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52PERDEV Q2 W2 Group 4

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0% found this document useful (0 votes)
26 views15 pages

52PERDEV Q2 W2 Group 4

Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Personal

Development
Quarter 2 – Module 2: Building
and Maintaining
Relationships
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know


Below are the lessons included on this module:
Lesson 1 – Personal Relationships Lesson 2 – Social Relationships in Middle
and Late Adolescence
After going through this module, you are expected to:
1. identify ways to become responsible in a relationship;
2. explore characteristics of healthy and unhealthy relationship; and
3. distinguish the various roles of different individuals in society and how they
can influence people through their leadership or followership.

What I Know
Direction: Put a heart before each statement that you think is a sign of a healthy
relationship; put an X on each statement that you think is a sign of an unhealthy
relationship. Use a separate sheet of paper.
_____1. You can express your opinion without fear or dread.
_____2. You and your partner can make decisions together and fairly.
_____3. Each person takes responsibility for his/her own actions.
_____4. You feel isolated from friends and family.
_____5. Your partner tries to control how you spend time and who you hang out with.
_____6. Your partner tries to control how you spend money.
_____7. You respect and encourage each other.
_____8. You give each other space to study or hang out with friends or family.
_____9. You are sometimes forced to do something that you’re not comfortable to do.
_____10.You are able to make your own decisions about spending your money without
worrying about your partner’s reaction.
_____11.Your partner respects your feelings.
_____12.You hurt each other physically.
_____13.You can’t express your feelings with your family and friends.
_____14.You care for your family.
_____15.Your partner doesn’t support your decisions.
Lesson
Personal Relationships
1
Relationships are necessary to live a healthy life, but there is no such thing as a
perfect relationship. Relationships, from acquaintances to romances, have the potential to
enrich our lives that could lead to the fulfilment and enjoyment of our life. A healthy
relationship should bring more happiness than stress into your life. Every relationship can
be stressful at times and that is one of the challenges in having
such.(http://depts.washington.edu/hhpccweb/content/health-articles/
allundergraduates/healthy-vs-unhealthy-relationships 2016)
At the end of the lesson, the students are expected to:
1. identify ways to become responsible in a relationship; and
2. explore characteristics of healthy and unhealthy relationships.
What’s In
Determining if you are in a healthy and unhealthy relationship is important for
achieving healthy living. Sometimes, we are not aware that we are in an unhealthy
relationship because we do not know how to distinguish it from the healthy ones. Try to
indulge yourself first to reflect what words may be associated in healthy and unhealthy
relationships (University of Washington 2014).
Direction: Put in appropriate column the words/phrases that can be associated
with healthy and unhealthy relationships. Use a separate sheet of paper.
Proper communication Arguing Respect Manipulation
Force to do something Stressful Emotional abused Empathy
Sympathy Honesty Kindness Constant lying
Cheating Caring Supportive Trustworthy
HEALTHY RELATIONSHIPS UNHEALTHY RELATIONSHIPS

What’s New
Direction: Put yourself in the situation below. Answer it briefly by stating your response if
you put yourself in this position. Will you able to handle it or not? Why? Use a separate
sheet of paper.
1. There is someone who shows interest in you and one day s/he confesses his/her
feelings to you. What will you do?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Your best friend asks for answers in a test that he/she failed forgot to study. You are
against cheating and if ever be caught, you will get a failing grade on the test. However,
you also don’t want to lose your bestfriend. How would you handle this?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Rubrics:
TARGET ACCEPTABLE UNACCEPTABLE
20 HIGH LOW 5
15 10
Content _____ out Interesting Some Conventional Cursory; gives
of content and interesting ideas or the impression of
10 points presentation; content; clichés; little writing just to
ideas points not supporting complete the
wellconceived sustained or detail assignment.
and developed not fully included.
with sufficient developed.
examples.

What is It
KEEPING HEALTHY RELATIONSHIPS
Good relationships are fun and make you feel good about yourself. The relationships
that you make in your youth will be a special part of your life and will teach you some of
the most important lessons about who you are. Truly, good relationships take time and
energy to develop. All relationships should be based on respect and honesty, and this is
especially important when you decide to date someone. (Karen Lawson 2016)

In a healthy relationship, both partners:

- are treating each other with kindness and respect;


- are honest with each other;
- like to spend time together;
- take an interest in things that are important to each other;
- respect one another’s emotional, physical, and sexual limits; - can speak
honestly about their feelings.

Relationships should not be abusive


Dating relationships can be wonderful! But while it’s important that dating partners
care for each other, it’s just as important that you take care of yourself! About 10% of high
school students say they have suffered violence from someone they date. This includes
physical abuse where someone causes physical pain or injury to another person. This can
involve hitting, slapping, or kicking (Karen Lawson 2016).
Sexual abuse is also a type of violence, and involves any kind of unwanted sexual
advance. It can include everything from unwelcome sexual comments to kissing to
intercourse. But abuse doesn’t always mean that someone hits or hurts your body (Karen
Lawson 2016).
Emotional abuse is anything that harms your self-esteem or causes shame. This
includes saying things that hurt your feelings, make you feel that you aren’t worthwhile, or
trying to control who you see or where you go (Karen Lawson 2016).Remember, you
deserve healthy, happy relationships. Abuse of any type is never okay.
Relationships should always open for healthy communication

Talking openly makes relationships more fun and satisfying; especially when you
both talk about each other’s needs for physical, emotional, mental and sexual health. You
can’t expect a partner to know what you want and need unless you tell him/her. The
simple fact is that none of us is a mind reader--so it's important to be open about your
needs and expectations. In a romantic relationship, it is important to communicate openly
on issues of sex and sexual health (Karen Lawson 2016).
The decision to enter into a sexual relationship is entirely up to you, and you always
have the right to say "no" at any time to anything that you don't feel comfortable with.
Remember, there are many ways to express love without sex. If you do decide to become
sexually active, there are things about which you do need to communicate (Karen Lawson
2016).
BASIC RIGHTS IN A RELATIONSHIP
- The right to emotional support
- The right to be heard by the other and to respond
- The right to have your own point of view, even if this differs from your partner's
- The right to have your feelings and experiences acknowledged as real
- The right to live free from accusation and blame
- The right to live free from criticism and judgment
- The right to live free from emotional and physical threat
- The right to live free from angry outbursts and rage
- The right to be respectfully asked, rather than ordered

In addition to these basic relationship’s rights, consider how you can develop
patience, honesty, kindness, and respect (Karen Lawson 2016).

Patience
Patience is essential to a healthy relationship. There are times when others will respond to
us in a way that is disappointing. When this occurs, it is important to communicate our
disappointment, but also to give the other person space. Be willing to give the person some
time to reflect, indicating that you are ready to talk when they are ready. If the person is
never ready to discuss the situation, you may need professional help to resolve the issue, or
ask yourself whether or not you want to continue the relationship (Karen Lawson 2016).
Honesty
Honesty is another essential quality in healthy relationships. To build honesty in a
relationship, you should communicate your feelings openly, and expect the other person to
do the same. Over time, this builds trust (Karen Lawson 2016).
Kindness
Kindness is extremely important to maintaining healthy relationships. You need to
be considerate of others' feelings and other people need to be considerate of yours. Be kind
when you communicate. Kindness will nurture your relationships. Note that being kind
does not necessarily mean being nice (Karen Lawson 2016).
Respect
Respect is a cornerstone of all healthy relationships. If you don't have respect for
another person, it will have a negative impact on all of your interactions. Think of a time
when you encountered someone who didn't respect you. How did it feel? What are some
ways that you show respect to others? (Karen Lawson 2016)
What’s More
Direction: Fill in the crossword puzzle below by identifying the terms being described in
each number. Use a separate sheet of paper.

Healthy Relationship

Acr
oss
2. Firm believe in the responsibility of truth, ability, or strength of someone or something
4. The imparting or exchanging of information
6. The ability to understand something
7. The state or condition of being free from being disturbed or observed by other people
9. The state of being happy
11.A feeling of deep admiration for someone or something by their abilities, qualities,
and/or achievements
13.Sympathetic pity and concern for the sufferings of misfortune of others.
14.The fact or condition of being accountable
15.Complete trust or confidence in someone or something
Down
1. Displaying kindness and concern for others
3. Giving ones attention to sound
5. Able to accept or tolerate daily, problems, or suffering without being annoyed
8. The limits of objective activity
10.Equality of being honest
12.Supporting people to help them

What I Have Learned


It is time to reflect on what you have learned in this module by completing
the sentence below. Use a separate sheet of paper.
1. In this module, I have learned that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. In this module, I can finally say that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What I Can Do
Direction: Choose one activity below that you want to do. Write it on a clean sheet of paper
that will be submitted together with this module.
a. Write a poem regarding healthy relationships. Your poem should have at least four
stanzas containing four lines for each stanza.
b. Write an essay about healthy and unhealthy relationship. Your essay must be in five
paragraphs that contains four sentences each.
c. Draw in a separate sheet of paper showing how you will establish healthy relationship
with others.

TARGET ACCEPTABLE UNACCEPTABLE


20 HIGH LOW 5
15 10
Content _____ out Interesting Some Conventional Cursory; gives
of content and interesting ideas or the impression of
10 points presentation; content; clichés; little writing just to
ideas points not supporting complete the
wellconceived sustained or detail assignment.
and developed not fully included.
with sufficient developed.
examples.

Assessment

Direction: Multiple Choice. Choose the best answer in each question. Write it in CAPITAL
LETTER on the space provided before each number. Write your answers on a separate
sheet of paper.
_____1. What should you consider when making decisions around sex and sexual limits?
a. Your values
b. Your friends
c. Your family
d. All of the above
_____2. What is the best style of communication to use when making decisions about
sexual limits and boundaries?
a. Assertive
b. Passive
c. Aggressive
a. None of the above
_____3. Which of the following is NOT an element of a healthy relationship?
a. Trust one another
b. One person makes all the decisions
c. Respect one another
d. Open and honest communication
_____4. What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
_____5. Which of the following are signs that you may be in an abusive relationship?
a. Bruises, scratches and other signs of injuries
b. Avoiding friends
c. Apologizing for your partner`s behavior
d. All of the above
Direction: Enumeration. List down the terms being asked in each category. Do this
activity in the answer sheet provided.
a. Name three important qualities of a healthy relationship
1._______________________ 2._______________________
3._______________________
b. Name three resources you can turn to if you are worried about abuse in your
relationship
1._______________________ 2._______________________
3._______________________
c. Name three characteristics of an unhealthy relationship.
1._______________________ 2._______________________
3._______________________

Additional Activities

Poster on Basic Rights in Relationships

Direction: On a piece of bond paper, sketch, draw, or design a poster which shows one’s
basic rights in a relationship.
Rubrics:
Criteria 5 4 3 2 1
Craftsmanship The poster is The poster is The poster The poster The poster
exceptionally exceptionally is is not so is totally
attractive in attractive in acceptably attractive unattractiv
terms of terms of attractive and a bit e and
neatness. neatness. though it messy distractingl
Wellconstructed Good may be a y messy
and not messy constructed bit messy
and not
messy

Creativity The poster is The poster is The poster The poster The poster
exceptionally creative and has less is not so does not
creative and used more of creativity creative reflect any
used a lot of thoughts and and used and not creativity
thoughts and effort bit of used
effort thoughts thought
and effort and effort

Originality Used a lot of Used more of Used Used a bit Did not
new ideas and new ideas average of of new used new
originality to and new ideas ideas and ideas and
create poster originality to and originality originality
create poster originality to create to create
to create poster poster
poster

Lesso
Social Relationship in
n 2 Middle and Late Adolescence
At the end of the lesson, the students are expected to:
1. identify the various roles of different individuals in society and how they can
influence people through their leadership or followership and
2. distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership.

What’s In

Direction: Think of any organization you are part of. It can be a membership in any school
club or organization. Then, fill-out the table below. Use a separate sheet of paper.

My Position/ Role in
No. Name of Organization Type of Organization
the Organization
1.
2.

3.

4.

What’s New
Direction: Search or think of an organization in your community or you know
that demonstrates good leadership. What are the activities have they
conducted? What are the roles of each member? Use a separate sheet of paper.
Example:
Organization Activities Conducted Brief Observation
1. Kababaihan -Livelihood training -The purok leader of the
program for women in the organization organized
community the members very well.
The members follow their
leader and attended
-Participates in regularly their
beautification and organizations meeting as
maintenance of clean and support for the success of
green in the community their organization.
It’s time to do it!

Organization Activities Conducted Brief Observation

1.

2.

3.

What is It
HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT
As you have known by now, the relationships adolescents have with their peers,
family, and members of their social sphere play a vital role in their development.
Adolescence is a crucial period in social development, as adolescents can be easily swayed
by their close relationships. Research shows there are four main types of relationships that
influence an adolescent: parents, peers, community, and society
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
In this part of the module, we will focus on Community, Society, and Culture. There
are certain characteristics of adolescent development that are more rooted in culture than
in human biology or cognitive structures. Culture is learned and socially shared, and it
affects all aspects of an individual's life. Social responsibilities, sexual expression, and
belief-system development, for instance, are all likely to vary based on culture
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
Furthermore, many distinguishing characteristics of an individual (such as dress,
employment, recreation, and language) are all products of culture. Many factors that shape
adolescent development vary by culture. For instance, the degree to which adolescents are
perceived as autonomous, or independent, being vary widely in different cultures, as do the
behaviors that represent this emerging autonomy. The lifestyle of an adolescent in a given
culture is also profoundly shaped by the roles and responsibilities he or she is expected to
assume (https://www.apa.org/pi/families/resources/develop.pdf 2002).
The extent to which an adolescent is expected to share family responsibilities, for
example, is one large determining factor in normative adolescent behavior: adolescents in
certain cultures are expected to contribute significantly to household chores and
responsibilities, while others are given more freedom or come from families with more
privilege where responsibilities are fewer
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
Differences between families in the distribution of financial responsibilities or
provision of allowance may reflect various socioeconomic backgrounds, which are further
influenced by cultural norms and values. Adolescents begin to develop unique belief
systems through their interaction with social, familial, and cultural environments
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
These belief systems encompass everything from religion and spirituality to gender,
sexuality, work ethics, and politics. The range of attitudes that a culture embraces on a
particular topic affects the beliefs, lifestyles, and perceptions of its adolescents, and can
have both positive and negative impacts on their development. As an example, early-
maturing girls may suffer teasing or sexual harassment related to their developing bodies,
contributing to a higher risk of depression, substance abuse, and eating disorders
(https://www.apa.org/pi/families/resources/develop.pdf 2002).

TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER AND
LESS LIKELY TO DRINK
Teenagers who belong to youth groups and other clubs lead happier lives and are
less likely to drink or smoke a research show. Although they may be exposed to more peer
pressure, researchers found they were also more socially able and likely to be physically
active. And the benefits increased the more groups that they joined; the findings show
(Devline 2009).
Teens should be encouraged to join clubs, international researchers, including a
group from the University of Hertfordshire, advise. The findings show that they were a fifth
less likely to smoke and to ever have been drunk than other teenagers their age. They were
also a fifth more likely to eat fruit and vegetables regularly. The study also found taking
part in club activities increased the youngsters' happiness levels (Devline 2009).
Those who rated their lives as highly satisfactory were 51 per cent more likely to
belong to a sports club than those who were less happy. The study looked at 15-year-olds
across six countries – England, Canada, Belgium, Italy, Poland and Romania. However, the
study suggests that not all clubs for young people offered the same health benefits (Devline
2009).
Youngsters were two thirds more likely to smoke if were members of political
organizations or youth clubs than if they joined no clubs at all. “The present findings
support the notion that encouraging participation in a range of associations is a useful and
beneficial policy goal especially for young people, increasing their facility to access and
become part of wide-ranging networks,” the authors report in their findings, published in
the Journal of Epidemiology and Community Health (Devline 2009).
What’s More
Direction: Think of anyone whom you think possesses the characteristics of good
leadership. That someone may be your classmate, leader in your community, or anyone
you know. Explain why do you think s/he is a good leader. Use a separate sheet of paper.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

TARGET ACCEPTABLE UNACCEPTABLE


20 HIGH LOW 5
15 10
Content _____ out Interesting Some Conventional Cursory; gives
of 10 content and interesting ideas or the impression of
points presentation; content; clichés; little writing just to
ideas points not supporting complete the
wellconceived sustained or detail assignment.
and developed not fully included.
with sufficient developed.
examples.

What I Have Learned


It is time to reflect on what you have learned in this module by completing the
sentences below: Use a separate sheet of paper.
1. In this lesson, I have learned that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. By doing all the activities in this module, I can finally commit myself to
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What I Can Do

Direction: Think of any activity you had privilege to join in your school or community.
Paste a photo of it below and tell what are the challenges you have met while working with
people around you to achieve your group goals. Use short bond paper.
My Community Involvement

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Assessment
Direction: Examine the following sentences by writing HEALTHY if the statement exhibits
healthy relationship and UNHEALTHY if it portrays unhealthy relationship. Write your
answers on a separate sheet of paper.
________________1. Uses alcohol or drugs as an excuse for hurtful behavior.
________________2. Acts controlling or possessive – like you own your partner.
________________3. Makes all the decisions about what the two of you do.
________________4. Embarrasses or humiliates the other.
________________5. Gets extremely jealous or accuses the other of cheating.
________________6. Trust each other.
Solve conflicts without putting each other down, cursing at
________________7.
each other or making threats.
________________8. Always treat each other with respect.
________________9. Respect each other’s opinions, even when they are different.
Support each other’s individual goals in life, like getting a job
_______________10.
or going to college.
Encourage each other’s interests – like sports and
_______________11.
extracurricular activities.
Have some privacy – your letters, diary, personal phone calls
_______________12.
are respected as your own.
_______________13. Both apologize when you’re wrong.
Have close friends and family who like the other person and
_______________14.
are happy about your relationship.
Has ever threatened to hurt the other or commit suicide if they
_______________15.
leave.
Additional Activities
Direction: Write down ten tips on “How to establish social relationships” with others. Use a
separate sheet of paper.
TEN TIPS FOR HEALTHY SOCIAL RELATIONSHIPS
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

TARGET ACCEPTABLE UNACCEPTABLE


20 HIGH LOW 5
15 10
Content _____ out Interesting Some Conventional Cursory; gives
of content and interesting ideas or the impression of
10 points presentation; content; clichés; little writing just to
ideas points not supporting complete the
wellconceived sustained or detail assignment.
and developed not fully included.
with sufficient developed.
examples.

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