PERSONAL DEVELOPMENT

Unit 11: Family Structures and Legacies

TOPIC/LESSON
Lesson 11: Family Structures and Legacies
NAME
CONTENT
The impact of one’s family on his/her personal development during
STANDARDS
PERFORMANCE The learners shall identify the firm and gentle sides of family care that affect a
STANDARDS person’s development during.
The learners
11.1 appraise one’s family structure and the type of care he/she gives and
receives, which may help in understanding himself/herself better
LEARNING
11.2 make a genogram and trace certain physical, personality, or behavioral
COMPETENCIES
attributes through generations
11.3 prepare a plan on how to make the family members firmer and gentler with
each other
The learners can
SPECIFIC LEARNING
 Make a genogram and trace certain physical, personality, or behavioyral
OUTCOMES
attributes through generations.
TIME ALLOTMENT 4 hours

Lesson Outline:

1. Introduction: Drawing

2. Motivation: Family Tree

3. Instruction and Delivery: Case Study

4. Evaluation: Socratic Method

RESOURCES

INTRODUCTION
 Drawing of your family structure/member. In your own
words describe each member’s role in the family.
 a A family is a domestic group of people, or a number  Teacher introduces the topic to
of domestic groups, typically affiliated by birth or the class by stating the objectives
marriage, or by comparable legal relationships and defining what family is.
including domestic partnership, adoption, surname
and in some cases ownership.

MOTIVATION  the teacher should facilitate and

 Family Tree process the students in their
 Materials needed: sharings
1. Short bond paper
2. Coloring materials
3. Cut out pictures of faces of the student’s family

Time allotmenrt: 30 mins

Have the students work in groups, and let them share their
drawings with each other after they are done. Give them about
another 15 minutes for the sharing.

1. On a short bond paper, have the students make a

family tree of the Immediate family. Have them follow
the basic instruction below:
2. The student’s name should be placed on the main trunk
of the tree, and his/her parents and siblings will be on
 the branches.
3. If the student is close to a particular family memb er
(parent, sibling), then the branch between them should
be short (indicator of their closeness). If he/she is not
close to a particular member, thent the branch between
them should be long.
4. Paste or glue the cut out pictures of their family
mkember above their corresponding names.

After the alloted time, let the students form groups and have
them share their drawings. Tell them to use the following guide
questions:
 To which family member am I close to? Why?
 To which family member am I not close to? Why?
 Referring to wuestion #2, would i be willing to make
ties with this family member? What advantages wil it
provide to my family?
INSTRUCTION/DELIVERY  Socratic Method
The Basic Types of Family Structure (Interactive Lecture)
 Teachers can use sample
Nuclear Family videos downloaded from
The nuclear family implies the sharing of two generations of the youtube to assist
family members under the same roof. Family contacts amongst discussion.
kin (for example, brothers , sisters, cousins and so forth) are  Teachers may incorporate
usually weaker and less frequent than amongst members of group activities in
extended families. Contact with wider kin, while it clearly discussing the theories.
exists, is more likely to involve “personal contacts” such as the
telephone, rather thatn the more closely personal relationships
experienced in the extended family.

Such contacts between the nuclear family and wider kin are
also likely to be devoid of any economic content that is wider
kin do not provide a mutual support network for family
members in the form experienced by the extended family.

Extended Family
It generally consists of three or more generations living in the
same household (or very close proximity). The usual name of
this type of family is a “vertically extended group” because the
“extensions” to the basic family group are inter-generational
(that is, “between generations” – they involve grandparents
rather than uncles or aunts)

Another form of extended family structure is that of the

“horizontally extended family” which involves relations such
as aunts, uncles, cousins,a nd so forth under the same roof.
The “extensions” to the basic family group branch out on an
intra-generational dimension.

There are social reasons for the existence of the basic type of
family structure (that is, its existence is related to the various
ways in which the family group responds to changes and
developments in wider society). The extended family type,
therefore, usually arises in those societies where a large group
of related people living together can be use to one another in
their everyday lives – each family member provides some kind
of support to the remaining members of the family.

For example:
In agricultural societies, where people are dependent upon
working the land for their existence, a large group of people
can work together to do such things as care for the sick, do
domestic labor, work and so forth. In industrial societies
(especially where no support for the family is provided by the
state).,the extended family povides a form of mutual aid-
especially in times of family crisis.

Single-parent family

As the name implies, this family structure ivolves a single

person plus dependent children. Although it is more likely to
involve a female parent, a significant proportion of such
families ivolve a male parent. This type of family is sometimes
f=referred to as a “broken nuclear” family , insofar as it often –
but not always – arises out of the break-up of a nuclear family.

This family structure can be attributed to four main factors:

1. An increase in the numbers of people divorcing.

2. The removal of most of the social stigma formerly
involved in pregnanay outside marriage (this type of
single parent family usually involves the desertion of
the male partner following female pregnancy).
3. The death of a marriage partner.
4. The decision not to get married but yet to play the role
of parents throguht adoption.
Step-Families

This form of family unit is of the consequences of high rates of

divorce and remarriage (or cohabitation). Stepmothers and
stepfathers haead the fmaily. This type of family is usually
nuclear in form and ivolves parents, children of etiher spoue
from a first marriage and (possibly) children from their present
marriage.

Autonomy and Attachment

Adolescence is often highlighted as being a phase of

development during which there is particular tension between
the struggle for autonomy and the strong attachment that
teens have to their parents. Whereas, hisotircally, these forces
have been cast as diametrically opposed (such that achieving
one meant sacrificing the other), more recent work has begun
to examine the ways in which the drive to maintain close
connections with parents, as well as the need to establish
oneslef as an auonomouse indiviudal, work together in
complex – and not necessarioy contradictory – ways.

Autonomy – the psychosocial domain concerning the

development and expression of independence. It consists of
emotiona, cognitive, and behavioural components.

Independence- generally refers to an individual’s capacity to

behave their own.

Shaffer and Social & personality development states that “one

of the most important development tasks that adolescents
face to achieve a mature and healthy sense of autonom.”

Autonomy usually contrasted with attachment – but as we

shall soon see, autonomy and attachment are complementary,
not conttradictory. Or perhaps the two are involved in dialect.
Filipino Values that Filipino families should practice
 Sense of propriety or “Hiya”
 Pakikipagkapwa/pakikisama
 Hospitality
 Amor Propio/Self Esteem
 Respect to elders
 Utang na loob

Parent-adolescent Conflict
-Promoting adolescent development of autonomy and
individualization.
-A risk for psychosocial adjustment and well-being.
The 21st century represents new opportunities and challengesb
for family life and parenting. Teenagers can communicate with
a parent by cell phone wherever they go. Parents wonder if
their children will be able to learn new job skills for a new
century.

Four Keys to Strengthening Parent Adolescent Relationship

Connectedness
 Adolescents who express a sense of connectedness to
parents and family are at reduced risk for unhealthy
behavior.
 Key components are feeling close to parents/family;
feeling care for by the family; satisfied with family
relationships.

Regulation and monitoring

 General high expectations about behavior are
protective, from parents, school and community – avoid
“permission giving” attitudes or “normalization” of poor
behavior.
 “late” expressions of expectation have little effect on
behavior – express early and often.
 Clear expressions of high parental expectation (e.g., get
good grades) actually reduce emotional stress in youth
 Setting clear expectations of behavior is called
“regulation” and encouraging good behavior is
“monitoring”.

Healthy decision-making and autonomy

Psychological autonomy – a child’s capacity to think and
decide critically and independently from parents
 Independent decision making helps youth identify and
express their feelings and ideas, and deal with their
many feelings
 Independent decision making helps youth think
critically – youth can consciously about behavioral
consequences
 Make decisions- youth can make personal decisions and
resist negative peer pressure

Positive peer group relationships

PRACTICE Teacher Tip

Activity #2: Family Role-play (25 minutes) The environemnt that children
grow up in certainly has some
Materials for Activity impact on what type of
personality characteristics they
Handout 1, Family Scenarios
Family support services brochures

Preparation for Acitivity

Instrucion:

Form groups of 5-6 members then form circles with your develop. If families are high
groups. conflict, and the hcildren are
drwan into many arguments and
The following aspecs should be shown and portrayed for each disagreements, they are much ore
group’s performance. likely to become withdrawn or
have a personality that is conflict-
A. Most families experience times when they function well driven as they grow older. In
together and times when they do not. addition, if a family does not have
B. Relatioships always chnange, as do the external fators any sort of structure within the
that shpae them. houehold, children will be much
C. The term family dynaics refers to the way family more impulsive and may get into
members communicate and deal with eath oer. trouble more often than children
D. When challenges and probelms arise, family dynamics who come from strucutred
can be strained. households.
Reflection points and questions:

How will economic and cultural factors incluence family

functions?
What are some strateggies that can helpf amilies sovlve
problems?

ENRICHMENT
ACTIVITY #3: Case Study

The first seven years of my life were spent with my  Groupings of 5-6 students
grandparents who gave me every opportunity to learn,  Should have a copy of the case of
explore, and reach conclusions. They always praised me for a Dora
job well done, gave me positive suggestions for doing better,  Allow the students to brainstorm
and offered very little criticism. and discuss the class
At the age of seven, I was sent to live with my mother,  Let the students identify different
brother, and stepfather. My stepfather nicknamed me “Dumb
role
Dora”, my brother told me regularly to go back where I came
 Give the students to determine
from, and Mom simply found fault with everything I did.
At the age of eighteen, I married a young man who has a lot what are the problems involved
of insecurities in life. Although I tried to encourage him and  Record all the case analysis for
praise him, I eventually allowed myself to become a victim of submission
his verbal assaults and sarcasm.  Role play the case
As the years passed away, the little bit of self-esteem I had  Defense.
was chipped away bit by bit until it was completely broken,
then destroyed by divorce. I was lonely and unhappy.

EVALUATION
 the teacher shall ask the students
 Socratic Method (Individual Oral Discussion) about their idea from the
discussion and solicite examples.
 Rubric for Lesson 11 Performance Check in Case Study

CRITERIA EXCELLEN GREAT GOOD MODERATE WEAK POOR SCORE

T (Almost (With (Real Effort (Awkward; (Needs
(Outstandi Perfect) Sense of Emerging) Simple) Improveme
ng) Purpose) nt)
Clarity of 10 9-8 7-6 5-4 3-2 1
role
identificati
on
Clarity of 10 9-8 7-6 5-4 3-2 1
identifying
problem
Teen 10 9-8 7-6 5-4 3-2 1
presentati
on
Logical 15 14-12 11-9 8-6 5-3 2-1
steps in
solving
problem
Quality of 30-26 25-21 20-16 15-11 10-6 5-1
writing
Grammar 15 14-12 11-9 8-6 5-3 2-1
and
Mechanics
Overall 10 9-8 7-6 5-4 3-2 1
Impact
Total:
Group 2

1. Ogade, Violeta S.
2. Abolucion, Gissele F.
3. Sespeñe, Maria Alde N.
4. Bayonas, Rachel C.
5. Lacorte, Vernie L.
6. Conje, Hazel A.
7. Bello, Jackielou C.
8. Kintanar, Wilhelma V.