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Senior High School Personal Development: East Asia International Systems College, Inc
Senior High School Personal Development: East Asia International Systems College, Inc
some similar aspects and topics that pertains in the study of self. This may conclude that seeing
our “self” as a growing person inside the society, and this may tackle the philosophical,
psychosocial aspect of the self, including the Self-Concept and its relation to the social norms or
our society.
• Explain that knowing oneself can make a person accept his/her strengths and limitations
Fill out the graphic organizer below by drawing out symbols of what represents your “Self.”
Self
LESSON Defining “Self”
Socrates believed that the most important thing to pursue was self-knowledge, and
admitting one’s ignorance is the beginning of true knowledge.
For Plato, one of Socrate’s students, the beginning of knowledge is self-knowledge.
In philosophical terms, Self is the being, which is the source of a person’s consciousness.
It is the agent responsible for an individual’s thoughts and actions. Based on this definition, the
“Self” is an intangible entity that directs a person’s thoughts and actions. It is outside the physical
realm of the person.
The “Self” is identified in various contexts, such as in psychological, sociology, or religion.
The “Self” is the essence of a person: his thought, feelings and actions, experiences, beliefs, values,
principles, and relationships. The “Self” includes a person’s life purpose, meaning, and aspirations.
If the “Self” is defined as the cognitive and affective representation of one’s identity, it is
then defined in terms of human characteristics such as behavior ad thought.
In Psychology, term personality is referred as the set of behaviors, feelings, thoughts, and
motives that identifies an individual. Personality is the essence of who we are and is the
embodiment of one’s physical, psychological, cognitive, affective, and spiritual self. Therefore,
when we speak of the “Self”, we will describe it in personality terms.
Personality
Personality psychologists have different viewpoints. One definition state, “personality
refers to the unique and relatively enduring set of behaviors, feelings, thoughts, and motives that
characterize an individual” (Feist and Rosenberg 2012).
Gordon Allport defines personality as “a pattern of habits, attitudes, and traits that
determine an individual’s characteristics, behavior, and traits” (Sanchez, Abad, and Jao 2012).
This definition does not emphasize uniqueness and consistency, but nevertheless still captures
aspects of personality.
Trait Theories
Openness to experience
Composed of two related but separable traits, Openness to Experience and Intellect.
Behavioral aspects include having wide interests, and being imaginative and insightful, correlated
with activity in the dorsolateral prefrontal cortex. Considered primarily a cognitive trait.
Conscientiousness
Scrupulous, meticulous, principled behavior guided or conforming to one's own
conscience. Associated with the dorsolateral prefrontal cortex.
Extraversion
Gregarious, outgoing, sociable, projecting one's personality outward. The opposite of
extraversion is introversion. Extraversion has shown to share certain genetic markers with
substance abuse. Extraversion is associated with various regions of the prefrontal cortex and the
amygdala.
Agreeableness
Refers to a compliant, trusting, empathic, sympathetic, friendly and cooperative nature.
Neuroticism
Identifies people who are prone to psychological distress. Individuals who are high in
neuroticism tend to be anxious, depressed, self-conscious, impulsive, vulnerable and display angry
hostility. "Neuroticism is the major factor of personality pathology" (Eysenck & Eysenck, 1969).
Neuroticism has been linked to serotonin transporter (5-HTT) binding sites in the thalamus: as
well as activity in the insular cortex. Neuroticism also predicts the occurrence of more negative
life experiences.
Big Five
Measuring Personality
There are different ways to measure personality. One is by observing people’s behavior.
This is quite limited as other people may not be observed all aspects of personality such as
loneliness, which is internal and is observed by others very subjectively.
REFERENCES
https://en.wikipedia.org/wiki/Trait_theory
https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/the-16-mbti-types.htm
Senior High School
PERSONAL DEVELOPMENT
Quarter 1 – Module 2:
Developing the Whole Person
In this module, the learners will demonstrate an understanding of the various aspects of
holistic development: physiological, cognitive, psychological, spiritual, and social. The learners
shall be able to illustrate the connections between thoughts, feelings, and behavior of a person
holistically.
• Show the connections between thoughts, feelings, and behaviors in real-life situations.
Before we go on with the lesson, let us start with a simple activity. This will test what you
already know about our topic.
_____1. It refers to the physical body and how this affects the other aspects of a person.
a. Cognitive
b. Psychological
c. Spiritual
d. Social
_____2. It refers to a person’s way of thinking, feeling, and behaving.
a. Cognitive
b. Psychological
c. Spiritual
d. Social
_____3. It refers to the higher ideals, beliefs, and values of a person adheres to which help guide the
person in achieving personal happiness and self-fulfillment.
a. Social
b. Physiological
c. Cognitive
d. Spiritual
_____4. These are the result from the emotions that were experienced.
a. Feelings
b. Emotions
c. Behavior
d. Thought
_____5. These are descriptions or adjectives that reflect a value.
a. Virtues
b. Values
c. Holism
d. Attitudes
_____6. It refers to a person’s thoughts, feelings, and emotions about another person.
a. Virtues
b. Attitudes
c. Feelings
d. Behavior
_____7. It refers to the relationships a person has with other people.
a. Spiritual
b. Social
c. Cognitive
d. Physiological
_____8. It is an outward manifestation or acting out of the attitudes an individual has.
a. Emotions
b. Attitudes
c. Feelings
d. Behavior
_____9. These are usually caused by physical sensations experienced by the body as a reaction to a
certain external stimulus.
a. Emotions
b. Attitudes
c. Feelings
d. Behavior
_____10. It refers to the system of beliefs that adhere to the highest ideals of human existence.
a. Virtues
b. Values
c. Holism
d. Attitudes
WEEK 2 Developing the Whole Person
During the 1970s, psychologist Paul Eckman identified six basic emotions that he
suggested were universally experienced in all human cultures. The emotions he identified were
happiness, sadness, disgust, fear, surprise, and anger. He later expanded his list of basic emotions
to include such things as pride, shame, embarrassment, and excitement.
HAPPINESS
Of all the different types of emotions, happiness tends to be the one that people strive for
the most. Happiness is often defined as a pleasant emotional state that is characterized by feelings
of contentment, joy, gratification, satisfaction, and well-being.
Research on happiness has increased significantly since the 1960s within a number of
disciplines, including the branch of psychology known as positive psychology. This type of
emotion is sometimes expressed through:
While happiness is considered one of the basic human emotions, the things we think will
create happiness tend to be heavily influenced by culture. For example, pop culture influences tend
to emphasize that attaining certain things such as buying a home or having a high-paying job will
result in happiness.
Happiness has been linked to a variety of outcomes including increased longevity and
increased marital satisfaction.3 Conversely, unhappiness has been linked to a variety of poor health
outcomes.
SADNESS
Like other emotions, sadness is something that all people experience from time to time. In
some cases, people can experience prolonged and severe periods of sadness that can turn
into depression. Sadness can be expressed in a number of ways including:
• Crying
• Dampened mood
• Lethargy
• Quietness
• Withdrawal from others
The type and severity of sadness can vary depending upon the root cause, and how people
cope with such feelings can also differ.
Sadness can often lead people to engage in coping mechanisms such as avoiding other
people, self-medicating, and ruminating on negative thoughts. Such behaviors can actually
exacerbate feelings of sadness and prolong the duration of the emotion.
FEAR
Fear is a powerful emotion that can also play an important role in survival. When you face
some sort of danger and experience fear, you go through what is known as the fight or flight
response.
Your muscles become tense, your heart rate and respiration increase, and your mind
becomes more alert, priming your body to either run from the danger or stand and fight.5
This response helps ensure that you are prepared to effectively deal with threats in your
environment. Expressions of this type of emotion can include:
• Facial expressions: such as widening the eyes and pulling back the chin
• Body language: attempts to hide or flea from the threat
• Physiological reactions: such as rapid breathing and heartbeat
Fear is the emotional response to an immediate threat. We can also develop a similar
reaction to anticipated threats or even our thoughts about potential dangers, and this is what we
generally think of as anxiety.
DISGUST
Disgust is another of the original six basic emotions described by Eckman. Disgust can be
displayed in a number of ways including:
This sense of revulsion can originate from a number of things, including an unpleasant
taste, sight, or smell. Researchers believe that this emotion evolved as a reaction to foods that
might be harmful or fatal. When people smell or taste foods that have gone bad, for example,
disgust is a typical reaction.
Poor hygiene, infection, blood, rot, and death can also trigger a disgust response. This may
be the body's way of avoiding things that may carry transmittable diseases. 7
People can also experience moral disgust when they observe others engaging in behaviors
that they find distasteful, immoral, or evil.
ANGER
When a threat generates feelings of anger, you may be inclined to fend off the danger and
protect yourself. Anger is often displayed through:
While anger is often thought of as a negative emotion, it can sometimes be a good thing. It
can be constructive in helping clarify your needs in a relationship, and it can also motivate you to
take action and find solutions to things that are bothering you.
Anger can become a problem, however, when it is excessive or expressed in ways that are
unhealthy, dangerous, or harmful to others. Uncontrolled anger can quickly turn to aggression,
abuse, or violence.
This type of emotion can have both mental and physical consequences. Unchecked anger
can make it difficult to make rational decisions and can even have an impact on your physical
health.
SURPRISE
Surprise is another one of the six basic types of human emotions originally described by
Eckman. Surprise is usually quite brief and is characterized by a physiological startle response
following something unexpected.
This type of emotion can be positive, negative, or neutral. An unpleasant surprise, for
example, might involve someone jumping out from behind a tree and scaring you as you walk to
your car at night.
An example of a pleasant surprise would be arriving home to find that your closest friends
have gathered to celebrate your birthday. Surprise is often characterized by:
• Facial expressions: such as raising the brows, widening the eyes, and opening the mouth
• Physical responses: such as jumping back
• Verbal reactions: such as yelling, screaming, or gasping
Surprise is another type of emotion that can trigger the fight or flight response. When
startled, people may experience a burst of adrenaline that helps prepare the body to either fight or
flee.
Attitudes of a person’s thoughts, feelings, and emotions about another person, object, idea,
behavior, or situation. Attitude is a result of a person’s evaluation of an experience with another
person, object, idea, behavior, or situation based on his/her values and beliefs. Beliefs therefore,
affect the attitude of a person.
My
Attitude
affects affects
Your My
Behavior Behavior
affects affects
Your
Attitude
Virtues
Values are usually nouns, while virtues are adjectives that describe positive and desirable
qualities which usually mirror a value it represents.
Values Virtues
Peace Peaceful, calm
Integrity Reputable, responsible, believable, honest, trustworthy
Love Loving, caring, compassionate, gentle, affection
Respect Respectful, civil
Balance Objective, fair, harmonious
References
Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing
https://www.verywellmind.com/an-overview-of-the-types-of-emotions-4163976
Senior High School
PERSONAL DEVELOPMENT
Quarter 1 – Module 3:
Developmental Stages in Middle and Late Adolescence
Why Am I Like This?
This education module was created to involve learners to the diverse activities. It gives you
exciting lessons and activities that will surely help you to excel. Enjoy and have fun with this
module!
• Evaluate one’s development through the help of significant people around him/her (peers,
• Identify ways that help one become capable and reasonable adolescent prepared for adult
life
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WEEK 3 Developmental Stages in Middle and Late Adolescence
As adolescents develop physically, they also develop cognitively, psychologically, socially, and
spiritually.
The ages during adolescence may be bracket as follows (Corpus et al. 2010):
American psychologists differ slightly with their age definitions of adolescence. Feist and
Rosenberg (2012) pegged early adolescence at age 11 or 12, and late adolescence at about age 18. Hence,
in America, a child is usually out of the house by the age 18 because this is the age on how they define
young adulthood.
In this section, we will explore some key features of each of these aspects of development.
PHYSICAL DEVELOPMENT
Adolescents experience a growth spurt, which involves rapid growth of bones and muscles. This
begins in girls around the ages of 9-12 and in boys around the ages of 11-14.
Sexual maturation (puberty) also begins at this time. During puberty, most adolescents will
experience:
• low self-esteem
• poor coping skills
• childhood physical or sexual abuse
• early sexual maturation
• perfectionism
COGNITIVE DEVELOPMENT
A dramatic shift in thinking from concrete to abstract gives adolescents a whole new set of mental
tools. They are now able to analyze situations logically in terms of cause and effect. They can appreciate
hypothetical situations. This gives them the ability to think about the future, evaluate alternatives, and set
personal goals. They can engage in introspection and mature decision-making. As a result of their growing
cognitive abilities, most developing adolescents will:
As adolescents begin to exercise their new reasoning skills, some of their behaviors may be
confusing for adults. It is normal for them to:
EMOTIONAL DEVELOPMENT
Adolescents are faced with the large task of establishing a sense of identity. The new cognitive
skills of maturing adolescents give them the ability to reflect on who they are and what makes them unique.
Identity is made up of two components (American Psychological Association, 2002):
• Self-concept
The set of beliefs about oneself, including attributes, roles, goals, interests, values and religious
or political beliefs
• Self-esteem
How one feels about one's self-concept
The process of developing a sense of identity involves experimenting with different ways of
appearing, sounding and behaving. Each adolescent will approach this exploration in his or her own
unique way.
Adolescents must also develop relationship skills that allow them to get along well with others and to
make friends.
The specific skills that they need to master as part of their emotional development include:
• Gender Differences
Boys and girls face different challenges in our culture and may have different emotional needs during
adolescence. Girls tend to have lower self-esteem than boys (Bolognini, Plancherel, Bettschart &
Halfon, 1996).
Some girls may need help learning to express anger and to be more assertive. In contrast, boys may
need to learn to be more cooperative and that it's okay to express emotions other than anger (Pollack
& Shuster, 2000).
• Cultural Differences
For many adolescents, this may be the first time that they consciously recognize their ethnic identity.
Ethnic identity includes the shared values, traditions and practices of a cultural group.
Feeling positive about one's ethnic identity is important to the self-esteem of an adolescent. This can
be a difficult challenge for adolescents from minority cultures in the United States, given that they are
often faced with negative stereotypes about their culture.
SOCIAL DEVELOPMENT
The social development of adolescents takes place in the context of all their relationships,
particularly those with their peers and families. Key features of adolescent social development are
summarized in Table 6 (American Psychological Association, 2002):
Late
Social Early Adolescence (ages 9- Middle Adolescence (ages
Adolescence
Group 13) 14-16)
(ages 17-19)
BEHAVIORAL DEVELOPMENT
All of the developmental changes that adolescents experience prepare them to experiment with new
behaviors. This experimentation results in risk-taking, which is a normal part of adolescent development
(Dryfoos, 1998; Hamburg, 1997; Roth & Brooks-Gunn, 2000).
Unfortunately, some of the risks that adolescents pursue may pose a real threat to their health and
well-being. These include motor vehicle accidents, pregnancy, alcohol and drug abuse, and cigarette
smoking. Adolescents need guidance to channel the drive toward risk-taking behavior into less dangerous
and more constructive pursuits.
Signs that an adolescent's risk behaviors are beyond normal experimentation include behaviors
that:
According to the American Psychological Association (2002), the areas of most concern for youth at
risk of developing problem behaviors are:
There are several factors that can help prevent the development of problem behaviors in
adolescents, even under adverse circumstances such as poverty:
Unfortunately, these factors are not ones that an individual can create alone. A community must be
able to offer the resources to build these elements into its structure. In order for this to happen, the needs of
youth must be given priority (American Psychological Association, 2002).
References
Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing
http://recapp.etr.org/recapp/index.cfm?fuseaction=pages.TheoriesDetail&PageID=336
Senior High School
PERSONAL DEVELOPMENT
Quarter 1 – Module 4:
Coping with Stress in Middle and Late Adolescence
This education module was created to involve learners to the diverse activities. It gives you
exciting activities that will surely help you to excel. Enjoy and have fun with this module!
• Demonstrate personal ways to cope with stress and maintain mental health
• Discuss that understanding stress and its source during adolescence may help in
• Identify sources of one’s stress and illustrate the effects of stress on one’s system;
and
2. This type of stress is caused by situations that may be life threatening or life changing.
a. Stress
b. Relational
c. Stimulus
d. Response
4. It is when a person experiencing stress takes a step back to look at the situation that is
causing the stress, and assess it.
a. Stress
b. Relational
c. Stimulus
d. Response
5. This type of stress can motivate, energize, and spur an individual into fruitful action.
a. Health Concern
b. College Life
c. Healthy Stress
d. Family Demands and Expectations
WEEK 4 Coping with Stress in Middle and Late Adolescence
Stress is simply a reaction to a stimulus that disturbs our physical or mental equilibrium.
In other words, it's an omnipresent part of life. A stressful event can trigger the “fight-or-flight”
response, causing hormones such as adrenaline and cortisol to surge through the body.
Separation Anxiety
High school graduation, to some, means a temporary ending or separation from some of
their friends. There is a possible scenario that a best friend might move to another place to study
or move to another school. Technology might ease the pain of separation by simply going online,
texting, or calling to get instant connection with someone who is sorely missed.
College Life
The prospect of being by themselves in a new school in college and meeting and adjusting
to new people is another cause of stress for graduating senior students. The unfamiliarity of a new
environment can bring stress to adolescents as they set their foot in college.
Health Concerns
To some adolescents, health may be a problem. Health problems may run a gamut of
varieties, such as unwanted pregnancy, HIV and other sexually transmitted diseases, unhealthy
lifestyles such as poor eating and sleeping habits that often lead to lifetime diseases, and so on.
Bullying
Being bullied in school can be very stressful and may cause emotional and psychological
trauma to the individual experiencing it. Many schools are aware of the presence of bullying and
have policies dealing with it. If you are being bullied, either physically or verbally, report this to
your teacher, the school principal, and your parents.
Coping may also be a combination of both problem-focused and emotional-focused remedies. Here
are some examples as illustrated above:
1. Conduct creative imagery of the problem- look at the stressor as a relational situation where
you can assess and change the way you look at the stressful situation.
2. Seek group or social support- talk to the people you know and trust, surround yourself with
friends who can offer you sincere understanding and empathy. Talk to an adult and share
your thoughts and feelings.
3. Get into relaxation activities like breathing exercises, regular physical exercise, meditation,
yoga, self-hypnosis, reading a good book, or listening to relaxing music.
4. Create a situation where you can feel more relaxed like a quiet environment or a
comfortable position, and project a passive attitude toward the stressor.
5. Learn to manage your time- analyze how much time you are spending for studying, being
online, for texting or calling, for watching tv, and see where you are spending more time.
6. Eat properly by selecting nutritious, healthy food. Eat regularly and avoid skipping meals.
Reference
Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing
Senior High School
PERSONAL DEVELOPMENT
Quarter 1 – Module 5:
The Power of the Mind: The Whole Brain Theory
This education module was created to involve learners to the diverse activities. It gives you
exciting activities that will surely help you to excel. Enjoy and have fun with this module!
• Discuss that understanding the different parts of brain, processes and functions may help
• Explore ways on how to improve brain functions for personal development; and
• Conducted a study for epilepsy, which gave him the 1981 Nobel Prize for Physiology or
Medicine. Sperry explain that the brain has two hemispheres that perform tasks differently
from each other. Dr. Perry’s theory was known as the “Split-Brain Theory.”
Another neuroscientist by the name of Dr. Paul MacLean came up with a theory that identified
three distinct parts of the brain, namely: neocortex, limbic system, and reptilian complex, which
were referred to as “The Triune Brain Theory.”
Neocortex or rational brain is responsible for intellectual tasks such as language, planning,
abstraction, and perception.
Limbic system or the intermediate brain is responsible for the motivation and emotion involved in
feeding, reproductive behavior, and parental behavior.
Reptilian complex or primitive brain controls the self-preservation and aggressive behavior of
humans similar to the survival instincts of animals.
MIND MAPPING
A mind map is a diagram used to represent ideas or information branching from a central key word
or idea and used as an aid in study, organization, problem solving, decision making, and writing.
According to the website www.midmapping.com, there are five essential characteristics of mid
mapping:
1. The center image represents the main idea, subject, or focus.
2. The main branches radiate from the central image.
3. The branches comprise a key image or word drawn or printed on its line
4. Twigs represent the lesser topics.
5. The branches form connected nodal structure.
STEPS IN CREATING BASIC MIND MAPS:
1. Write the title of the subject in the center.
2. Draw lines out of the center to label major subject matters.
3. Draw additional lines that will connect to the lines for the major topics.
4. Then, individual facts or ideas, draw lines out from the appropriate heading line and label them.
5. As you come across new information, link it in to the mind map appropriately.
Example:
References
Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing
https://quizlet.com/203941637/chapter-7-the-power-of-the-mind-the-whole-brain-theory-flash-cards/
https://havengracealagos.wordpress.com/2017/01/19/the-powers-of-mind/
exciting activities that will surely help you to excel. Enjoy and have fun with this module!
• Discuss that understanding the intensity and differentiation of emotions may help in
• Explore one’s positive and negative emotions and how one expresses or hides them; and
Eyes
Visual Thalamus
Neocortex
Amygdala
Frontal Lobes
As an example, if we see a snake in front of us, its image is quickly passed on to the thalamus, which in turn
sends out the pulses to the other parts of the brain, first into the neocortex which is termed as the thinking brain, then
to the amygdala, then to the frontal lobes which eventually send these signals to the other parts of the body for action.
EMOTIONAL INTELLIGENCE
Goleman defines emotional intelligence as “the ability to motivate oneself and persist in the face of
frustrations, to control impulse and delay gratification, to regulate one’s moods and keep distress from swamping the
ability to think, to empathize, and to hope.”
1. Knowing one’s emotions or self-awareness- it is about a person who recognizes an emotion being felt, and
is able to verbalize it, by saying, “I am experiencing anger” or “I am hungry”
2. Managing emotions- we often have very little or no control when an emotion occurs
3. Motivating oneself- Goleman points out that optimism is a great motivator
4. Recognizing emotions in other- empathy is important in maintaining relationships
5. Handling relationships-emotional intelligence is also evident in the way we manage our relationships with
others.
Reference
Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing
Senior High School
PERSONAL DEVELOPMENT
Quarter 1 – Module 7:
Personal Relationship
This education module was created to involve learners to the diverse activities. It gives you
exciting activities that will surely help you to excel. Enjoy and have fun with this module!
1.Secure attachment is classified by children who show some distress when their caregiver leaves but are able to
compose themselves and do something knowing that their caregiver will return. Children with secure attachment feel
protected by their caregivers, and they know that they can depend on them to return.
2. Avoidant Attachment- Parents of children with an avoidant/anxious attachment tend to be emotionally unavailable
or unresponsive to them a good deal of the time. They disregard or ignore their children's needs, and can be especially
rejecting when their child is hurt or sick.
3. Anxious-ambivalent attachment is when the infant feels separation anxiety when separated from the caregiver
and does not feel reassured when the caregiver returns to the infant. Anxious-avoidant attachment is when the infant
avoids their parents. Disorganized attachment is when there is a lack of attachment behavior.
While love is complicated and can’t simply be reduced to three biological brain states, there are clear neurochemical
processes that do contribute to feelings of love. While not called ‘love’, the desire to mate with a specific individual
is not limited to humans, but exists across many species. The drive to find a mate, bond, and reproduce is called the
‘attraction system’. This system is made up of three fundamental pathways -- lust, attraction and attachment – which
occur in both birds and mammals (including humans).
1. Lust-Is sex really all that guys think about? Possibly. But women think about it too. Lust is our sex drive or libido
and it is in part driven by the hormones testosterone and estrogen. Lust refers to an urge or desire that motivates us to
partake in sexual activity. This desire to be involved in sexual activity is there regardless of whether someone has a
sexual partner or not.
2. Attraction -Although often described as part of lust, attraction is distinguished from lust because it involves
focusing our attention to a particular person or desire. Lust on the other hand is our libido; it is the underlying urge
for sexual gratification. Attraction is also in part driven by different hormones than is lust, with adrenaline, dopamine
and serotonin playing key roles. Ultimately, engaging in sexual activity may be just as dependent upon individual
attraction as it is upon lust
3. Attachment- Attachment is a deep and enduring emotional bond that connects one person to another across time
and space (Ainsworth, 1973; Bowlby, 1969).
1. Transference effect- Transference is a phenomenon characterized by unconscious redirection of feelings from one
person to another.
2. Propinquity Effect-The propinquity effect is the tendency for people to form friendships or romantic relationships
with those whom they encounter often, forming a bond between subject and friend. Occupational propinquity, based
on a person's career, is also commonly seen as a factor in marriage selection
3. Similarity-the state of being similar; likeness; resemblance. 2. an aspect, trait, or feature like or resembling another
or another's: a similarity of diction.
4. Reciprocity-In social psychology, reciprocity is a social rule that says people should repay, in kind, what another
person has provided for them; that is, people give back (reciprocate) the kind of treatment they have received from
another.
5.Physical attractiveness is the degree to which a person's physical features are considered aesthetically pleasing or
beautiful. The term often implies sexual attractiveness or desirability, but can also be distinct from either.
6. Personality Characteristics and Traits- • Five major traits underlie personality, according to psychologists. They
are introversion/extroversion, openness, conscientiousness, extraversion, agreeableness and neuroticism.
Responsibilities in a Relationship
2.Be responsible for what you think and say to your family
Reference
Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing
Senior High School
PERSONAL DEVELOPMENT
Quarter 1 – Module 8:
Social Relationship in Middle and Late Adolescence
This education module was created to involve learners to the diverse activities. It gives you
exciting activities that will surely help you to excel. Enjoy and have fun with this module!
• Discuss the various roles of different individuals in society and how they can influence
Middle and late adolescents usually find themselves in the company of their peers, usually from the school or the
neighborhood. From high school to college, adolescents mature faster socially, and new lessons are learned especially
on how their social interactions affirm their self-identity, increase their self-esteem, and develop their capacity to
nurture relationships.
Herbert Kelman, a Harvard psychologist, suggested that there are three (3) varieties of social influence, namely: 1.
Compliance 2. Identification 3. Internalization
1. Compliance Is when a person seems to agree, and follows what is requested or required of him or her to
do or believe in, but does not necessarily have to really believe or agree to it.
2. Identification Is when a person is influenced by someone he or she likes or looks up to, like a movie star,
social celebrity, or a superhero.
3. Internalization Is when a person is able to own a certain belief or act, and is willing to make it known
publicly and privately.
• Conformity / Pagsang-ayon A type of social influence that involves a change in behavior, belief, or thinking to
be like others. It is the most common and pervasive form of social influence. Social psychology research in
conformity tends to distinguish between two varieties: information conformity (“internalization” in kelaman’s term)
and normative conformity (“compliance” in Kelman’s terms).
• Conversion / Pagbabagong-loob Occurs when an individual whole-heartedly changes his or her original thinking
and beliefs, actions, and attitudes to align with those of the other members of a group.
• Minority influence Happens when a bigger number of people are influenced by much smaller number or people
and when the minority’s way of looking at and doing things are accepted.
• Reactance Is when there is a willing rejection of a social influence being exerted on an individual or group.
This is also known as anti- or non-conformity. Reactance is a reverse reaction to some social influence that is being
imposed by a person or a group on another.
• Obedience Is another form of social influence wherein a person follows what someone tells him or her to do,
although it may not necessarily reflect the person’s set of beliefs or values. Similar to compliance, obedience usually
stems from either respect or fear of the authority figure.
• Persuasion Is used by one person or group to influence another to change their beliefs, action, or attitudes by
appealing to reason or emotion.
LEADERSHIP / PAMUMUNO The action of leading a group of people or an organization. Chester Barnard
(1983) defined leadership as the ability of a person in person in position of authority to influence others to behave in
such a manner that goals are achieve.
• Behavioral Theory This theory presupposes that leadership is a learned behavior, and that leaders are
defined according to certain types of behavior they exhibit.
• Participative Theory The opposite of an autocratic leader (“Diktador na leader”), the participative leader
involves other people to make common decisions.
• 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.
• Transactional Theory This theory states that leadership involves a transaction or negotiation of resources
or position, usually employs reward and punishment.
• 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.
AUTHENTIC LEADERSHIP
1. Leadership is situational This means that leader’s behavior and what is required of him will always be
influenced by the situation. It means that a leader is able to assess a situation quickly, adjust to it, and
provide the appropriate and necessary action to address it for the benefit of his followers.
3. Leadership is relational Leaders and followers establish a relationship where their interests are mutually
met. The role of a leader in this relationship can vary from being a visionary to cheerleader.
Reference
Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing