PERSONAL DEVELOPMENT

HUMAN & PERSONAL DEVELOPMENT Human nature is very

Developmental Scientists identified the three complex_________________
(3) aspects or domain of human development It is because we possess more complex
(Papalia & Feldman 2012): capabilities such as self-awareness, analytical
1. Physical Development thinking, self-evaluation, motivation, decision-
2. Cognitive Development making, and reflective thought
3. Psychosocial Development
ORIGINS OF PERSONAL DEVELOPMENT
While human development covers that whole
It was during the time of the Western
lifespan of human existence in relation to the
philosophers, particularly the Greek thinkers,
three domains
when question about the self and about
Human Development is also influenced by:___ being human were started to be asked.
1. Heredity
2. Environment The Republic – According to Plato in his
3. Maturation book entitled “The Republic”, building
character as much as intelligence, is what
education is all about
Personal vs Personality Development
 The Republic is considered to be the
PERSONALITY PERSONAL
greatest work on the philosophy of
 Outside  Inside
education
 Includes image  Process in which
enhancement persons reflect On the other hand, eastern thought may have
such as skin care upon understood personal development through
and make-up, themselves, another concept
fashion and understand who
The great Chinese being will always desire to
clothing, and they are, accept
become the “superior man”, not just to his
even the body what they
peers and followers, but to himself most
contouring; discover
modeling and  Involves the set especially
beauty pageants of values,
and many others. attitudes, PSYCHOLOGY & PERSONAL
behavior, and DEVELOPMENT
thinking skills Psychology, being the study of human
thinking and behavior, serves as a foundation
According to Zorka Hereford, Personal for personal development
Development is the process of striving to be
It started during the flourishment of
the best that you can be in order to reach and
Humanistic and Positive Psychology in the
realize your full potential.
1950s which focuses with personal growth
It is a journey of Self-discovery, Self- and meaning as a way of reaching one’s
improvement, and Self-realization. fullest potentials.

Proponents of Humanistic and Positive

 PERSONAL DEVELOPMENT
Psychology
1. Abraham Maslow (Hierarchy of
Needs)
2. Carl Rogers (The Psychotherapy
Practice)
1. Self-fulfillment needs
 Self-actualization: achieving one’s full
potential, including creative activities
2. Psychological needs
 Esteem needs: prestige and feeling of
accomplishment
 Belongingness and love needs:
intimate relationships, friends
Adolescence is the transition period between
childhood and early adulthood
Spiritual and religious beliefs influence
personal development. Research shows that
the formation of one’s personal identity
includes attitudes about religion
In the Philippine context, adolescence is
divided into three stages: Early adolescence,
Middle adolescence, Late adolescence
 Adolescence typically begins with the
process of puberty, a term that is used
to describe the many changes that
teenagers experience

3. Basic needs
 Safety needs: security, safety
 Physiological needs: food, water,
warmth, rest

Carl Rogers (The Psychotherapy Practice) said

that individual has within himself the capacity
and the tendency, latent if not evident, to
move forward toward maturity

Martin Seligman & Mihaly

Csikszentmihalyi helped refocus the
emphasis of psychology

Positive Psychology also created a balance

between what humanistic psychology
emphasized that human nature is basically
good, while adding that human nature
includes both positive and negative aspects

PERSONAL DEVELOPMENT IN
ADOLESCENCE
While personal development falls within the
realm of psychology, it cannot be detached
from the development of the brain and the
rest of the physical body.
 PERSONAL DEVELOPMENT
Signs of Puberty
GIRLS BOYS
 Development of  Growth of penis
breasts and testicles,
 Growth of pubic temporary
hair and swelling of the
underarm hair breasts
 Increased  Growth of pubic
sweating hair and
 Occurrence of underarm hair
acne  Increased
 Vaginal sweating, voice
discharge becomes deeper
 A growth spurt  Occurrence of
and tendency to acne
gain more  Involuntary
weight ejaculation while
sleeping or wet
dreams
 Increased in
height and
muscular growth
 KNOWING ONESELF
“DEFINING THE “SELF”
Adolescence is the time when young people
start to ask questions about themselves,
about their future and even about their
religious and political beliefs.
Knowing oneself is the first step in studying
personal development
Plato, added to this idea that the beginning
of knowledge is SELF-KNOWLEDGE.
For Socrates, the most important thing to
pursue was SELF-KNOWLEDGE and
admitting one’s ignorance is the beginning of
true knowledge
The “self” is an intangible entity that directs a
person’s thought and actions. Thus, it is
outside the physical realm of the person.
The “self” is the essence of a person.
PERSONALITY
It refers to the unique and relatively enduring
set of behaviors, feelings, thoughts, and
motives that characterize an individual.
UNIQUENESS ENDURING
It is a pattern of relatively permanent traits
and characteristics that makes a person’s
behavior consistent and distinct
TRAITS CHARACTERISTICS
These are the These are unique
qualities that are qualities that could
inherently unique be acquired through
and different from time
each individual
Personality is influenced by both nature
(heredity or genetic make-up) and nurture
(environment)
Our personality is a complex combination of
genes, environmental exposure and
experiences, and cultural backgrounds
There are common personality traits across
many cultures but not exactly the same
TRAIT THEORY
This theory is an approach in identifying types
of personalities based on certain traits or
attributes, which vary from one person to
another.
Psychologists Costa & McRae (1992)
developed a categorized scheme that
describe personality
Based on their studies, they discovered the
existence of five universal and widely
agreed upon dimensions of personality
THE FIVE-FACTOR MODEL_____________________
1. Openness to Experience
2. Extraversion
3. Conscientiousness
4. Agreeable
5. Neuroticism
MEASURING PERSONALITY
There are different ways to measure
personality. One is by observing people’s
behavior.
This method is limited as it does not observe
all aspects of personality and it is also done
subjectively.
a. Rorschach Inkblot Test
b. The Myers-Briggs Type Indicator
(MBTI)
c. The Keirsey Temperament Sorter
 DEVELOPING THE WHOLE PERSON
HOLISTIC DEVELOPMENT
It emphasizes the complete aspect of a
person or his totality
 The measurement of attractiveness in
based on how physically well
developed an adolescent is
 This may bring a feeling on inferiority
and desperation knowing someone
looks more attractive
MIND AND BODY DUALISM
This is the Theory of Duality or understanding
the nature of things in simple, dual mode
It is like the separation of “body” and “spirit”
in the western religion
 One good example of this theory is the
Yin & Yang or the male-female gender
categorization of eastern thought
THEORY OF HOLISM
General Jan C. Smuts
In 1926, Gen. Smuts, a South African
stateman, military leader, and philosopher,
wrote about holism in his book Holism and
Evolution
He defines this term as the tendency in
nature to form wholes which are greater
than the sum of the parts through creative
evolution
THEORY OF GESTALT
Christian Von Ehrehfels
The concept of gestalt was defined by
Merriam-Webster Dictionary as something
that is made of many parts and yet is
somehow more than or different from the
combination of its parts; broadly, the
general quality or character
HOLISM AND GESTALT________________________
 An example of holism and gestalt is
evident in music.
 A symphony cannot be defined by one of
its notes alone.
 The interaction of the different notes in a
symphony produces something bigger
and greater effect than the notes
themselves.
 Just like music, it is important to see the
person in his entirety and not just his
parts.
Aspects that make humans complex
1. Cognitive
2. Physiological
3. Psychological
4. Spiritual
5. Social
FEELINGS AND EMOTIONS
According to Dr. Damasio, from a neuro-
scientific approach, feeling arises from the
brain as it interprets an emotion, which is
usually caused by external stimulus
Emotions was taken from the Latin verb
movare, which means to move or be upset or
agitated
It is defined by Smith (1973) as a descriptive
term referring to variations in level of arousal,
affective state or mood, expressive
movements, and attitudes
In a state of strong emotion, the person’s
physical responses include faster heartbeat,
profuse sweating and dilation of eye pupils,
higher blood pressure, and muscular tremors,
affecting the nervous system in general
 DEVELOPING THE WHOLE PERSON
Feelings, moods, and emotions do not 5 Core Values for the Workplace
exactly mean one and the same Accountability, Discipline, Diligence,
Perseverance, Integrity
Paul Ekman of University of California
identified six (6) basic emotions that human Psychologist Shalom H. Schwartz wrote the
beings experience: Basic Human Values: Theories, Methods, and
 Happiness, Sadness, Fear, Anger, Applications
Disgust, Surprise
Self- Security Openness to
However, a recent research study in 2014 has Direction change
concluded that there are only four basic Stimulation Conformity Self-
emotions: Transcendence
Hedonism Tradition Self-
1. Happiness Enhancement
2. Sadness Achievement Benevolence Conservation
3. Anger/Disgust Power Universalism
4. Surprise

VALUES are usually nouns, while

ATTITUDES AND BEHAVIOR
VIRTUES are adjectives that describe positive
Attitudes are a person’s thought, feelings,
and desirable qualities which usually mirror a
and emotions about another person, object,
value it represents
idea, behavior, or situation

Beliefs and certain values and norms affect VALUES VIRTUES

the attitude of a person Peace Peaceful, Calm
Integrity Reputable,
Behavior is a manifestation or acting out of Responsible
the attitudes an individual has

VALUES AND VIRTUES

At the core of every person lies a system of
beliefs that adheres to the highest ideals of
human existence

These ideals create meaning and purpose in a

person’s life, and these are called VALUES

UNIVERSAL VALUES
(United Nations)
 Equal Rights, Peace, Social Progress,
Human Dignity, Freedom
 DEVELOPING STAGES: MIDDLE-LATE ADOLESCENCE
ADOLESCENCE BETWEEN CHILDHOOD
AND ADULTHOOD
As adolescents develop physically, they also
develop cognitively, psychologically, socially,
and spiritually
The ages during adolescence may be
bracketed as follows:
Early Adolescence – 10 to 13 years old
Middle Adolescence – 14 to 16 years old
Late Adolescence – 17 to 20 years old
ADOLESCENCE: IDENTITY VS ROLE
CONFUSION
ADOLESCENCE: IDENTITY
The concept of “self-identity” is molded
through various interactive experiences
around himself/herself.
Social Identity oftentimes formed in
consideration of Social Roles and Social
Norms
Identity is a self-belief of what the
individual thinks and feels about
himself/herself. It is also influenced by how
others perceive an individual
ADOLESCENCE: ROLE CONFUSION
Role Confusion affects an individual’s
relationship with others because there is no
clear definition of what he is and how he
relates to others
• Reckless behavior of adolescents are
sometimes attributed to the
development of their brains
• Experimentation is a common activity
among adolescents as they search for
their identity
• To further validate their chosen
identity, they search for social groups
(Clubs & Organizations) with whom
they find common interests
• Sexual Experimentation also happens
in this stage that sometimes end up in
a disaster
SKILLS AND TASKS FOR MIDDLE & LATE
ADOLESCENTS
1. Being courageous in standing up and
being different from your friends
2. Developing Self-Esteem
3. Being true to yourself and avoiding the
tendency to please others
4. Learn how media and advertising are
trying to influence your thinking and
feelings
5. Being aware, critical, and being involved
with social issues
6. Embracing a healthy lifestyle
7. Developing your spirituality

CHANGES DURING ADOLESCENCE__________

At this stage, brain also continues to develop
• Cognitive growth among adolescents
is usually marked by the way they are
able to comprehend abstract concepts
• Idealism is very prominent among
adolescents
 THE POWER OF THE MIND
WORKINGS OF OUR BRAIN
The Human Brain is made up of two
hemispheres: Right Brain and Left Brain –
These two hemispheres control the opposite
side of the body

The concept of right brain and left brain

thinking is developed by Roger W. Sperry,
an American Psychologist.

He discovered that human brain has two (2)

very different ways of thinking:

LEFT BRAIN RIGHT BRAIN

Verbal and Visual and process
processes information in an
information in an intuitive and
analytic and simultaneous way
sequential way
Inductive Approach Deductive Approach
Looking first at the Looking first at the
pieces then putting whole picture then
them together to the details
get the whole
Verbal & analytical Non-verbal &
intuitive
Uses words
Uses pictures
Language, Logic, Images/Imagination,
Linearity, Numbers Colors, Patterns,
& Sequence, Rhythm and Music,
Analysis Parallel Processing
Logical, Judging, & Idea-Gathering &
Evaluating Creative
 EMOTIONAL INTELLIGENCE
THE NEUROLOGICAL BASIS OF EMOTIONS
Daniel Goleman, author of the best-selling
book Emotional Intelligence (1995) traces the
origins of emotions from human race’s life
and survival instinct
- This instinct developed by Goleman is
also known as the “Flight of Fight”
Neuroscientists have agreed that there are
parts of the human brain primarily involved in
the creation of emotions
The primary parts are the Amygdala, the
neocortex, and the frontal lobes
AMYGDALA
 Center of action, the emotional sentinel
that can take control of our actions
 Keeps a memory bangs of previous
experiences related to emotions
This memory may even go way before us and
is imprinted in our genetic codes
Example: Fear of Snakes; Fear of Heights and
many more
If we see a snake in front of us
Thalamus – is responsible for sending
impulses to the other parts of the brain or
“stimulus-sensing”
Neocortex – termed as “Thinking Brain”
where processing happens
Amygdala – Memory bank
Body parts – the body will naturally reacts
to the situation
Frontal lobes – these lobes send signals to
the other parts of the body
Small amounts of the pulses coming from the
Thalamus escape to the Amygdala
- This phenomenon is also known as
“hijacking of the amygdala”.
This concept was first introduced by Peter
Salovey (only popularized by Daniel
Goleman)
Goleman’s Emotional Intelligence
1. Ability to motivate oneself (intrinsic
motivation)
2. Persist in the face of frustrations
3. To control the impulses
4. To regulate one’s mood and keep
distress
5. To empathize and to hope
Domains of Emotional Intelligence
(Salovey)
1. Motivating Oneself
2. Recognizing Emotions in Others
3. Managing Emotions
4. Knowing one’s emotions/Self
Awareness
5. Handling Relationships
EMOTIONAL INTELLIGENCE
It is not the smartest people that are the most
successful or the most fulfilled in life
Intellectual Intelligence (IQ) can help you to
get into college, but the Emotional
Intelligence (EQ) will help you manage the
stress and emotions when taking final exams.
HOW TO RAISE YOUR EQ?
You have to bring your emotions into balance
at will!
Take into consideration your Memory Bank to
prevent you from continually repeating earlier
mistakes
 PERSONAL RELATIONSHIP
RELATIONSHIP
The way in which two or more people,
groups, countries, etc., talk to, behave
toward, and deal with each other.
PERSONAL RELATIONSHIP
- This is a type of relationship which is
closely associated with a person and
which can only have meaning to this
person
- Characteristics: Privacy and Intimacy
Friendship or “Best Friends” occupy an
increasing important place in the lives of the
adolescents
- Adolescents and their friends are
similar in many aspects. They typically
have the same age and race
- Most adolescents belong to one or a
larger peer group
CLIQUES CROWDS
Consist of 5-10 Larger groups of
members only individuals
ATTACHMENT STYLES_______________________
The succeeding relationships in the future are
all shaped largely by our attachment to our
parents
1. Secure Attachment – when the
primary caregiver is most of the time
present and available
2. Avoidant Attachment – when the
primary caregiver is cold and detached,
and even unresponsive to a child’s
needs
- The child senses rejection and this will
oftentimes experience unstable
relationship in the future
3. Anxious-Attachment – when the
primary caregiver is inconsistent in
terms of presence and meeting a
child’s emotional needs
- This type of children may developed
separation anxieties with loved ones
ATTRACTION
Being attracted to another person may also
mean liking their genes that are perceived
through their physical looks
3 stages of falling in love (Fisher)
1. Lust – it is only driven by sex hormones
2. Attraction – lovestruck phase
3. Attachment – long-lasting
commitments are exchanged
ADOLESCENTS’ ROMANTIC RELATIONSHIP
1. Initiation Phase – the romantic attention
and selection during this phase is shallow
and only focuses on physical
characteristics
2. Affiliation Phase – the focus in this phase
is on companionship, rather than intimacy
3. Intimate Phase – the focus of the paired
relationship is intimacy and often sexual
activity. A deep feeling or emotional
attachment to a partner
4. Committed Phase – They are better at
resolving conflicts within the relationship
Ways to become Responsible in a
Relationship
• Clarify your boundaries
• Learn to communicate
• Invest in ‘emotional bank account’
• Learn to forgive others
• Consult professionals
Emotions are what you feel on the inside
when things happen. Emotions are known as
feelings.
 PERSONAL RELATIONSHIP
Afraid – feeling fear and worry
Angry – feeling mad with person, act, or
idea
Ashamed – feeling bad after doing wrong
Confident – feeling able to do something
Confused – feeling unable to think clear
Depressed – feeling sad, blue,
discouraged, and unhappy
Embarrassed – feeling worried about what
others may think
Energetic – feeling full of energy
Excited – feeling happy and aroused
Glad – feeling joy and pleasure
Jealous – feeling upset when someone has
something that you would like to have or
they get to do something you wanted
Lonely – feeling alone and that nobody
cares
Proud – feeling pleased for doing well
Relaxed – feeling at ease and without
worry, calm
Stressed – feeling tense, tired, uneasy, and
overwhelmed
 Dr. Roger Sperry conducted a study for
epilepsy, which gave him the 1981 Nobel
Prize for Physiology or Medicine.
 Dr. MacLean, the neocortex or rational
brain is responsible for intellectual tasks
such as language, planning, abstraction
and perception.
 Neuroscientists and psychologists
proposed several theories about the brain
and its function.
 Ed Hermann theorized that the brain has
four parts, after putting together Sperry’s
“Split-Brain Theory” and MacLean’s
“Triune Brain Theory.”
 Brain dominance leads to thinking
preferences that influence and determine
the learning styles of a person.
 Mind mapping is a technique or tool that
organizes and put into contextual
relationships various information,
concepts and ideas.
 C and D learners are often characterized
as fun, flexible and open-minded persons.
 Quadrant B learners are very much into
logical thinking.
 A and B learners are often characterized
as practical, reality-based and down to
earth persons.
 Learners should always remember that
they do not necessarily belong to just one
or two quadrants, but can find their
qualities present in all the quadrants.
 Secure attendance is when the primary
caregiver is most of the time present and
available and when all the emotional
needs of an infant are met, providing a
sense of security to the infant.
 Avoidant Attachment is when the
primary caregiver is cold and detached
and even unresponsive to a child’s needs.
 Anxious-ambivalent attachment when
the primary caregiver is not consistent in
terms of presence and in meeting a child’s
emotional needs.
 Friendship/ Best Friends occupies an
increasing important place in the lives of
the adolescents.
 Adolescents and their friends are similar in
many aspects. They are typically have the
same age and race.
 SOCIAL RELATIONSHIP
SOCIAL RELATIONSHIPS
• Tend to be less intimate
• This is vital to adolescents’ development
that it creates an impact on their beliefs,
outlook, and convictions in life. This is
what others called “Social Circle”
• The first social circle an adolescent has his
family. The set of values his family owns
will definitely influence the way he looks
at things
Ex. Value for Education
• People do not expect others to behave
randomly but to behave in certain ways in
particular situations
• People also behave depending upon their
Social Roles
• Social Roles provide order in society. It will
be a chaotic society without Social Norms
Types of Relationship________________________
1. Parent relationship – arguments
between parents and children may be
in the issue of control.
- Parent-Adolescent disagreement also
increases as peers show greater impact
on the child
2. Peer relationships – as adolescents
work to form their identities, they go
away from their parents, and the peer
group becomes very important
- Peer groups can have positive or
negative influences on individual
3. Community, Society, & Culture –
Culture is learned and socially shared,
and it affects all aspects of an
individual’s life
- Their lifestyle is also profoundly
shaped by the roles and
responsibilities they are expected to
assume
Characteristics of Filipino Community
1. Bayanihan
2. Close Family Ties
3. Pakikisama
4. Utang na Loob
a. Amor Propio “Concern of Self
Image”
b. Delicadeza “Sense of Honor”
c. Palabra de Honor “Word of Honor”
Types of Social Influence
1. Compliance – agrees and follows what
is requested or required of him.
2. Identification – influence by someone
he likes or looks up to.
3. Internalization – able to own a certain
belief or act
LEADERSHIP AND FOLLOWERSHIP
A Leader was often typecast as someone who
is the head of the group of people by virtue
of having strength and wisdom, or may have
inherited a position of power.
Chester Barnard (1938) defined leadership
as the ability of a person in position of
authority to influence others to behave in
such manner that goals are achieved.
French and Raven (1960) said that a leader
may obtain power through various means
and sources, such as position, giving rewards,
expertise, respect or coercion.
AUTHENTIC LEADERSHIP
Rob Goffee and Gareth Jones (2006)
provided three (3) points in achieving
authentic leadership
 Leadership is situational
 Leadership is relational
 Leadership is non-hierarchical
 SOCIAL RELATIONSHIP
In addition, an authentic leader has the
following critical elements present:
1. They walk their talk!
2. They adjust to situations and display
adaptability and flexibility.
3. They have a high level of comfort
being themselves.
Authentic leadership is primarily determined
by how followers view the leader.
Daniel Goleman He pointed out that the OFC
provides an immediate connection between
thought, emotions and behavior.
VARITIES TYPES OF SOCIAL INFLUENCE____
1. COMPLIANCE – refers 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 – refers when a person
influenced by someone he or she likes or
looks up to, like a movie star, a social
celebrity or a superhero.
3. INTERNALIZATION – It is when a person
is able to own a certain belief or act and
is willing to make it known publicly and
privately.
SOCIAL SCIENTISTS & PSYCHOLOGISTS
IDENTIFIED OTHER TYPES OF SOCIAL
INFLUENCE:
a. CONFORMITY – It is a type of social
influence that involves a change in
behaviour, belief, or thinking to be like
other.
b. CONVERSION – 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 group.
c. MINORITY INFLUENCE – it happens
when a bigger number of people are
influenced by a much smaller number of
people and when the minority’s way of
looking at and doing things are accepted.
d. REACTANCE – is when there is a willing
rejection of a social influence being
exerted on an individual or group.
e. OBEDIENCE – it refers to 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.
f. PERSUASION – It is used by one person
or group to influence another to change
their beliefs, actions, or attitudes by
appealing to reason or emotion.
g. COMPETING – It is assertive and
uncooperative. An individual’s interests
are above all else, power and authority
are often used to win against others.
h. ACCOMMODATING – It is unassertive
and cooperative. An individual is willing
to neglect his or her interests or needs for
the sake of the other person, yielding
one’s position and allowing the other to
pursue his or her position at the other’s
expense.
i. COMPROMISING – It is moderately
assertive and moderately cooperative. An
individual is neither here nor there,
prefers to split whatever is at stake in half
to party satisfy both parties just to get
over the problem.
j. AVODING – It is unassertive and
uncooperative. The individual prefers to
stay out of the situation either by
postponing a decision, taking wait and
 SOCIAL RELATIONSHIP
see position or withdrawing completely
until conditions are better.
k. COLLABORATING – It is assertive and
cooperative. The individual seeks a
mutually satisfying solution by
understanding the needs and interests of
the other person and expanding the
resources rather than competing over
them. Seeks win-win solution.
THEORIES OF LEADERSHIP__________________
TRAIT THEORY - This theory defines a
leadership based on certain personality traits
which are generality suited for all leaders,
such as decisiveness, persistence, high level of
self-confidence and assertiveness, among
others.
BEHAVIORAL THEORY - This theory
presupposes that leadership is a learned
behavior and that leaders are defined
according to certain types of behavior exhibit.
PARTICIPATIVE THEORY - The opposite of
an cratic 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 and
usually employs reward and punishment.
TRANSFORMATIONAL THEORY - This
theory involves a vision, which 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.
Characteristics of a Good leader:
1. A good leader is someone who is
honest & trustworthy
2. A good leader delegates.
3. A good leader is committed.
4. A good leader is open to change.
5. A good leader is someone who is
reliable.
6. A good leader is knowledgeable and
confident.
TYPES OF LEADER____________________________
Authoritarian Leader – This is the leader
who has the monopoly of power within the
group.
Democratic Leader – The leader is in favor
with the idea of mutually agreed upon
decision.
Transactional Leader – The leader uses
social interaction in order to gain insights.
Transformational Leader – This is the leader
who inspires his members to move toward
change.
Charismatic Leader – This leader has a self-
promoting personality, high energy level, and
the willingness to take risks.
Laissez–Faire Leader – The leader leaves the
group to its own capacity to finish its tasks.
 FAMILY STRUCTURES & LEGACIES
FAMILY STRUCTURES
A group of individuals living under one roof
and usually under one head
Two or more persons who share resources,
share responsibility for decisions, share values
and goals, and have a commitment to each
other over time (Belen T.G. Medina, PhD- a
Filipino Sociologist)
Types of Family Structure____________________
1. Nuclear Family
- It is considered the “traditional family”
and consists of a mother, father, and
the children.
- the nuclear families at present prefer
to have fewer children than in the past.
- Housewife or househusband
- Adopted child are also considered as
part of this family
2. Single Parent
- A parent who cares for one or more
children without the assistance of the
other biological parent.
- single-parent families often resulted
from death of a spouse.
- in the Philippines, at least 13.9 million
Filipinos are single parents who carry
the burden of raising their family by
themselves.
3. Step Families
- Formed by the marriage or long-term
cohabitation of two individuals.
- Step families are also called blended
families.
4. Extended Family
- Consists of grandparents, aunts,
uncles, and cousins.
- The extended family comes to live
either with or in place of a member of
the nuclear family.
Contemporary Family Structures
1. Interracial marriages
2. Adoptive families
3. Same-sex marriages
Influence on the Family Structure on the
Adolescent
1. Nuclear Family – the values, social skills,
and behavior are directly learned from the
parents (primary caregiver).
2. Single Parent Family – the absence of
one parent may create an impact on the
growing child who would normally look
up to authority as role models.
3. Step Family – the child or children usually
experience the trust versus mistrust on the
other party.
4. Extended Family – the presence of
different generations within a home
provides the child a sense of stability in
relationships.
- The presence of grandparents also
provides the child a sense of anchoring
or rooting to the family’s history.
- The presence of different generations
within a home provides the child a
sense of stability in relationships.
- But the presence of grandparents may
also create confusion in terms of
parenting style.
Parenting Styles______________________________
Authoritarian Parents
- Parents who are depending on force
alone to control their children rather
than reasoning them or praising them
Authoritative Parents
- Parents who maintain firm control over
their children through reasoning with
their children rather than depending
on force
 FAMILY STRUCTURES & LEGACIES
Permissive Parents
- Parents who do not consistently
enforce rules and do not have high
expectations of their children
Rejecting/Neglecting Parents
- Parents who do not provide
supervision, and do not have any
expectations and who are not
supportive of their children
Functions of Family
1. Childbearing Function
2. Regulation of Sexual Behavior
3. Identification of Social Status
4. Mechanism for Social Control
5. Child-rearing Function
6. Education Function
7. Socialization Function
8. Religious Function
9. Political Function
Classifications of Family_____________________
1. According to organization
a. Conjugal Family – a husband and a
wife
b. Nuclear Family – husband, wife, &
child/children
c. Extended Family – two or more
nuclear family
2. According to place of residence
a. Neolocal Family – away from both
parents
b. Patrilocal Family – husband’s
residence
c. Matrilocal Family – wife’s residence
3. According to form of marriage
a. Monogamy – one wife & one husband
b. Polygamy – more than one spouse at
a time
c. Polyandry – 1 woman with more than
one husband at a time
d. Polygyny – 1 man with more than one
wife at a time
According to Dr. Wayne Matthews of North
Carolina State University, there are five “L’s”
which contribute to strong family
relationships.
1. Love
2. Loyalty
3. Learn
4. Laughter
5. Leadership
Five L’s in building a strong & successful
family
Parental authority and parenting styles also
influence the development of a child and
adolescent. Authoritative parents who
impose behavioral control over their
children often produce positive results.
In contrast, parents who are more lenient and
use psychological control tend to diminish
the sense of self of the children or the
adolescents.
Families are like branches on a tree. We grow
in different directions yet our roots remain as
one.
Family is the best thing you could ever wish
for. They are for you during the ups, downs
and love you no matter what.