East Asia International Systems College, Inc.

Senior High School

PERSONAL DEVELOPMENT
Quarter 1 – Module 1:
Knowing Oneself
 As we submerge ourselves in “Knowing Ourselves” in the process, it is needed to know

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.

Most Essential Learning Competencies:

• Explain that knowing oneself can make a person accept his/her strengths and limitations

and dealing with others better;

• Share his/her unique characteristics, habits, and experiences; and

• Start a Journal Diary to be sustained at the end of the subject course.

 Week 1 Knowing Oneself
Before we go on with the lesson, let us start with a simple activity. This will test what you
already know about our topic.

Learning Centered Pre-Activity

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.

Nature, Nurture, and Personality

Personality is influenced by both nature (heredity or genetic make-up) and nurture
(environment). There is no single gene that creates a trait. It is always a complex combination of
genes, environmental exposure and experiences, and cultural backgrounds.

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

Low Scorers High Scorers

Loner Joiner
Quiet Talkative
1. Extroversion Passive Active
Reserved Affectionate
Suspicious Trusting
Critical Lenient
2. Agreeableness Ruthless Soft-hearted
Irritable Good-natured
Negligent Conscientious
Lazy Hard-working
3. Conscientiousness Disorganized Well-organized
Late Punctual
Calm Worried
Even-tempered Temperamental
4. Neuroticism
Comfortable Self-conscious
Unemotional Emotional
Down-to-earth Imaginative
5. Openness to Uncreative Creative
experience Conventional Original
Uncurious Curious

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.

The Myers-Briggs Type Indicator

Katherine Briggs and Isabel Briggs Myers developed the Myers-Briggs personality model
based on four preferences of individuals. These are:

• E or I (Extraversion or Introversion) is how an individual prefers to channel his or her

energy when dealing with people, whether it is inward (introversion) or outside
(extraversion).
 • S or N (Sensing or INtuition) is how one prefers to process information, whether the use
of senses such as being able to describe what one sees, or intuitively like dealing with ideas.
• T or F (Thinking or Feeling) is how an individual prefers to make decisions, either thinking
or using logic and analysis, or feeling which uses the cognitive senses based on values or
beliefs.
• J or P (Judgement or Perception) is how an individual prefers to manage one’s life, whether
through judging, which means a planned and organized life, versus perception, which has
a more flexible approach to living.

REFERENCES

Personal Development First Edition by Ricardo Rubio Santos, Rex Publishing

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.

Most Essential Learning Competencies:

• Discuss the relationship among physiological, cognitive, psychological, spiritual, and

social development to understand his/her thoughts, feelings, and behaviors;

• Evaluate his/her own thoughts, feelings, and behaviors; and

• 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.

Learning Centered Pre-Activity

Direction: Read the following statements carefully and choose the letter of the best answer.
Write your answer on the space provided.

_____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

What is Holistic Development?

The key phrase in this chapter that you have to pay attention to is whole person,
emphasizing the complete aspects of a person or his totality. In order to understand what it means
to perceive a person as a whole organism, we will discuss philosophical theories such as dualism
and holism.

Mind and body Dualism of Descartes

Rene Descartes, one of the modern philosophers of our time, influenced much of mankind’s
thinking with his theory of duality or understanding the nature of things in a simple, dual mode.
Hence, you are familiar with the separation of body and spirit in western religion, and of the mind
and body in the study of human sciences.

Holism and Gestalt

In 1926, General Jan C. Smuts, a South African statesman, military leader, and philosopher,
wrote about holism in his book Holism and Evolution. He introduced the academic terminology
for holism as “the tendency in nature to form wholes which are greater than the sum of the parts
through creative evolution.”
Earlier in 1890, a German philosopher and psychologist, Christian von Ehrehfels, and later
supported by psychologists Max Wertheimer, Kurt Koffka, and Wolfgang Kohler of the Berlin
Schools, introduced the concept of gestalt. This is defined by Merriam-Webster Dictionary as
“something that is made of many parts and yet somehow more than or different from the
combination of its parts; broadly, the general quality or character of something.”
An example of holism and gestalt is evident in a car. A car is made up of hundreds of
different parts. Separately, these parts do not represent the car, but when put together and made
them work with each other, these parts produce a new entity entirely different from its parts.

The Various Aspects of Holistic Development of Persons

When we consider a human person and what various aspects make up this complex
organism, five aspects come to mind:
• Physiological or the physical attributes including the five physical senses;
• Cognitive or the intellectual functions of the mind: thinking, recognizing, reasoning,
analyzing, projecting, synthesizing, recalling, and assessing;
• Psychological or how thinking, feeling, and behaving interact and happen in a person;
• Social or the manner by which an individual interacts with other individuals or groups of
individuals; and
• Spiritual or the attribute of a person’s consciousness and beliefs, including the values and
virtues that guide and put meaning into a person’s life.
Feelings and Emotions
Feelings, moods, and emotions do not exactly mean one and the same. According to Paul
Ekman of the University of California identified six basic emotions that human beings experience.

Six Basic Emotions

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:

• Facial expressions: such as smiling

• Body language: such as a relaxed stance
• Tone of voice: an upbeat, pleasant way of speaking

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

Sadness is another type of emotion often defined as a transient emotional state

characterized by feelings of disappointment, grief, hopelessness, disinterest, and dampened mood.

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:

• Body language: turning away from the object of disgust

• Physical reactions: such as vomiting or retching
• Facial expressions: such as wrinkling the nose and curling the upper lip

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

Anger can be a particularly powerful emotion characterized by feelings of hostility,

agitation, frustration, and antagonism towards others. Like fear, anger can play a part in your
body's fight or flight response.

When a threat generates feelings of anger, you may be inclined to fend off the danger and
protect yourself. Anger is often displayed through:

• Facial expressions: such as frowning or glaring

• Body language: such as taking a strong stance or turning away
• Tone of voice: such as speaking gruffly or yelling
• Physiological responses: such as sweating or turning red
• Aggressive behaviors: such as hitting, kicking, or throwing objects

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 and Behavior

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.

Behavior is a manifestation or acting out of the attitudes an individual has.

My
Attitude
affects affects

Your My
Behavior Behavior

affects affects
Your
Attitude

Values and Virtues

 There are different sets of values identified by different people and organizations,
depending on what their order or priorities are, and what they intend to achieve.
In an article of Robert L. Dilenschneider, he listed the following corporate values:
• Integrity
• Accountability
• Diligence
• Perseverance
• Discipline
Shalom H Schwartz, a psychologist and cross-cultural researcher from Hebrew University
of Jerusalem, wrote in his report the Basic Human Values: Theories, Methods and Applications,
which identified the ten basic values.
1. Self-Direction- independent thought and action; choosing, creating, and exploring
2. Stimulation- excitement, novelty, and challenge in life
3. Hedonism- pleasure and sensuous gratification for oneself
4. Achievement- personal success through demonstrating competence according to social
standards
5. Power- social status and prestige, and control or dominance over people and resources
6. Security- safety, harmony, and stability of society, of relationships, and of self
7. Conformity- restraint of actions, inclinations, and impulses that are likely to upset or
harm others and violate social expectations or norms
8. Tradition- respect, commitment, and acceptance of the customs and ideas that
traditional culture or religion provide the self
9. Benevolence- preserving and enhancing the welfare of those with whom one is in
frequent personal contact
10. Universalism- understanding, appreciation, tolerance, and protection for the welfare
of all people and of nature

Virtues
Values are usually nouns, while virtues are adjectives that describe positive and desirable
qualities which usually mirror a value it represents.

Here are some examples:

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!

Most Essential Learning Competencies:

• Discuss developmental tasks and challenges experienced during adolescence

• Evaluate one’s development through the help of significant people around him/her (peers,

parents, siblings, friends, teachers, community leaders)

• Identify ways that help one become capable and reasonable adolescent prepared for adult

life

After going through this module, you are expected to:

• develop understanding about physical, physiological, and psychological issues related to

the processes of growing up;

• explain the nature of adolescence as a developmental stage; and

• explain the physical development during adolescence.

Before we go on with the lesson, let us start with a simple activity. This will test what you already
know about our topic.

Learning Centered Pre-Activity

Fill out the graphic organizer below by pasting your pictures. In each picture, identify and compare
some changes from early adolescence to late adolescence.

Early Adolescence Middle Adolescence Late Adolescence

Ages 10-13 Ages 14-16 Ages 17-19

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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):

• Early adolescence – ages around 10 to 13

• Middle adolescence- ages from 14 to 16
• Late adolescence – ages from 17 to 20

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:

• oilier skin and some acne

• increased sweating especially under arms
• growth of pubic and underarm hair, and facial and chest hair in boys
• changes in body proportions
• masturbation and fantasies about sexual intimacy
• in boys, enlargement of testicles, erections, first ejaculation, wet dreams, deepening voice
• in girls, breast budding, increased vaginal lubrication and the beginning of the menstrual cycle

The physical changes of early adolescence often lead to:

• New responses from others

In response to these physical changes, young adolescents begin to be treated in a new way by those
around them. They may no longer be seen as just children, but as sexual beings to be protected — or
targeted (Get Organized: A Guide to Preventing Teen Pregnancy, 1999). They face society's
expectations for how young men and women "should" behave.
• New concern with physical appearance and body image
Both adolescent boys and girls are known to spend hours concerned with their physical appearance.
They want to "fit in" with their peers yet achieve their own unique style as well.

Risk factors for girls developing eating disorders include:

• 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:

• Become more independent.

• Take on increased responsibilities, such as babysitting, summer jobs, or household chores.
• Shift their school focus from play-centered activities to academics.
• Begin to consider future careers and occupations.
• Look to peers and media for information and advice.
• Begin to develop a social conscience: becoming concerned about social issues such as racism,
global warming and poverty.
• Develop a sense of values and ethical behavior: recognizing the value of traits such as honesty,
helpfulness, caring for others.

As adolescents begin to exercise their new reasoning skills, some of their behaviors may be
confusing for adults. It is normal for them to:

• Argue for the sake of arguing.

• Jump to conclusions.
• Be self-centered.
• Constantly find fault in the adult's position.
• Be overly dramatic.

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:

• Recognizing and managing emotions.

• Developing empathy.
• Learning to resolve conflict constructively.
• Developing a cooperative spirit.
The course of emotional development will be unique for each adolescent. Yet some tendencies are seen in
specific groups of adolescents.

• 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):

Key Features of Adolescent Social Development

Late
Social Early Adolescence (ages 9- Middle Adolescence (ages
Adolescence
Group 13) 14-16)
(ages 17-19)

• Center of social world • Peer groups gradually • Serious intimate

shifts from family to give way to one-on-one relationships begin to
friends. friendships and develop.
• Peer group tends to be romances.
Peers same-sex. • Peer group tends to be
• Strong desire to conform gender-mixed.
to and be accepted by a • Dating begins.
peer group. • Less conformity and
more tolerance of
individual differences.
• Increasing conflict between adolescents and their • Family influence in
parents. balance with peer
Family • Family closeness most important protective factor influence.
against high-risk behavior.

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).

Engaging in risk-taking behavior helps adolescents to:

• Shape their identities.

• Try out their new decision-making skills.
• Develop realistic assessments of themselves.
• Gain peer acceptance and respect.
(Ponton, 1997; Jessor, 1991)

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:

• Begin early, age 8 or 9.

• Are on-going rather than occasional.
• Occur in a social context with peers who engage in the same activity.

According to the American Psychological Association (2002), the areas of most concern for youth at
risk of developing problem behaviors are:

• Drug and alcohol abuse.

• Pregnancy and sexually transmitted disease.
• School failure and dropping out.
• Crime, delinquency and violence.

There are several factors that can help prevent the development of problem behaviors in
adolescents, even under adverse circumstances such as poverty:

• Stable, positive relationship with at least one caring adult.

• Religious and spiritual anchors.
• High, realistic academic expectations and adequate support.
• Positive family environment.
• Emotional intelligence and ability to cope with stress.

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).

SKILLS AND TASKS APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE

Filipino authors Corpuz et al. (2010) in their book, Child and Adolescence Development, identified
similar developmental tasks a Filipino Adolescence needs to learn. These are:
1. Developing Occupational Skills – skills that can help the adolescence develop responsibility as a
preparation for gainful employment ahead.
2. Self-Reliance – the ability to identify their own skills and knowledge, capabilities, and resources
to engage in meaningful activities and not rely too much on others.
3. Ability to manage their finances – be able to discern what is the difference between “wants” and
“needs,” and be able to learn self-control when handling their finances. As early as possible, the
adolescent should learn financial literacy through various means available to them.
4. Social responsibility – adolescents should be able to see beyond themselves, take into
consideration the greater community around them, and see their role in improving and developing
these communities, serving as change agents.
5. Mature work orientation – develop pride in what they do and raise standards of excellence in the
quality of their work.
6. Personal responsibility – to be fully responsible for their own decisions and actions by owning
them, become aware of the repercussions or results of the decisions they make and be mature
enough to “own” these results, and refrain from putting blame on others for the results of their
decisions and actions.
7. Positive attitude toward work – developing a healthy and positive attitude toward work means
that we see work as an expression of our love for the people who are important to us, including
ourselves.
CHALLENGES DURING ADOLESCENCE
1. Attitudes and behavior toward sexuality and sexual relationships – puberty drives the
adolescence to experience sexual desires, which often lead them to experimentation and
exploration. While this is often healthy to engage in, there is the danger of losing control over one’s
sexual drives inevitably end up in lifetime of regrets. Love is genuine when the intent is to help the
other person develop his or her talents and potentials and encourage them to become a person.
2. Academic Concerns – the role of the student is the primary role of an adolescence who is still in
school. While many adolescents become problematic with their studies, what is most important is
the attitude that they need to embrace when studying.
3. Group belongingness – an adolescent wants to belong. An adolescent with a low self-esteem might
be drawn toward organizations that promise camaraderie in the form of “walang iwanan” “one for
all and all for one” kind of social support. However, there is a possibility that these types of
organizations may be more destructive than constructive.
4. Health and nutrition – a healthy mind and body is what every adolescent should strive for.
However, because of their growing bodies and brains, are gifted with so much energy that seems
inexhaustible, resulting in abuse of one’s body and mind. Lack of sleep and poor eating habits often
result in disaster.
5. Developing or Regaining Self-Esteem- they have to learn to be gentler and kinder, and less
demanding in order for them to maintain a balance in their view of what and who they are.
6. Roles- roles are part of one’s identity, such as being a son or daughter to your parents, being a
brother or sister to your siblings, being a student in your school, or a member of your organization.
7. Material Poverty- stories of students who could not go to school because they do not have money
for food and transportation.
8. Parents Working Abroad- another social phenomenon experienced by many Filipino families today
linked to poverty are parents who leave their families to work abroad to support the needs of their
families.
9. Career Choice- adolescence who is creating identity for himself is faced with an urgent need to
identify what course to take in college and establish a career path for the future.
10. Relationships- maintaining a healthy relationship require a certain level of maturity. An
adolescence who is still in the process of acquiring maturity may often find maintaining
relationships challenging.
11. Values and Beliefs- the adolescence is still developing his cognitive skill that he can use in thinking
of abstract concepts and asking critical questions.
12. Other Challenges- there are many challenges facing adolescents, and we are not aware that we are
experiencing them. There are signs of depression an adolescent should be aware of.

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!

Most Essential Learning Competencies:

• Discuss understanding of mental health and psychological well-being to identify

ways to cope with stress during adolescence;

• Identify causes and effects of stress in one’s life; and

• Demonstrate personal ways to cope with stress and maintain mental health

After going through this module, you are expected to:

• Discuss that understanding stress and its source during adolescence may help in

identifying ways to cope and have a healthy life;

• Identify sources of one’s stress and illustrate the effects of stress on one’s system;

and

• Demonstrate personal ways of coping with stress for healthful living.

Before we go on with the lesson, let us start with a simple activity. This will test what you already
know about our topic.

Learning Centered Pre-Activity

Direction: Read the following statements carefully and choose the letter of the best answer.
Write your answer on the space provided.

1. It is the reaction to a stimulus that disturbs our physical or mental equilibrium.

a. Mind
b. Body
c. Stress
d. Stressor

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

3. It refers to the way the body reacts to challenging situations.

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.

Stress as Stimulus, Response and Relational

Aside from being a reaction (or response) Stress is also a stimulus as well as a relational
condition between persons and the situations they are in (Feist and Rosenberg 2012).
Stress as stimulus, stress is caused by situations that may be life threatening or life
changing, such as separation, moving into a new homo, or having a new job. These situations or
events are often called stresors.
Stress as a response is the way the body reacts to challenging situations. This involves the
interactions between the hormones, glands and nervous system where the adrenal gland drives the
production of cortisol or better known as “Stress hormone”
Stress as relational is when a person experiencing stress takes a step back to look at the
situation that is causing the stress, and assess it. Assessment here means that when the person
allows reasoning to prevail and weigh the relevance or irrelevance of the situation.

Brain and Nerves- headaches, feeling of despair, lack of energy,

sadness, nervousness, anger, irritability, increased or decreased eating,
trouble, concentrating, memory problems, trouble sleeping

Heart- faster heartbeat, rise in blood pressure, risk of

heart attack

Muscles and joints- muscle ache and tension (neck,

shoulder and back)

Stomach – nausea, stomach pain, heartburn, weight gain

Pancreas- increased risk of diabetes

Intestines – diarrhea, constipation and other digestive problem

Reproductive system- for woman- irregular or more painful periods,

reduced sexual desire, for men- impotence, lower sperm production,
reduced sexual desire

Immune system- lowered ability to fight or recover from

illness
Health Stress
There are certain types of stress that can benefit a person. Stress hat is short and sporadic
can propel a person to a necessary action. These types of stress can motivate, energize, and spur
an individual into fruitful action.
Bad stress can be transformed into good stress depending on how individual assesses the
situation.

School Demands and Expectations

Quizzes and Tests, homework and projects, oral recitation, quarterly and final exams and
grades most especially, epitomize the kind of stressors adolescents have when it comes to studying.
Although grades are not the gauge of what one has learned, it is what the educational system relies
on when trying to measure one’s learning capacity.

Selecting a School, College Course, or Career

A high school student who just graduated faces more demanding challenges, and the first
of these are the entrance exams to whatever school or university, and the course that they will
choose. Deciding on what course to take up in college is another stressor that is similar to taking
an entrance examination.

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.

Romantic Relationships or the Lack of it

Adolescence have a tendency to feel awkward when they are not in a special relationship
with someone. Somehow, having an intimate relationship is a status symbol that says one is good
looking, interesting, and attractive.

Family Demands and Expectations

To some adolescents, family ties can be a stressor. The adolescent is still learning and
yearning for independence and autonomy, but parents may not be ready to relinquish control over
their “baby.” This is why conflict sets in. there is also rebellion in the mind adolescents, to go
against the norm and to set their own norms that may not be agreeable to the parents.

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.

Demands of Social Life

There is a common thinking among adolescents that is embarrassing to be alone. That is
why the need to belong is significantly important for adolescents. Forming groups or joining one
makes an adolescent feel safe and secure because to belong to a social group is an affirmation that
they are acceptable to others.

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.

STRESS REDUCTION METHODS

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!

Most Essential Learning Competencies:

• Discuss that understanding the different parts of brain, processes and functions may help

in improving thoughts, behavior and feelings;

• Explore ways on how to improve brain functions for personal development; and

• Develop a personal plan to enhance brain functions.

 The Power of the Mind: The Whole Brain Theory
Brain is the organ in the head that controls functions, movements, sensation and thoughts. It is
responsible for the ability of a person to think and to reason out.
Paul Broca (1861)
• Conducted a study on the language and left-right brain specialization on a patient who had
problems with language.
• Theorized that some language functions reside on the left side part of the brain.
Dr. Roger Sperry

• 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.”

Figure 1. 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.

Herrman’s Four Dominant Quadrants

Ned Hermann: Founder

of Herrman International

Herrman labeled the four quadrants

of the brain as:
1. Upper Left (A) Cerebral
mode- key word for this quadrant is
ANALYTICAL
2. Lower Left (B) Limbic mode-
key word for this is ORGANIZED
3. Lower right (C) – Limbic
mode- key word for this is INTERPERSONAL
4. Upper right (D) Limbic system- key word for this is IMAGINATIVE

Quadrant A Learner Quadrant D Learner

Analyzes data Vivid imagination

Down-to-earth Explores
Critical Curious
Logical thinker Experiments
Understands money Flexible
Works with numbers Conceptualizes
Uses visuals to learn
Risk-taker
 Quadrant B Learner Quadrant C Learner

Get things done Tactile

Submits on time Sensitive
Creates procedures Emotional
Plans and organizes Sociable
Neat and organized Expressive
Reliable in getting things done Shares knowledge
Uses physical movement

Houghton Mifflin College- Thinking Styles and Learning Styles

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/

Senior High School

PERSONAL DEVELOPMENT
Quarter 1 – Module 6:
The Neurological Basis of Emotions
 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!

Most Essential Learning Competencies:

• Discuss that understanding the intensity and differentiation of emotions may help in

communicating emotional expressions;

• Explore one’s positive and negative emotions and how one expresses or hides them; and

• Demonstrate and create ways to manage various emotions.

 The Neurological Basis of Emotions
Neuroscientist have agreed that there are parts of the human brain primarily involved in the creation of
emotions, specifically the amygdala, the neocortex, and the frontal lobes. According to Dr. Joseph LeDoux (1992),
the amygdala has become the center of action, the emotional sentinel that can take control of our actions even before
neocortex could assess what to do.

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.”

Salovey identified five domains of emotional intelligence, namely:

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.

ROBERT PLUTCHIK’S WHEEL OF EMOTIONS

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!

Most Essential Learning Competencies:

• Discuss that understanding of teen-age relationships, including the acceptable and

unacceptable expressions of attractions

• Express his/her ways of showing attraction, love, and commitment

• Identify ways to become responsible in a relationship

 Personal Relationship
What is Personal Relationship? The concept of relationship is very broad and complex. In our model, 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.
A healthy relationship with friends is a source of lifetime happiness.

Attachment styles as defined by by Ainsworth, Blekar and Wall 1978

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.

Brain Systems of Love: Lust, Attraction, and Attachment

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).

What Drives Attraction

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).

The Rozenberg Quarterly Mentions Several Theories on Attraction

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.

Three Components of Triangular Theory of Love

1.Intimacy-An intimate relationship is an interpersonal relationship that involves physical and/or emotional intimacy.
Physical intimacy is characterized by friendship, platonic love, romantic love or sexual activity.

2. Commitment- a promise to do or give something.: a promise to be loyal

to someone or something.: the attitude of someone who works very hard to
do or support something.

3. Passion- is a very strong feeling about a person or thing. Passion is an

intense emotion, a compelling enthusiasm or desire for something.

Commitment Saying Yes and Meaning It

1.Accumulation of all rewards of the relationship

2.Temptation of Alternative partners
3. Investments made by the couple in the relationship

Behaviors married couples may do that can predict a divorce or

separation
1. Criticism
2. Denial of the existence of conflict
3. Contempt

Responsibilities in a Relationship

1. Be Responsible for what you think and say to another person

2.Be responsible for what you think and say to your family

3. Ensure the relationship is mutually beneficial

4. Respect the other party or parties involved

5. Be ready to provide support when needed

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!

Most Essential Learning Competencies:

• Discuss the various roles of different individuals in society and how they can influence

people through their leadership or followership

• Compare one’s perception of himself/herself how others see him/her

• Conduct a mini-survey on Filipino relationships

 Social Relationship in Middle and Late Adolescence
Social Relationships tend to be less intimate, with lesser self-disclosure involved, but may still be exclusive, and may
demand certain levels of loyalty as in fraternities or religious organizations, and to a lesser extent, loosely knitted
social clubs like practitioners of certain specialized professions.

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.

SOCIAL INFLUENCE VARIETIES OR TYPES OF SOCIAL INFLUENCE

Herbert Kelman, a Harvard psychologist, suggested that there are three (3) varieties of social influence, namely: 1.
Compliance 2. Identification 3. Internalization

SOCIAL INFLUENCE VARIETIES OR TYPES OF SOCIAL INFLUENCE

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.

SOCIAL INFLUENCE OTHER TYPES OF SOCIAL INCLUENCE

• 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.

LEADERSHIP AND FOLLOWERSHIP THEORIES

THERE ARE SEVERAL EXISTING THEORIES OF LEADERSHIP

• Trait Theory This theory defines leadership based on certain personality traits which are generally suited
for all leaders, such as decisiveness(“Katiyakan”), persistence(“Pagtitiyaga”), high level of self-
confidence(“Kumpiyansa sa sarili”) and assertiveness(“Pagpipilit”), among others.

• 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.

2. Leadership is not-hierarchical The exercise of leadership is not based on one’s position in an

organizational chart alone, but also dependent on other factors such as characteristics, skills, and even
connections.

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