Personal

Development
Quarter 2 – Module 2:
Building and Maintaining
Relationships
Personal Development– Grade 11
Alternative Delivery Mode
Quarter 2 – Module 2: Building and Maintaining Relationships
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: Katherine Joyce O. Tomas
Editors: Fernebert L. Ganiban
Ann Christian A. Francisco
Evaluators: Angelica M. Burayag, PhD
Nelie D. Sacman,PhD
Mercedita D. Saldero
Christine Ann C. Buenaventura
Illustrator: Cristoni A. Macaraeg
Layout Artist: Agnes P. Baluyot
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
Printed in the Philippines by Department of Education – Region III
Office Address: Matalino St. D. M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address:region3@deped.gov.ph
 Personal
Development
Quarter 2 – Module 2:
Building and Maintaining
Relationships
Introductory Message
For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Personal Development.

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 guide 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.

For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module.

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You

ii
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
Answer Key module.

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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

Below are the lessons included on this module:

Lesson 1 – Personal Relationships

Lesson 2 – Social Relationships in Middle and Late Adolescence

After going through this module, you are expected to:

1. identify ways to become responsible in a relationship;

2. explore characteristics of healthy and unhealthy relationship; and
3. distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership.

What I Know

Direction: Put a heart before each statement that you think is a sign of a
healthy relationship; put an X on each statement that you think is a sign of an
unhealthy relationship. Use a separate sheet of paper.

_____1. You can express your opinion without fear or dread.

_____2. You and your partner can make decisions together and fairly.
_____3. Each person takes responsibility for his/her own actions.
_____4. You feel isolated from friends and family.
_____5. Your partner tries to control how you spend time and who you hang out
with.
_____6. Your partner tries to control how you spend money.
_____7. You respect and encourage each other.
_____8. You give each other space to study or hang out with friends or family.
_____9. You are sometimes forced to do something that you’re not comfortable to
do.
_____10.You are able to make your own decisions about spending your money
without worrying about your partner’s reaction.
_____11.Your partner respects your feelings.
_____12.You hurt each other physically.
_____13.You can’t express your feelings with your family and friends.
_____14.You care for your family.
_____15.Your partner doesn’t support your decisions.

1
 Lesson
Personal Relationships
1
Relationships are necessary to live a healthy life, but there is no such thing
as a perfect relationship. Relationships, from acquaintances to romances, have the
potential to enrich our lives that could lead to the fulfilment and enjoyment of our
life. A healthy relationship should bring more happiness than stress into your life.
Every relationship can be stressful at times and that is one of the challenges in
having such. (http://depts.washington.edu/hhpccweb/content/health-articles/all-
undergraduates/healthy-vs-unhealthy-relationships 2016)

At the end of the lesson, the students are expected to:

1. identify ways to become responsible in a relationship; and

2. explore characteristics of healthy and unhealthy relationships.

What’s In

Determining if you are in a healthy and unhealthy relationship is important

for achieving healthy living. Sometimes, we are not aware that we are in an
unhealthy relationship because we do not know how to distinguish it from the
healthy ones. Try to indulge yourself first to reflect what words may be associated
in healthy and unhealthy relationships (University of Washington 2014).
Direction: Put in appropriate column the words/phrases that can be associated
with healthy and unhealthy relationships. Use a separate sheet of paper.

Proper communication Arguing Respect Manipulation

Force to do something Stressful Emotional abused Empathy
Sympathy Honesty Kindness Constant lying
Cheating Caring Supportive Trustworthy

HEALTHY RELATIONSHIPS UNHEALTHY RELATIONSHIPS

2
 What’s New

Direction: Put yourself in the situation below. Answer it briefly by stating your
response if you put yourself in this position. Will you able to handle it or not? Why?
Use a separate sheet of paper.
1. There is someone who shows interest in you and one day s/he confesses
his/her feelings to you. What will you do?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

2. Your best friend asks for answers in a test that he/she failed forgot to study.
You are against cheating and if ever be caught, you will get a failing grade on the
test. However, you also don’t want to lose your bestfriend. How would you handle
this?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

Rubrics:

TARGET ACCEPTABLE UNACCEPTABLE

20 HIGH LOW 5
15 10
Content _____ out of Interesting Some Conventional Cursory; gives
10 points content and interesting ideas or the impression of
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.

3
 What is It

KEEPING HEALTHY RELATIONSHIPS

Good relationships are fun and make you feel good about yourself. The
relationships that you make in your youth will be a special part of your life and will
teach you some of the most important lessons about who you are. Truly, good
relationships take time and energy to develop. All relationships should be based on
respect and honesty, and this is especially important when you decide to date
someone. (Karen Lawson 2016)

In a healthy relationship, both partners:

- are treating each other with kindness and respect;

- are honest with each other;
- like to spend time together;
- take an interest in things that are important to each other;
- respect one another’s emotional, physical, and sexual limits;
- can speak honestly about their feelings.

Relationships should not be abusive

Dating relationships can be wonderful! But while it’s important that dating
partners care for each other, it’s just as important that you take care of yourself!
About 10% of high school students say they have suffered violence from someone
they date. This includes physical abuse where someone causes physical pain or
injury to another person. This can involve hitting, slapping, or kicking (Karen
Lawson 2016).

Sexual abuse is also a type of violence, and involves any kind of unwanted
sexual advance. It can include everything from unwelcome sexual comments to
kissing to intercourse. But abuse doesn’t always mean that someone hits or hurts
your body (Karen Lawson 2016).

Emotional abuse is anything that harms your self-esteem or causes shame.

This includes saying things that hurt your feelings, make you feel that you aren’t
worthwhile, or trying to control who you see or where you go (Karen Lawson 2016).

Remember, you deserve healthy, happy relationships. Abuse of any type is

never okay.

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Relationships should always open for healthy communication

Talking openly makes relationships more fun and satisfying; especially when
you both talk about each other’s needs for physical, emotional, mental and sexual
health. You can’t expect a partner to know what you want and need unless you tell
him/her. The simple fact is that none of us is a mind reader--so it's important to be
open about your needs and expectations. In a romantic relationship, it is important
to communicate openly on issues of sex and sexual health (Karen Lawson 2016).

The decision to enter into a sexual relationship is entirely up to you, and you
always have the right to say "no" at any time to anything that you don't feel
comfortable with. Remember, there are many ways to express love without sex. If
you do decide to become sexually active, there are things about which you do need
to communicate (Karen Lawson 2016).

BASIC RIGHTS IN A RELATIONSHIP

- The right to emotional support
- The right to be heard by the other and to respond
- The right to have your own point of view, even if this differs from your
partner's
- The right to have your feelings and experiences acknowledged as real
- The right to live free from accusation and blame
- The right to live free from criticism and judgment
- The right to live free from emotional and physical threat
- The right to live free from angry outbursts and rage
- The right to be respectfully asked, rather than ordered

In addition to these basic relationship’s rights, consider how you can develop
patience, honesty, kindness, and respect (Karen Lawson 2016).

Patience

Patience is essential to a healthy relationship. There are times when others

will respond to us in a way that is disappointing. When this occurs, it is important
to communicate our disappointment, but also to give the other person space. Be
willing to give the person some time to reflect, indicating that you are ready to talk
when they are ready. If the person is never ready to discuss the situation, you may
need professional help to resolve the issue, or ask yourself whether or not you want
to continue the relationship (Karen Lawson 2016).

Honesty

Honesty is another essential quality in healthy relationships. To build

honesty in a relationship, you should communicate your feelings openly, and
expect the other person to do the same. Over time, this builds trust (Karen Lawson
2016).

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Kindness

Kindness is extremely important to maintaining healthy relationships. You

need to be considerate of others' feelings and other people need to be considerate of
yours. Be kind when you communicate. Kindness will nurture your relationships.
Note that being kind does not necessarily mean being nice (Karen Lawson 2016).

Respect

Respect is a cornerstone of all healthy relationships. If you don't have

respect for another person, it will have a negative impact on all of your interactions.
Think of a time when you encountered someone who didn't respect you. How did it
feel? What are some ways that you show respect to others? (Karen Lawson 2016)

6
 What’s More

Direction: Fill in the crossword puzzle below by identifying the terms being
described in each number. Use a separate sheet of paper.
Healthy Relationship

Across
2. Firm believe in the responsibility of truth, ability, or strength of someone or
something
4. The imparting or exchanging of information
6. The ability to understand something
7. The state or condition of being free from being disturbed or observed by other
people
9. The state of being happy
11.A feeling of deep admiration for someone or something by their abilities,
qualities, and/or achievements
13.Sympathetic pity and concern for the sufferings of misfortune of others.

7
14.The fact or condition of being accountable
15.Complete trust or confidence in someone or something
Down
1. Displaying kindness and concern for others
3. Giving ones attention to sound
5. Able to accept or tolerate daily, problems, or suffering without being annoyed
8. The limits of objective activity
10.Equality of being honest
12.Supporting people to help them

What I Have Learned

It is time to reflect on what you have learned in this module by completing

the sentence below. Use a separate sheet of paper.

1. In this module, I have learned that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. In this module, I can finally say that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 What I Can Do

Direction: Choose one activity below that you want to do. Write it on a clean sheet
of paper that will be submitted together with this module.

a. Write a poem regarding healthy relationships. Your poem should have at least
four stanzas containing four lines for each stanza.
b. Write an essay about healthy and unhealthy relationship. Your essay must be
in five paragraphs that contains four sentences each.
c. Draw in a separate sheet of paper showing how you will establish healthy
relationship with others.

TARGET ACCEPTABLE UNACCEPTABLE

20 HIGH LOW 5
15 10
Content _____ out of Interesting Some Conventional Cursory; gives
10 points content and interesting ideas or the impression of
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.

Assessment

Direction: Multiple Choice. Choose the best answer in each question. Write it in
CAPITAL LETTER on the space provided before each number. Write your answers
on a separate sheet of paper.
_____1. What should you consider when making decisions around sex and sexual
limits?
a. Your values
b. Your friends
c. Your family
d. All of the above

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_____2. What is the best style of communication to use when making decisions
about sexual limits and boundaries?
a. Assertive
b. Passive
c. Aggressive
a. None of the above
_____3. Which of the following is NOT an element of a healthy relationship?
a. Trust one another
b. One person makes all the decisions
c. Respect one another
d. Open and honest communication
_____4. What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
_____5. Which of the following are signs that you may be in an abusive
relationship?
a. Bruises, scratches and other signs of injuries
b. Avoiding friends
c. Apologizing for your partner`s behavior
d. All of the above

Direction: Enumeration. List down the terms being asked in each category. Do this
activity in the answer sheet provided.

a. Name three important qualities of a healthy relationship

1._______________________
2._______________________
3._______________________
b. Name three resources you can turn to if you are worried about abuse in your
relationship
1._______________________
2._______________________
3._______________________
c. Name three characteristics of an unhealthy relationship.
1._______________________
2._______________________
3._______________________

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 Additional Activities

Poster on Basic Rights in Relationships

Direction: On a piece of bond paper, sketch, draw, or design a poster which shows
one’s basic rights in a relationship.

Rubrics:
Criteria 5 4 3 2 1
Craftsmanship The poster is The poster is The poster The poster The poster
exceptionally exceptionally is is not so is totally
attractive in attractive in acceptably attractive unattractiv
terms of terms of attractive and a bit e and
neatness. neatness. though it messy distractingl
Well- Good may be a y messy
constructed constructed bit messy
and not and not
messy messy

Creativity The poster is The poster is The poster The poster The poster
exceptionally creative and has less is not so does not
creative and used more of creativity creative reflect any
used a lot of thoughts and and used and not creativity
thoughts and effort bit of used
effort thoughts thought
and effort and effort

Originality Used a lot of Used more of Used Used a bit Did not
new ideas and new ideas average of of new used new
originality to and new ideas ideas and ideas and
create poster originality to and originality originality
create poster originality to create to create
to create poster poster
poster

11
 Lesson Social Relationship in
Middle and Late
2Adolescence
At the end of the lesson, the students are expected to:

1. identify the various roles of different individuals in society and how they
can influence people through their leadership or followership and
2. distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership.

What’s In

Direction: Think of any organization you are part of. It can be a membership in
any school club or organization. Then, fill-out the table below. Use a separate sheet
of paper.

My Position/ Role in
No. Name of Organization Type of Organization
the Organization
1.

2.

3.

4.

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 What’s New

Direction: Search or think of an organization in your community or you know that

demonstrates good leadership. What are the activities have they conducted? What
are the roles of each member? Use a separate sheet of paper.

Example:

Organization Activities Conducted Brief Observation

1. Kababaihan -Livelihood training -The purok leader of the
program for women in the organization organized
community the members very well.
The members follow their
leader and attended
-Participates in regularly their
beautification and organizations meeting as
maintenance of clean and support for the success of
green in the community their organization.

It’s time to do it!

Organization Activities Conducted Brief Observation

1.

2.

3.

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 What is It

HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT

As you have known by 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 adolescents
can be easily swayed by their close relationships. Research shows there are four
main types of relationships that influence an adolescent: parents, peers,
community, and society (https://www.apa.org/pi/families/resources/develop.pdf
2002).

In this part of the module, we will focus on 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
(https://www.apa.org/pi/families/resources/develop.pdf 2002).

Furthermore, many distinguishing characteristics of an individual (such as

dress, employment, recreation, and language) are all products of culture. Many
factors that shape adolescent development vary by culture. For instance, the degree
to which adolescents are perceived as autonomous, or independent, being vary
widely in different cultures, as do the behaviors that represent this emerging
autonomy. 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
(https://www.apa.org/pi/families/resources/develop.pdf 2002).

The extent to which an adolescent is expected to share family

responsibilities, for example, is one large determining factor in normative
adolescent behavior: adolescents in certain cultures are expected to contribute
significantly to household chores and responsibilities, while others are given more
freedom or come from families with more privilege where responsibilities are fewer
(https://www.apa.org/pi/families/resources/develop.pdf 2002).

Differences between families in the distribution of financial responsibilities

or provision of allowance may reflect various socioeconomic backgrounds, which
are further influenced by cultural norms and values. Adolescents begin to develop
unique belief systems through their interaction with social, familial, and cultural
environments (https://www.apa.org/pi/families/resources/develop.pdf 2002).

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 These belief systems encompass everything from religion and spirituality to
gender, sexuality, work ethics, and politics. The range of attitudes that a culture
embraces on a particular topic affects the beliefs, lifestyles, and perceptions of its
adolescents, and can have both positive and negative impacts on their
development. As an example, early-maturing girls may suffer teasing or sexual
harassment related to their developing bodies, contributing to a higher risk of
depression, substance abuse, and eating disorders
(https://www.apa.org/pi/families/resources/develop.pdf 2002).

TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER
AND LESS LIKELY TO DRINK

Teenagers who belong to youth groups and other clubs lead happier lives
and are less likely to drink or smoke a research show. Although they may be
exposed to more peer pressure, researchers found they were also more socially able
and likely to be physically active. And the benefits increased the more groups that
they joined; the findings show (Devline 2009).

Teens should be encouraged to join clubs, international researchers,

including a group from the University of Hertfordshire, advise. The findings show
that they were a fifth less likely to smoke and to ever have been drunk than other
teenagers their age. They were also a fifth more likely to eat fruit and vegetables
regularly. The study also found taking part in club activities increased the
youngsters' happiness levels (Devline 2009).

Those who rated their lives as highly satisfactory were 51 per cent more
likely to belong to a sports club than those who were less happy. The study looked
at 15-year-olds across six countries – England, Canada, Belgium, Italy, Poland and
Romania. However, the study suggests that not all clubs for young people offered
the same health benefits (Devline 2009).

Youngsters were two thirds more likely to smoke if were members of political
organizations or youth clubs than if they joined no clubs at all. “The present
findings support the notion that encouraging participation in a range of
associations is a useful and beneficial policy goal especially for young people,
increasing their facility to access and become part of wide-ranging networks,” the
authors report in their findings, published in the Journal of Epidemiology and
Community Health (Devline 2009).

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 What’s More

Direction: Think of anyone whom you think possesses the characteristics of good
leadership. That someone may be your classmate, leader in your community, or
anyone you know. Explain why do you think s/he is a good leader. Use a separate
sheet of paper.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

TARGET ACCEPTABLE UNACCEPTABLE

20 HIGH LOW 5
15 10
Content _____ out of Interesting Some Conventional Cursory; gives
10 points content and interesting ideas or the impression of
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.

16
 What I Have Learned

It is time to reflect on what you have learned in this module by completing

the sentences below: Use a separate sheet of paper.

1. In this lesson, I have learned that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. By doing all the activities in this module, I can finally commit myself to
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What I Can Do

Direction: Think of any activity you had privilege to join in your school or
community. Paste a photo of it below and tell what are the challenges you have met
while working with people around you to achieve your group goals. Use short bond
paper.
My Community Involvement

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

17
 Assessment

Direction: Examine the following sentences by writing HEALTHY if the statement

exhibits healthy relationship and UNHEALTHY if it portrays unhealthy relationship.
Write your answers on a separate sheet of paper.

________________1. Uses alcohol or drugs as an excuse for hurtful behavior.

________________2. Acts controlling or possessive – like you own your partner.
________________3. Makes all the decisions about what the two of you do.
________________4. Embarrasses or humiliates the other.
________________5. Gets extremely jealous or accuses the other of cheating.
________________6. Trust each other.
Solve conflicts without putting each other down, cursing at
________________7.
each other or making threats.
________________8. Always treat each other with respect.
________________9. Respect each other’s opinions, even when they are different.
Support each other’s individual goals in life, like getting a job
_______________10.
or going to college.
Encourage each other’s interests – like sports and
_______________11.
extracurricular activities.
Have some privacy – your letters, diary, personal phone calls
_______________12.
are respected as your own.
_______________13. Both apologize when you’re wrong.
Have close friends and family who like the other person and
_______________14.
are happy about your relationship.
Has ever threatened to hurt the other or commit suicide if
_______________15.
they leave.

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 Additional Activities

Direction: Write down ten tips on “How to establish social relationships” with
others. Use a separate sheet of paper.
TEN TIPS FOR HEALTHY SOCIAL RELATIONSHIPS
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

TARGET ACCEPTABLE UNACCEPTABLE

20 HIGH LOW 5
15 10
Content _____ out of Interesting Some Conventional Cursory; gives
10 points content and interesting ideas or the impression of
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.

19
 20
LESSON 1:
What I Know What’s More
1. Heart 1. Caring
2. Heart 2. Communication
3. Heart 3. Privacy
4. X 4. Boundaries
5. X 5. Understanding
6. X 6. Trust
7. Heart 7. Honesty
8. Heart 8. Compassion
9. X 9. Happiness
10. Heart 10. Patience
11. Heart 11. Listen
12. X 12. Faith
13. X 13. Respect
14. Heart 14. Accountability
15. X 15. Support
What’s In Assessment
Healthy Relationships 1. D
- Proper communication 2. A
- Empathy 3. B
- Sympathy 4. B
- Honesty 5. D
- Caring
- Respect 1. Trust, Respect, Honesty, Loyalty,
- Kindness Open communication, Fun, Caring
- Supportive 2. Family, Friends, Teachers, Guidance
- Trustworthy Counselors, Parents
Unhealthy Relationships 3. Jealousy, Abuse, Obsession, Manipulation,
- Cheating Dishonesty, Possessiveness, Lies, Fear
- Arguing
- Stressful
- Emotional Abused
- Manipulation
- Force to do something
- Constant lying
LESSON 2:
What’s New Assessment
1. T 11. F 1. Unhealthy 11. Healthy
2. T 12. F 2. Unhealthy 12. Healthy
3. F 13. F 3. Healthy 13. Healthy
4. F 14. F 4. Unhealthy 14. Healthy
5. T 15. T 5. Unhealthy 15. Unhealthy
6. T 6. Healthy
7. T 7. Healthy
8. F 8. Healthy
9. T 9. Healthy
10. F 10. Healthy
Answer Key
References

Carmody, K. (n.d.). Checklist for the Healthy Relationships. Retrieved on 28 July

2020 from https://www.bolde.com/relationship-checklist-assess-
connection-partner/

Devline, Kate. 2009. "Teenagers 'who join youth groups and other clubs are happier
and less likely to drink'." The Telegraph.

Hall Health Center Health Promotion staff. (2014). Healthy and Unhealthy
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ton.edu/hhpccweb/health-resource/healthy-vs-unhealthy-relationships/.

Healthy Relationships Puzzle. (n.d.). Retrieved on 27 July 2020 https://wordmint.

com/public_puzzles/231885.

Healthy Relationships Kit Tools. (n.d). Retrieved on 26 July 2020 from

http://westernhealth.nl.ca/uploads/Addictions%20Prevention%20and%20
Mental%20Health%20Promotion/Healthy%20Relationships%20Resource%2
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Karen Lawson, Kate Hathaway. 2016. "What Do We Mean by Personal

Relationships?"

Myers, D. & Spencer, S. (n.d.). Retrieved on 28 July 2020 from

https://tools.mheducation.ca/olc/myers/student/olc/1spm_tf_11.html

What is the Healthy Relationships? (n.d). Retrieved on 27 July 2020 from

https://www.thehotline.org/isthisabuse/healthyrelationships/#:~:text=Heal
thy%20relationships%20allow%20both%20partners,components%20of%20a
%20healthy%20relationship.&text=In%20a%20healthy%20relationship%20w
ith,Treat%20each%20other%20with%20respect.

2016. http://depts.washington.edu/hhpccweb/content/health-articles/all-
undergraduates/healthy-vs-unhealthy-relationships. JANUARY 11. Accessed
AUGUST 1, 2020. http://depts.washington.edu/hhpccweb/content/health-
articles/all-undergraduates/healthy-vs-unhealthy-relationships.
2002. https://www.apa.org/pi/families/resources/develop.pdf. Accessed AUGUST
2, 2020. https://www.apa.org/pi/families/resources/develop.pdf.

2002. https://www.apa.org/pi/families/resources/develop.pdf. Accessed AUGUST

2, 2020. https://www.apa.org/pi/families/resources/develop.pdf.

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