. Bi-racial or multi-racial family- A family where the parents are members of
different racial identity groups.
7. Trans-racial adoptive family- A family where the adopted child is of a different
racial identity group than the parents.

34 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
8. Blended family- A family that consists of members from two (or more) previous
families.
9. Conditionally separated families- A family member is separated from the rest of
the family.
10. Foster family- A family where one or more of the children is legally a temporary
member of the household.
11. Gay or Lesbian family- A family where one or both of the parents’ sexual
orientation is gay or lesbian.
12. Immigrant family- A family where the parents have immigrated to another
country as adults. Their children may or may not be immigrants. Some family
members may continue to live in the country of origin, but still be significant
figures in the life of the child.
13. Migrant family- A family that moves regularly to places where they have
employment.

Processing Questions:
1. What type of family structure you have at home?
2. Study your family structure and appraise it in terms of the care and
attention you receive.

Lesson
Genogram
12.2

A genogram or family tree is a useful tool to gather information about a

person's family. This visual representation of a family can help us to identify patterns
or themes within families that may be influencing or driving a person's current
behavior.
Source: http://www.strongbonds.jss.org.au/workers/families/genograms.html

35 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
Activity: Creating my own Genogram
Procedures:
1. You may start the activity by asking your parents and grandparents (if they are
still living) data about your family.
2. Trace up your maternal and paternal grandparents generation and list down all
the persons who will form your genogram:
a. Grandparents on your mother’s side
b. Grandparents on your father’s side
c. Your parents
d. Your parents’ siblings
e. You and your siblings
f. Your first cousins
3. You may download a genogram template online and print out a sample (if you
have internet connection and a printer) or you may want to do the diagram free-
hand.
4. Trace physical traits by using representative symbols. For example, you may use
the letters S (small) and T (Tall) for the height category. You may place the letters
inside the box or circle for easy visual identification. You may also use the letters
BR (brown) or BL (black) which indicated the eye color. However, you may create
your own representative symbol.
5. Use a bond paper in creating your genogram.

36 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
 1. Family structure reflects relationships at the juncture of biological
relatedness, marital and partnership status, and living arrangements.
2. Family structures are found to influence the personal development of
children and adolescents.
3. A young person benefits from expectations of respect, consideration and
reciprocity in family relationships.
4. Family and its members continue to provide valuable role models for a range
of behaviors, including effective communication, relationship skills, and
socially acceptable behaviors.
5. An extended family member or a caring, responsible adult in the young
person's community may be able to act as a positive role model in the young
person's life when relationships with the immediate family are conflictual.

Journal Writing
Directions: In your notebook, reflect on what you have learned in your
module today! Focus on the things on how your family structure influence you as an
adolescent.
Focus Question:
How does your family structure influence you as an adolescent?

I. Identification: Write the correct answer in the space provided.

_____________1. It is a useful tool to gather information about a person's family
commonly called as family tree.
_____________2. It is considered the “traditional” family.
_____________3. A family where one or both of the parents’ sexual orientation is gay
or lesbian.
_____________4. This can be either a father or a mother who is singly responsible for
the raising of a child.
_____________5. A family consisting of parents and children, along with either
grandparents, grandchildren, aunts or uncles, cousins etc.
_____________6. A family that consists of members from two (or more) previous
families.
_____________7. A visual representation of a family that can help us to identify
patterns or themes within families that may be influencing or driving
a person's current behavior.
_____________8. The most common form of this type of family is farm workers who
move with the crop seasons.

37 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
_____________ 9. A symbol used to identify a female member in the Genogram.
_____________ 10. This may be a two-parent family, an adoptive family, a single parent
family or an extended family.

II. True or False: Write True if the statement is correct, otherwise write False.
_____________1. The traditional family structure is considered a family support
system which involves two married individuals providing care and
stability for their biological offspring.
_____________2. Marital and family status and interactions among family members
does not affect each person’s health and the well-being of the
community and nation.
_____________3. The interconnectedness among family members helps to maintain a
family structure.
_____________4. Family can only influence adolescents in a positive way.
_____________5. The happiness and health of each person in the family depends, to a
large extent, on the nature of his or her interaction with other
members in the family unit

Acrostic poetry making

Create an acrostic poem using the word FAMILY and make time to share your work
to your family to let them know that you value and appreciate them in many ways.
Sample activity:

Source:https://www.facebook.com/gomadkidsclub/photos/pcb.1283488571846855/128348840184
6872

If you have a stable internet connection, please consider watching this video that will
surely touch your heart and inspire you to appraise your family more.
Link: https://www.youtube.com/watch?v=YP2dfhWXIpw

38 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
 MODULE2_LESSON12)
(DO_Q2_PERSONAL DEVELOPMENT 39
What I Know What's More Assessment
1. True Answers may vary Identification:
2. True
3. False 1. Genogram
4. False 2. Nuclear family
5. True 3. Gay or lesbian
family
4. Single parent
family
5. Extended family
6. Blended family
7. Genogram
8. Migrant family
9. O or circle
10.Gay or Lesbian
family
11.True
12.False
13.True
14.False
15.True
 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 13:
Developing Family
Relationships

40 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON12)
 This module was designed and written with you in mind. It is here to help you
master Personal Relationships. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is composed of one lesson:

• Lesson 13 – Developing Family Relationships

After going through this module, you are expected to:

1. Prepare a plan on how to make the family members firmer and gentler
with each other. ESP-PD11/12FSL-IId-e-11.2

HOW DO YOU FEEL ABOUT YOUR RELATIONSHIPS?

How do you feel about your relationships? Where do you see your
relationships going? Are you happy with your relationships?
Directions: Put a ✔if your answer is YES and write Χ if your answer is NO.

Criteria / Relationship FAMILY FRIENDS PARTNER

I. Overall feelings about the relationship:

Are you getting your needs met?
Are you speaking up and asking for what you
want?
Are you feeling heard?
Are you feeling encouraged and supported to
grow?
II. The decision-making process:
Are decisions made to your satisfaction?
Is there sufficient time to discuss, assess, and
process?
Do you feel as though your thoughts and feelings
are taken seriously?
Is there a collaborative spirit about decisions?
III. Communication:
Do you feel safe to say whatever you feel?
Do you feel listened to when you communicate?
Do you feel encouraged to tell your truth?
Do you feel supported in all your dreams and
goals?
IV. Roles and responsibilities:
Do you feel the division of tasks is working?
Do you feel that both of you are doing your parts?

41 (DO_Q2_PERSONAL DEVELOPMENT
MODULE2_LESSON13)
 Do you feel that task allocation is fair?
Is there anything that you want to change?
V. Activities:
Do you feel like you spend enough time together?
Do you feel like you need more alone time?
Do you want to try something new?
VI. Planning, schedules, and logistics:
Are you experiencing any schedule conflicts you
want to address?
Are there financial agreements that are fair?
Does each of you have enough time to accomplish
everything you want?

Processing Questions:
1. In which relationship do you have more checks? More X?
2. What does it mean to have a lot of X in a certain relationship?

Source: Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway Books, a
division of Random House, Inc. pp. 151-152.

Lesson
Developing Family Relationships
13

MY FAMILY
Directions: Paste a picture of your family on the box below. Afterwards, write
the names of the members of your Family and identify their positive qualities.

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Mother’s Name: ____________________________________________________________
Three Positive Qualities of My Mother:
____________________________________________________________________________
Father’s Name: _____________________________________________________________
Three Positive Qualities of My Father:
____________________________________________________________________________
Brother’s or Sister’s Name: _________________________________________________
Three Positive Qualities of My Brother/Sister:
____________________________________________________________________________
Brother’s or Sister’s Name: _________________________________________________
Three Positive Qualities of My Brother/Sister:
____________________________________________________________________________
Brother’s or Sister’s Name: __________________________________________________
Three Positive Qualities of My Brother/Sister:
_____________________________________________________________________________________________
(Note: You may add other family members)

Family is considered as the basic unit of society. For a society to flourish,

strong family relationships should be developed. Our Family teaches us how to
function in the world. It should provide love and warmth to all of its members. A
strong family gives its members the support they need to make it through everyday
challenges.

FAMILY MEETING SHEET

Having a Family Meeting helps strengthen the relationship between family
members. A Family Meeting Sheet lays out expectations, strengthens
communication, resolves problems, and build commitment to family time. Having a
Family Meeting sheet also provides avenue to discuss family issues and
miscommunication before it goes out of hand. Accomplishing a Family Meeting Sheet
is also a way for the family to bond and spend time with one another.
This is an example of an accomplished Family Meeting Sheet. Take a look at
it and afterwards, create your own Family Meeting Sheet on a bond paper. You may
use your creativity and decorate it to your preference.

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 Source: momitforward.com

Processing Questions:
1. How do you feel about accomplishing your Family Meeting Sheet?
2. What do you think are the advantages of having a Family Meeting Sheet?
3. What difficulties did you encounter while doing your Family Meeting Sheet?
4. How would you plan to execute the contents of your Family Meeting Sheet?

Activity: FAMILY HOUSE CHORES

What is the importance of doing house chores as a family? When children see
their parents do housework, they tend to replicate it. Aside from that, assigning
housework to each member of the family saves a lot of time. Children who do chores
at a young age learn the value of initiative. Lastly, doing house chores could also be
a way to bond with the whole family.

Direction: For this activity, write the names of the members of your family and then
identify the chores that they do at home. You may do this in a bond paper or
notebook. (note: you may add more space for family members if needed.)

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 Directions: Complete the following sentences based on what you have learned in
this module.
1. My family is
__________________________________________________________________________.

2. The importance of having a strong family relationship is

_____________________________________________________________________

___________________________________________________________________________

3. One way to have gentler and firmer relationship with them is: (make an
acronym)
G–
E–
N–

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 T–
L–
E–
R–

A LETTER TO MY FAMILY
Directions: Write a letter to your family. You could address your whole family
in one letter or create one for each of them, depending on your preference. You may
give it to them or just keep it in your journal if you are not yet ready. You may use
language which you are more comfortable with. The template below will serve as your
guide.

Dear Parents/Siblings ___________________________________________________________.

I am happy that _________________________________________________________________.
I am sorry for____________________________________________________________________.
I hope we can ___________________________________________________________________.
I promise that ___________________________________________________________________.

Directions: Read the statements below and write TRUE if you think that the
statement is correct. Write FALSE if you think that the statement is incorrect. Write
your answer after each statement.
1. It is important that there is open communication between family members.
2. It is alright if your needs are not being met by your family members.
3. A strong family relationship means taking care of each other.
4. The family is the basic unit of society.
5. Doing house chores as a family is only a waste of time.
6. Children who do chores at a young age learn the value of initiative
7. Having a Family Meeting helps strengthen the relationship between family
members.
8. For a society to flourish, strong family relationships should be developed.
9. A strong family gives its members the support they need to make it through
everyday challenges.
10. Having a Family Meeting sheet also provides avenue to discuss family issues
and miscommunication before it goes out of hand

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 Directions: Watch the video entitled “What is the Purpose of Family?” and
write your insights regarding the video.
(https://www.comeuntochrist.org/beliefs/family/importance-of-families)

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 MODULE2_LESSON13)
(DO_Q2_PERSONAL DEVELOPMENT 48
Assessment
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. FALSE
6. TRUE
7. TRUE
8. TRUE
9. TRUE
10.TRUE
Answer Key
 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 14:
• Career Development
and Life Goals
• Personal Factors
Influencing Career
Choices and External
Factors

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 This module was designed and written with you in mind. It is here to help you
to explain that understanding different factors, career development concepts and
personal life goals influence career planning and decision-making. It will also identify
career options based on different factors, career development concepts and personal
life goals. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

The module is divided into two lessons, namely:

• Lesson 14.1 – Career Development and Life Goals
• Lesson 14.2 – Personal Factors Influencing Career Choices and External
Factors

After going through this module, you are expected to:

1. explain that understanding different factors, career development concepts and
personal life goals influence career planning and decision-making. ESP-
PD11/12PC-IIf-12.1
2. identify career options based on different factors, career development concepts
and personal life goals. ESP-PD11/12PC-IIf-12.2

Direction: TRUE or FALSE. Write true if the statement is correct and write false if
the statement is incorrect.
_________1. Goal achievement requires commitment.
_________2. Your goal must be clear and well defined.
_________3. Goals should not be relevant to the direction you want your life and
career to take.
_________4. You must not set a timeline to reach your goals in life.
_________5. Setting clear goals from the start is an effective strategy which guides
an individual to a right career path.
_________6. Make sure that it’s possible to achieve your goals you set.
_________7. Choosing a career can be hard when you have no idea what you want to do.
_________8. Choosing a career is one of the most important decisions you will make
in life.
_________9. Education and training are not required for the career you choose.
_________10. Parents, peers and school helped shaped adolescent’s career choices.

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 Lesson
Persons and Careers
14.1
Adolescents are often faced with difficulties when it comes to determining the
right career path. They are in constant dilemma since it is difficult to arrive at a
single career decision for various personal factors should be considered. Peer
pressure can be another problem where teenagers are influenced by their peers to
take a particular course for the group without taking into consideration their
personal abilities and interests. Parents or guardians are also at the losing end since
they have to bear financial responsibility each time their child decides to take a
different course.

A career can be defined as a pattern of work experiences comprising the entire

life span of a person and which is generally seen with regard to a number of phases
or stages reflecting the transition from one stage of life to the next (Weinert, 2001).
Similarly, Collin (1998) explains that the term career arises from the interaction of
individuals with organizations and society. This interaction, as Savickas (2009)
proposes, is no longer merely just a sequence of jobs but is now a story that working
people build about themselves. (http://www.careerhelp.org.za/download_files/fet-
basic-career-guide-v2.0-23022013.pdf)

Goal setting is a major component of the career planning process. The

definition of goal setting is the process of identifying something an individual wants
to accomplish and establish measurable goals and time frames. In this context, the
goals can be career objectives, for example a particular occupation with specific
salary bracket earnings. Goal setting is a technique pioneered by Locke (1968) which
affects performance in four ways: focuses attention; mobilizes effort in proportion to
the demands of the task; enhances persistence; and encourages the individual to
develop strategies for achieving their goals.

In the life of adolescents, it is imperative that they have clear idea of what they want
to happen in their future lives, especially as regards their future careers. Sooner or
later, they are bound to finish their studies, so it will be helpful to think about their
life goals and the specific ways through which they can achieve them.

In the life of adolescents, it is imperative that they have clear idea of what they
want to happen in their future lives, especially as regards their future careers. Sooner
or later, they are bound to finish their studies, so it will be helpful to think about
their life goals and the specific ways through which they can achieve them.

Activity 1: SELF-ASSESSMENT
Directions: Answer the following questions.

1. Who among the people around has the greatest influence in your career choice?

2. Using the rule of three technique, what are your top three (3) career choices?

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3. Give at least three (3) reasons why you are considering these careers?

Notes to the Teacher

These links will help students to gain more understanding of the lesson.

Additional readings for the students on career choice:

https://www.brightermonday.co.ke/blog/choosing-career/
https://www.indeed.com/career-advice/finding-a-job/how-to-choose-a-
career
https://essay4today.com/blog/what-influences-your-career-choice
https://www.mindtools.com/pages/article/smart-goals.htm

Video to Watch on YouTube:

https://www.youtube.com/watch?v=TLltCTvivyw

Life Goals

Life goals basically refer to an individual’s aspirations, missions, ambitions,

and dreams in various aspects of his life. Achieving life goals may start with goal
setting. Identifying one’s goals in life is highly essential as it may serve as one’s guide
or direction towards what a person wants to happen in his or her life. Goals help
people identify and evade distractions and brings them back to the right track when
they are lost.

Some Guides to Setting Life Goals

The following are some helpful guidelines on setting goals in life.
List down the primary goal you want to achieve in your life.
Break it down into smaller goals.
Provide a time frame for each smaller goal. Identify other things that are
necessary in attaining these goals.
Make a plan on how to achieve those goals.
Start carrying out the plan.

Career Development
Career development refers to “the lifelong process of managing learning, work,
leisure, and transitions in order to move toward a personally determined and evolving
preferred future” (Career Development, n.d).

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 Career development, an individual comes up with strategies to attain his or
her career goals. It often involves choosing a course, acquiring education and
training, applying for a job, and, if needed, changing careers. Career development
usually comes as a natural thing and may occur even without the participation of
career experts, counselors, teachers, mentors, parents, or guardians. Yet, the
journey to a more satisfying and successful career path may come from getting
assistance from experts in managing one’s career development.

Activity: SWOT ANALYSIS

Directions: Using the SWOT Analysis (strengths, weaknesses, opportunities
and threats), list down what you considered to be your: (Please read on
how to use the tool below before answering it.)

STRENGTHS: WEAKNESSES
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
OPPORTUNITIES: THREATS:
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________

How to Use the Tool

To perform a personal SWOT analysis, write down answers to the following
questions.
Strengths
✓ What advantages do you have that others don't have (for example, skills,
certifications, education, or connections)?
✓ What do you do better than anyone else?
✓ What personal resources can you access?
✓ What do other people (your parents, classmates, friends, etc.) see as your
strengths?
✓ Which of your achievements are you most proud of?
Weaknesses
✓ What tasks do you usually avoid because you don't feel confident doing them?
✓ What will the people around you see as your weaknesses?
✓ Are you completely confident in your education and skills training? If not,
where are you weakest?
✓ What are your negative work habits (for example, are you often late, are you
disorganized, do you have a short temper, or are you poor at handling stress)?
Opportunities
✓ What new technology can help you? Or can you get help from others or from
people via the internet?

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 ✓ What trends (characteristics, skills, etc.) do you see in yourself, and how can
you take advantage of them?
✓ Are any of your colleagues failing to do something important? If so, can you
take advantage of their mistakes?

Threats
✓ What obstacles do you currently face at school?
✓ Are any of your colleagues competing with you for projects or academic?
✓ Could any of your weaknesses lead to threats?

Lesson Personal Factors Influencing Career

14.2 Choices and External Factors
The following are some of the personal factors that must be considered in
choosing a career and setting life goals as they could be determinant of success or
failure of a person in his or her chosen career:

Personality/Character
Personality refers to the combination of traits, characteristics, or qualities that
form a person’s distinct character. The personality type of an individual plays a role
in choosing a career or life goal as the kind of profession or vocation a person wishes
to have must be compatible or fitting to his or her character. Self-assessment is
helpful in learning about one’s personality and is finding the right career that
matches it.

Physical and Mental Abilities

There are jobs that require specific physical and mental capacities. If one
wants to make sports a profession, he or she must have a healthy body. Professions
like being a professor, lawyer, doctor requires having high IQ, exceptional common
sense, and logical thinking abilities.

Skills and Abilities

In choosing a career, an individual should take into consideration his skills,
general intelligence, and special abilities. While these may not fully guarantee that
one will succeed in a certain course. One who has poor linguistic and literacy
competencies, for instance, can hardly become successful in journalism or
scriptwriting.

Interests
One’s positive preference and passion towards a certain kind of undertaking
is a factor in becoming successful in that task. Students normally choose a course
that they find interesting or something that they enjoy doing or learning about.
However, interests may fluctuate or shift over time and may not really be a
dependable criterion for career choice.

Life experiences
The experiences we had in our lives may influence the way we choose our
careers. The positive feelings that one got in doing a specific task in the past and the
role models whom he or she met in that field may determine his or her career choice.
For instance, if, as a student, one enjoyed being a student-tutor to other students
and idolized a particular professor, he or she might choose teaching as a profession.

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Values
An individual’s principles or standards of behavior are collectively called as
his or her values. Values may also refer to a person’s judgment of what is important
in life. One’s value system is a set of a person’s personal ethic values which serves
as his moral code.

Activity: MY LIFE GOALS

Directions: Complete the following questionnaire. You may use additional
paper to further explain your answers if necessary.

1. My long-range life goal: (Write your primary life goal.)

2. My specific goals related to my long-range life goal: (Enumerate your particular
goals that will serve as smaller steps in reaching your long-term life goal.)
3. My plans in reaching the above-mentioned goals: (List the steps that you will
take to make your identified goals achievable.)
4. My career goal: (Write the particular profession, occupation, or vocation you
want and the rank, status, or position you want to achieve in that career.)
5. My specific goals related to my career goal: (Enumerate your particular goals
that will serve as smaller steps in reaching your career goal.)
6. My plans in reaching my career-related goals: (List the steps that you will take to
make your identified career goals achievable.)

1. Life goals basically refer to an individual’s aspirations, missions, ambitions,

and dreams in various aspects of his life. Achieving life goals may start with
goal setting.
2. Career development refers to “the lifelong process of managing learning, work,
leisure, and transitions in order to move toward a personally determined and
evolving preferred future” (Career Development, n.d).
3. Achievable goals are well-thought-out goals, that is, goals that match who we
are, what we do well and what we want out of life. Know yourself first, and
then choose your goals.
4. Personal factors must be considered in choosing a career and setting life goals
as they could be determinant of success or failure of a person in his or her
chosen career.

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Activity: SELF-REFLECT
Directions: Answer the following questions in 10-15 sentences. Write your
answers on your notebook.

1. What did you realize about yourself when it comes to your career decision making
skills?
2. What will be your advice to other teenagers who have difficulties deciding for a
future career?

Directions: Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. Refers to the combination of traits, characteristics, or qualities that form a
person’s distinct character.
a. Personality b. behavior c. interest d. experiences
2. Basically, it refers to an individual’s aspirations, missions, ambitions, and
dreams in various aspects of his life
a. Life choices b. Life goals c. Life missions d. Life transformation
3. One’s positive preference and passion towards a certain kind of undertaking
is a factor in becoming successful in that task
a. Ambition b. goals c. behavior d. interests
4. Refers to the lifelong process of managing learning, work, leisure, and
transitions in order to move toward a personally determined and evolving
preferred future.
a. Career pathways c. Career transformation
b. Career development d. Career driven
5. Achieving life goals may start with _______________.
a. Education b. training c. goal setting d. school activities

6 – 10: Write the word TRUE if the statement is correct and write FALSE if it is
incorrect.
_______6. One’s value system is a set of a person’s personal ethic values which serves
as his moral code.
_______7. Interests may fluctuate or shift over time and may not really be a
dependable criterion for career choice.
_______8. Goal setting is the last step towards planning for the future.
_______9. Mental and physical preparation are important to achieve the goals.
_______10. A person’s goal is constant for a person and it may not change over time.
_______11. Make sure that it is possible to achieve your goals you set.
_______12. Choosing a career can be hard when you have no idea what you want to do.
_______13. Choosing a career is one of the most important decisions you will make
in life.
_______14. Education and training are not required for the career you choose.
_______15. Parents, peers and school helped shaped adolescent’s career choices.

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Activity: MY CAREER GOALS
Directions: Considering your personal assessment, set career goals you want
to achieve for yourself, this can be short term or long-term aspirations. Use the table
prepared below.

People Involved in the

Target Date of
Specific Career Goal Completion of your
Completion
Career Goals

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 MODULE2_LESSON14)
(DO_Q2_PERSONAL DEVELOPMENT 58
What I Know What's In Assessment
1. True Answers may vary. 1. A
2. True 2. B
3. False What Is It 3. D
4. False 4. B
5. True Answers may vary. 5. C
6. True 6. True
7. True What More 7. True
8. True Answers may vary. 8. False
9. False 9. True
10.True 10.False
11.True
12. True
13.False
14.False
15.True
Answer Key
 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 15:
• Persons and Careers
• Occupational
Environment and
Interests

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 This module was designed and written with you in mind. It is here to help you
the concepts about career planning, occupational interest and personal development
strategies. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

The module is divided into two lessons, namely:

• Lesson 15.1 – Career Planning
• Lesson 15.2 – Occupational Environment and Interests
After going through this module, you are expected to:
1. Prepare a career plan based on the identified career options to attain personal
life goals. EsP-PD11/12PC-IIg-12.3
2. Explain the factors in personal development that may guide him/her in
making important career decisions as an adolescent. EsP-PD11/12IOPD-IIi-
14.1

Directions: A. Determine what occupational interest is being referred to. Write the
letter of your choice before each number.
________1. These people enjoy activities related to language, art, music, drama,
writing, etc.
A. Social B. Realistic C. Enterprising D. Artistic
________2. These people are usually seen by others as sociable, popular, and
responsible. They prefer social interaction and social presence.
A. Conventional B. Investigative C. Social D. Artistic
________3. These professions are most likely: economist, internist, physician,
anthropologist, astronomer, pathologist, physicist, chemist.
A. Realistic B. Investigative C. Conventional D. Enterprising
________4. This involves situations where the person is in a position of leading or
convincing others to achieve team/organizational goals or economic gain.
A. Enterprising B. Conventional C. Realistic D. Investigative
________5. They enjoy activities that involve the precise, ordered use of data such as
keeping and filing records, organizing data, computing, printing, etc.
A. Social B. Conventional C. Realistic D. Enterprising
________6. Tends to enjoy creating things with their hands and working with tools
and objects rather than working with people and ideas.
A. Realistic B. Investigative C. Conventional D. Artistic

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 Lesson
Career Planning
15.1
Having a career plan is important. Everyone is encouraged to have vision and
action to achieve its target goals. Without proper planning, you may have difficulty
in analyzing situations that may hinder your success. You should manage your
career very well at a young age. Career Planning involves self-assessment to explore
abilities, strengths, weaknesses and matching them with available career
opportunities and also applies strategic planning. It is one of the important phases
in our education today.

There is a program in senior high school that discusses a lot about career
planning and it is called CGP. As specified in Department Order 41, series of 2015,
one of the activities of the CGP is the discussion of the Career Guidance Manual
containing modules to be conducted by the class adviser during their homeroom
guidance class. With the proper guidance and support, the next batches of college
graduates in the country can very well compete with other graduates from any
university in the world (Villena, 2017).

In the previous module, you discussed the external factors influencing career
choices that may help you in decision making. Explain the importance of seeking
advice from the significant people around you in terms of career planning.

“How does seeking advice from this people help me in my career decision making?”

1. Parents:
_________________________________________________________________________________

_________________________________________________________________________________

2. Teachers:
_________________________________________________________________________________

_________________________________________________________________________________

3. Guidance Counselors:
_________________________________________________________________________________

_________________________________________________________________________________

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 Notes to the Teacher
Before you proceed to the next activity, is there something that students may want
to ask or the question that left on their mind?
Discuss further their answers from What’s In activity.
Let the students read more about external factors affecting their career choice:
https://osumarion.osu.edu/assets/marion/uploads/What_Factors_Influence_a_
Career_Choice.pdf

Activity 1: My Career Plans

Career Planning involves self-assessment and matching them with available career
opportunities and also applies strategic planning.

Direction: Fill up all the information needed to complete the table. You may
do this in your notebook or on a separate sheet of paper.

Example:
My Career Goal: I want to be an Accountant because I am good in analyzing numbers
and I have interest in balancing it.
Skills and Interest: I have number skills, analytic skills, and office skills.
My plan to reach my goal: I need to finish BS Accountancy course from the
University that offers that course and I will take the Licensure Exam for Accountant.
Possible challenges in achieving my career goal: I think the possible challenge
that may arrive is financial problem and dedication to my course because it is not
an easy course.
How will I deal with the challenges: If ever that challenges may happen, I will have
a part time job to sustain my needs and I will study harder to be able to finish my
course:
YOUR TURN:

My Career Goal:

Skills and Interest:

My plan to reach my goal:

Possible challenges in achieving my career goal:

How will I deal with the challenges:

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Answer the following questions:
1. How does career planning help you in visualizing your career?
2. What significant learning can you derive from the activity?

Lesson Occupational Environment and

15.2 Interests

Psychologist John Holland classified jobs/careers/work environments into

six: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. There are
no pure classifications, though. A person's job function may combine ESA
(Enterprising, Social and Artistic) or ISC (Investigative, Social and Conventional) or
any two or three other possible combinations.

Try to look at this image to know your occupational interest:

https://personalityjunkie.com/holland-code-riasec-career-interests-myers-briggs-types/

Personal development strategies that may guide you in making important

career decisions:
Some of the strategies that can facilitate career choice and other decision makings
according to Borja (2019):
• Make a self-assessment. Learn more about yourself, like your interests, your
personality type, passions, attitude, and skills.
• Create a short-list of courses and narrow them down to which is appropriate
for you.
• Identify your goals – long-term and short-term. Do some research. You can
write down a strategy that lays out steps to come down to a decision.

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 Read more about external factors affecting career choice:
https://osumarion.osu.edu/assets/marion/uploads/What_Factors_Influence_a_Career_Choice.
pdf

Activity 2: Pros and Cons of my Course

Direction: Review your career plan template, what is your preferred course in
college? Write down your preferred course below and assess its PROS and CONS if
you take up that course.
My Preferred Course: BS Civil Engineering
PROS (advantages): It has a lot of opportunities for me because I can have a
managerial job positions after I graduate.
CONS (disadvantages) The work of Civil Engineer is heavy and stressful and I
need to be excellent in mathematics subject is I take this course.

YOUR TURN:
My Preferred Course:

PROS (advantages)

CONS (disadvantages)

1. The future is uncertain but having a good career plan and believing in yourself
and to God, all things will be possible, and you can achieve whatever you want
in the future.
2. No matter what it takes, the most important here is you do not give up and
you plan wisely. Believe that when you visualize something, it will happen to
you.
3. Make a self-assessment. Learn more about yourself, like your interests, your
personality type, passions, attitude, and skills.
4. Identify your goals – long-term and short-term.
5. Psychologist John Holland classified jobs/careers/work environments into
six: Realistic, Investigative, Artistic, Social, Enterprising and Conventional.

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Activity 3: Reflect - Symbol of Success
Direction: Draw an image of SYMBOL OF SUCCESS to you and after that answer
the following questions. You may color your image or add design into it. You may
do this in a bond paper.
Question:
1. In your own words, how do you define success?
2. Why did you choose that kind of symbol?
3. What is your career Philosophy? Write at least 2 sentences of your career
philosophy in life.

Direction: Determine what occupational interest is being referred to (Realistic,

Investigative, Artistic, Social, Enterprising or Conventional).
_________1. These people enjoy activities related to language, art, music, drama,
writing, etc.
_________2. These people are usually seen by others as sociable, popular, and
responsible. They prefer social interaction and social presence.
_________3. These professions are most likely: economist, internist, physician,
anthropologist, astronomer, pathologist, physicist, chemist.
_________4. This involves situations where the person is in a position of leading or
convincing others to achieve team/organizational goals or economic
gain.
_________5. They enjoy activities that involve the precise, ordered use of data such as
keeping and filing records, organizing data, computing, printing, etc.

B. True or False. Write True if the statement is correct, otherwise write False.
___________________7. A person may also be ESA (Enterprising-Social-Artistic) or ISC
(Investigative-Social-Conventional) or any two or three possible
combinations.
___________________8. Some adolescents failed to consult for proper career planning
that led them to wrong career choices.
___________________9. Only career professionals are the ones who can help
adolescents in choosing the right career for them.
___________________10. Long term goal is more important than short term goal so
short term goal is not required to write in your journal or plan for it.

A short-term goal is something you want to do in the near future, while long
term goal is a goal that takes time to achieve.
Directions: Write your own short term and long-term career goals.

Short term goals Long term goals

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 MODULE2_LESSON15)
(DO_Q2_PERSONAL DEVELOPMENT 66
What I Know What's More Assessment
1. D 2. Answers may 1. Artistic
2. C vary 2. Social
3. B 3. Investigative
4. A 4. Enterprising
5. B 5. Conventional
6. B 6. Realistic
Answer Key
 SENIOR HIGH SCHOOL

Personal
Development
Quarter 2: Module 2
Lesson 16:
Importance of Personal
Development

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MODULE2_LESSON15)
 This module was designed and written with you in mind. It is here to help you
with the concepts about setting career goals. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module covers the lesson about:

• Lesson 16: Importance of personal development to one’s career growth and goal
setting

After going through this module, you are expected to:

1. Share insights that make him/her realize the importance of personal development
in making a career decision as adolescent. EsP-PD11/12IOPD-IIi-14.2
2. Construct a creative visualization of his/her personal development through the
various stages he/she went through, stressors, influences, and decision-making
points, and a personal profile analysis. EsP-PD11/12IOPD-IIi-14.3

Respond to the statements below in terms of how you feel based on how you
have made important decisions in the past, or about how you are handling decisions
with which you are currently dealing with.
Directions: Read the following statements carefully. On the table provided
below, put a check mark in the corresponding column of your answer.
AGREE DISAGREE
1. I am very systematic when I go about making an
important decision.
2. I often make a decision that is right for me
without knowing why I made the decision.
3. When I make a decision it is important to me
what my friends think about it
4. I rarely make an important decision without
gathering all the information I can find.
5. Even on important decisions I make up my mind
pretty quickly.
6. I like to have someone to steer me in the right
direction when I am faced with an important
decision.
7. When I make a decision I consider its
consequences in relation to decisions I will have
to make later on.
8. When I make a decision I just trust my inner
feelings and reactions.

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 9. I really have a hard time making important
decisions without help.
10. When I need to make decision I take my time and
think it through carefully.

Lesson Importance of Personal

16 Development

Personal development plays a crucial role in one’s career growth. An individual who
can contribute not only in his area of expertise but other domains as well are bound
to get quick promotions and lucrative incentives and rewards. It is imperative not
only for career growth but also for mere survival in the organization.

Personal development helps you set goals and expectations for yourself. Any
individual without a vision in life not only fails to deliver but also gets easily lost in
the crowd. It is important to set expectations for yourself. There is a scope of
improvement always. Never ever feel that you are the best and you know everything.
There are many things under the sky which we still do not know and need to find.

Notes to the Teacher

The following links will help the learners gain more knowledge and
understanding of the lesson.
http://www.nextstepu.com/your-
personalmissionstatement.art#.Vrcv1kBQU3w
https://www.studiobinder.com/blog/joseph-campbells-heros-
journey/#Call-to-Action.

Direction: Read and analyze the given scenario and answer the following
questions in your notebook.
Patricia dreamt of becoming a teacher. She is very confident that it is the perfect
career for her because she really wanted to help address the needs of the learners
with special educational needs and her parents are very supportive to her. They allow

69 (DO_Q2_PERSONAL DEVELOPMENT
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her to freely choose her course after she graduated senior high school. At her young
age, she already know how to manage her strengths and improve her weaknesses.

Processing questions:
1. What made Patricia confident in her chosen career?
2. Evaluate your situation right now and compare it to the given scenario.
3. How do you envision yourself ten (10) years from now?

Making choices in life is part of your daily experience. How you spend your
time and energy today shapes the kind of person you can become tomorrow. There
are turning points in your life when choosing your future career. You cannot achieve
success overtime. You have to find all possible means to achieve success and pursue
your chosen career path.
Activity: My Recipe for success
Directions: In the previous activity, you shared how you envision yourself ten years
from now. You may have included your life goals, values, and how you build your
skills and qualities to reach your potential. In this activity, you are tasked to create
your own “Recipe for success.” Enumerate the things that would help you achieve
the goals that you want to achieve ten years after.

Your personal mission statement: You’re never too young to clarify your life
goals and aspirations
What’s your life mission? It’s not an easy question to answer, but an
important one. You can talk about your aspirations and goals all day, but when
you write them down, they become, well, more real. It’s a starting point to living the

70 (DO_Q2_PERSONAL DEVELOPMENT
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life you want. When you write a personal mission statement, you’re clarifying what
you want to accomplish and how, and committing to it.

What is a personal mission statement?

Most students, and adults, don’t realize the importance of writing their
personal mission statements. It’s more than just your goals. Your mission
statement will help you sort out your priorities and how you want to live your life. It
may include short-term and long-term goals, or life-long aspirations. It becomes a
guide and provides direction, which comes from you, not someone else.

There’s no right or wrong way to approach your personal mission statement,

or what it should include. Everyone’s is going to be different. What’s important is to
write it down.
Topics your personal mission statement may include:
• Education
• Career
• Personal attributes, such as honesty, loyalty and dedication
• Family and personal relationships
• How you want to live your life
• Sports
• Faith and spirituality
• Community service

Source: Joe
Villmowhttp://www.nextstepu.com/yourpersonalmissionstatement.art#.Vrcv1kBQU3w

Activity: My Personal Mission

Statement
Directions: Finalize your personal
mission statement.
It may include the following information:
• Your name.
• Your overall statement.
• Who inspires you and why.
• What qualities you want to
obtain.
• What roles you play and how you
want to be known in those roles.
• Specific goals you have.
• Beliefs that you hold.

• The goal setting process starts with a more thorough understanding of

yourself.
• Setting specific, measurable goals can provide a path to improve your career
and achieve certain accomplishments
• Setting goals must be in accordance with your skills and abilities, or at least
in line with skills and abilities you can feasibly acquire in the future.

71 (DO_Q2_PERSONAL DEVELOPMENT
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 • Your career will always have its ups and downs, but setting goals will keep
you on a steady path to success

Activity: My own Hero journey

Directions: Read about the Hero Journey of Joseph Campbelle from this
website: https://www.studiobinder.com/blog/joseph-campbells-
heros-journey/#Call-to-Action.
Write your own “Hero journey” by creating a story of your personal development
journey this school year. You may shortcut the 17 stages into just the most important
ones for you. Use your own symbols, avatars, or archetypes to capture concepts,
ideas, or representations you would like to express. You may use any coloring
materials for this activity and an extra sheet of paper. You may visit this link for your
reference. https://www.pinterest.com/pin/144326363044594511/

Direction: Write True if the statement is correct and False if the statement is
incorrect.
______1. Personal development enables you to have a personal vision of the future
______2. Learning and growing are the hallmarks of personal development
______3. Personal development does not contribute in identifying some hidden talent
in you.
______4. Making choices in life is part of your daily experience
______5. There’s no right or wrong way to approach your personal mission statement,
or what it should include.
______6. There is no need to record the outcomes of your development.
______7. A talent is something which you excel in, and it will become evident that you
are good at something
______8. Reflecting on your past and learning directly from your experience
______9. How you spend your time and energy today will not affect the kind of person
you can become tomorrow.
______10. Your motivations to develop yourselves are powered by your desire to fulfill
certain needs.
______11. It is important to set expectations for yourself.
______12. Never do the comparison with others because everyone has their own
abilities and capabilities.
______13. Putting what you have learned into practice is a disadvantage for students
if they want to be successful in their life.
______14. Setting a goal obligates an individual to take action, regardless of the
obstacles that may be in place.
______15. Personal development can help you embrace your full potential and
improve your quality of life.

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Activity: My Journal
Direction: Write a reflective journal on your journey through this course on
Personal Development.
Focus questions:
1. How have you changed since the beginning of this semester?
2. What have you learned about yourself?
3. What activities and reading were most useful to you?
4. What can you do in order to continue your personal development after
this course?

73 (DO_Q2_PERSONAL DEVELOPMENT
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 MODULE2_LESSON16)
(DO_Q2_PERSONAL DEVELOPMENT 74
Assessment
1. True
2. True
3. False
4. True
5. True
6. False
7. True
8. True
9. False
10.True
11.True
12.True
13.False
14.True
15.True
References
BOOKS:
Bernabe, G.A. (2016). Personal Development for Senior High School. Mindshapers
Co., Inc.
Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway
Books, a division of Random House, Inc. pp. 151-152.
Certeza, C. et. al. (2016). Personal Development Workbook. Our Lady of Fatima
University-RDIC.
De Guzman, J. & Nicolas, M.S. (2016). Personal Development. A Textbook and a
Workbook for Senior High School Students. Mutya Publishing House Inc.
Department of Education (2016). Personal Development Teacher’s Guide
Social relationship in middle and late adolescence. (2017, March 7).
Fernandez, B. et. al. (2016). Personal Development Reader. Department of Education

Journals / Magazines
Borja, K. (2019). SHS Graduates, Choosing the Right Career Path. Palayan Busines
Hub. 21 March 2019, Retrieved from the web June 29, 2020, from:
http://palayanbusinesshub.com/shs-graduates-choosing-the-right-career-path/
Brenner, A. (2016). The Benefits of Creative Visualization. The Psychology Today.
25 June 2020, Retrieved from web June 29, 2020, from:
https://www.psychologytoday.com/us/blog/in-flux/201606/the-benefits-creative-
visualization
Drenth, A. (n.d.). Holland Code (RIASEC) Career Interests & Myers-Briggs Types.
Personality Junkie. Retrieved from web June 30, 2020, from:
https://personalityjunkie.com/holland-code-riasec-career-interests-myers-briggs-
types/
Villena, W. (2017). Guiding our senior high-school students on their career path.
Business Mirror. 2 February 2017, Retrieved from the web June 29, 2020, from:
businessmirror.com.ph/2017/02/02/guiding-our-senior-high-school-students-on-
their-career-path/

Websites:
http://washingteenhelp.org/your-relationships/your-love-life has these signs to
know if you are in a healthy or unhealthy relationship
http://westernhealth.nl.ca/uploads/Addictions%20Prevention%20and%20Mental%2
0Health%20Promotion/Healthy%20Relationships%20Resource%20Kit%20-
%20Western.pdf
http://angellovecards.com/assets/luminaries/drcherrieLOVEposter.pdf
https://i1.wp.com/www.creativesolutionsonline.org/wpcontent/uploads/2019/08/I
MG_7913.jpg?resize=768%2C768&ssl=1
http://seancovey.com/teens.html
Chapter 11: Social relationship in middle and late adolescence. (n.d.). Quizlet.
https://quizlet.com/204296243/chapter-11-social-relationship-in-middle-and-
late-adolescence-flash-cards/
SlideShare. https://www.slideshare.net/RupertGarryTorres/social-relationship-in-
middle-and-late-
adolescence#:~:text=From%20high%20school%20to%20college,their%20capacity%
20to%20nurture%20relationships
What are the theories of leadership? definition and theories. (2018, August 16).
Business Jargons. https://businessjargons.com/theories-of-leadership.html

75 (DO_Q2_PERSONAL DEVELOPMENT
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http://1.bp.blogspot.com/2Y38UFR6pPo/VXugtl9sUYI/AAAAAAAAKs/vHiBY1M6d
mg/s1600/FamilyChores.png (2)
https://pixabay.com/images/search/career/
https://www.pinterest.ph/pin/211598882479381490/
https://genopro.com/genogram/symbols/
http://www.strongbonds.jss.org.au/workers/families/genograms.html
https://www.scoe.org/files/ccpc-family-structures.pdf;
https://www.boundless.com/sociology/textbooks/boundless-sociology-
textbook/family12/family-91/family-structures-521-10352/
https://www.facebook.com/gomadkidsclub/photos/pcb.1283488571846855/1283
488401846872
https://www.studiobinder.com/blog/joseph-campbells-heros-journey/#Call-to-Action
http://www.nextstepu.com/your-personalmissionstatement.art#.Vrcv1kBQU3w
http://www.nextstepu.com/your-personalmissionstatement.art#.Vrcv1kBQU3w
https://www.pinterest.ph/pin/369435975656202892/
https://thelifesynthesis.com/personal-mission-statement-examples/

momitforward.com
Twistynoodle.com

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For inquiries or feedback, please write or call:

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Office Address: Pio Valenzuela Street, Marulas, Valenzuela City

Telefax: (02) 8292-4340

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