S O C I A L

REL AT I O N S H I P S
LESSON 10

Lesson 10
REVIEW
OF THE
PREVIOUS LESSON
S O C I A L
REL AT I O N S H I P S
LESSON 10

Lesson 10
AT THE END OF THE LESSON I CAN…

•DISTINGUISH THE VARIOUS ROLES OF DIFFERENT

INDIVIDUALS IN SOCIETY AND HOW THEY CAN
INFLUENCE PEOPLE THROUGH THEIR LEADERSHIP
AND FOLLOWERSHIP.
•COMPARE MY PERCEPTION OF MYSELF AND
HOW OTHERS SEE ME.
• CONDUCT A MINI SURVEY ON FILIPINO RELATIONSHIPS
(FAMILY, SCHOOL AND COMMUNITY)
S O C I A L
REL AT I O N S H I P S
LESSON 10

Lesson 10
 ESSENTIAL QUESTIONS

• WHAT IS SOCIAL RELATIONSHIP?

•WHAT IS LEADERSHIP AND
FOLLOWERSHIP?
• ARE YOU A LEADER OR A FOLLOWER?
SOCIAL RELATIONSHIPS?
TEND TO BE LESS INTIMATE,
WITH LESSER
SELF-DISCLOSURE INVOLVED,
BUT MAY STILL BE
EXCLUSIVE, AND MAY DEMAND
CERTAIN LEVELS OF LOYALTY
AS IN FRATERNITIES OR
RELIGIOUS ORGANIZATIONS,…
SOCIAL RELATIONSHIPS?
AND TO A LESSER
EXTENT, LOOSELY
KNITTED SOCIAL CLUBS
LIKE PRACTITIONERS OF
CERTAIN SPECIALIZED
PROFESSIONS.
MIDDLE AND LATE
ADOLESCENTS USUALLY FIND
THEMSELVES IN THE COMPANY
OF THEIR PEERS, USUALLY
FROM THE SCHOOL OR THE
NEIGHBORHOOD, FROM HIGH
SCHOOL TO COLLEGE.
ADOLESCENTS MATURE FASTER
SOCIALLY, AND NEW LESSONS
ARE LEARNED ESPECIALLY ON
HOW THEIR SOCIAL
INTERACTIONS AFFIRM THEIR
SELF-IDENTITY, INCREASE
THEIR SELF-ESTEEM,
AND DEVELOP THEIR
CAPACITY TO NURTURE
RELATIONSHIPS.
 KEY

CONCEPTS
ON SOCIAL INTELLIGENCE,
FACTORS AND INFLUENCES
 GOLEMAN’S
SOCIAL INTELLIGENCE THEORY
HOW OUR BRAINS ARE WIRED TO

CONNECT
WITH OTHER
PEOPLE
EMOTIONAL INTELLIGENCE AUTHOR, DANIEL GOLEMAN, SOCIAL INTELLIGENCE: THE NEW
SCIENCE OF HUMAN RELATIONSHIPS (2006),
 GOLEMAN’S
SOCIAL INTELLIGENCE THEORY
AND HOW PART OF THE HUMAN BRAIN
LOCATED JUST ABOVE THE EYES
CALLED THE ORBITOFRONTAL CORTEX
(OFC) IS CONNECTED DIRECTLY TO
THE THREE (3) MAJOR REGIONS OF
THE BRAIN: THE CORTEX, THE
AMYGDALA, AND THE BRAIN STEM.
EMOTIONAL INTELLIGENCE AUTHOR, DANIEL GOLEMAN, SOCIAL INTELLIGENCE: THE NEW
SCIENCE OF HUMAN RELATIONSHIPS (2006),
 GOLEMAN’S
SOCIAL INTELLIGENCE THEORY
GOLEMAN POINTED OUT THAT THE OFC
PROVIDES AN IMMEDIATE CONNECTION
BETWEEN THOUGHT, EMOTIONS, AND
BEHAVIOR. IT IMMEDIATELY CALCULATES
OUR FEELINGS AND THOUGHT ABOUT A
PERSON AND HOW THAT OTHER PERSON
FEELS AND THINKS ABOUT US, AND WHAT
ACTIONS WE TAKE AFTER THIS QUICK
ASSESSMENT.
EMOTIONAL INTELLIGENCE AUTHOR, DANIEL GOLEMAN, SOCIAL INTELLIGENCE: THE NEW
SCIENCE OF HUMAN RELATIONSHIPS (2006),
SOCIAL INFLUENCE
THINGS SUCH AS BEHAVIOR, ACTIONS ATTITUDE,
CONCEPTS, IDEAS, COMMUNICATIONS, WEALTH,
AND OTHER RESOURCES THAT BRING ABOUT
CHANGES IN THE BELIEFS, ATTITUDES, AND/OR
BEHAVIOR OF PERSONS AS A RESULT OF THE
ACTION/S OF ANOTHER PERSON.
MY GROWING CIRCLE---
BUILDING SOCIAL
TIES
TYPES OF SOCIAL
GROUPS
PRIMARY
GROUP

SECONDARY
GROUP
Sociologist Charles Horton Cooley
(1864–1929)
PRIMARY GROUP
Sociologist Charles Horton Coo
(1864–1929)
FRIEN
DS
SECONDARY GROUP
Sociologist Charles Horton Coole
(1864–1929)
WORKPLACE /
SCHOOL / ETC
SOCIAL
INFLUENCES
SOCIAL INFLUENCE

1.
CONFORMITY
(PAGSANG-AYON)
CONFORMITY
SOCIAL INFLUENCE
1. CONFORMITY

2.
COMPLIANCE
COMPLIANCE
SOCIAL INFLUENCE
1. CONFORMITY
2. COMPLIANCE

3.
IDENTIFICATION
IDENTIFICATION
SOCIAL INFLUENCE

1. CONFORMITY
2. COMPLIANCE
3. IDENTIFICATION

4. OBEDIENCE
OBEDIENCE
SOCIAL INFLUENCE

1. CONFORMITY
2. COMPLIANCE
3. IDENTIFICATION
4. OBEDIENCE

5. CONVERSION
CONVERSION
CONVERSION
SOCIAL INFLUENCE
1. CONFORMITY
2. COMPLIANCE
3. IDENTIFICATION
4. OBEDIENCE
5. CONVERSION

6. REACTANCE
REACTANCE
SOCIAL INFLUENCE
1. CONFORMITY
2. COMPLIANCE
3. IDENTIFICATION
4. OBEDIENCE
5. CONVERSION
6. REACTANCE

7. PERSUASION
PERSUASION
 SOCIAL NORMS, ROLE STRAIN AND
ROLE PRESSURE
SOCIAL NORMS:
ACCEPTED STANDARDS OF BEHAVIOR WITHIN A SOCIAL
GROUP, IN SPECIFIC SOCIAL SITUATIONS OR CONTEXTS
• PROVIDES ORDER AND DEFINES PROPER WAYS OF RELATING
WITH EACH OTHER
• SERVES AS GUIDE FOR PROPER BEHAVIOR
 SOCIAL NORMS, ROLE STRAIN AND
ROLE PRESSURE
SOCIAL STRAIN:
ARISES WHEN THERE IS CONFLICT BETWEEN TWO OR
MORE OPPOSING OR OVERLAPPING STATUSES OR ROLES
•A TEENAGE MOTHER
•A MIDDLE-AGED FATHER TAKING CARE OF ELDERLY
PARENTS
ROLE PRESSURE: HAPPENS WHEN
•THERE IS A CONFLICT IN CARRYING OUT THE
EXPECTATIONS AND DEMANDS ON A ROLE,
• WHEN ONE DOES NOT AGREE WITH HOW OTHERS SEE
AND ASSESS THEIR PERFORMANCE OF A GIVEN ROLE
• WHEN ONE’S CAPACITIES ARE LIMITED, AND NOT
ENOUGH TO MEET THE REQUIREMENTS OF THE ROLE
ONE GETS IN
CONCEPTUAL CHECK
DISCUSS IN SMALL GROUPS THE FOLLOWING:

1. IN THE RECENT MOVIE YOU’VE WATCHED, OR IN THE TELESERYE YOU

ARE FOLLOWING, WHAT ROLE STRAIN AND/OR ROLE PRESSURE DID THE
LEAD CHARACTER EXPERIENCE? HOW DID HE/SHE LIVE THROUGH IT?

2. WHAT ABOUT YOU? WHAT SOCIAL NORMS ARE YOU SOMEHOW

STRUGGLING WITH? WHAT ARE YOUR ROLE PRESSURES RIGHT NOW?
ADOLESCENT RELATIONSHIPS AND
THEIR IMPACT ON ADOLESCENT
DEVELOPMENT AND BEHAVIORS
FOUR MAIN TYPES OF RELATIONSHIPS INFLUENCING
ADOLESCENTS:
- WITH PARENTS
- WITH PEERS
- WITH MEMBERS OF THE COMMUNITY
- WITH MEMBERS OF THE WIDER SOCIETY
WITH PARENTS
• WITH ONSET OF PUBERTY, THE CHANGES GENERATE BOTH
CONFUSION AND ENTHUSIASM
• WITH GROWING SENSE OF INDEPENDENCE,
THE ADOLESCENT EXPERIMENTS WITH
OPPORTUNITIES AND POSSIBILITIES, OFTEN CONFLICTING
WITH THEIR PARENTS’ PERMISSION - CURFEW-
ACCEPTABLE CLOTHING- RIGHT TO PRIVACY- CHOICE OF
FRIENDS
WITH PEERS
• PEERS EXERT SIGNIFICANT INFLUENCE ON ADOLESCENTS
• PEER GROUPS OFFER OPPORTUNITIES TO DEVELOP
SOCIAL SKILLS SUCH AS EMPATHY, SHARING AND
LEADERSHIP
•PEER PRESSURE THOUGH, CAN EXPOSE THE ADOLESCENT
TO RISKY BEHAVIORS: SMOKING AND DRINKING,
DRUGS, VANDALISM, STEALING, ETC.
WITH COMMUNITY AND SOCIETY
CULTURE: THE SUM OF ALL HUMAN ACTIVITIES, LEARNED AND
SOCIALLY SHARED, MANIFESTED IN EVERY PERSON’S LIFE FROM THE
MOST BASIC TO THE MOST PROFOUND.
GROUNDED ON CULTURE ARE:
- SOCIAL RESPONSIBILITIES
- SEXUAL EXPRESSIONS
- RELIGIOUS OR BELIEF SYSTEMS
- CHOICES ON EMPLOYMENT, SCHOOL, RECREATION, LANGUAGE,
ETC.
LEADERSHIP AND

FOLLOWERSHIP
THEORIES
LEADERS AND FOLLOWERS
WHAT IS LEADERSHIP?
•THE ACTION OF LEADING A GROUP OF
PEOPLE. LEADERSHIP AS THE ABILITY OF A
PERSON IN PERSON IN POSITION OF
AUTHORITY TO INFLUENCE OTHERS TO
BEHAVE IN SUCH A MANNER THAT GOALS
ARE ACHIEVE.
PAMUMUNO Chester Barnard (1983)
WHO IS A LEADER?

OFTEN TYPECAST AS SOMEONE WHO IS THE

HEAD OF A GROUP OF PEOPLE BY VIRTUE OF
HAVING GREAT STRENGTH AND WISDOM, OR
MAY HAVE INHERITED A POSITION OF POWER
EVEN IF STRENGTH AND WISDOM WERE NOT
PART OF HIS PERSON’S VIRTUES.
PINUNO Chester Barnard (1983)
THEORIES OF LEADERSHIP
1. TRAIT THEORY
2. BEHAVIORAL THEORY
3. PARTICIPATIVE THEORY
4. SITUATIONAL THEORY
5. TRANSACTIONAL THEORY
6. TRANSFORMATIONAL THEORY
Grade school

Followership
High School
Critical
Leadership
 “Are you more of a
leader or a
follower?”
In which of the following groups do you belong?

A. I am a leader. I often find myself on leadership roles.

B. I am more of a follower. Very seldom do I get to take
on leadership roles, but I know I can be a good
leader.
C. I am more of a follower. Very seldom do I get to take
on leadership roles, and I’m ok with this. (I don’t
think I’ll be a good leader.)
D. I am neither a leader nor a follower. I tend to just
“take things easy” and wait for things to happen.
Turn to your seatmate, and write down
your impression of him / her. He / she
does the same to you.
A. He/she is a leader. I often see him/her on leadership
roles.
B. He/she is more of a follower. Very seldom do I see
him/her take on leadership roles, but I know he/she can
be a good leader.
C. He/she is more of a follower. Very seldom do I see
him/her take on leadership roles, and I think he/she is ok
with this. (He/She thinks he/she won’t be a good leader.)
D. He/She is neither a leader nor a follower. He/She tend to
just “take things easy” and wait for things to happen.
For 5 minutes, discuss with your
seatmate on your answers.

Do your self-assessment match with that of

your seatmate’s assessment of you?

How do you feel about the match or the

mismatch?
THE PERSON

I
LIKE TO BE…
Journal
WHAT ARE THEIR…
• ACCOMPLISHMENTS
• CHALLENGES
• MEANS OF OVERCOMING
THE CHALLENGES

Journal
REFLECTION
•WHAT ARE THE COMMON QUALITIES THAT
THOSE PEOPLE YOU ADMIRE HAVE?
•WHAT ARE THE QUALITIES THAT YOU THINK
YOU ALSO HAVE?
•KINDLY WRITE IT DOWN ON YOUR JOURNAL
NOTEBOOK AND YOU’LL BE ASKED TO SHARE IT
TO THE GROUP LATER. Journal