Personal

Development
Reader

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Personal Development
Reader
First Edition 2016

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PublishedbytheDepartmentofEducation
Secretary: Br. Armin A. Luistro FSC
Undersecretary:DinaS.Ocampo,PhD

Development Team of the Personal Development

Reader
Dr. BarbaraWong-Fernandez,RGC Estesa
Xaris Que-Legaspi,RGC Carolyn C.Quiba,RGC Mae
R. Rafanan,RGC
Zisa Velasquez-Garcia, RGC

DEPE
CoverArtist: Sharlyn Sanclaria
LayoutArtist: Jay L.Mabuti

Management Team of the Personal Development

Reader

D
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E-mail Address: depedblr@gmail.com

ii
 TABLE OFCONTENTS
TABLEOFCONTENTS..................................................................................................iii
ORIENTATIONtoPERSONALDEVELOPMENT...................................................................v

Unit1:Self-Development............................................................................................1
MODULE1:KnowingandUnderstandingOneselfduringMiddleandLateAdolescence.........1
Reading: SELF-CONCEPT.........................................................................................2
Reading:PERSONALEFFECTIVENESS.............................................................................3
Reading:BUILDONYOURSTRENGTHSANDWORKONYOURWEAKNESSES........................5
Reading:Story:YOUNEEDTOTAKECHARGEOFYOURFUTURE....................................6
Reading: THE POWER OFJOURNALWRITING............................................................7
MODULE2:DevelopingtheWholePerson........................................................................8
Reading: ASPECTS OFTHESELF...............................................................................9
Reading:THESTORYOFTHETWOWOLVES...............................................................15
Reading: THEPOWERTRIAD:THOUGHTS,FEELINGSANDACTIONS.................................16
MODULE3:DevelopmentalStagesinMiddleandLateAdolescence..................................17
Reading:DEVELOPMENTALSTAGES.......................................................................18
Reading: HAVIGHURST`SDEVELOPMENTALTASKSDURINGTHELIFESPAN....................19
Reading:LIVINGMINDFULLY............................................................................22
Reading:THEPASSAGETOADULTHOOD:CHALLENGESOFLATEADOLESCENCE..............24
MODULE4:TheChallengesofMiddleandLateAdolescence.............................................24
Reading: ENCOURAGEMENT 101: The Courage toBeImperfect..................................25
Reading: THE POWER OFPERSONALDECLARATIONS..................................................26
Reading: BEINGHAPPY.......................................................................................27

Unit2:AspectsofPersonalDevelopment......................................................................29
MODULE5:CopingwithStressinMiddleandLateAdolescence.........................................29
Reading:STRESSMANAGEMENT.............................................................................29
Reading:STRESSRESPONSE...................................................................................33
Reading: KEEP STRESSUNDERCONTROL....................................................................33
Reading: BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR
EVERY THOUGHTANDMOVE....................................................................36
MODULE6:ThePowersoftheMind...........................................................................36
Reading:THEDOMINANTSIDEOFTHEBRAIN............................................................39
Reading:RESEARCHSTUDY“TheBrain’sLeftAndRightSidesSeemToWorkTogetherBetterIn
MathematicallyGiftedMiddle-SchoolYouth”..........................................................39
Reading:YOUCANGROWYOURINTELLIGENCE........................................................42
Reading: THEMYTHOFMICHAELJORDAN................................................................44
Reading:CHANGEYOURMINDABOUTMENTALHEALTH............................................45
MODULE7:MentalHealthandWell-BeinginMiddleandLateAdolescence.........................45
Reading:SELFESTEEMANDBODYESTEEM...............................................................47
Reading: SUPPORT STRATEGIES/COMMUNITY MENTALHEALTHRESOURCES..............49
Reading:HELPHOW-TO’S................................................................................50
Reading:HEALTHYEATINGANDMENTALHEALTH....................................................51
Reading:EMOTIONALINTELLIGENCE......................................................................54

iii
 MODULE8:EmotionalIntelligence................................................................................54
Reading: TYPESOFRESPONSES..............................................................................57

UnitIII:BuildingandMaintainingRelationships.............................................................60
MODULE 9:PersonalRelationships.....................................................................................60
Reading:WHATDOWEMEANBYPERSONALRELATIONSHIPS?..................................61
Reading: ARESEARCHSTUDYONRELATIONSHIPS....................................................61
Reading:WHYPERSONALRELATIONSHIPSAREIMPORTANT.....................................62
Reading:25 MOST COMMON RELATIONSHIPPROBLEMS.........................................63
Reading: NURTUREYOURRELATIONSHIPS...............................................................67
Reading: TEN RULES FOR FINDING LOVE AND CREATING LONG-LASTING,
AUTHENTIC RELATIONSHIPS...........................................................................69
Reading: HEALTHYRELATIONSHIPSITEMSTEST.......................................................70
Reading: BASICRIGHTSINARELATIONSHIP.............................................................76
Reading: HOWCULTURESHAPESMANYASPECTSOFADOLESCENTDEVELOPMENT.....77
MODULE10:SocialRelationshipsinMiddleandLateAdolescence..................................77
Reading:TEENAGERSWHOJOINYOUTHGROUPSANDOTHERCLUBSAREHAPPIERANDL
ESSLIKELYTODRINK...................................................................................78
Reading:COMMUNITY ACTIVITY: GETINVOLVED....................................................79
Reading:LESSONS ON LEADERSHIP AND MEMBERSHIP FROMFABLES........................81
Reading: SERVANTLEADERSHIP.....................................................................................83
MODULE11:FamilyStructuresandLegacies........................................................................85
Reading: FAMILYSTRUCTURE.................................................................................87
Reading: INSPIRINGSTORIESOFFAMILIES................................................................89
Reading: FAMILYLEGACIES..................................................................................... 93

Unit IV:CareerDevelopment.....................................................................................99
MODULE12:PersonsandCareers........................................................................................99
Reading: TEN MYTHS ABOUT CAREERPLANNINGBUSTED!.........................................99
Reading:CAREERCONCEPTS................................................................................103
Reading: WHAT INFLUENCES YOURCAREERCHOICE?...............................................104
Reading: SUPER’S CAREERDEVELOPMENTTHEORY..................................................106
Reading:HOWTOCHOOSEAMAJORANDAJOBPATHUSINGCAREERCLUSTERS........118
MODULE 13:CareerPathways.......................................................................................... 122
Reading: WORK/OCCUPATIONAL ENVIRONMENTSANDINTERESTS...........................123
Reading: YOUR PERSONAL MISSION STATEMENT: YOU’RE NEVER TOO YOUNG
TOCLARIFYYOURLIFEGOALSANDASPIRATIONS..........................................130

REFERENCES.........................................................................................................132

iv
 ORIENTATION to PERSONAL DEVELOPMENT

To the Student of Personal Development:

Welcometothiscourse,PERSONALDEVELOPMENT,orPERDEVforshort.
Thisisaveryinterestingcourse,andcanbecomethemostpersonallyrewardingfor
you,becausethesubjectmatterforthiscourseisYOU!
As a new senior high school student, you have now entered a new
educationallevel,aswellasanewpsychologicalandsociallevel,calledthemiddle
andlateadolescence.Youmayfeelthatyouarenolongertherapidlygrowingand
awkwardteenager,butyoualsofeelyouarenotquitereadytocallyourselfamature
adulteither.
Thiscourseshallmakeyoutakeadeeperlookatyourselfandanalyzeyour
developmentalchanges,yourskillsandtraitswhichcanhelpyoumeetthevarious
tasksthatyoumustundertakeatthispointinyourlife.Itshallprovideyouwithsome
techniquestomeetstressandothermentalhealthissueswithone’sstrengthsand
coping powers. The course shall also give you the chance to analyze your
relationshipswithyourfamily,friendsandsignificantothers.Finally,thePERDEV
courseshallhelpyoutakestockofwhereyouareinyourcareerdevelopmentand
howtogettowhereyouwanttobe.

COURSE CONTENT:
Thereare4unitsinPERDEV,asfollows:
Unit 1 –Self-Development
Unit 2 – Aspects of Personal Development
Unit 3 – Building and Maintaining Relationships
Unit 4 – Career Development
There will be several modules under each unit, to be taken up inseveral
classsessions,eachofwhichaddressesakeyconcerninpersonaldevelopment.

COURSE METHOD:
PERDEVusestheexperientiallearningapproach,whereinyouasastudent
willparticipateinactivitiesinclasstoexplorespecificthemesinyourdevelopment.
Youwillinteractwithyourclassmates,doprojectswiththem,discussvarioustopics, and
share your own thoughts, feelings and experiences. You will also make
personal reflections and write them down. In this manner of self-refection and
sharing,youshallhelprevealandarticulaterelevantconcepts,theories,andtoolsin
different areas of yourlife.

YOUR TEACHER:
Yourteacheristheguideandfacilitatorofthiscourse.He/sheshallleadthe
activitiesbygivinginstructionsandsupervisingtheprocedures.However,sincethe
subject matter is yourself, the success of the modules depends on theparticipation
andcooperationofyouandyourclassmates.

v
MATERIALS FOR PERDEV:
ThisReaderforStudentscontainstheActivitySheetsthatyouwillbeusing
forthevariousmodules.BringthisReaderduringeverysessionsincethiswillbe
neededinmostactivities.TheReaderalsohasReadingswhichproviderelevant,
valuable,andappropriateadditionalinformationforthetopicathand.Theseareonly
samplesofinformationalmaterial.Youareencouragedtolookformoreinformation
inyourLibraryorbysurfingtheInternet.

REQUIREMENTS FOR PERDEV:

YoushouldhaveajournalornotebookforPERDEV,inwhichyouwillwrite
yourreflections,insights,commentsandopinions.Youshouldalsohaveaportfolio
forPERDEV,whichmaybealargebrownorplasticenvelope,aclearbook,oran
envelope bag. This is where you will store all the reflections, research outputs,
journalentries,surveyquestionnaires,andotherwrittenmaterialsandartworkwhich
youdoasclasswork,seatwork,orhomeworkforPERDEV.
Attheendofeachunit,yourteachershallcollectyourportfolioandgiveyou
agradebasedonthecompletenessandqualityofyourwork,yourclassattendance
andparticipation,andotherspecialrequirementsthatyouagreeoninthebeginning of
thesemester.

ASSESSMENT AND GRADING SYSTEM:

AssessmentofPERDEVshallbethroughtheuseofrubrics.Arubricrefers to a
scoring guide used to evaluate the quality of your outputs, whether done
individuallyorinagroup.Thereare8portfoliooutputrequirementsforeveryunitof
thecourse,withamaximumof16pointsperoutput,andamaximumof16pointsfor
attendanceperunit.Themaximumnumberofpointsyoucanobtainfortheunit(or
thequarter)is144points,andthenumberofpointsshallbeconvertedtograde
equivalents asfollows:

Points Grade
128-144 96-100%
111-127 91-95%
94-110 86-90%
77-93 81-85%
60-76 75-80%
Below 60 Failure

vi
 Unit 1:Self-Development
MODULE 1:
KnowingandUnderstandingOneselfduringMiddle
and LateAdolescence
BigQuestion:Howcanunderstandingyourselfpavethewaytose
lf- acceptanceandbetterrelationshipwithothers?

Objectives:
At the end of this module, you will be able to:
1. explainthatknowingyourselfcanmakeyouacceptyourstrengthsand
limitationsanddealingwithothersbetter;
2. shareyouruniquecharacteristics,habitsandexperiences;and,
3. start and maintain ajournal.

Activity: SELF-CONCEPT INVENTORY

Takealookatyourownself-conceptandanswerthefollowingself-concept
inventoryinyourjournal.Giveyourselfaratingusingthescale:0=veryweak; 1
= weak; 2 = somewhat weak or somewhat strong ; 3 = strong ; 4 =
verystrong

1.Ihavestrongsexappeal.
2.Iamproudofmyphysicalfigure.
3.Iamphysicallyattractiveandbeautiful/handsome.
4.Iexudewithcharmandpoise.
5.Iameasytogetalongwith.
6.Icanadjusttodifferentpeopleanddifferentsituations.
7.Iamapproachable;otherpeopleareateaseandcomfortablewithme.
8.Iamlovableandeasytolove.
9.Iamafastlearner,canunderstandwithoneinstruction.
10. I amintelligent.
11.Ihavespecialtalentsandabilities.
12.Icaneasilyanalyzesituationsandmakerightjudgments.
13.Icanbetrustedinanytransaction.
14.Ihaveacleanconscienceandcarrynoguiltyfeeling.
15.Ihaveintegrityandgoodreputation.
16.Myfriendsandclassmatescanlookuptomeasamodelworthemulating.
17.Icanexpressmyideaswithoutdifficulty.
18.ItalkinapersuasivemannerthatIcaneasilygetpeopletoacceptwhatI
say.
19.Icanexpressmyideasinwritingwithoutdifficulty.
20.Iamagoodlistener.
21.Iamemotionallystableandnoteasilyrattledwhenfacedwithtrouble.
22.Iamlogicalandrationalinmyoutlookanddecisions.
23.Ifeelandactwithconfidence.
24.Iamamatureperson.

1
Scoring:Copythistableinyourjournal.Writeyourscoreoppositeeachnumberand
get thesubtotal.

Physical appeal Human Relations Intelligence

1 5 9
2 6 10
3 7 11
4 8 12
Subtotal: Subtotal:
Subtotal:
Character Communications Maturity
13 17 21
14 18 22
15 19 23
16 20 24

Subtotal: Subtotal: Subtotal:

How do you perceive yourself?

Look at the results of your self-concept inventory and answer the
followingquestions.
1. In what areas do you consider yourself strong (with score 14-16 or
somewhatweak(scoreof10-13)andveryweak(below10).
2. Aretherequalitiesyouconsiderasyourweaknessbutotherpeopleconsider
asyourstrength?Whatarethese?Checkwithapartner.
Example:Aladycansay“I`mugly”yetotherconsiderherverycharming.Or
conversely,onecanhavetheillusionofsaying“Iamveryintelligentorcompetent”
whenmostofhisideassoundunreasonableorillogicaltomostofthepeople.
Thereisindeedabigdifferencebetweenwhatyouseeinyourself(realself-image)
andwhatisprojectedintheeyesoftheothers(yoursocialimage).
3. Howrealisticisyourself-image?
4. Towhatextentdoesitreflectyourrealself?

Source: Roldan, Ame lia S. (2003). On Becoming a Winner: A

Workbook on Personality

Deve lopment and Character Building. AR Skills Deve lopment

and Management Services

(SDMS), Paranaque City, MetroManila.

Reading: SELF-CONCEPT
Imagineyourselflookingintoamirror.Whatdoyousee?Doyouseeyour
idealselforyouractualself?Youridealselfistheselfthatyouaspiretobe.Itisthe
onethatyouhopewillpossesscharacteristicssimilartothatofamentororsome
otherworldlyfigure.Youractualself,however,istheonethatyouactuallysee.Itis
theselfthathascharacteristicsthatyouwerenurturedor,insomecases,bornto
have.
Theactualselfandtheidealselfaretwobroadcategoriesofself-concept. Self-
conceptreferstoyourawarenessofyourself.Itistheconstructthatnegotiates
thesetwoselves.Inotherwords,itconnotesfirsttheidentificationoftheidealselfas
separatefromothers,andsecond,itencompassesallthebehaviorsevaluatedinthe
actualselfthatyouengageintoreachtheidealself.

2
 Theactualselfisbuiltonself-knowledge.Self-knowledgeisderivedfrom
socialinteractionsthatprovideinsightintohowothersreacttoyou.Theactualselfis
whoweactuallyare.Itishowwethink,howwefeel,look,andact.Theactualself
canbeseenbyothers,butbecausewehavenowayoftrulyknowinghowothers
viewus,theactualselfisourself-image.
Theidealself,ontheotherhand,ishowwewanttobe.Itisanidealized image
that we have developed over time, based on what we have learned and
experienced.Theidealselfcouldincludecomponentsofwhatourparentshave
taughtus,whatweadmireinothers,whatoursocietypromotes,andwhatwethinkis in our
bestinterest.
Thereisnegotiationthatexistsbetweenthetwoselveswhichiscomplex
becausetherearenumerousexchangesbetweentheidealandactualself.These
exchangesareexemplifiedinsocialrolesthatareadjustedandre-adjusted,andare
derived from outcomes of social interactions from infant to adultdevelopment.
Alignmentisimportant.IfthewaythatIam(theactualself)isalignedwiththeway
thatIwanttobe(theidealself),thenIwillfeelasenseofmentalwell-beingorpeace
ofmind.IfthewaythatIamisnotalignedwithhowIwanttobe,theincongruence,
orlackofalignment,willresultinmentaldistressoranxiety.Thegreaterthelevelof
incongruencebetweentheidealselfandrealself,thegreaterthelevelofresulting
distress.Personaldevelopmentmodulesultimateaimisgreaterself-knowledgethat
willleadtohigheralignmentbetweenthesetwopersonalitydomains.

Source:
http://study.com/academy/lesson/what-
is -se lf-concept- in-psychology-de finition-
lesson-quiz.html
http://study.com/academy/lesson/ideal -se lf- vs-real-self-
definition-lesson-quiz.html

Portfolio Output No. 1 – Talent/Variety Show Presentation

Your group shall have a presentation in front of the class. The leadersof
eachgroup(includingyours)shallrateyourgroupbasedonthefollowingcriteria:
originality(4points),creativity/resourcefulness(4points),teamwork(4points),and
audienceimpact(4points),foramaximumof16points.Computetheaverageof
ratingsforyourgroupandwritethisaverageratingforyourpresentationinyour
journal.Writeaboutyourexperienceasagroupleader/memberinthisactivity.

Reading: PERSONAL EFFECTIVENESS

Personaleffectivenessmeansmakinguseofallthepersonalresources–
talents,skills,energyandtime,toenableyoutoachievelifegoals.
Yourknowledgeofyourselfandhowyoumanageyourselfimpactsdirectlyon
yourpersonaleffectiveness.Beingself-aware,makingthemostofyourstrengths,
learningnewskillsandtechniquesandbehavioralflexibilityareallkeystoimproving your
personalperformance.
Ourpersonaleffectivenessdependsonourinnatecharacteristics–talentand
experienceaccumulatedintheprocessofpersonaldevelopment.Talentsfirstare
neededtobeidentifiedandthendevelopedtobeusedinaparticularsubjectarea
(science, literature, sports, politics,etc.).
Experienceincludesknowledgeandskillsthatweacquireintheprocessof
cognitive and practicalactivities.
3
 Knowledgeisrequiredforsettinggoals,defininganactionplantoachieve
them and riskassessment.
Skills also determine whether real actions are performed in accordancewith
the plan. If the same ability is used many times in the same situation, then it
becomes a habit that runs automatically, subconsciously. Here are some skills that
willgreatlyincreasetheefficiencyofanypersonwhoownsthem:
1. Determination. It allows you to focus only on achieving a specific goal
without being distracted by less important things or spontaneous desires. It
maybedevelopedwiththehelpofself-disciplineexercise.
2. Self-confidence.Itappearsintheprocessofpersonaldevelopment,asa
resultofgettingawareofyourself,youractionsandtheirconsequences.Self-
confidenceismanifestedinspeech,appearance,dressing,gait,andphysical
condition.Todevelopit,youneedtolearnyourselfandyourcapabilities,gain
positive attitude and believe that by performing right actions and achieving
rightgoalsyouwillcertainlyreachsuccess.
3. Persistence.Itmakesyoukeepmovingforwardregardlessofemerging
obstacles–problems,laziness,bademotionalstate,etc.Itreducesthecosts of
overcoming obstacles. It can also be developed with the help of self-
disciplineexercise.
4. Managingstress.Ithelpscombatstressthatarisesindailylifefromthe
environment and other people. Stress arises from the uncertainty in an
unknownsituationwhenalackofinformationcreatestheriskofnegative
consequencesofyouractions.Itincreasesefficiencyintheactivelychanging
environment.
5. Problem-solvingskills.Theyhelpcopewiththeproblemsencounteredwith a
lack of experience. It increases efficiency by adopting new ways of
achievinggoalswhenobtaininganewexperience.
6. Creativity.Itallowsyoutofindextraordinarywaystocarryoutaspecific
actionthatnoonehastriedtouse.Itcanleadtoadecreaseoranincreaseof
costs, but usually the speed of action is greatly increased when using
creativetools.
7. Generating ideas. It helps you achieve goals using new, original,
unconventionalideas.Ideaisamentalimageofanobjectformedbythe
humanmind,whichcanbechangedbeforebeingimplementedinthereal
world.Forgeneratingideasyoucanuseamethodofmentalmaps,which
allowsyoutomaterialize,visualizeandscrutinizeallyourideas,whichinturn
contributestotheemergenceofnewideas.Thesearejustsome,butthe
mostimportantpersonaleffectivenessskillswhichmaketheachievementof any
goal easier and lesscostly.

Source: http://www.chrysalisdeve lopment.com/page

6/page4/page 4.html
http://www.learning-mind.com/7-basic-personal-e
ffectiveness-skills/

4
Activity:MY BANNER – THE TREASURE WITHIN ME

COP
1and2
3and4
5
6
Y
Inthespacesindicatedbynumbers,writedownthefollowing
twothingsIdoverywell
mytwogreatestachievementsinlife
what in myself am I proudestof
my happiestmoment
7 positivewordsthatmyfriendsusetodescribeme
8 apersonalgoalthatIhavealreadyachieved
9 threeblessingsforwhichIammostthankfultoGod
10 three of my positivequalities
11 difficulties,challengesandproblemsthatIwasabletosolve
andovercome

Reading:BUILDONYOURSTRENGTHSANDWORKONYOUR
WEAKNESSES
Mostfailuresemanatefromweaknessesthatarenotrecognizedorprobably
recognizedbutnotgivenappropriateattentionorremedy.Thiscouldbeaweakness
incommunications,personalityorability.Insteadofgivinguporindulginginself-pity,
take action. Go for speech lessons, get skills upgrading, attend personality
development sessions or whatever appropriate remedies to your perceived
weakness.

5
 Insteadofsimplyfocusingonyourweaknesses,recognizeyourowntalents
andabilities,buildonthem,utilizethemtoyourgreatestadvantage.Thisiswhere
youcanbuildyournameandpopularity.HandicappedpeoplelikeJoseFeliciano
andotherblindsingersdidnotbroodovertheirphysicalhandicap.Theyrecognized
thattheyhaveagoldenvoicesotheysearchforwaystoenrichthattalentandnow
theyhavewoninternationalfameinthefieldofmusic.

Source: Roldan, Amelia S. 2003. On Becoming a Winner: A

Workbook on Personality Development and Character Building. AR
Skills Development and Management Services (SDMS), Paranaque
City, MetroManila.

Portfolio Output No. 2: Journal Reflection from My Banner

Write about your banner.
1. Whatdoyouconsiderasyourweaknesses,abilitiesandtalents?
2. Whataretheremediesyouwilltaketoimproveorcompensateforyour
weakness?
3. Howcanyoufurtherenrichyourassetsandstrengths?
4. Whereandhowdoyouuseittoyourbestadvantage?

Reading: Story:YOUNEEDTOTAKECHARGEOFYOURFUTURE
There are three kinds of people in this world:
ThefirstistheMoviegoer.Thispersonwatchesthemovieoftheirlives,
admiressomepartsandcriticizesothers.Asidefromthat,theydonothingelse.All she
says the whole day is, “I like this thing and but I don’t like that thing.” The
Moviegoerfeelsshehasabsolutelynocontroloftheirlives---excepttocomment
aboutit.Moviegoersarethemostpathetic,miserablepeopleintheworld.
ThesecondistheActor.Thispersondoesnotonlywatchthemovieofher
life.Sheactuallyrealizesshe’stheActor–andcancontrolabigpartofherlife.She
canactuallymakeorbreakthemovie–byhowwellshedeliversherlinesandhow
sheportrayshercharacter.Actorsareahappybunch,realizingthey’rethestartof
theshowandenjoysomelevelofcontrol.Butmanytimes,theywishthemovie
wouldendinanotherway–butrealizethattheyhavenosayinsuchthings.
The third is the Scriptwriter. This person does not only watch, and she
doesn’t only act, but she actually createsthe entire movie from her mind. She
determineswhatshewillsay,whatshewilldo,andhowthemoviewillend.She
realizesshehasenormouscontroloverherlife,andseestoitthatthemovieofher life
will turn outbeautiful.
Who are you among these three people?
Do you merely watch your life go y?
Ordoyouactoutascriptthatyoufeelhasbeenhandedtoyou?
Ordoyouwritethescriptandmakeyourlifebeautiful?
Bytheway,theProducerofthemovieisGod.Hetellsyou,“Makethemovie
beautiful,andIwillgiveyouallthatyouneedforsuccess.”

Source: Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve

and Surpass Your Dreams One Step at a Time. Shepherd’s Voice Publishing.

6
Reading: THE POWER OF JOURNAL WRITING: UNFOLDINGYOUR
PERSONALJOURNEY

ThepurposeofjournalwritingistohelpyoubecometheScriptwriterofyour
life.Therearefour(4)practicalreasonstomaintainajournal:
1. Itiscost-efficientandavailable.Emotionalstresscanbedealtinmanyways
like talking to a friend over a cup of coffee, eating, travelling, shopping,
paintingandmanymorebutwritingisthemostinexpensive.Notebookand
pensareeasytofind,availableanddonotcostsomuch.
2. Itispreventiveandpro-active.Writingyieldsself-awareness.Whenyouwrite,
youcandiscoveryourstrengthsandlimitations.Youwillknowwhatyour
reactionsareindifferentsituationsandwhatbetterwaystoprevent,avoid,or
face yourfears.
3. Itiscreativeandproductive.Journalwritingexpoundsyourimagination.You
canseevariousdimensionsofyourproblem,differentpointsofviewand
bettersolutions.
4. Lastly,itispersonalandprivate.Unlessyouwanttoshareyourstories,you
havethechoicetokeepthemtoyourself.Writingisyourtimealone.Itisyour
wayoflovingyourself.Youwillnotbejudgedbyyourwriting.

Youjustneedone(1)notebooktomaintainapersonaljournal.Youmayuse
thesequestionsasyouwriteinyourjournal:
1. Howdoyoufindthisday?Whatarethepositivethingsthathappened?What
arethosethingsthatmadeyouirritatedorupset?
2. As you reflect the ups and downs of your day, what may be thegreatest
lessonyoucanlearnfromthem?Whatactionshaveyoudonewellandwhat
actions you can dobetter?
3. Whatdoyoureallywantinlife?Whatdoyouwanttoachieveforyourself,
yourfamily,yourcommunity,andyourcountry?
4. Asyouclosetheday,whatarethesmallandbigthingsyouarethankfulof?
Whoarethepeoplethatmadeyourdayextraspecial?

Processing : Write your answers in your personal journal.

1. Whathaveyoudiscoveredinyourself?
2. What are your corestrengths?
3. Whatarethequalitiesyouwanttohoneandimproveon?

“A pen is certainly is certainly an excellent instrument to fix a man’s attention

and inflame his ambition” – John Adams

7
 MODULE 2:
Developing the Whole
Person
Big Question: What is the relationship of the different
aspects of development with your thoughts, feelings and
actions indealing with lifesituations?

Objectives:
At the end of this module, you will be able to:
1. discuss the relationship among physiological, cognitive, psychological,
spiritualandsocialaspectsofdevelopment,tounderstandyourthoughts,
feelings, andbehaviors,
2. evaluateyourownthoughts,feelingsandactions,and
3. showtheconnectionofyourthoughts,feelingsandactionstoactuallife
situations.

Activity: ASSESS ASPECTS OF YOURDEVELOPMENT

Draw a large circle on a blank sheet of paper. Divide the circle into 8
segments. In each segment, write some descriptions of the different aspectsof
yourself asfollows:
1. PhysicalSelf.Describeyourself.Trynottocensoranythoughtswhichcome to
your mind. Include descriptions of your height, weight, facialappearance,
andqualityofskin,hairanddescriptionsofbodyareassuchasyourneck,
chest, waist,legs.
2. IntellectualSelf.Includehereanassessmentofhowwellyoureasonand
solveproblems,yourcapacitytolearnandcreate,yourgeneralamountof
knowledge,yourspecificareasofknowledge,wisdomyouhaveacquired,
and insights youhave.
3. EmotionalSelf.Writeasmanywordsorphraseabouttypicalfeelingsyou
have,feelingsyouseldomhave,feelingsyoutrytoavoid,feelingsyou
especiallyenjoy,feelingsfromyourpastandpresent,andfeelingswhichare
associated with eachother.
4. SensualSelf.Writehowyoufeelasasensualperson.Whatsensedoyou
usemost–sight,hearing,speaking,smelling,touching?Howdoyoufeel
aboutthedifferentwaysyoutakeininformation-throughtheeyes,ears,
mouth,nose,pores,andskin.Inwhatwaysdoyouletinformationinandout of
yourbody?
5. Interactional Self. Include descriptions of your strengths and weaknesses in
intimate relationships and relationships to friends, family, co-students and
strangersinsocialsettings.Describethestrengthsandweaknesseswhich
yourfriendsandfamilyhavenoticed.Describewhatkindofsonordaughter,
brother or sister youare.
6. NutritionalSelf.Howdoyounourishyourself?Whatfoodsdoyoulikeand
dislike?Whatdoyoulikeanddislikeaboutthese?

8
 7. ContextualSelf.Descriptorscouldbeintheareasofmaintenanceofyour
living environment: reaction to light, temperature, space, weather, colors,
soundandseasonsandyourimpactontheenvironment.
8. SpiritualSelforLifeForce. Writewordsorphraseswhichtellabouthowyou
feel in this area. This could include your feelings about yourself and
organized religion, reactions about your spiritual connections to others,
feelingsaboutyourspiritualdevelopmentandhistory,andthoughtaboutyour
metaphysicalself.Thinkaboutyourinnerpeaceandjoy.Thinkaboutyour
spiritual regimen orroutine.

PortfolioOutputNo.3:PersonalAssessmentofAspectsof
Development with Plan of Action
Writeabouttheeightsegmentsofyourdevelopment.Whatarethewordsor
phraseswhichrepresentaspectsaboutyourselfwhichyoulike?Whataretheitems
whichyouconsidertobeweaknessesorareasforimprovement?Whatwordswhich
are neutral or factual, such as “5 feet 4 inches tall, 120 pounds”? Do some
categorieshavemoreminusthanplusareas?Thelargerproportionofminustoplus
areasyouhave,themoreeffortwillbeneededtoachievepositiveself-esteem.Ifthe
vastmajorityofyourminusresponsesareinoneortwoareas,yourself-esteemis
likelytobegoodbuthasafewself-estimateswhichneedtobeimproved.Name some
ways in which you can improve the minus areas and further enhancethe
positiveaspects.

Reading: ASPECTS OF THESELF

Theself-conceptisrepresentedbyseveralaspectsoftheself.Itisconceived
ascollectionofmultiple,context-dependentselves.Thisconstructbelievesthat
context activates particular regions of self-knowledge and self-relevant feedback
affectsself-evaluationsandaffect.Adeeperlookonthedifferentaspectsofselfcan
identifyspecificareasforself-regulation,stabilityandimprovement.
In a nutshell, an individual is composed of three basic but very different
aspectsoftheself.Theyarethephysicalortangibleaspectsastheyrelatetothe
body,theintellectualandconsciousaspectsastheyrelatetothemind,andthe
emotionalandintuitiveaspectsastheyrelatetothespirit.Allthreeaspectsofthe self
work together in perfect harmony when attention is paid to all three
simultaneously.
Manyindividualsputastrongemphasisonthephysicalaspectoftheself.
Thebodyistangible,obvious,andwerespondtoiteasily.Moretimeandmoneyis
spentonenhancingthephysicalcomponentthaneitheroftheothertwoaspects.
Thisdoesnotmean,however,thatthebodyishealthyorstrong.Thebodyprovides a
place to house the spirit (often experienced as feelings) and the mind (often
experienced asthought).
Itmaybeimportanttosomethattheirmindbeprominentandwelleducated.
Themindisimportant,asitisthepartoftheselfthatdirectstheothertwoaspects.
Themindlearnswhattodoandcommunicatestheinformationtothebodyandthe
feelings.Whatthemindbelieves,thebodymanifestsoractson,andtheemotions
feel,orrespondwith.Peoplestorebothhealthyanddestructivethoughtsandbeliefs and
responds to life's circumstances in the most prominent manner. The mind
providesaccesscreativityandserenitywhicharenecessaryforsuchprocessesas
prayer,forgiveness,acceptance,andpassion.

9
 Thehumanemotionsarethemostfearedaspectoftheself,asindividuals
arereluctantandunpreparedtomanagethem.Managingfeelingsisliketryingto
holdwaterinthepalmofyourhand.Theyareillusiveanddeceptive.Adecision made
under emotional stress and strain usually impacts emotions negatively.
Negativeemotionsthatarenotmanagedarestoredandrepressed.Repressionis
destructivetoacontentselfsinceallfeelings,notonlynegativeonesarestored
away.Accessingfeelingswhentheyareneedednowbecomesdifficult,leavingthe
individual numb andhopeless.
Forinstance,agirlrealizesthatsheisgivingmuchattentiononthephysical
aspectsandlessattentiononherintellectualself.Inthisway,shecandiscoverhow
muchmoneyandtimespentmaintainingherphysiqueanditsconsequencesinher
grades. By this honest evaluation of herself, she can plan effective actions to
improveherstudyhabits.Shecanstartseekingforhelpandforrelatedbooksto
readorbrowsearticlestohelpherimproveherstudyhabits.

Source: http://www.innerwisdom.com/aspect- of-the-se lf.htm

Activity:Analyze this … THREE SUCCESS STORIES

1. MannyPacquiao’sUnbelievableSuccessStoryWillInspireYou

It’s 1990 in the province of General Santos in the Philippines.

Manny Pacquiao is 12 years old.
Pacquiaooftenspeaksofhisdebttohismaternaluncle,SardoMejia,who
introducedhimtoboxingafterhedroppedoutofschool.Itwasthismomentthat would
spark an unforeseen passion and drive in Pacquiao to be one of the best
boxersintheentireworld.Accordingtohisautobiography,hedescribeswatching
MikeTyson’sshockingdefeattoJames“Buster”Douglasin1990ontelevisionwith
hisuncleasanexperiencethat“changed[his]lifeforever.”Inhishometown,heset
upanopen-for-allboxingmatchandbeateveryopponentwhocame.Hewaswellon the
road of transforming himself from a lanky school dropout to a juniorboxing
champion.
Despitehissuccess,hisfamilywasstilllivinginextremepovertyandhunger.
Theybecamesodesperatetothepointthathisfatherhadtokillhispetdogfor
dinner.Pacquiaocouldn’tforgivehisfatherforwhathedidsohelefthome,slepton
cardboardboxes,andsoldbreadonthestreetsjusttomakeameagerliving.Atthat
point,healsousedboxingandwonmatchesfor$2each,asameansofescaping
poverty.
HesoonmovedtoManilaandcontinuedwinningseveralboxingmatches,but
giventheincreasedstandardsofliving,hewasn’tmakingenoughtosurvive.He soon
got a jobat a local gym doing gardening, cleaning and construction while
boxingontheside.Hetrainedcrazilyalldayandallnightwhenpossible,wakingup the
earliest and leaving the gym at the latest possible time. Early on, his
perseverance and determination to be a part of the boxing world swayed him
tocheatandaddonsomeweightstomeetthefeatherweightclassrequirements.
Asthefightsgotmoreserious,Pacquiaostartedgettingmorefamousaswell.
HewouldbeatfightersfromSouthKorea,JapanandThailandandattheveryyoung
ageof19,hewonhisfirstWorldChampiontitlebybeatingChatchaiSasakul,the
reigningWorldBoxingCouncil(WBC)WorldFlyweightChampionatthattime.The
turningpointforPacquiaocamewhenhewonagainstworld-classfeatherweight

10
boxerMarcoAntonioBarreraattheAlamodomeinTexaswithaTKO.Afterthatfight,
hewasrecognizedinternationallyasaforcetobereckonedwith.
Today,at37,heisoneofthemostrespectedboxers.Despitehislossduring
theMayweathermatch,hestillhaswontheheartsofmanyboxingfansbothinthe
Philippinesandworldwide.Hisone-of-a-kindstorywillcontinuetoinspireanditwill
alwaysportraythejourneyofwhatmillionsofFilipinoscontinuetoaspirefor.
Source: https://www.kalibrr.com/advice/2015/05/manny-pacquiao-success-
story-willl-inspire-

you/

2. ThePiaWurtzbachSuccessStory

PiaAlonzoWurtzbachwascrowned“MissUniverse”atthe64thMiss
Universe2015pageantheldatLasVegas,Nevada,USA.Piaisanactressand
modelofGerman-Philippineorigin.SheisMissPhilippines2015.Shesymbolizesthe
deadlycombinationofbeautywithbrains.Piaisabeauty-writer,chefandmake-up
artist.
Pia Wurtzbach was born on 24 September 1989 in Stuttgart, Baden-
Württemberg.HerfatherisaGermanandhermotherisaFilipino.Piahasayounger
sister.PiawasnamedinkeepingwiththePhilippines'tradition.Hermiddlename
'Alonzo'ishermother'smaidenname.PiadidhersecondaryeducationfromABS-
CBNDistanceLearningSchoolinQuezonCity.ShestudiedCulinaryArtsfromthe
CentreforAsianCulinaryStudies,SanJuan,MetroManila.
Piaventuredintotheworldofglitzandglamouratthetenderageoffourteen.
Shejoinedanactingandmodellingagencyforchildren,'StarMagicTalent'.Piagota
breakintelevisionwhenshefeaturedinK2BU,aseriesforteenagers,theromance
collection, 'Your Song'and the concert programme, 'ASAP'. Pia has acted in
films; 'All My Life ' , 'All About Love ' and 'Kung Ako Na Lang Sana'. Pia
was the brand
ambassadorfor'AvonTeen'foraperiodoffiveyears.Shehasgracedthecoverof
severalprestigiousfashionmagazines.Piawritesforthe2bUcolumnof'Inquirer
Lifestyle'.SheispopularasPiaRomero,herscreenname.
Pia is a pageant title-holder. Her first beauty contest was the 'Binibining
Pilipinas 2013'. She was the 'first runner-up'. She participated in the'Binibining
Pilipinas2015'asarepresentativeofCagayandeOroandwonthetitle,pavingthe
path for biggervictories.
PiaAlonzowalkedawaywiththe“MissUniverse”titleattheMissUniverse
Pageant2015heldonDecember20atTheAxis,LasVegas,Nevada,USA.The26-
yearoldbeautysetthestageablazewithherpoise,incredibleclassandtalentinher
exoticallygorgeousballgownandcostumes.Piawascrownedbyherpredecessor,
Paulina Vega. As Miss Universe, Pia aspires to lead the youth and spread
awarenessaboutHIV,especiallyinPhilippines.
Source: http://successstory.com/people/pia-
alonzo-wurtzbac

3. ALoveAffairthatGotMeClosetoaGreatDoctor

Iamblissfullymarriedandaproudmothertothreeyoungmen.Myhusband
LeoknowsthatIamalsoengagedinanotherloveaffair,asweetandenduringone.
Andheapproves,sodomysons.
Thisloveaffairiswithresearch,anditstartedduringmypediatricresidency
training.Icanstillremembervividlytheexcitementandthelongnights,thediscovery
11
ofmeaningfuldevelopments,thejoyofreadingmedicaljournals,theeagernessto
preparesomethingthoroughandrelevant.TheexcitementIfeltcontinueduptomy
postgraduateinternship,myfellowshipininfectiousdiseasesandithaslastedtill
now.Myhusbandwasneverjealousandmyrelationshipwithmysonsneversoured
despitethisotherongoingandnever-endingloveaffair.Icouldnotaskformore.This is the
bestlife.
SolastMay23,thefamilyaccompaniedmetoVigan,IlocosSur,toattend
the107thannualconventionhostedbythePhilippineMedicalAssociation(PMA).
Beingincludedasoneofthe15finalistsforthecovetedDr.JoseP.RizalMemorial
Awardsisaproudmomentformyfamily.Withthemaround,Iwastheproudestwife,
mom anddoctor.
Whileindividualcitationswerebeingreadonstageforthetopawardeesfor
CommunityLeadership(Dr.PurisimaA.Bueno),GovernmentService(Dr.Maria
VictoriaM.Abesamis),ClinicalPractice(Dr.BonalethM.DeVera)andAcademe(Dr.
EstrellaB.Paje-Villar),Ineverexpectedthatthefinalcitationwasallaboutthefruits
ofmyotherloveaffair,withresearch.
“Leadinvestigatorforthemuch-awaitedclinicaltrialsonthemultivalent
denguevaccine…”“repeatedlycitedbyresearchershereandabroad…”“servedas
thespringboardfortheExpandedProgramofImmunization(EPI)oftheDepartment
ofHealth…”“providedtheevidenceandthescience…”“extendedherworktothe
communities…”“greaterthingstocomethatwillbenefitscience,medicineandthe
Filipinopeople…”“epitomizesthevirtuesofDr.JoseP.Rizal…”“…loveofcountry
andservicetoourcountrymen…”Allthesebroughtmebacktothepast30yearsof
mymedical,familyandcommunitylife.
Myloveaffairwithresearchdidnothappenovernight.Itwasajourneythat
beganwithacasepresentationasafirst-yearpediatricresident,andaprospective
studyonhowtopreventearlyjaundiceinnewborns.Myrecommendationthata
nurseryshouldalwaysbefacingthedirectionthesunrisessothatanewborncan
benefitfromexposuretomorningsunlightwonthetopprizeforthehospital’sannual
researchcompetition.Thisdidnothappenonce.Itwasaback-to-backwinforthree
straightyears.Igothooked.Whowouldnotbe?Year1991wasmyfirstimmersionin
dengueresearch.Twenty-threeyearslater,Iamnowtheleadinvestigatorofthe
country’sclinicaltrialsfordenguevaccine,inthecountrieswheredengueisamajor
publichealthproblem.It’savaccinethemedicalcommunityworldwideiswaitingfor.
InVigan,thePhilippineMedicalAssociation(PMA)borewitnesstothe
confermentoftheaward.Thetitlecomeswithaspeciallydesignedtrophyinthe
imageofDr.JoseP.RizalbyNationalArtistNapoleonV.Abueva,agoldmedallion,
freetriptotheUnitedStatestoattendtheconventionoftheAmericanAcademyof
FamilyPhysiciansandP150,000worthofmedicinesthatIcansharewithacivic
organization of mychoice.
Was it just a coincidence or pure fate that it is also the 23rd year of the
presentationoftheprestigiousDr.JoseP.RizalMemorialAwards?Ifthenumber “23”
is a coincidence, what a joyful one. If this is destiny, let me accept it with
gratitude.
Thisawardisafittingtributetothosewhohaveencouragedandinspiredme
tocontinuemyloveaffairwithresearch—participantsandtheirfamiliesaswellas
myteamsinclinicaltrials,officialsofthelocalhealth,schoolandgovernmentunits,
theResearchInstituteforTropicalMedicine,collaborators/partnersandsponsorsof
myresearches,BasaynonKatiguban,Inc.andmytownmatesinBasey,Samar,who

12
continuetoshowresiliencydespitethetragedyduringthesupertyphoonYolanda,
thePhilippinePediatricSocietyandManilaMedicalSocietyfortherecognitionofmy works
and thenomination.

Formorethanthreedecades,Ihaveneverfelthappierandaccomplished
thanwhendoingmedicalresearch.Itistiringbutexciting,demandingyethumbling,
intimidatingbutempowering,exactingyetfulfilling.Myworkismylovingtributetoa
greatFilipinoandafellowdoctor,JoseP.Rizal,MD.

(Dr. Rose Zeta Capeding is the 23rd Dr. Jose P. Rizal Memorial
Awardee for Research. She is currently the head of the Microbiology
Department of the ResearchInstitute
for Tropical Medicine (RITM) and head of the Dengue Research
Group. Sheisthehead, Section of Infe ctious Diseases, Department of
Pediatrics, Asian Hospital and Medical Center.)

Source:
http://www.philstar.com/business-life/2014/06/30/1340085/love-
affair- got-me-close-great-doctor

Processing Questions:
1. Canyouidentifywithanyofthecharactersmentioned–Manny,PiaandDr.
Rose? In whatway?
2. Whatlessonscanyoulearnfromthecharacteryouhavechosen?
3. Howwouldyoulikeyourlifestorytobetold?

A REAL WINNER is one who is able to:

 winoverhis/herbattlesanddifficultiesinlifeandturns
themintoalearningandglorifyingexperience;
 findmeaninginpleasantandunpleasanteventsinhis
life;
 liveinpeacewithdifficultpeopleanddifficultsituations;
 winthegoodwillofothers,theirrespectandadmiration;
 getwhathewantsusingwin-winstrategies;neveratthe
expense ofothers;
 discoveranduseopportunitiestohisbestadvantage;
 develop and use his talents and abilities to the best
advantage and in so doing, make meaningful
contributioninmakingthisworldabetterplacetolivein.

Source: Roldan, Ame lia S. (2003). On Becoming a Winner: A

Workbook on Personality

Deve lopment and Character Building. AR Skills Deve lopment

and Management Services

(SDMS), Paranaque City, MetroManila.

13
Portfolio Output No. 4: Personal Recipe for Success with Reflection
ReviewthesuccessstoriesofMannyPacquiao,PiaAlonzoandDr.
RoseZeta-Capeding.Whatdoyouthinkwastherecipeforthesuccessof these
well-featuredindividuals?
Nowmakeyourpersonalrecipeforachievingpersonalgoals.Identify
yourgoal(youmayrefertothepreviousactivityofaspectsofselfinspiredby
thesuccessstories)andbreakitdownintoarecipe.Herearetwosamplesof
recipes:

RECIPE FOR SUCCESS

INGREDIENTS:
1TEASPOONOFIDEAS ½ CUP OF GOODWILL
1PINCHOFPOSITIVITY ¾ CUP OF IMAGINATION
1 LB OF LEADERSHIP SPOONFULS OFTEAMWORK
1CUPOFMARKETVISION TABLESPOONS OFCHALLENGE
AND1BAGOFHOPE!

COP

DEPE
D
Source: http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-
for -success- in-school/

https://www.google .com.ph/search?
q=recipes+for+success&biw=1024&bih=598&source=lnm

s&tbm=isch&sa=X&ved=0ahUKEwjj49rn4-
TKAhUFhqYKHfAEAZ8Q_AUIBigB#imgrc=Yuh0GlMrqqHue M3A
14
Reading: THE STORY OF THE TWOWOLVES
The following is an
old Cherokee Indian story
that is enlightening and
helpful.
Oneeveninganold
Cherokeetoldhisgrandson
aboutabattlethatgoeson
insidepeople.Hesaid,"My
son,thebattleisbetwe
en
twowolvesinsideusall.
"
"It is a terriblefight
and it is between two
wolves. One is evil - he is
anger, envy, sorrow, regret,
greed, arrogance, self-pity,
guilt, resentment, inferiority,
lies, false pride, superiority,

COP
and ego." He continued,
"Theotherisgood-heis
joy,peace,love,hope,serenity,humility,kindness,benevolence,empathy,
generosity,truth,compassion,andfaith.Thesamefightisgoingoninsideyou-and
insideeveryotherperson,too."
Thegrandsonthoughtaboutitforaminuteandthenaskedhisgrandfather,

Y
"Which wolf will win?"
The old Cherokee simply replied, "The one you feed ".
Source: http://www.psychologymatters.asia/article/65/the-story- of-the-two-
wolves-managing-your-thoughts-feelings- and-actions.html

Knowingwhichwolftofeedisthefirststeptowardsrecognizingyouhave control
over your ownself.

Have you ever had thoughts, feelings or acted in ways that were
unacceptabletoyourselfbutfeltpowerlesstocontrol?Thepurposeofthisstoryisto help
you find ways to manage your mind so that you can live your life more in
accordancewithwhatyourownjudgmentsaysisbestforyou.

As we grow up, we gradually become aware of the many things in the

externalworldwhicharelargelybeyondourabilitytocontrol.Theseincludeother
peopleingeneralandmosteventsinourlives.Initiallythisisdifficulttoaccept,buta
moreshockingrealizationisthattherearemanythingsaboutourselvesthatwe seem
powerless tocontrol.

Some of these are our own thoughts, feelings, and actions which
unfortunatelycanbethesourceofmuchdistress.Itmaybethoughtssuchas“I
cannotstophatingmyteacherfornotgivingmehighgrades.”Itmayinvolvean
emotione.g.“MygirlfriendleftmeandIcannotstopfeelingsad,lonelyandunloved.”

15
Itcanalsobeintheformofabehaviorsuchastheinabilitytocontrolone'scraving
forfoodsuchascakesandchocolates.”

Butareweindeedreallypowerlesstocontrolourownmaladaptivethoughts,
feelingsandactions?
Thegrandfather’sanswer"Theoneyoufeed"isdeceivingly
simple.Theresultsofpsychologicalresearchindicatethatthereareatleastfour
importantconceptsorideasimpliedbytheanswer:

1. Themindisnottheunitaryentityitseemstousbutconsistsofdifferentparts.
Forexampleinthestorytherearethetwowolvesandthe“you”thatchooses
betweenthem.
2. Thesepartsofthemind/braincaninteractandbeinconflictwitheachother
i.e. the two wolves fight for dominance over our mind and behavior.
3. The“you”hastheabilitytodecidewhichwolfitwillfeed.
4. Havingmadeachoice,“you”candecidespecificallyhowto“feed”ornurture the
selectedwolf.

Source:
http://www.psychologymatters.asia/article/65/the-story-
of-the-two-wolves-managing-your-thoughts-fee lings-and-
actions.html

Reading: THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS

TheSTORYOFTHETWOWOLVESgivesrisetoanumberofquestions. Let
us share our thoughts, feelings and opinions on the following questions. By
takingtimetodothis,youwilllearntobettermanageyourmind,feelings,and
actionsandconsciouslyfeedingthegoodwolfinyou.
 Howawareareyouofthetwodifferentopposing“wolves”operatingwithin
yourmind,oneofwhichleadstopainandadiminishedsenseoflifeandthe
othertoajoyous,meaningful,andfulfillinglife?
 Whenwasthetimeyoufeeldisappointedbythechoiceofbehaviorbecause
youknewthattherewasamorepositiveoptionbutyoujustdidn’tchooseit?
 Whatwaysortechniquesorexercisesdoyouusetostrengthenyourselfso
astoincreaseitspotencytochooseandhencecontrolyourlife?
 Inwhatspecificwaysdoyoufeedthenegativewolf?
 Whatspecificwaysdoyouusetofeedthepositivewolf?

Source:
http://www.psychologymatters.asia/article/65/the-story-
of-the-two-wolves-managing-your-thoughts-fee lings-and-
actions.html
16
 MODULE 3:
DevelopmentalStagesinMiddleandLateAdolescence
BigQuestion:Howcanyouasanadolescentbepreparedforadult
life by accomplishing various developmental tasks
according to developmentalstages?

Objectives:
At the end of this module, you will be able to:
1. Classifyvariousdevelopmentaltasksaccordingtodevelopmentalstage,
2. Evaluate your development in comparison with persons of the sameage
group,and
3. Listwaystobecomearesponsibleadolescentpreparedforadultlife.

“Maturity is achieved
whenapersonpostponesimm e diateple asure sforlong-
termvalues.”
Joshua L.Liebman

Activity: MY PERSONALTIMELINE
A personal timeline portrays the influential events and happenings of a
person’slifesothathecanunderstandwherehehasgonewrongandrightinthe
past. It helps to plan the future in a better constructive way.
Usingabondpaper,writethemajoreventsinyourlifeandthesignificant
peopleinyourlife.Youmayaddyourage,specificdatesandplaces.Youmaydraw the
timeline horizontally, vertically, diagonally or even using ups and down
dependingonyourimagination.Becreativeinyourrepresentations.Youmayalso
usesymbols,figuresanddrawings.Thinkofatitleforyourpersonaltimeline.
Youmayusecrayonsorartmaterialsdependingontheavailableresources
orjustasimplepaperandpenmaybefine.Youcanalsogoforthepersonaltimelineweb
site templatesamples available online. The link is
https://www.template.net/business/time line-templates/personal-
time line-template/
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-
of-your-life-
story-probing- to -create-shift- to -life-liberating-meanings-2- of-2/

Portfolio Output No. 5: My Personal Timeline with Reflection

WriteaboutyourPersonalTimelinewhichyoumadeinclass.Answerthe
followingquestions:
1. Istherea‘center’oracentralthemeinyourtimelineandlife?Ifyouwillgivea
titleforyourtimelinewhatwoulditbeandwhy?
2. Identifytheturningpointsinyourtimeline.Whatwerethethoughts,feelingsand
actions that youexperienced?
3. Whoare/werethemostsignificantpeopleinyourlife?Howdidtheyinfluence you?
4. Whatwouldyouchangeoradd,ifyoucould? How would each of these
changesoradditionsaffectyourlife,orevenchangeitspresentcourse?

17
5. Wheredoyouwanttobeinayear,5years,and10years?Whatdoyouexpect your
future timeline willbe?
Source:
http://blogs.psychcentral.com/relationships/2012/08/the-timeline-
of-your-life-story-probing- to -create-shift- to -life-liberating-
meanings-2- of-2/

Reading: DEVELOPMENTALSTAGES
Human Development focuses on human growth and changes acrossthe
lifespan,includingphysical,cognitive,social,intellectual,perceptual,personalityand
emotionalgrowth.
Thestudyofhumandevelopmentalstagesisessentialtounderstandinghow
humanslearn,matureandadapt.Throughouttheirlives,humansgothroughvarious
stages ofdevelopment.
Thehumanbeingiseitherinastateofgrowthordecline,buteithercondition
imparts change. Some aspects of our life change very little over time,
areconsistent.Otheraspectschangedramatically.Byunderstandingthesechanges,we
canbetterrespondandplanaheadeffectively.

Developmental Stage Characteristics

1. Pre-natal
(Conception to birth)
2. Infancy
(Birth to 2 years)
3. Early Childhood
(2 to 6 years)
4. Late Childhood
(6 to 12 years)
5. Adolescence
(puberty to 18 years)
6. Early Adulthood
(18 to 40 years)
7. Middle Age
(40 years to retirement)
8. Old Age
(Retirement to death)
Agewhenhereditaryendowmentsandsex
are fixed and all body features, both
externalandinternalaredeveloped.
Foundationagewhenbasicbehaviorare
organizedandmanyontogeneticmaturation
skills aredeveloped.
Pre-gangage,exploratory,andquestioning.
Language and Elementary reasoning are
acquiredandinitialsocializationis
experienced.
Gang and creativity age when self-help
skills,socialskills,schoolskills,andplayare
developed.
Transitionagefromchildhoodtoadulthood
whensexmaturationandrapidphysical
developmentoccurresultingtochangesin
ways of feeling, thinking and acting.
Age of adjustment to new patterns of life
androlessuchasspouse,parentandbread
winner.
Transitionagewhenadjustmentstoinitial
physicalandmentaldeclineare
experienced.
Retirement age when increasingly rapid
physicalandmentaldeclineare
experienced.

18
Reading: HAVIGHURST`SDEVELOPMENTALTASKSDURINGTHE
LIFESPAN
RobertJ.HavighurstelaboratedontheDevelopmentalTasksTheoryinthe
mostsystematicandextensivemanner.Hismainassertionisthatdevelopmentis
continuous throughout the entire lifespan, occurring in stages, where theindividual
movesfromonestagetothenextbymeansofsuccessfulresolutionofproblemsor
performance of developmental tasks. These tasks are those that are typically
encounteredbymostpeopleintheculturewheretheindividualbelongs.Iftheperson
successfully accomplishes and masters the developmental task, he feels pride and
satisfaction, and consequently earns his community or society’s approval. This
successprovidesasoundfoundationwhichallowstheindividualtoaccomplishtasks
tobeencounteredatlaterstages.Conversely,iftheindividualisnotsuccessfulat
accomplishingatask,heisunhappyandisnotaccordedthedesiredapprovalby
society, resulting in the subsequent experience of difficulty when faced with
succeedingdevelopmentaltasks.Thistheorypresentstheindividualasanactive
learnerwhocontinuallyinteractswithasimilarlyactivesocialenvironment.
Havighurst proposed a bio psychosocial model of development, wherein the
developmental tasks at each stage are influenced by the individual’s biology
(physiologicalmaturationandgeneticmakeup),hispsychology(personalvaluesand
goals)andsociology(specificculturetowhichtheindividualbelongs).

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy andEarly
Middle Childhood (6-12)
Childhood (0-5)
 Learning towalk  Learning physicalskills
 Learningtotakesolid necessary for ordinary
foods games
 Learning totalk  Building a wholesome
 Learningtocontrolthe attitude towardoneself
elimination of body  Learningtogetalong
wastes withage-mates
 Learningsexdifferences  Learninganappropriate
andsexualmodesty sexrole
 Acquiring conceptsand  Developing fundamental
language to describe skillsinreading,writing,
social and physical andcalculating
reality  Developing concepts
 Readinessforreading necessaryforeveryday
 Learning to distinguish living
right from wrong and  Developing conscience,
developing aconscience morality,andascaleof
values
 Achievingpersonal
independence
 Developing acceptable
attitudes towardsociety
Adolescence (13-18)
 Achieving mature
relationswithbothsexes
 Achieving amasculine
orfemininesocialrole
 Acceptingone’s
physique
 Achieving emotional
independence ofadults
 Preparingformarriage
and familylife
 Preparingforan
economiccareer
 Acquiring values andan
ethical system to guide
behavior
 Desiringandachieving
socially responsibility
behavior

19
 Early Adulthood (19-30)
 Selecting amate
 Learning to live with a
partner
 Startingafamily
 Rearingchildren
 Managing ahome
 Startinganoccupation
 Assuming civic
responsibility
MiddleAdulthood(30-60) Later Maturity (61-)
 Helping teenage  Adjustingtodecreasing
children to become strength andhealth
happyandresponsible  Adjusting to retirement
adults andreducedincome
 Achieving adult social  Adjustingtodeathof
and civicresponsibility spouse
 Satisfactorycareer  Establishingrelations
achievement with one’s own age
 Developingadultleisure group
timeactivities  Meetingsocialandcivic
 Relating to one’sspouse obligations
as aperson  Establishing satisfactory
 Accepting the livingquarters
physiological changesof
middleage
 Adjustingtoaging
parent

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe

R., Parente la,

Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions

of the Human

Mind. Mutya Publishing House, Inc.

Activity:WORKSHEETONDEVELOPMENTALTASKSOFBEINGIN
GRADE11
Using the Developmental Tasks Summary Table above, assess your own
level of development as a Grade 11 student.

What are the expected Whataretheexpected What are the expected

tasks you have tasksyouhavepartially tasks you have not
successfully accomplished? accomplished?
accomplished?

Processing Questions:
1. BeinginGrade11,whatarethedevelopmentaltasksexpectedofyou?Rate
yourselffrom1-10(10asthehighest)onwhetheryouhaveaccomplished
those expectedtasks.
2. AsyouareinGrade11,youareintransitionfromhighschooltocollege,from
beinganadolescenttoyoungadult.Howdoyoufeelaboutthistransition?
3. Do you think you are ready for this transition which may mean more
responsibilitiesandgreateraccountability?Ifno,whataretheexpectedtasks
youneedtoworkon?Ifyes,whatarethewaystotakesoyoucanbetterplan for
thefuture?
20
Activity:HOW MINDFUL AMI?
For each of the following situations, decide whether the person followed
these guidelines for mindful speech:
IswhatIwanttosayTrue?
IswhatIwanttosayHelpful?
AmIthebestonetosayit?
Is it necessary to say it Now?
Is it Kind to this person and others?
[THINKdefinitionfromMindfulness forTeen Anxiety by Dr. ChristopherWillard]
Inyourjournal,foreachnumber,mark√foryes,Xforno,or?ifyou’renot
sure.Therecouldbemorethanone'correct'answer.Thepurposeofthisactivityis
toreflectonthesituationsandwhetheryou'vewitnessedorexperiencedsomething
similar in your ownlife.

1. Ididreallywellonanexam.Isaidtomyfriends,“Igotthetopscore.Whatdid
youget?”
DidIT.H.I.N.K.beforeIspoke? T H I N K

2. Oneofmyfriendswasbraggingaboutgettingagoodscoreonatest,andIdidn't
want to tell him I failed. I said, "Congratulations!" then started talking about
somethingelse.
DidIT.H.I.N.K.beforeIspoke? T H I N K

3. PeoplekepttellingmeaboutthisstrangecolorMrs.Jenkinsdyedherhair.WhenI
sawher,Ididn'tthinkitlookedthatbad,soItoldher,“Yourhair’snotasweirdas
everyone says itis.”
DidIT.H.I.N.K.beforeIspoke? T H I N K

4. Awomanwithabigbellywasabouttoenterthebuilding.Itoldmyfriend,“We
needtogoopenthedoorforthatlady.She’spregnant.”
DidIT.H.I.N.K.beforeIspoke? T H I N K

5. AboytoldhisfriendtoholdthedooropenformebecauseI’mpregnant.Isaid, “Hey,
I’m not pregnant! You sayin’ I’mfat?”
DidIT.H.I.N.K.beforeIspoke? T H I N K

6. AboytoldhisfriendtoholdthedooropenformebecauseI’mpregnant.Isaid,
“Thankyouforholdingthedoor,butI’mactuallynotpregnant.”
DidIT.H.I.N.K.beforeIspoke? T H I N K

7. Isawacoupleofkidscheatingonatest.Iwentuptotheteacherafterclassand told
him what I’dseen.
DidIT.H.I.N.K.beforeIspoke? T H I N K

8. Isawagirllookingatherphoneduringatest.Iwentuptotheteacherafterclass and
told him she wascheating.
DidIT.H.I.N.K.beforeIspoke? T H I N K

21
9. IsawMaria’sboyfriendleavingthemovietheaterwithanothergirl.IcalledMaria
andsaidherboyfriendwascheatingonher.
DidIT.H.I.N.K.beforeIspoke? T H I N K

10.IsawMaria’sboyfriendleavingthemovietheaterwithanothergirl.Iwentupto
themandsaidhi,andasked“Where’sMariatonight?”

DidIT.H.I.N.K.beforeIspoke? T H I N K
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Portfolio Output No. 6: Mindfulness with Reflection

Analyze each case on How Mindful Am I? Answer the following questions:

1. Has someone ever asked you a question that you really didn't want to
answer? How did yourespond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a
compliment? How did you feelafterwards?
3. Did you ever do something to be helpful that turned out badly?
Whathappened? What do you wish hadhappened?
4. Have you ever caught someone cheating (either on a test or on a
boyfriend/girlfriend)?Did you say anything? Why or why not?
5. Haveyouevergottenintroublebecausesomeonecaughtyoucheating(or
thoughtyouwerecheating)?Whathappened?Whatdoyouwishhad
happened?
6. InwhatothersituationshaveyouseensomeoneT.H.I.N.K.(ornot)before
speaking? Whathappened?

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Reading: LIVING MINDFULLY

Livingmindfullyislikebeinganartist:youneedtherighttoolstopracticeyour
craft,andyouneedtoconstantlyrefineyourtechniquetoachieveyourcreative
potential.Inthesameway,usingthepresentmomenttoolsbelowwillhelpyouto hone
a consistent mindfulness practice that will in time lead to a more aware,
compassionateandfulfillingwayoflife.

Tool1:BreatheMindfully.Useyourbreathasananchortostillyourmindandbring
yourfocusbacktothepresentmoment.

Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and
focus on understanding how they think and feel.

Tool 3:CultivateInsight. See life as it is, allowing each experience to be an

opportunity forlearning.

22
Tool4:PracticeCompassion.Considerthethoughtsandfeelingsofothersandlet
tenderness,kindnessandempathybeyourguides.

Tool5:LimitReactivity.Observeratherthanbecontrolledbyyouremotions.Pause,
breathe,andchooseaskillfulresponsebasedonthoughtfulspeechandnon-
violence under everycondition.

Tool 6:ExpressGratitude. Practice gratitude daily and expand it outward,

appreciatingeveryoneandeverythingyouencounter.

Tool 7: NurtureMutualRespect. Appreciateourcommonhumanityandvalue

differentperspectivesaswellasyourown.

Tool 8:BuildIntegrity. Cultivateconstructivevaluesandconsistentlyactfrom

respect, honesty andkindness.

Tool9:FosterLeadership.Engagefullyinlifeandincommunity.Shareyourunique
talentsandgenerositysothatotherscanalsobeinspired.

Tool 10:BePeace. Cultivateyourowninnerpeace,becominganagentfor

compassionateactionandsocialgood.

Which tools do you use most often? Which tools do you use least often?
Canyouthinkofwaystoincorporatethosetoolsintoyourlife?Whichonecouldyou
trytoday?

Source: info@mwithoutborders.org
http://www.mindfulteachers.org/2015/04/how-mindful- am-i-
quiz.html

23
 MODULE 4:
TheChallengesofMiddleandLateAdolescence
Big Question: How can you, as an adolescent, balance the
expectations of significant people in your life and your
personal aspirations?

Objectives:
At the end of this module, you will be able to:
1. discusshowfacingthechallengesduringadolescence,youmayable
toclarifyandmanagethedemandsofteenyears,
2. expressyourfeelingsontheexpectationsofthesignificantpeople
around you, such as your parents, siblings, friends,
teachers,community leaders,and
3. makeaffirmationsthathelpyoubecomemorelovableandcapableas
anadolescent.

“Successfulpeoplearealwayslookingforopportunitie stohelpothers.
Unsuccessfulpeoplearealwaysasking:“What’sinitforme?”–BrianTracy

Portfolio Output No. 7: Role Play on Challenges of Middle Adolescence

1. Plan a role play on a specific situation in which a developmental
challengeofmiddleadolescenceisseeninyoureverydayliving.
2. Practiceyourroleplaywithyourgroupmates.
3. Performyourroleplayinclass.
4. Makeareportonyourgroup’sbrainstormingandperformance.Include
this report and thescript.

Reading:THEPASSAGETOADULTHOOD:CHALLENGESOFLATE
ADOLESCENCE

Physical Development
 Mostgirlshavecompletedthephysicalchangesrelatedtopubertybyage15.
 Boysarestillmaturingandgainingstrength,musclemass,andheightand
arecompletingthedevelopmentofsexualtraits.

Emotional Development
 Maystressoverschoolandtestscores.
 Isself-involved(mayhavehighexpectationsandlowself-concept).
 Seeks privacy and timealone.
 Isconcernedaboutphysicalandsexualattractiveness.
 Maycomplainthatparentspreventhimorherfromdoingthings
independently.
 Startstowantbothphysicalandemotionalintimacyinrelationships.
 The experience of intimatepartnerships

24
Social Development
 shiftsinrelationshipwithparentsfromdependencyandsubordinationtoone
thatreflectstheadolescent’sincreasingmaturityandresponsibilitiesinthe
family and thecommunity,
 Ismoreandmoreawareofsocialbehaviorsoffriends.
 Seeksfriendsthatsharethesamebeliefs,values,andinterests.
 Friends become moreimportant.
 Startstohavemoreintellectualinterests.
 Exploresromanticandsexualbehaviorswithothers.
 Maybeinfluencedbypeerstotryriskybehaviors(alcohol,tobacco,sex).

Mental Development
 Becomesbetterabletosetgoalsandthinkintermsofthefuture.
 Hasabetterunderstandingofcomplexproblemsandissues.
 Startstodevelopmoralidealsandtoselectrolemodels.
Source: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf

Reading: ENCOURAGEMENT101:TheCouragetoBeImperfect
by TimothyD. Evans, Ph.D.

Y
Encouragementisthekeyingredientforimprovingyourrelationshipswith
others.Itisthesinglemostimportantskillnecessaryforgettingalongwithothers–
soimportantthatthelackofitcouldbeconsideredtheprimarycauseofconflictand
misbehavior. Encouragement develops a person’s psychological hardiness and
socialinterest.Encouragementisthelifebloodofarelationship.Andyet,thissimple
conceptisoftenveryhardtoputintopractice.
Encouragementisnotanewidea.Itsspiritualconnotationdatesbacktothe
BibleinHebrews3:11whichstates“Encourageoneanotherdaily.”Encouragement, as a
psychological idea, was developed by psychiatrist Alfred Adler in theearly
20thcenturyandcontinuedtoevolvethroughtheworkofAdler’sfollowerRudolph
Dreikurs.However,eventoday,relativelyfeweducators,parents,psychologists,
leaders or couples have utilized this valuable concept. Most of the time,people
mistakenlyuseatechniquelikepraiseinaneffortto“encourage”others.
Halfthejobofencouragementliesinavoidingdiscouragingwordsand
actions. When children or adults misbehave, it is usually because they are
discouraged.Insteadofbuildingthemup,wetearthemdown;insteadofrecognizing their
efforts and improvements, we point out mistakes; instead of allowing them to
belongthroughshareddecision-makingandmeaningfulcontributions,weisolateand
labelthem.
Mostofusareskilleddiscouragers.Wehavelearnedhowtobribe,reward and,
when that fails, to punish, criticize, nag, threaten, interrogate and emotionally
withdraw.Wedothisasanattempttocontrolthosewelove,bolsteredbythe
mistakenbeliefthatweareresponsibleforthebehaviorofeveryonearoundus,
especially our spouses and children. These attempts to control behaviorcreate
atmospheresoftensionandconflictinmanyhouses.

Most commonly, we discourage in five general ways:

 Wesetstandardsthataretoohighforotherstomeetbecauseweareoverly
ambitious.
 Wefocusonmistakesasawaytomotivatechangeorimprovedbehavior.

25
  Wemakeconstantcomparisons(selftoothers,siblingstooneanother).
 Weautomaticallygiveanegativespintotheactionsofothers.
 Wedominateothersbybeingoverlyhelpful,implyingthattheyareunableto do it
aswell.
Encouragementisnotatechniquenorisitaspeciallanguageusedtogain
compliance.Encouragementconveystheideathatallhumanbeingsareworthwhile,
simplybecausetheyexist.Inonesentence,Mr.Rogersdoesmoreforachild’s
senseofadequacythanahundredinstancesofpraisewhenhesays,“Ilikeyoujust
thewayyouare.”NotIlikeyouwhenyoudoitwellenough,fastenoughandgetit all
correct. Encouragement develops children’s psychological hardiness -- their
abilitytofunctionandrecoverwhenthingsaren’tgoingtheirway.
Encouragementenhancesafeelingofbelongingwhichleadstogreatersocial
interest.Socialinterestisthetendencyforpeopletounitethemselveswithother
humanbeingsandtoaccomplishtheirtasksincooperationwithothers.TheJunior
League mission of “developing the potential of women and improving communities
throughtheeffectiveactionandleadershipoftrainedvolunteers”isrootedintheidea of
socialinterest.
Thefirststeptobecominganencouragingpersonistolearntodistinguish
encouragementfromdiscouragement.Asarule,askyourself:WhateverIsayor
do,willitbringmeclosertogetherorfartherapartfromthisperson?
Weallhavethepowertobemoreencouragingpeople.Thechoice,as
always, isyours.

Source:
http://carterandevans.com/portal/index.php/adlerian -
theory/84-encouragement- 101-the -courage- to -be-
imperfect

Reading: THEPOWEROFPERSONALDECLARATIONS
by Dr. Emily DeCarlo
Sooftenweacceptthedeclarationsthatothershavemadeconcerningour
own lives, well-being or fate. It is imperative that we recognize that in order to
achieve what we want in life, we must not give our power away to others
byacceptingtheirdeclarationsconcerningouraffairs.Whenonedecidesthatheorshe
willboldlydeclaregoodfortune,wellness,joy,etc.relativetohisorherlife,allof

D
heavenwillbreakloose!Goodnessandmercyshallsurelyfollow.
Frombirth,weareoftentoldwhatwearegoingtobe.Sometimes,thisisa
goodthing,butsupposeyouhavebeentoldtimeandtimeagainthat"youwillnot
amounttoanythingjustlikeyourmotherorfather"?Thisisadangerousdeclaration
becauseitsetsintomotiontheactualizationofanunwantedoccurrence.Allofus
wanttoamounttosomething!Inordertocounteractthisandallofthenegative
declarationswiththeirdestructivepotential,onemustconsciouslyreplacethemwith
one'sowndeclarations.Insodoing,youarenowincontrolofsettingintoactionwhat
youreallywanttooccur.Youcandeclarethatgoodnessandmercyshallsurely
followyouallthedaysofyourlife!
Thefollowingaresomedeclarationsthatyoumaywanttomakeconcerning
yourlife:
I declare:
that I am totally free of all addictions.
thatIwillsurviveanyattemptsofotherstocontrolmylife.
thatIamfreeinmymind,body,andemotions.
26
 that I am free to set goals and reach them.
thatIamalovingindividualwiththecapacitytogivelove.
thatIamachildofGodwithallrightsandprivilegesthereof.
thatIwillcontributetothewelfareofothers.
thatIwillbeanambassadorofgoodwilltoallImeetonthejourney.
thatIwillbeagoodexampleforotherstofollow.
thatIwillhelpallthatIcantoreachtheirgoals.
thatIwillspeakwordsofencouragementtoothers.
thatIwillfindthegoodnessinlifeandfocusonit.
thatIwillnotsuccumbtothenegativeinfluencesofothers.
thatIwillreadtheinformationthatwillencouragemypersonal,
and spiritualgrowth.
that I will commit to being the best I can be.
These declarations are meant to encourage you to take control of the
influencesinyourlife.Theyaresuggestionsastowhatpositivethingsyoucanspeak
aboutyourownlifeinsteadofacceptingwhateverhasbeensaidaboutyouinthe
past.Younowhavetheauthoritytoplanttheseedsoflove,encouragementand
victoryinyourgarden,therebycrowdingouttheweedsofnegativitythatmayalready
havetakenroot!Justasinagarden,youmayhavetopullandpulluntilyouget

Y
someweedsout.Sometimes,thenegativecommentsanddeclarationsofothers
havetakensuchastrongholdinourlives,thatwemustpersistuntilweseethe
boughnotonlyfall,butbreakintopieces.Don'tbediscouragedifyoudon'treach
yourgoalsovernight.Justrememberthatevenasmallstreamofwaterwillcrack
concreteeventually!!
Source: http://www.se
lfgrowth.com/articles/the_power_of_personal_declarations

Portfolio Output No. 8: Slogan or Personal Declaration on Being Happy

1. Read the essay on “BeingHappy”.
2. Chooseaphrase,sentence,orparagraphthatstrikesyou.
3. Makeasloganorpersonaldeclarationonhowyoucanbecommittedtoyour
self-development.
4. Explainyourthoughtsandfeelingsaboutit.Includespecificwaysinwhich you
will develop yourselffurther.

Reading: BEINGHAPPY
Youmayhavedefects,beanxiousandsometimesliveirritated,butdonotforg
etthatyourlifeisthegreatestenterpriseintheworld.Onlyyoucanpreventitfromgoing
intodecadence.Therearemanythatneedyou,admireyouandloveyou.I would like to
remind you that being happy is not having
askywithoutstorms,orroadswithoutaccidents,orworkwithoutfatigue,orrelationships
without
disappointments.
Beinghappyisfindingstrengthinforgiveness,hopeinone’sbattles,security
atthestageoffear,loveindisagreements.
Beinghappyisnotonlytotreasurethesmile,butthatyoualsoreflectonthe
sadness.Itisnotjustcommemoratingtheevent,butalsolearninglessonsinfailures.
Itisnotjusthavingjoywiththeapplause,butalsohavingjoyinanonymity.
Being happy is to recognize that it is worthwhile to live, despite all the
challenges, misunderstandings and times of crises.
27
 Beinghappyisnotinevitablefate,butavictoryforthosewhocantravel
towards it with your ownbeing.
Beinghappyistostopbeingavictimofproblemsbutbecomeanactorin
historyitself.Itisnotonlytocrossthedesertsoutsideofourselves,butstillmore,to
beabletofindanoasisintherecessesofoursoul.ItistothankGodeverymorning for
the miracle oflife.
Beinghappyisnotbeingafraidofone'sfeelings.Itistoknowhowtotalk
aboutourselves.Itistobearwithcouragewhenhearinga"no".Itistohavethe
securitytoreceivecriticism,evenifisunfair.Itistokissthechildren,pamperthe
parents,havepoeticmomentswithfriends,eveniftheyhavehurtus.
Beinghappymeansallowingthefree,happyandsimplechildinsideeachof
ustolive;havingthematuritytosay,"Iwaswrong";havingtheaudacitytosay,
"forgiveme".Itistohavesensitivityinexpressing,"Ineedyou";tohavetheabilityof
saying,"Iloveyou."Sothatyourlifebecomesagardenfullofopportunitiesforbeing
happy...
Inyourspring-time,mayyoubecomealoverofjoy.Inyourwinter,mayyou
becomeafriendofwisdom.Andwhenyougowrongalongtheway,youstartallover
again.Thusyouwillbemorepassionateaboutlife.Andyouwillfindthathappiness
isnotabouthavingaperfectlifebutaboutusingtearstowatertolerance,lossesto
refinepatience,failurestocarveserenity,paintolapidatepleasure,obstaclesto
open the windows ofintelligence.
Nevergiveup...Nevergiveuponthepeopleyoulove.Nevergiveupfrom
beinghappybecauselifeisanincredibleshow.Andyouareaspecialhumanbeing!
Source: https://www.facebook.com/mcspa/posts/10153625162832490

EndofUnit1Assessment
Unit1:Self-Development

List of Outputs for Portfolio:

Module 1
1. Talent/VarietyShowPresentation(Groupwork)
2. JournalReflectionfromMyBanner(Individualwork)

Module 2
3. PersonalAssessmentofAspectsofDevelopmentwithPlanofAction
(Individualwork)
4. PersonalRecipeforSuccesswithreflection(Individualwork)

Module 3
5. MyPersonalTimelinewithReflection(Individualwork)
6. Mindfulness with Reflection (Individualwork)

Module 4
7. RolePlayonChallengesofMiddleAdolescence(Groupwork)
8. SloganorPersonalDeclarationonBeingHappy(Individualwork)

28
Unit2:AspectsofPersonalDevelopment

MODULE 5:
CopingwithStressinMiddleandLateAdolescence
Big Question: What is Stress and how does it affect you?

Objectives:
At the end of this module you will be able to:
1. discussthatunderstandingstressanditssourcesduringadolescencem
ayhelpinidentifyingwaystocopeandhaveahealthfullife,
2. identifysourcesofyourstressandillustratetheeffectofstressonyoursys
tem,and
3. demonstratepersonalwaysofcopingwithstressforhealthfulliving.

Activity:STRESSBINGO
Copythebingocardinyourjournal.Findsomeonewhoregularlyparticipates
inoneoftheseactivities.Askhim/hertosignhis/hernameintheappropriatebox.
Findadifferentpersonforeachbox.Waitforyourteachertocalloutthetypeof
BINGO activity.

Listens to Keeps a Plays a Makes “to Has hiked to

music journal or a musical do” lists the top of a
diary instrument mountain
Eats Enjoys Plays with an Likestolaugh Hasafish
Breakfast baking electronic and does so a tank /
cookies device lot aquarium
Plays outside Talks to Your favorite Enjoys nature Sleeps 9-11
after school family about activity hours a night
problems
Goes for Volunteers Practicesa Daydreams Does yoga or
walks / bike martialart pilates
riding
Enjoys going Goes window Works out at Skis, Rented a
for a drive shopping a gym/ at Skateboards movie onthe
home weekend

Reading: STRESSMANAGEMENT
Dictionarydefinitionsdonotquitecapturethemeaningofstressasitisseen
andexperiencedintheworldofwork.OneoftheWebster’sdefinitionsdescribesit
asan“…emotionalfactorthatcausesbodilyormentaltension.”
Apracticalwayofdefiningstressisthefeelingonegetsfromprolonged, pent-
upemotions.Iftheemotionsyouexperiencearepleasantanddesirable–joy,
elation,ecstasy,delight–youusuallyfeelfreetoletthemshow.Theyarenot

29
suppressed.Therefore;positiveemotionsdonotusuallycausestress.Negative
emotions,ontheotherhand,aremoreoftenheldinside.Theyarehidden.Yousuffer
quietlyandyouexperiencestress.Donotconfusepositivesituationswithpositive
emotions.Awedding,forexample,isapositivesituationthatoftenbringsaboutthe
negativeemotionsofanxietyandtension.Sostresscanexistingreatsituations.

Causes and Effects of Stress

Justasthereisgreatvarietyintherangeofemotionsyoumightexperience,
therearemanypossiblemanifestationsofstress–inyourprivatelifeandinyour
workinglife.Herearesomewordsthatdescribetheemotionsassociated(ascause
and effect) withstress.
 Anxiety
 Pressure
 Misery
 Strain
 Desperation
 Tension
 Anger
 Panic
 Dejection
Prolongedstresscanbedevastating;burnout,breakdown,anddepression
aresomeofthepotentialresultsoflong-term,unmanagedstress.Bywearinga
mask,youmayexpecttohidestresscausedbyproblemsinyourpersonallifeand
notlettheminfluenceyourperformanceonthejob.Thiswillprobablynotwork.The
moreyoutrytoholdyouremotionsin,thegreaterthepressurebuild-upwillbe.

Everyday frustrations cause stress build-up

Fromthetimeyouwakeupuntilyougotosleep,youmaybeconfrontedwith
asuccessionofstressfulsituations.Managingtogetyourself(andpossiblyaspouse and
children) out of bed and ready to face the day can be a challenge to your
patienceandingenuity.Drivingtoschoolorworkcanbeharrowing–especiallyif
you’re running late. You may experience frustration in arranging to get the car
repaired.Youmayfaceconflictsinschooloratwork,suchascopingwithunrealistic
deadlines,equipmentfailures,orunexpectedbadweather.Ifpartofyourjobis
selling,youmayexperiencefeelingsofrejectionwhenmostofyourcustomerssay
“no.”
A series of stressful and frustrating experiences throughout the day can
causeyoutolieawakeatnightinanemotionalturmoil–unabletogetneededrest. You
face the next day with less emotional and physical stamina. After another
stressfuldayandanothernightwithoutrest,youmayhaveevenlessemotional
strengthandstability.Therefore,stressbuild-up,ifnotresolved,continuesdayafter day.

Problems in our personal life can be devastating

Survivingthenormal,everydaystressdescribedabovecanbedifficult.But
far more serious and painful circumstances can create long-term stress. More
serious stressful circumstances may include separation from loved ones, personal
illness,orillnessofalovedone,deathofsomeoneyoucareabout,orconflictwitha
spouseorclosefriend.Othermajorcausesofstressareproblemswithdrugand

30
alcoholabuse,domesticviolence,careofchildrenandelderlyrelatives,chronic
mentalillness,injury,physicalhandicaps,evenmovingtoanewhome,ifyou’velived
inthesameplaceformorethan10years.Thelistgoesonandon.
Managingyourpersonalfinancescanbeanotherstressfulexperience.This
canbeaproblemnomatterwhatyourincomelevel,butitisespeciallydifficultifyou
mustsupportafamilyanddonotearnenoughtolivecomfortably.Unpaidbills,
unwiseuseofcredit,andbudgetlimitationscanmakelifedifficult.

A common cause of stress is dealing with life’s transitions

Thisisespeciallytruewhenapersonmustcopewithtoomanytransitionsall
atonce.Forexample,Ellenhasjustcompletedaprograminfashionmerchandising.
Sheiseagertogetstartedonhernewjob.Hermotherisillandrequirescare.Her
fatherdiedafewmonthsago.Ellen’snewjobrequiresthatsherelocatetoatown
100milesfromhome.Themove,anewcareer,andachangeinfamilyrelationships
maycauseexcessivestressforher.Toomanychangeshavearrivedatthesame time.
Source: Personal Deve lopment for Life and Work, 8th Ed., by Wallace,
H.R. &Masters, L.A.,

2001.

Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”?

We all have certain things,situations,orpeople that cause us to lose our
composure from time to time.Determine what causes YOU to“lose your
cool”by completing this activity.When you begin to identify your stressors,you can
become skilled at preventing negative consequences.Place an X next to each
factor that
causes you stress. There are blank spaces provided so you can add your own.
beinglate parentsfighting
too muchhomework getting detention
speaking inpublic yourjob
babysitting takingtests
going to thedentist videogames
arguments withfriends using acomputer
restrictions athome closed-inspaces
chores commercials
lack ofsleep interruptions whilebusy
nodateforadance getting aninjection
pimples arguments with parents
physical educationclass fight with boyfriend/girlfriend
mathclass losing
Englishclass careless drivers
otherclass slowdrivers
boredom loudpeople
rude people babycrying
no money disrespectful children
notransportation a friend betrays you
playing on a sportsteam
not being included in a sportsteam
losing something valuable

Source: Emotional Inte lligence Activities for teens 13- 18.

31
Activity:STRESSSIGNALS
Take a look at the warning signs of stress listed below.Write down in
your Journal all of the warning signs that apply to you.

Physical Emotional Behavioral

headaches moodchanges smoking
stomach aches lackof nailbiting
dizziness concentration tapping
backpain nightmares pullinghair
neckstiffness panicattacks grindinghair
ulcer anxiety use ofalcohol
soreson anger useofmedication
mouth irritability compulsive
jaw pains crying dieting
weightloss thoughtsof hairchewing
weightgain suicide nervouslaughter
twitches depression pacing
(eyelids, confusion lateness
face) feelingsof puttingthingsoff
weakness helplessness notcaringabout
nausea restlessness physical
indigestion racingthoughts appearance
excessive aggressiveness compulsive
sleeping overeating
overeating
loss ofappetite
inabilitytosleep
skinproblems
constantfatigue
coldhandsor
feet
excessive
sweating
chestpains
highblood
pressure
rapidordifficult
breathing

Whenyouhavefinishedcheckingyourwarningsigns,discussyourlistwithyour
partner.
Source: Emotional Inte lligence Activities for teens 13- 18.

Portfolio Output No. 9: My StressSignals

Write about your stress signals. Answer the following questions:
1. Howdoyouknowthatyouarestressed?
2. Whatstresssignalsdoyouhavethatyourpartnerdoesnothave?
3. Howmuchstressdoyouthinkyouarecurrentlyunder?
4. Howareyourstresssignalsdifferentfordifferenttypesofstressors?
5. Whataresomewaysthatyouusuallyremoveorreducethestress
thatcauseyouphysical,emotionalorbehavioraldifficulties?

32
Reading: STRESS RESPONSE
Yourstressresponseisthecollectionofphysiologicalchangesthatoccur
whenyoufaceaperceivedthreat—whenyoufacesituationswhereyoufeelthe
demandsoutweighyourresourcestosuccessfullycope.Thesesituationsareknown
asstressors.
Whenyourstressresponseistriggered,aseriesofchangesoccurwithin your
body. Theyinclude:
 Redirectionofbloodawayfromextremitiesandinsteadtomajororgans
 Thereleaseofcortisolandotherhormones,whichbringothershort-and long-
termchanges.
 Thestressresponseisintendedtogiveyouaburstofenergysoyou’reable
tofightoffattackersorrunawayfromthemeffectively.
This helped our ancestors, who faced numerous physical threats, to stay safe.
However,nowourthreatstendtobelessphysicalandmoreassociatedwithourway oflife
—achallengetoourstatus,ademandforperformance,etc.Inadditionto
givingusasetofchangesthatmaynotmatchourneedsaswell(itmightbemore
effectiveforustohaveaburstofmentalclarityorwisdomthanaburstofphysical
strength,forexample),thestressresponsecanactuallycauseharmifitleadstoa
stateofchronicstress—thatis,ifourstressresponseistriggered,andthenourbody
doesn’tgobacktoitsnormalstateviatherelaxationresponse.

Source:“Whatisastressresponse?”byScott,E.(2016)

Reading: KEEP STRESS UNDER CONTROL

Therearemanyeffectivewaystohandlestress.Ofcourse,youcan’tavoid
stress—infact,youwouldn’twanttoavoidallstress,becauseyou’dnevergrow.
However,youcanmanageyourlifesothatyousurvivetheemotionaldowntimes
withoutallowingstresstoengulfyou.Also,youcanworktoeliminatecontrollable
stressfactors,suchasrunninglateornotgettingenoughsleep.Butwhenstressis
constantortoogreat,yourwisestoptionistofindwaystoreduceorcontrolit.You
neednot,andshouldnot,liveyourlifeinemotionalstressanddiscomfort.Stresscan
besuccessfullymanaged.Herearesomesuggestionsthatmayhelp.

Understand the Causes of Stress

Understandingwhyyouareunderstressisimportant.Thismayseem
obvious,butitrequiresdeliberate,consciousefforttopauseandsimplyponderyour
situation. By now, you are familiar with the stress response, the emotional or
physical symptoms of uncontrolled stress. Now you need to try to discover the
stressors, the factors of which create the stress in your life.

Analyze your Stress Factors and Write Them Down

Writedownyourresponsetostress.Forexample,youmaywritedown,“Ifeel
tiredmostofthetime.Mylowerbackseemstoacheallthroughthedayandnight.I miss
deadlines and run behind schedule.” Analyze stress responses and
consequences,andconsidereachitem,andaskwhy.“WhyamIfeelingtired?Why
doesmybackache?WhydoIrunbehindschedule?Carefullyconsidereach
answer,becausetheanswerswillrevealstressors,suchasdeadlines,anxieties,
tryingtodosomuch,managingtimeormoneypoorly,orpoorhealthhabits.

33
Deal with the Stressors
Develop techniques to deal with the causes of stress. The longer you avoid
dealingwiththestressfactors,themorethestresswillbuildup.Iftensioncomes
becauseyouhaveputoffanunfinishedtask,restructureyourprioritiessoyoucan
getthetaskthatyouhavebeenavoidingoutofthewayandoffyourmind.

Learn to Work under Pressure or Unusual Conditions

When you can’t reduce the stressors, you need to manage your stress
response.Almosteveryone,atleastatsomepoint,hastomeetdeadlines,keep
severaljobsgoingatonce,resolveproblemsthatcomeup,anddoextraworkwhen
necessary.However,whenthepressuremounts,youcanrelieveit.Relaxationis
key—butmostpeoplemusttrainthemselvestorelaxwhenthepressureison.
Some tips to relax when under pressure are the following:
 Stopforamoment(especiallywhenyoufeelyourmusclestighteningup)and take
a few deepbreaths.
 Doarelaxingexercise.Swingyourhandsatyoursidesandstretch.
 Takea“powernap.”Liedownandtotallyrelaxforafewminutes.
 Findtimetodothethingsyouenjoy.
 Leaveyourstudyareaforawhiletotakeabriskwalk.
 Findaquietplacetoreadamagazineornovelduringbreakoratlunch.
 Ifpossible,lookatsomepeacefulimagessuchasforests,beaches,etc.
These images can initiate a relaxation response.
 Lookup.
 Keepsomethinghumorousonhand,suchasabookofjokes.

Source: The Nemours Foundation, available fromkidshealth.org

Activity: STRESS SURVIVAL KIT

1. Choose3objectsorsymbolsthatmakeyoufeelrelaxedtoincludeinyourkit.
2. You can make thesymbols.
3. Youcanusewordsorpictures.
4. Youcanbringanobjectfromhome.
5. Thinkabouthowthesymbolhelpsyouwhenyouaredealingwithstressand
stressfulsituations.
6. Writeaparagraphforeachsymbolorobjectinyourkitandhowithelpsyou
copewithstressinyoureverydaylife.YoumayaddthistoyourPortfolio Output
No.9.
7. Sharingapartofyourkitwithpeersmaybeafollowupactivity.

Source: Mental Health Kit, Junior High School, Alberta Health Services

Activity:PROJECT TO- DO-LIST

Inseniorhigh,youmaybecomeincreasinglymoreresponsibleforyourown
useoftime.Youmaybegivenmultipletasksandexpectations,forexample
academicwork,extracurricularactivities,family,friends,andwork.Learninghowto
prioritizetasksandbreakthemdownintomanageablestepsisanimportantskillto
learnformanagingstress.Hereisanactivitythatwillhelpyoulearntodothis.

34
Sample Project To-Do List Now you do it!
Project To-Do List

Project Overview: Psychology Project Overview:

TermPaper
Step1:FindaTopic Step1:
Tasks:
 Talktotheprofessor Tasks:
 Check mytextbook 
 Peruse the available 
booksandjournalsatthe 
library

Step 2: Locate Research Step 2:

Materials Tasks:
Tasks: 
 Use library databases 
to locatearticles 
 Checkonlinedatabases
 Get articles (download,
copy, order from
interlibraryloan)

Step3:ResearchPaper Step 3:
Tasks: Tasks:
 Read articles, taking 
notes as Igo 
 DetermineifIneed 
references
 Piecetogetheranoutline
of my paper based on
my notes

Source:MentalHealthKit,JuniorHighSchool,AlbertaHealthServices

Portfolio Output No. 10: Project-To-Do

Withyourgroupmates,planyourGrade11year-endfundayfollowingthe
Project-To-DoTemplate.Writethisplandown.Thenwriteareflectiononhowyour
experienceofplanningchangedwiththeuseoftheplanningtool.Whatdidyou
noticeaboutyourgroup’swork?Wastherealotofstressinplanning?Howdidyour
groupreducetheirstresslevel?Howcanyouapplythisplanningmethodtoother real-
lifeprojects?

35
 MODULE 6:
The Powers of the Mind
Big Question: How do we develop the powers of our mind?

Objectives:
At the end of this module, you will be able to:
1. discussthatunderstandingtheleftandrightbrainfunctionsmayhelpin
improving one’slearning,
2. exploremind-mappingtechniquessuitedtorightbrain-orleftbrain-dominant
thinking
styles, and
3. makeaplantoimprovelearningusingbothleftandrightbraindevelopment.

Activity:LATERAL THINKINGPUZZLES
1. Youaredrivingdowntheroadinyourcaronawild,stormynight,whenyoupass
byabusstopandyouseethreepeoplewaitingforthebus:
a. Anoldladywholooksasifsheisabouttodie
b. Anoldfriendwhooncesavedyourlife
c. Theperfectpartneryouhavebeendreamingabout
Knowingthattherecanonlybeonepassengerinyourcar,whomwouldyou
choose?
2. Acting on an anonymous phone call, the police raid a house to arrest
asuspectedmurderer.Theydon'tknowwhathelookslikebuttheyknowhisname
isJohnandthatheisinsidethehouse.Thepolicebustinonacarpenter,alorry
driver, a mechanic and a fireman all playing poker. Without hesitation
orcommunicationofanykind,theyimmediatelyarrestthefireman.Howdothey
know they've got theirman?
3. Amanlivesinthepenthouseofanapartmentbuilding.Everymorninghetakes
theelevatordowntothelobbyandleavesthebuilding.Uponhisreturn,however,
hecanonlytravelhalfwayupintheliftandhastowalktherestoftheway-
unlessit'sraining.Whatistheexplanationforthis?
4. Amanandhissonareinacarcrash.Thefatheriskilledandthechildistakento
hospitalgravelyinjured.Whenhegetsthere,thesurgeonsays,'Ican'toperate
onthisboy-forheismyson!!!'Howcanthispossiblybe?

Reading: BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR

EVERY THOUGHT ANDMOVE
How did you get here?
No,no,no!It'snotaquestionaboutyourconceptionorbirth.
Howdidyougethere?Onthispage.Readingthisstory.
Theanswerisalotmorecomplexthan,"Myteachertoldmetoreadit"or"I
clicked on it byaccident."
Theanswerinvolvesthought,asin"IwanttogetontheInternet";movement
— pressing the computer's power button and grasping a mouse; memory—like

36
recallinghowtouseabrowserorasearchengine;andwordrecognitionsuchas
"Brainpower"andanunderstandingofitsmeaning.
Inshort,theanswerinvolvesawrinkled,pinkish-gray,three-poundorganthat
isprimarilycomposedoffatandwaterandgoesbythenameofbrain.
Yougottothisarticlebecausethatjelly-likemasstoppingoffyourspinal
cordfiredelectricalsignalstoyourhandtellingithowtomove.Yougottothisarticle
becauseyourbrainstoredinformationaboutusingacomputerandthedefinitionof words
that you learned years ago. You got to this article because your brain is
working.
Keepreadingtofindouthowitfunctions,ifitrepairsitselfandiftheeffectsof drug
use arepermanent.

The power to act

Thebrainhasthreemajorparts--thecerebrum,thecerebellumandthebrain
stem.Thebrainstemconnectsthespinalcordandthebrain.Itcontrolsfunctions that
keep people alive such as breathing, heart rate, blood pressure and food
digestion.Thoseactivitiesoccurwithoutanythought.Youaren'ttellingyourself,
"Inhale.Exhale.Inhale."You'rejustbreathing.
Things are different in the cerebellum. That region controls
voluntarymovement.Whenyouwanttoliftyourfork,waveyourhand,brushyourhair
orwink
atacutie,youformthethoughtandthenanareainthecerebellumtranslatesyour
willintoaction.Ithappenssoquickly.Thinkabouthowlittletimepassesbetween
yourdesiretocontinuereadingthissentenceandthetimeittakesyoureyestomove
tothiswordorthisone.Itseemsautomatic,butitisn't.
Neurons,thebasicfunctionalunitsofthenervoussystem,arethree-partunits
andarekeytobrainfunction.Theyarecomprisedofanervecellbody,axonand
dendrite,andtheypowertherapid-fireprocessthatturnsthoughtintomovement.
Thethoughtmovesasanelectricalsignalfromthenervecelldowntheaxon
toadendrite,whichlookslikebranchesattheendofnervecells.Thesignaljumps
fromtheendofthedendriteononecellacrossthespace,calledasynapse,tothe
dendriteofanothercellwiththehelpofchemicalscalledneurotransmitters.That
signalcontinuesjumpingfromcelltocelluntilitreachesthemuscleyouneedto wave,
wink orwalk.
Thecerebrumisthelargestofthethreebrainsections,accountsforabout85
percentofthebrain'sweight,andhasfourlobes.Thelobes-frontal,parietal,temporal
andoccipital--eachhavedifferentfunctions.Theygettheirnamesfromthesections
oftheskullthatarenexttothem.
Theparietallobehelpspeopleunderstandwhattheyseeandfeel,whilethe
frontallobedeterminespersonalityandemotions.Visionfunctionsarelocatedinthe
occipitallobe,andhearingandwordrecognitionabilitiesareinthetemporallobe.

A critical age
Becausethebrain'shealthyfunctioningisessentialtolivinganddetermines
qualityoflife,doctorsemphasizeprotectingtheorganfrominjuryandchemical
abuse.
There is a consensus among researchers that brain cells regenerate
throughoutlife,saidDougPostels,apediatricneurosurgeoninNewOrleans,butthat
newgrowthhappensveryslowlyafteracertainage.
"The size of the brain doesn't increase much after 3," Postels explains.

37
 Duringthefirstthreeyearsoflife,thebrainexperiencesmostofitsgrowth and
develops most of its potential for learning. That's the time frame in which
synaptogenesis,orthecreationofpathwaysforbraincellstocommunicate,occurs.
Doctorsgenerallyacceptthatcut-offpointfortworeasons,Postelssaid.First,
insituationswheredoctorsremovedpartsofthebrainsofpatientsyoungerthan3to
correctdisorders,theremainingbrainsectionsdevelopedtoassumetheroleofthe
portions those doctors removed. But when physicians performed the same surgery
onolderpatients,thatadaptabilityfunctiondidnotoccur.
Second,"Weknowfromexperimentsthatifyoudeprivepeopleofintellectual
stimulationandputtheminadarkroom,thatitproducespermanentchangesinthe
brain,"Postelssaid."Thatoccursmostdramaticallybeforeage3.Afterthatage,it's
impossible to ethically do astudy."
Previous research produced information about the effects of stimulation
deprivation,butmodernethicalguidelinesprohibitsuchresearchonpeoplebecause of
the potentially harmfuloutcome.

Drug damage
Becausesolittlerecoveryoccurstobrainsdamagedafterage3,theeffects
ofdrugsandalcoholonthebrainmightbelasting.
Doctors know what inhalants, steroids, marijuana, cocaine and alcohol doto
thebrainwhenpeopleusethem."Thequestionscientistscan'tanswernowisifthe
damageispermanent,"saidSueRusche,co-authorof"FalseMessengers,"abook
onhowaddictivedrugschangethebrain.
Inhalants,suchasglue,paint,gasolineandaerosols,destroytheouterlining
ofnervecellsandmakethemunabletocommunicatewithoneanother.In1993, more
than 60 young people died from sniffing inhalants, according to National
FamiliesinAction,adrugeducationcenterbasedinAtlanta.
Studies have found that marijuana use hinders memory, learning, judgment
and reaction times, while steroids cause aggression and violent mood swings.
Ecstasyuseisrisingamongyoungpeople,Ruschesaid,andscientistshave
foundthatdrugdestroysneuronsthatmakeserotonin,achemicalcrucialin
controllingsleep,violence,moodswingsandsexualurges.
Whiledoctorsandscientistsknowaboutsomeeffectsdrugshaveonthe
brain,theydon'thaveafullpicture,Ruschesaid.
"Whenpeoplestartusingadrug,thescientistsknownothingaboutit.These
peoplearevolunteeringtobeguineapigs,"saidRusche,whoisco-founderand
executive director of National Families in Action. "Once enough people take it,
scientistsapplyforgrantsandstartstudyingit.Peopleareinventive.Theyfindnew
drugsornewwaystotakeolddrugs-likecrackfromcocaine.
"There'salotwewon'tknowaboutuntillater,"shesaid."Theclassicexample
iscigarettes.Weallowedpeopletosmokefor100yearsbeforeweknewaboutall
thehorriblethingsthatnicotinewilldo.

Source: Christy Oglesby , CNNfyi Senior Writer, December 5,

2000 fromhttp://edition.cnn.com/fyi/interacti
ve/news/brain/structure .function.html

38
Activity: BRAIN DOMINANCE
Which of these apply to you?
I am veryorganized.
Irememberfacesmorethannames.
Ithinkthingsthroughbeforemakingadecision.
Ifsomeone’smadatme,Icantellevenwithoutthepersonsayingaword.
Iworkbestinaquietspace.
I daydream alot.
I hate takingrisks.
I tend to getemotional.
I make ato-do-list.
I trust my “gutinstinct”.

Ifyouhavemore“yes”answersfromtheleftcolumn,youareprobablyleft-brain
dominant,whileifyouhavemore“yes”answersfromtherightcolumn,youare probably
right-braindominant.

Reading: THEDOMINANTSIDEOFTHEBRAIN
Researchers believed that brain dominance determines a person’s
preferences,problem-solvingstyle,personalitycharacteristics,andevencareer
choices.Forexample,aright-brainindividualwillquicklygetafeelingforasituation,
whilealeft-brainpersonwillusuallyaskalotofquestionsfirst.Thefollowingchart
reflectsadditionaldifferencebetweenleftandright-braindominance.

PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical music Popular music
Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music

Thereisnothinggoodorbadabouteitherpreference.Bothorientationscan
beequallysuccessfulinaccomplishingasingletask;however,onemaybemore
appropriateovertheotherdependingonthesituation.

Reading:RESEARCHSTUDY“THEBRAIN’SLEFTANDRIGHTSIDES
SEEMTOWORKTOGETHERBETTERINMATHEMATICALLY
GIFTED MIDDLE-SCHOOLYOUTH”

WASHINGTON-Therereallymaybesomethingdifferentaboutthebrainsof
math-heads. Mathematically gifted teens did better than average-ability teens and
collegestudentsonteststhatrequiredthetwohalvesofthebraintocooperate,as
reported in the April issue of Neuropsychology, published by the American
Psychological Association(APA).
Inthestudy,ajointeffortofpsychologistsattheU.S.ArmyResearchInstitute
fortheBehavioralandSocialSciencesatFortBenning,Ga.andtheUniversityof

39
Melbourne,Australia,researchersstudied60right-handedmales:18mathematically
gifted(averagingnearly14yearsinage),18ofaveragemathability(averagingjust
over13),and24collegestudents(averagingabout20).Mathgiftednessseemsto
favorboysovergirls,appearinganestimatedsixto13timesmoreoften.It'snot
knownwhybutprenatalexposuretotestosteroneissuspectedtobeoneinfluence
duetoitsselectivebenefittotherighthalfofthebrain.
The gifted boys were recruited from a Challenges forYouth-Talented
programatIowaStateUniversity.WhereastheaverageScholasticAptitudeTest
(SAT) math score for college-bound high-school seniors is 500 (out of 800), the
mathematicallygiftedboys'averageSATmathscoreinmiddleschoolwas620.
The boys viewed letter patterns flashed on the left or right sides of a
computerscreen,andhadtoindicatewhethertwopatternsmatchedornot-asimple
wayoflearninghowthebrainrespondstodataputbeforeeithertheleftorright
visualfield,correspondingtoprocessingintherightorleftbrainbecausetheinput
generallycrossesovertotheotherside.
Theletterpatternswerepresentedinthreeconditions-one-sided,totheright
hemisphere(lefteye);one-sided,tothelefthemisphere(righteye);orbilaterally
(botheyes).Thereweretwotypesoftasks--"local,"sayingtwolettersmatchedor
mismatchedonthesmalllettersthatwentintomakingbigletters(forexample,abig
TwhosetwostrokesweremadeofsmallerT's),and"global,"sayingtwobigletters
matched ormismatched.
Fortheaverageteensandcollegestudents,theleftbrainhemispherewas
fasterforlocalmatchesandtherightbrainhemispherewasfasterforglobal
matches.Thisfitpriorresearch,whichhasindicatedthatthelefthemisphereisadept
atprocessingvisual"parts,"inthiscasetheletterdetails,whiletherighthemisphere
ismoreadeptatanalyzingvisual"wholes,"inthiscasetheglobalshapesofthebig
letters.
However, the mathematically gifted boys showed no such hemispheric differences.
Thosewhowereprecociousinmathwereequallygoodatprocessingglobaland
localelementswitheitherhemisphere,suggestingmoreinteractive,cooperativeleft
and rightbrains.
In addition, whereas average-ability boys and college students were slower
oncooperativetrials,whichpresentedletterpatternsonbothsidesofthescreen,the
math-gifted showed the opposite pattern. They were slower on one-sided trials,but
whenatask"asked"bothsidesofthebraintoworktogether,theywereconsiderably faster
than the otherboys
Thestudysupportsthegrowingnotionthatthemathematicallygiftedare
better at relaying and integrating information between the cerebral hemispheres.
Saysco-authorMichaelO'Boyle,PhD,"It'snotthatyouhaveaspecialmathmodule
somewhereinyourbrain,butratherthatthebrain'sparticularfunctionalorganization
- whichallowsright-hemispherecontributionstobebetterintegratedintotheoverall
cognitive/behavioralequation--predisposesittowardstheuseofhigh-levelimagery
andspatialskills,whichinturnjusthappentobeveryusefulwhenitcomestodoing
mathreasoning."
Theresearchsupportsthebroadernotionthat"thefunctional(thoughnot
necessarily structural) organization of the brain may be an important contributorto
individualdifferencesincognitiveabilities,talentsand,attheveryleast,information-
processing styles," saysO'Boyle.

40
 He adds, "Various expressions of exceptionality, such as giftedness inmath,
musicorart,maybetheby-productofabrainthathasfunctionallyorganizeditselfin
aqualitativelydifferentwaythantheusualleft/righthemisphericasymmetry."
Atthesametime,O'Boyleisnotsurewhetherthefindingscouldapplyto
matheducationingeneral."Ourworkmayperhapshavesomethingtosayaboutthe
optimaltimingofwhenaparticularbrainismost'readytolearn'oracquireagiven
skill,butIdon'tthinkwecan'create'amathgeniuswithouttheinnatetalentalready
there," hesays.
Finally,giventherisinguseoftestosteronebyadultmen,O'Boylecautions
that, "Testosterone taken later in life will not help your math, as the window of
influenceonbraindevelopmentisprettymuchprenatal.Itmayenhancemuscle
mass,butitisunlikelytohelpyousolvecalculusproblems."
Source: "Inte rhemispheric interaction during global-local processing in
mathematically gifte d adolescents, average-ability youth, and
colle ge students," Harnam Singh, Ph.D., U.S.
Army Research Institute for the Behavioral and Social Sciences,
and Michael W. O'Boyle, PhD, University of Melbourne, Australia;
Neuropsychology, Vol. 18, No. 2.
Reporters: Michael O'Boyle , from the American Psychological Association, available
fromhttp://www.apa.org/news/press/releases/2004/04/interhemispheric.aspx

Activity: MIND MAPPING

Mind mapping is a powerful thinking tool. It is a graphical technique that
mirrorsthewaythebrainworks,andwasinventedbyTonyBuzan.Mindmapping
helpstomakethinkingvisible.Mostpeoplemakenotesusinglinedpaperandblueor
blackink.Makingnotesmoreattractivetothebrainbyaddingcolorandrhythmcan
aid the learning process, and can help to make learning fun. The subject being
studiediscrystallizedinacentralimageandthemainthemeradiatesoutfromthe
centralimageonbranches.Eachbranchholdsakeyimageorakeyword.Details
arethenaddedtothemainbranchesandradiatefurtherout.Mindmapshaveawide
varietyofuses,forexample,notetaking,revisionplanning,planningforwritingand
problemsolvingcanallbesuccessfullycarriedoutusingthetechnique.Thecolors
andthegraphicsusedwillhelpchildrentoorganizetheirideasandthoughts.They
canbeverysimpleor,quitedetaileddependingupontheageofthechildrenandthe
complexityofthesubject.Becausecreatingthemindmapinvolvestheuseoftheleft
andrightbrain,rememberingtheinformationbecomeseasier!
Below is an example of a simple mind map linked to the information above.

41
How to draw a mind map:
1. Turnthepageonitsside(landscape).Useplainpaper.
2. Drawthecentralimageusingdifferentcolors.Thecentralimage
shouldencapsulatethesubjectofthemap.
3. Add the branches representing the subject’s main topics or
themesusingkeywordsorimages.
4. Adddetailwithmorekeywordsandimages.Usecolor.
5. Print the wordsclearly.
6. Usearrowstoconnectlinkedideas.
Source: Dodd (2004) . Learning to Think: Thinking to Learn,
http://aysinalp.edublogs.org/file s/2013/09/The BrainandLearning-1f6e 16y.pdf

Reading: YOUCANGROWYOURINTELLIGENCE
New Research Shows the Brain Can Be Developed Like aMuscle
Manypeoplethinkofthebrainasamystery.Theydon’tknowmuchabout
intelligenceandhowitworks.Whentheydothinkaboutwhatintelligenceis,many
peoplebelievethatapersonisborneithersmart,average,ordumb—andstaysthat
wayforlife.Butnewresearchshowsthatthebrainismorelikeamuscle—itchanges
andgetsstrongerwhenyouuseit.Andscientistshavebeenabletoshowjusthow
thebraingrowsandgetsstrongerwhenyoulearn.Everyoneknowsthatwhenyoulift
weights,yourmusclesgetbiggerandyougetstronger.Apersonwhocan’tlift20
poundswhentheystartexercisingcangetstrongenoughtolift100poundsafter
workingoutforalongtime.That’sbecausethemusclesbecomelargerandstronger with
exercise. And when you stop exercising, the muscles shrink and you get
weaker.That’swhypeoplesay“Useitorloseit!”Butmostpeopledon’tknowthat
whentheypracticeandlearnnewthings,partsoftheirbrainchangeandgetlargera
lotlikemusclesdowhentheyexercise.
Inside the cortex of
the brain are billions of tiny
nerve cells, called neurons.

PED
The nerve cells havebranches
connecting them to othercells
in a complicated network.
Communication between
thesebraincellsiswhatallows
us to think and solve Figure 1: Section of the Cerebral Cortex
problems.
When you learn new things, these tiny connections in the brain actually
multiply and get stronger. Themore
that you challenge your mind tolearn,
themoreyourbraincellsgrow.Then,
thingsthatyouoncefoundveryhard
or even impossible to do—like
speakingaforeignlanguageordoing
algebra—seemtobecomeeasy.The
resultisastronger,smarterbrain.
Figure 2: A typical nerve cell

42
How Do We Know the Brain Can Grow Stronger?
Scientists started thinking that the human brain could develop and change
when they studied animals’ brains. They found out that animals who lived in a
challengingenvironment,withotheranimalsandtoystoplaywith,weredifferent
fromanimalswholivedaloneinbarecages.Whiletheanimalswholivedalonejust
ateandsleptallthetime,theoneswholivedwithdifferenttoysandotheranimals
werealwaysactive.Theyspentalotoftimefiguringouthowtousethetoysandhow
togetalongwiththeotheranimals.
These animals had more
connections between the nerve cells in
their brains. The connections werebigger
and stronger, too. In fact, their whole
brainswereabout10%heavierthanthe
brains of the animals who lived alone
Nerves in brain of Brainofanimallivingwitho
without toys. The animals who were
animallivinginbare theranimalsandtoys exercising their brains by playing with
cage. © MindsetWorks toys and each other werealso
Figure3:EffectofanEnrichedEnvironment
“smarter”—they were better at solving
problems and learning new things.
Even old animals got smarter and developed more connections in their
brainswhentheygotthechancetoplaywithnewtoysandotheranimals.When
scientistsputveryoldanimalsinthecagewithyoungeranimalsandnewtoysto
explore,theirbrainsalsogrewbyabout10%!

The Key to Growing the Brain: Practice!

Fromthefirstdaytheyareborn,babiesarehearingpeoplearoundthemtalk—all
day,everyday,tothebabyandtoeachother.Theyhavetotrytomakesenseof
thesestrangesoundsandfigureoutwhattheymean.Inaway,babiesareexercising
theirbrainsbylisteninghard.Later,whentheyneedtotelltheirparentswhatthey
want, they start practicing talking
themselves.Atfirst,theyjustmakegoo-
goo sounds. Then, words start coming.
Andbythetimetheyarethreeyearsold,
most can say whole sentences almost

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perfectly. Once children learn a
language,theydon’tforgetit.Thechild’s
Atbirth At age6 brainhaschanged—ithasactuallygotten
© Mindset Works smarter. This can happen because
Figure4:Growthofneuronconnectionsinachild
frombirthto6yearsold
learning causes permanent changes in
the brain. The babies’ brain cells get

D
larger and grow newconnections
betweenthem.Thesenew,strongerconnectionsmakethechild’sbrainstrongerand
smarter,justlikeaweightlifter’sbigmusclesmakethemstrong.

TheRealTruthAbout“Smart”and“Dumb”.Noonethinksbabiesarestupid
becausetheycan’ttalk.Theyjusthaven’tlearnedhowtoyet.Butsomepeoplewill
callapersondumbiftheycan’tsolvemathproblems,orspellawordright,orread fast
—eventhoughallthesethingsarelearnedwithpractice.Atfirst,noonecanread
orsolveequations.Butwithpractice,theycanlearntodoit.Andthemoreaperson

43
learns,theeasieritgetstolearnnewthings—becausetheirbrain“muscles”have
gottenstronger!Thestudentseveryonethinksasthe“smartest”maynothavebeen
bornanydifferentfromanyoneelse.Butbeforetheystartedschool,theymayhave
started to practice reading. They had already started to build up their“reading
muscles.”Then,intheclassroom,everyonesaid,“That’sthesmarteststudentinthe
class.”Theydon’trealizethatanyoftheotherstudentscouldlearntodoaswellif they
exercised and practiced reading as much. Remember, all of those other
studentslearnedtospeakatleastonewholelanguagealready—somethingthat
grownupsfindveryhardtodo.Theyjustneedtobuilduptheir“readingmuscles”too.

WhatCanYouDotoGetSmarter?Justlikeaweightlifterorabasketballplayer,to
beabrainathlete,youhavetoexerciseandpractice.Bypracticing,youmakeyour
brainstronger.Youalsolearnskillsthatletyouuseyourbraininasmarterway—just
likeabasketballplayerlearnsnewmoves.Butmanypeoplemissoutonthechance
togrowastrongerbrainbecausetheythinktheycan’tdoit,orthatit’stoohard.It
doestakework,justlikebecomingstrongerphysicallyorbecomingabetterball
playerdoes.Sometimesitevenhurts!Butwhenyoufeelyourselfgetbetterand
stronger,alltheworkisworthit!
Source:http://schools.nyc.gov/NR/rdonlyres/C7BD7406- 040C-42FA-B44C-
2FCF72EB819C/0/GrowYourIntelligence ArticleandActivity.pdf ©2010Mindset Works

Portfolio Output No. 11: Make a Mind Map

1. Chooseasubjectoractivitythatyoudowell(forexample,math,basketball,
playingtheguitar,painting,cooking,orcomputergames).
2. Makeamindmapofthechosentopic,followingtheproceduredescribed
earlier.
3. Explainyourmindmapandhowyouworkedonit.

Assignment: Bring some print ads of body beautifying products, clothes, or fashion.

Reading: THE MYTH OF MICHAEL JORDAN

MichaelJordanisoneofthebestbasketballplayersofalltime.Hisaverage
pointspergameisthehighestinNBAhistory–31.5.Heisoneoftwoplayersto
scoremorethan3000pointsinasingleseason.Andhehas11MVPawards–five
fortheregularseasonandsixforthefinals.
ItwasdazzlingtowatchJordanplay.Peopleoftenspokeofhisgraceonthe
court.Theytalkedabouthisnaturalabilities.Butthetruestoryisdifferent.Whenhe
wasasophomoreinhighschool,MichaelJordandidn’tevenmaketheteam.“Itwas
embarrassingnotmakingtheteam,”hesays.“Theypostedtheroster[listofplayers]
anditwasthereforalong,longtimewithoutmynameonit.Irememberbeingreally
mad, too, because there was a guy who made it that wasn’t as good as
me.”Someoneelsemighthavesulked,orquit.ButthissetbackonlyfueledJordan’s
desiretoimprove.“WheneverIwasworkingoutandgottiredandfiguredIoughtto
stop,I’dclosemyeyesandseethatlistinthelockerroomwithoutmynameonit,”
Jordansays,“andthatusuallygotmegoingagain.”
The physical education teacher at Jordan’s high school, Ruby Sutton,
describesJordan’scommitmenttothegameinthosedays.“Iwouldnormallygetto
schoolbetween7and7:30.MichaelwouldbeatschoolbeforeIwould.Everytime

44
I’d come in and open these doors, I’d hear the basketball. Fall, wintertime,
summertime. Most mornings I had to run Michael out of the gym.”
Adaptedfrom“MichaelJordantranscendshoops”byLarrySchwartz.ESPN.com,2007.

MODULE 7:
Mental Health and Well-Being in
Middle and Late Adolescence
Big Question: How do youstay mentally healthy?

Objectives:
At the end of the module, you will be able to:
1. interprettheconceptsofmentalhealthandpsychologicalwell-
beingineverydayobservationsaboutmentalhealthproblemsduringadolesc
ence,
2. identifyyour own vulnerabilities, and
3. createaplantostaymentallyhealthyduringadolescence

Reading: CHANGEYOURMINDABOUTMENTALHEALTH
Mentalhealth.It’sthewayyourthoughts,feelings,andbehaviorsaffectyour life.
Good mental health leads to positive self-image and in-turn, satisfying
relationshipswithfriendsandothers.Havinggoodmentalhealthhelpsyoumake
gooddecisionsanddealwithlife’schallengesathome,work,orschool.
It is not uncommon for teenagers to develop problems with theirmental
health.Problemscanrangefrommildtosevere,andcanincludedepression,
anxiety,bodyesteemissues,andsuicide,amongothers.
Unfortunately,mostyoungpeoplewithmentalhealthproblemsdon’tgetany
treatment forthem.
Research shows that effective treatments are available that can
helpmembers of all racial, ethnic, and cultural groups.
Ifyoubrokeyourlegorcamedownwithpneumonia,youwouldn’tletitgo
untreated.Oftenhowever,youngpeopleignorementalhealthproblemsthinkingthey
will “snap out of it,” or that they are something to be ashamed of. That kind of
thinkingpreventspeoplefromgettingthehelptheyneed.Sometimesgettinghelpis
amatterofunderstandingmentalhealthissuesandchangingyourmindaboutthem.

Source: American Psychological Association, availablefrom:

http://www.apa.org/he lpcenter/change.aspx

Activity: MEDIA MOTIVES

1. Whattypeofproductorserviceisfeaturedinyourad?
2. Whatapproachhastheadvertiserusedtopromoteorsellthisproductor
service? Here are some of the methods that advertisers use to attract
consumer:
 SexAppeal
 JointheBandwagon:Everyoneisgettingone!
 Highest QualityAvailable

45
  Financial Plans/InstallmentIncentives
 NegativeAdvertising
 Homestyle orTraditional
 We TryHarder
 BestValue
 New &Improved
 Name Brands &Logos
 Health &Safety
3. Whatmessagedoesthisadgivetheconsumer?
4. Howwouldyoudefineordescribethisapproachtoadvertising?
5. Doyouthinkthatthisapproachiseffectiveadvertisingfortheproduct?Why or
whynot?
6. Inwhatways,ifany,couldanypartofthisadvertisementimpactaperson’s
bodyimage?(e.g.youcouldtakeintoconsideration:theproductitself,the
modelssellingit,thewayitisbeingpresented,etc.)
(adapted from Mental Health Kit (Junior High School)
–Be Kind to Yourse lf
and Others

http://www.albertahealthservices.ca/assets/programs/ps-
7344-body-image-
gr7.pdf)

Additional Information: Strategies for Becoming a Critical Viewer of the Media

Mediamessagesaboutbodyshapeandsizewillaffectthewaywefeelabout
ourselvesandourbodies,onlyifweletthem.Oneofthewayswecanprotectour self-
esteemandbodyimagefromthemedia’snarrowdefinitionsofbeautyisto
becomeacriticalviewerofthemediamessageswearebombardedwitheachday.
Whenweeffectivelyrecognizeandanalyzethemediamessagesthatinfluenceus,
werememberthatthemedia’sdefinitionsofbeautyandsuccessdonothaveto
define our self-image orpotential. Remember:
•Allmediaimagesandmessagesareconstructions.TheyareNOTreflectionsof
reality. Advertisements and other media messages have been carefully
craftedwiththeintenttosendaveryspecificmessage.
• Advertisementsarecreatedtodoonething:convinceyoutobuyorsupporta
specific product orservice.
• Toconvinceyoutobuyaspecificproductorservice,advertiserswilloften
constructanemotionalexperiencethatlookslikereality.Rememberthatyou
areonlyseeingwhattheadvertiserswantyoutosee.
•Advertiserscreatetheirmessagebasedonwhattheythinkyouwillwanttosee
andwhattheythinkwillaffectyouandcompelyoutobuytheirproduct.Just
becausetheythinktheirapproachwillworkwithpeoplelikeyoudoesn’tmean
ithastoworkwithyouasanindividual.
• As individuals, we decide how to experience the media messages we
encounter.Wecanchoosetouseafilterthathelpsusunderstandwhatthe
advertiserwantsustothinkorbelieveandthenchoosewhetherwewantto
thinkorbelievethatmessage.Wecanchooseafilterthatprotectsourself-
esteem and bodyimage.
Through the use of magazine advertisements, we have discussed what
motivatestheadvertisingindustryandtheeffectthatmediahasonbodyimage.A
finalconclusionisthateachstudentisleftwithstrategiesabouthowtostrengthen
themselves against thesemessages.
46
Portfolio Output No. 12: Media Influences
(How Ads Affected My Self-Esteem)
Name some ads that appear on TV, billboards, the internet.
1. Whatmessagesdotheseadsgivetomiddleadolescentslikeyou?
2. Howhavetheseadsaffectedyourlifestyle,self-esteem,andvalues?
3. Howhasthislessonchangedyourperceptionaboutads?

Reading: SELFESTEEMANDBODYESTEEM
Doesanyofthissoundfamiliar?"I'mtootall.""I'mtooshort.""I'mtooskinny."
"IfonlyIwereshorter/taller/hadcurlyhair/straighthair/asmallernose/longerlegs,I'd
behappy."
Areyouputtingyourselfdown?Ifso,you'renotalone.Asateen,you'regoing
throughlotsofchangesinyourbody.And,asyourbodychanges,sodoesyour
imageofyourself.It'snotalwayseasytolikeeverypartofyourlooks,butwhenyou
getstuckonthenegativesitcanreallybringdownyourself-esteem.

Why Are Self-Esteem and Body Image Important?

Self-esteemisallabouthowmuchyoufeelyouareworth—andhow
muchyoufeelotherpeoplevalueyou.Self-esteemisimportantbecausefeeling
goodaboutyourselfcanaffectyourmentalhealthandhowyoubehave.
Peoplewithhighself-esteemknowthemselveswell.They'rerealisticandfind
friendsthatlikeandappreciatethemforwhotheyare.Peoplewithhighself-esteem
usually feel more in control of their lives and know their own strengths and
weaknesses.
Bodyimageishowyouviewyourphysicalself—includingwhether
youfeelyouareattractiveandwhetherotherslikeyourlooks.Formanypeople,
especiallypeopleintheirearlyteens,bodyimagecanbecloselylinkedtoself-
esteem.

What Influences a Person's Self-Esteem?

Puberty and Development
Some people struggle with their self-esteem and body image when they
beginpubertybecauseit'satimewhenthebodygoesthroughmanychanges.These
changes,combinedwithwantingtofeelacceptedbyourfriends,meansitcanbe
temptingtocompareourselveswithothers.Thetroublewiththatis,noteveryone
growsordevelopsatthesametimeorinthesameway.

Media Images and Other Outside Influences

Our tweens and early teens are a time when we become more aware of
celebritiesandmediaimages—aswellashowotherkidslookandhowwefitin.We
mightstarttocompareourselveswithotherpeopleormediaimages("ideals"that
arefrequentlyairbrushed).Allofthiscanaffecthowwefeelaboutourselvesandour
bodiesevenaswegrowintoourteens.

Families and School

Family life can sometimes influence our body image. Some parents or
coachesmightbetoofocusedonlookingacertainwayor"makingweight"fora
sports team. Family members might struggle with their own body image orcriticize
theirkids'looks("whydoyouwearyourhairsolong?"or"howcomeyoucan'twear

47
pants that fit you?"). This can all influence a person's self-esteem, especially if
they're sensitive to others peoples' comments.
People also may experience negative comments and hurtful teasing about the way
theylookfromclassmatesandpeers.Althoughtheseoftencomefromignorance,
sometimestheycanaffectbodyimageandself-esteem.

Common Eating Disorders

The most common eating disorders are anorexia nervosa and bulimia
nervosa(usuallycalledsimply"anorexia"and"bulimia").Butotherfood-related
disorders, like avoidant/restrictive food intake disorder, binge eating, body image
disorders,andfoodphobias,arebecomingmoreandmorecommonlyidentified.

1. Anorexia
Peoplewithanorexiahavearealfearofweightgainandadistortedviewof
their body size and shape. As a result, they eat very little and can become
dangerouslyunderweight.Manyteenswithanorexiarestricttheirfoodintakeby
dieting,fasting,orexcessiveexercise.Theyhardlyeatatall—andthesmallamount
offoodtheydoeatbecomesanobsessionintermsofcaloriecountingortryingto
eataslittleaspossible.Otherswithanorexiamaystartbingeeatingandpurging—
eatingalotoffoodandthentryingtogetridofthecaloriesbymakingthemselves
throwup,usingsometypeofmedicationorlaxatives,orexercisingexcessively,or
some combination ofthese.

2. Bulimia
Bulimiaissimilartoanorexia.Withbulimia,peoplemightbingeeat(eatto
excess)andthentrytocompensateinextremeways,suchasmakingthemselves
throwuporexercisingallthetime,topreventweightgain.Overtime,thesesteps can
be dangerous — both physically and emotionally. They can also lead to
compulsivebehaviors(onesthatarehardtostop).
Tohavebulimia,apersonmustbebingingandpurgingregularly,atleast
onceaweekforacoupleofmonths.Bingeeatingisdifferentfromgoingtoaparty
and"piggingout"onpizza,thendecidingtogotothegymthenextdayandeatmore
healthfully
Peoplewithbulimiaeatalargeamountoffood(oftenjunkfood)atonce,
usuallyinsecret.Sometimestheyeatfoodthatisnotcookedormightbestillfrozen,
orretrievefoodfromthetrash.Theytypicallyfeelpowerlesstostoptheeatingand can
only stop once they're too full to eat any more, or they may have to go to
extrememeasures(likepouringsaltalloveradesserttomakeitinedible)inorderto
getthemselvestostopeating.Mostpeoplewithbulimiathenpurgebyvomiting,but
alsomayuselaxativesorexcessiveexercise.
Althoughanorexiaandbulimiaareverysimilar,peoplewithanorexiaare
usuallyverythinandunderweight,butthosewithbulimiamaybeanaverageweight or
can beoverweight.

Portfolio Output No. 13: Research on Anxiety Disorders/Depression

Among the mental health challenges discussed in class, two of themost
commonamongmiddleadolescentsareanxietydisordersanddepression.Gotothe
Libraryorbrowsetheinternetanddoalittleresearchoneitheroneofthese.

48
Look for the answers to the following questions and put them in your portfolio:
1. What are anxietydisorders/depression?
2. Whogetsanxietydisorders/depressionandhowcommonarethey?
3. Describesomeofthesymptomsofanxietydisorders/depression.
4. List and briefly explain some of the main types of anxiety
disorders/depression.
5. What type of treatment is available for people experiencing anxiety
disorders/depression?
6. What other kinds of support can help a person with anxiety
disorders/depressionrecover?

Activity:SIGNSOFTROUBLE:DEPRESSION
Put a check mark under the Column Yes or No for each of the items below:
Test Your Mood Yes No
Do you feel sad, depressed or down most of the time?
Areyouunabletoenjoythethingsthatoncegaveyoupleasure?
Do you feel tired and/or lack energy most of the time?
Do you have trouble sleeping or do you sleep too much?
Do you find it difficult to concentrate or make decisions?
Haveyouhadanincreaseordecreaseinappetiteorweight?
Have you had feelings of worthlessness or guilt?
Haveyoufeltfrightenedorpanickyfornoapparentreasonatall?
Have you felt restless and found it difficult to sit still?
Have you been feeling anxious or worried?
Haveyoufeltlikeyoujustcannotgoonorhadthoughtsofdeath
ordying?

Reading: SUPPORT STRATEGIES/COMMUNITY MENTAL HEALTH

RESOURCES
Here are some strategies for supporting someone with mental health concerns:
• Encouragethepersontoseekhelpandsupportfromanadult.
• Spendtimewiththeperson,listentohis/herconcerns.
• Behopeful;helpthemfeelliketheirlifewillgetbetter.
• Standbythem.Inviteyourfriendtothingsthatyouaredoing;keepingbusy
andstayingintouchwithfriendswillhelpyourfriendfeelbetter,whenthey
areready.
• Learnasmuchasyoucanaboutmentalillnesssothatyouunderstandwhat is
going on forthem.
• Ifyouareaclosefriendorfamilymemberofsomeonewithamentalhealth
problem,makesurethatyougethelpaswell.Talktosomeoneaboutwhatis
happening.Thiswillhelpyoubeabettersupportperson.
• Put the person’s life before your friendship. If the person mentionsthoughts
ofsuicide,don’tkeepitsecret,evenifthepersonhasaskedyouto.

49
Reading: HELP HOW-TO’S
First Step, Reach Out To People You Trust
Sometimespeopledon’tgetthehelptheyneedbecausetheydon’tknow
wheretoturn.Whenyou’renotfeelingwell,itcanbeastruggletotakethe
necessarystepstohelpyourselfgetbetter.
Whendealingwithmentalhealthoremotionalproblems,it’simportantnotto
goatitalone.Healingisacombinationofhelpingyourselfandlettingothershelp
you.Comfortandsupport,informationandadvice,andprofessionaltreatmentareall
forms ofhelp.
Thinkofallthepeopleyoucanturntoforsupport.Thesearepeoplewhoare
concernedaboutyouandcanhelpcomfortyou,whowilllistentoyouandencourage
you,andwhocanhelparrangefortreatment.Inotherwords,findcaringpeoplein
yourlifewhocanhelpyou.
These people might include:
 friends
 parents and other familymembers
 someonewhoseems“likeaparent”toyou
 otheradultswhoseadviceyouwouldvalue—perhapsafavoriteteacher
orcoach,amemberofyourchurchorotherplaceofworship,oragood
friend’sparent.
Researchshowsthatmalesaremorereluctanttolookforhelpandreceiveit
thanfemalesare.Whilesomepeoplemayhavedifficultyreachingouttoothersthey
trust,takingthefirststepingettinghelpisimportantforeveryonetodo.
Second Step, Take Action
The more you know, the easier it is
Libraries are an excellent source of information about mental health.
Bookstores often have “self-help” or “psychology” sections.
ForthosewithInternetaccess,therearemanywebsitesrelatedtohealthand
mentalhealth.Somearebetterinqualitythanothers.Itisimportanttoknowifthe
information on a site comes from sources you can trust. Use caution whenever
you’resharingorexchanginginformationonline:there’sachancethatitwillnotbe
keptprivate.
Nothing is worse than nothing
The consequences of not getting help for mental health problems canbe
serious. Untreated problems often continue and become worse, and new problems
mayoccur.Forexample,someonewithpanicattacksmightbegindrinkingtoomuch
alcoholwiththemistakenhopethatitwillhelprelievehisorheremotionalpain.
It’s All in the Attitude
There are many reasons why people do not get help for mental health
problems.Fear,shame,andembarrassmentoftenpreventindividualsandtheir
families from doinganything.
Sometimesbeingabletogetthehelp,support,andprofessionaltreatment
youneedisamatterofchangingyourmindaboutmentalhealthandchangingthe
wayyoureacttomentalhealthproblems.
Here are some important reminders:
 Mentalhealthisasimportantasphysicalhealth.Infact,thetwoareclosely
linked.

50
  Mentalhealthproblemsarereal,andtheydeservetobetreated.
 It’snotaperson’sfaultifheorshehasamentalhealthproblem.Nooneisto
blame.
 Mentalhealthproblemsarenotasignofweakness.Theyarenotsomething
youcan“justsnapoutof”evenifyoutry.
 Whetheryou’remaleorfemale,it’soktoaskforhelpandgetit.
 There’shope.Peopleimproveandrecoverwiththehelpoftreatment,and
theyareabletoenjoyhappierandhealthierlives.
Source: APA He lp Center, American Psychological
Association, https:// www.apa.or.talking -

teens

Reading: HEALTHY EATING AND MENTALHEALTH

Healthyeatingnourishesthebody,includingthebrain,andsupportsmental
healththrough:
 Improved overall health andvitality
 Increased ability toconcentrate
 Reducedirritabilityandmoodswings
 Lowered risk of mentalillness
Thereissomeevidencethathealthyeatingmaybeafactorinloweredriskof
depressionandimprovedabilitytodealwithstressandanxiety(HealthyUAlberta,
2009).

Physical Activity and Mental Health:

Physicalactivitycanmakeyoufeelgoodphysicallyandbuildconfidence.
Evidencesuggeststhatphysicalactivitymaycontributetoimprovedmoodand
increasedself-esteem,self-confidenceandsenseofcontrol(UKDeptofHealth,
2004; Fox,1999).
Sometypesofphysicalactivitymayprovideanopportunitytoconnectwith
others and develop supportive relationships. Getting physically active may (CSEP,
2011):
 Makeyoufeelbetterphysicallyandfeelbetteraboutyourself.
 Improveyourmood.
 Improveself-esteem
 Reduce physical reactions tostress.
 Help you sleepbetter.
 Give you moreenergy.
Physical activity may be effective in preventing or reducing symptoms
associated with anxiety and depression. How physical activity improves mood and
relievesanxietyisnotyetclear.Sometheoriesproposethatphysicalactivity(UK
Dept.ofHealth,2004;Fox,1999):
 Increasesbodytemperature,thusrelaxingmuscletension.
 Releasesfeel-goodchemicalsthatimprovemood.
 Offersa“time-out”fromworriesanddepressingthoughts.
 Increasesself-confidence,feelingofcompetenceandasenseof
mastery.
 Providesasenseofbelongingandmutualsupportwhenparticipating
withothers.
51
Sleep and Mental Health
Mostteensneed9-11hoursofsleepeverynight.Problemsfromnotbeing fully
restedinclude:
 Irritability
 Difficulty concentrating andlearning
 Don’tmoveinformationfromshort-termtolong-termmemoryaswell
 Falling asleep inclass
 Mood swings and behaviorproblems
 More accidentprone
 More prone todepression

Suggestions for getting a good night sleep:

 Stay away from stimulants like caffeine in the evening, including
chocolate,colas,andothercaffeinatedbeverages.Thesedelaysleep
and increase nightwaking.
 Donotgotobedhungry,havealightsnack.
 Turn off any TV’s, computes, or cellphones, or just do not have
electronics in thebedroom.
 Disengage from any stimulating activities like exercise, computer
gamesortalkingonthephoneforatleast30minutespriortobedtime.
Readingismuchmorerelaxingandmayhelpyoufallasleep.
 Takingawarmbathorshowerhelpspreparethebodyforsleep.
 Ifyouarenotfeelingrestedandfunctioningatyourbestmostdays, talk
to your parents. You may need to speak to a doctor if you are
havingproblemssleepinginspiteoftryingtheabovetips.
 Try a cup of hotmilk.

Activity: DEAR ABBY

Dear Abby,
Ifellasleepinclasstoday–onceagain!WhenIgotobedatnight,I just
can’t seem to fall asleep. I lie in bed for hours

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and it doesn’t seem to make a difference. When
I wake up in the morning, I feel like I don’t
wanttogetupandgotoschool.ThisisthetimethatIcouldreally
sleep.I wishthatschooldidn’tstartuntil10:00a.m.
Pleasehelpmeout!GivemesomeideasonhowIcouldgetabetter
sleep,soMr.Gomezdoesn’tgetupsetthatIfallasleepi

D
nhisclass.

Tired at School

52
Portfolio Output No. 14: Response to “Tired at School”
PretendthatyouareAbby.Writeananswertotheletterwriter“Tiredat School”.

Activity:SLEEPANDBEDTIMEACTIVITIESDIARY
Week (date):

Day:Writeintherowsbelowyouractivitiesbeforeyouwenttosleep,startingonthe day
in the week that you begin with: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday,Saturday.

Day Time went WhatwasIdoingbeforeIwenttobed? Did thisaffect

to sleep Examples: whattimeyou
 Playing asport wentto
 Playingavideogame sleep?
 Reading abook Yes No
 WatchingTV
 Talkingonthephone
 Texting withfriends
 Hanging out withfriends
 Others
1.

2.

3.

4.

5.

6.

7.

Source: http://www.albertahealthservices.ca/assets/programs/ps-7344-mhk-jhs-
manual.pdf

53
 MODULE 8:
Emotional

Big Question: How can you manage your emotions?

Objectives:
At the end of the module, you will be able to:
1. discuss that understanding the intensity and differentiation of
youremotionsmayhelpincommunicatingemotionalexpressions;
2. exploreyourpositiveandnegativeemotionsandhowyouexpressorhide
them,and
3. demonstrateandcreatewaystomanagevariousemotions

Reading: EMOTIONALINTELLIGENCE
More Than One Kind of Intelligence
Youmayhaveheardpeoplemention"IQ"whentalkingaboutintellectand howsmartsomeoneis.(Forexample,"Mybrother

COP
Therearemanyotherkindsofintelligenceinadditiontointellect.For example,spatialintelligenceistheabilitytothinkin3D.M
One important type of intelligence is emotional intelligence.

What Is EmotionalIntelligence?
Emotional intelligenceis the ability to understand, use, and manage our emotions.
EmotionalintelligenceissometimescalledEQ(orEI)forshort.Justasahigh IQcanpredicttoptestscores,ahighEQcanpredicts

Y
One way to think about EQ is that it's part of being people -smart . Understandingandgettingalongwithpeopleh

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D
Improving Your EQ
Emotional intelligence is a combination of several different skills:

Being Aware of Your Emotions

Mostpeoplefeelmanydifferentemotionsthroughouttheday.Somefeelings
(likesurprise)lastjustafewseconds.Othersmaystaylonger,creatingamoodlike
happinessorsadness.Beingabletonoticeandaccuratelylabeltheseeveryday
feelingsisthemostbasicofalltheEQskills.Beingawareofemotions—simply
noticingthemaswefeelthem—helpsusmanageourownemotions.Italsohelps

54
usunderstandhowotherpeoplefeel.Butsomepeoplemightgothroughtheentire
daywithoutreallynoticingtheiremotions.Practicerecognizingemotionsasyoufeel
them.Labeltheminyourmind(forexample,bysayingtoyourself"Ifeelgrateful,""I
feelfrustrated,"etc.).Makeitadailyhabittobeawareofyouremotions.

Understanding How Others Feel and Why

People are naturally designed to try to understand others. Part of EQ is being
abletoimaginehowotherpeoplemightfeelincertainsituations.Itisalsoabout
understandingwhytheyfeelthewaytheydo.Beingabletoimaginewhatemotions a
person is likely to be feeling (even when you don't actually know) is
calledempathy.Empathyhelpsuscareaboutothersandbuildgoodfriendshipsand
relationships.Itguidesusonwhattosayandhowtobehavearoundsomeonewhois
feeling strongemotions.

Managing Emotional Reactions

We all get angry. We all have disappointments. Often it's important to
express how you feel. But managing your reactionmeans knowing when ,
where,
andhowtoexpressyourself.Whenyouunderstandyouremotionsandknowhowto
managethem,youcanuseself-controltoholdareactionifnowisnottherighttime or

Y
place to express it. Someone who has good EQ knows it can damage
relationshipstoreacttoemotionsinawaythat'sdisrespectful,toointense,too
impulsive, orharmful.

Choosing Your Mood

Part of managing emotions is choosing our moods. Moods areemotional
statesthatlastabit.Wehavethepowertodecidewhatmoodisrightforasituation,
andthentogetintothatmood.Choosingtherightmoodcanhelpsomeoneget
motivated,concentrateonatask,ortryagaininsteadofgivingup.Peoplewithgood
EQknowthatmoodsaren'tjustthingsthathappentous.Wecancontrolthemby
knowingwhichmoodisbestforaparticularsituationandhowtogetintothatmood.

EQ: Under Construction

Emotionalintelligenceissomethingthatdevelopsaswegetolder.Ifitdidn't,
alladultswouldactlikelittlekids,expressingtheiremotionsphysicallythrough

DEPE
stomping,crying,hitting,yelling,andlosingcontrol!
Someoftheskillsthatmakeupemotionalintelligencedevelopearlier.They
mayseemeasier:Forexample,recognizingemotionsseemseasyonceweknow
what to pay attention to. But the EQ skill of managing emotional reactions and
choosingamoodmightseemhardertomaster.That'sbecausethepartofthebrain
that'sresponsibleforself-managementcontinuestomaturebeyondourteenyears.

D
Butpracticehelpsthosebrainpathwaysdevelop.
Wecanallworktobuildevenstrongeremotionalintelligenceskillsjustby
recognizing what we feel, understanding how we got there, understandinghow
othersfeelandwhy,andputtingouremotionsintoheartfeltwordswhenweneedto.

Source: http://kidshealth.org/en/teens/eq.html

55
Activity:INTRODUCTION TOEMOTIONS
Emotionsarewhatyoufeelontheinsidewhenthingshappen.Emotionsare
also known asfeelings.
1. Afraid: feeling fear andworry
2. Angry:feelingmadwithaperson,act,oridea
3. Ashamed: feeling bad after doingwrong
4. Confident:feelingabletodosomething
5. Confused: feeling unable to thinkclear
6. Depressed:feelingsad,blue,discouraged,andunhappy
7. Embarrassed:feelingworriedaboutwhatothersmaythink
8. Energetic: feeling full ofenergy
9. Excited:feelinghappyandaroused
10.Glad: feeling joy andpleasure
11.Jealous:feelingupsetwhensomeonehassomethingthatyouwouldliketo
haveortheygettodosomethingyouwanted
12.Lonely:feelingaloneandthatnobodycares
13.Proud: feeling pleased for doingwell
14.Relaxed:feelingateaseandwithoutworry,calm
15.Stressed:feelingtense,tired,uneasy,andoverwhelmed

Source: www.DannyPettry.Com

Activity:EXPLORINGEMOTIONS
Emotion What was happening when you felt this emotion?
Afraid
Angry
Ashamed
Confident
Confused
Depressed
Embarrassed
Energetic
Excited
Glad
Jealous
Lonely
Proud
Relaxed
Stressed

What are the top three feelings that you do not like to have most?

Activity:IAM…
Emotionalself-awarenessistheabilitytorecognizeone’sownfeelings.In
yourjournal,completeeachstatementbasedonhowyoufeel.Usetheblankstoadd your
own feelingwords.

56
Examples:
Iammosthappywhen .
Ifeelembarrassedwhen .
Ithinknegativethoughtsaboutmyselfwhen .
Iam when
.
Ifeel when .
Ithink about when
. Iam when .
Ifeel when .
Ithink about when .

Dealing with Difficult Emotions

Shynessandangeraretwoemotionsthatcanbedifficulttomanageinsome
situations.Letuslearnaboutthemandhowwecanmanagethemtobeabletobe
moreeffectiveindealingwithothers.

Portfolio Output No. 15: Reflection on “Exploring Emotions” and “I Am”

Write on:
1. Theemotionsyouhavefeltrecentlyandthecircumstancesinwhichyoufelt
them;
2. Your emotional self-awareness;and
3. Whatyoulearnedthroughtheseexercisesandhowyoucanusethese
learningstoimproveyouremotionaldevelopment.

Reading: TYPES OF RESPONSES

Passiveresponse:Behavingpassivelymeansnotexpressingyourownneedsand
feelings,orexpressingthemsoweaklythattheywillnotbeaddressed.
 IfGenevabehavespassively,bystandinginlineandnotsayinganything,she
willprobablyfeelangrywiththegirlsandherself.Iftheticketofficerunsoutof
ticketsbeforeshegetstotheheadoftheline,shewillbefuriousandmight
blowupatthegirlsafterit'stoolatetochangethesituation.
 A passive re sponse is not usually in your best interest
,becauseitallows
otherpeopletoviolateyourrights.Yettherearetimeswhenbeingpassiveis
themostappropriateresponse.Itisimportanttoassesswhetherasituationis
dangerousandchoosetheresponsemostlikelytokeepyousafe.
Aggressiveresponse:Behavingaggressivelyisaskingforwhatyouwantorsaying
howyoufeelinathreatening,sarcasticorhumiliatingwaythatmayoffendtheother
person(s).
 IfGenevacallsthegirlsnamesorthreatensthem,shemayfeelstrongfora
moment, but there is no guarantee she will get the girls to leave. More
importantly,thegirlsandtheirfriendmayalsorespondaggressively,through
averbalorphysicalattackonGeneva.
 An aggressive response is never in your best interest, because it almost
alwaysleadstoincreasedconflict
Assertiveresponse:Behavingassertivelymeansaskingforwhatyouwantor
saying how you feel in an honest and respectful way that does not infringe on
anotherperson'srightsorputtheindividualdown.
 IfGenevatellsthegirlstheyneedtogototheendofthelinebecauseother
peoplehavebeenwaiting,shewillnotputthegirlsdown,butmerelystatethe
57
 factsofthesituation.Shecanfeelproudforstandingupforherrights.Atthe
sametime,shewillprobablybesupportedinherstatementbyotherpeoplein
theline.Whilethereisagoodchancethegirlswillfeelembarrassedand
move,thereisalsothechancethattheywillignoreGenevaandherneeds will
not bemet.
Anassertiveresponseisalmostalwaysinyourbestinterest,sinceitisyour
bestchanceofgettingwhatyouwantwithoutoffendingtheotherperson(s).
Attimes,however,beingassertivecanbeinappropriate.Iftempersarehigh,
ifpeoplehavebeenusingalcoholorotherdrugs,ifpeoplehaveweaponsorif
youareinanunsafeplace,beingassertivemaynotbethesafestchoice.

Activity: AM IASSERTIVE?
Assertivenessistheabilitytoexpressyourwishesandbeliefsinapositive
way.Toolittleassertivenesscanmakeyouadoormat.Toomuch,andyoucanbe
bossy andaggressive.
1. Thinkofatimewhenyouwereadoormat.
Whathappened?
. Whatdidyoudo? .
Howdidyoufeel? .
Nowthinkofabetterwaytohandlethatsituationinthefuture.Writeabetter response
and practiceit.

2. Thinkofatimewhenyouweretoobossy.
Whathappened?
. Whatdidyoudo? .
Howdidyoufeel? .
Nowthinkofabetterwaytohandlethatsituationinthefuture.Writeabetter response
and practiceit.

Activity:GETAGRIPONANGER
Sometimespeopleuseangertogettheirway.Beingassertivedoesn’tmean
gettingyourway;itmeansthatyoucanexpressyourwishesandbeliefsinanon-
destructiveway.Someexamplesofhowpeopledealwithangerarelistedbelow.
Brainstormsomewaysthatareusedtodealwithanger.Includebothgoodandbad
methods.Whenyouhavefinishedwithalist,decideonthemethodsthatarehealthy ways
to deal withanger.

 Throwthings
 Scream
 Count to10



Source: http://www.pbs.org/inthemix/educators/lessons/schoolviol3/

Activity:RESPONSIBLE ACTIONSHEET
I am the BOSS of my feelings!
1. WhenIgetangry,ithelpsmefeelbetterifI
.

58
 2. WhenIfeelsad,ithelpsmefeelbetterifI
.
3. WhenIfeelanxiousornervous,ithelpsmefeelbetterifI
.
4. WhenIfeelgrumpy,ithelpsmeifI
.
5. WhenIfeellonely,ithelpsmeifI
.
6. WhenIfeelembarrassed,ithelpsifI
.
7. WhenIfeelsick,ithelpsmefeelbetterifI
.
8. WhenIfeelsilly,Iliketo
.
9. WhenIfeeldisappointed,ithelpsmeifI
.
10.WhenIamhonest,Ifeel
.
11.WhenIfeel ,ithelpsmefeelbetterifI
.

Source: © 2011 by Education World®.

http://www.educationworld.com/sites/default/files/Responsible -Action-handout.pdf

Portfolio Output No. 16: Responsible Action

What have you learned in this Unit on Aspects of Personal Development?
Write down your plans to take responsible actions on your emotions.

End of Unit 2 Assessment

Unit 2: Aspects of Personal Development

List of Outputs for Portfolio:
Module 5:
9. MyStressSignals(Individualwork
10.Project-To-Do (Groupwork)
Module 6:
11.MakeaMindMap(Individualwork)

Module 7:
12. MediaInfluences(HowAdsAffectedMySelf-Esteem)(Individualwork)
13.ResearchonAnxietyorDepression(Individualwork)

Module 8:
14.Responseto“TiredatSchool”(Groupwork)
15.Reflectionon“ExploringEmotions”and“IAm”(Individualwork)
16.Responsible Action (Individualwork)

59
 UnitIII:BuildingandMaintaining
Relationships

MODULE 9:
Personal
Big Question: How does knowing more about attraction, love, and
commitment help you become more responsible in a relationship?

Objectives:
At the end of this module, you will be able to:
1. discuss an understanding of teen-age relationships, including the
acceptableandunacceptableexpressionsofattractions,
2. expressyourwaysofshowingattraction,love,andcommitment;and
3. identifywaystobecomeresponsibleinarelationship.

Activity:STATEMENTS ONRELATIONSHIPS
State whether these statements are True or False.
1. Itisimportanttoworkoncommunicatingourfeelingsinrelationships.
2. Tolovesomeone,wemustloveourselffirst.
3. Tryingtounderstandwhereotherpeoplearecomingfromratherthanjudging
themhelpsusbuildandmaintainrelationships.
4. Havingagoodrelationshipdoesnotcontributeanythingtoushavinggood
health.
5. Whenpeoplelistendeeplyandletusknowthattheyrecognizethefeeling
behindourwords,morelikelythannot,ourrelationshipisdoinggood.
6. Inourrelationships,itisvitalthatwepracticeforgivenesswhenalovedone has
hurtus.
7. Ourlovedonescannothelpuswhenwedealwithstress.
8. Usingpositivemethodstoresolveconflictwillmorelikelyhelpusmaintain
goodrelationships.
9. Expressinggratitudetoourfriendsandfamilyhelpusmaintaingood
relationships.
10.Significantdifferencesincorevaluesandbeliefsnevercreateaproblemin
relationships.
11.Wearehappyinourrelationshipswhenourlovedonesstayconnectedby
spendingtimewithusandlettingusknowthattheyloveus.
12.Excessiverelianceonsocialmediacanbeacauseoftensionin
relationships.
13.Relationshipsarestatic;theyareunchangeable.
14.Beingcompassionate,forgivingandgratefulcontributetohealthy
relationships.
15.Tofullyenjoyandbenefitfromrelationshipsweneedskills,information,
inspiration, practice, and socialsupport.

60
Reading: WHATDOWEMEANBYPERSONALRELATIONSHIPS?
The concept of relationship is very broad and complex. In our
model,personal relationships refer to close connections between people,
formed by emotional bonds and interactions. These bonds often grow from
and are strengthened by mutual experiences.
Relationships are not static; they are continually evolving, and to fullyenjoy
andbenefitfromthemweneedskills,information,inspiration,practice,andsocial
support.Inourmodeltherearethreekindsofpersonalrelationships:

Family
The concept of "family" is an essential component in any discussion of
relationships, but this varies greatly from person to person. The Bureau of the
Censusdefinesfamilyas"twoormorepersonswhoarerelatedbybirth,marriage,or
adoptionandwholivetogetherasonehousehold."Butmanypeoplehavefamily
theydon'tlivewithortowhomtheyarenotbondedbylove,andtherolesoffamily vary
across cultures as well as throughout your own lifetime. Some
typicalcharacteristicsofafamilyaresupport,mutualtrust,regularinteractions,shar
ed beliefsandvalues,security,andasenseofcommunity.
Althoughtheconceptof"family"isoneoftheoldestinhumannature,its
definitionhasevolvedconsiderablyinthepastthreedecades.Non-traditionalfamily
structuresandrolescanprovideasmuchcomfortandsupportastraditionalforms.

Friends
Afriendshipcanbethoughtofasaclosetiebetweentwopeoplethatisoften
builtuponmutualexperiences,sharedinterests,proximity,andemotionalbonding.
Friendsareabletoturntoeachotherintimesofneed.NicholasChristakisand
JamesFowler,social-networkresearchersandauthorsofthebookConnected,find
thattheaveragepersonhasaboutsixcloseties—thoughsomehavemore,and
manyhaveonlyoneornone.
Notethatonlinefriendsdon’tcounttowardcloseties—researchindicatesthat
alargeonlinenetworkisn’tnearlyaspowerfulashavingafewclose,real-lifefriends.

Partnerships
Romantic partnerships, including marriage, are close relationships formed
betweentwopeoplethatarebuiltuponaffection,trust,intimacy,andromanticlove.
Weusuallyexperiencethiskindofrelationshipwithonlyonepersonatatime.

Source: http://www.takingcharge.csh.umn.edu/enhance -your-we

llbe ing/re lationships/what- do- we-mean-personal-re lationships

Reading: ARESEARCHSTUDYONRELATIONSHIPS
Asampleof1,110adolescentsassessednineaspectsoftheirrelationships
withtheirmother,theirfather,theirbestsame-sexfriend,theirmostimportantsibling,
and their most important teacher. These aspects were admiration, affection,
companionship,conflict,instrumentalaid,intimacy,nurturance,reliablealliance,and
satisfactionwiththerelationship.Earlyadolescents(11through13yearsofage)
gavehigherratingsthandidmiddle(14through16yearsofage)andlate(17through
19 years of age) adolescents for all relationships on most attributes. Exceptfor
intimacyandnurturance,middleadolescents'ratingswerehigherthanthoseoflate

61
adolescentsbutonlyforsomerelationships.Theobservedtrendsareinterpreted
withrespecttoseveralsocial,socialcognitive,andcognitivechangestakingplace
over the span ofadolescence.
Source: Clark -Lempers, D., J.D. Lempers & C. Ho. (1991). Early,
Middle, and Late

Adolescents' Perceptions of The ir Re lationships with Significant

Others .Journal of

Adolescent Research. 6 -3, 296- 315.

Reading: WHY PERSONAL RELATIONSHIPS

AREIMPORTANT
Healthyrelationshipsareavitalcomponentof
healthandwellbeing.Thereiscompellingevidencethat
strongrelationshipscontributetoalong,healthy,and
happy life. Conversely, the health risks from being
alone or isolated in one's life are comparable to the
risks associated with cigarette smoking, blood
pressure, andobesity.
Research shows that healthy relationships can help you:
• Live longer. A review of 148 studies found that people with strong social
relationshipsare50%lesslikelytodieprematurely.Similarly,DanBuettner’s

COP
BlueZonesresearchcalculatesthatcommittingtoalifepartnercanadd3
yearstolifeexpectancy(ResearchersNicholasChristakisandJamesFowler
havefoundthatmen’slifeexpectancybenefitsfrommarriagemorethan
women’sdo.)
• Dealwithstress.Thesupportofferedbyacaringfriendcanprovideabuffer
againsttheeffectsofstress.Inastudyofover100people,researchersfound

Y
thatpeoplewhocompletedastressfultaskexperiencedafasterrecovery
whentheywereremindedofpeoplewithwhomtheyhadstrongrelationships.
(Those who were reminded of stressful relationships, on the otherhand,
experiencedevenmorestressandhigherbloodpressure.)
• Be healthier. According to research by psychologist Sheldon Cohen,college
studentswhoreportedhavingstrongrelationshipswerehalfaslikelytocatch
acommoncoldwhenexposedtothevirus.Inaddition,2012international
Galluppollfoundthatpeoplewhofeeltheyhavefriendsandfamilytocount

D
onaregenerallymoresatisfiedwiththeirpersonalhealththanpeoplewho
feel isolated. And hanging out with healthy people increases your own
likelihood of health—in their book Connected , Christakis and Fowler
show thatnon-obesepeoplearemorelikelytohavenon-
obesefriendsbecause healthyhabitsspreadthroughoursocialnetworks.
• Feelricher.AsurveybytheNationalBureauofEconomicResearchof5,000
peoplefoundthatdoublingyourgroupoffriendshasthesameeffectonyour
wellbeingasa50%increaseinincome!
Ontheotherhand,lowsocialsupportislinkedtoanumberofhealthconsequences,
suchas:
• Depression.Lonelinesshaslongbeencommonlyassociatedwithdepression,
andnowresearchisbackingthiscorrelationup:a2012studyofbreastcanc
erpatientsfoundthatthosewithfewersatisfyingsocialconnections
experiencedhigherlevelsofdepression,pain,andfatigue.
• Decreased immune function. The authors of the same study also founda
62
 correlation between loneliness and immune system dysregulation, meaning
thatalackofsocialconnectionscanincreaseyourchancesofbecomingsick.
• Higherbloodpressure.UniversityofChicagoresearcherswhostudiedagroupof
229adultsoverfiveyearsfoundthatlonelinesscouldpredicthigherblood
pressureevenyearslater,indicatingthattheeffectsofisolationhavelong-
lastingconsequences.
According to psychiatrists Jacqueline Olds and Richard Schwartz, social
alienation is an inevitable result of contemporary society's preoccupation with
materialismandfrantic"busy-ness."Theirdecadesofresearchsupporttheideathat
alackofrelationshipscancausemultipleproblemswithphysical,emotional,and
spiritualhealth.Theresearchisclearanddevastating:isolationisfatal.

Source:http://www.takingcharge.csh.umn.edu/enhance -your -we llbe

ing/re lationships/why -personal -re lationships -are -important

Reading: 25MOSTCOMMONRELATIONSHIPPROBLEMS
Hereisthelistofthemostcommonrelationshipproblemsmostoftenencounteredby
couples
1. Affairs / infidelity /cheating. This includes emotional infidelity, one-night
stands,internetrelationships(including‘sexting’),long-andshort-termaffairs

COP
and financialinfidelity
2. SexualIssues,particularlylossoflibidoandincludingquestionsaround
your gender, or your partner'sgender
3. Significantdifferencesincorevaluesandbeliefs
4. Life stages – you have ‘outgrown’ each other or have‘changed’
significantly for whatever reason

Y
5. Traumatic and/or Life-ChangingEvents
6. Responses to prolonged periods of Stress, such as Work-Related Stress,
long-termillness,mentalhealthissues,FinancialProblems,problemswith
thechildren,infertilityandmanymore
7. Bored in or with YourRelationship
8. Dealing with a jealouspartner
9. Having 'blended' familyissues
10. Domestic violence, which includes verbal as well as physical

DEPE
abuse: THEmostseriousrelationshipproblem.
11. Knowingyoushouldnothavegotmarriedinthefirstplace!
12. Lack of responsibility regarding finances, children, health and many
other issues
13. UnrealisticExpectations-stillthinkingyourpartner/spouseistheprincess/
knightandnotseeingthe'real'humanbeing

D
14. Addictions - substanceabuse
15. Excessiverelianceonsocialmedia,atthecostoftherelationship
16. Lackofsupportduringparticularlydifficulttimesfrompeoplethatmatterto
you
17. Manipulation or over-involvement in your relationships with
familyor friends
18. Lackofcommunicationaboutimportantmatters
19. Poordivisionofand/orone-sidedlackofresponsibilityforchoresandtasks.
Itisnotalwayswomenwhocomplainaboutthisrelationshipproblem!

63
 20. Perceivedlackofconcern,careandconsideration/attentiveness:
feeling the relationship is one-sided is a big one!
21. Significantpersonaldisappointmentsandtraumasthatleadtoachangein
relationshipdynamics
22. Longtermdepressionorothermentalhealthissuessufferedbyonepartner
orboth
23. Significant differences in opinion on how to discipline / deal with
the children
Long-term stress, particularly when not taking responsibility for doing somethingpositivetoaddressthecause,orabou
Anunsupportivepartnerduringpregnancyand/orsignificantproblemsafter the birth of yourbaby.

Wewouldn’tbesurprisedifyouhavefoundthatyouareexperiencingseveral oftheserelationshipproblems,butyouknoww
Thepersonyoulove(orusedtolove)wasalwaysboundtohurtyou-it's sadlyafactoflifeandwealldoittoeachother.However,
Source: http://www.professional -counselling.com/common-re lationship-problems.html

COP
Y
PortfolioOutpu
Writeareflection

Activity:LETTERFROMMOM
Read the letter below.

Dear Shane,

P1. Right now you are upstairs in your room thinking that life is
completely and totally unfair.

P2. The whole world is against you because there is not a s

ingle person in it that understands you. You would say that
you love your frie nds, but the truth is that you love them
more on Facebook, Tweeter and Instagram than you do in re
al life . In re al life , you can only handle spending so much
time with them before they start to annoy you because, as I
mentioned before, no onere ally understands who youare.

P3. Your room is a mess. The clothe sthat you beg for me to buy you are
crumpledin
a heap in the corner. When askedtoclean –
when asked to do anything,really – you roll your eyes (not to my
face, because you are smart enoughat this point to know
that will se t me off) because you have a thousand more
important things to do like watchPangakoSa ‘Yo or check
yourphone.
64
P4. You are both obsessed with and terrifie d by boys.

P5. Some days you think you are pretty. Some days you
are certain you are the uglie st person on earth. You are
sure you are being le ft out of something. Some party,
some conversation, some s leepover is happening and you
were deliberately excluded because no one cares how you
feel. You have every right in the world tobe
moody because life is hard. Grade 11 is pointless. There isn’t a person alive who hasn’t
been able to get into the college they wanted to because they got poor grades in
Grade 10. Mostly though, life is just hard and complicated and
difficultand
confusing. Despitethis, you are never given the credit you
deserve for always knowing what’s what. You know what is best for you and
there is nothing more irritating than someone else (like me) pre suming
that theyknow.

P6. I re alize that when I raise these topics with you, you will
not hear me. Despite all appearances, you are not a small
adult. You cannot re ason like an adult and so it is impossible
for you to understand that I am trying to help you and guide
you and not, ruin your life . This privile ge I exert does not
necessarily come from biology, it comes from the fact that I
have been exactly where you are and I have been
navigatingthis
life for a lot longer than you. It is true that everyone hasastor
y, and everyone’s story
is unique, but loss, pain, anger, confusion and sadness are
universal. Thesefeelings
don’t separate you from the world, but rather they bind you closer to it. Someone out
there is feeling the exact same way you do right now, including
me, my dearestgirl,
and I am only a few feet away. There will never be and can
never be another you, but you are part of a magnificent
community of humans. Humanity at times canbe
brutal and pettyandmean- spirited, but that’s never an excuse for you
to be that way. You are so much more and so much better than
a badday.

P7. I am not your friend. I don’t care what you think about me. I am not aiming for
popularity in our house. Most importantly, we are not equals.
Think about it: howcan
webeequals if you depend on me for everything? If you’re going to ask for extra
money for whatever you want to buy, then you have to take my
rule s . Somepeople
call it parenting. Greedy me, I call it authority. When you don’t need me for things,
only advice and counsel, then we can explore afrie ndship.

P8. When I ask you to do something right now, I am trying to te

ach you something about success. Procrastination is a dream
kille r. No one ever became agrand
success by doing it later. You’re right, your room is yours. I am le ss
concerned with the state of it than I am of your mind. Ever see
a happy person on Hoarders?It
sounds ridiculous to you, but a cle an space makes it easier to
be creative and productive. When you le t your room s lide ,
you are like ly to le t everything e ls e s lide too, likehomework.
P9. I am not a Tiger Mom. I am not intere sted in you getting
straightA ’s
(though, of course, that would be great), I am inte re sted in you
doing your absolutebest.
Sometimes you do your best and you fail, and you need to
learn to be okay with that, too. You must le arn to be good AT
school, so it will be easier for you to be good AT
college and AT work. Yes, of course, it’s pandering to a system, but everyone,
re gardless of status has to work within a system,unlessyou
’re becoming a hermit
which let’s face it, is never going to happen. When you become overlyconcerned

65
with pleasing your frie nds and making them happy it takes
away from your focus, your job, which right now is school.
The balance you le arn to strike right now will carry you
through your entire life where frie ndships can be vital. But,
you cannot re ly on a great frie ndship to buy you ahouse.

P10. I don’t tell you often enough how beautiful you are. Even though you are
stunning, I do guess I do this on purpose. Being beautiful should
never be themost
inte re s ting thing about you. A girl who re lie s on her looks is
se tting herself up to be a woman lost at sea as she gets older.
We live in a world where beauty can and will open many
doors, but how you choose to open themand what you do
inside becomes about character. Character, moral aptitude,
empathy, grace - the se arethe
traits that will carry on your beauty far after your looks are gone. You aren’t
anywhere near understanding this right now, even though I am trying
to le adthis
change by example. When you look at me all you see is old, and mom.

P11. Unbelievably though, I was young (and not so long ago, I might
add) once, and nothing you can say will shock me. In point of fact, if
I was to over share and ta lk
about some of the things I’ve done, or still do actually, on a pretty regular basis with your
step dad, it is you that would be shocked. Don’t worry, I would never, because like I
said, we are not frie nds. I promise you this, though: as long as you
te ll methe
truth, you will never get into trouble, though I can’t promise I won’t be disappointed.

P12. Until you have children of your own, you won’t realize the depth in which I love
you. I would do anything for you and it is the great irony of life that
the person Ilove
most, I get tre ated the worst by. I am your greatest cheerleader and
your biggest fan.
Sometimesyouscream“Whydoyouhateme!”whenIamdoingmyjobasamother. You don’t
understand that if I indeed hated you, or felt a far more heinous thing, indifference, I
simply wouldn’t bother. I would let you get on with it and shrug my shoulders and not
say a word. When I stand my ground and open myself up to your
vitriol and disre gard and general railroading, that, my dear, is love.

P13. The most important thing for you to understand is though

you may be convinced otherwise, whatever happens in this
crazy, upsidedown life , you will never, ever be alone. So
maybe, just once in a while, will you keep this in mind and
be a little kinder tome.

Your ever
loving, Mom

After reading the letter, be ready to answer the following questions in class:
1. Whatkindofrelationshipdoestheletterdescribe?
2. Whoareinvolvedintherelationship?Describeeachcharacter.
3. Whatrolesdoeseachcharacterplayintherelationship?
4. Areyousatisfiedwiththistypeofrelationship?Explainyouranswer.
5. Doyouagreethatthistypeofrelationshipcanbeimproved?Explainyour
 answer.
6. Inwhatwayscanthecharactersshowtheyareresponsibletomaintaina
goodrelationship?

66
Activity: GROUP DISCUSSION ON LETTER FROM MOM
1. WhywouldtheMomwritethatherdaughterthinkslifeisunfair?
2. WhywouldtheMomwritethatnobodyunderstandsherdaughter?Doesthis
meantheMomalsodoesnotunderstandherdaughter?Explainyouranswer.
3. HowdoestheMomdescribeherdaughter’sbehavioronparagraph3?
4. WhatdoestheMommeanwhenshewrote“youarebothobsessedwithand
terrified byboys”?
5. Refertoparagraphs5and6,doyouagreewithwhattheMomwroteabout
thedaughternotbeingasmalladult?Whatdoesitmeantobeasmalladult?
6. WhatistheMomtryingtosayonparagraph6?
7. Refertoparagraph7,whydidtheMomsaytheyarenotfriendsorequals?
Doyouagreewithher?Explainyouranswer.
8. Refertoparagraph8,doyouagreewiththeMomthatsheisteachingher
daughteralessononsuccesseachtimesheasksherdaughtertodo
something? Explain youranswer.
9. Refer to paragraph 9, what does the Mom mean when she wrote “The
balanceyoulearntostrikerightnowwillcarryyouthroughyourentirelife
wherefriendshipscanbevital.But,youcannotrelyonagreatfriendshipto
buyyouahouse.”?DoestheMommeanfriendshipisnotimportant?Explain
youranswer.
10.WhatdoestheMommeanwhenshewrote“…unlessyou’rebecominga
hermitwhichlet’sfaceit,isnevergoingtohappen”?
11.Refertoparagraph10,giveonelessontheMomwantsherdaughtertolearn.
12.HowdoestheMomfeelwhenshewrote“Whenyoulookatmeallyouseeis
old,andmom.”?Explainyouranswer.
13.Refertoparagraph11,whydoyouthinkdidtheMomwritesuchdetails?
14.Refertoparagraph12,doyouagreewiththeMomwhenshewrote“WhenI
standmygroundandopenmyselfuptoyourvitriolanddisregardandgeneral
railroading,that,mydear,islove.”?Explainyouranswer.
15.GiveinstancesthatwouldmaketheMomwrite“…itisthegreatironyoflife
thatthepersonIlovemost,Igettreatedtheworstby.”
16.Refertoparagraph13,whatdidtheMompromiseherdaughter?Whatwas
theMom’srequestfromherdaughter?

Adapted from: http://he llogiggles.com/a-le tter- to -a- 14 -year-old-daughter/

Portfolio Output No. 18: Response to Mom’s Letter

PutyourselfintheshoesofShaneandwritealetterinresponsetoMom.
Explainyourthoughts,feelings,andactionsasachildwhoisnowalmostanadult.
Bringyourletterduringthenextclasssession.

Reading: NURTURE YOURRELATIONSHIPS

Connect with your family
Oneofthebiggestchallengesforfamiliestostayconnectedisthebusypace
oflife.ButBlueZonesresearchstatesthatthehealthiest,longest-livingpeopleinthe
worldallhavesomethingincommon:theyputtheirfamiliesfirst.Familysupportcan
provide comfort, support, and even influence better health outcomes while you are
sick.RelationshipsandfamilyauthorMimiDoerecommendsconnectingwithfamily

67
bylettinglittlegrievancesgo,spendingtimetogether,andexpressingloveand
compassiontooneanother.Ofcourse,thesamepracticesapplytoclosefriendsas
well.Thisisespeciallyimportantifyoudon’thavelivingfamily,orhaveexperienced
difficultcircumstances,suchasabuse,thatwouldmakeitdifficultforyoutoconnect with
yourrelatives.
Practicegratitude
Gratitudeisoneofthemostaccessiblepositiveemotions,anditseffectscan
strengthen friendships and intimate relationships. One 2010 study found that
expressinggratitudetowardapartnercanstrengthentherelationship,andthis
positiveboostisfeltbybothparties—theonewhoexpressesgratitudeandtheone
who receives it. Remembering to say “thank you” when a friend listens oryour
spousebringsyouacupofcoffeecansetoffanupwardspiraloftrust,closeness,
andaffection.
Learn to forgive
It’snormalfordisagreementsorbetrayaltoariseinrelationships,butyour
choice about how to handle the hurt can have a powerful effect on the healing
process.Choosingtoforgivecanbringaboutavarietyofbenefits,bothphysicaland
emotional.FredLuskin,headoftheStanfordForgivenessProject,saysit’seasierto
letgooftheangerorhurtfeelingsassociatedwithacircumstanceifyouremind

COP
yourselfthatmuchofyourdistressisreallycomingfromthethoughtsandfeelings
youarehavingrightnowwhilerememberingtheevent—nottheeventitself.Don’tbe
afraidtoclearlyarticulatewhyyouareupset,butoncetheotherpartyhaslistened,
bewillingtolaydownyourangerandmoveon.
Be compassionate
Compassionisthewillingnesstobeopentoyourselfandothers,evenin painful
times, with a gentle, nonjudgmental attitude. When you feelcompassionate

Y
towardanotherperson—whetheraromanticpartner,friend,relative,orcolleague—
youopenthegatesforbettercommunicationandastrongerbond.Thisdoesn’t
meantakingonthesufferingofothers,orabsorbingtheiremotions.Rather,
compassionisthepracticeofrecognizingwhensomeoneelseisunhappyorwhose
needsaren’tbeingmetandfeelingmotivatedtohelpthem.Weareanimitative
species:whencompassionisshowntous,wereturnit.
Accept others
Itisalsoimportanttobeacceptingoftheotherpersonintherelationship.
Obviously,thisdoesnotapplyinsituationsofabuseorunhealthycontrol,whereyou

DEPE
needforemosttoprotectyourself.Butotherwise,trytounderstandwheretheperson is
coming from rather than judge them. As you do for yourself, have a realistic
acceptanceoftheother'sstrengthsandweaknessesandrememberthatchange
occurs overtime.
Create rituals together
Withbusyschedulesandthepresenceofonlinesocialmediathatofferthe

D
façadeofrealcontact,it’sveryeasytodriftfromfriends.Inordertonurturethe
closenessandsupportoffriendships,youhavetomakeanefforttoconnect.Gallup
researcher Tom Rath has found that people who deliberately make time for
gatheringsortripsenjoystrongerrelationshipsandmorepositiveenergy.Aneasy
waytodothisistocreateastandingritualthatyoucanshareandthatdoesn’tcreate
morestress—talkingonthetelephoneonFridays,forexample,orsharingawalk
duringlunchbreaks,arewaystokeepincontactwiththeonesyoucareaboutthe
most.

68
 Spend the right amount of time together
Gallup researchers Jim Harter and Raksha Arora found that people who
spend6-7hoursperdaysocializing(whichcouldmeanhangingoutwithfriends,
sharingmealswithfamily,orevenemailingacolleague)tendtobethehappiest.In
contrast,thosewhohavezerointeractions(oranexhaustingoverloadofsocialtime)
feelmorestressed.Knowingwhentogiveyourtimetoothersandwhentotake
sometimeforyourselfcanbecrucialinmaintainingbalanced,healthyrelationships as
well as emotional wellbeing.
Source: http:/ /www.takingcharge.csh.umn.edu/enhance -your -we llbe
ing/re lationships/nurture -your -relationships

Reading: TENRULESFORFINDINGLOVEANDCREATINGLONG-
LASTING AUTHENTIC RELATIONSHIPS

1. YOU MUST LOVE YOURSELFFIRST

Yourrelationshipwithyourselfisthecentraltemplatefromwhichallothers
areformed.Lovingyourselfisaprerequisitetocreatingasuccessfuland
authentic union withanother.
2. PARTNERING IS A CHOICE MUST NURTURE THE RELATIONSHIPFOR

COP
IT TOTHRIVE
Thechoicetobeinarelationshipisuptoyou.Youhavetheabilitytoattract
yourbelovedandcausetherelationshipyoudesiretohappen.
3. CREATING LOVE IS APROCESS
Movingfrom“I”to“we”requiresashiftinperspectiveandenergy.Beingan
authentic couple is anevolution.
4. RELATIONSHIPS PROVIDE OPPORTUNITIES TOGROW

Y
Yourrelationshipwillserveasanunofficial“lifeshop”inwhichyouwilllearn
aboutyourselfandhowyoucangrowonyourpersonalpath.
5. COMMUNICATION ISESSENTIAL
Theopenexchangeofthoughtsandfeelingsisthelifebloodofyour
relationship.
6. NEGOTIATION WILL BEREQUIRED
Therewillbetimeswhenyouandyourpartnermustworkthroughimpasses.
Ifyoudothisconsciouslyandwithrespect,youwilllearntocreatewin-win

EPED
outcomes.
7. YOURRELATIONSHIPWILLBECHALLENGEDBYCHANGE
Lifewillpresentturnsintheroad.Howyoumaneuverthosetwistsandturns
determinesthesuccessofyourrelationship.
8. YOUMUSTNURTURETHERELATIONSHIPFORITTOTHRIVE
Treasureyourbelovedandyourrelationshipwillflourish.

D
9. RENEWAL IS THE KEYTO LONGEVITY
Happily ever after means the ability to keep the relationship fresh and vital.
10.YOU WILL FORGET ALL THIS THE MOMENT YOU FALL IN LOVE
Youknowalltheserulesinherently.Thechallengeistorememberthem
whenyoufallundertheenchantingspelloflove.
Source: http://angellovecards.com/assets/luminaries/drcherrie LOVEposter.pdf

69
Activity:HEALTHYRELATIONSHIPSITEMSSET
Answer the following in your journal.

1. Whatshouldyouconsiderwhenmakingdecisionsaroundsexand
sexuallimits?
a. Yourvalues
b. Yourfriends
c. Yourfamily
d. All of theabove

2. What is the best style of communication to use when

makingdecisionsaboutsexuallimitsandboundaries?
a. Assertive
b. Passive
c. Aggressive

3. Namethreeimportantqualitiesofahealthyrelationship.

4. WhichofthefollowingisNOTanelementofahealthyrelationship?
a. Trust oneanother
b. Onepersonmakesallthedecisions
c. Respect oneanother
d. Open and honestcommunication

5. Nameareasonwhyyoumaynotmakehealthychoiceswhenit
comes tosex.

6. Namethreeresourcesyoucanturntoifyouareworriedaboutabuse in
yourrelationship.

7. Namethreecharacteristicsofanunhealthyrelationship.

8. Whatskillsdoyouneedtomakehealthydecisionsinarelationship?
a. Intelligence,memory,abilitytodopublicspeaking
b. Assertivecommunication,activelistening,andnegotiationskills
c. Ability to persuade others,love,
d. passivecommunication
e. None of theabove

9. Whywouldyouchooseabstinence?Give3reasons.

10.Whichofthefollowingaresignsthatyoumaybeinanabusive
relationship?
a. Bruises,scratchesandothersignsofinjuries
b. Avoidingfriends
c. Apologizing for your partner`sbehavior
d. All of theabove
Source:http://westernhealth.nl.ca/uploads/Addictions 20Prevention
20and 20Mental 20 Health 20Promotion/Healthy 20Relationships
20Resource 20Kit 20- 20Western.pdf

70
Processing Questions:
1. Whatwereyourthoughtsandfeelingswhileansweringtheactivity?
2. Whatdidyoudiscoveraboutyourselfafterdoingtheactivity?
3. Withpreviousactivities,howwouldyoudescribeyourrelationshipwithyour
parents?Siblings?Possibleorcurrentromanticrelationship?Friends?
4. Whichrelationshipismostimportanttoyou?Why?
5. Inwhatwaysdoyouexpressyourfeelings,whetherpositiveornegative?
6. Ifyourrelationshipisnotdoingverywell,whatcanyoudoaboutit?

Activity:IKNOWTHESIGNSOFAHEALTHYRELATIONSHIP
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.

1. Youcanexpressyouropinionwithoutfearordread.
2. Youandyourpartnercanmakedecisionstogetherandfairly.
3. Eachpersontakesresponsibilityfortheirownactions.
4. Yourpartnerrespectsyourfeelingsaboutsex.
5. Yourpartnersupportsyouandyourchoices—evenwhentheydisagreewith
you.
6. Yourespectandencourageeachother.
7. Yougiveeachotherspacetostudyorhangoutwithfriendsorfamily.
8. Youareabletomakeyourowndecisionsaboutspendingyourmoneywithout
worrying about your partner’sreaction.
9. Youcandiscusspregnancyandparentingdecisionsandyourviewis
respected.
10.Youfeelisolatedfromfriendsandfamily.
11.Yourpartnertriestocontrolhowyouspendtimeandwhoyouhangoutwith.
12.Yourpartnertriestocontrolhowyouspendmoney.
13.Yourpartnerdoesn’tsupportyourdecisions.
14.Youaresometimesforcedtodosomethingthatyou’renotcomfortablewith.
15.Yourpartnerthreatens,insults,orhumiliatesyou.
16.Yourpartnerhurtsyouphysicallyoremotionally.
17.Yourpartnerdoesn’tkeepyoursecretssafe.
18.Yourpartnerunderminesyourdecisionsaboutpregnancyandparenting.

Source: http://washingteenhelp.org/your-relationships/your-love-life

71
Reading: KEEPING HEALTHYRELATIONSHIPS
Good relationships are fun and make you feel good about yourself. The
relationshipsthatyoumakeinyouryouthyearswillbeaspecialpartofyourlifeand
willteachyousomeofthemostimportantlessonsaboutwhoyouare.Trulygood
relationshipstaketimeandenergytodevelop.Allrelationshipsshouldbebasedon
respect and honesty, and this is especially important when you decide to date
someone.

In a healthy relationship, both partners:

 Aretreatedwithkindnessandrespect
 Arehonestwitheachother
 Liketospendtimetogether
 Takeaninterestinthingsthatareimportanttoeachother
 Respectoneanother’semotional,physicalandsexuallimits
 Can speak honestly about theirfeelings

Love should never hurt

Datingrelationshipscanbewonderful!Butwhileit’simportantthatdating
partners care for each other, it’s just as important that you take care of
yourself!About10%ofhighschoolstudentssaytheyhavesufferedviolencefrom
someonetheydate.Thisincludesphysicalabusewheresomeonecausesphysical
painorinjurytoanotherperson.Thiscaninvolvehitting,slapping,orkicking.
Sexualabuseisalsoatypeofviolence,andinvolvesanykindofunwanted
sexualadvance.Itcanincludeeverythingfromunwelcomesexualcommentsto
kissingtointercourse.Butabusedoesn’talwaysmeanthatsomeonehitsorhurts
yourbody.Emotionalabuseisanythingthatharmsyourself-esteemorcauses
shame.Thisincludessayingthingsthathurtyourfeelings,makeyoufeelthatyou
aren’tworthwhile,ortryingtocontrolwhoyouseeorwhereyougo.
Remember,youdeservehealthy,happyrelationships.Abuseofanytypeis
neverokay.

ABUSE AND ASSAULT

Love should never hurt. But sometimes it does:
 1in6womenand1in33menwillbesexuallyassaultedintheirlifetime
 1.5 million women are sexually assaulted or otherwise physically abused by
their partners eachyear.
 Over800,000malesaresexuallyorphysicallyabusedbypartners.
 Abusecanoccurinanytypeofrelationship--gayandstraight,casualand long-
term, young andold.
 About 10% of high school students say that have suffered violencefrom
someone theydate.

Ifyouare–orhavebeen–inarelationshipwhereyouweremistreated,it’s
veryeasytoblameyourself.Theproblemiswiththeabuser,though,notyou.It’s
notyourfault!Anyonecanbeabused–boysandgirls,menandwomen,gayor
straight,youngandold–andanyonecanbecomeanabuser.

72
Break the Silence: Stop the Violence
Itmayshockyoutoknowthatoneoutofeveryeleventeensreportsbeinghit
orphysicallyhurtbyaboyfriendorgirlfriendinthepasttwelvemonths.Butwhyis
that,andhowcanwechangeit?In"BreakTheSilence:StoptheViolence,"parents talk
with teens about developing healthy, respectful relationships before they start
dating.

HOW TO COMMUNICATE
Talkingopenlymakesrelationshipsmorefunandsatisfying;especiallywhen
youbothtalkabouteachother’sneedsforphysical,emotional,mentalandsexual
health.Youcan’texpectapartnertoknowwhatyouwantandneedunlessyoutell
them.Thesimplefactisthatnoneofusareamindreader--soit'simportanttobe open
about your needs andexpectations.

Inaromanticrelationship,itisimportanttocommunicateopenlyonissuesof
sexandsexualhealth.Thedecisiontoenterintoasexualrelationshipisentirelyup
toyou,andyoualwayshavetherighttosay"no"atanytimetoanythingthatyou
don'tfeelcomfortablewith.Remember,therearemanywaystoexpresslovewithout
sex.Ifyoudodecidetobecomesexuallyactive,therearethingsaboutwhichyoudo
need tocommunicate.

Thoughtalkingaboutsexcanfeelalittlescary,manypeoplefindthatwhen
theygetupthenervetotalkaboutsex,theirpartnerreallyappreciatesit.Mostlikely
they'vebeentryingtoworkupthenerve,too!Manyrespectapartnerevenmore
oncethey'vebroughtupthetopicofsex.Itisoktobenervous--thatletsyouknow
thatwhatyouaredoingisbothimportanttoyouandalsoexciting.

Rememberthough:itisagoodideatotalkaboutanysexualsubjectbefore
yougetallhotandbothered,butthisisespeciallyimportantfortopicswhichrequire
logicalthinkingskills,likesafersexexpectations.Mostofusdon'tactrationallyinthe
heatofthemoment.Thinkaboutyourboundariesaheadoftime,anddiscussthem
withapartnerwhenyouarenotcurrentlyinasexualmood.Ifyouareturnedon,you
arelesslikelytomakethedecisiontouseacondomoranotherbarrierifyourpartner
hasadifferentagenda.Havingtheconversationbeforeyouareinasexualsituation
makesitmorelikelyyouwillbeabletoactaccordingtoyourownboundariesand
preferences.

So what's to talk about?

 Sexually Transmitted Infections (STIs): This is actually an issue that all
teenagersandadultsmustbeawareof.Anybodywhoengagesinsexual
activityispronetohavethisone.
 PossibilityofPregnancy:Femaleswhoengageinsexhaveahighpercentage
ofputtingthemselvesinthiskindofsituation.
 Righttimeforsex:Youcanconsideryourcurrentstatusasastudentifitis
reallyhightimetobeinvolvedinthiskindofactivity.Willthismakeorbreak
yourfuture?
 Boundaries:Makingthedecisiontosetyourlimitsinarelationshipshows
yourmaturitytoassertyourprioritiesandrespectingyourself.

73
MAKING THE DECISION: DECIDING WHETHER OR NOT TO HAVE SEX
Thedecisionofwhetherornottohavesexisuptoyou,andyou
alone.Thereforedon’tbeafraidtosay"no"ifthat’showyoufeel.

Having sex for the first time can be a huge emotional event. There are many
questionsandfeelingsthatyoumaywanttosortoutbeforeyouactuallyget"inthe
heat of themoment."
Ask yourself:
 AmIreallyreadytohavesex?
 HowamIgoingtofeelafterIhavesex?
 AmIdoingthisfortherightreasons?
 HowdoIplantoprotectmyself/mypartnerfromsexuallytransmitted
infections orpregnancy?
 HowamIgoingtofeelaboutmypartnerafterwards?

The best way to prepare for the decision to have sex is to become
comfortablewithcommunicating about your needs.Ifyoudon’tfeelrightabout
something,sayso!Anyonewhochallengesyourchoicesaboutwhetherornotto
have sex is not giving you the respect that you deserve. Pay attention to your
feelings,anddon’tletanyonemakeyoufeelguiltyformakingdecisionsthatareright
foryou.

Therearecountlessnonsexualwaystoshowsomeoneyoulovethem.You
canshowapersonyoucareforthembyspendingtimewiththem.Gotothemovies.
Orjusthangoutandtalk.Ifyouarewithsomeoneyoureallylike,thenanythingcan
befun.

There are also ways to feel physically close without having sex. These
includeeverythingfromkissingandhuggingtotouchingeachother.Justremember
thatifyou'renotcarefultheseactivitiescanleadtosex.Planbeforehandjusthowfar
youwanttogo,andsticktoyourlimits.Itcanbedifficulttosay"No"andmeanit when
things get hot andheavy.

TALKING TO YOURPARENTS
You probably think that talking to your parents about sex is impossible.
You'renotalone;83percentofkidsyourageareafraidtoasktheirparentsabout
sex.Yet51percentofteensactuallydo.So...kidsarenotonlytalkingtotheir
parentsaboutsex,they'realsobenefitingfromconversationstheywereafraidto
haveinthefirstplace!Luckythem,right?Thetruthisthatmostparentswanttohelp
theirkidsmakesmartdecisionsaboutsex.Theyknowit'svitalforteenstohave
accurateinformationandsoundadvicetoaidthedecision-makingprocess.

Ifyouthinkyourparentsarereallynervousaboutraisingtheissue,you're
probablyright.Manyparentsthinkthatiftheyacknowledgetheirchildasasexual
being,theirsonordaughterwillthinkit'sokaytogoaheadandhavesex.Theymight
also be afraid that if they don't have all the answers, they'll look foolish. Some
parentshavesaidthey'reafraidkidswillaskpersonalquestionsabouttheirsexlife,
questions they won't want toanswer.

74
 Thinkaboutalltheadultsinyourlife.Istheresomeoneelse'sparent...a
teacherorguidancecounselor,coach,aunt,uncle,neighbororanotheradultyou
instinctivelytrust?That'sthepersonwhowillgiveyoustraightanswers.

Yourfriendsreallydon'tknowanymorethanyoudo,nomatterwhattheysay
abouttheirsexualexperience.TheInternet,andothermedia,can'tgiveyou
everythingyouneed.Onlypeoplewhoknowyoucandothat.
Peerpressureisalwaystoughtodealwith,especiallywhenitcomestosex.
Someteenagersdecidetohavesexualrelationshipsbecausetheirfriendsthinksex
iscool.Othersfeelpressuredbythepersontheyaredating.Stillothersfinditeasier
togiveinandhavesexthantotrytoexplainwhynot.Someteenagersgetcaughtup
intheromanticfeelingsandbelievehavingsexisthebestwaytheycanprovetheir
love.

But remember: Not every person your age is having sex. Even if
sometimesitfeelslikeeveryoneis"doingit,"itisimportanttorealizethatthisisnot
true.Peopleoftentalkaboutsexinacasualmanner,butthisdoesn'tmeantheyare
actually havingsex.

Knowinghowyoufeelaboutyourselfisthefirstbigstepinhandlingpeer
pressure.It'sOKtowanttoenjoyyourteenyearsandallthefuntimesthatcanbe
had.It'sOKtorespectyourselfenoughtosay,"No,I'mnotreadytohavesex."

How to avoid peer or date pressure

If you're worried about being pressured or you are currently experiencing it,
know that you are not alone and there is something you can do about it.
 Hangoutwithfriendswhoalsobelievethatit'sOKtonotbereadyforsexyet.
 Gooutwithagroupoffriendsratherthanonlyyourdate.
 Introduce your friends toyour parents.
 Invite your friends to yourhome.
 Stickupforyourfriendsiftheyarebeingpressuredtohavesex.
 Thinkofwhatyouwouldsayinadvanceincasesomeonetriestopressureyou.
 Alwayscarrymoneyforatelephonecallorcabincaseyoufeeluncomfortable.
 Bereadytocallyourmom,dadorafriendtopickyouupifyouneedtoleavea date.
 Neverfeelobligatedto"paysomeoneback"withsexinreturnforadateorgift.
 Say"no"andmean"no"ifthat'showyoufeel.

DRUGS AND ALCOHOL

Inasurveyofyoungpeopleages15-24bytheKaiserFamilyFoundation,9
outof10peoplesurveyedreportedthattheirpeersusealcoholorillegaldrugs
beforesexatleastsomeofthetime.Sevenoutof10alsoreportedthatcondoms
arenotalwaysusedwhenalcoholanddrugsareinvolved.Twenty-ninepercentof
thoseteensandyoungadultssurveyedsaidthatthey've"donemore"sexuallywhile
undertheinfluenceofdrugsoralcoholthantheynormallywouldhavewhensober.

Theeffectsofdrugsandalcoholcanmakeithardtothinkclearly,letalone
makethebestpossibledecisionsaboutsex.Whileyou'reundertheinfluenceof
drugsoralcoholitiseasytomakeadecisionyou'llregretlater--decisionsthatcan

75
 leadtoasexuallytransmittedinfectionoranunwantedpregnancy.Evenworse,
therearesomepeoplewhowillusetheeffectsofalcoholandotherdrugstoforce you
into having sex withthem.
Source: http://www.iwannaknow.org/teens/re lationships/healthyrelationship.html

Reading: BASIC RIGHTS IN A RELATIONSHIP

• The right to emotionalsupport
• Therighttobeheardbytheotherandtorespond
• Therighttohaveyourownpointofview,evenifthisdiffersfromyourpartner's
• Therighttohaveyourfeelingsandexperiencesacknowledgedasreal
• Therighttolivefreefromaccusationandblame
• Therighttolivefreefromcriticismandjudgment
• Therighttolivefreefromemotionalandphysicalthreat
• Therighttolivefreefromangryoutburstsandrage
• Therighttoberespectfullyasked,ratherthanordered
Inadditiontothesebasicrelationshipsrights,considerhowyoucandevelop
patience, honesty, kindness, andrespect.

Patience:Patienceisessentialtoahealthyrelationship.Therearetimeswhen
otherswillrespondtousinawaythatisdisappointing.Whenthisoccurs,itimportant
tocommunicateourdisappointment,butalsotogivetheotherpersonspace.Be
willingtogivethepersonsometimetoreflect,indicatingthatyouarereadytotalk
whentheyareready.Ifthepersonisneverreadytodiscussthesituation,youmay
needprofessionalhelptoresolvetheissue,oraskyourselfwhetherornotyouwant to
continue therelationship.

Honesty:Honestyisanotheressentialqualityinhealthyrelationships.Tobuild
honestyinarelationship,youshouldcommunicateyourfeelingsopenly,andexpect
theotherpersontodothesame.Overtime,thisbuildstrust.

Kindness:Kindnessisextremelyimportanttomaintaininghealthyrelationships.You
needtobeconsiderateofothers'feelingsandotherpeopleneedtobeconsiderateof
yours.Bekindwhenyoucommunicate.Kindnesswillnurtureyourrelationships.
Notethatbeingkinddoesnotnecessarilymeanbeingnice.

Respect:Respectisacornerstoneofallhealthyrelationships.Ifyoudon'thave
respectforanotherperson,itwillhaveanegativeimpactonallofyourinteractions.
Thinkofatimewhenyouencounteredsomeonewhodidn'trespectyou.Howdidit
feel?Whataresomewaysthatyoushowrespecttoothers?
Source: http://www.takingcharge.csh.umn.edu/activities/basic-rights-re lationship

Portfolio Output No. 19: Poster on Basic Rights in Relationships

Onapieceof¼illustrationboard,sketch,draw,ordesignaposterwhich
showsone’sbasicrightsinarelationship.Here’sasample:

somepeoplewholiveinadreamworld,andthere aresomewhofacereality;andthentherearethosewhoturn one into the other.” DaphneEm

76
 MODULE 10:
Social Relationships in Middle and Late
Adolescence
BigQuestion: How does understanding group
membership and
leadershipimproveyoursocialrelationships?

Objectives:
At the end of this module, you will be able to:
1. distinguishthevariousrolesofdifferentindividualsinsocietyandhow
theycaninfluencepeoplethroughtheirleadershiporfollowership,
2. compareyourself-perceptionandhowothersseeyou,and
3. conductamini-surveyonFilipinorelationships(family,school,and
community).

Activity: MY ORGANIZATIONS
My Position/Role In The
Name Of Organization Type Of Organization* Organization

*Neighborhoodassociation,churchgroup,singing/dancegroup,community
organization,youthgroup,club,schoolorganization,volunteergroup,etc.

Reading: HOWCULTURESHAPESMANYASPECTSOFADOLESCENT
DEVELOPMENT
Asyouhaveknownbynow,therelationshipsadolescentshavewiththeir
peers, family, and members of their social sphere play a vital role in their
development.Adolescenceisacrucialperiodinsocialdevelopment,asadolescents
canbeeasilyswayedbytheircloserelationships.Researchshowstherearefour
maintypesofrelationshipsthatinfluenceanadolescent:parents,peers,community,
and society.
In this part of the module, we will focus on Community, Society, and Culture.
Therearecertaincharacteristicsofadolescentdevelopmentthataremore
rootedinculturethaninhumanbiologyorcognitivestructures.Cultureislearnedand
sociallyshared,anditaffectsallaspectsofanindividual'slife.Socialresponsibilities,
sexualexpression,andbelief-systemdevelopment,forinstance,arealllikelytovary
based on culture. Furthermore, many distinguishing characteristics of an individual
(suchasdress,employment,recreation,andlanguage)areallproductsofculture.

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 Source: http://farm6.static.flickr.com/5084/5276534507_c7eb1f3599.jpg

Many factors that shape adolescent development vary by culture. For

instance, the degree to which adolescents are perceived as autonomous,
orindependent,beingsvarieswidelyindifferentcultures,asdothebehaviorsthat
representthisemergingautonomy.Thelifestyleofanadolescentinagivencultureis
alsoprofoundlyshapedbytherolesandresponsibilitiesheorsheisexpectedto
assume. The extent to which an adolescent is expected to share family

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responsibilities,forexample,isonelargedeterminingfactorinnormativeadolescent
behavior: adolescents in certain cultures are expected to contribute significantly to
householdchoresandresponsibilities,whileothersaregivenmorefreedomorcome from
families with more privilege where responsibilities are fewer. Differences
between families in the distribution of financial responsibilities or provision of
allowance may reflect various socioeconomic backgrounds, which are further
influencedbyculturalnormsandvalues.

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Adolescentsbegintodevelopuniquebeliefsystemsthroughtheirinteraction
withsocial,familial,andculturalenvironments.Thesebeliefsystemsencompass
everythingfromreligionandspiritualitytogender,sexuality,workethics,andpolitics.
The range of attitudes that a culture embraces on a particular topic affects the
beliefs,lifestyles,andperceptionsofitsadolescents,andcanhavebothpositiveand
negativeimpactsontheirdevelopment.Asanexample,early-maturinggirlsmay
sufferteasingorsexualharassmentrelatedtotheirdevelopingbodies,contributing
toahigherriskofdepression,substanceabuse,andeatingdisorders

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Source: Ge, Conger, & Elder, 2001; Graber, Lewinsohn,
Seeley,&Brooks -Gunn, 1997; Striegel -Moore &Cache
lin,1999. ;
https://www.boundless.com/psychology/textbooks/boundless -
psychology -te xtbook/human - development -14/adolescence -
73/cultural -and -societal -influences -on- adolescent-
development -285 -12820/

Reading: TEENAGERSWHOJOINYOUTHGROUPSANDOTHER
CLUBSAREHAPPIERANDLESSLIKELYTODRINK

Teenagerswhobelongtoyouthgroupsandotherclubsleadhappierlives
andarelesslikelytodrinkorsmoke,aresearchshows.Althoughtheymaybe
exposedtomorepeerpressure,researchersfoundtheywerealsomoresociallyable
andlikelytobephysicallyactive.Andthebenefitsincreasedthemoregroupsthat
theyjoined,thefindingsshow.

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 Teens should be encouraged to join clubs, international researchers,
includingagroupfromtheUniversityofHertfordshire,advise.Thefindingsshow
thattheywereafifthlesslikelytosmokeandtoeverhavebeendrunkthanother
teenagerstheirage.Theywerealsoafifthmorelikelytoeatfruitandvegetables
regularly.
Thestudyalsofoundtakingpartinclubactivitiesincreasedtheyoungsters'
happinesslevels.Thosewhoratedtheirlivesashighlysatisfactorywere51percent
morelikelytobelongtoasportsclubthanthosewhowerelesshappy.
Thestudylookedat15-year-oldsacrosssixcountries–England,Canada,
Belgium,Italy,PolandandRomania.However,thestudysuggeststhatnotallclubs
foryoungpeopleofferedthesamehealthbenefits.Youngstersweretwothirdsmore
likelytosmokeifweremembersofpoliticalorganisationsoryouthclubsthanifthey joined
no clubs atall.
“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.

Source: http://www.telegraph.co.uk/news/health/news/6810651/Teenagers -

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who-join-youth- groups-and-other-clubs-are-
happier-and-less-like ly- to-drink.html

Reading: COMMUNITY ACTIVITY: GET INVOLVED

Gettinginvolvedinlocalcommunityactivitiesorvolunteeringcanboostyour
confidenceandself-esteemandhelpyoubuildnewskills.Youcangetstartedby

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finding activities that interestyou.

Community activities and civic responsibility

Communityactivityispartof‘civicresponsibility’.It’saboutdoingthingsinour
communitybecausewewanttoorfeelweshould,ratherthanbecausewehaveto
bylaw.Youcantakecivicresponsibilityandbeactiveinyourcommunityby:
 joiningaYouthClub,ascoutinggrouporalocalenvironmentalorclean-
upgroup
 helpingwithaprimaryschoolplay,orcoordinatingorcoachingjuniorsport
 settingupanartsspaceforthecommunityorgettinginvolvedinyouth

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radio
 beingpartofayouthadvisorygroupthroughthelocalcouncil
 promotingcauses–forexample,cleanenvironment,recycling,getactive
insports
Youmightbeinterestedinonlinecivicorcommunityactivities–forexample,
anonlinecampaigntosavealocalareaofwildlife.Onlinecommunityinvolvement

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canmotivateyoutogetinvolvedinface-to-facecommunityactivities.
What you can get from being involved in community activities
Itdoesn’tmatterwhatyoudo.Anyinvolvementisgood!Whenyouget
involvedincommunityactivities,yougetalotofpersonalrewardsandfeelingsof
achievement

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Role models
Bygettinginvolvedwithcommunityactivities,youcancomeintocontactwith
like-mindedpeersandpositiveadultrolemodelsotherthanyourparents.Interacting
andcooperatingwithotheradultsencouragesyoutoseetheworldindifferentways.
Itputsyourownfamilyexperiencesandvaluesintoawidercontext.Forexample,
yourfamilymighthavecertainreligiousorspiritualbeliefs–ornoneatall–butwhen
youcomeintocontactwithotherswhobelievedifferentthings,perhapsthrough
somecharitywork,youmightseesomenewwaysofputtingbeliefsintoactionfor the
good ofothers.

Identity and connection

Youngpeoplearebusyworkingoutwhotheyareandwheretheyfitinthe
world.Theytryoutdifferentidentities,experimentwithdifferentstylesofdressand
mighttryoutarangeofdifferentactivitiesandhobbies.
Being involved in community activities can give you a positive way of
understandingwhoyouare.Asaresult,youmightcometoseeyourselfashelpful,
generous,politicalorjusta‘good’personingeneral.Beinginvolvedincommunity
activitiescanalsohelpcreateasenseofbeingconnectedtoyourlocalcommunity and
the widerworld.

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Skills
Communityactivitiesgiveyouthechancetoapplytheskillsyoualready
have.Forexample,youcouldusethecookingskillsyouhavelearnedathomeata
community feeding program or at a school fund-raising project. Voluntary workand
community activities are also great opportunities to show initiative anddevelop
skills to get a job. For example, the school fund-raising project could give you

Y
experience in speaking to customers and handling cash. Volunteering for the
communityfeedingprojectmighthelpyouprepareforgettingapart-timejobasa
waiter.Forthosewhoareinterestedinbeingavet,helpingoutatananimalshelter
orwashingandwalkinglocaldogsisagoodwaytodemonstratecommitmentand get
areference.
Beingabletomanagefreetimewhilebalancingleisure,workandstudyisan
importantlifeskill.Beingpartofcommunityactivitiescouldmotivateyoutogetmore
organisedandstarttomanageyourowntime.

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Self-confidence, mental health and wellbeing
Communityactivitiescanboostone’sself-confidence.Youcanlearntodeal
withchallenges,communicatewithdifferentpeopleandbuildupyourlifeskillsand
abilitiesinasupportiveenvironment.Thisisalsogoodforyourself-esteem.It’salso
agreatfoundationforgeneralandmentalhealthandwellbeing.Itcanbevery
positivepsychologicallyforyoutohavesomethingthatgetsyouinvolved,where

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othersexpectyoutoturnupandtakepart,andwhereyou’resupportedtoachieve
somethingaspartofagroup.Thesepositivefeelingscanhelpprotectyoufrom
sadnessanddepression.Beinginvolvedinsomekindofcommunityactivitycanalso
reducethelikelihoodofsubstanceabuse,mentalillnessandcriminalactivity.

Source: http://raisingchildren.net.au/articles/community_activity_teenagers.html

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Portfolio Output No. 20: Description of My Social Group
Write about one of your social groups, it’s nature, activities, and benefits.
Include a photo of yourself with the group.

Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM

FABLES
Can you identify the lesson being taught by each story?

1. TheFarmerandtheStork
AFarmerplacednetsonhisnewlysownploughlands,andcaughta
quantityofCranes,whichcametopickuphisseed.Withthemhetrappeda
Storkalso.TheStorkhavinghislegfracturedbythenet,earnestlybesought
theFarmertosparehislife.“Pray,saveme,Master,”hesaid,“andletmego
freethisonce.Mybrokenlimbshouldexciteyourpity.Besides,Iamno
Crane,IamaStork,abirdofexcellentcharacter;andseehowIloveand
slaveformyfatherandmother.Looktoo,atmyfeathers,theyarenotthe
leastliketothoseofaCrane.”TheFarmerlaughedaloud,andsaid,“Itmay
beallasyousay;Ionlyknowthis,Ihavetakenyouwiththeserobbers,the
Cranes,andyoumustdieintheircompany.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/

2. TheHunterandtheWoodsman
Ahunter,notverybold,wassearchingforthetracksofaLion.He asked
a man felling oaks in the forest if he had seen any marks of his
footstepsorknewwherehislairwas.“Iwill,”saidtheman,“atonceshowyou
theLionhimself.”TheHunter,turningverypaleandchatteringwithhisteeth
fromfear,replied,“No,thankyou.Ididnotaskthat;itishistrackonlyIamin
search of, not the Lionhimself.”
Source: http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm

3. Bearandmanlyingdown
Twomenweretravelingtogether,whenabearsuddenlymetthemon
theirpath.Oneofthemclimbedupquicklyintoatree,andconcealedhimself
inthebranches.Theother,seeingthathemustbeattacked,fellflatonthe
ground,andwhentheBearcameupandfelthimwithhissnout,andsmelt
himallover,heheldhisbreath,andfeignedtheappearanceofdeathas
muchashecould.TheBearsoonlefthim,foritissaidhewillnottoucha
deadbody.Whenhewasquitegone,theothertravelerdescendedfromthe
tree,andaccostinghisfriend,jocularlyinquired“whatitwastheBearhad
whisperedinhisear?”hereplied,“Hegavemethisadvice:Nevertravelwith
afriendwhodesertsyouattheapproachofdanger.”
Source:http://www.moralstories.org/the-bear-and- the-two-friends/

4. Goatherdandthewildgoats
AGoatherd,drivinghisflockfromtheirpastureateventide,found
someWildGoatsmingledamongthem,andshutthemuptogetherwithhis
ownforthenight.Thenextdayitsnowedveryhard,sothathecouldnottake
theherdtotheirusualfeedingplaces,butwasobligedtokeeptheminthe
fold.Hegavehisowngoatsjustsufficientfoodtokeepthemalive,butfedthe
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 strangersmoreabundantlyinthehopeofenticingthemtostaywithhimand
ofmakingthemhisown.Whenthethawsetin,heledthemallouttofeed,
andtheWildGoatsscamperedawayasfastastheycouldtothemountains.
TheGoatherdscoldedthemfortheiringratitudeinleavinghim,whenduring
thestormhehadtakenmorecareofthemthanofhisownherd.Oneofthem,
turningabout,saidtohim:“Thatistheveryreasonwhywearesocautious;
forifyouyesterdaytreatedusbetterthantheGoatsyouhavehadsolong,it
isplainalsothatifotherscameafterus,youwouldinthesamemanner prefer
them toourselves.”
Source: http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html

5. TheGnatandtheBull
AGnatsettledonthehornofaBull,andsattherealongtime.Justas
hewasabouttoflyoff,hemadeabuzzingnoise,andinquiredoftheBullifhe
wouldlikehimtogo.TheBullreplied,“Ididnotknowyouhadcome,andI
shallnotmissyouwhenyougoaway.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/

6. TheManandtheLittleCat
One day, an old man was having a stroll in the forest when he
suddenlysawalittlecatstuckinahole.Thepooranimalwasstrugglingto
getout.So,hegavehimhishandtogethimout.Butthecatscratchedhis
handwithfear.Themanpulledhishandscreamingwithpain.Buthedidnot
stop;hetriedtogiveahandtothecatagainandagain.Anothermanwas
watchingthescene,screamedwithsurprise,“Stophelpingthiscat!He’s
goingtogethimselfoutofthere”.Theothermandidnotcareabouthim,he
justcontinuedsavingthatanimaluntilhefinallysucceeded,andthenhe
walkedtothatmanandsaid,“Son,itiscat’sInstinctsthatmakeshimscratch
andtohurt,anditismyjobtoloveandcare”.
Source: http://www.moralstories.org/the-man-and-the-little-cat/

Activity:QUESTIONNAIREONETHICALANDSERVANTLEADERSHIP

Answer the following statements with a True or False.

1. Leaderscanfollowtheirwhimsandfancies.
2. Leadersarecapabletodoanythingtheylike.
3. Leadersdon’tneedtomindtheirsubjects.
4. Leadersshouldfollowethicalprinciples.
5. Leaders areresponsible.
6. Leaders are to serveothers.
7. AnEthicalLeaderissomeonewhoworksforotherpeople’sinterestsandnot
forhisownhiddenagendaorulteriormotivesasguidedbysoundprinciples.
8. Servantleadershipisthetypeofleadershipthatputsothersfirstbeforeone’s
ownself.
9. Aservantleaderlistensdeeplytoothersandempathizeswiththepeople
aroundhim/her.
10. Aservantleaderputsothers’concernsfirstandforemostaboveownself-
interests andmotives.

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Reading: SERVANT LEADERSHIP
Whiletheideaofservantleadershipgoesbackatleasttwothousandyears,
themodernservantleadershipmovementwaslaunchedbyRobertK.Greenleafin
1970withthepublicationofhisclassicessay,TheServantasLeader.Itwasinthat
essaythathecoinedthewords"servant-leader"and"servantleadership."Greenleaf
defined the servant-leader asfollows:
"Theservant-leaderisservantfirst...Itbeginswiththenaturalfeelingthatone
wantstoserve,toservefirst.Thenconsciouschoicebringsonetoaspiretolead.
Thatpersonissharplydifferentfromonewhoisleaderfirst,perhapsbecauseofthe
needtoassuageanunusualpowerdriveortoacquirematerialpossessions...The
leader-firstandtheservant-firstaretwoextremetypes.Betweenthemthereare
shadingsandblendsthatarepartoftheinfinitevarietyofhumannature."
"Thedifferencemanifestsitselfinthecaretakenbytheservant-firsttomake
surethatotherpeople'shighestpriorityneedsarebeingserved.Thebesttest,and
difficult to administer, is: Do those served grow as persons? Do they,
whilebeing
served,becomehealthier,wiser,freer,moreautonomous,morelikelythemselvesto
becomeservants?And,whatistheeffectontheleastprivilegedinsociety?Willthey
benefitoratleastnotbefurtherdeprived?"
Robert Greenleaf's concept of the servant-leader was stimulated by his
reading of Journey to the East by Herman Hesse. It is the story of a group of
travelerswhowereservedbyLeo,whodidtheirmenialchoresandliftedthemwith
hisspiritandsong.AllwentwelluntilLeodisappearedoneday.Thetravelersfellinto
disarray and could go no farther. The journey was over. Years later, one of the
travelers saw Leo again—as the revered head of the Order that sponsored the
journey.Leo,whohadbeentheirservant,wasthetitularheadoftheOrder,agreat and
nobleleader.
InTheServantasLeader,Greenleafsaid:...thisstoryclearlysays—
thegreat
leaderisseenasservantfirst,andthatsimplefactisthekeytohisgreatness.Leo
wasactuallytheleaderallofthetime,buthewasservantfirstbecausethatwas
whathewas,deepdowninside.Leadershipwasbestoweduponamanwhowasb
y natureaservant.Itwassomethinggiven,orassumed,thatcouldbetakenaway.His
servantnaturewastherealman,notbestowed,notassumed,andnottobetaken
away. He was servantfirst.
If there is a single characteristic of the servant-leader that stands out in
Greenleaf's essay, it is the desire to serve . A walk through The
Servant as Leader provides a fairly long list of additional characteristics that
Greenleaf considered important. They include listening and understanding;
acceptance and empathy; foresight; awareness and perception; persuasion;
conceptualization;self- healing; and rebuilding community. Greenleaf describes
servant-leaders as people who initiate action, are goal-oriented, are dreamers
of great dreams, are good communicators,areabletowithdrawandre-
orientthemselves,andaredependable, trusted, creative, intuitive, andsituational.
Greenleafdescribedaphilosophy,notatheory.However,basedontheviews
ofanumberofscholars,theelementsthataremostuniquetoservantleadership
compared with other theoriesare:
(1) themoralcomponent,notonlyintermsofthepersonalmoralityand
integrityoftheservant-leader,butalsointermsofthewayinwhichaservant-leader
encourages enhanced moral reasoning among his or her followers, whocan

83
therefore test the moral basis of the servant-leader's visions and organizational
goals;
(2) thefocusonservingfollowersfortheirowngood,notjustthegoodofthe
organization, and forming long-term relationships with followers, encouraging their
growthanddevelopmentsothatovertimetheymayreachtheirfullestpotential;
(3) concern with the success of all stakeholders, broadly defined—
employees,customers,businesspartners,communities,andsocietyasawhole—
includingthosewhoaretheleastprivileged;and
(4)self-reflection,asacountertotheleader'shubris.

Source:http://toservefirst.com/de finition- of-servant-leadership.html

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Source:
http: //thorstenconsulting.com/serendipity/uploads/servantleadershipthorstenconsulting.jpg

Portfolio Output No. 21: Reflections on Leadership and Membership

Write on any one or a combination of the following:
a. Aleaderthatfitsinthedescription‘Servantleader.’
b. Anorganizationthathasa‘servantleader.’
c. The key points of thearticle.
d. Your comments/reactions about thearticle.
e. Thepartofthearticlethathasanimpacttoyou.
f. Astorythatwouldsupportornegatethepointsofthearticle.
g. Aposterorsloganonthethingsyoulearnedfromthearticle.

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 MODULE 11:
Family Structures and
BigQuestion: How does your family affect you as a
developing individual?

Objectives:
At the end of this module, you will be able to:
1. appraiseyourfamilystructureandthetypeofcareyougiveandreceive,whic
hmayhelpinunderstandingyourselfbetter,
2. makeagenogramandtracecertainphysical,personality,orbehavioral
attributes through generations,and
3. prepareaplanonhowtomakeyourfamilymembersfirmerandgentler
with eachother.

Call it a clan, call it a network, call it a tribe , call it a family.

Whatever you call it, whoever you are, you need one.
Jane
Howard , "Families"

Activity: GENOGRAM
A genogram or family tree is a useful tool to gather information about a
person'sfamily.Thisvisualrepresentationofafamilycanhelpustoidentifypatterns or
themes within families that may be influencing or driving a person's current
behavior.

Symbols for drawing the genogram or family tree:

Female symbol - name, age

Male symbol - name, age

Unknown gender

Married - add the year or ages

Defactorelationship-commencementdateorages

Separation - date or ages

Divorce - date orages

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Listchildreninbirthorderandputnamesandageseitherwithinthesymbolorunderneath.
Death-asmallcrossinthecornerofthesymbol(recorddateif
known)
Dotted circle - this can be used to enclose the members living
togethercurrently,forexample,whotheyoungpersonislivingwith.

Conflictual relationship

Very close

Distant relationship

Source: http://www.strongbonds.jss.org.au/workers/families/genograms.html

Sample genogram 1:

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 Sample Genogram 2:

Portfolio Output No. 22: My Genogram

Makeyourowngenogramusingthesymbolsandsamplesgiven.Besureto
writeyournameandthedateonyourpaper.Enjoy!

Reading: FAMILYSTRUCTURE
The traditional family structure is considered a family support system which
involves two married individuals providing care and stability for theirbiological
offspring. However, this two-parent, nuclear family has become less prevalent, and
alternative family forms have become more common. The family is created atbirth
and establishes ties across generations. Those generations, the extended family of
aunts,uncles,grandparents,andcousins,canallholdsignificantemotionaland
economicrolesforthenuclearfamily.

Different kinds of family structures:

 Nuclearfamily:Afamilyunitconsistingofatmostafather,motheranddependent
children.Itisconsideredthe“traditional”family.
 Extended family: A family consisting of parents and children, along with
either grandparents, grandchildren, aunts or uncles, cousins etc. In some
circumstances,
theextendedfamilycomestoliveeitherwithorinplaceofamemberofthenuclear
family.
 Stepfamilies:Twofamiliesbroughttogetherduetodivorce,separation,and
remarriage.
 Single parent family: This can be either a father or a mother who is
singly
responsiblefortheraisingofachild.Thechildcanbebybirthoradoption.Theymay
beasingleparentbychoiceorbylifecircumstances.Theotherparentmayhave
beenpartofthefamilyatonetimeornotatall.
87
 Adoptivefamily:Afamilywhereoneormoreofthechildrenhasbeenadopted.Any
structureoffamilymayalsobeanadoptivefamily.
 Bi-racialormulti-racialfamily:Afamilywheretheparentsaremembersofdifferent
racial identitygroups.
 Trans-racialadoptivefamily:Afamilywheretheadoptedchildisofadifferent
racialidentitygroupthantheparents.
 Blendedfamily:Afamilythatconsistsofmembersfromtwo(ormore)previous
families.
 Conditionallyseparatedfamilies:Afamilymemberisseparatedfromtherestof
thefamily.Thismaybeduetoemploymentfaraway;militaryservice;incarceration;
hospitalization.Theyremainsignificantmembersofthefamily.
 Fosterfamily:Afamilywhereoneormoreofthechildrenislegallyatemporary
memberofthehousehold.This“temporary”periodmaybeasshortasafewdaysor
aslongasthechild’sentirechildhood.
 GayorLesbianfamily:Afamilywhereoneorbothoftheparents’sexualorientation
is gay or lesbian. This may be a two-parent family, an adoptive family, a
single parent family or an extendedfamily.
 Immigrant family: A family where the parents have immigrated to another
country
asadults.Theirchildrenmayormaynotbeimmigrants.Somefamilymembersmay
continuetoliveinthecountryoforigin,butstillbesignificantfiguresinthelifeofthe
child.
 Migrant family: A family that moves regularly to places where they have
employment.Themostcommonformofmigrantfamilyisfarmworkerswhomove
withthecropseasons.Childrenmayhavearelativelystablecommunityofpeople
whomoveatthesametime-orthefamilymayknownooneineachnewsetting.
Militaryfamiliesmayalsoleadamigrantlife,withfrequentrelocation,oftenonshort
notice.

Sources: https://www.scoe.org/files/ccpc-family-
structures.pdf;https://www.boundless.com/sociology/textbooks/boundless-sociology-
textbook/family-12/family-91/family-structures-521-10352/

Activity:POEMWRITING
Make two five-line poems about your family. Follow this pattern:
Firstlineis family
Secondlineistwoadjectives(joinedbyand)whichdescribethenoun
Third line is a verb and an adverb to describe the noun in action
Fourthlinebeginswithlikeandpresentsacomparison
Fifth line starts with if only and expresses a wish.

Example:
( family) Mine family
(adjective+adjective) Unique and
chaotic (verb+adverb)
Changingconstantly
(like) Like flaming hot Thai dishes, which are quiteexotic
(ifonly) If only we could re live our family life , of
jolly years gone by

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Reading: INSPIRING STORIES OF FAMILIES

What does it mean to put others’ first before ourselves?

Adoctorenteredthehospitalinahurryafterbeingcalledinforanurgent
surgery.HeansweredthecallASAP,changedhisclothes&wentdirectlytothe
surgeryblock.
He found the boy’s father pacing in the hall waiting for the doctor.
Onseeinghim,thedadyelled:“Whydidyoutakeallthistimetocome?Don’t you
know that my son’s life is in danger? Don’t you have any sense of
responsibility?”
Thedoctorsmiledandsaid:“Iamsorry,Iwasn’tinthehospitalandIcameas
fastasIcouldafterreceivingthecall…Andnow,Iwishyou’dcalmdownsothatI can do
mywork.”
“Calmdown?Whatifyoursonwasinthisroomrightnow,wouldyoucalm
down?Ifyourownsondiesnowwhatwillyoudo?”saidthefatherangrily.
Thedoctorsmiledagainandreplied:“…Doctorscannotprolonglives.Go
andintercedeforyourson,wewilldoourbestbyGod’sgrace”
“Giving advises when we’re not concerned is so easy,” murmured the father.
Thesurgerytooksomehoursafterwhichthedoctorwentouthappy,“Your
sonissaved!”.Andwithoutwaitingforthefather’sreply,hecarriedonhisway
running.“Ifyouhaveanyquestions,askthenurse!!”
“Whyishesoarrogant?Hecouldn’twaitsomeminutessothatIcanask
aboutmyson’sstate,”commentedthefatherwhenseeingthenurseminutesafter the
doctorleft.
Thenurseanswered,tearscomingdownherface:“Hissondiedyesterdayin
aroadaccident,hewasattheburialwhenwecalledhimforyourson’ssurgery.And
nowthathesavedyourson’slife,heleftrunningtofinishhisson’sburial.”
Source: https://vk.com/topic-62771305_29403044? offset=0

The Wooden Bowl

Afrailoldmanwenttolivewithhisson,daughter-in-law,andfour-yearold
grandson.Theoldman’shandstrembled,hiseyesightwasblurred,andhisstep
faltered.Thefamilyatetogetheratthetable.Buttheelderlygrandfather’sshaky
handsandfailingsightmadeeatingdifficult.Peasrolledoffhisspoonontothefloor.
Whenhegraspedtheglass,milkspilledonthetablecloth.
Thesonanddaughter-in-lawbecameirritatedwiththemess.“Wemustdo
somethingaboutfather,”saidtheson.“I’vehadenoughofhisspilledmilk,noisy
eating, and food on the floor.” So the husband and wife set a small table inthe
corner.There,Grandfatheratealonewhiletherestofthefamilyenjoyeddinner.
SinceGrandfatherhadbrokenadishortwo,hisfoodwasservedinawoodenbowl!
WhenthefamilyglancedinGrandfather’sdirection,sometimehehadatearinhis eye
as he sat alone. Still, the only words the couple had for him were sharp
admonitionswhenhedroppedaforkorspilledfood.
The four-year-old watched it all in silence.
Oneeveningbeforesupper,thefathernoticedhissonplayingwithwood
scrapsonthefloor.Heaskedthechildsweetly,“Whatareyoumaking?”Justas
sweetly,theboyresponded,“Oh,IammakingalittlebowlforyouandMamatoeat
yourfoodinwhenIgrowup.”Thefour-year-oldsmiledandwentbacktowork.
The words so struck the parents so that they were speechless. Then tears

89
startedtostreamdowntheircheeks.Thoughnowordwasspoken,bothknewwhat
must bedone.
ThateveningthehusbandtookGrandfather’shandandgentlyledhimback
tothefamilytable.Fortheremainderofhisdaysheateeverymealwiththefamily.
Andforsomereason,neitherhusbandnorwifeseemedtocareanylongerwhena
forkwasdropped,milkspilled,orthetableclothsoiled.
Source: http://www.moralstories.org/the-wooden-bowl/

Give time to our family

After21yearsofmarriage,mywifewantedmetotakeanotherwomanoutto
dinnerandamovie.Shesaid,“Iloveyou,butIknowthisotherwomanlovesyouand
wouldlovetospendsometimewithyou.”
TheotherwomanthatmywifewantedmetovisitwasmyMOTHER,whohas
beenawidowfor19years,butthedemandsofmyworkandmythreechildrenhad
madeitpossibletovisitheronlyoccasionally.ThatnightIcalledtoinvitehertogo
outfordinnerandamovie.“What’swrong,areyouwell?”sheasked.
Mymotheristhetypeofwomanwhosuspectsthatalatenightcallora
surpriseinvitationisasignofbadnews.“Ithoughtthatitwouldbepleasanttospend
sometimewithyou,”Iresponded.“Justthetwoofus.”Shethoughtaboutitfora
moment,andthensaid,“Iwouldlikethatverymuch.”
ThatFridayafterwork,asIdroveovertopickherupIwasabitnervous.
WhenIarrivedatherhouse,Inoticedthatshe,too,seemedtobenervousaboutour
date. She waited in the door with her coat on. She had curled her hair and was
wearingthedressthatshehadworntocelebrateherlastweddinganniversary.She
smiledfromafacethatwasasradiantasanangel’s.“ItoldmyfriendsthatIwas
goingtogooutwithmyson,andtheywereimpressed,“shesaid,asshegotintothe
car.“Theycan’twaittohearaboutourmeeting.”
Wewenttoarestaurantthat,althoughnotelegant,wasveryniceandcozy.
MymothertookmyarmasifsheweretheFirstLady.Afterwesatdown,Ihadto
readthemenu.Hereyescouldonlyreadlargeprint.Halfwaythroughtheentries,I
liftedmyeyesandsawMomsittingtherestaringatme.Anostalgicsmilewasonher
lips.“ItwasIwhousedtohavetoreadthemenuwhenyouweresmall,”shesaid.
“Thenit’stimethatyourelaxandletmereturnthefavor,”Iresponded.Duringthe
dinner,wehadanagreeableconversation–nothingextraordinarybutcatchingupon
recenteventsofeachother’slife.Wetalkedsomuchthatwemissedthemovie.As
wearrivedatherhouselater,shesaid,“I’llgooutwithyouagain,butonlyifyoulet me
invite you.” Iagreed.
“How was your dinner date?” asked my wife when I got home. “Very nice.
Much more so than I could have imagined,” I answered.
Afewdayslater,mymotherdiedofamassiveheartattack.Ithappenedso
suddenlythatIdidn’thaveachancetodoanythingforher.Sometimelater,I
receivedanenvelopewithacopyofarestaurantreceiptfromthesameplacemother
andIhaddined.Anattachednotesaid:“Ipaidthisbillinadvance.Iwasn’tsurethatI
couldbethere;butnevertheless,Ipaidfortwoplates–oneforyouandtheotherfor
yourwife.Youwillneverknowwhatthatnightmeantforme.Iloveyou,son.”
Atthatmoment,Iunderstoodtheimportanceofsayingintime:“ILOVEYOU” and
to give our loved ones the time that they deserve. Nothing in life is more
importantthanyourfamily.Givethemthetimetheydeserve,becausethesethings
cannotbeputofftill“someothertime.”
Source: http://academictips.org/blogs/give -time- to -our-family/

90
 Activity:EMOTIONAL,SOCIALANDSPIRITUALLEGACY
Emotional Legacy Evaluation
Answereachquestionbywritinginyourjournalthenumberthatbestreflects
thelegacyyouhavereceivedfromyourparents.Thenaddupyourscore.

1.Whenyouwalkedintoyourhouse,whatwasyourfeeling?
1 Dread 4 Stability
2 Tension 5 Calm
3 Chaos 6 Warmth

2.Whichwordbestdescribesthetoneofyourhome?
1 Hateful 4 Serious
2 Angry 5 Relaxed
3 Sad 6 Fun

3.Whatwasthemessageofyourfamilylife?
1 You areworthless. 4 You are respected.
2 Youareaburden. 5 You are important.
3 You areokay. 6 Youarethegreatest.

4.Whichwordbestdescribesthe"fragrance"ofyourhomelife?
1 Repulsive 4 Sterile
2 Rotten 5 Fresh
3 Unpleasant 6 Sweet

5.Whichwasmostfrequentinyourhome?
1 An intensefight 4 A strongdisagreement
2 The silenttreatment 5 A kind word
3 Detachedapathy 6 An affectionate hug

Results:
Above24=Strongemotionallegacy
19-24=Healthylegacy
14-18=Mixedlegacy-goodandbadelements
10-13=Weakemotionallegacy
Below 10 = Damaged emotional legacy

Social Legacy Evaluation

Answereachquestionbywritinginyourjournalthenumberthatbestreflects
thelegacyyouhavereceivedfromyourparents.Thenaddupyourscore.

1.Whichwordsmostcloselyresemblethesocialtoneofyourfamily?
1 Cruel andabusive 4 Non-communicative but stable
2 Cuttingsarcasm 5 Securewithopencommunication
3 Chaotic anddistant 6 Loving and fun

91
2.Whatwasthemessageofyourhomelifewithregardtorelationships?
1 "Steponotherstogetyourway." 4 “Mindyourownbusiness.”
2 "Hurtthemiftheyhurtyou." 5 “Treat others with respect.”
3 "Demand yourrights." 6 “Putothersbeforeyourself.”

3.Howwererulessetandenforcedinyourhome?
1 Independent ofrelationship 4 Inconsistently
2 Inreactiontoparentalstress 5 Out of concern for my well-being
3 Dictatorially 6 Inthecontextofalovingrelationship

4.Whichwordbestcharacterizesthetoneofcommunicationinyourhome?
1 Shouting 4 Clear
2 Manipulation 5 Constructive
3 Confusing 6 Courteous

5.Howdidyourfamilydealwithwrongbehavior?
1 Subtlereinforcement 4 Severe punishment
2 Acceptedinthenameoflove 5 Discussion
3 Guilttrip 6 Loving,firmdiscipline

Results:
Above 24 = Strong social legacy
19 - 24 = Healthy legacy
14-18=Mixedlegacy—goodandbadelements
10-13=Weaksociallegacy
Below 10 = Damaged social legacy

Spiritual Legacy Evaluation

Answereachquestionbywritinginyourjournalthenumberthatbestreflects
thelegacyyouhavereceivedfromyourparents.Thenaddupyourscore.

1.Towhatdegreewerespiritualprinciplesincorporatedintodailyfamilylife?
1 Never 4 Frequently
2 Rarely 5 Almost always
3 Sometimes 6 Consistently

2.Whichwordcapturesthetoneofhowyoulearnedtoview/relatetoGod?
1 Absent 4 Casual
2 Adversarial 5 Solemn
3 Fearful 6 Intimate

3. Howwouldyousummarizeyourfamily'slevelofparticipationinspiritual
activities?
1 Nonexistent 4 Regimental
2 Rare 5 Active
3 Occasional 6 Enthusiastic

92
4.Howwerespiritualdiscussionsappliedinyourhome?
1 Theyweren't 4 To teach
2 Tocontrol 5 To influence
3 Tomanipulate 6 Toreinforce

5.Whatwastheperspectiveinyourhomeregardingmoralabsolutes?
1 Ifitfeelsgood,doit! 4 Dogmatic legalism
2 Therearenoabsolutes. 5 Moderateconservatism
3 Letyourheartguideyou. 6 Clear boundaries

Results:
Above24=Strongspirituallegacy
19-24=Healthylegacy
14-18=Mixedlegacy—goodandbadelements
10-13=Weakspirituallegacy
Below 10 = Damaged spiritual legacy

Source: http://www.focusonthefamily.com/parenting/building-
re lationships/family- legacies/the-legacy-you-want-
to-give

Reading: FAMILYLEGACIES
Nomatterwhoweare,wherewelive,orwhatourgoalsmaybe,weallhave
onethingincommon:aheritage.Thatis,asocial,emotionalandspirituallegacy
passedonfromparenttochild.Everyoneofusispassedaheritage,livesouta
heritage,andgivesaheritagetoourfamily.It'snotanoption.Parentsalwayspassto
theirchildrenalegacy…good,badorsomeofboth.

A spiritual, emotional and social legacy is like a three-stranded cord.

Individually, each strand cannot hold much weight. But wrapped together, they are
strong.That'swhypassingonapositive,affirminglegacyissoimportantandwhya
negativelegacycanbesodestructive.Thegoodnewsisthatyoucandecidetopass
apositivelegacyontoyourchildrenwhetheryoureceivedoneornot.

Today,ifwedon'tintentionallypassalegacyconsistentwithourbeliefstoour
children,ourculturewillpassalongitsown,oftenleadingtoanegativeend.Itis
importanttorememberthatpassingonaspiritual,emotionalandsociallegacyisa
process, not an event. As parents, we are responsible for the process. God is
responsible for theproduct.

The Emotional Legacy

In order to prosper, our children need an enduring sense of securityand
stabilitynurturedinanenvironmentofsafetyandlove.

The Social Legacy

Toreallysucceedinlife,ourchildrenneedtolearnmorethanmanagement
techniques, accounting, reading, writing and geometry. They need to learn the fine
artofrelatingtopeople.Iftheylearnhowtorelatewelltoothers,they'llhaveanedge in the
game oflife.

93
The Spiritual Legacy
TheSpiritualLegacyisoverlookedbymany,butthat'samistake.Asspiritual
beings,weadoptattitudesandbeliefsaboutspiritualmattersfromonesourceor
another.Asparents,weneedtotaketheinitiativeandpresentourfaithtoour
children.

The Emotional Legacy

Sadly,manyofusstruggletoovercomeanegativeemotionallegacythat
hindersourabilitytocopewiththeinevitablestrugglesoflife.Butimagineyourself
givingwarmfamilymemoriestoyourchild.Youcancreateanatmospherethat
providesachild'sfragilespiritwiththenourishmentandsupportneededforhealthy
emotional growth. It will require time and consistency to develop a sense
ofemotionalwholeness,buttherewardsaregreat.
A strong emotional legacy:
• Providesasafeenvironmentinwhichdeepemotionalrootscangrow.
• Fosters confidence throughstability.
• Conveys a tone of trustingsupport.
• Nurturesastrongsenseofpositiveidentity.
• Createsa“restingplace”forthesoul.
• Demonstrates unconditionallove.
Whichcharacteristicswouldyouliketobuildintothelegacyyoupassalongto
yourchildren?Evenifyoudon'thittheexactmark,settinguptherighttargetisan
important firststep.

The Social Legacy

Inordertoprosper,ourchildrenneedtogaintheinsightsandsocialskills
necessary to cultivate healthy, stable relationships. As children mature, they must
learntorelatetofamilymembers,teachers,peersandfriends.Eventuallytheymust
learntorelatetocoworkersandmanyothertypesofpeoplesuchassalespeople,
bankers, mechanics andbosses.

Nowhere can appropriate social interaction and relationships be

demonstratedmoreeffectivelythaninthehome.Athomeyoulearned—andyour
childrenwilllearn—lessonsaboutrespect,courtesy,loveandinvolvement.Our
modelingasparentsplaysakeyroleinpassingonastrongsociallegacy.
Key building blocks of children's social legacy include:
• Respect,beginningwiththemselvesandworkingouttootherpeople.
• Responsibility, fostered by respect for themselves, that is cultivated by
assigningchildrendutieswithinthefamily,makingthemaccountablefortheir
actions,andgivingthemroomtomakewrongchoicesonceinawhile.
• Unconditional love and acceptance by their parents, combined with
conditional acceptance when the parents discipline for bad behavior or
actions.
• ThesettingofsocialboundariesconcerninghowtorelatetoGod,authority,
peers, the environment andsiblings.
• Rulesthataregivenwithinalovingrelationship

94
The Spiritual Legacy
Parentswhosuccessfullypassalongaspirituallegacytotheirchildrenmodel
andreinforcetheunseenrealitiesofthegodlylife.Wemustrecognizethatpassinga
spirituallegacymeansmorethanencouragingourchildrentoattendchurch,as
importantasthatis.Thechurchistheretosupportparentsinraisingtheirchildren
butitcannotdotheraising;onlyparentscan.
The same principle applies to spiritual matters. Parents are primary in
spiritualupbringing,notsecondary.Thisisespeciallytruewhenconsideringthat
children, particularly young children, perceive God the way they perceive their
parents.Iftheirparentsareloving,affirming,forgivingandyetstronginwhatthey
believe, children will think of God that way. He is someone who cares, who is
principledandwholovesthemaboveallelse.

The Legacy You Want to Give

Weallhavegoodandbadpartstothelegacywehaveinherited.Thekeyis
tomoveforwardfromhere.Forsome,takingacloserlookatthelegacythey'vebeen
givenhelpsthemassessthelegacytheywanttopasson.Afterconsideringyour
past,herearesomepracticaltipsforthefuture:

Decide what you'll keep:

Youprobablyhavethingsyoureceivedthatarewonderfulandneedtobe
keptandpassedon.Otherthingsmayneedtobethrownout.Or,perhapsyouhave a
weak legacy that needsstrengthening.
Whateveryoureceived,youcannowintentionallypassalongthegood.This
isn'talwayseasy.Ifyousawhypocrisyinyourparents'lives,youmaybetemptedto
throweverythingouteventhoughmuchofwhatyourparentsmodeledwasgood.
Don't.Thatwouldbelikeburningdownthehousetogetridofsomebugs.
Realizethatthereisabeingwhocanredeemeventhe"badstuff"in
yourlegacy.Unfortunatelymanyofushavepartsofourlegacythatareweakor
evenawful.Maybeoneofyourparentswasanalcoholicorabusiveordidn'tprovide
the nurturing you needed. In today's society, the stories of such families are
common.Youmaybeasking,"HowdoIgivesomethingIdidn'treceive?Nobody
modeled this stuff forme."
Hopeisnotlost.ConsiderthestoryofJosiahfromtheOldTestamentinthe
Bible.Hisfatherandgrandfatherwereinvolvedinmanywickedthings,includingidol
worshipthatthreatenedtheentirenation.Butafter8-year-oldJosiahbecamekingof
Judah,hereversedthattrend.HesoughtGodandpurgedJudahofidols,repaired the
temple and saved anation.
LikeJosiah,youcanchoosewhichthingsinyourlegacyarenogoodand
throwthemaway.It'simportanttobreakthecycleofhurtbyleavingbadthings
behindandcreatinganewlegacy.Legaciesarenoteasilybrokenandalwaysbenefit from
Hisguidance.
Chartanewcourseasyoubeginapositivelegacyforyourselfandthoseyou
love.Researchsuggeststhatmostfatherswillparentthewaytheywereparented.
Thatmeansonlyaminorityoffatherswillchangetheirparentingstyle—eveniftheir
parentingiswrong!Today,youcantakepositivestepstodesignanewheritagefor
yourself and yourfamily.
Source: http://www.focusonthefamily.com/parenting/building-
re lationships/family- legacies/family-legacies-passing-
on-a-legacy

95
Portfolio Output No. 23: Reactions to the Emotional, Social and
Spiritual Legacy Evaluation
1. What were your scores in the emotional, social and spiritual legacy
evaluation?
2. Howdothesescoresreflectyouhomeatmosphere?
3. Whatisthelegacyyouhavereceivedfromyourparentsandsiblings?
4. How do you plan to give a legacy when you start your own family in the
future?

Activity:HOWDOYOUFEELABOUTYOURRELATIONSHIPS?
How do you feel about your relationships? Where do you see your relationships
going?Areyouhappywithyourrelationships?Copythisquestionnaireinyour
Journal.Puta✔ifyouranswerisYESandwriteΧifyouranswerisNO.
ORGA
Criteria/Relationship FAMILY FRIEND PARTNE
NI-
S R ZATIO
NS
I. Overall feelings about the relationship:
Are you getting your needs met?
Are you speaking up and asking for
what you want?
Are you feeling heard?
Are you feeling encouraged and
supported to grow?
II. The decision-making process:
Are decisions made to your
satisfaction?
Is there sufficient time to
discuss, assess, and process?
Do you feel as though your
thoughts and feelings are taken
seriously?
Is there a collaborative spirit about
decisions?
III. Communication:
Do you feel safe to say whatever you
feel?
Do you feel listened to when you
communicate?
Do you feel encouraged to tell your
truth?
Do you feel supported in all your
dreams and goals?
IV. Roles and responsibilities:
Do you feel the division of tasks is
working?
Do you feel that both of you are
doing your parts?
Do you feel that task allocation is
fair?
Is there anything that you want to
change?
V. Activities:
Do you feel like you spend enough
time together?
Do you feel like you need more alone
time?
Do you want to try something new?
VI. Planning, schedules, and logistics:
Are you experiencing any schedule
conflicts you want to address?
Are there financial agreements that
are fair?
Do each of you have enough time to
accomplish
everything you want?

96
Inwhichrelationshipdoyouhavemorechecks?MoreXs?Whatcanyoudoto
improve yourrelationships?
Source: Carter-Scott, Cherie. (1999). If Love is a Game, These are the
Rules. Broadway Books, a division of
Random House, Inc. pp. 151-152.

A TRIBUTETO FAMILIES

Idon'tknowwhenitstarted,
Orhowitallbegan.
But God created families,
As only our Lord can.
Hewasteachingwhatitmeans,
Tolove,honor,andobey.
Hewantedastrongbond,
Thatwedon'tseetoomuchtoday.
Hewantedsomeonetoholdus,
Andshowrespectforothers.
He wanted someone who'd be gentle,
And so he created mothers.
He wanted someone strong,
A support filled with love.
And so he created fathers,
Sent from heaven up above.
Brothers and sisters came next,
With that, an instant friend.
Someone to look up to,
Someone on who to depend.
Whenheputthemalltogether,
Hewasamazedatwhathe'ddone.
Hehadcreatedafamily,
Mother, father, daughter, son.
But look at the family,
Created by only two.
How many we've become,
And all because of you.
Wehavealottobethankfulfor,
Thememoriesthroughtheyears.
Themanytimestogether,
Full of laughter, full of tears.
Idon'tknowwherewe'dbetoday,
Ifitweren'tforthetwoofyou.
To show us strength, support, and love,
Like only the two of you can do.

Source:http://www.familyfriendpoems.com/poem/tribute- to-family

97
Portfolio Output No. 24: Insights on Relationships and Tribute to My
Family
1. Whathaveyoulearnedinthisunitaboutyourpersonalrelationshipswithfamily,
friends, partner, andorganizations?
2. Howdoyouassessthepresentstateofyourrelationships?
3. Whatdoyoupaltodoinordertoimproveandstrengthenyourrelationships?

End of Unit 3 Assessment

Unit 3: Building and Maintaining Relationships

List of Outputs for Portfolio:

Module 9
17. ReflectionsonPersonalRelationships(Individualwork)
18. ResponsetoMom’sLetter(Individualwork)
19. PosteronBasicRightsinRelationships(Individualwork)

Module10
20.DescriptionofMySocialGroup(individualwork)
21.ReflectionsonLeadershipandMembership(Individualwork)
Module11
22. My Genogram (Individualwork)
23.ReactionstotheEmotional,SocialandSpiritualLegacy
Evaluation (Individualwork)
24.Insights on Relationships and Tribute to My Family (Individual
work)

98
 Unit IV: Career Development

MODULE 12:
Persons andCareers
BigQuestion:

Howdopersonal/internalfactorsinfluenceyourcareer choices?

Objectives:
At the end of the module, you will be able to:
1. explainthatunderstandingoftheconceptsofcareerandlifegoalscanhelp
in planning yourcareer,
2. identifythepersonalfactorsinfluencingcareerchoices,and
3. takeaself-
assessmenttooltoknowyourpersonalitytraitsandotherpersonalfact
orsinrelationtoyourgoals.

Reading: TENMYTHSABOUTCAREERPLANNINGBUSTED!
From procrastinating to submitting oneself to inadequate information,
Suchitra Surve, Director, Growth Centre identifies the 10 common mythsabout
choosingacareerandtellsyouwhyitwillaffectyouinthelongrun.
Keep in mind that the road to career happiness is usually full of bumps,
curvesandtangentsratherthanastraight,directpathfrompointAtopointB.While
peer pressure and post-study placements could be major influences affecting your
decisionat16,therearethosewhoendupregrettingtheirdecisionsevenwhenthey
are30.
So,whatarethemistakesyoungpeoplemakewhiledecidingtheircareers?
Whereexactlyaretheygoingwrong?Whatcanyoudotoavoidgettingintoa
situationlikethat?Readontodispelsomecommoncareermyths

Myth 1: Arts/humanities majors usually are unemployable after

college
Fact: Skills matter in every stream
Humanitiesmajorsusuallyprovidetraininginbasicareascalledtransferable
skills such as interpersonal communication, writing, research, and critical thinking.
Transferableskillsindicatethoseskillsthatarelearnedinoneareacanbereadily
utilizedinawiderangeofotherareas.Theseskillsthatonelearnsaresoughtafter
bymanyemployers.Artsmajorsareemployedinawiderangeofcareers.Although
humanitiesgraduatessometimestakemoretimefindinga"niche"intheworking
world,it'susuallybecausetheydon'tknowwhattheycanorwanttodoortheyare
notawareoftheoptionsavailabletothem.So,donotassumethatacertainstream
willopenupyouropportunitiesforthefuture.

Myth 2: Selecting what's 'hot' at the moment is safe

Fact: What's hot today may not necessarily be 10/20 years later
Selecting a major or pursuing a career just because it's hot can be
dangerous. There are two things you must understand before opting for
thisapproach.First,whatis'hot'todaymaycooldown,ordisappearcompletely,inthe
99
nearfuture.Secondly,suchachoicefailstotakeintoaccounttheinterestsand
abilitiesofthestudent,orthekindofenvironmentinwhichtheyaremostlikelyto
succeed.Butcareersatisfactioninvolvesfarmorethansimplybeingabletodoa
particularjob--itrequiresinterest,commitmentandpassion.Thesearefarbetter
indicatorsforcareerchoicethananyfadofthemoment.Newcareerfieldsandjobs
emergeeveryyearasaresultofchangesinpublicpolicy,technology,andeconomic
trends.Therefore,youareonmuchfirmergroundwhenyouselectacareergoalthat
genuinely interestsyou.

Myth 3: Career assessments / counselors will not be of any use for me

Fact: You must know what your aptitude is before choosing a career
PsychometricAssessments(AptitudeTest)canprovideadditionalinformation
thatmaybehelpfulasapartofthecareerplanningprocess.Assessmentswould
provideaclearideaastoonesaptitude,strengthsandweaknessandtheirmental
capabilities, which aids in selecting a career, but with thorough brainstorming with
thecareercounselor,whocanchalkoutvariouscareeroptionsbasedonthematch
betweenthestudentprofileandthecareer.Ofcourse,it’suptoyouwhetheryou
wanttopursuewhatthecounseloradvisesyouto,butdonotskipthisstep.

Myth 4: If X is happy in a particular field, I will be happy too

Fact: You arenot X
Everyoneisdifferentandwhatworksforonepersonwon’tnecessarilywork
for another, even if that other person is someone with whom you have a lot in
common.Ifsomeoneyouknowhasacareerthatinterestsyoutryandgetmore
detailsaboutthecareerintermsofthejobdescription,theskillsrequiredandmarket
demandofthecareer.Thenmatchthedescriptionwithyourtraitsandthenmakea
choice.Beawarethatwhatyoulikemaynotnecessarilybeagoodfitforyou.

Myth 5: If I wait long enough, luck will eventually bring me to

the right career
Fact: Procrastination is no substitute for laziness
Itisunlikelythatyouwilljust“bumpinto”theoccupationthatwillperfectly
matchyourskillsandinterests.Themoreinformationyougatheraboutyourselfand
theoccupationsyouareconsidering,themorelikelyitisyouwillmakeawisecareer
decision.Itistruethatsomethingsbeyondyourcontrolwillinfluenceyourlife,but
youmusttakeanactiveroletodetermineyourownfate.Lookaroundyou–those
peoplewhoareunhappyintheircareersmostlikelyjust“fellinto”somethingwithout
carefulplanning.Doyouwantthesamethingtohappentoyourcareergraph?So
thinkwiselyandplantheprocess.

Myth 6: Making a lot of money will make me happy

Fact: The ingredients of fulfilling career also includes passion and
commitment to growth
Whilesalaryisimportant,itisn’ttheonlyfactoryoushouldlookatwhen
choosingacareer.Countlesssurveyshaveshownthatmoneydoesn’tnecessarily
leadtojobsatisfaction.Formanypeopleenjoyingwhattheydoatworkismuch
moreimportant.

100
Myth7:OnceIchooseacareerI’llbestuckinitforever
Fact: You are never too old to switch careers
Nottrue.Ifyouareunsatisfiedinyourcareerforanyreason,youcanalways
change. Discussing your interests with knowledgeable people who could guide you
towardsanothercareercouldlandyouinasatisfyingjobprofile.Rememberjust
beinginajobwithoutalackofinterestswouldhamperyourperformance.Soitwould
bebetterifyoumakeawisechoicelater.Manypeopledochangecareersseveral
timesoverthecourseoftheirlifetimes.

Myth 8: If I change careers my skills will be wasted

Fact: Being multi-skilled allows you to learn and adapt accordingly
Itistruethatcertainjobsrequiresomespecializedskillset.Butnotethat
mostlyjobsrequireacommontypeofskillswhichmostoftheindividualspossess.
Yourskillsareyourstokeep.Youmaynotusethemintheexactlysameway,but they
won’t bewasted.

Myth 9: I will decide after the results are out

Fact: Impulsive decisions lack planning and direction
Thoughonecankeepoptions,buthavingasoundacademicbackground
alwaysprovesbeneficialwhilemakingacareer.ThetwoyearsofJuniorcollege
(class11and12)areveyessentialastheyformabaseforaparticularcareer.One
cannotignoretheknowledgegainedwhilststudying.Decidingaftergraduation
sometimesleadstoimpulsivedecisionsas,theearliereducationalqualificationmay
notbeapplicabletotheareaofworkthatyouplantopursueinlaterlife.Planningin
advancepreparesyoubettertodealwiththeIf-and-Orsituationsbetter.

Myth10:Ilovethishobby,butIdon’tthinkIcanmakemoneyoutofit
Fact: If you love what you do, you will not feel like you are working
An oft repeated line, it explains why part-time hobbies like cooking,
photographyanddesignthatwereoncepursuedduringweekendsarenowbeing
pursuedasfulltimecareers.Andmostofthesehobby-turnedvocationspayreally
wellifpursuedprofessionally.Ifyourhobbybecomesacareer,thenthere’snothing
stoppingyoufrombeingsatisfiedinyourjobandlife.So,goaheadandmakeawise
choice!

Source: http://www.rediff.com/getahead/slide-show/slide-show-1-
career- 10-
myths-about -career-planning-busted/20120430.htm#1

101
 Activity: THE CAREER WHEEL

Abilities/
Skills/
Family

Culture

Personality Me
and Interests
MyCareer

Gender

Socialand
Economic Conditions
Childhood
Fantasies

Source: http://earlhaig.ca/departments/coop/1Documents/gr 2010

20careers/Career 20W

heel 20Assignment/building_careers.pdf
102
Portfolio Output No. 25: Career Wheel
Write about your career wheel. Answer the following questions:
1. Howdidyougoaboutnamingevents,situations,needsandfactsabout
yourself?Weretherechallengesindoingthis?Ifso,whatarethese
challenges?
2. Lookingatthesemanyfacetsinyourlife,whichamongthemdoyouthink
aremajorconsiderationswhendecidingonfuturecareeroptions?Why
wouldyouconsidertheseasasourceofgreatimpact?

3. Whicharetheareasthatwillreallyworktoyouradvantageinrelationtothe
careeroptionsthatyouareconsidering?Howwilltheseimpactyour
choices?
4. Whatareyourealizationsafterthisexercise?

Reading: CAREER CONCEPTS

Acareerisdefinedasthecombinationandsequenceofrolesplayedbya
person during the course of a lifetime (Super,1980). Your
careerbasically dictatesalotofthingsinyourlife–
itcandeterminethekindoflifestylethatyouwill
beleading,thequalityofrelationshipsthatyouhavewithpeoplearoundyoulikeyour
familyandfriends,thekindofbalanceyouwillbeabletokeepwithyourlifeandyour
responsibilities.
Therearetwootherconceptsthatweoftenassociatewiththeconceptof
career.Oneisajob.Ajobisapositionanindividualholdsdoingspecificduties.
Forexample,ifyouwouldlookcloselyatthejobofalawyer,youcansaythata
lawyer’sjobisworkingasanassociateinXLawFirm.
Anothertermisoccupation.Anoccupationisdefinedasthesimilarworkfor
whichpeoplehavesimilarresponsibilitiesandforwhichtheydevelopacommonset of
skills and knowledge. For example, people who are in the mental health
occupation would include psychologists, clinical psychologists, counselors, and
psychiatrists.
A lot of things can influence one’s career choice. A popular career
developmentmodel,theTraitandFactormodel,believesthatskillsandabilities
need to fit the demands of a particular career field. This being said, it is then
importantthatyoutakestockoftheskills,knowledgeandabilitiesthatyoucurrently
possessandthosethatyoustillneedtodevelopasthesegreatlyimpactsthatkindof
careerthatcouldbeagoodmatchforyou.
Anotherfactorthatcouldinfluenceyoursuccessinaparticularcareerfield
wouldbeyourpersonalityandinterests.JohnHolland,apopularcareercounselor
proposed a theory that strongly believe that certain careers requirecertain
personalitytraitsandmustalsofitourinterests.
Ourliferolesareyetstrongfactorsthatinfluencesourcareerchoices.Your
roleasachild,asister,astudent,andeventuallyifyouchooseit,thatofaparent
wouldhaveanimpactinthedecisionsthatyouwouldhavetomakeasanadult.
DonaldSuper,anothercareerdevelopmenttheoristbelievesthatsinceweplayan
array of roles in our lives, these roles are likely to change over time thus
requirements,needsandotherexternalforceswouldcomeintoplaywhenweare
tryingtofigureoutormaintainacareer.
One’sraceandethnicitycouldalsoimpactourchoices.Thecultureinwhich
webelongtoshapeourvaluesandexpectations.InthePhilippines,ourcollectivist

103
orientationmakesourfamilyastronginfluenceinourcareerdecisions.Moreoften
thannot,thechoiceofcoursetotakeincollege,thelocationofourjob,howstrong-
willed we will be in achieving great heights in our career, would most likely be
influencedbyourfamilyroles,dutiesandobligations.
Our social identity, specifically our gender, also possess challenges
and opportunitiesforuswhenchoosingacareer.Althoughnowadays,thegenderdivide
intermsofcareershaveslowlynarrowed,itisaknownfactthatmenandwomen
experiences career-relatedstereotypes.
Oneofthestrongestconsiderationsincareerdecisionmakinghasalottodo
with social and economic conditions. Our choice of career is contingent to our
capabilities to sustain the monetary demands of pursuing formal education to train
forit.Also,ourfinancialobligationsandroleslikewisewoulddeterminethekindof
occupationwewouldbepursuinginordertofulfilltheseduties.Furthermore,certain life
events can also influence our career choices. The unpredictability of these
eventsmaycauseustomakecertainconcessionsinordertomeetthedemands
broughtaboutbythesechanges.Likewise,thevolatileeconomiclandscapeand
howitimpactsthatsupplyanddemandforpeopleandjobsmayalsoimpacthowour
careers wouldprogress.
Lastly,wearesofamiliarwiththequestion“Whatdoyouwanttobewhen you
grow up?”. It is highly probable that these childhood fantasies may have
influencedhowyouviewyourselfandyourcareer.

Reading:WHAT INFLUENCES YOUR CAREER CHOICE?

By Melissa Venable
When we think about career choice, several things immediately come to mind
-jobdescription,trainingandeducationrequired,careeroutlook,andsalary-but
thereareanumberofotherfactorsthatmayinfluenceyourdecisions.Let'sexplore some
of these factors as addressed by multiple career development theories.
Theories can help us frame why and how things happen. In this case,
careerdevelopmenttheorieshelpusexplainwhyandhowwechoosetopursuespecifi
c careerfields.
Therearealotoftheoriestoconsiderintherelativelynewfieldofcareer
development.Asyoureadthroughthefactorsbelow,you'llseethatmanyofthe
related theories address some of the same issues. No one theory explains
everything,soit'sgoodtoconsiderthesefactorsfrommultipleperspectives.
Influence Factors
SkillsandAbilities-Consideringyourskillsandabilitiesandhowtheymay
fitaparticularoccupationcomesoutofoneoftheearliestcareerdevelopmentfields,
Trait-Factortheories,andisstillusedtoday.Thesetheoriesrecommendcreating
occupationalprofilesforspecificjobsaswellasidentifyingindividualdifferences,
matchingindividualstooccupationsbasedonthesedifferences.Youcanidentify
activitiesyouenjoyandthoseinwhichyouhavealevelofcompetencythougha
formalassessment.
InterestandPersonalityType-Holland'sCareerTypologyisawidelyused
toconnectpersonalitytypesandcareerfields.Thistheoryestablishesaclassification
systemthatmatchespersonalitycharacteristicsandpersonalpreferencestojob
characteristics. The Holland Codes are six personality/career types that help
describe a wide range ofoccupations.

104
 LifeRoles-Beingaworkerisjustoneofyourliferoles,inadditiontoothers
suchas,student,parent,andchild.Super'sLifespantheorydirectlyaddressesthe
factthatweeachplaymultiplerolesinourlivesandthattheseroleschangeoverthe
courseofourlives.Howwethinkaboutourselvesintheseroles,theirrequirements
ofthem,andtheexternalforcesthataffectthem,mayinfluencehowwelookat
careersingeneralandhowwemakechoicesforourselves.
Previous Experiences - Krumboltz's Social Learning and Planned
Happenstancetheoriesaddressfactorsrelatedtoourexperienceswithothersandin
previousworksituations.Havingpositiveexperiencesandrolemodelsworkingin
specificcareersmayinfluencethesetofcareersweconsiderasoptionsfor
ourselves.OneaspectofSocialCognitiveCareerTheoryaddressesthefactthatwe
are likely to consider continuing a particular task if we have had a positive
experiencedoingit.Inthisway,wefocusonareasinwhichwehavehadproven
successandachievedpositiveself-esteem.
Culture- Racial and ethnic background, as well as the culture of an
individual'sregionalarea,localcommunity,andextendedfamily,mayimpactcareer
decisions.Ourcultureoftenshapesourvaluesandexpectationsastheyrelateto
manypartsofourlives,includingjobsandcareers.Multiculturalcareercounseling
hasemergedasaspecializedfieldtotaketheseinfluencesintoconsiderationwhen
counselingclientsandstudents.Wecan'tattributethepredominantcharacteristicsof
aculturetoanyoneofitsindividuals,buthavinganawarenessofthevaluesand
expectations of our culture may help us understand how we make our career
choices.
Gender - Both men and women have experienced career-related
stereotypes.Genderisafactorincludedinmultiplecareerdevelopmenttheoriesand
approaches including, Social Learning and multicultural career counseling. How we
view ourselves as individuals may influence both the opportunities and barriers we
perceiveaswemakecareerdecisions.Studiesofgenderandcareerdevelopment
areongoingasrolesofmenandwomenintheworkforce,andinhighereducation,
evolve.
Social and Economic Conditions - All of our career choices take place
withinthecontextofsocietyandtheeconomy.Severalcareertheories,suchas
SocialCognitiveCareerTheoryandSocialLearning,addressthiscontextinaddition
tootherfactors.Eventsthattakeplaceinourlivesmayaffectthechoicesavailable
tousandevendictateourchoicestoacertaindegree.Changesintheeconomyand
resultingjobmarketmayalsoaffecthowourcareersdevelop.
ChildhoodFantasies-Whatdoyouwanttobewhenyougrow-up?You
mayrememberthisquestionfromyourchildhood,anditmayhavehelpedshape how
you thought about careers then, as well as later in life. Career counseling
theoriesareexpandingasprogramsrelatedtocareerchoicearedevelopedforall
ages,includingtheveryyoung.Ginzbergproposedatheorythatdescribesthreelife
stagesrelatedtocareerdevelopment.Thefirststage,fantasy,whereearlyideas
aboutcareersareformed,takesplaceuptoage11.

Work with your career counselor!

It’simportanttounderstandthatcareerchoiceisnotmadebasedonanyone
factor.Ourchoicesaresubjecttomanyinfluences–individual,cultural,social,and
environmental. The combination and interaction of various influences on your
decision-makingareuniquetoyouandyoursituation.Theremayalsobemultiple

105
options,several“good-fits”foryou,insteadofasingle,rightchoice.Keepinmind
thatasyouchange,learningandexperiencingnewthings,andexternalfactors
change,suchastheeconomy,youwillcontinuetoreviseandfine-tuneyourcareer
choices.
Thereisalottoconsider,butyoudon’thavetofigureitalloutonyourown.
Workwithacareerservicescounseloratyourinstitution’scareercenter.These
professionalswillbeabletoassistyouwithassessmentsandadditionalresources,
and discuss how different theories may be applied to your careerdevelopment
process.

Source: Melissa Venable; http://www.onlinecollege .org/2011/05/17/what-

influences-your-

career-choice/

Reading: SUPER’SCAREERDEVELOPMENTTHEORY
DonaldSuperinfluencedtheideathatdevelopingasenseofselfandrealize
thatyouchangeovertimeisimportantwhenplanningyourcareer.
OneofDonaldSuper'sgreatestcontributionstocareerdevelopmenthasbeenhis
emphasisontheimportanceofthedevelopmentofself-concept.AccordingtoSuper,self-
conceptchangesovertime,anddevelopsasaresultofexperience.Assuch,career
development islifelong.
Super developed the theories and work of colleague Eli Ginzberg.Ginzberg’s
theory
enumeratedthreestagesinaperson’scareerdevelopment:Fantasy(frombirthto11years old),
Tentative (from 11-17 years old), and Realistic (after age 17). Super thoughtthat
Ginzberg’s work had weaknesses, which he wanted to address. Super extended
Ginzberg’s
lifeandcareerdevelopmentstagesfromthreetofive,andincludeddifferentsubstages.
Super argues that occupational preferences and competencies, along with an
individual’slifesituations,allchangewithtimeandexperience.Superdevelopedtheconcept
ofvocationalmaturity,whichmayormaynotcorrespondtochronologicalage:peoplecycle
througheachofthesestageswhentheygothroughcareertransitions.

Super’s five life and career development stages

Stage Age Characteristics

Growth birth-14 Developmentofself-concept,attitudes,needsand
general world ofwork
Exploration 15-24 "Trying out" through classes, work
hobbies.Tentativechoiceandskilldevelopment
Establishme 25-44 Entry-levelskillbuildingandstabilizationthrough
nt workexperience
Maintenanc 45-64 Continual adjustment process to improve position
e
Decline 65+ Reduced output, prepare for retirement
106
Developmental tasks at these different stages

Life Adolesc Early Middle Late

stage ence adulthood 25- adulthood 45- adulth
14-25 45 65 ood
65+
Decline Giving less Reducing Focusing on Reducing
time sports essentials working
to hobbies participation hours
Maintena Verifying Making Holding Keeping
nce current occupatio one's own what one
occupatio nal against enjoys
nal choice position competition
secure
Establish Getting Settling Developin Doing
ment started in down in a g new things one
a chosen suitable skills has wanted
field position to do
Explorati Learning Finding Identifying Finding a
on more desired new tasks good
about opportunit to work on retirement
opportuni y place
ties
Growth Developi Learning to Accepting Developing
ng a relate to one's own and valuing
realistic others limitations non-
self- occupation
concept al roles

Superstatesthatinmakingavocationalchoiceindividualsareexpressingtheirself-concept,or
understandingofself,whichevolvesovertime.Peopleseekcareersatisfactionthroughwork
rolesinwhichtheycanexpressthemselvesandfurtherimplementanddeveloptheirself-
concept.
Source: http://www.careers.govt.nz/practitioners/career -practice/career-theory-
models/supers-theory/

D
107
Activity: SKILLS ASSESSMENTWORKSHEET
Transferrable Skills generally are not associated with a particular job or
task. Transferable skills are usually broader and related to
leadership,communication,criticalthinking,analysis,andorganization.Theseareskills
thatcan
betransferredandutilizedinavarietyofdifferentkindsofjobsandcareerpaths.
Copythelistofskillsbelowandmarkeachcolumnasdescribed.Youcan
havethesameskillmarkedmorethanonceineachcolumn.
1. Whatskillshaveyoualreadyacquiredandfeelcompetentdoing?Inthefirst
column,markeachskillinwhichyoufeelcompetent.
2. Whatskillsdoyouenjoy,evenifyouarenotproficientatthem?Inthesecond
column,markthoseskillsthatyoureallyenjoy.
3. Whatskillswouldyouliketolearn,acquireordevelopfurther?
1. Fromthelistabove,referringtocolumn2,listyourtopfivefavoriteskillsthatyou
wouldmostenjoyutilizinginyourwork(evenifyouarenotproficientatthem yet).
Include the main skillcategory.
2. Whichofthefavoriteskillslistedabovedoyouconsiderstrengthsorthingsthat
youareverygoodat(bothcolumn1and2wouldprobablybemarked).Include
the main skillcategory.
3. Which(topfive)skillswouldyouliketodevelop,improveand/orlearn(referto
skillsmarkedincolumn3)?Includethemainskillcategory.
1. Feel 2. Enjoy/ 3. Would
Skill Competen Favorites Like
t to Develop
Communication Skills
Write, edit, translate, interpret or critique
words
Speak in public, debate, advocate,
present or demonstrate an idea
Facilitate a meeting
Reading and following directions
Comparing or cross-checking two lists
Filling out forms
Writing reports, letters and memos
correctly
Reading and understanding policies and
memos
Comfortably speaking to others you do not
know
Taking notes while someone speaks
Finding information
Using a map
Explaining things to other people
Know when to ask for help or more
explanation
Counsel or advise others
Listening to others
Other(s):

1. Feel 2. Enjoy/ 3. Would

Technical Skills Competen Favorites Like
t to Develop
Be athletic or use physical coordination
Build or construct things or structures
Do skilled crafts or use hand coordination
with tools
Operate vehicles, machines or electronic
equipment

108
 1. Feel 2. Enjoy/ 3. Would
Technical Skills Competen Favorites Like
t to Develop
Repair or set up machines or equipment
Installing things
Work with earth and nature
Gardening, landscaping and farming
Other(s):

1. Feel 2. Enjoy/ 3. Would

Management and Self-Management Skills Competen Favorites Like
t to Develop
Administer, set goals and priorities, plan or
make decisions
Initiate, assess needs, anticipate or create
change
Manage people, delegate tasks, direct,
oversee or motivate
Sell, negotiate, convince, promote or
persuade
Being a patient with others
Keeping a cheerful attitude
Getting interested/excited about the task at
hand
Offering to help when it’s needed
Knowing how to take directions
Motivating myself to do what needs to get
done
Helping motivate others to get the job done
Prioritizing tasks so that the larger goal is
met on time
Following the rules
Presenting a neat and professional image
Checking your own work
Using courtesy when dealing with others
Seeking help when needed
Being eager to learn
Speaking up for yourself
Solving problems in a cooperative way
Other(s):

1. Feel 2. 3. Would
Number Skills Compet Enjoy / Like to
ent Favorit Develop
es
Compute, calculate, compare or record
numbers
Forecast, appraise or estimate numerical
information
Doing arithmetic correctly
Using percentages and decimals
Estimating costs and/or time needed to
complete a job
Using a database program on a computer
Using a spreadsheet on a computer
Creating and managing a budget
Other(s):
 3.
1. Feel 2.
Creative/Artistic Skills Would
Compet Enjoy /
Like
ent Favorit
to
es Develop
Perceive intuitively, sense, show insight or
have foresight
Use artistic ability, photograph, decorate,
paint or sculpt
Use creativity, visualize, imagine,
brainstorm or design
Use musical ability, sing, compose or play
instruments
Presenting artistic ideas

109
Visualizing shapes
Designing
Drawing, illustrating, sketching
Other(s):
3.
1. Feel 2.
People and Social Skills Would
Compet Enjoy /
Like
ent Favorit
to
es Develo
p
Care, treat, heal, nurse or rehabilitate
others
Counsel, empower, coach, guide or listen to
individuals
Host, comfort, please, make welcome or
serve customers
Plan social, recreational or other group
events
Problem-solve, mediate or network with
people
Teach, train, instruct, inform or explain to
groups
Caring for children responsibly
Caring for the sick and elderly
Calming people down
Helping people complete a task
Knowing how to get along with different
people/personalities
Other(s):

3.
1. Feel 2.
Critical Thinking and Investigative Skills Would
Compet Enjoy /
Like
ent Favorit
to
es Develo
p
Analyze, use logic, problem solve, examine
Conceptualize, adapt, develop, hypothesize
or discover
Evaluate, assess, test, appraise, diagnose
Observe, reflect, study or notice
Research, investigate, read or interview
Synthesize, integrate, unify or conceptualize
ideas
Other(s):

3.
1. Feel 2.
Business Skills Would
Compet Enjoy /
Like
ent Favorit
to
es Develo
p
Working with computers
Using a business telephone
Working with budgets
Account, budget, program or systematize
financial data
Attend to detail, copy, inspect or transcribe
 Setting up and closing out a cash register
Managing money and bills
Organizing, filing, updating, categorizing or
arranging information
Writing business documents
Coordinating events
Fund-raising
Other(s):

Source: http://ccv.edu/documents/2013/11/skills -inventory-worksheet.pdf

110
Activity:THEBIGFIVEPERSONALITYTEST
Thisisapersonalitytest,itwillhelpyouunderstandwhyyouactthewaythat
youdoandhowyourpersonalityisstructured.Inthetablebelow,markhowmuch
you agree with the statement on the scale 1-5, where 1=disagree, 2=slightly
disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of it.

Rating I…. Rati I….

ng
1. Am the life of theparty. 26. Have little to say.
2. Feel little concern 27. Have a soft heart.
forothers.
3. Am alwaysprepared. 28. Often forget to put things
back in their
proper place.
4. Get stressed outeasily. 29. Get upset easily.
5. Have a richvocabulary. 30. Do not have a good
imagination.
6. Don’ttalkalot. 31. Talk to a lot of different
people at parties.
7. Am interested inpeople. 32. Am not really interested
in others.
8. Leave my 33. Like order.
belongingsaround.
9. Am relaxed most of 34. Change my mood a lot.
thetime.
10. Have difficulty 35. Am quick to understand
understanding things.
abstract ideas.
11. Feel comfortable 36.Don’tliketodrawattentiontomyself.
around people.
12. Insult people. 37. Take time out for others.
13. Pay attention to details. 38. Shirk my duties.
14. Worry about things. 39. Have frequent mood
swings.
15. Have a vivid 40. Use difficult words.
imagination.
16. Keep in the 41. Don’t mind being the center of
background. attention.
17. Sympathize with others’ feelings. 42. Feel others’ emotions.
18. Make a mess of things. 43. Follow a schedule.
19. Seldom feel blue. 44. Get irritated easily.
20. Am not interested in 45. Spend time reflecting on
abstract ideas. things.
21. Start conversation. 46. Am quiet around
strangers.
22.Amnotinterestedinotherpeople’s 47. Make people feel at ease.
problems.
23. Get chores done right 48. An exacting in my work.
away.
24. Am easily disturbed. 49. Often feel blue.
25. Have excellent ideas. 50. Am full of ideas.

Scoring:
E = 20 + (1) -(6) +(11) -(16) +(21) -(26) +(31) -(36) +(41) -(46) =

A = 14 – (2) +(7) -(12) + (17) -(22) +(27) -(32) +(37) +(42) +(47) =

C = 14+ (3) -(8) +(13) -(18) +(23) -(28) +(33) -(38) +(43) +(48) =

N = 38 – (4) + (9) -(14) +(19) -(24) -(29) -(34) -(39) -(44) -(49) =

O =8+ (5) - (10) +(15) -(20) +(25) -(30) +(35) +(40) +(45) +(50) =

111
Thescoresyoucalculateshouldbebetweenzeroandforty.Belowisadescriptionof
eachtrait.
 Extroversion (E) is the personality trait of seeking fulfillment from
sourcesoutsidetheselforincommunity.Highscorerstendtobevery
socialwhilelowscorersprefertoworkontheirprojectsalone.
 Agreeableness(A)reflectsmuchindividualsadjusttheirbehaviortosuit
others.Highscorersaretypicallypoliteandlikepeople.Lowscorerstend to
‘tell it like itis’.
 Conscientiousness © is the personality trait of being honest and
hardworking.Highscorerstendtofollowrulesandprefercleanhomes.
Lowscorersmaybemessyandcheatothers.
 Neuroticism(N)isthepersonalitytraitofbeingemotional.
 OpennesstoExperience(O)isthepersonalitytraitofseekingnew
experienceandintellectualpursuits.Highscoresmaydaydreamalot.
Lowscorersmaybeverydowntoearth.

Source: http://personality-testing.info/printable/big-five-personality-test.pdf

Activity: CAREER INTERESTS

Thisactivityhelpsyoumatchyourinterestswithtypesofcareers.Foreachof
the86itemsbelow,choosetheletteroftheactivityyouwouldratherdoandwrite
themdownonapieceofpaper.Itdoesn’tmatterifyoulikebothofthemalotor
dislikebothofthemalot;justpicktheoneyouwouldratherdo,andcirclethatletter.
A. Operateaprintingpress B.Figureoutwhy
A.Choreographadance
1 B. Studythecausesof 15 29 someoneissick
K. Lobby for a cause
earthquakes R. Fly an airplane
C.Learnhowthings
C. Plant and harvest crops
H. Sell clothes grow and stay
2 R.Replacecarwindowand 16 30
E. Work with hands alive
fender
H. Sell cars
I. Work as a
I. Work at an amusement
E. Measure and grade logs restaurant host or
3 17 park 31
F. Run a machine hostess
N. Broker Insurance
D. Fight fires
G.Keeppayroll
G. Work in an office I. Learn about ethnic recordsfora
4 H. Answer customer 18 groups 32 company
questions P. Manage information J.Workinanursing
home
N.Appraisethevalueofa G. Hire new staff
D. Write reports
house O. Operate
5 J.Helpsomeonejustoutof 19 33
M. File books at the ventilators – help
prisonfindajob
library breathe
L.Designafreeway E. Make three- R. Drive a taxi
6 (bridges) 20 dimensional items 34 A. Be a news
M. Plan educational lessons D. Analyze handwriting broadcaster
B. Designsprinkler
systems fornew K. Work for the IRS
N. Balance a checkbook
7 21 building 35 B. Sort and date
O. Take an x-ray
F.Runafactorysewing dinosaur bones
machine

112
 G. Develop personnel O. Give shots
P.Writeacomputerprogram
8 22 policies 36 C. Design
Q. Train animals Q. Train racehorses landscaping
P. Provide technical
C.Beinchargeofreplanting D. Work as a security
support for
forests guard
9 23 37 computer users
A.Actintelevisionand H. Work in a department
D. Work in a
movies store
courtroom
Q.Careforinjured
D. Solve a burglary
A.Writeforanewspaper animals
10 F. Check products to make 24 38
G. Use a calculator I. Serve meals to
sure they were made right customer
E. Build an airport O. Help people at a L. Buildkitchen
11 G. Keep business records 25 mental health clinic 39 N.Refinancea
for a company L. Remodel old houses mortgage
M. Care for A. Sing in a concert
F. Put small tools together young R. Direct the take-off
12 26 40
P. Design a website children and landing of
D. Locate a missing planes
person
N. Plan estate G. Operate a cash
M. Tutor students
13 27 disbursement 41 register
Q. Work at a zoo P. Enter data B. Collect rocks
A. Design a book cover
G. Start own
J. Take care of children E. Assemble toys
14 28 42 business
O. Plan special diets following written
L. Draft a blueprint
instruction
Assessing Interests
M. Teach Special
M. Grade papers
M. Assess student progress Education
43 58 R. Be a railroad 73
L. Design an airplane P. Set up a tracking
engineer system
O. Wrap a sprained ankle L. Order building
G.Manageastore
44 I. Guide a tour group out of 59 supplies 74
the country E. Paint motors H. Advertisegoods
P. Develop new R. Distribute supplies
P. Work on solving technical
computer games to dentists
45 problems 60 75
H.Buymerchandisefor I.Competeina
J. Be a minister a store sportsevent
K.Worktogetsomeone I.Checkguestsintoa
Q. Manage a veterinary
elected hotel
46 clinic 61 76
C.Identifyplantsina M.Teachreadingto
K. Lead others
fores adults
L. Follow step-by-
D.Guardinmatesina
E.Operateheavyequipment step instructions
47 62 prison 77
Q. Manage a fish hatchery N. Work at a
L. Read blueprints collection agency
H.Lineupconcertsfora O. Deliver babies
F. Assemble cars
48 63 band 78 H. Persuade people
K. Protect our borders K.Askpeoplequestions to buy
A. Play an instrument E. Manage a factor R. Inspect cargo
49 J.Planactivitiesforadult 64 O.Workasanurseina 79 containers
daycare hospital F.Workinacannery

113
 C.Researchsoybeanusein
A. Paint a portrait I. Coach a school
paint
50 65 K. Testify before 80 sports team
J. Provide consumer
information Congress P. Set up a website
D.Guardmoneyinan B. Work with a
Q. Hunt
armoredcar microscope
51 66 81 K.Enlistinbranchof
B. Study why people do the I. Make tee times at a
theservice
things they do golf course
E. Fix a television set C. Classify plants H. Sell sporting
52 M.Beaninstructorata 67 O. Transcribe medical 82 goods
school records J. Cut and style hair
F.Fixcontrolsonacontrol B. Conduct
panel F. Install rivets experiments to find
53 68 83
J. Help a friend with a Q. Raise worms new metals
personal problem N. Be a bank teller
N. Balance accounts G. Work with
C. Oversee a logging crew
54 69 M. Develop learning 84 computer
B.Studyweatherconditions N. Loan money
games
R.Packboxesata
J. Read to sick people L. Hangwallpaper
55 warehouse 70 85
A. Teach dancing P.Repair computers D.Makeanarrest
O. Sterilize surgical F. Compare sizes and H. Stock shelves
56 instruments 71 shapes 86 I.Servedrinksata
B. Study soil conditions Q. Fish concessionstand
N. Play the stock market R. Repair bicycles
57 72
C. Protect the environment K. Deliver mail

Activity: CAREER EVALUATION

Step1:GobackthroughExercise1andlookatthelettersyoucircled.Countthe
numberoftimesyoucircledtheletter“A”foryourresponse.Writethatnumber
nexttothe“A”inthetablebelow.
Nextcountthenumberoftimesyoucircledtheletter“B”foryourresponse.
Writethatnumbernexttothe“B”inthetable.Continuecountingandrecording
yourresponsesuntilyouhavecompletedthetable.

A J
B K
C L
D M
E N
F O
G P
H Q
I R

Step2:Nowwritedownthetwoletterswiththemostresponses.Theseareyour
topareasofcareerinterest.(Ifyouhaveatie,listthree.)

Step3:Readthedescriptionofyourtopareaofcareerinterestonthefollowing
page.RecordyourinterestandtheCareerClusteritislistedunder.

114
Activity:CAREER INTERESTAREAS
Listed below are 16 Career Clusters and the areas of career interest related to each.
Agriculture, Food & NaturalResources
C.Plants:Interestinactivitiesinvolving
plantsusuallyinanoutdoorsetting.
Q. Animals: Interest in activities
involvingthetraining,raising,feeding,
and caring foranimals.
Architecture & Construction
L.DesigningandBuilding:Interestin
designing, planning, managing,
building,andmaintainingphysical
structures.
Arts, Audio-Video Technology &
Communications
A. Artistic: Interest in creative or
performingarts,communicationorA/V
technology
Business,Management&Administration
G. Business Detail: Interest in
organizing,directingandevaluatingbusiness
functions
Education & Training
M. Teaching: Interest in planning,
managing, and providing education
andtrainingservices,includingsupport
services, library and information
services.
Finance
N. Banking, Investments, and
Insurance:
Interest in financial and investment
planning&managementandproviding
bankingandinsuranceservices.
Government & Public Administration
K.Administration:Interestinperforming
governmentfunctionsatthelocal,state
or federallevels
Health Science
O.CareandPrevention:Interestinthe
providinghelptoothersbyproviding
diagnostic, therapeutic, informational
andenvironmentalservices,including
researchinganddevelopingnewhealth
careservices.
Source:
http://www.ncpn.info/2013handouts/Presentation-Career-Exploration.pdf
,pp.1-4,
a d a p tedfromWashingtonState’s“Whereareyougoing?
CareerGuide”fundedthroughthe 1998 Carl D.Perkins Vocational Act
Hospitality & Tourism
I.Interestinprovidingservicestoothersin
travel planning, hospitality services in
hotels, restaurants, and recreation
services
Human Services
J.Interestinhelpingotherswiththeir
mental,spiritual,social,physical,or
careerneeds.
Information Technology
P. Interest in the design, development,
support and management of hardware,
software, multimedia, systems
integration services, and technical
support
Law, Public Safety & Security
D.Interestinjudicial,legalandprotective
servicesforpeopleandproperty.
Manufacturing
E. Mechanical: Interest in applying
mechanical principles to practical
situationsusingmachines,handtools,
ortechniques.
F. Industrial: Interest in repetitive,
organized activities in a
factory/industrial setting.
Marketing, Sales & Service
H.Interestinbringingotherstoapointof
view through personal persuasion,
using sales/promotionaltechniques.
Science, Technology, Engineering &
Mathematics
B.Interestindiscovering,collecting,and
analyzing information and applying
findingstoproblemsinscience,math
and engineering
Transportation, Distribution & Logistics
R.Interestinthemovementofpeople,
materials,andgoodsbyroad,pipeline,
air, railroad andwater.
115
Activity: WORK VALUES INVENTORY
Valuesareanimportantpartinthecareerdecision-makingprocess.Itis
importanttoselectcareeroptions,whichbestfityourvalues.Thelistbelowwillhelp
youtoidentifythosevaluesthatyouthinkwillbeimportanttoyouinyourwork.Your
workvaluesmaychangeasworksituationschange.Itisimportanttoevaluateyour
work valuesoften.
Readeachvalueinthetablebelowanddecideifitisalwaysimportanttoyou,
sortofimportantornotimportanttoyou.Placean“X”intheappropriatebox.The
definitionistheretohelpyouthinkaboutthevalue.Ifyourdefinitionisdifferent,use
yourowndefinitionwhenratingthevalue.

1.Mycorevaluesthatareimportanttomein Always Sort Of Not

my life are: Important Important Important
Achievement:Beingabletomeetyourgoals.
Balance: Time for family, work and play.
Independence: Control of your own destiny.
Influence: Able to have an impact on others.
Integrity: Stand up for your beliefs.
Honesty: Telling the truth and knowing that
others are telling the truth.
Power: Control over others.
Respect: Care and trust of self and others.
Spirituality: Believing in your core beliefs.
Status: Having influence and power over others
2. I value work environmentsthat are: Always Sort Of Not
Important Important Important
Fast Paced: Work that has many things
happening at one time.
Flexible:Workthatisnotsettoaspecifictime
schedule.
HighEarnings:Workthathasthepotentialto
make a lot of money.
Learning: Work that is intellectually challenging
to you.
Location:Workthatisinaconvenientplaceand
an easy commute.
Predictable: Work where you know what is
going to happen day after day.
Quiet: Work where there are few disruptions
throughout the day.
Relaxed:Workwheretherearefewpressuresto
get things done.
Structured:Workwhereitisorganizedandhas
a specific set time.
TimeFreedom:Workwhereyousetyourown
scheduleandplanhowandwhenyoudoyour
work.

116
 3.Ivalueworkinteractionswithco-workers Always Sort Of Not
who support: Important Important Important
Competition:Workwhereyoucompetewith
others.
Diversity:Workwheretherearepeoplewith
different ethnic backgrounds.
Friendships: Work where you socialize with
your co-workers.
Leadership: Work where there are good
leaders managing theorganization.
Management: Work where there is strong
management.
Open Communication: Work where
informationisnotheldbackfromemployees.
Recognition: Work where you are
acknowledgedforyourworkandcontribution.
Support: Work where you help and support
each other.
Teamwork: Work where working together is
important.
Trust: Work where you can count on each
other.
Always Sort Of Not
4. I value work activitiesthat are: Important Important Important
Analytical: Work that requires interpretation of
data and information.
Challenging:Workthatismentallyorphysically
challenging.
Creative: Work that uses imagination and
creative talents to produce results.
Helping: Work that is helping people.
LeadingEdge:Workonnewandinnovative
products or projects.
Physical:Workthathasalotofphysicalactivity.
Public Contact: Work that has daily interaction
with public.
Research: Work that searches for new
information.
Risk Taking: Work that may be dangerous or
risky.
Variety:Workwheremanydifferenttasksare
done during the day.

YOUR WORK VALUES PROFILE

Reviewthat“AlwaysImportant”valuesandchooseyourtopfivevalues.Writethe
valuesonthelinesbelowwiththemostimportantvaluefirst.Checkthelinewhich
indicatesthesectionthevalueisfrom.

117
MyTop5AlwaysImportantValues: 1 2 3 4

1. ________________________________ ____ ____ ____ ____

2. ________________________________ ____ ____ ____ ____
3. ________________________________ ____ ____ ____ ____
4. ________________________________ ____ ____ ____ ____
5. ________________________________ ____ ____ ____ ____
Source: http://ccv.edu/documents/2013/11/skills -inventory-worksheet.pdf

Reading: HOWTOCHOOSEAMAJORANDAJOBPATHUSING
CAREERCLUSTERS
Careersthatrequiresimilarskillsandappealtopeoplewithsimilarinterestshave
been grouped intoclusters.

Interested In… Then Study This… To Become A(n)

Architecture & Computer-Aided Drafting & Product Drafter
Construction Design Architectural Drafter
CAD Technician
Careers i n Construction Management Estimator
designing, Site Superintendent
planning, Project Coordinator
managing,
Facility Service Technology Maintenance Technician
building and
maintaining the Building Technician
built environment.
Geographic Information GIS Technician
System Mapmaker
Surveying Technician
Heating, Ventilation and Air HVAC Installer
Conditioning HVAC Mechanic
Industrial Technology Industrial Maintenance Mechanic
Renewable Energy Photovoltaic/Solar Thermal
Technologies Installer Geothermal Technician
Arts, A/V Technology Graphic Design Graphic Designer
& Communications Web Designer
Animator/Illustrator
Designing, Desktop Publishing Specialist
producing, Mass Communication Camera Operator
exhibiting, Radio/TV Host
performing, Producer Director
writing, and Audio/Video Editor
publishing
multimedia Music – Audio Production Audio Editor
content Photography Photographer
including Photographic Lab Technician
visual and pe
rforming arts
and
design, journalism,
and entertainment se
rvice s.
Studio Art Illustrator/Cartoonist
World Wide Web Web Designer/Developer
Business Management Accounting Payroll Clerk
& Administration General Accounting Clerk
Administrative Office Administrative Assistant
Careers inplanning, Systems Legal or Medical Secretary
organizing, dire Office Manager
ctingand ev Computer Information Computer Support Specialist
aluatingbusiness Systems
functions e ssential to Entrepreneurship Small Business Manager/Owner
e fficie nt and
productive

118
Interested In… Then Study This… To Become A(n)
business operations. Management Manager/Supervisor
Human Resources Staff
Education & Training Early Childhood Education PreschoolorChildCareTeacher
Planning, FamilyChildCareProvider
managing and Early Childhood Administrator
providing Health Care Interpreting Health Care Interpreter
education and Interpreter Training Sign Language Interpreter
training s e rvice s,
and Interpreter for the Deaf
re lated le arning Legal Interpreting Legal Interpreter
sup port se rvice s Library Technical Assistant Library Aide
such as Library Clerk
administration, Paraprofessional Educator Classroom Teacher Assistant
te aching/training, Special Education Teacher
administrative Assistant
support, Bilingual Teacher Assistant
and profe ssional
support se rvice s.
Finance Accounting Bookkeeper
Planning and related Payroll Associate
se rvices for Loan Officer
financial and inve
stmentplanning,
banking,
insurance, and
business financial
management.
Government & Public Accounting Tax Preparer
Administration Auditor
Planning and Real Estate Real Estate Broker
executing
government
functions at the
local, state and
fe deral le ve ls,
including
governance,
national
se curity, fore ign
se rvice , planning,
revenue and
taxation, and
re gulations.
Health Science Emergency Medical EMT-Basic
Technician EMT-Paramedic
Planning, managing Exercise Science Physical Therapy Assistant
and providing Health Information Medical Record Coder
therapeutic Technology Medical Secretary
se rvice s, Health Records Professional
diagnostic se
Medical Assistant Medical Assistant
rvice s, health
informatics, Nurse Assistant Certified Nurse Assistant (CNA)
support se Registered Nursing Register Nurse (RN)
rvice s, and Patient Care Technician Patient Care Technician(PCT)
biote chnology Phlebotomy Technician Phlebotomy Technician
re search and Surgical Technology Certified Surgical Technologist
development (CST)
Human Services Early Childhood Education PreschoolorChildCareTeacher
FamilyChildCareProvider
Early Childhood Administrator
Preparing Health Care Interpreting Health Care Interpreter
individuals for Human Services Mental Health Worker
career pat hways Residential Counselor
that
re late to familie s and
human needs such as

119
Interested In… Then Study This… To Become A(n)
counseling and Social Service Aide
mental health se Certified Addictions Counselor
rvice s, family Therapeutic Massage Massage Therapist
and community
se rvices,
personal
care,and
consumerservices.
Information Computer Information Network Administrator
Technology Systems Computer Programmer/Analyst
Build ing Computer Game Designer
linkages in IT Graphic Design Desktop Publishing Specialist
occupations for Web Designer
entry
World Wide Web Web Designer
level,technical,a
nd Web Developer
profe ssional
careers re
lated to the
design,
development,
support and
managementof
hardware,software,
multimedia and
systems
integrationservice
s.
Law, Public Safety, CriminalJustice Police Officer
Corrections Parole Officer
Security Officer
Planning, managing, Emergency Medical EMT-Basic
and providing le gal, Technician EMT-Paramedic
public Fire Science Firefighter
safety, prote ctive Fire Inspector
se rvice s
andhomeland se Human Services Group Home Worker
curity,including Residential Counselor
profe ssional
and te
chnical
support se
rvice s.
Manufacturing Computer-Aided Design and Mechanical Drafter
Drafting Product Drafter
Planning, managing Model Maker
and performing the Electronics Technology Electronics Technician
processing of Electronics Inspector
materials into inte
Industrial Technology Research and Development
rmediate or final
products and re Technician
lated Industrial Maintenance Mechanic
profe ssional Entry-Level Manufacturing Worker
and te Renewable Energy Photovoltaic/Solar Thermal/Small
chnical Technologies Wind System Estimator
support Welding Technology Production Welder
activitie s
such as
production plannin
g and control,
maintenance
and
manufacturing/process
engineering.
Marketing Management Marketing Manager
Planning, Marketing Salesperson
managing and Customer Service Representative
perfor ming Marketing Representative
marketing Real Estate Real Estate Broker
activitie s to re ach Real Estate Managing Broker
organizational
objective s such as
brand
management,
profe ssional sale s,
merchandising,

120
Interested In… Then Study This… To Become A(n)
marketing
communicatio
ns and market
re search.
Science, Technology, Geographic Information GIS Technician
Engineering & Systems Mapmaker
Mathematics Surveying Technician
Planning, managing, Laboratory Technology Chemical Lab
and providing Assistant/Technician
scientific Biology Lab Assistant/Technician
re search and Quality Control Technician
profe ssional and Process Control Technician
te chnical se rvice
s (e .g., physical
science,

social
science,engineeri
ng)
including
laboratory and
testingservices,an
d
re search and
development se rvice
s.
Transportation, Accounting Tax Preparer
Distribution & Auditor
Logistics Real Estate Real Estate Broker
The planning,
management, and
movement of people,
materials, and
goods by road,
pipeline, air, rail
and water and
re late d profe
ssio nal and
te
chnicalsupp
ort se rvice
s suchas
infrastructure
planning,
logistics,mobile
e quipment and
facilitie s
Source: http://www.ncpn.info/2013handouts/Presentation-Career-
Exploration.pdf adapted
from The Career Clusters – Pathways to
College and Career Readiness by theNational Career
Technical Education Foundation, as managed by NASDCTEc.

Portfolio Output No. 26: Assessment Profile

Summarize what you have learned about yourself in relation to your career
choices. Answer the following process questions:
1. Whatwereyourthoughtswhileyouwereaccomplishingtheassessmenttools?
Weretherechallenges/difficulties? Ifso,whatwerethesechallenges? Didyou
findsomeofthetools/questionseasytoanswer?Whywasthisso?
2. Hearingyourclassmatessharetheirscores,whatpointswhereyouwerealike?
Howdidthismakeyoufeelaboutyourownprofile?Werethereinteresting
differences?Howdidthismakeyoufeel?Whatdidyourealizewhilehearing
yourclassmatessharetheirscores?
3. Whatareasdoyouthinkyouneedimprovementon?Howdoyouthinkwillyou go
about improving them? Give concreteexamples.
4. What realizations do you have after seeing the whole picture based on the
differentareaswhereyouwereassessed?Howdoyouthinkwillthisinformation
berelevanttoyourcareerdecision?

121
 MODULE 13:
Career Pathways
BigQuestion:Howdoexternalfactorsinfluenceyourcareerchoices?

Objectives:
At the end of the module, you will be able to:
1. discusstheexternalfactorsinfluencingcareerchoicesthatmayhelpyou in
career decisionmaking,
2. identifyprosandconsofvariouscareeroptionswiththeguidanceof
parent,teacher,orcounselor,and
3. prepareacareerplanbasedonyourpersonalgoalandexternalfactors
influencing careerchoices.

Activity:THEQUICKJOB-HUNTINGMAP:THEPARTY
Below is an aerial view (from the floor above) of a room
in which a party is taking place. At this party, people with the
same or s imilar intere sts have (forsome
re ason) all gathered in the same corners of the room. After
looking overtheroom , answer thethreequestions
..

R Aerial ViewofRoom I
Peoplewhohave Peoplewho
athleticormechanical like toobserve,
ability,prefertowork learn,investigate,
withobject,machines, analyze, evaluate
tools,plants,oranimals orsolveproblems
or be outdoors

Peoplewholiketowork People who haveartistic,

withdata,haveclerical innovating,orintuitionalabilities,
ornumericalability,preferto andliketoworkinunstructured
C carrythingsoutindetail situationsusingtheirimaginations A
orfollowthrough orcreativity
on others’ instructions

Peoplewholiketowork Peoplewholiketowork
withpeople—influencing withpeople—to
persuading,performing, inform, enlighten
leading,ormanaging help,train,develop
fororganizational or curethem
goalsorfor or areskilled
E economicgain withwords S
122
1. Whichcorneroftheroomwouldyouinstinctivelybedrawntoasthe
groupofpeopleyouwouldmostenjoybeingwithforthelongesttime?
(Leaveasideanyshyness,orwhetheryouwouldhavetotalkwiththem.)
2. Afterfifteenminutes,everyoneinthecorneryouhavechosenleavesfor
anotherpartyacrosstownexceptyou.Ofthegroupsthatstillremain
now,whichcornerorgroupwouldyoubedrawntothemost?
3. Afterfifteenminutes,thisgrouptooleavesforanotherparty,exceptyou.
Ofthecornersandgroupswhichremainnow,whichonewouldyoumost
enjoy beingwith?

SCORING AND INTERPRETATION

Each of the groups of people in "The Party" represents one of the six
personality/interest themes. The first step in interpreting your selections is an
examinationofthetraitsyouhaverankedone,two,andthree,andhowtheydefine
(atleastinageneralfashion)theskillsthatyoumostenjoyusing.
Reference: Richard N. Bolle s and the National Career Development Project.

Portfolio Output No. 27: Personal Reflection Paper on The Party

Exercise
Write about the groups of people you chose to join in The Party Exercise.
1. ConsideringyouranswersinletterA,whatdrewyoutothissideofthe
room?Whatisitaboutthepeopleinthisgroupthatmadeyoudecidethat
theyarethegroupyouwouldliketominglewith?
2. WhydidyouconsiderthegroupinletterBasyournextbestchoice?What
madeyounotchoosethemfirstyetwouldchoosethemnextoncethefirst
groupleaves?
3. WhydidyouconsiderthegroupinletterCasyounextchoice?Whywas
yourchoiceinletterDtheleastofyourchoicesamongthegroupofpeoplein
theparty?Whatisitaboutthemthatmadeyouchoosethemlast?
4. Lookingbackatyourscoresintheinterestandpersonalityassessment,
howwouldyourelatethistoyourchoices?
5. Whatwereyourrealizationsafterthesaidactivity?

Reading: WORK/OCCUPATIONAL ENVIRONMENTS AND INTERESTS

PsychologistJohnHollandclassifiedjobs/careers/workenvironmentsintosix:
Realistic, Investigative, Artistic, Social, Enterprising and Conventional. There areno
pureclassifications,though.Aperson'sjobfunctionmaycombineESA(Enterprising,
SocialandArtistic)orISC(Investigative,SocialandConventional)oranytwoor three
other possiblecombinations.

Holland also classifies personalities or interests into the same six types:
Realistic, Investigative, Artistic, Social, Enterprising and Conventional. Again, there
arenopureinteresttypes.ApersonmayalsobeESA(Enterprising-Social-Artistic)
orISC(Investigative-Social-Conventional)oranytwoorthreepossiblecombinations.

123
Interests Types
 W rk/Occupational
o Environments
Realistic Realistic
Investigative Investigative
Artistic Artistic
Social Social
Enterprising Enterprising
Conventional Conventional

IfourinterestpatternsareESA(i.e.,Enterprising,SocialandArtistic)wewill
beattractedtoajob/careerinwhichtheworkactivitiesareESA.
Look at the letters listed with each party group and their corresponding
descriptionsbelow.Thinkabouthowmuchyouwouldorwouldnotenjoyworkingin
thetypesofsituationsdiscussedandhowthecharacteristicsmentionedrelateto
your own personality andinterests.
Asafurthernote,thesethemescanbecombinedtoproduceseveralhundred
jobpersonalitytypes,eachofwhichhassomethingdifferenttosayaboutthematch
betweenanindividualandanoccupation.Forexample,apersonwhoisprimarily
“realistic”(R)mightalsobe“artistic”(A)and“enterprising”(E)andwouldprobably
findajobdoingpublicrelationslayoutsfortheDepartmentofEnvironmentand
NaturalResourcessatisfying.Consideryourexaminationoftheseareas,here,asa
goodfirststepinfurthercareerandself-understanding.

R = Realistic.
Peoplehighontherealisticthemetendtoenjoycreatingthingswiththeir
handsandworkingwithtoolsandobjectsratherthanworkingwithpeopleandideas.
Realisticpeopletendtoberuggedandpractical,enjoyingworkoutdoors.
Exampleofoccupationsthatareprimarilyrealisticinnatureare:forester,
industrial arts teacher, radio operator, auto engineer, mechanical engineer, mining
engineer, vocational agriculture teacher, civil engineer, industrial engineering
technician, aircraft mechanic, mechanical engineer technician, fish and game
warden, surveyor, dental technician, architectural draftsman, electrician, jeweler,
powerhouse repairman, tool and die maker, machinist, mechanic, stonecutter,
locksmith,nuclearreactortechnician,treesurgeon,pianotuner,typesetter,air
conditioningengineer,shippilot,instrumentmechanic,motionpictureprojectionist,
carpenter, tailor, machinerepairer.

I = Investigative.
Occupations high in investigative characteristics tend to focus on scientific
activities.Peoplehighonthisthemewouldoftenratherworkalonethanwithother
peopleandareusuallyseenasidea-orientedandcreativeinscientificareassuchas
research.Theyareanalytical,abstract,intellectualandtask-oriented.
Some specific investigative jobs are: economist, internist, physician,
anthropologist, astronomer, pathologist, physicist, chemist, production planner,
medical lab assistant, tv repairer, biologist, osteopath, chiropractor, math teacher,
naturalscienceteacher,optometrist,psychiatrist,psychologist,medicaltechnologist,
bacteriologist, physiologist, research analyst, computer analyst, programmer,
pharmacist, actuary, quality control technician, computer operator, geologist,
mathematician/statistician,surgeon,meteorologist,agronomist,animalscientist,

124
botanist, zoologist, horticulturist, natural scientist, oceanographer, biochemist,
veterinarian, geographer, x-ray technician, administrator, dentist, tool designer,
chemical lab technician, engineers such as aircraft, chemical, electrical,
metallurgical, radio/tv technician, engineering aide, weather observer.

A = Artistic.
People who score high on the artistic theme are artistically inclined,and
usually describe themselves as independent, imaginative, creative,
andunconventional,Theyenjoysituationsthatallowthemfreedomtobeoriginal,prefer
toworkinanunstructuredenvironment,andareusuallydissatisfiediftheyareforced
tofollowmanyrulesandprocedures.Theyenjoyactivitiesrelatedtolanguage,art,
music, drama, writing,etc.
Some primarily artistic jobs include drama coach, language teacher,
journalist-reporter, drama teacher, foreign language interpreter, philosopher, art
teacher,literatureteacher,musicteacher,musician,orchestraconductor,advertising
manager, entertainer, public relations person, fashion model, writer, editor, radio
programwriter,dramatist,actor/actress,designer,interiordecorator,critic,fashion
illustrator,furnituredesigner,jewelrydesigner,furrier,garmentdesigner,decorator,
architect, artist, photographer, photograph retoucher, photolithographer (printer),
music arranger,composer.

S = Social.
Peoplehighonthesocialthemeareusuallyseenbyothersassociable,
popular,andresponsible.Theyprefersocialinteractionandsocialpresence.They
areofteninterestedintheproblemsandconcernsofothers,andlikeactivitiesthat
allowthemtoteach,inform,train,develop,cureandhelpothers.
Jobs that involve these personality aspects include education, teaching,
social welfare, human development, counseling, health professions (medicine,
nursing,etc.),socialservice,compensationadvising,etc.Inaddition,dormdirector,
interviewer, employment representative, funeral director, chamber of commerce
executive, employee benefits approver, food service manager, claim adjuster,
production expediter, health and welfare coordinator, educational administrator,
training director, historian, environmental health engineer, home service rep.,
communityrecreationadministrator,businessagent,extensionagent,physical
educationteacher,buildingsuperintendent,therapist,politicalscientist,sociologist,
social and group worker, personnel director, food and drug inspector, teacher,
minister, librarian, foreign service officer, history teacher are in jobs in this interest
area.

E = Enterprising.
Occupationsthatareprimarilyenterprisinginnatureusuallyinvolvesituations
where the person is in a position of leading or convincing others to achieve
team/organizationalgoalsoreconomicgain.Peoplehighonthisthemeareoften
seen as enthusiastic, dominant,impatient.
Some primarily enterprising jobs include those of sales and marketing field,
banker,insuranceunderwriter,realestateappraiser,florist,industrialengineer,
contractor,warehousemanager,salesperson-technicalproducts,lawyer,judge,
attorney, tv/radio announcer, branch manager, director industrial relations,
government official, insurance manager, managers such as restaurant/office/

125
traffic/human resource/production, etc., salary and wage administrator, labor
arbitrator, systems analyst, director of compensation and benefits, securities
salesperson, human resource recruiter.

C=Conventional.Highconventionalpeopletendtopreferjobswheretheyare
givenfirmstructureandknowexactlywhatisexpectedofthem.Peoplewhorank high
on this theme often describe themselves as conscientious, efficient, andcalm.
Theyenjoyactivitiesthatinvolvetheprecise,ordereduseofdatasuchaskeeping
andfilingrecords,organizingdata,computing,printing,etc.
Theyenjoywordsandnumbersandsystematicandstructuredjobssuchas
clerical, administrative, time study analyst, business (commercial) teacher, finance
expert,accountant,creditmanager,timekeeper,autowritingmachineoperator,
bookkeepingmachineoperator,estimator,foreigntradeclerk,officeworker,payroll
clerk, accounting machine operator, personnel clerk, sales correspondent,
reservations agent, bookkeeper, cashier, secretary, medical secretary, library
assistant,dataprocessingworker,mailclerk,personnelsecretary,proofreader,and
thelike.

Source: Santamaria, Josefina O. (2006). Career planning workbook, 4thEd.Pp.38- 41

Reading: CHOOSE YOUR CAREER FIRST – NOT YOUR COLLEGE

Approximately80percentofcollegefreshmenhavenotdeclaredacollege
major.Fiftypercentofthosewhohavedeclaredamajorwillswitchduringcollege.
Seventy percent of all college students will change their major.
Thesenumbersprovethatstudentsarenotbeingturnedintowhotheyare
beforemakingmajordecisions–acostlymistake.Mostparentswhohavesavedfor
collegeplanontheirchildgraduatinginfouryears.Whatarethechancesthata
studentwhochangesmajorsoverandoverortransfersschoolswillgraduateinfour
years? Simply put: It’s notpossible.

Your College Roadmap

The typical student embarks on the college search by first choosing the
collegetheylove,thenamajor,andfinallychoosingacorrespondingcareerpath.
Studentsshouldinsteadembarkontheirjourneywiththeendinmind-afuture
career.Insteadoffocusingonthefouryearsspentincollege,turnyourattentionto
the40+yearsyouwillworkaftergraduation.
Thecollegeroadmapshouldbetailoredtotheindividualstudent.Students
shouldfirstaskthemselves,“WhatamIwiredtodo?”Whilethere’snotonesimple
answer to this question, conscientiously dialing into one’s personality allows one to
easilyidentifywhattheyarenotwiredtodo.Fromtheretheycanconsultsiteslike the
Bureau of Labor and Statistics’ Occupational Outlook Handbook and O*Net
Onlinetocategorizejobprospectsaccordingly.Studentsshouldhoneinoncareer
possibilities that satisfy their individual needs and interests. In that regard,the
BirkmanAssessmenttoolcanbehelpfulsinceitidentifies77personalityscores.
When personality data corresponds to a student’s academic profile, the results can
beprofound.

126
The Back-Up Plan
Once potential careers are established, students should back up to the
majorsthatfeedtothesecareersandresearchcollegesthatarerespectedinthose
fields.Sometimesit’sonemajor-asisthecasewithteachingorengineering-butoften
there are several options that feed into a given career. On the college-bound
journey, career needs to be at the forefront of each student’s choice of major.
Choosingcareerfirstisactuallyaninvestmentincollegesavings,sinceknowing
upfrontwhereyourdegreepathwilltakeyoucansavealotoftimeandmoney.

Source: http://www.collegeview.com/articles/article/choose-your-career-
first E2 80 94not-

your-college

Portfolio OutputNo.28: Documented Interview with Preferred Career

Practitioners
1. Namethree(3)jobs/occupationsthatyoufeelsofaryouwouldwantto
have in thefuture.
2. Dobackgroundresearchonthisjobbyactuallyinterviewingindividuals
whoholdsuchjobs.Findoutthefollowinginformationfromtheinterview:
 Job Title/PositionTitle
 Needed academicpreparation
 Skills, Knowledge, Abilities, expected competencies to succeedin
thejob
 Demand for theJob
 Perks of thejob
 Difficulties/Challenged
 Expected compensation/remuneration package of a person
occupying theposition
3. Writeuptheresultsoftheresearch.

Activity: COST OF LIVING IN MANILA, PHILIPPINES (Updated

PricesFeb 2016)
WhatsalarywillyouneedinManila? Currency:PHP–Php(Peso)

Food
Basic lunchtime menu (including a drink) in the business district Php295
Combo meal in fast food restaurant (Big Mac Meal or similar) Php164
½ Kg (1 lb.) of boneless chicken breast Php111
1 liter (1 qt.) of whole fat milk Php86
12 eggs, large Php95
1 kg (2 lb.) of tomatoes Php64
500 gr (16 oz.) of local cheese Php226
1 kg (2 lb.) of apples Php163
1 kg (2 lb.) of potatoes Php109
0.5 l (16 oz) domestic beer in the supermarket Php47
1 bottle of red table wine, good quality Php570

127
2 liters of Coca-Cola Php70
Bread for 2 people for 1 day Php54
Housing
Monthlyrentfor85m2(900Sqft)furnishedaccommodationinEX
Php56,561
PENSIVEarea
Monthlyrentfor85m2(900Sqft)furnishedaccommodationinNO
Php25,819
RMALarea
Utilities1month(heating,electricity,gas…)for2peoplein85m2flat Php4,318
Monthlyrentfora45m2(480Sqft)furnishedstudioinEXPENSIVEare
Php32,013
a
Monthlyrentfora45m2(480Sqft)furnishedstudioinNORMALarea Php15,481
Utilities1month(heating,electricity,gas…)for1personin45m2(480
Php3,088
Sqft)studio
Internet 8MB (1 month) Php2,709
40” flat screen TV Php30,505
Microwave 800/900 Watt (Bosch, Panasonic, LG, Sharp, or
Php4,659
equivalentbrands)
Laundry detergent (3 l. ~ 100 oz.) Php297
Hourly rate for cleaning help Php229
Clothes
1 pair of jeans (Levis 501 or similar) Php2,572
1summerdressinaHighStreetStore(Zara,H&Morsimilarretailers) Php1,656
1 pair of sport shoes (Nike, Adidas, or equivalent brands) Php4,077
1 pair of men’s leather business shoes Php3,533
Transportation
VolkswagenGolf2.0TDI140CV(orequivalent),withnoextras,new Php1,287,390
1 liter (1/4 gallon) of gas Php43
Monthly ticket public transport Php1,320
Taxi trip on a business day, basic tariff, 8 Km. (5 miles) Php225
Personal Care
Coldmedicinefor6days(Tylenol,Frenadol,Coldrex,orequivalentbra
Php200
nds)
1 box of antibiotics (12 doses) Php491
Short visit to private Doctor (15 minutes) Php509
1 box of 32 tampons (Tampax, OB, …) Php386
Deodorant, roll-on (50ml ~ 1.5 oz.) Php150
Hair shampoo 2-in-1 (400 ml ~ 12 oz.) Php188
4 rolls of toilet paper Php73
Tube of toothpaste Php95
Standard men’s haircut in expat area of the city Php239
Entertainment
Basic dinner out for two in neighborhood pub Php953

128
 2 tickets to the movies Php460
2 tickets to the theater (best available seats) Php2,137
DinnerfortwoatanItalianrestaurantintheexpatareaincludingapp
Php2,332
etisers,maincourse,wineanddessert
1 cocktail drink in downtown club Php274
Cappuccino in expat area of the city Php156
1 beer in neighbourhood pub (500ml or 1pt.) Php77
iPod nano 16GB Php10,425
1 min. of prepaid mobile tariff (no discounts or plans) Php7
1 month of gym membership in business district Php2,934
1 package of Marlboro cigarettes Php67
Source: https://www.expatistan.com/cost- of-living/manila

Portfolio Output No. 29: My Projected Cost of Living

RefinethefirstCostofLivingcomputationsyoumadeinclassandanswer the
following processingquestions:
1. Whatwastheprocessyouemployedindoingthetasksforthisactivity?How
didyougoaboutdeterminingyourneedsandwants?
2. Afteroutliningyourneedsandwantsandcomputingfortheamountittakesto
beabletosustainthem,didyouhavetomakeanyadditions/deletionstothe
list?Howdidyougoaboutdeterminingtheserevisionstoyourlist?Describe
theprocessyouusedtodoso.
3. Consideringthecostoflivingofyouhavecomputedandthekindofcareer you
are targeting, how realistic/doable would it be in supporting you
envisionedlifestyle?Arethereanychangesinyourplansnowthatyouhave
matchedyourlifestyleexpectationsandyour“dreamjob”?Whatarethese
andwhatmadeyoudecideonit?
4. Whatareyourthoughts/feelingsandrealizationsaftertheactivity?

Portfolio Output No. 30: My Creative Career Timeline

ImproveonthefirstCareerTimelineyoumadeandanswerthefollowing
processingquestionsasareflectionoftheclassexercise:
1. How was the process of picking out significant life events done for you?
Whatwereyourconsiderations/criteriainchoosingwhicheventwouldbe
includedinyourtimeline?Whoarethepeoplethatweresignificanttoyouon
theeventsthatyouhavepickedtoinclude?
2. Whatwereyourthoughtsandfeelingswhileyouweretryingtodetermine
highandlowpointsinconnectiontotheeventsthatyouhavechosen?
3. Howdidyougoaboutplacingyour“future”highsinthetimeline?Howdid
yougoaboutplottingthesefutureevents?Whatwereyourpresent/past
references for it ifany?
4. Howdoyoufeelaboutyourtimeline?
5. Whatareyourover-allrealizationsaftertheactivity?

129
 MODULE 14:
INSIGHTSINTO ONE’SPERSONAL DEVELOPMENT
BigQuestion:Whyispersonaldevelopmentanimportantcompone
ntof setting career and lifegoals?

Objectives:
At the end of the module, you will be able to:
1. explainthefactorsinpersonaldevelopmentthatmayguideyouinmakingim
portantcareerdecisionsasanadolescent,
2. shareinsightsthatmakeyourealizetheimportanceofpersonalde
velopmentinmakingacareerdecisionasadolescent,and
3. constructacreativevisualizationofyourpersonaldevelopmentthroughof
thevariousstagesyouwentthrough,stressors,influences,anddecision-
makingpoints,andapersonalprofileanalysis.

Reading: YOUR PERSONAL MISSION STATEMENT: YOU’RE NEVER

TOOYOUNGTOCLARIFYYOURLIFEGOALSANDASPIRATIONS
What’s your life mission? It’s not an easy question to answer, but an
importantone.Youcantalkaboutyouraspirationsandgoalsallday,butwhenyou
writethemdown,theybecome,well,morereal.It’sastartingpointtolivingthelife
youwant.Whenyouwriteapersonalmissionstatement,you’reclarifyingwhatyou want
to accomplish and how, and committing to it. Businesses and nonprofit
organizationsdevelopmissionstatementsforthesamereason.

What is a personal mission statement?

Most students, and adults, don’t realize the importance of writing their
personalmissionstatements.It’smorethanjustyourgoals.Yourmissionstatement
willhelpyousortoutyourprioritiesandhowyouwanttoliveyourlife.Itmayinclude
short-termandlong-termgoals,orlife-longaspirations.Itbecomesaguideand
providesdirection,whichcomesfromyou,notsomeoneelse.
There’snorightorwrongwaytoapproachyourpersonalmissionstatement,
orwhatitshouldinclude.Everyone’sisgoingtobedifferent.What’simportantisto
writeitdown.Topicsyourpersonalmissionstatementmayinclude:
 Education
 Career
 Personalattributes,suchashonesty,loyaltyanddedication
 Family and personalrelationships
 How you want to live yourlife
 Sports
 Faith andspirituality
 Communityservice

Source:
Joe Villmow http://www.nextstepu.com/your-
personal-

missionstatement.art#.Vrcv1kBQU3w
130
Sample Personal Mission Statements:
 BenjaminFranklinoptedforalistofconceptsandthenwrotehisthoughts
abouteachtoformhismissionstatement.“Temperance:Eatnottodullness;
drinknottoelevation.Silence:Speaknotbutwhatmaybenefitothersor
yourself;avoidtriflingconversation.Order:Letallyourthingshavetheir
places;leteachpartofyourbusinesshaveitstime.Resolution:Resolveto
performwhatyouought;performwithoutfailwhatyouresolve...”
 Gandhiwrotehismissionstatementusingactivephrasessuchas“Iwill”or“I
shall.“...Ishallnotbearillwilltowardanyone.Ishallnotsubmittoinjustice
fromanyone.Ishallconqueruntruthbytruth...”

Portfolio Output No. 31: Personal Mission Statement

Finalize your personal mission statement. It may include the following
information:
 Yourname.
 Your overallstatement.
 Who inspiresyou and why.
 What qualities you want toobtain.
 Whatrolesyouplayandhowyouwanttobeknowninthoseroles.

COP
 Specific goals youhave.
 Beliefs that youhold.
 Anythingelseyoumightwanttofocuson.

Portfolio Output No. 32: Personal Development: Hindsightand

Y
Foresight
Write an essay on your journey through this course on Personal
Development.Howhaveyouchangedsincethebeginningofthissemester?What
haveyoulearnedaboutyourself?Whatactivitiesandreadingweremostusefulto
you?Whatcanyoudoinordertocontinueyourpersonaldevelopmentafterthis
course?
EndofUnit4Assessment

Unit4:CareerDevelopment

List of Outputs for Portfolio:

Module 12
19. Career Wheel (Individualwork)
20. Assessment Profile (Individualwork)
Module13
21. PersonalReflectionPaperonThePartyExercise(Individualwork)
22. DocumentedInterviewofPreferredCareerPractitioners
(Individualwork)
23. MyProjectedCostofLiving(Individualwork)
24. MyCreativeCareerTimeline(Individualwork)
Module14
25. MyPersonalMissionStatement(Individualwork)
26. PersonalDevelopment:HindsightandForesight(Individualwork)

131
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