Here are a few key points about the story of the Grass-eating Tiger:
- A pregnant tigress goes hunting for food but collapses from exhaustion and dies giving birth.
- Her newborn cub is adopted and raised by a herd of goats.
- Growing up with the goats, the tiger cub mimics their behaviors like bleating and eating grass. He sees himself as one of the goats.
- One day, an actual male tiger encounters the grass-eating tiger and does not recognize him as another tiger due to his unusual behaviors.
- This story highlights how one's environment and upbringing can shape their self-perception and behaviors, even if it is not
Social relationships involve how people interact and behave with others. The degree of intimacy and vulnerability distinguishes personal relationships from social ones. In social relationships, people learn to cooperate with others to achieve common objectives.
Social influences can change people's behaviors, beliefs, and attitudes due to others. There are several types of social influence, including compliance, identification, internalization, conformity, conversion, minority influence, reactance, obedience, and persuasion.
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
Social work involves situations concerning its basic functions and achieving professional mandates to help clients. This is a professional obligation where social workers are legally liable and regulated by the state to protect the public. Areas of social work specialization include mental health, healthcare, family services, education, and corrections. Career opportunities span public and private settings like hospitals, schools, and government agencies working as supervisors, administrators, researchers, teachers and more.
Effects of Applied Social Sciences Q2 WK12.pptxMarkCatipon
This document outlines the intended learning outcomes and content for a lesson on the effects of applied social sciences. The key effects discussed include:
1) Increasing social awareness, self-awareness, and self-knowledge by helping people better understand themselves and their role in society.
2) Promoting attitude and value change by encouraging people to adopt perspectives and values that support survival in the face of challenges like climate change.
3) Facilitating behavioral change, which is difficult but important for addressing issues like corruption, conflict, and public health. Applied social sciences provide approaches and tools to help drive behavioral changes on individual and group levels.
4 Roles, Functions and Competencies of Social Workers.pptxFrancisNinoLariza
The document discusses the roles, functions, and competencies of social workers. It describes social workers as enablers who help clients find solutions to problems. Their main roles include case management, direct practice, and advocacy and policy building. Key functions of social workers are consultancy, resource management, and education. They aim to enhance social functioning, link clients to resources, improve social services, and promote social justice. Important competencies include critical thinking, relationship building, empowerment, communication, cultural competence, and computer/research skills.
Community Action Modalities and Citizenship - week 6.pptxViceRylle1
Community engagement involves active collaboration between academic institutions and local communities to improve quality of life in a manner consistent with institutional missions. There are several forms of community engagement, including direct service, community research, advocacy/education, capacity building, political involvement, socially responsible behavior, philanthropic giving, and participation in associations. Solidarity is also important, and refers to respecting others and acting responsibly in relation to the whole of humanity.
This document discusses non-state institutions. It defines what an institution is and divides them into state and non-state categories. It then provides examples and descriptions of 6 types of non-state institutions: 1) Banks that receive deposits and generate credit, 2) Corporations that are legal entities distinct from their owners, 3) Cooperatives that are jointly owned enterprises, 4) Trade Unions that protect workers' interests, 5) Transnational advocacy groups that influence decisions across borders, and 6) International organizations that support economic development. It asks the reader to provide local non-state institution examples and reflect on their functions in their life.
Social relationships involve how people interact and behave with others. The degree of intimacy and vulnerability distinguishes personal relationships from social ones. In social relationships, people learn to cooperate with others to achieve common objectives.
Social influences can change people's behaviors, beliefs, and attitudes due to others. There are several types of social influence, including compliance, identification, internalization, conformity, conversion, minority influence, reactance, obedience, and persuasion.
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
Social work involves situations concerning its basic functions and achieving professional mandates to help clients. This is a professional obligation where social workers are legally liable and regulated by the state to protect the public. Areas of social work specialization include mental health, healthcare, family services, education, and corrections. Career opportunities span public and private settings like hospitals, schools, and government agencies working as supervisors, administrators, researchers, teachers and more.
Effects of Applied Social Sciences Q2 WK12.pptxMarkCatipon
This document outlines the intended learning outcomes and content for a lesson on the effects of applied social sciences. The key effects discussed include:
1) Increasing social awareness, self-awareness, and self-knowledge by helping people better understand themselves and their role in society.
2) Promoting attitude and value change by encouraging people to adopt perspectives and values that support survival in the face of challenges like climate change.
3) Facilitating behavioral change, which is difficult but important for addressing issues like corruption, conflict, and public health. Applied social sciences provide approaches and tools to help drive behavioral changes on individual and group levels.
4 Roles, Functions and Competencies of Social Workers.pptxFrancisNinoLariza
The document discusses the roles, functions, and competencies of social workers. It describes social workers as enablers who help clients find solutions to problems. Their main roles include case management, direct practice, and advocacy and policy building. Key functions of social workers are consultancy, resource management, and education. They aim to enhance social functioning, link clients to resources, improve social services, and promote social justice. Important competencies include critical thinking, relationship building, empowerment, communication, cultural competence, and computer/research skills.
Community Action Modalities and Citizenship - week 6.pptxViceRylle1
Community engagement involves active collaboration between academic institutions and local communities to improve quality of life in a manner consistent with institutional missions. There are several forms of community engagement, including direct service, community research, advocacy/education, capacity building, political involvement, socially responsible behavior, philanthropic giving, and participation in associations. Solidarity is also important, and refers to respecting others and acting responsibly in relation to the whole of humanity.
This document discusses non-state institutions. It defines what an institution is and divides them into state and non-state categories. It then provides examples and descriptions of 6 types of non-state institutions: 1) Banks that receive deposits and generate credit, 2) Corporations that are legal entities distinct from their owners, 3) Cooperatives that are jointly owned enterprises, 4) Trade Unions that protect workers' interests, 5) Transnational advocacy groups that influence decisions across borders, and 6) International organizations that support economic development. It asks the reader to provide local non-state institution examples and reflect on their functions in their life.
In sociology, socialization is the process of internalizing the norms and ideologies of society. Socialization encompasses both learning and teaching and is thus "the means by which social and cultural continuity are attained"
This document discusses local networks, their nature, and relevance. It defines local networks as relationships that require interdependence between individuals. Local networks influence people's perceptions through social, economic, and political institutions. Modern family models include cohabitation, LGBT families, lone parent families, and modified extended families that maintain connections through different media.
This document provides an overview of enculturation and socialization as they relate to identity formation. It discusses key theories around how identities are formed, including psychodynamic, cognitive, and social theories proposed by Freud, Piaget, Kohlberg, Erikson, and Mead. Norms and values are also defined, with norms representing rules that guide behavior and values representing culturally defined standards of what is good. The document aims to explain how socialization and enculturation enable culture and identities to form through experience and observation of social groups.
The individual personality and social rolesEleanor Moreno
This document outlines topics related to sociology including personality, social roles, social structure, and education. It defines key concepts like personality, social roles, and social structure. It discusses sociological theories of personality like Freudian and trait theory. It covers sociological perspectives on human development including Cooley's looking glass self and Mead's role taking process. It addresses the manifest and latent functions of education as well as conflict perspectives. Overall, the document provides an overview of important sociological concepts.
Lesson 17 The Disciplines of Applied Social Sciences.pptxPaulineMae5
The document discusses several topics related to applied social sciences:
1. It describes the functions of applied social sciences as helping provide social justice, understanding people's uniqueness, and addressing the root causes of issues.
2. It discusses how disciplines like counseling, social work, and communication can aid with self-development.
3. It also explores how fields like art/entertainment, news/information, education, and advocacy relate to applied social sciences and the opportunities they provide.
This document provides an introduction to social psychology. It discusses how social psychologists study human behavior in social situations and how people are influenced by others. It introduces key concepts like attribution theory, which examines how people explain the causes of behavior, and attitudes, how people form opinions. The document also discusses factors that can influence attitudes like the characteristics of the message, source and the target. It explores different forms of social influence like conformity, obedience and self-fulfilling prophecies.
Personal Relationships in Middle and Late AdolescenceJannah Salazar
Here are some key points that were expressed in the acting:
- Nervousness and shyness in expressing feelings
- Using kind words to convey care, respect and commitment
- Asking permission and respecting the other's feelings
- Importance of communication and listening
The activity allowed students to practice relationship skills like expressing emotions, communicating intentions clearly, and considering the other person's perspective. It's a fun way to have an important discussion.
Lesson 18 The Effects of the Applied Social Sciences.pptxPaulineMae5
The document discusses the effects of applied social sciences on individuals, groups, and communities. It explains that applied social sciences help society deal with problems, make psychological and social services accessible, and are essential for quality participation in society. Applied social sciences promote social awareness, self-awareness, attitude and value change, behavioral change, and structural change. They raise social science to a practical level to address personal, family, group and community challenges.
This document discusses different approaches and models of intercultural communication (ICC). It describes Baldwin's model of ICC, which examines communication along three dimensions: interpersonal, intergroup, and intercultural. It also outlines Gudykunst's approach, which identifies four filters that influence communication: cultural, sociocultural, psychocultural, and environmental. Finally, it summarizes Samovar and Porter's model, which notes that cultures vary in their differences, individuals are not representatives of entire cultures, and culture shapes message processing and creation.
CAREER OPPORTUNITIES FOR COUNSELORS.pptxPaulineMae5
This document discusses the career opportunities and responsibilities of counselors. It identifies several types of counselors and their roles, including educational counselors, vocational counselors, marriage and family counselors, addiction counselors, mental health counselors, rehabilitation counselors, and genetics counselors. It also outlines the code of ethics for counselors, which includes principles of respecting client rights and dignity, maintaining competence, acting responsibly, and promoting integrity.
Symbolic interactionism is a sociological perspective that focuses on the symbolic meanings that people develop and rely on in social interaction. It analyzes society by addressing the subjective meanings imposed by people on objects, events, and behaviors. According to this perspective, society is socially constructed through human interpretation of each other's behaviors based on the "definition of the situation." Fundamental aspects of social experience and identity like race and gender are understood as social constructs based on socially constructed meanings rather than biological bases. Symbolic interactionism rests on the premises that people act based on meanings of things in their environment, they learn these meanings through social interaction, and symbols like words and gestures acquire shared meaning in a culture through ongoing interaction. An important concept in symbolic interaction
This document discusses concepts related to career planning. It defines key terms like career, job, and occupation. A career encompasses a person's combination of roles over their lifetime, while a job refers to a specific position and an occupation is a type of work requiring certain skills. The document outlines several factors that influence career choices, such as personal skills and interests, life roles and responsibilities, gender and culture, economic conditions, and childhood aspirations. Understanding how these factors intersect can help in career planning and decision making.
This document provides an overview of key concepts related to communities, community engagement, solidarity, and citizenship. It begins by defining a community and explaining why we need to learn about communities from different social science perspectives. It then discusses structural and individual dimensions of communities, as well as community dynamics and processes. It outlines typologies of communities and defines key terms like community engagement, solidarity, and citizenship. The document also discusses community action, development, and issues/problems communities may face. It concludes by covering human rights concepts like the Universal Declaration of Human Rights.
This teaching guide outlines a 240-minute lesson on introducing students to the philosophy of the human person as oriented towards impending death. Students will be divided into groups to analyze pictures representing life and death, and each group will be assigned a philosopher's beliefs about life to present. After presentations, students will analyze a video about a man who predicted his own death. Finally, each student will write a philosophical reflection or essay on the meaning of life based on what they've learned. The teacher will evaluate students using a rubric.
The document discusses the discipline of communication. It defines communication as a process that bonds humans together through the exchange of meaning. Communication occurs on various levels from intrapersonal communication within an individual to interpersonal, small group, and mass communication between groups. The goals of communication are to convey messages accurately and to disseminate information between a sender and receiver. Effective communication involves basic elements like a sender, receiver, message, medium, and feedback.
This document provides an introduction to the philosophy of the human person. It discusses key concepts in philosophy like different viewpoints, Western and non-Western traditions, and Filipino thinking on both local and global scales. The document emphasizes that everyone has the potential for philosophical reflection through wonder and doubt. It also stresses using a holistic perspective when doing philosophical reflection on concrete situations in order to direct actions towards greater wisdom and truth. Examples are provided of activities like learning from mistakes that involve deliberate self-reflection.
This document appears to be a test on disaster readiness and risk reduction given to students at Escalante National High School in the Philippines. It consists of 37 multiple choice questions testing knowledge of key concepts related to disasters, hazards, risks, and vulnerability. The questions cover topics like defining disasters and hazards, impacts of disasters, vulnerable groups, reducing vulnerability, and disaster management phases.
Raymond Cattell was a British-American psychologist known for his research on personality traits using factor analysis. He identified 16 primary personality factors and classified traits as common vs. unique, abilities vs. temperament vs. dynamic, and surface vs. source traits. Cattell's research showed both genetic and environmental influences on personality and proposed six stages of development across the lifespan. He developed the 16 Personality Factor Questionnaire to assess personality traits.
This document discusses agencies of education and classifies them into different categories. It focuses on the family as the first agency of education. The family plays a key role in children's physical, social, emotional, and mental development from birth. It teaches values, culture, and social skills. However, families are changing with fewer joint families and smaller sizes. Still, the family aims to develop children's personalities and provide basic needs and opportunities for the future.
Here are some examples of how students can fill out the chart:
1. I work independently and only ask for assistance if needed.
Juan
2. I find ways in resolving my problems.
Maria
3. I easily make friends with the people I meet.
Pedro
4. I find time to reflect every day.
Sofia
5. I am sensitive to other feelings.
Luis
6. I love being with nature.
Isabel
7. I share my talents and skills with people around me.
Carlos
8. I value my peace of mind.
Emma
9. I make a checklist of what I will do every day.
Santiago
In sociology, socialization is the process of internalizing the norms and ideologies of society. Socialization encompasses both learning and teaching and is thus "the means by which social and cultural continuity are attained"
This document discusses local networks, their nature, and relevance. It defines local networks as relationships that require interdependence between individuals. Local networks influence people's perceptions through social, economic, and political institutions. Modern family models include cohabitation, LGBT families, lone parent families, and modified extended families that maintain connections through different media.
This document provides an overview of enculturation and socialization as they relate to identity formation. It discusses key theories around how identities are formed, including psychodynamic, cognitive, and social theories proposed by Freud, Piaget, Kohlberg, Erikson, and Mead. Norms and values are also defined, with norms representing rules that guide behavior and values representing culturally defined standards of what is good. The document aims to explain how socialization and enculturation enable culture and identities to form through experience and observation of social groups.
The individual personality and social rolesEleanor Moreno
This document outlines topics related to sociology including personality, social roles, social structure, and education. It defines key concepts like personality, social roles, and social structure. It discusses sociological theories of personality like Freudian and trait theory. It covers sociological perspectives on human development including Cooley's looking glass self and Mead's role taking process. It addresses the manifest and latent functions of education as well as conflict perspectives. Overall, the document provides an overview of important sociological concepts.
Lesson 17 The Disciplines of Applied Social Sciences.pptxPaulineMae5
The document discusses several topics related to applied social sciences:
1. It describes the functions of applied social sciences as helping provide social justice, understanding people's uniqueness, and addressing the root causes of issues.
2. It discusses how disciplines like counseling, social work, and communication can aid with self-development.
3. It also explores how fields like art/entertainment, news/information, education, and advocacy relate to applied social sciences and the opportunities they provide.
This document provides an introduction to social psychology. It discusses how social psychologists study human behavior in social situations and how people are influenced by others. It introduces key concepts like attribution theory, which examines how people explain the causes of behavior, and attitudes, how people form opinions. The document also discusses factors that can influence attitudes like the characteristics of the message, source and the target. It explores different forms of social influence like conformity, obedience and self-fulfilling prophecies.
Personal Relationships in Middle and Late AdolescenceJannah Salazar
Here are some key points that were expressed in the acting:
- Nervousness and shyness in expressing feelings
- Using kind words to convey care, respect and commitment
- Asking permission and respecting the other's feelings
- Importance of communication and listening
The activity allowed students to practice relationship skills like expressing emotions, communicating intentions clearly, and considering the other person's perspective. It's a fun way to have an important discussion.
Lesson 18 The Effects of the Applied Social Sciences.pptxPaulineMae5
The document discusses the effects of applied social sciences on individuals, groups, and communities. It explains that applied social sciences help society deal with problems, make psychological and social services accessible, and are essential for quality participation in society. Applied social sciences promote social awareness, self-awareness, attitude and value change, behavioral change, and structural change. They raise social science to a practical level to address personal, family, group and community challenges.
This document discusses different approaches and models of intercultural communication (ICC). It describes Baldwin's model of ICC, which examines communication along three dimensions: interpersonal, intergroup, and intercultural. It also outlines Gudykunst's approach, which identifies four filters that influence communication: cultural, sociocultural, psychocultural, and environmental. Finally, it summarizes Samovar and Porter's model, which notes that cultures vary in their differences, individuals are not representatives of entire cultures, and culture shapes message processing and creation.
CAREER OPPORTUNITIES FOR COUNSELORS.pptxPaulineMae5
This document discusses the career opportunities and responsibilities of counselors. It identifies several types of counselors and their roles, including educational counselors, vocational counselors, marriage and family counselors, addiction counselors, mental health counselors, rehabilitation counselors, and genetics counselors. It also outlines the code of ethics for counselors, which includes principles of respecting client rights and dignity, maintaining competence, acting responsibly, and promoting integrity.
Symbolic interactionism is a sociological perspective that focuses on the symbolic meanings that people develop and rely on in social interaction. It analyzes society by addressing the subjective meanings imposed by people on objects, events, and behaviors. According to this perspective, society is socially constructed through human interpretation of each other's behaviors based on the "definition of the situation." Fundamental aspects of social experience and identity like race and gender are understood as social constructs based on socially constructed meanings rather than biological bases. Symbolic interactionism rests on the premises that people act based on meanings of things in their environment, they learn these meanings through social interaction, and symbols like words and gestures acquire shared meaning in a culture through ongoing interaction. An important concept in symbolic interaction
This document discusses concepts related to career planning. It defines key terms like career, job, and occupation. A career encompasses a person's combination of roles over their lifetime, while a job refers to a specific position and an occupation is a type of work requiring certain skills. The document outlines several factors that influence career choices, such as personal skills and interests, life roles and responsibilities, gender and culture, economic conditions, and childhood aspirations. Understanding how these factors intersect can help in career planning and decision making.
This document provides an overview of key concepts related to communities, community engagement, solidarity, and citizenship. It begins by defining a community and explaining why we need to learn about communities from different social science perspectives. It then discusses structural and individual dimensions of communities, as well as community dynamics and processes. It outlines typologies of communities and defines key terms like community engagement, solidarity, and citizenship. The document also discusses community action, development, and issues/problems communities may face. It concludes by covering human rights concepts like the Universal Declaration of Human Rights.
This teaching guide outlines a 240-minute lesson on introducing students to the philosophy of the human person as oriented towards impending death. Students will be divided into groups to analyze pictures representing life and death, and each group will be assigned a philosopher's beliefs about life to present. After presentations, students will analyze a video about a man who predicted his own death. Finally, each student will write a philosophical reflection or essay on the meaning of life based on what they've learned. The teacher will evaluate students using a rubric.
The document discusses the discipline of communication. It defines communication as a process that bonds humans together through the exchange of meaning. Communication occurs on various levels from intrapersonal communication within an individual to interpersonal, small group, and mass communication between groups. The goals of communication are to convey messages accurately and to disseminate information between a sender and receiver. Effective communication involves basic elements like a sender, receiver, message, medium, and feedback.
This document provides an introduction to the philosophy of the human person. It discusses key concepts in philosophy like different viewpoints, Western and non-Western traditions, and Filipino thinking on both local and global scales. The document emphasizes that everyone has the potential for philosophical reflection through wonder and doubt. It also stresses using a holistic perspective when doing philosophical reflection on concrete situations in order to direct actions towards greater wisdom and truth. Examples are provided of activities like learning from mistakes that involve deliberate self-reflection.
This document appears to be a test on disaster readiness and risk reduction given to students at Escalante National High School in the Philippines. It consists of 37 multiple choice questions testing knowledge of key concepts related to disasters, hazards, risks, and vulnerability. The questions cover topics like defining disasters and hazards, impacts of disasters, vulnerable groups, reducing vulnerability, and disaster management phases.
Raymond Cattell was a British-American psychologist known for his research on personality traits using factor analysis. He identified 16 primary personality factors and classified traits as common vs. unique, abilities vs. temperament vs. dynamic, and surface vs. source traits. Cattell's research showed both genetic and environmental influences on personality and proposed six stages of development across the lifespan. He developed the 16 Personality Factor Questionnaire to assess personality traits.
This document discusses agencies of education and classifies them into different categories. It focuses on the family as the first agency of education. The family plays a key role in children's physical, social, emotional, and mental development from birth. It teaches values, culture, and social skills. However, families are changing with fewer joint families and smaller sizes. Still, the family aims to develop children's personalities and provide basic needs and opportunities for the future.
Here are some examples of how students can fill out the chart:
1. I work independently and only ask for assistance if needed.
Juan
2. I find ways in resolving my problems.
Maria
3. I easily make friends with the people I meet.
Pedro
4. I find time to reflect every day.
Sofia
5. I am sensitive to other feelings.
Luis
6. I love being with nature.
Isabel
7. I share my talents and skills with people around me.
Carlos
8. I value my peace of mind.
Emma
9. I make a checklist of what I will do every day.
Santiago
The answer is A. Gender symbol.
2. It refers to certain roles, characteristics, and expectations of how a person should feel, think, and act as influenced by parents, peers, and society.
A. gender symbol
B. gender role
C. sex
D. sexuality
1. This module will teach learners about sexuality as an important component of one's personality. Sexuality is a natural part of human life and involves masculine and feminine identification.
2. Key terms in sexuality such as sex, gender, and sexuality will be defined. Learners will express how sexuality is an important part of one's personality through a written reflection.
3. Learners will also learn to draw basic symbols that describe gender and sexuality.
Here are the steps to create a physical map of an imaginary nation:
1. Draw the outline of the land and water forms that make up your imaginary nation. Include at least 5 different landforms or bodies of water.
2. Name your imaginary nation at the top of the map.
3. Give each landform or body of water a unique name. For example, you could name a mountain range the "Snowy Peaks" or a river the "Rushing River."
4. Add any other relevant geographic or political details like capital cities, provinces, forests, etc.
5. Color and shade your map to make it visually appealing. You can use colored pencils, crayons
This module discusses social stratification systems using sociological perspectives. It defines social stratification as the classification of people into socioeconomic classes based on occupation, income, wealth, and social status. There are generally considered to be three main social classes: the upper class, middle class, and lower class. The module examines the different views of Karl Marx and Max Weber on social desirables and social class. It also explains the concepts of social mobility and the different types such as horizontal, vertical, upward, and downward mobility. Finally, it discusses some issues related to social stratification in the Philippines concerning wealth, income, ethnicity, gender, sexual orientation, and people with disabilities.
Developing Ability To Make Possible Choice Making In Children.pptxZawarali786
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اگر آپ تعلیمی نیوز، رجسٹریشن، داخلہ، ڈیٹ شیٹ، رزلٹ، اسائنمنٹ،جابز اور باقی تمام اپ ڈیٹس اپنے موبائل پر فری حاصل کرنا چاہتے ہیں ۔تو نیچے دیے گئے واٹس ایپ نمبرکو اپنے موبائل میں سیو کرکے اپنا نام لکھ کر واٹس ایپ کر دیں۔ سٹیٹس روزانہ لازمی چیک کریں۔
نوٹ : اس کے علاوہ تمام یونیورسٹیز کے آن لائن داخلے بھجوانے اور جابز کے لیے آن لائن اپلائی کروانے کے لیے رابطہ کریں۔
Including the Acceptable and Unacceptable Expressions of AttractionsKokoStevan
This document discusses teen relationships and acceptable/unacceptable expressions of attraction. It defines relationships and personal relationships. Acceptable attraction is based on physical, platonic, and social characteristics. Physical attraction alone does not determine relationship success. Unacceptable expressions include controlling behavior, cheating, and loss of self-control leading to anger. A healthy relationship requires intimacy, passion, and commitment. Cultural norms also influence views of attraction.
This document provides an overview of a module on examining oral communicative activities. It begins with an introduction and pre-assessment questions to gauge students' existing knowledge of communication functions. The main content defines and provides examples of the five main functions of communication: information dissemination, regulation/control, social interaction, motivation, and emotional expression. Examples of each are given and activities are included to help students identify communication functions.
This chapter discusses social literacy and the roles of parents and teachers in teaching social skills to children. It defines social literacy as understanding social skills, organizational skills, and communication skills. Parents and teachers play important roles in directly teaching and modeling social skills for children. The chapter also examines different types of social skills like greetings, conversations, empathy, and problem-solving. It discusses issues with teaching social literacy like subjective morality standards and human nature. Finally, it addresses the importance of social literacy in the modern age with technology and situational communication skills.
This document provides an overview of Module 8 of a self-learning module on community engagement, solidarity and citizenship. It discusses the key concepts of power and leadership in community dynamics and processes. Power is defined as the ability to influence community processes and institutions, while leadership involves guiding a group towards goals. Different leadership styles like autocratic, democratic and laissez-faire are described. The roles of leaders and community members in working together towards stability and goals are also outlined.
The document discusses the differences between social sciences and applied social sciences. Social sciences study society and human behavior, while applied social sciences apply theories from social sciences to address real-world problems. It then focuses on counseling as an applied social science. Counseling aims to help clients address problems through clarification and behavior change. The goals of counseling include facilitating change, promoting decision-making, enhancing coping skills, and improving relationships. Counseling's scope includes individual, group, and community-based services.
How Character and Social Building Programs Can Benefit our ChildrenJose Rios
This document discusses how character and social skills building programs can benefit children in schools. It analyzes two such programs, Second Step and Skillstreaming, and finds they both teach important skills like empathy, problem-solving, and emotion regulation in evidence-based ways. The author concludes these programs provide structured lessons to help students develop social and emotional intelligence, which supports positive behavior and learning. Implementing one of these programs starting in kindergarten could help students gain skills for respectful interactions and academic success.
This document discusses the roles and responsibilities of a school social worker. It begins by defining school social work as focusing on helping students succeed academically while also addressing issues they face at home. A key role of school social workers is to help students handle problems and provide resources to support their academic and social success. The document also notes important trends in the field, such as the expected growth in jobs for social workers through 2016.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It identifies five key components of social awareness: emotional intelligence, social capital, perspective taking, cultural competency, and recognizing community resources and supports. The document then provides several classroom strategies teachers can use to support students' social awareness development, including active constructive responding, wise critical feedback, engaging families, journaling, cooperative learning techniques like the jigsaw method, constructive controversy, analyzing media and lyrics, and perspective taking through biographies. The overall goal is to equip students with social-emotional skills that help them succeed academically and socially.
Topic: Objectives of Guidance & Functions and Scope of Guidance
Student Name: Karim
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Chapter 15 facilitating social developmentblantoncd
This document discusses facilitating social development for children with developmental disabilities in early childhood education. It emphasizes that children with delays may need direct instruction in social skills and systematic teaching of behaviors. Creating a high-quality classroom environment with supportive relationships is important, and additional interventions like one-on-one aides may be needed for some children. Teachers must carefully plan opportunities to support the development of social skills through play, peer interactions, and incidental learning moments.
This document provides a learning activity sheet for students on assessing community action initiatives based on core values and principles. It contains background information on the topic, instructions for activities, and rubrics for scoring. The activity asks students to describe a recent community initiative, analyze initiatives by the government to aid communities during the pandemic, and reflect on how they could create programs to improve community life. The goal is for students to independently learn how to evaluate community programs based on adherence to values like social justice, gender equality, and participatory development.
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The South Beach Coffee Java Diet is a variation of the popular South Beach Diet, which was developed by cardiologist Dr. Arthur Agatston. The original South Beach Diet focuses on consuming lean proteins, healthy fats, and low-glycemic index carbohydrates. The South Beach Coffee Java Diet adds the element of coffee, specifically caffeine, to enhance weight loss and improve energy levels.
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1. NOT
Personal Development
Quarter 2 - Module 8
Social Relationships in Middle and
Late Adolescents
Department of Education ● Republic of the Philippines
Senior High School
2. Personal Development
Alternative Delivery Mode
Quarter 2 - Module 8: Social Relationships in Middle and Late Adolescents
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.
Published by the Department of Education – Division of Cagayan de Oro
Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Author/s: Ivy-Ann R. Sumagang
Secondary School Teacher – I, Dansolihon NHS
Reviewers:
Illustrator and Layout Artist:
Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairpersons: Alicia E. Anghay, PhD, CESE
Asst. Schools Division Superintendent
Members Lorebina C. Carrasco, OIC-CID Chief
Ray O. Maghuyop, EPS-Math (If math Modules, etc)
Joel D. Potane, LRMS Manager
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Gemma Pajayon, PDO II
Printed in the Philippines by
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Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
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E-mail Address: cagayandeoro.city@deped.gov.ph
3. 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,
comments, and recommendations to the Department of Education at action@
deped.gov.ph.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
Senior High School
5. 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...............................................................................................................................................
7. 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)
8. 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.
9. 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
10. 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.
A. celebrities B. children
5.
C. political leaders D. religious leaders
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.
A. self-concept B. self-esteem
C. self-efficacy D. self-confidence
10. This is developed through experience which is about the person’s extent of
seeing himself as an effective individual.
A. self-concept B. self-esteem
C. self-efficacy D. self-confidence
11. 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.
A. bayanihan B. hospitality
C. pakikipagkapwa-tao D. utang na loob
15. The spirit of communal unity and cooperation.one who has done a favor.
A. bayanihan B. hospitality
C. pakikipagkapwa-tao D. utang na loob
13. 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
14. 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
15. 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
16. 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
17. 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
organizational goals.
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?
______________________________________________________________
______________________________________________________________
______________________________________________________________
18. 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
19. 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
20. 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
21. 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).
What I have learned?
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
22. 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?
23. 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
24. 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
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.
What I have learned?
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
25. 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 . . .
___________________________________________________________________
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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
26. 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.
27. 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.
A. self-concept B. self-esteem
C. self-efficacy D. self-confidence
3. These are the specific evaluations or judgements a person creates about the
self-concept.
A. self-concept B. self-esteem
C. self-efficacy D. self-confidence
4. This is developed through experience which is about the person’s extent of
seeing himself as an effective individual.
A. self-concept B. self-esteem
C. self-efficacy D. self-confidence
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.
A. celebrities B. children
8.
C. political leaders D. religious leaders
8. They are the people who promote ethical behavior, responsible personal
decisions and social justice.
A. celebrities B. children
9.
C. political leaders D. religious leaders
9. 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
10. A sense of obligation to the part of someone being helped with to repay the
one who has done a favor.
A. bayanihan B. hospitality
C. pakikipagkapwa-tao D. utang na loob
28. 11. The spirit of communal unity and cooperation.
A. bayanihan B. hospitality
C. pakikipagkapwa-tao D. utang na loob
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
organizational goals.
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
29. 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
30. References
Walinga, Jennifer, and Charles Stangor. “7.3 Adolescence: Developing
Independence and Identity.” Introduction to Psychology 1st Canadian Edition.
BCcampus, October 17, 2014.
https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-
developing-independence-and-identity/.
Social Influence. Accessed June 18, 2020.
http://changingminds.org/explanations/theories/social_influence.htm.
Torres, Rupert Garry. “Social Relationship in Middle and Late Adolescence.”
LinkedIn SlideShare, March 7, 2017.
https://www.slideshare.net/RupertGarryTorres/social-relationship-in-middle-
and-late-adolescence.
Pier. “Filipino Culture - Core Concepts.” Cultural Atlas. Accessed June 18, 2020.
https://culturalatlas.sbs.com.au/filipino-culture/filipino-culture-core-concepts.
Amistad, Kimberly. “FILIPINO VALUES.” LinkedIn SlideShare, August 6, 2014.
https://www.slideshare.net/kimberlyamistad/filipino-values-37709135.
“Trust Walk.” Trust Walk | Drama-Based Instruction. Accessed June 18, 2020.
https://dbp.theatredance.utexas.edu/content/trust-walk.
Libretexts. “2.3: Perceiving and Presenting Self.” Social Sci LibreTexts. Libretexts,
September 25, 2019.
https://socialsci.libretexts.org/Courses/De_Anza_College/COMM10:_Survey_of
_Human_Communication/02:_Communication_and_Perception/2.3:_Perceiving
_and_Presenting_Self.
Muctar, Ehsan. “Chapter 7 - Understanding the Self and Others.” LinkedIn
SlideShare, January 9, 2017. https://www.slideshare.net/ShaneMuctar/chapter-
7-understanding-the-self-and-others.
“33 Self-Awareness Activities for Adults and Students.” Develop Good Habits, June
19, 2020. https://www.developgoodhabits.com/self-awareness-activities/.
“Self Awareness - A Story About The Grass Eating Tiger.” Beyk, February 23, 2020.
https://www.erikamohssen-beyk.com/better-mind/self-awareness-a-storie/.
“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.
31. For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Cagayan de Oro City
Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph