Per Dev Quarter 2 Module 10

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Per Dev Quarter 2 Module 10
Professional Development (Tagum City National High School)
Studocu is not sponsored or endorsed by any college or university

Downloaded by Matthew Klein (kleinm877@gmail.com)
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12
Personal
Development
Quarter 2 – Module 10:
Social Relationships in Middle
and Late Adolescents

lOMoARcPSD|23177374
Personal Development – Grade 12

Quarter 2 – Module 10: Social Relationships in Middle and Late Adolescents
First Edition, 2020
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over them.
Published by the Department of Education
Development Team of the Module

Writer: Jovie I. Forsuelo
Editors: Jecson L. Oafallas, Jeffrey E. Santiago
Reviewer: Elaine D. Sta. Ana
Illustrator: Jovie I. Forsuelo
Layout Artist: Ermelyn Macalan
Template Developer: Neil Edward D. Diaz
Management Team:
Josephine L. Fadul – Schools Division Superintendent
Melanie P. Estacio – Assistant Schools Division Superintendent
Christine C. Bagacay – Chief – Curriculum Implementation Division
Alpha DS. Palconit – Education Program Supervisor – EPP/TLE/TVE
Ma. Fe D. Sibuan – Education Program Supervisor - Mathematics
Lorna C. Ragos – Education Program Supervisor
Printed in the Philippines by ________________________
Department of Education – Region XI
Office Address: Energy Park, Apokon, Tagum City, 8100
Telefax: (084) 216-3504
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12
Personal
Development
Quarter 2 – Module 10:
Social Relationships in Middle
and Late Adolescents

lOMoARcPSD|23177374
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-
by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if
you need to ask your facilitator or your teacher9s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

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CONTENT : Social Relationships in Middle and Late Adolescents
CONTENT STANDARD : The learners demonstrate an

understanding the concepts about social influence, group leadership and
followership.
PERFORMANCE STANDARD : The learners shall be able to identify the

different roles of leaders and followers in society.
MOST ESSENTIAL LEARNING COMPETENCY: Distinguish the various

roles of different individuals in society and how they can influence people
through their leadership or followership.
DURATION TO K-12 : Week 10
CG CODE : EsP-PD11/12SR-IIb10.1
Let Us Learn!
OBJECTIVES: At the end of the module, you will be able to:
1. Distinguish the various roles of different individuals in society and how

they can influence people through their leadership or followership.
(EsP-PD11/12SR-IIb- 10.1)
2. Compare one9s perception of himself/herself and how others see
him/her.
(EsP-PD11/12SR-IIc- 10.2) and
3. Conduct a mini-survey on Filipino relationships (family, school, and
community.
(EsP-PD11/12SR-IIc- 10.3)

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Let Us Try!
PRE-TEST
MULTIPLE CHOICE:
Directions: Read each question carefully. Select the LETTER of the best
answer. Use a separate sheet for your answers.
1. Which of these are relationships depending on the degree of intimacy that

a person offers to other people?
A. Interpersonal relationships C. Personal relationships
B. Intrapersonal relationships D. Social relationships
2. Robert builds and commits into relationship to Jemma after five years.
What does the situation try to imply?
A. Jobs C. Roles
B. Masks D. Works
3. Senator Cynthia Villar9s Organic Agriculture Bill passed in the Senate. In
the situation, what social role does Senator Villar manifest?
A. Celebrities C. Political Leaders
B. Children D. Religious Leaders
4. Pope Francis is an advocate of ethical behavior, responsible personal
decisions and social justice. What social role does the Pope have?
5. Which of these is the ability of a person in authority to guide others to
achieve certain organizational goals?
A. Guidance C. Followership
B. Instruct D. Leadership
6. During this time of pandemic, most front liners like doctors and nurses
will inform the society about the effect of COVID 19 outbreak. Eventually,
most people around the globe believed that this virus can bring an
individual to death. In the situation, what do the front liners try to imply?
A. Personal relationship s C. Leadership
B. Followership D. Social influence
7. Last Miss Universe 2018, Catriona Gray perceived already that she would
win the pageant because of preparations. What does Catriona9s want to
express?
A. Concept C. Self-perception
B. Perception D. Self-esteem
8. Ms. Rabiya Mateo has self-awareness. She knows what to be develop,
prepare and enhance before the upcoming Ms. Universe 2020. What does
she try to imply?
A. Self-concept C. Self-efficacy
B. Self-esteem D. Self-confidence

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9. Which of these are the specific evaluations or judgements a person creates

about the self-concept?
10. Which of the following is developed through experience which is about
the person9s extent of seeing himself as an effective individual?
A. Self-concept C. Self-esteem
B. Self-efficacy D. Self-confidence

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Let Us Study
ACTIVITY 1
Direction: In here, you are tasked to review how you think and act
considering some factors (parents, peers, culture, and society) that affect you.
In most cases, how does each factor affect your thoughts and action? Provide
a course of action or decision with short explanation relevant to your own
experience.
THINK AND ACT
Scenarios:
1. Choosing your strand/track to take in studying.
2. Joining a club or organization inside and outside school.
3. The way you dress or your clothing style.
PARENTS PEERS
COMMUNITY SOCIETY
QUESTIONS TO ANSWER
Directions: Read and answer each question. All the questions here are
related to the previous activity. Take time to answer honestly and truthfully.
Use a separate sheet in answering the questions.
1. What are the factors that affect on how you think and act? Explain briefly.
2. How does each factor affect your thoughts and actions?

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Lesson The Various Roles of Different

Individuals in the Society and How
1 They Can Influence People Through
Their Leadership or Followership
SOCIAL RELATIONSHIPS
As you grow up, you get to know people and build relationships by
which you have first had with your family. As human persons, it is expected
that you build relationships or social relationships by which also affect the
way you think, decide and even act on certain things.
Hence, adolescence is a crucial part of your development as a person

and their different factors or in this matter, called as social relationships that
influence you. Social relationships are your interactions with other people.
These kinds of relationships vary from the <degree of intimacy and
vulnerability you offer to other people so as to cooperate and achieve a certain
objective.=
There are four (4) main types of relationships that influence you as an
adolescent: (1) Parents, (2) Peers, (3) Community and (4) Society. However,
these factors are shaped by culture. Culture can have a positive or negative
effect on your development.
Now, as you commit into social relationships, you also have various
roles to represent. In the society, you can be someone based on a social
situation that you decide to take. This is what we call as role(s), as of the
following:
• Political Leaders
• These are the people who create and
implement the laws of the land. They are the
role models through which we follow the laws.
Source: https://onenews.ph/dissecting-villar-s-
baliw-sa-research-statement

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• Religious Leaders
• These are the individuals who guide their
followers according to their faith. They are
keepers of religious traditions and are also
moral leaders.
Source:
https://www.pexels.com/photo/people-in-
white-robe-standing-in-church-6134078/
• Teacher
• They are the educators of young minds.
They impart knowledge to the young
generation to become the next generation of
leaders.
Source: Photo taken by Jovie I. Forsuelo
• Children
• They are the ones that need to be cared
more and ensured that they are supported
with services they mostly need.
Source: Photo taken by Jovie I. Forsuelo
• Church Members
• They are the people who commit to practice
their faith. They let their faith grow and carry
out their faith traditions.
Source:
https://www.pexels.com/search/mass/

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• Celebrities
• They are the people who promote ethical
behavior, responsible personal decisions,
social justice. They are also expected to show
good behaviors.
Source:
https://www.pexels.com/search/celebrities/
Again, as you commit into social relationships, you may also find
yourself either leading or someone being led. From your experience with the
game, you may have found out that you are a good leader or a good follower
which you can also see yourself in the context of the society where you belong.
Hence, being either a leader or a follower influences other people.
According to Chris Bernard, leadership is the ability of the person in

authority to guide others to achieve certain goals. Leadership is also a way of
influencing other people by which the leader influences the followers to
achieve the organizational goals. Next to leadership is followership which is
the act or condition of following a leader. Being a follower is not passive, one
must be a critical thinker and interactive in the act of helping the leader
achieve the goal. Thus, the leader and the follower need each other; there is a
dynamic relationship of mutual benefit and support between them.
Nevertheless, being either a leader or follower gives you the opportunity

to influence people around you. Social influence is the impact of a person to
another person which causes the latter to change his behavior as convinced
by the influencer. Some social influences are known as:
▪ conformity - is behaving as others do. This is desiring to belong to peers

and seek their approval in order to feel that you are one of them.
▪ compliance 3 an individual is doing something that another individual
has told them to do. This is also another way of an adolescent to feel
belong with peers.
▪ obedience 3 this is accepting and doing something directed to you by a
person you look up as someone in authority. In most cases in
obedience, you believe that you don9t have a choice.
Now, as an adolescent, you must have undergone recognizing yourself,

knowing your strengths and limitations and discovering about the person you
are. By that, you are now capable of knowing where you stand in either a
leader or a follower by which suits and makes you a better person.

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Source: Sumagang, Ivy Ann R., 2020, Personality Development, Social

Relationships in Middle and Late Adolescents pages 1 to 31
QUESTIONS TO ANSWER
Directions: Read and answer each question. Before answering some of the
questions, you may go back and read the lesson about Socials Relationships
in Middle and Late Adolescents. Use a separate sheet in answering the
questions.
1. What are the various roles of different individuals in the society? Cite them
all.
2. As an individual, cite what are your different roles to improve your

community? Explain briefly.

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Let Us Practice
Activity 2
TRUST WALK GAME
A. Number of players: 2 or by pair

B. Materials needed: blindfolds
C. Directions:
1. Divide the group into pairs; each group chooses who will be Player A and
B.
2. Player A will close her/his eyes (or put on a blindfold) and then Player B
will guide A on a journey around the space. (Depending on comfort levels, B
can place a hand on each of A9s shoulders, one arm around A9s shoulders
and/or hold A9s inside arm/wrist/hand in order to guide them physically as
well as verbally.) Player B should try and explore levels, tempo, and space,
being sure to vary how s/he moves and where s/he moves in the room.
3. Once directions are explained the group begins their work. After a set
number of minutes, switch roles so that Player A can lead Player B and repeat
the process.

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Let Us Practice More
Activity 3
Directions: Reflection . . . (Going back to the Trust Walk Game)
Which did you prefer4leading or being led? Why?

___________________________________________________________________________
___________________________________________________________________________
____________________________________
What responsibilities did you have as the leader? As the person being led?
___________________________________________________________________________
___________________________________________________________________________
____________________________________
What does it take to trust someone to lead you? What does it take to be
trustworthy leader?
___________________________________________________________________________
___________________________________________________________________________
____________________________________
How might these ideas inform our larger class inquiry?

___________________________________________________________________________
___________________________________________________________________________
____________________________________

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Lesson
Perception of Oneself and
2 of Others
After learning that you are a human person capable of building and
engaging in different relationships with other people, you are now challenged
to do more of discovering yourself and how others see you.
Let Us Study
ACTIVITY 4
THE FUNERAL TEST
Directions: Write your own eulogy and answer questions:
How do I want people to speak of me at my funeral?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
What should they remember me for?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
Which kind of person will people think I was when I9m gone?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

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THE STORY OF THE GRASS-EATING TIGER:

ON SELF-AWARENESS
It9s about a pregnant Tigress who goes out hunting one day.
She finds a whole herd of goats. And
she goes after the goats because she
is very, very hungry.
She is ravenous. So, she attacks
them desperately, and she gets so
tired and runs so hard that she
collapses in exhaustion and she dies
giving birth to her cub.
When the goats return to the field,
they find the motherless newborn.
Those goats decide to adopt him. So,
he grows up repeating behaviors like
those around him. He bleats. And he
eats grass. He believes himself to be a
goat.
So, this little cub who grows into
a tiger now is wandering with the
goats and acting like a goat and
bleating like the goats and eating the way the goats eat.
Then one day a tiger, a big male tiger, comes into the goat herd and all
the goats scatter except this little tiger. He is about a year old now and looking
at this big male tiger somehow, he is sensing an affinity with this tiger. But
he freezes in his tracks and he stands there staring at the tiger.
The big tiger comes over to him and says 8What9s wrong with you?9 The
little one says 8What do you mean what9s wrong with me?9 The big tiger says
8What9s wrong with you? What are you doing? You are acting weird.
You are acting like a goat.9 The little tiger says 8I am a goat!9 The big one says
8No you9re not. You are not a goat.9 He leads the little tiger over to a pond.
A very still pond. He said 8Now look at yourself. Really look at yourself.9
The little cub looks at himself, and he looks at the big tiger, and he is
confused. The tiger says 8Come with me, come with me.9 He takes him back to
his den, and in the den, there is some leftover meat from a gazelle that had
been his recent kill.
So, he says to the little tiger 8Eat this.9 The little cub says 8Well no way.
I am a vegetarian. 8The tiger says 8Try it. Just try it.9 So, the little tiger reaches
over and he takes a bite off the bone.
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PERCEIVING AND PRESENTING THE SELF
Merriam-Webster defines perception as a mental image, while self-

perception as the idea about the kind of person someone is. Given these
definitions of the terms, how do you understand or see yourself as a person?
The development of self-perception happens all throughout a person9s
lifetime. Many questions arise as to what kind of person you are and what
kind of person others see and/or know you. Thus, in the study of self, there
three (3) core concepts to understand --- self-concept, self-esteem and self-
efficacy.
There is a great relationship of these three concepts in understanding

the self. Self-efficacy influences the self-esteem which also influences the
self-concept. Before going deeper into the relationship of these three, let us
first understand each concept.
Self-concept is the person9s awareness or thinking about himself. Self-
concept is developed in ways like: a person9s interaction with others and their
reaction to him and comparisons to other people (as in superiority and
inferiority, similarity and difference). Next, self-esteem are the specific
evaluations or judgements a person creates about the self-concept. Self-
esteem affects the way a person communicates and behaves by which this
concept varies through life and the context a person is in. Lastly, self-efficacy
is developed through experience. This is also about the person9s extent of
seeing himself as an effective individual.
Going back to the explanation of the relationship of the three core
concepts, here is an example:
Pedro did a good job on his first college speech. During a meeting with
his professor, Pedro indicates that he is confident going into the next speech
and thinks he will do well. This skill-based assessment is an indication that
Pedro has a high level of self-efficacy related to public speaking. If he does
well on the speech, the praise from his classmates and professor will reinforce
his self-efficacy and lead him to positively evaluate his speaking skills, which
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will contribute to his self-esteem. By the end of the class, Pedro likely thinks
of himself as a good public speaker, which may then become an important
part of his self-concept. Throughout these points of connection, it9s important
to remember that self-perception affects how we communicate, behave, and
perceive other things. Pedro9s increased feeling of self-efficacy may give him
more confidence in his delivery, which will likely result in positive feedback
that reinforces his self-perception. He may start to perceive his professor more
positively since they share an interest in public speaking, and he may begin
to notice other people9s speaking skills more during class presentations and
public lectures. Over time, he may even start to think about changing his
major to communication or pursuing career options that incorporate public
speaking, which would further integrate being <a good public speaker= into
his self-concept. You can hopefully see that these interconnections can create
powerful positive or negative cycles. While some of this process is under our
control, much of it is also shaped by the people in our lives (Perceiving and
Presenting Self).

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Let Us Practice
Activity 5
Directions: Filling out the Eulerian Destiny circles provokes critical

thinking and self-reflection. Doing this requires you to look at four areas of
your life by answering the following questions:
DISCOVER YOUR EULERIAN DESTINY
What you grew up

around
What do
Can talk
strangers
about
say about
effortlessly
you?
Past 5-10 years

experience
Note: Take a while to write these things down in four overlapping circles and
see where they all meet. This may take time and serious thinking, but it can
result in defining and refining your purpose in life. This will provide you with
a framework to form your future and a basis of self-awareness.
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Lesson Knowing Something

3 About
Relationships
Filipino
Let Us Study
ACTIVITY 6
Direction: In here, you are tasked to review at least five (5) TV commercial
advertisements and tell what Filipino values are shown in each advertisement.
You can write as many values as shown in the advertisements.
TV COMMERCIAL ADVERTISEMENTS AND FILIPINO VALUES
ADVERTISEMENTS FILIPINO VALUES SHOWN

1.
2.
3.
4.
5.

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FILIPINO VALUES
Values are guide to man9s behaviors and actions as they relate with
others in most situations in life. With Filipinos, values are somehow the
symbol of identity which help them keep harmonious relationships.
Some of the Filipino values that we are known with:
• sense of propriety or 8hiya9

➢ a rather positively defined values among Filipinos which means
conformity to the good.
• pakikipagkapwa-tao
➢ showing empathy towards and with others.
• hospitality
➢ one of the values by which Filipinos are famous of; being polite and
accommodating to other people.
• utang na loob
➢ a sense of obligation to the part of someone being helped with to
repay the one who has done a favor.
• bayanihan
➢ the spirit of communal unity and cooperation.
So, to say, Filipino social relationships are like mosaic of different

values that are alive in every Filipino whether whom they are with. A lot of
researchers have already studied about these values and found them unique
to this culture.

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Let Us Remember
Activity 7
Every culture has its own strengths and weaknesses by which people
who belong to that certain culture may find it difficult as strength or weakness
because those are the things that they are used to. As someone who has
undergone all the lessons of this subject, it is expected from you that you can
now compare different things and think a little more critically.
Hence, your task before this module ends is to recall or research some
weak characteristics Filipinos have and what can you do to make it better
when similar situations come your way.
Weak Filipino Situation/s that

Action to Make it
Values/Characteristics Values is/are
Better
Observed

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Let Us Assess
POST-TEST
MULTIPLE CHOICE:
Directions: Read each question carefully. Select the LETTER of the best
answer. Use a separate sheet for your answers.
1. Which of these are relationships depending on the degree of intimacy that

a person offers to other people?
A. Interpersonal relationships C. Personal relationships
B. Intrapersonal relationships D. Social relationships
2. Robert builds and commits into relationship to Jemma after five years.
What does the situation try to imply?
A. Jobs C. Roles
B. Masks D. Works
3. Senator Cynthia Villar9s Organic Agriculture Bill passed in the Senate. In
the situation, what social role does Senator Villar manifest?
4. Pope Francis is an advocate of ethical behavior, responsible personal
decisions and social justice. What social role does the Pope have?
5. Which of these is the ability of a person in authority to guide others to
achieve certain organizational goals?
A. Guidance C. Followership
B. Instruct D. Leadership
6. During this time of pandemic, most front liners like doctors and nurses
will inform the society about the effect of COVID 19 outbreak. Eventually,
most people around the globe believed that this virus can bring an
individual to death. In the situation, what do the front liners try to imply?
A. Personal relationship s C. Leadership
B. Followership D. Social influence
7. Last Miss Universe 2018, Catriona Gray perceived already that she would
win the pageant because of preparations. What does Catriona9s want to
express?
A. Concept C. Self-perception
B. Perception D. Self-esteem
8. Ms. Rabiya Mateo has self-awareness. She knows what to be develop,
prepare and enhance before the upcoming Ms. Universe 2020. What does
she try to imply?
20

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9. Which of these are the specific evaluations or judgements a person creates
about the self-concept?
10. Which of the following is developed through experience which is about
the person9s extent of seeing himself as an effective individual?
A. Self-concept C. Self-esteem
B. Self-efficacy D. Self-confidence
21

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Let Us Enhance
Activity 8
Directions: In a long bond paper, create a collage about the importance of

social relationships in middle and late adolescents.
SAMPLE COLLAGE MAKING
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Activity 9
Directions: Divide your paper into two columns and identify healthy and
unhealthy relationships
CHARACTERISTICS OF HEALTHY AND UNHEALTHY SOCIAL

RELATIONSHIPS
1. You feel good about yourself when you9re around the other person.
2. You do not try to control each other. There is equal amount of give and
take.
3. You feel sad, angry, scared, or worried.
4. There is communication, sharing and trust. You feel safe to share secrets.
5. You feel that you give more attention to them than they give to you. You
feel controlled.
6. You don9t communicate, share or trust.
7. You like to spend time together but also enjoy doing things apart.
8. You feel pressured to spend time together and you feel guilty when you9re
both apart from each other.
9. You feel the need to be someone that you are not.
10. It9s easy to be yourself when you are with them.
11. You respect each other9s opinion. You listen and try to understand their
point of view even if you don9t always agree with them.
12. You feel the need to be someone that you are not.
13. There is no fear in your relationship.
14. You feel there9s no respect for you or your opinion. You are not able to
disagree.
15. You feel fear in your relationship.
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Activity 10
Directions: Look at the pictures below, conduct a mini-survey on Filipino

relationships (family, school, and community) if all these Filipino Values have
instilled the minds of most modern Filipinos. Put (✓) if this still practice and
(x) if not.
Pictures Practice Not Practice
Photo illustrated by Jovie

Forsuelo

Forsuelo
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Forsuelo

Forsuelo
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Let Us Reflect
Social Relationships and Health: A Flashpoint

for Health Policy
By Debra Umberson1 and Jennifer Karas Montez
Social relationships4both quantity and quality4

affect mental health, health behavior, physical health,
and mortality risk. Sociologists have played a central role
in establishing the link between social relationships and
health outcomes, identifying explanations for this link,
and discovering social variation (e.g., by gender and race)
at the population level. Studies show that social
relationships have short- and long-term effects on health,
for better and for worse, and that these effects emerge in
childhood and cascade throughout life to foster
cumulative advantage or disadvantage in health.
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3150158/
26

27
POST TEST PRETEST
1. D 11.D
2. C 12.C
3. C 13.C
4. A 14.A
5. D 15.D
6. D 16.D
7. C 17.C
8. A 18.A
9. B 19.B
10.C 20.C
Answer key to Activities
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References
A. Website:
1. https://onenews.ph/dissecting-villar-s-baliw-sa-research-statement
2. https://www.pexels.com/photo/people-in-white-robe-standing-in-church-
6134078/
3. https://www.pexels.com/search/mass/
4. https://www.pexels.com/search/celebrities/
B. Module:
1. Sumagang, Ivy Ann R., 2020, Personality Development, Social Relationships in
Middle and Late Adolescents pages 1 to 31
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For inquiries or feedback, please write or call:
Department of Education – Region XI
F. Torres St., Davao City
Telefax:
Email Address: lrms.regionxi@deped.gov.ph
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Per Dev Quarter 2 Module 10

Professional Development (Tagum City National High School)

Studocu is not sponsored or endorsed by any college or university

Downloaded by Matthew Klein (kleinm877@gmail.com)

Personal Development – Grade 12

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Region XI

Office Address: Energy Park, Apokon, Tagum City, 8100

Telefax: (084) 216-3504

E-mail Address: tagum.city@deped.gov.ph

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This Self-Learning Module (SLM) is prepared so that you, our dear

Pre-tests are provided to measure your prior knowledge on lessons in each

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CONTENT : Social Relationships in Middle and Late Adolescents

CONTENT STANDARD : The learners demonstrate an

PERFORMANCE STANDARD : The learners shall be able to identify the

MOST ESSENTIAL LEARNING COMPETENCY: Distinguish the various

DURATION TO K-12 : Week 10

OBJECTIVES: At the end of the module, you will be able to:

1. Distinguish the various roles of different individuals in society and how

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1. Which of these are relationships depending on the degree of intimacy that

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9. Which of these are the specific evaluations or judgements a person creates

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THINK AND ACT

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Lesson The Various Roles of Different

Hence, adolescence is a crucial part of your development as a person

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Source: Photo taken by Jovie I. Forsuelo

Source: Photo taken by Jovie I. Forsuelo

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According to Chris Bernard, leadership is the ability of the person in

Nevertheless, being either a leader or follower gives you the opportunity

▪ conformity - is behaving as others do. This is desiring to belong to peers

Now, as an adolescent, you must have undergone recognizing yourself,

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Source: Sumagang, Ivy Ann R., 2020, Personality Development, Social

2. As an individual, cite what are your different roles to improve your

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A. Number of players: 2 or by pair

Source: Sumagang, Ivy Ann R., 2020, Personality Development, Social

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Let Us Practice More

Directions: Reflection . . . (Going back to the Trust Walk Game)

Which did you prefer4leading or being led? Why?

How might these ideas inform our larger class inquiry?

Source: Sumagang, Ivy Ann R., 2020, Personality Development, Social

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Directions: Write your own eulogy and answer questions:

How do I want people to speak of me at my funeral?

What should they remember me for?

Source: Sumagang, Ivy Ann R., 2020, Personality Development, Social

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THE STORY OF THE GRASS-EATING TIGER:

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PERCEIVING AND PRESENTING THE SELF