Personal Development: Carreon III, Virgilio, M

LANGUAGES, HUMANITIES AND SOCIAL SCIENCES CLUSTER
SOCIAL SCIENCE SUB-CLUSTER

SCHOOL YEAR 2021 - 2022
Personal Development
PDV01
Course Outcome 01
Prepared by:
Carreon III, Virgilio, M.
PDV01 | CORE | CO4

PDV01 |PERSONAL DEVELOPMENT
NAME: ____________________________________ TEACHER: ________________________

YEAR AND SECTION: _________________________ SCHEDULE: _______________________
Lesson Emotions,
4 Personal Relationships
COURSE OUTCOME BULLETIN

Objective:
1. Identify ways to communicate and manage emotions in a healthy manner.
2. Appraise one’s present relationships and make pans for building responsible future
relationships.
Subject Matters:
Lesson 4.1: Emotional Intelligence
Lesson 4.1.1. Emotions & Components
Lesson 4.1.2. Elements of Emotional Intelligence
Lesson 4.2: Personal Relationships
Lesson 4.2.1. The Social Self
Lesson 4.2.2. Social Beliefs and Judgments
Lesson 4.2.3. Interpersonal and Intimacy
Learning Competencies:
I. Explore one’s positive and negative emotions and how one expresses or hides them.
(EsP-PD11/ 12EI-j-8.1)
II. Demonstrate and create ways to manage various emotions (EsP-PD1/ 12EI-Ij-8.3)
III. Express his/her ways of showing attraction, love, and commitment. (EsP-
PD11/12PR-II-9.2)
IV. Identify ways to become responsible in a relationship (EsP-PD11/12PR-Ibc-9.3)
Evaluation:
Performance Task: PDV Podcast
Written Work: “Ideal Relationship”
PDV01 | CORE | CO4 1

What do I know? (Pre-test)

Directions: Choose the letter of the best answer.
1. Defined as how competent and effective a person feels when doing a certain task.
a. Self-awareness b. Self-efficacy c. Self-knowledge d. Self-understanding
2. A theory of emotions that states that when emotions are provoked, the physiological
arousal happens concurrently.
a. Cannon-Bard Theory b. James-Lange Theory c. Lazarus Theory d. Two-Factor Theory
3. A component of emotional intelligence that involves trustworthiness, conscientiousness,
adaptability and innovation.
a. Motivation b. Self-awareness c. Self-regulation d. Social Skills
4. A component of emotional intelligence that includes the ability to recognize and
understand how other people feel.
a. Empathy b. Motivation c. Self-awareness d. Social Skills
5. A component of emotion states that when physiological arousal is absent; a person
decides what he or she feels after interpreting or explaining to him/herself what had
happened.
a. Biological Component b. Behavioral Component
c. Cognitive Component d. Physiological Component
6. An element of self-concept that greatly affect how someone perceives, remembers, and
evaluates oneself and others.
a. Self-awareness b. Self-schema c. Possible self d. None of the above
7. A phenomenon wherein you protect your self-esteem with behavior that will
conveniently excuse failure.
a. Learned Helplessness b. Self-handicapping c. Prejudice d. Stereotypes
8. A component of love that includes feelings of closeness and connectedness in
relationship.
a. Commitment b. Decision c. Intimacy d. Passion
9. A kind of love arises when one is committed to loving someone, but both the intimacy
and passion components are absent.
a. Empty Love b. Liking c. Non Love d. Fatuous Love
10. A kind of love that includes combination of the passion and decision / commitment
components, and often manifests in whirlwind romances.
a. Empty Love b. Fatuous Love c. Liking d. Non love

What is it?
4.1. Emotion
“Mot” is Latin root word that means to “to move”, the source of the words for motive
and emotions. Emotion can be defined as the “feeling” aspect of consciousness, characterized
by elements of physical arousal, a certain behavior that reveals the feeling to the outside world,
and an inner awareness of the feeling. Emotions are considered to be powerful forces;
emotions can be the reason for us to take or avoid certain action. It can also motivate us to
pursue our dreams or remain passive. Love, joy, and happiness are positive emotions that make
us feel good, while anger, fear and sadness are negative emotions that may lead us into
brooding, self-pity, and even depression.
Emotions can also overwhelm us if we do not know how to regulate them. Thus, there is
a need for us to fully understand the nature of emotions, why we feel in a certain way and what
are ways that will help us to manage them to cope up with intense emotions, to feel good and
more importantly to related well with others.
4.1.1. Emotions and Its Component
Emotions are complex concepts. Take for example, the emotion of anger, it has a
biological, behavioral, and cognitive facets. Whenever we are angry, there is sudden change
within our body, we feel that our face feels warm and might become red, our heart may also
beat faster, muscles in our jaws get tense, our facial expression changes and we feel like hurling
harsh words toward someone who offended us. What are the reason why we feel such way?
Looking at the three components of emotions – the physiological, behavioral, and

cognitive aspects will help us understand what happens whenever we experience variety of
emotions.
4.1.1.a. Biological Component: Physiological Arousal

The experience of emotions does not come suddenly. It starts with a state of arousal, a
heightened activity in both our mind and body that make us seemingly more alert. The arousal
may be intense or mild depending on the source of arousal. Arousal starts in the brain; it
involves the activation of the reticular activation system., the brain stem, and the autonomic
nervous system. The Reticular Activation System (RAS) connects the primitive brain stem and
the cortex and affects sleeping-waking transitions. Also involved in the physiological arousal is
the endocrine system, which stimulate various glands, particularly adrenaline, that increases
oxygen and glucose flow, dilates the pupils, and suppresses systems such as digestion and the
immune system.
From the reticular activation system, arousal is spread through the autonomic nervous
system, particularly the sympathetic nervous system, causing an increase in heart rate and
breathing to enable physical action and perspiration to cool the body. Emotional arousal is also
a process, which means it happens as a sequence over time. Understanding this process can be
a step towards being able to handle such experience. Something triggers an arousal through
our senses such as touch (punch or pinch), vision (seeing something shocking or desirable),
hearing (as soft or sudden loud noise), smell (something foul smelling or obnoxious or perfume
scent) and taste (bitter or sweet). During an arousal, the body releases chemicals in the brain
that stimulate emotion, reduce cortical functioning, reduce conscious control, and finally,
agitation and physical action. It can be like a this, before a dam releases water, there is a
gradual build-up of water until it overflows into the river. Similarly, before a person burst into
an intense emotion like anger, something in his or her environment triggers this emotion.
Disappointment and frustration may slowly build-up until a person experiences full-blown
anger. A person might be able to control his or her anger but others can give way to it and vent
this emotion on something or towards another person.
The physiological component of emotion is explained by several theories. One of the

earlies theories is by Walter Bradford Cannon, An American physiologist and Philip Bard,
Cannon’s doctoral student, who explain the experience of emotion as a physiological response
to the thalamic region of the brain. They claim that emotional states occur at the same time in
response to an event. When emotions are provoked, the physiological arousal happens
concurrently, this is known as the Cannon-Bard Theory. Neither one causes the other. The brain
gets a message that causes the experience of that emotion at the same time that the

autonomic nervous system gets a message that causes physiological arousal. Evidence that
emotions have neurological basis is shown by the effect of the damage in the amygdala which
results for patient to have less expression of negative emotions such as anger and fear, and less
frequent and less emotions (Bar-On, et al. 2007)
Another theory of emotions was postulated by William James, an American

psychologist, and Carl Lange, a Danish physiologist, James-Lange Theory which claims that
emotions are our interpretation of the accompanying physiological reactions. For instance,
when we feel tense and having cold feet, we say we are afraid.
Another explanation is offered by Stanley Schachter, an American social psychologist,

who worked closely with Jerome Singer, an American clinical psychologist. They proposed a
different theory called the Two Factor Theory which states that the experience of emotion
depends on two factors: the physiological arousal and the interpretation of that arousal. The
person uses the immediate environment to search for emotional cues to label the physiological
arousal. For example, if you have a fight with your brother, you may label your physiological
arousal as anger, but if two of your classmates are arguing, you might call it excitement. Thus,

misinterpretation can happen when one solely based his or her emotions on the body’s
physiological state.
4.1.1.b. Behavioral Component: Emotional Expression
Seemingly, emotion finds a way of expression. People recognize what we feel by our
facial expression. We smile or laugh whenever we are happy. We cry or pout when sad. We
tense our jaws when we are angry. However, we sometimes do not show our emotions. Either
we fear on the reaction of others or we simply do now want others to know how we really feel.
Facial expression communications our emotion. However, it can be misleading,

exaggerated, or minimized. This is part of a person’s regulation of his or her emotion. Facial
expression is said to be universal and can even be seen in animals. Charles Darwin, an English
naturalist and geologists, popularly known for his theory of evolution, suggest that emotions
and their expression are innate and evolutionary adaptive. For example, fear of anything that
can harm us is important for our survival. Other view emotion as culture-specific, meaning that
we learn certain facial expression because it is the one recognized or approved by our culture.
Silvan Solomon Tomkins, an American psychologist and personality theorist, suggests that
emotions are the basis of human motivation and the seat of emotion is the face. He pioneered
the research demonstrating that facial expression are associated with emotional states
(Tomkins and McCareter, 1964). Two American psychologists, Paul Ekman and Caroll Izard,
conducted “universality studies”, demonstrating cross-cultural agreement in judgments of
emotion in faces by people in both literate and preliterate cultures. They came up with the
seven emotions that have the universal facial expression – anger, contempt, disgust, fear, joy,
sadness, and surprise.

Ekman discovered that people have microexpressions in addition to macroexpressions.

Macroexpressions typically last between 0.5 to 4 seconds and involve the entire face. These are
emotions that we do not intend to hide and occur whenever we are alone or with family and
close friends. On the other hand, microexpressions, are expression that go on and off the face
in a fraction of a second, as fast as 1/30 of a second. In the attempt to conceal emotions,
microexpression can happen so fast that one cannot recognize or see them easily. If someone
give you a gift and you happened not to like it, and you do not want for the people around you
to see your true feelings about it, a microexpression can occur too fast that they might be able
to notice it, because you are already smiling and that is what they see and you might even say
“thank you”. However, there are people who are too keen that they can read emotions well
and detect microexpressions, which in tur, can help them better judge or discern other people’s
true feeling.
4.1.1.c. Cognitive Component: Subjective Labelling
There are times when physiological arousal is absent. In cases like this, a person decides
what he or she feels after interpreting or explaining to himself what had happened. Studies
done by the American psychologist, Richard Lazarus, have shown that the experience of
emotion depends on the manner one appraises or evaluates an event. For example, if a person
rides an extreme amusement park ride like a roller coaster, he may become tense and
frightened but the person beside him shrieks with fun and excitement. In evaluating an event as
good or bad for us, Lazarus postulates two kinds of appraisal: primary and secondary. In
primary appraisal, we consider how a certain situation can benefit us. In secondary appraisal,
we consider how we will be able to cope with the situation. This is referred to as Lazarus Theory
or Appraisal Theory.
4.1.2. Elements of Emotional Intelligence
Depending on intelligence quotient or IQ alone won’t be enough for someone to gain

personal growth and achieve success in life. One must also learn to develop emotional quotient

or EQ. Whatever career path or profession you will have in the mere future, the ability to
discern people’s signals and to react to it accordingly is important.
In order for a person to have better social skills, they need to understand what they feel
and know ways to appropriately express emotions. People who are considered to be
emotionally intelligent usually become effective leaders and are also effective in their work,
more importantly in relating with the people around them. They can “read” the meaning of
emotions that others convey.
The ability of a person to understand and express himself or herself in terms of emotion,
and to understand and relate well to others, and to successfully cope with the demands of daily
life is called Emotional Intelligence (Bar-On, 2005).
4.1.2.a. The Five Components of Emotional Intelligence
A person that is considered to be emotionally intelligent usually possesses both personal

and interpersonal skills.
1. Self-awareness
Ability of a person to tune in to his or her own feelings. A person who is self-aware can
recognize his/her own emotions and its effect to others. There is an acceptance with
his/her emotions whether positive or negative because he/she possess confidence with
his/her self-worth and capability.
2. Self-regulation
A person’s ability to control disruptive impulses caused by intense, negative emotions

such as anger, anxiety or depression. How long a person holds on to a particular
emotion matters. Self-regulation also involves trustworthiness, conscientiousness,
adaptability, and innovation. A person is trustworthy if he can maintain standards of
honesty and integrity. One is considered to be conscientious if he takes responsibility for
his work or actions. Adaptability refers to the ability to be flexible in handling change,
and innovation is being open to new ideas.
3. Motivation
Person who is emotionally competent can motivate himself or herself to work because
he/she possess a positive attitude in life and knows how to set clear goals. Even if a
person has a negative attitude towards something, the person will find a way to think

more positively by reframing negative thoughts as they occur. Elements of motivation

are drive for achievement, commitment, initiative and optimism.
4. Empathy
Ability that helps an individual to recognize and understand how other people feel. An
empathic person is service-oriented, encourages people in their abilities, cultivates
opportunities, and is politically aware. A person with empathy discerns feelings behind
the needs and wants of others.
5. Social Skills
“People skills” because these skills can make someone influence, communicate and
lead. People with social skills have good interpersonal skills which can help them build
success in life and in their career. In today’s always-connected world, everyone has
immediate access to technical knowledge. “People skills” are even more important now
because with higher “EQ”, once can better understand, empathize, and negotiate with
others in a growing global community and also they are catalyst of change, can manage
conflicts well, and are able to build bonds. They can work well with others through
collaboration and cooperation and also considered as good team players.
4.2. Personal Relationships of Adolescents
The lives of adolescence usually revolve around themselves and the people around
them. How someone feel, think, and behave have an effect within their social environment.
Exploring the different concepts concerning the personal relationships of adolescents will give
you an insight to better understand oneself and to gain better, healthier relationships.
4.2.1. The Social Self
There are two elements that consist a person’s self-concept; First is self-schema, or how
you define yourself. These greatly affect how you perceive, remember, and evaluate yourself
and others. The second element is your possible self or who you might become. Possible selves
include the self we dream of becoming someday. What are your dreams in life? Do you aspire
to be rich and famous? How you envisioned yourself years from now. Your possible self can also
include the self you fear becoming – it could be possible unemployment, academic failure,
heart breaks or anything that you dread. All these possible selves may motivate you to achieve
the life that you hope for or to avoid certain circumstances that make cause you great distress.
4.2.1.a. Development of the Social Self
How can someone determine self-concept? Although genetics play an essential part, a
person’ social experience is also a factor, your roles as a student, a friend, a son or a daughter
or a member of a certain organization or group. The social self of a person is often influenced

by social comparison, or comparing yourself to others and seeing how you differ. An example is,
when someone succeeds, there is a possibility that they will raise their standards, and compare
their success with others who are even doing better, and this may diminish satisfaction.
Self-concept is also determined by how other people think of us. Take for example, a
child that is labeled to be “gifted” or talented, hardworking tend to incorporate the same ideas
to his/ her self-concept and behavior.
Culture also plays a role in defining one’s identity. For some people, especially
industrialized Western cultures, they develop th is sense of individualism, prioritizing their own goals
over a group’s goal. The independent self is the formation one’s identity as a unique individual, and is
defined during adolescence – a time of self-reliance and separation from parents. Meanwhile, most
cultures in Asia, Africa, and Central and South America value collectivism by prioritizing the goals of
one’s group. They nurture the interdependent self, or the formation of one’s identity in relation to
others, whether it’s with family, friends or colleagues.
4.2.1.b. Self-knowledge
How well do you actually know yourself? Why did you want to pursue your current strand? Why
did you have a crush with that person? Why did you lash out at your siblings? When asked why we feel
or act the way we do, we are usually able to give accurate answers. But when influences upon our
behavior are subtle or unconscious, our explanations may differ because we may dismiss factors that
matter and focus on ones that don’t. The same holds true when we try to predict our behavior. When it
comes to our feelings, we often have a difficulty predicting the intensity and duration of our future
emotions. For example, if you overestimate the intensity and duration of the pleasure you would get
from online shopping, you might make an ill-advised decision to immediately buy the things that you
don’t need.
In lieu with this, self-esteem is the overall sense of self-worth that we use to evaluate traits or
abilities. This can go both ways: if you see yourself as attractive, intelligent, or talented, the tendency is
for you to have a high self-esteem; and if you generally value yourself, you are also likely to value your
looks and abilities. Think back to a time when your self-esteem was threatened, perhaps due to a failure
or a comparison with someone else. How did you react? Unfortunately, there are people with low self-
esteem might blame themselves or just give up whenever they perceive a certain situation that is
threatening to them. People with low self-esteem are less satisfied in their relationships and are more
vulnerable to clinical problems, such as anxiety or loneliness. Meanwhile, secure self-esteem or feeling
good about who you are rather than grades, looks, or approval- likely leads to greater well-being.
Social rejection motivates us to meet other’s expectations, therefore maintaining or increasing

our self-esteem. For example, if you experience rejection from someone you like, you subsequently feel
inadequate. The feeling of rejection may motivate you to act by improving yourself or searching for
acceptance with someone else. Although having high self-esteem is generally more beneficial, it
becomes a problem when it crosses into narcissism or an inflated sense of self. Narcissists have high
self-esteem, but their self-centeredness often leads to relationship problems overtime.

4.2.1.c. Perceived Self-control
Self-efficacy as defined by Stanford Psychologist Albert Bandura as how competent and effective
a person feels when doing a certain task. How self-efficacy differs from self-esteem? If a person believe
he/she/they can do something, that is self-efficacy; if a person likes oneself, that is self-esteem, grows
with accomplishments. Still, self-efficacy feedback leads to better performance, compare to self-esteem
feedback.
Locus of control is the extent to which people perceive control. The internal locus of control
refers to the belief that you are in control of your own destiny, while the external locus of control refers
to the feeling that outside forces determine your fate. Picture getting poor grades in class. What goes
through your head? Do you believe that you need to develop better study habits and self-discipline? OR
would you blame your grades on forces beyond your control, like “bad” teachers or having no time to
study? People who adopt a sense of internal control are more likely to cope and achieve more than
others. The perceived lack or loss of control over a situation may also lead to learned helplessness,
which occurs when multiple attempts to improve a situation have no effect and there is subsequent
sense of resignation. In contrast, self-determination is developed when you are successfully able to
practice personal control and improve your situation.
4.2.1.d. Self-serving Bias
Most people exhibit self-serving bias, or the tendency to see yourself in a favorable light. We
often take credit for our success and attribute failure to external factors. This phenomenon is called self-
serving attribution, a form of self-serving bias. For instance, your attribute a high grade to studying hard,
but will attribute a low grade to an “unfair” teacher. Self-serving bias also appears when we compare
ourselves to others. Most people see themselves as better than the average person in terms of
subjective, desirable traits.
We also exhibit self-serving bias about our future, many of us having “unrealistic optimism”
about future life events. For example, parents may have unrealistic optimism by assuming their child is
more likely to finish school, graduate top of the class, and stay healthy. Students may see themselves as
more likely to get a stable job and higher salary than their classmates. This optimism leads us to believe
we are immune to misfortune, so we tend not to take precaution. However, defensive pessimism, or
anticipating problems and lowering expectations to prepare for the worst, can help us avoid unrealistic
optimism.
4.2.1.e. Self-presentation
People tends to adjust their words and actions to create an impression that will suit their
audiences. One example of this phenomenon is self-handicapping, wherein you protect your self-esteem
with behavior that will conveniently excuse failure. Imagine you have a big exam tomorrow, and you
decide to watch movies all night instead of studying. Why? If you fail while being “handicapped”, you
can attribute failure to something external rather than a lack of intelligence. If you watched movies and
still got a good exam score, then it boosts your self-image.
False modesty, self-serving bias, and self-handicapping prove how important self-image is to us.
Self-presentation refers to our desire to present a favorable image to other people (external) and

ourselves (internal). There are some people who score high on a scale of self-monitoring by continuously
adjusting behavior in response to external situations to gain a desired effect. Thus, they are less likely to
act on their attitudes. For those who score low in self-monitoring, they are more likely to act as they
naturally feel and believe, regardless of their audience. Someone who scores extremely low in self-
monitoring may come across as insensitive, while those who score extremely high may come across as
dishonest. Most of individuals fall somewhere between the two, and creating the right impression is a
balancing act.
4.2.2. Social Beliefs and Judgments
We are guided by our preconceptions as we process information that we perceive.

Through our beliefs, we construe reality and respond to it as such, not as how it actually is.
Priming can unconsciously affect how people think as well as how they would act. Have you
ever experience that a mere mention of a food can make you feel hungry? Preconceptions are
that powerful, because they influence our attitudes, our perceptions of others, and others’
perception of ourselves.
How we interpret everything is a result of our beliefs. A phenomenon called belief

perseverance, when our belief is too strong and it persist despite contrary evidence. We tend to
shut out information threatening our beliefs, having already examined and explained our heads
the possibility of them being true. Have you experience talking to an extremist? Have you try
convincing them to believe in a certain idea that they oppose? Take for example, someone who
firmly disbelieves in global warming or vaccine potency. Explaining the alternative or the
opposite makes people think about the possibilities. Even memories are not as reliable as
people think. They are constructed as they are withdrawn, and therefore, are reconstructed
through how we feel at that right moment. We reconstruct our past attitudes and our past
behaviors. This leads us to think that we were not as bad as we actually were and that we were
better than we actually were.
We use schemas, emotional reactions, expertise, and unconscious thinking in how we

judge the world and how we decide from those judgments; how is this all happens is partly
controlled and partly automatic. Despite our intuitive cognition, errors in our thinking and our
judgment occur. We are overconfident in how right we are and we only entertain what
supports our beliefs. We recall vivid information easily, even assuming they are more salient
than what is not as familiar. We are influenced even by illusions of correlation, thinking that
two things are related even if they are not, and illusions of personal control, thinking that we
can control circumstantial occurrences even if we cannot. Moods also color experiences,
distracting us from making sound judgments.
4.2.2.a. Attributions
We tend to thinks the everything happened for a reason, we also ask ourselves why
things happened the way they do, especially when they are unexpected or negative. If someone
smiles at you, would you think that they are just being friendly or would you rather think that

they like you? Whether we like or not, misattribution happens quite often, or when we wrongly
attribute an action to an incorrect reason. A man is more likely to think that someone he likes
him too, overestimating a woman’s “courtesy smile” in the process.
Attribution theories analyze how we explain and infer from people’s actions. We
attribute people’s behavior sometimes to internal causes, or dispositional attributions, and
sometimes to external causes, or situational attributions. If you scored low in an exam, how
would you explain it? Would to use dispositional attributions or situational ones? Traits are
easily inferred from people’s action (spontaneous trait inference) as well. When someone
scored low in an exam could easily thought of as unintelligent or lazy.
Three factors influence our attributions, according to Harold Kelley’s theory of

attribution: consistency, distinctiveness, and consensus. Inconsistent behavior seeks an
explanation. High distinctiveness and consensus leads to external attributions, whereas low
distinctiveness and consensus leads to internal attributions. Kelley’s theory of attributions is
also called the covariation model. Attribution also have three dimensions: stability, locus, and
control. We use stable/permanent attributions, such as intelligence, and unstable (temporary)
attributions, such as chance or good/bad luck. WE also use internal (dispositional) and external
(situational) attributions; the extent of how internal or how external an attribution is the locus
dimension. We use controllable and uncontrollable attributions too, based on how much
control we have over a situation as well as its outcome. If you examine your attributions using
these dimensions, you can predict how you would respond to success and failure.
Using “common sense” to explain behavior logically (as attributions are known as
“common sense psychology”), is not always right. People ignore possible cause of behavior if
there are other, more known causes. We underestimate the impact of situations on behavior,
as well as overestimate the part dispositions play such as attitudes and traits.
Someone’s behavior during an 7:00 a.m. class might be different from their behavior
during a 2:00 p.m. class, even if these classes were the same subject and were taught by the
same teacher. The tendency to write off situations in favor of disposition is called the
fundamental attribution error, or the correspondence bias. Even if a particular individual
knowingly causes another to behave in a certain way they would still undermine their influence,
assuming that people are how they act.
We make the attribution error because how we observe others is different from how we
observe ourselves. Because we know ourselves more than we know others, we focus on how
situations influence our behavior. When someone’s upset, the situation is making you upset;
but if they see someone upset, they may assume that the person has a temper. Spontaneous
trait inference occurs when we watch someone’s actions. The fundamental attribution error
influences our explanations, and in knowing how they do so, we can ponder on how we ponder
on how process information about ourselves as well as others.
4.2.2.b. Prejudice

A preconceived negative attitude (combination of feelings, beliefs, and behavior)

towards a group and its individual members called prejudice. Stereotypes re beliefs about
another group that may be accurate, inaccurate, or overgeneralized. Discrimination is
unjustified, negative behavior towards a group or its members, and often rooted in prejudicial
behavior. Racism and sexism are institutional discriminator behavior, but there may be
instances that they aren’t intentionally prejudiced. Prejudice exists in explicit and implicit
forms. People may retain from childhood an automatic fear or dislike of a group of people, but
this may change as we form new habits through practice.
Forms of prejudice
1. Race
2. Religion
3. Obesity
4. Sexual Orientation
5. Gender Identity
6. Age
7. Immigrant Status
Prejudice stems from unequal status; groups with social and economic superiority will often
use prejudicial beliefs to justify their privilege and position. There might be a chance that a child
may be raised in ways that foster or promotes prejudice, and religious communities or broader
society can either sustain or reduce it. Social institutions such as schools, government, and the
media may also support prejudice, intentionally or otherwise. Research shows that we simplify
our environment by categorization through stereotyping. Sorting people into categories
exaggerates similarities within groups and differences between them. We generally like people
we see as similar to us and dislike we see as different; and the less our familiarity, the more we
stereotype.
The concept of just-world phenomenon is the tendency to believe that the world is just and
that people get what they deserve. Prejudice involves preconceived judgments that are self-
perpetuating. It can also undermine people’s performances, such as when someone is placed in
a situation where others expect failure and the person’s anxiety confirms the belief.
Stereotypes. Especially when strong, can affect our judgments of individuals.
4.2.2.c. Aggression
Aggression is physical or verbal behavior that is intended to cause harm. It may manifest
in two ways: hostile aggression which springs from anger with the goal to injure, and
instrumental aggression which is also meant to injure but as a means to an end.
Theories on aggression:

1. Instinct theory and Evolutionary Psychology – Sigmund Freud and Konrad Lorenz. OT
argues that aggression is instinctive. If not released, it builds up within until explodes or
a stimulus triggers it. Aggression is biologically influenced by genetics, biochemical
influences, and the brain.
2. Frustration-Aggression Theory – Frustration is anything that prevents us from attaining a
goal, arises from the gap between expectations and attainment, or when we compare
ourselves with others. This causes anger and hostility, and the anger may provoke
aggression.
3. Social Learning Theory of Aggression – Albert Bandura believes that aggression is
learned behavior or watching others act and observing the consequences. Through this,
we sometimes learn that aggression has its rewards. Family, subculture, and the mass
media also influences aggressive behavior.
Factors that influences aggression
1. Aversive incidents
2. Arousal
3. Aggression cues
4. Pornography and Sexual Violence
5. Television and the Internet
6. Video Games
7. Group Influence
The catharsis hypothesis says that aggression is reduced when one “releases aggressive
energy either by acting aggressively or fantasizing aggression. Expressing aggression to catharsis
actually breeds more hostility. The social learning approach suggests that aggression can be
controlled by counteracting factors that influence or provoke it.
4.2.2.d Helping
Three theories that explains what motivates us to help people:
1. Social-exchange theory – assumes that the act of helping is motivated by a desire to

maximize rewards; rewards may be external or internal.
2. Reciprocity norm – expectation to help those who have helped us. When people are
unable to help back, they may feel demeaned by accepting help.
3. Social-responsibility norm – expectation to help others, even if they cannot reciprocate
such as those who are victims of circumstance. If we feel that their situation is brought
about by their own choices, we often say it’s the person’s fault so we do not feel
compelled to help.
Three types of helping according to evolutionary psychology

1. Selection of kin – evolution predisposes us to care for our close relatives

2. Reciprocity – helping with the expectation of eventually getting help in return.
3. Group selection – when groups are in competition, groups that mutually support each
other outlast groups that don’t
Daniel Baston theorizes that our willingness to help others is influenced by selfish and
selfless considerations. Our feeling of distress over someone’s suffering either motivates us to
escape the situation or by helping the person. When we feel securely attached to someone, we
feel empathy or putting oneself in another’s shoes. This pushes us not to focus on our own
distress, and motivates us to help others.
The bystander effect states that a person is less likely to help when there are other
bystanders. As the number of people aware of the incident increases, any given person
becomes less likely to help. On the other hand, research shows that we are more likely to
extend help when we see that others do. We are also more helpful towards people similar to
us, or when have the time.
4.3. Interpersonal Attraction and Intimacy
4.3.1. Liking and Attraction
There are several factors that lead to friendship and attraction between two people:
1. Proximity – refers to geographical nearness and the best predictor of whether two are
friends. Frequent interaction allows people to explore similarities and sense one
another’s liking. Even just the anticipation of interaction boosts liking. Mere exposure is
the tendency of something to be more likeable after someone has been repeatedly
exposed to it.
2. Physical attractiveness – Attractiveness is a good predictor of how frequently someone
dates. The matching phenomenon occurs when people tend to choose someone who
attractiveness roughly matches their own, but in cases when someone is less attractive,
the latter often compensates with other qualities. The physical attractiveness stereotype
is the assumption that physically attractive people possess other desirable traits. Studies
show that there is some truth to this, in that attractive people were found to be more
outgoing and self-confident because they are valued and favored. Therefore, it is simply
not about how you look but rather, how people treat you and how you feel about
yourself.
3. Similarities – “birds with a same feather”; people with similar attitudes, beliefs, and
interests, and are engage in similar activities or behaviors, attraction progresses,
because it validates the person’s perspective.
4. Complementary – “opposites attract”; complementary qualities are characteristics in
one person that fill a need in the other.

5. Reciprocity or Liking – Have you ever experienced to develop a strong inclination to like
a person because you knew she / he likes you too? That is the concept of norm of
reciprocity.
4.3.1.a. Love and Commitment
Love, as you probably already know, is more complex than just liking someone. Robert
Sternberg conceptualized a triangular theory of love. He identified three (3) main components
of love and different types of love that combinations these three components can produce
Three components of Love
1. Intimacy – sense of being close towards another person that shares common emotional
ties to one another.
2. Passion – feelings of romance, physical attraction and sexual arousal in a relationship
3. Decision / Commitment – This consists of two aspects: short-term or the decision to love
someone else, and long-term or the commitment to maintain that love. This component
is essential for getting through hard times in a relationship.
The interrelationships of these three components gives rise to different kinds love.
1. Nonlove – the absence of all three components and pertains to casual, everyday
interactions that do not include love at all.
2. Liking – refers to feeling of friendship, such as closeness, boundedness, and warmth. It
involves only the intimacy component.
3. Infatuated Love – “love at first sight” by experiencing passionate arousal without the
intimacy and the decision / commitment components. These can arise quickly, and
dissipate just as immediately.
4. Empty Love – the kind of love arises when one is committed to loving someone, but
both the intimacy and passion components are absent. It is found in stagnant
relationships that have been going on for years, but have lost the physical attraction and
emotional involvement they once had.
5. Romantic Love – a combination of the intimacy and passion components. Put simply, it
is liking and being physically attracted to someone. When intense, passionate love
becomes lukewarm, this triggers disillusion, especially for those who believe romantic
love is essential for a marriage and its continuation.
6. Companionate – Evolves from a combination of the intimacy and decision / commitment
components. Unlike the wild emotions of passionate love, companionate love is a deep,
steady, and affectionate attachment that is just as real. This is often seen in stable,
longterm marriages and can last a lifetime.
7. Fatuous Love – combination of the passion and decision / commitment components,
and often manifests in whirlwind romances. Commitment is made based on passion, but
the relationship isn’t stable because there is no intimacy.

8. Consummate Love – a full combination of all three components, and the kind of love
many of us aspire for in romantic relationships. Maintaining this kind of love is more
difficult than achieving it.
4.3.1.b. Attachment Styles
Mary Ainsworth devised a special experimental design to measure the attachment of an

infant to the caregiver; she called it the “Strange Situation”.
1. Secure attachment – an attachment rooted in trust that sustains relationships in time of

conflict.
2. Avoidant attachment – resistance to being close to others and they have a tendency to
be less invested in relationships and are more likely to leave them.
3. Insecure attachment – marked by anxiety or ambivalence, wherein individual are less
trusting and fearful of a partner’s interest in someone else, making them more
possessive and jealous.
4.3.1.c. Equity principle of attraction
Equity principle of attraction states the outcome receive from a relationship is

proportional to what they each put into it. Those in an enduring relationship eventually stop
keeping tracking of how much they are giving and getting. Self-disclosure is being able to reveal
intimate aspects of oneself to others, as often seen in deep, companionate relationships. The
disclosure reciprocity effect is the tendency to match the self-disclosure of one’s partner. In
short, letting ourselves be known as we are nurtures love.
Love does not always last. The end of the relationship is usually a sequence of events
that begins with focusing on the loss of a partner, followed by deep sadness, and eventually,
detachment or letting go of the old and focusing on someone new. When relationships suffer,
those who are invested or without better alternatives seek different wats of coping with the
relationship, including: loyalty (waiting for the relationship to improve), neglect (ignoring the
partner and letting the relationship deteriorate) or voice (taking active steps to improve the
relationship through discussing problems and attempting to change). Couples with healthy
marriages still undergo conflict but the difference is that their relationship may have the ability
to reconcile differences and restrain criticisms and put-downs.
Adolescences may naturally feel romance, because this is an emotion that is so

powerful, it can fool anyone into thinking that they and their significant other are in a healthier
relationship than it actually is. Maybe this is why, as the old adage says love is blind.

4.3.1.d. Seven Qualities of a Healthy Relationship
1. Mutual Respect – Couples should respect each other’s likes and dislikes. Couples should
be into each other and vice versa.
2. Trust – It is normal for couples to feel jealous but what is important is how you or your
significant other react to it.
3. Honesty – goes with trust, couples should be honest; if one is caught lying, trust is no
longer there.
4. Support – Couples should support each other in both good times and in bad, they should
inspire each other to be the best version of themselves.
5. Fairness/Equality – A great relationship consists of understanding, compromise, and
balance.
6. Separate Identities – Couples should be two separate people with two separate
identities that they both respect and maintain.
7. Good Communication – Important aspect of a healthy relationship, couples should be
able to communicate issues openly and effectively.
Teenage relationships are known to be intense and expressive. It is important to always

remember consent, a key element of relationships. Nobody should force someone to do
something that they do not agree to, and vice versa. Numerous ways of expression one’s love
exist, and couples should set and respect boundaries.
What’s more?
1. In a ________ love, commitment is made based on passion, but the relationship isn’t stable
because there is no intimacy.
2. ____________ is a component is essential for getting through hard times in a relationship.
3. ______________ believes that aggression is learned behavior or watching others act and
observing the consequences.
4. _________________ are the expressions that go on and off the face in a fraction of a second, as
fast as 1/30 of a second.
5. ______________ is a component of emotional intelligence that includes the ability of a person
to tune in to his own feelings.

What I have learned

Written Work No.4 - Ideal Relationship
Detailed Instructions:
Adolescence is the time when an individual explores a lot of things. Aside from the
development an adolescence experience within oneself, there is also a notable change with the
kind of relationship they have. Applying the topics in this course outcome, you will be creating a
dating profile like of your ideal mate or ideal friend. You are to include what are the things you
expected your partner or friends possess, it is like coming up with an imaginary or even an
actual profile of the person that you like. Discuss what are the things you look for in a
relationship, what are the red flags or the dynamics that you want within a relationship.
Rubrics:
Criteria Expert Proficient Competent Poor Grade
Content Goes over and Includes all of the required Missing one or more of the Several required
above all the elements as stated in the required elements as stated elements are
required directions/instructions in the missing from the
elements stated directions/instructions project
in the directions
& instructions
Creativity Exceptionally Thoughtfully and uniquely A few original touches Shows little
clever and unique presented; clever at times enhance the project to creativity,
in showing deep in showing understanding show some understanding originality and/or
understanding of the material of the material effort in
understanding
the material
Visual Appeal Exceptionally Attractive and neat in Acceptably attractive but Distractingly
attractive and design and layout may be messy at times messy or very
particularly neat and/or show lack of poorly designed.
in design and organization Does not show
layout. pride in work.

Overall Project is Project is somewhat Project is disorganized and Project is

Effectiveness engagingly organized, complete and incomplete at times and is incomplete and
and Completion organized and holds the attention of the somewhat able to hold the not easy to follow
presents material viewer attention of the viewer
that is captivating
for the viewer.
TOTAL
What I can do
Performance Task No. 4 - Personal Development Podcast
Detailed Instructions:
Adolescence is the developmental stage that covers the years between the onset of puberty
and the beginning of adulthood. During adolescence, an individual continues to grow physically,
cognitively, and emotionally, changing from a child to an adult. Issues are inevitable during this
developmental and once resolved, adolescents seemingly learned valuable life experience that
they may cherish through-out their lifetime. For this activity, we will be exploring the thoughts
and opinions of adolescents about their problems concerning their emotions and relationships.
1. The class will be divided into groups and be task to create their own podcast discussing topics
concerning emotions and personal relationship. Students may choose from the following topics:
1. Importance of Emotional Intelligence
2. Relationships in the time of Pandemic
3. Cancelledt Culture
4. Addressing Negative Emotions
5. Dating During Adolescence: Is it Advisable?
6. Toxic Relationships and How to Let Go
7. “Subtle Clown Traits” in Relationships
8. Emotional Hi-jack
2. After choosing a topic of their choice, they are to come up with a creative title of their
podcast.

3. Students need to choose a format of their podcast; Interview, Conversational or

Informational Reporting (Outputs will be graded based on the rubric)
4. Research about your chosen topic, hosts may share their personal beliefs or opinions but
there is a need that certain information will be factual.
4. The podcast should not be longer than 10 minutes. Students will be given creative freedom
on how they will record their podcast.
5. Outputs should be uploaded in a secure google drive and they will provide their teacher they
link for the evaluation of their outputs.
Rubrics:
Criteria Partially Grade

Exemplary Proficient Unsatisfactory
Proficient
Introduction Catchy and Describes the Somewhat Irrelevant or

clever topic and engaging inappropriate
introduction. engages the (covers well- topic that
Provides audience as known topic), minimally
relevant the and provides engages
information introduction a vague listener. Does
and
proceeds. purpose. not include an
establishes a
introduction or
clear purpose
engaging the the purpose is
listener vague and
immediately. unclear.
Content Includes a Includes Includes Includes no

wide variety of appropriate some variety source quotes.
appropriate, and of informative
well- informative quotes from
researched quotes from some
and “expert” “expert”
informative
sources. sources.
sources and
Source Source
has well-
edited quotes quotes are quotes need
from “expert” credited some editing
sources. appropriately. and some
Quotes and credits are
sources of missing.
information
are credited
appropriately.

Delivery Well- Rehearsed, Appears Delivery is

rehearsed, smooth unrehearsed hesitant, and
smooth delivery. with uneven choppy and
delivery in a delivery. sounds like the
conversational presenter is
style. reading.
Interview Open ended Open ended Open ended Only yes-or-no

questions and questions and questions questions are
follow-up are follow-up and follow-up used. No
used that questions are questions are follow-up
draw used occasionnaly questions are
interesting appropriately. irrelevant to asked.
and relevant
the topic.
information
from the
interviewee.
Graphic and Graphic and Graphic and Graphic and Graphic and
Music music music music music distracts
Enhancements enhances the provides provides the
mood, quality, supportive somewhat presentation.
and background distracting
understanding to the background
of the
podcast. to the
presentation.
podcast.
Technical Volume of Volume is Volume is Volume

Production voice, music, acceptable. occasionally changes are
and effects inconsistent. highly
enhance the distracting.
presentation.
Group/Partner Performed all Performed Did not perform
Work duties of nearly all any duties of
assigned team duties and assigned team
role and contributed role and did not
contributes knowledge, contribute
knowledge, opinions, and knowledge,
opinions, and
skills to share opinions or
skills to share
with the team. skills to share
with the team.
Always did the Completed with the team.
assigned the assigned Relied on
work. work. others to do the
work.
TOTAL

Assessment (Post-test)
Identification
Directions: Choose the word of the correct answer.
Paul Ekman Prejudice Macroexpressions James-Lange Romantic Love

Theory
Catharsis Microexpressions Social-Exchange Daniel Batsons Aversive Incidents
Hypothesis Theory
Halo Effect Bystander Effect Consummate Sigmund Freud Arousal
Love
1. A preconceived negative attitude (combination of feelings, beliefs and behavior) towards a

group and its individual members.
2. A factor that influences aggression that includes pain, heat, or discomfort and personal attacks.
3. A concept that states aggression is reduced when one “releases” aggressive energy either by
acting aggressively or fantasizing aggression
4. A theory of helping that assumes that the act of helping is motivated by a desire to maximize
rewards; these rewards may be external or internal.
5. He theorizes that our willingness to help others is influenced by selfish and selfless
considerations.
6. He conducted “universality studies”, demonstrating cross-cultural agreement in judgments of
emotion in faces by people in both literate and preliterate cultures.
7. Expressions that go on and off the face in a fraction of a second, as fast as 1/30 of a second.
8. A person is less likely to help when there are other bystanders. As the number of people aware
of the incident increases, any give person becomes less likely to help.
9. A theory that states that emotions are our interpretation of the accompanying physiological
reactions.
10. A kind of love the possesses the full combination of all three components, and the kind of the
love many of us aspire for in romantic relationships.

Answer Key
References
Perez, A.M. (2016). Personal Development. Vibal Group, Inc.
Santrock, J.W. (2020). Adolescence, 17th Edition. McGraw-Hill Education

Personal Development: Carreon III, Virgilio, M

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LANGUAGES, HUMANITIES AND SOCIAL SCIENCES CLUSTER

SOCIAL SCIENCE SUB-CLUSTER

Carreon III, Virgilio, M.

PDV01 | CORE | CO4

NAME: ____________________________________ TEACHER: ________________________

COURSE OUTCOME BULLETIN

Written Work: “Ideal Relationship”

PDV01 | CORE | CO4 1

What do I know? (Pre-test)

PDV01 | CORE | CO4 2

4.1.1. Emotions and Its Component

Looking at the three components of emotions – the physiological, behavioral, and

4.1.1.a. Biological Component: Physiological Arousal

PDV01 | CORE | CO4 3

The physiological component of emotion is explained by several theories. One of the

PDV01 | CORE | CO4 4

Another theory of emotions was postulated by William James, an American

Another explanation is offered by Stanley Schachter, an American social psychologist,

PDV01 | CORE | CO4 5

4.1.1.b. Behavioral Component: Emotional Expression

Facial expression communications our emotion. However, it can be misleading,

PDV01 | CORE | CO4 6

Ekman discovered that people have microexpressions in addition to macroexpressions.

4.1.1.c. Cognitive Component: Subjective Labelling

4.1.2. Elements of Emotional Intelligence

Depending on intelligence quotient or IQ alone won’t be enough for someone to gain

PDV01 | CORE | CO4 7

4.1.2.a. The Five Components of Emotional Intelligence

A person that is considered to be emotionally intelligent usually possesses both personal

A person’s ability to control disruptive impulses caused by intense, negative emotions

PDV01 | CORE | CO4 8

more positively by reframing negative thoughts as they occur. Elements of motivation

4.2. Personal Relationships of Adolescents

4.2.1. The Social Self

4.2.1.a. Development of the Social Self

PDV01 | CORE | CO4 9

Social rejection motivates us to meet other’s expectations, therefore maintaining or increasing

PDV01 | CORE | CO4 10

4.2.1.c. Perceived Self-control

4.2.1.d. Self-serving Bias

PDV01 | CORE | CO4 11

4.2.2. Social Beliefs and Judgments

We are guided by our preconceptions as we process information that we perceive.

How we interpret everything is a result of our beliefs. A phenomenon called belief

We use schemas, emotional reactions, expertise, and unconscious thinking in how we

PDV01 | CORE | CO4 12

Three factors influence our attributions, according to Harold Kelley’s theory of

PDV01 | CORE | CO4 13

A preconceived negative attitude (combination of feelings, beliefs, and behavior)

PDV01 | CORE | CO4 14

Factors that influences aggression

Three theories that explains what motivates us to help people:

1. Social-exchange theory – assumes that the act of helping is motivated by a desire to

Three types of helping according to evolutionary psychology

PDV01 | CORE | CO4 15

1. Selection of kin – evolution predisposes us to care for our close relatives

4.3. Interpersonal Attraction and Intimacy

4.3.1. Liking and Attraction

PDV01 | CORE | CO4 16

4.3.1.a. Love and Commitment

Three components of Love

PDV01 | CORE | CO4 17

NAME: ____________ TEACHER: