PerDev_Q2_Module-8_Social-Relationships-in-Middle-and-Late-Adolescents_Ver2.docx

NOT
Personal Development
Quarter 2 - Module 8
Social Relationships in Middle and
Late Adolescents
Department of Education ● Republic of the Philippines
Senior High School

Personal Development
Alternative Delivery Mode
Quarter 2 - Module 8: Social Relationships in Middle and Late Adolescents
First Edition, 2020
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Senior High School
Personal
Development
Quarter 2 - Module 8
Social Relationships in Middle and
Late Adolescents
This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
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Department of Education ● Republic of the Philippines
Senior High School

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Table of Contents
What This Module is About..................................................................................................................i
What I Need to Know..............................................................................................................................i
How to Learn from this Module.........................................................................................................ii
Icons of this Module................................................................................................................................iii
What I Know..............................................................................................................................................iii
Lesson 1:
Roles of Individuals and the Influence of Leadership ......................
Lesson 2:
Perception of Oneself and of Others....................................................................
Lesson 3:
Knowing Some Filipino Relationships ...............................................................
Summary
Assessment: (Post-Test)
Key to Answers......................................................................................................................................
References...............................................................................................................................................

What This Module is About
This module focuses on the different relationships you as a middle or late
adolescent engage with and how these relationships affect your personal being. In
distinguishing these relationships, you may see that there is more from the family you
come from, the friends you have been with for quiet sometime and to the society where
you first belong. Thus, these relationships involved roles that you as an adolescent
find yourself as the one taking charge or the one following the instructions. Whatever
it maybe, the you must know how you are influencing the people around you.
Another take of this module is on your personal perception and how others see
you. Perceptions play a great part of how you take on and handle relationships. As a
goal, you must recognize your own perceptions so as to accept or disregard others’
perceptions about you.
Lastly, upon learning relationships and the perceptions of the self at this stage
of life, you as an adolescent can observe now how our own culture deals and takes
on different relationships.
What I Need to Know
At the end of this module, you should 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 one’s 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)

How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

Icons of this Module
What I Need to
This part contains learning objectives
that
Know
are set for you to learn as you go along
the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In
This part connects previous lesson with
that
of the current one.
What’s New
An introduction of the new lesson
through
various activities, before it will be
presented
to you
What is It
These are discussions of the activities as
a
way to deepen your discovery and
under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order
to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do
These are tasks that are designed to
show-
case your skills and knowledge gained,
and
applied into real-life concerns and
situations.
II

What I Know
Multiple Choice. Select the letter of the correct answer from the given choices.
1. These are relationships depending on the degree of intimacy that a person
offers to other people.
A. interpersonal relationship B. intrapersonal relationships
C. personal relationships D. social relationships
2. An individual has __________ to represent as he builds and commits into
relationships.
A. job B. mask
C. roles D. work
3. These are the people who create and implement the laws of the land.
A. celebrities B. children
4.
C. political leaders D. religious leaders
4. They are the people who promote ethical behavior, responsible personal
decisions and social justice.
5.
5. This is the ability of a person in authority to guide others to achieve certain
organizational goals.
A. guidance B. instruct
6.
C. followership D. leadership
6. The impact of a person to another person which causes him to change his
behavior as convinced by the influencer.
A. personal relationships B. followership
7.
C. leadership D. social influence
7. The idea about the kind of person someone is.
A. concept B. perception
C. self-perception D. self-esteem
8. It is the person’s awareness or thinking about himself.
A. self-concept B. self-esteem
C. self-efficacy D. self-confidence
9. These are the specific evaluations or judgements a person creates about the
self-concept.
10. This is developed through experience which is about the person’s extent of
seeing himself as an effective individual.

11. These are guide to man’s behaviors and actions as they relate with others in
most situations in life.
A. beliefs B. philosophies
C. principles D. values
12. The time when an individual is changing from a child to an adult.
A. adolescence B. adulthood
C. middle adulthood D. adult
13. One of the values by which Filipinos are famous of; being polite and
accommodating to other people.
A. bayanihan B. hospitality
C. pakikipagkapwa-tao D. utang na loob
14. A sense of obligation to the part of someone being helped with to repay the
one who has done a favor.
15. The spirit of communal unity and cooperation.one who has done a favor.

This page is intentionally blank.

What’s New?
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.
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
Lesson
1
The Various Roles of Different
Individuals in the Society and
How They Can Influence
People Through Their
Leadership or Followership
ACTIVITY 1

What is it?
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 there
different factors or in this matter, called as social relationships that influence you.
Social relationships are your interactions with other people. These kind 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.
 Religious leaders
- - - these are the individuals who guide
their followers according to their faith.
they They are keepers of religious
traditions and are also moral leaders.
 Teachers
 they are the educators of young
minds. They impart knowledge to the
young generation to become the next
generation of leaders.
INPUT 1

 Children
 they are the ones that need to be
cared more and ensured that they are
supported with services they mostly
need.
 Church members
 they are the people who commit to
practice their faith. They let their faith
grow and carry out their faith
traditions.
 Celebrities
 they are the people who promote
ethical behavior, responsible personal
decisions, social justice. They are
also expected to show good
behaviors.
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 A’s shoulders, one arm around A’s shoulders
and/or hold A’s 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.
ACTIVITY 2

4. When everyone has had a turn the teacher brings the full group back
together to reflect.
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 influence 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 – 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 – 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 don’t 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.
INPUT 2

What I have learned?
Fill in the blanks with the correct words for each note.
1. Social influence is the change in __________________ that one person causes
another.
2. Adolescents tend to inclined to ___________________ because of the desire
to belong to peers and seek friends’ approval in order to feel that they are one
with them.
3. __________________ influence their followers to achieve certain
4. __________________ create and implement the laws of the land.
5. __________________ must be ensured that they are supported with services
they mostly need.
What’s more?
Reflection . . . (Going back to the
Trust Walk Game)
 Which did you prefer—leading 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?
______________________________________________________________
______________________________________________________________
______________________________________________________________

Lesson
2 Perception of Oneself and of Others
What’s in?
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.
THE FUNERAL TEST
To do this, 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 I’m gone?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What’s new?
It’s 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.
ACTIVITY 1
The story of the Grass-eating
Tiger:
on self-awareness

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 ‘What’s wrong with you?’ The little one says ‘What do
you mean what’s wrong with me?’ The big tiger says ‘What’s wrong with you? What are you
doing? You are acting weird.
You are acting like a goat.’ The little tiger says ‘I am a goat!’ The big one says ‘No you’re not.
You are not a goat.’ He leads the little tiger over to a pond.
A very still pond. He said ‘Now look at yourself. Really look at yourself.’ The little cub looks at
himself, and he looks at the big tiger, and he is confused. The tiger says ‘Come with me, come with
me.’ 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 ‘Eat this.’ The little cub says ‘Well no way. I am a vegetarian. ‘ The
tiger says ‘Try it. Just try it.’ So the little tiger reaches over and he takes a bite off the bone.
What is it?
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 althroughout a person’s 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 person’s awareness or thinking about himself. Self-concept
is developed in ways like: a person’s 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 person’s 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 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, it’s important to remember that self-perception affects how we
communicate, behave, and perceive other things. Pedro’s 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 people’s 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).
After learning all about self-perception, self-esteem and self-efficacy,
you go back to the first activity you had in this lesson. However, this time try to recall
how others have described you or told you about yourself.
THE FUNERAL TEST
To do this, 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 I’m gone?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What’s more?
DISCOVER YOUR EULERIAN DESTINY
REPEATING ACTIVITY 1
ACTIVITY 2

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:
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.
Lesson
3
Knowing Something About
Filipino Relationships
What’s new?

TV COMMERCIAL ADVERTISEMENTS AND FILIPINO VALUES
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.
ADVERTISEMENTS FILIPINO VALUES SHOWN
1.
2.
3.
4.
5.
What is it?
ACTIVITY
Filipino Values

Values are guide to man’s 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 ‘hiya’
- 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
 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.
The values mentioned above are just few of the many values that you may have
observed as a Filipino adolescent. Now, it’s your turn to recall other values that you
know or have been practicing at home or in the community where you belong. Cite at
least three values and give brief explanation of each.
1. _____________________ - ___________________________________
2. _____________________ - ___________________________________
3. _____________________ - ___________________________________
What’s more?
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
Values/Characteristics
Situation/s that Values
is/are Observed
Action to Make it Better
What can I do?
CONGRATULATIONS! You’re almost done with this module!
Now, to know better how much you have learned from the lessons you’ve had in here
and in what ways you can apply your learning to the real life, you are tasked to write
a letter of commitment to yourself about something that has mostly remained from all
that was tackled here. Write it in a special paper with creativity!
Dear self, I commit to . . .
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SUMMARY
As you grow up and develop yourself you will see that a lot of things
comprise life and that these things will affect you. In building and committing into
relationships, you must learn that every choice you make and the every step you take

can influence other people as you also influence them. You must learn how to take
charge as a good leader and how to be a good follower as both affect all that surround
you.
Next, as a growing individual you must also learn to perceive yourself
appropriately balancing all the factors that affect you and your characteristics that
have been developed all this time. Recognizing yourself well while looking to your
surrounding will help you develop yourself as an efficient individual.
Lastly, as a Filipino adolescent, you must also know, recognize and learn
the values that shaped you, your family and the community where you belong. By this,
you will be able to embrace the identity of your culture and behave appropriately and
create better relationships with others successfully.

Assessment: (Post-Test)
1. The idea about the kind of person someone is.
A. concept B. perception
C. self-perception D. self-esteem
2. It is the person’s awareness or thinking about himself.
3. These are the specific evaluations or judgements a person creates about the
self-concept.
4. This is developed through experience which is about the person’s extent of
seeing himself as an effective individual.
5. These are relationships depending on the degree of intimacy that a person
offers to other people.
A. interpersonal relationship B. intrapersonal relationships
C. personal relationships D. social relationships
6. An individual has __________ to represent as he builds and commits into
relationships.
A. job B. mask
C. roles D. work
7. These are the people who create and implement the laws of the land.
8.
8. They are the people who promote ethical behavior, responsible personal
decisions and social justice.
9.
9. One of the values by which Filipinos are famous of; being polite and
10. A sense of obligation to the part of someone being helped with to repay the
one who has done a favor.

11. The spirit of communal unity and cooperation.
12. These are guide to man’s behaviors and actions as they relate with others in
most situations in life.
A. beliefs B. philosophies
C. principles D. values
13. The time when an individual is changing from a child to an adult.
A. adolescence B. adulthood
C. middle adulthood D. adult
14. This is the ability of a person in authority to guide others to achieve certain
A. guidance B. instruct
10.
C. followership D. leadership
15. The impact of a person to another person which causes him to change his
behavior as convinced by the influencer.
A. personal relationships B. followership
11.
C. leadership D. social influence

Key to Answers
Pre-test: Post-test
1. D 1. C
2. C 2. A
3. C 3. B
4. A 4. C
5. D 5. D
6. D 6. C
7. C 7. C
8. A 8. A
9. B 9. B
10. C 10. D
11. D 11. A
12. A 12. D
13. B 13. A
14. D 14. D
15. A 15. D

References
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Independence and Identity.” Introduction to Psychology 1st Canadian Edition.
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http://changingminds.org/explanations/theories/social_influence.htm.
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https://www.slideshare.net/RupertGarryTorres/social-relationship-in-middle-
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https://dbp.theatredance.utexas.edu/content/trust-walk.
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_and_Presenting_Self.
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“33 Self-Awareness Activities for Adults and Students.” Develop Good Habits, June
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“Self Awareness - A Story About The Grass Eating Tiger.” Beyk, February 23, 2020.
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“Self-Perception.” Merriam-Webster. Merriam-Webster. Accessed June 18, 2020.
https://www.merriam-webster.com/dictionary/self-perception.
“Perception.” Merriam-Webster. Merriam-Webster. Accessed June 18, 2020.
https://www.merriam-webster.com/dictionary/perception.
Hays, Jeffrey. “SOCIAL RELATIONS IN THE PHILIPPINES: UTANG NA LOOB,
BAYANIHAN AND PAKIKISAMA.” Facts and Details. Accessed June 18, 2020.
http://factsanddetails.com/southeast-asia/Philippines/sub5_6c/entry-3868.html.

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