Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE BSED COURSE NO. PROF ED 1

PROGRAM
SPECIALIZATION English, Filipino, COURSE THE CHILD AND ADOLESCENT
Mathematics, TITLE LEARNERS AND THE LEARNING
Social Studies PRINCIPLES
and Science
YEAR LEVEL 2 TIME FRAME 6HRS WK 14-15 IM 26
NO. NO.

I. UNIT TITLE/CHAPTER TITLE

I. Development of the Learners at Various Stages

II. LESSON TITLE: Adolescence (The High School Learner)

1. Socio-Emotional Development of High School Learners

III. LESSON OVERVIEW

During adolescence the teen develops social cognition in the context of family structure, the
school, the community and the media. This module will describe the adolescent age trend in
social behavior as the student interacts with the school, the community and the larger
environment.

IV. DESIRED LEARNING OUTCOMES

a. to describe the socio-emotional changes in adolescents;

b. to describe how self-image develops among teens;
c. discuss causes and solutions to socio-emotional problems of teenagers such as gender and
identity, autonomy and attachment, peer group, friendship, dating, juvenile delinquency,
depression and suicide;
d. present an abstract of a recent research related to socio-emotional development of
adolescent; and
e. draw implications of these socio-emotional developmental concepts to high school teaching-
learning and parenting.

V. LESSON CONTENT

MODULE 26
Socio-Emotional Development of High School Learners

Human Emotions

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

Generally, emotions are commonly known as human feelings that are manifested by
varied conscious or unconscious moods. A more accurate description is that it is a subjective
reaction to internal or external stimulus that involves physical change, action or appraisal.
Positive and Negative Emotions
Emotions function by focusing attention, motivating and enabling the individual to face a
situation in life or withdraw and run away from it. Positive Emotions like interest and joy
motivate the individual to continue his/her behavior. On the other hand, Negative Emotions
may cause withdrawal from what may be perceived as bad or dangerous. For Charles Darwin
there are six basic emotions namely: interest, joy/happiness, sadness, anger, disgust and
fear. Other scientists expanded the list to include love, pride, hope, gratitude, compassion,
jealously and anxiety.

Social Emotions
Social Emotions start to emerge as early as the toddler years (15-24 months)
comprised by such feelings as envy, embarrassment, shame, guilt and pride. Girls are more
skilled in regulating emotions, but they are more likely than boys to be anxious and twice as
likely to be depressed. Adolescent girls are more likely than boys to have both negative and
positive interactions with family and friends.

VI. LEARNING ACTIVITIES:

Sharing of experiences on friendship, self-esteem, barkada, intimate sex friends,

intimate opposite sex friends; autonomy; depression and suicide

VII. ASSIGNMENT

a) How does people affect your emotional maturity?

1. Parents
2. Teacher
3. Friends

VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)

IX. REFERENCES

A. Books
1. Bergin, C. and Bergin D. 2018. Child and Adolescent Development in your Classroom (3rd ed.)
USA: Cengage Learning
2. Bergin, C.C. and Bergin, D.A. 2015.Child and Adolescent Development in your Classroom:
Cengage Learning. Stamford USA.
3. Corpuz, Brenda B. et.al. 2018. The Child and Adolescent Learners and Learning Principles:
OBE-PPST-Based, PAFTE Project Write. Lorimar Publishing Inc.
4. Kandel, D.B., Parent-adolescent relationships and adolescent independence in the US and
Denmark, Journal of Marriage and the Family, 69, 348-358
5. Marion, Marian. Guidance of Young Children, USA: Pearson Merrill-Prentice Hall, 2007.
6. Ormrod, J.E.2011. Educational Psychology: Developing Learners (7th Ed.) Boston: Pearson/Ally
& Bacon.
7. Preschoolers Cognitive Development. USA: Magna Systems, 2007.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

8. Preschoolers Physical Development. USA: Magna Systems, 2006.

9. Santrock, John, W. 2002. Life-Span Development, 8th ed., New York: McGraw-Hill Companies.
10. Trawick, Smith, Jeffrey. 2006. Early Childhood Development A Multicultural Perspective USA:
Prentice Hall, 4th edition.
11. Woolfolk, Anita .2013. Educational Psychology. Pearson Education Inc.: New Jersey
B. e-Resources
1. http://www.cdipage.com/development.htm
2. http://www.yale.edu/ynhti/curriculum/units/1980/5/80.05.03.x/htm1#f
3. http://www/squidoo.com/folicacidpregnant

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 3 of 3