Senior High School

Personality
Development
Quarter 2 – Module 3:
Social Relationships in Middle and
Late Adolescence
Personality Development – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 3: Social Relationships in Middle and Late Adolescence
First Edition, 2020
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Published by the Department of Education
Nicolas T. Capulong PhD, CESO V
Ronilo AJ K. Firmo PhD, CESO V
Librada M. Rubio PhD
Development Team of the Module
Writer: Annie P. Francisco
Editor: Robinson B. Valenzona
Fernebert L. Ganiban
Reviewers: Angelica M. Burayag PhD
Ann Christian A. Francisco
Christian C. Linsangan
Nelie D. Sacman PhD
Mercedita D. Saldero PhD
Gwen T. Francisco
Ann Lisa Lepasana
Layout Artists: Agnes P. Baluyot
Cristoni A. Macaraeg
Jay Ahr Sison
Kristian Marquez
Management Team: Nicolas T. Capulong PhD, CESO V
Librada M. Rubio PhD
Angelica M. Burayag PhD
Ma. Editha R. Caparas PhD
Nestor P. Nuesca EdD
Ramil G. Ilustre PhD
Larry B. Espiritu PhD
Rodolfo A. Dizon PhD
Nelie D. Sacman PhD

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 Senior High School

Personality
Development
Quarter 2 – Module 3:
Social Relationships in Middle and
Late Adolescence
Introductory Message
For the learners:
This module will let you understand the different parts of the brain, its
purposes, and functions. It will help you to identify ways to improve brain
functions which will be manifested in thoughts, behavior, and feelings.
This module is designed to provide you fun and meaningful opportunities for
guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
For the facilitator:
Welcome to the Personality Development / Grade 11 Alternative Delivery
Mode (ADM) Module Social Relationships in Middle and Late Adolescence!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

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What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have This includes questions or blank

Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional In this portion, another activity will be given

Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

iii
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to helping
you to develop as well-rounded individuals. The scope of this module permits may
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course.
After going through this module, you are expected to:
1. compare one’s perception of himself/herself and how others see him/her;
2. conduct a mini-survey on Filipino relationships (family, school, community);
and,
3. identify the different roles of leaders and followers in society.

Notes to the Teacher

The learners may complete the activity at their home,
discuss the answers during videoconferencing and/or during chat
sessions.

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 What I Know

Directions: Test your knowledge below by choosing the best answer in each
question. Write the letter of your choice in a sheet of paper.
1. What is a kind of relationship being applied wherein the people interact within
each other to established a better society?
a. Intimate relationships
b. Personal relationships
c. Social relationships
d. Virtual relationships
2. The following are the basic social institutions in the society, EXCEPT:
a. Community
b. Family
c. School
d. Social media
3. What is the most basic unit of a society?
a. Community
b. Family
c. People
d. Social media
4. This is our ability to see, hear, or become aware of something through the
senses.
a. Beliefs
b. Biases
c. Opinions
d. Perception
5. This is a place that people are living in and most of the social activities are
happening.
a. Community
b. Family
c. People
d. Social media

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6. This is usually the people who guides people in the community or society for the
betterment of social regulations or relationships.
a. Followers
b. Leaders
c. Teachers
d. Priests
7. What do you call to a group of people adhering certain causes or activities?
a. Followers
b. Leaders
c. Teachers
d. Priests
8. Aljade and Helen arguing has different ideas about their classroom activities.
Kyrel, the class president, listen and consider carefully the ideas of the two
students. What is the type of leader Kyrel can be categorized as she listens
deeply to others and empathizes with people around her?
a. Emphatic leader
b. Good leader
c. Kind leader
d. Servant leader
9. Rolando Waing is the ambassador for goodness will of their school. He always
identifies the needs of his fellow students and come up with possible solutions
of it to build a better school community. What is the type of leader who works
for other people’s interests and not for his own self-interests?
a. Ethical leader
b. Good leader
c. Kind leader
d. Servant leader
10. This is a part of civic responsibility by doing good things within our community.
a. Community Activity
b. Community Mass work
c. School Activity
d. School mass work

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Lesson Social Relationships in
1 Middle and Late
Adolescence
As you have known from now, the relationships adolescents have with their
peers, family, and members of their social sphere play a vital role in their
development. Adolescence is a crucial period in social development as adolescent
can be easily swayed by their close relationships. With this, this lesson will guide
you how to decide for yourself and how to relate yourself from the others and of
course within your community, and the society as well.

What’s In

This is Me
Directions: Complete the table below by identifying what you see about yourself,
what you hear about other’s opinion about you, and what you tell yourself you are.

WHAT I SEE WHAT I HEAR WHAT I TELL

This is Where I live, What I do, What We do

Directions: Complete the table below by writing the details of where do you live,
what you usually are doing as a member of your community, and what your
neighbors or members of your community doing for the betterment of your
community.

Where I Live What I Do What We Do

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 What’s New

In every social relationship, there is always someone who leads and there
are followers. Also, within the family oftentimes your parents have the authority in
the house that you need to follow. Imagine having no definite rules and regulations
what will happen inside your home, community, and in our society as well.
Direction: Identify what are the characteristics of a good leader and followers by
providing short descriptions on what they should always think, feel, act, and
behave.
Therefore, a good leader is…

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

Therefore, a good follower is…

____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

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 What is It

The relationships adolescents have with their peers, family, and members of
their social sphere play a vital role in their development. Adolescence is a crucial
period in social development, as adolescents can be easily swayed by their close
relationships. There are four main types of relationships that influence an
adolescent: parents, peers, community, and society.
Thus, as they growing up they become more involved in community
activities that test their leadership capabilities and also if they truly adhere
following the laws. This what this lesson will focus and discuss.
Parental Relationships
When children go through puberty , there is often a significant increase in
parent-child conflict and a decrease in cohesive familial bonding. Arguments often
concern new issues of control, such as curfew, acceptable clothing, and the right to
privacy. Parent-adolescent disagreement also increases as friends demonstrate a
greater impact on the child; this is especially true when parents do not approve of
new friends' values or behavior.
While adolescents strive for freedom, the unknowns can be frightening for
parents. Although conflicts between children and parents increase during
adolescence, they are often related to relatively minor issues;
regarding more important life issues, many adolescents will still share the same
attitudes and values as their parents. Adolescents who have a good relationship
with their parents are less likely to engage in various risky behaviors, such as
smoking, drinking, fighting, and/or unprotected sex.
Peer Relationships
As adolescents work to form their identities, they pull away from their
parents, and the peer group becomes very important. The level of influence that
peers can have over an adolescent makes these relationships particularly
important in personal development. As children begin to create bonds with various
people, they start to form friendships; high quality friendships may enhance your
development regardless of the particular characteristics of those friends.
Peer groups offer members of the group the opportunity to develop social
skills such as empathy, sharing, and leadership. Peer groups can have positive
influences on an individual, such as academic motivation and performance;
however, they can also have negative influences, such as peer pressure to engage
in drug use, drinking, vandalism, stealing, or other risky behavior. Susceptibility to
peer pressure increases during early adolescence, and while peers may facilitate
positive social development for one another, they may also hinder it.

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Community, Society, and Culture
There are certain characteristics of adolescent development that are more
rooted in culture than in human biology or cognitive structures. Culture is learned
and socially shared, and it affects all aspects of an individual's life. Social
responsibilities, sexual expression, and belief-system development, for instance,
are all likely to vary based on culture. Furthermore, many distinguishing
characteristics of an individual (such as dress, employment, recreation, and
language) are all products of culture.
The lifestyle of an adolescent in a given culture is also profoundly shaped by
the roles and responsibilities he or she is expected to assume. Adolescents begin to
develop unique belief systems through their interaction with social, familial, and
cultural environments. These belief systems encompass everything from religion
and spirituality to gender, sexuality, work ethics, and politics.
Community activities and civic responsibility
Community activity is part of ‘civic responsibility’. It’s about doing things in
our community because we want to give back to our communities, or help others,
rather than because we have to by law.
a. Role models
By getting involved with community activities, you can come into
contact with like-minded peers and positive adult role models other than
their parents. Interacting and cooperating with other enable you to see the
world in different ways.
b. Identity and connection
Young people are busy working out who they are and where they fit in
the world. Being involved in community activities can give you a positive way
of understanding who you are. As a result, you might come to see yourself
as helpful, generous, political or just a ‘good’ person in general.
c. Skills
Community activities give you the chance to apply the skills you
already have. Volunteer work and community activities are also great
opportunities to show initiative and develop skills to get a job.
d. Self-confidence, mental health and wellbeing
Community activities can boost your self-confidence and self-esteem.
You can learn to deal with challenges, communicate with different people
and build up her life skills in a supportive environment.
Personal Leadership and applying it in your social relationship with others
While the idea of servant leadership goes back at least two thousand years,
the modern servant leadership movement was launched by Robert K. Greenleaf in
1970 with the publication of his classic essay, The Servant as Leader. It was in
that essay that he coined the words "servant-leader" and "servant leadership."
Greenleaf defined the servant-leader as follows:

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 "The servant-leader is servant first... It begins with the natural feeling that
one wants to serve, to serve first. Then conscious choice brings one to aspire to
lead. That person is sharply different from one who is leader first, perhaps because
of the need to assuage an unusual power drive or to acquire material
possessions...The leader-first and the servant-first are two extreme types. Between
them there are shadings and blends that are part of the infinite variety of human
nature."
"The difference manifests itself in the care taken by the servant-first to make
sure that other people's highest priority needs are being served. The best test, and
difficult to administer, is: Do those served grow as persons? Do they, while being
served, become healthier, wiser, freer, more autonomous, more likely themselves to
become servants? And, what is the effect on the least privileged in society? Will
they benefit or at least not be further deprived?"
Robert Greenleaf described a philosophy, not a theory. However, based on
the views of a number of scholars, the elements that are most unique to servant
leadership compared with other theories are:
(1) the moral component, not only in terms of the personal morality and
integrity of the servant-leader, but also in terms of the way in which a servant-
leader encourages enhanced moral reasoning among his or her followers, who can
therefore test the moral basis of the servant-leader's visions and organizational
goals;
(2) the focus on serving followers for their own good, not just the good of the
organization, and forming long-term relationships with followers, encouraging their
growth and development so that over time they may reach their fullest potential;
(3) concern with the success of all stakeholders, broadly
defined—employees, customers, business partners, communities, and society as a
whole—including those who are the least privileged; and,
(4) self-reflection, as a counter to the leader's hubris.

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 What’s More

True or False
A. Directions: Write True if the statement is correct, if otherwise, write False. Write
your answer on a separate bond paper.
______ 1. Leaders can follow their whims and fancies.
______ 2. As a president of their classroom, Aljade Agustin didn’t listen to all of his
classmates’ suggestions about beautification of their room. He thinks he is
the only one knows how to do it and as a leader only his opinion is valid.
Therefore, Aljade possesses a good characteristic of a leader.
______ 3. Renz Balangatan is a new elected president of School System Governance.
He is handsome and that is a sole reason why many of the students voted
him for the position despite of his lack of plans about school
improvements. Having a handsome face is one of the considerations to
choose a good leader.
______ 4. The barangay captain in your community has transparency board and
always following proper protocol in all transactions. He is a good leader
because he follows ethical principles and standards.
______ 5. Leaders should always be accountable in all of their actions. If there are
mistakes in all of their undertakings, they have accepted it as their
mistakes and provide an appropriate action to make it right immediately.
______ 6. Leaders are ready to serve others. They are not selective and provided
harmonious relationship with everyone.
______ 7. Peers is the most influential group of people for your social development.
______ 8. School and community have no rules and regulations to follow.
______ 9. Parental relationship is too toxic among the youth nowadays.
______ 10. One’s self-perception affects human social relationships.

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My Social Group
B. Directions: Write about one of your social groups. Its’ nature, activities, and
benefits. Include a photo of yourself with a group. You may upload it in social
media by uploading it with a hashtag. #MySocialGroup. Do it on a separate bond
paper.
My social group is

____________________________________
____________________________________
____________________________________
____________________________________
INSERT PHOTO ____________________________________
HERE OF YOUR ____________________________________
SOCIAL GROUP
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

My Social Relationships
C. Directions: Interview someone who know you and ask them to describe yourself
in terms of how you established relationship with others. At the end of it, explain
why you agreed or not to what that particular person says about you. Do it on a
separate bond paper.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
You will be graded based on the following considerations:

TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW

9-10 7-8 6 4-5

Content _____ Interesting content Some Conventional Cursory; gives

out of and presentation; interesting ideas or the impression of
10 ideas well- content; clichés; little writing just to
points conceived and points supporting complete the
developed with not sustained detail assignment.
sufficient or not fully included.
examples. developed.

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 What I Have Learned

It is time to reflect what you have learned in this module by completing the
sentence below:
1. In this module, I have learned that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
2. Through this module, I can apply it in my everyday life by
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 What I Can Do

My Community Response in COVID19

Directions: Write your response on the given situation below. Make a brief
explanation how you will respond by citing what definite actions you will do to
address the problem.
Your barangay leaders announced that you have to stay at home because your
community needs to undergo lockdown due to COVID19. However, your leaders need
some volunteer to guard the checkpoint in the boundaries in your community and to
monitor if there will some who will violates the lockdown. No one wants to volunteer.
As a resident, how will you able to help your community leaders?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

TARGET ACCEPTABLE UNACCEPTABLE

HIGH LOW

20 15 10 5

Content _____ Interesting Some Conventional Cursory; gives

out of 10 content and interesting ideas or the impression of
points presentation; content; clichés; little writing just to
ideas well points not supporting complete the
conceived and sustained or detail assignment.
developed with not fully included.
sufficient developed.
examples.

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 Assessment

Multiple Choice
Items 1-7 Directions: Choose the best answer and write it on your activity journal.
1. What do you refer to people you emulate for their positive behavior and
attitudes?
a. Educators
b. Guardians
c. Parents
d. Role models
2. What type of relationships will improve if you participate socially?
a. Intimate relationships
b. Personal relationships
c. Romantic relationships
d. Social relationships
3-6. How social relationships develop? Encircle your three choices.
a. Actively participating in social gatherings
b. Be involved in community activities
c. Spending time alone
d. Not following rules and regulations
e. Arguing with parents
f. Drinking with friends and having fun in disco
e. Be respectful to others and following the rules
7. What is the type of leader that listens deeply to others and empathizes with
people around him/her?
a. Emphatic leader
b. Good leader
c. Kind leader
d. Servant leader

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True or False
Items 8-15 Directions: Write True if the statement is correct, if otherwise, write
False.
______ 8. Teenagers who participate in civic activities are mostly happier and less
likely to drink or smoke.
______ 9. Youth as they growing up develop an arguing attitudes with their parents
and sometimes break the rules.
______ 10. When a child is close to his/her family, s/he is most likely not be
influenced by bad company.
______ 11. Community activities enable you to apply personal leadership you have.
______ 12. A good leader is always a bad follower.
______ 13. A good follower is a result of a good leadership.
______ 14. Social relationship is vital for personal development.
______ 15. Sexual orientation must be discussed with your friends.

Additional Activities

Directions: As expected, at the end of this lesson you have to conduct a mini-
survey on Filipino relationships. Interview one of the members in your family
regarding their response on the survey below. Synthesize what they have answered
and what it might means. Ask them to expound their answers in each statement
below.
Name: _____________________________________
Age: _______________________________________
Relationship: ______________________________

STATEMENT 3 2 1
Agree Neutral Disagree

1. It is always important to follow the rules.

2. Teenagers should always listen to their

parents.

3. Parents are role models and their children

emulate what they do.

4. Always obey what older people say it to you

especially if you know it is for your own good.

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5. Teenagers should always be in a good
company or friends.

6. Never follow the leader who is always

complaining but lack of actions.

7. A leader should always be a good follower.

8. Participate in community service to improve

social relationships.

9. Family is always be important and significant

in one’s life.

10. Respect must be observed always.

Analysis
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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 16
What I Know Activity A What I Have Learned
1. C 1. False Answers may vary
2. D 2. False
3. B 3. False
4. D 4. True What I Can Do
5. A 5. True
6. B 6. True Answers may vary
7. A 7. False
8. D 8. False
9. D 9. False Assessment
10. A 10. True 1. D
2. D
3-6. A, B, G
7. D
What’s In Activity B
8. True
Answers may vary Answers may vary 9. True
10. True
11. True
12. False
What’s New Activity C 13. True
14. True
Answers may vary Answers may vary 15. False
Additional Activities
Answers may vary
Answer Key
References
Cultural and Societal Influences on Adolescent Development. (n.d). Retrieved on 05
August 2020 from http://oer2go.org/mods/en-
boundless/www.boundless.com/psychology/textbooks/boundless-
psychology-textbook/human-development-14/adolescence-73/cultural-and-
societal-influences-on-adolescent-development-285-12820/index.html
Community Activities and Civic Responsibility. (n.d). Retrieved on 04 August 2020
from
http://raisingchildren.net.au/articles/community_activity_teenagers.html
Department of Education. Personal Development K-12 Curriculum Guide (2016).
Retrieved on 03 August 2020 from http://deped.gov.ph/cg-
personaldevelopment.
K-12 Most Essential Learning Competencies with Corresponding Codes. (2020).
Retrieved from http://deped.gov.ph-MELCS.pdf
Personal Development. (2016). Department of Education – Bureau of Learning
Resources: Pasig City, Philippines.
Servant Leadership. (n.d). Retrieved on 05 August 2020 from
http://toservefirst.com/definition-of-servant-leadership.html.

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 For inquiries or feedback, please write or call:

Department of Education Region III- Learning Resources

Management Section (DepEd Region III LRMS)
Office Address: Diosdado Macapagal Government Center
Maimpis City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: region3@deped.gov.ph