LM PerDev-Q2

The Valley Cathedral Academy, Inc.
#o63 HL Labac, Naic, Cavite
Senior High School Department

PERRSONAL DEVELOPMENT - 11
UNIT
3 BUILDING AND MAINTAINING RELATIONSHIPS

UNIT
4 CAREER DEVELOPMENT
GRADE 11
Learning Area PERSONAL DEVELOPMENT
SECOND QUARTER
Module Two Duration 7 Weeks
1. Personal Relationship
2. Social Relationships in the Middle and Late Adolescence
3. Family Structures and Legacies
Topic:
4. Persons and Careers
5. Career Pathways
6. Insights into One’s Personal Development
1. Personal Development, Ricardo Rubio Santos, pp.132 - 241
2. Learning Module for Personal Development, pp. 66 - 129
Resources: - www.google.com
- www.youtube.com
- www.wikipedia.com
Subject Teacher: Ms. Lorelie Nacaya - Carzon
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WEEK 1:
At the end of this module, you will be able to:
1. discuss an understanding of teen-age relationships, including the acceptable and unacceptable

expressions of attractions;
2. express his/her ways of showing attraction, love, and commitment; and
3. identify ways to become responsible in a relationship
Why Personal Relationships are Important

Healthy relationships are a vital component of health and
wellbeing. There is compelling evidence that strong relationships
contribute to a long, healthy, and happy life. Conversely, the health
risks from being alone or isolated in one's life are comparable to the
risks associated with cigarette smoking, blood pressure, and
obesity.
Research shows that healthy relationships can help you:
• Live longer. A review of 148 studies found that people with strong social relationships are
50% less likely to die prematurely. Similarly, Dan Buettner’s Blue Zones research
calculates that committing to a life partner can add 3 years to life expectancy
(Researchers Nicholas Christakis and James Fowler have found that men’s life
expectancy benefits from marriage more than women’s do.)
• Deal with stress. The support offered by a caring friend can provide a buffer against the
effects of stress. In a study of over 100 people, researchers found that people who
completed a stressful task experienced a faster recovery when they were reminded of
people with whom they had strong relationships. (Those who were reminded of
stressful relationships, on the other hand, experienced even more stress and higher
blood pressure.)
• Be healthier. According to research by psychologist Sheldon Cohen, college students who

reported having strong relationships were half as likely to catch a common cold when
exposed to the virus. In addition, 2012 international Gallup poll found that people
who feel they have friends and family to count on are generally more satisfied with
their personal health than people who feel isolated. And hanging out with healthy
people increases your own likelihood of health—in their book Connected, Christakis
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and Fowler show that non-obese people are more likely to have non-obese friends
because healthy habits spread through our social networks.
• Feel richer. A survey by the National Bureau of Economic Research of 5,000
people found that doubling your group of friends has the same effect on your
wellbeing as a 50% increase in income!
On the other hand, low social support is linked to a number of health consequences, such
as:
• Depression. Loneliness has long been commonly associated with depression, and now
research is backing this correlation up: a 2012 study of breast cancer patients found
that those with fewer satisfying social connections experienced higher levels of
depression, pain, and fatigue.
• Decreased immune function. The authors of the same study also found a correlation
between loneliness and immune system dysregulation, meaning that a lack of social
connections can increase your chances of becoming sick.
• Higher blood pressure. University of Chicago researchers who studied a group of 229 adults
over five years found that loneliness could predict higher blood pressure even years later,
indicating that the effects of isolation have long-lasting consequences.
According to psychiatrists Jacqueline Olds and Richard Schwartz, social alienation is

an inevitable result of contemporary society's preoccupation with materialism and frantic "busy-
ness." Their decades of research support the idea that a lack of relationships can cause multiple
problems with physical, emotional, and spiritual health. The research is clear and devastating:
isolation is fatal.
25 Most Common Relationship Problems

Here is the list of the most common relationship problems most often encountered by
couples
1. Affairs / infidelity / cheating. This includes emotional infidelity, one-night stands, internet
relationships (including ‘sexting’), long- and short-term affairs and financial infidelity
2. Sexual Issues, particularly loss of libido and including questions around your gender, or
your partner's gender
3. Significant differences in core values and beliefs
4. Life stages – you have ‘outgrown’ each other or have ‘changed’ significantly for whatever
reason
5. Traumatic and/or Life-Changing Events
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6. Responses to prolonged periods of Stress, such as Work-Related Stress, long-term illness,
mental health issues, Financial Problems, problems with the children, infertility and many
more
7. Bored in or with Your Relationship
8. Dealing with a jealous partner
9. Having 'blended' family issues
10. Domestic violence, which includes verbal as well as physical abuse:
The most serious relationship problem.

11. Knowing you should not have got married in the first place!
12. Lack of responsibility regarding finances, children, health and many other issues
13. Unrealistic Expectations- still thinking your partner / spouse is the princess / knight and
not seeing the 'real' human being
14. Addictions - substance abuse
15. Excessive reliance on social media, at the cost of the relationship
16. Lack of support during particularly difficult times from people that matter to you
17. Manipulation or over-involvement in your relationships with family or friends
18. Lack of communication about important matters
19. Poor division of and / or one-sided lack of responsibility for chores and tasks. It is not
always women who complain about this relationship problem!
20. Perceived lack of concern, care and consideration / attentiveness: feeling the
relationship is one-sided is a big one!
21. Significant personal disappointments and traumas that lead to a change in

relationship dynamics
22. Long term depression or other mental health issues suffered by one partner or both
23. Significant differences in opinion on how to discipline / deal with the children
24. Long-term stress, particularly when not taking responsibility for doing something
positive to address the cause, or about learning to handle it if it cannot be changed
25. An unsupportive partner during pregnancy and/or significant problems after the
birth of your baby.
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Ten Rules for Finding Love and Creating Long – lasting Authentic Relationships
1. YOU MUST LOVE YOURSELF FIRST
Your relationship with yourself is the central template from which all others are formed.
Loving yourself is a prerequisite to creating a successful and authentic union with
another.
2. PARTNERING IS A CHOICE MUST NURTURE THE RELATIONSHIP FOR IT TO

THRIVE
The choice to be in a relationship is up to you. You have the ability to attract your
beloved and cause the relationship you desire to happen.
3. CREATING LOVE IS A PROCESS
Moving from “I” to “we” requires a shift in perspective and energy. Being an
authentic couple is an evolution.
4. RELATIONSHIPS PROVIDE OPPORTUNITIES TO GROW
Your relationship will serve as an unofficial “lifeshop” in which you will learn about
yourself and how you can grow on your personal path.
5. COMMUNICATION IS ESSENTIAL
The open exchange of thoughts and feelings is the lifeblood of your

relationship.
6. NEGOTIATION WILL BE REQUIRED
There will be times when you and your partner must work through impasses. If you
do this consciously and with respect, you will learn to create win-win outcomes.
7. YOUR RELATIONSHIP WILL BE CHALLENGED BY CHANGE
Life will present turns in the road. How you maneuver those twists and turns
determines the success of your relationship.
8. YOU MUST NURTURE THE RELATIONSHIP FOR IT TO THRIVE Treasure

your beloved and your relationship will flourish.
9. RENEWAL IS THE KEY TO LONGEVITY

Happily ever after means the ability to keep the relationship fresh and vital.
10. YOU WILL FORGET ALL THIS THE MOMENT YOU FALL IN LOVE You know all
these rules inherently. The challenge is to remember them
when you fall under the enchanting spell of love.
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Keeping Healthy Relationships
Good relationships are fun and make you feel good about yourself. The relationships
that you make in your youth years 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.
In a healthy relationship, both partners:
Are treated 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
Love should never hurt
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.
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. 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.
Remember, you deserve healthy, happy relationships. Abuse of any type is never okay.
Abuse and Assault
Love should never hurt. But sometimes it does:

1 in 6 women and 1 in 33 men will be sexually assaulted in their lifetime
1.5 million women are sexually assaulted or otherwise physically abused by their
partners each year.
Over 800,000 males are sexually or physically abused by partners.
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Abuse can occur in any type of relationship--gay and straight, casual and long-term,
young and old.
About 10% of high school students say that have suffered violence from someone they
date.
If you are – or have been – in a relationship where you were mistreated, it’s very easy to
blame yourself. The problem is with the abuser, though, not you. It’s not your fault! Anyone
can be abused – boys and girls, men and women, gay or straight, young and old – and anyone
can become an abuser.
Break the Silence: Stop the Violence
It may shock you to know that one out of every eleven teens reports being hit or
physically hurt by a boyfriend or girlfriend in the past twelve months. But why is that, and
how can we change it? In "Break The Silence: Stop the Violence," parents talk with teens about
developing healthy, respectful relationships before they start dating.
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 them. The simple fact is that
none of us are 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. 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.
Though talking about sex can feel a little scary, many people find that when they get
up the nerve to talk about sex, their partner really appreciates it. Most likely they've been
trying to work up the nerve, too! Many respect a partner even more once they've brought up
the topic of sex. It is ok to be nervous--that lets you know that what you are doing is both
important to you and also exciting.
Remember though: it is a good idea to talk about any sexual subject before you get all
hot and bothered, but this is especially important for topics which require logical thinking
skills, like safer sex expectations. Most of us don't act rationally in the heat of the moment.
Think about your boundaries ahead of time, and discuss them with a partner when you are
not currently in a sexual mood. If you are turned on, you are less likely to make the decision
to use a condom or another barrier if your partner has a different agenda. Having the
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conversation before you are in a sexual situation makes it more likely you will be able to act
according to your own boundaries and preferences.
Sexually Transmitted Infections (STIs): This is actually an issue that all teenagers and
adults must be aware of. Anybody who engages in sexual activity is prone to have this
one.
Possibility of Pregnancy: Females who engage in sex have a high percentage of putting
themselves in this kind of situation.
Right time for sex: You can consider your current status as a student if it is really high
time to be involved in this kind of activity. Will this make or break your future?
Boundaries: Making the decision to set your limits in a relationship shows your
maturity to assert your priorities and respecting yourself.
The decision of whether or not to have sex is up to you, and you alone. Therefore
don’t be afraid to say "no" if that’s how you feel. Having sex for the first time can be a huge
emotional event. There are many questions and feelings that you may want to sort out before
you actually get "in the heat of the moment."
Ask yourself:
Am I really ready to have sex?
How am I going to feel after I have sex?
Am I doing this for the right reasons?
How do I plan to protect myself/my partner from sexually transmitted infections or

pregnancy?
How am I going to feel about my partner afterwards?

The best way to prepare for the decision to have sex is to become comfortable with
communicating about your needs. If you don’t feel right about something, say so! Anyone
who challenges your choices about whether or not to have sex is not giving you the respect
that you deserve. Pay attention to your feelings, and don’t let anyone make you feel guilty for
making decisions that are right for you.
There are countless nonsexual ways to show someone you love them. You can show a
person you care for them by spending time with them. Go to the movies. Or just hang out and
talk. If you are with someone you really like, then anything can be fun.
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There are also ways to feel physically close without having sex. These include everything
from kissing and hugging to touching each other. Just remember that if you're not careful
these activities can lead to sex. Plan beforehand just how far you want to go, and stick to your
limits. It can be difficult to say "No" and mean it when things get hot and heavy.
You probably think that talking to your parents about sex is impossible. You're not
alone; 83 percent of kids your age are afraid to ask their parents about sex. Yet 51 percent of
teens actually do. So... kids are not only talking to their parents about sex, they're also
benefiting from conversations they were afraid to have in the first place! Lucky them, right?
The truth is that most parents want to help their kids make smart decisions about sex. They
know it's vital for teens to have accurate information and sound advice to aid the decision-
making process.
If you think your parents are really nervous about raising the issue, you're probably
right. Many parents think that if they acknowledge their child as a sexual being, their son or
daughter will think it's okay to go ahead and have sex. They might also be afraid that if they
don't have all the answers, they'll look foolish. Some parents have said they're afraid kids will
ask personal questions about their sex life, questions they won't want to answer.
Think about all the adults in your life. Is there someone else's parent . . .a teacher or guidance
counselor, coach, aunt, uncle, neighbor or another adult you instinctively trust? That's the person
who will give you straight answers.
Your friends really don't know any more than you do, no matter what they say about their
sexual experience. The Internet, and other media, can't give you everything you need. Only people
who know you can do that.
Peer pressure is always tough to deal with, especially when it comes to sex. Some teenagers
decide to have sexual relationships because their friends think sex is cool. Others feel pressured by
the person they are dating. Still others find it easier to give in and have sex than to try to explain why
not. Some teenagers get caught up in the romantic feelings and believe having sex is the best way
they can prove their love.
But remember: Not every person your age is having sex. Even if sometimes it feels like
everyone is "doing it," it is important to realize that this is not true. People often talk about sex in a
casual manner, but this doesn't mean they are actually having sex.
Knowing how you feel about yourself is the first big step in handling peer pressure. It's OK to
want to enjoy your teen years and all the fun times that can be had. It's OK to respect yourself enough
to say, "No, I'm not ready to have sex."
If you're worried about being pressured or you are currently experiencing it, know that
you are not alone and there is something you can do about it.
Hang out with friends who also believe that it's OK to not be ready for sex yet.
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Go out with a group of friends rather than only your date.
Introduce your friends to your parents.
Invite your friends to your home.
Stick up for your friends if they are being pressured to have sex.
Think of what you would say in advance in case someone tries to pressure you.
Always carry money for a telephone call or cab in case you feel uncomfortable.
Be ready to call your mom, dad or a friend to pick you up if you need to leave a date.
Never feel obligated to "pay someone back" with sex in return for a date or gift.
Say "no" and mean "no" if that's how you feel.
In a survey of young people ages 15-24 by the Kaiser Family Foundation, 9 out of 10 people
surveyed reported that their peers use alcohol or illegal drugs before sex at least some of the
time. Seven out of 10 also reported that condoms are not always used when alcohol and drugs are
involved. Twenty-nine percent of those teens and young adults surveyed said that they've "done more"
sexually while under the influence of drugs or alcohol than they normally would have when sober.
The effects of drugs and alcohol can make it hard to think clearly, let alone make the best
possible decisions about sex. While you're under the influence of drugs or alcohol it is easy to make
a decision you'll regret later--decisions that can lead to a sexually transmitted infection or an
unwanted pregnancy. Even worse, there are some people who will use the effects of alcohol and other
drugs to force you into having sex with them.
Source: http://www.iwannaknow.org/teens/relationships/healthyrelationship.html
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 relationships rights, consider how you can develop patience,
honesty, kindness, and respect.
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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 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.
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.
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.
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?
Source: http://www.takingcharge.csh.umn.edu/activities/basic-rights-relationship
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WEEK 1:
(Please detached this page. You can write your answer on this module. You may also use the back of this page
or another sheet of paper for your answer)
Name:__________________________________________ Date: ____________________________________
Grade Level/Track: _______________________________ Rating: ____________________________________
Activity No. 1: Statements on relationships

State whether these statements are True or False.
____________ 1. It is important to work on communicating our feelings in relationships.
____________ 2. To love someone, we must love our self first.
____________ 3. Trying to understand where other people are coming from rather than
judging them helps us build and maintain relationships.
____________ 4. Having a good relationship does not contribute anything to us having good
health.
____________ 5. When people listen deeply and let us know that they recognize the feeling
behind our words, more likely than not, our relationship is doing good.
____________ 6. In our relationships, it is vital that we practice forgiveness when a loved

one has hurt us.
____________ 7. Our loved ones cannot help us when we deal with stress.
____________ 8. Using positive methods to resolve conflict will more likely help us
maintain good relationships.
____________ 9. Expressing gratitude to our friends and family help us maintain good
relationships.
____________ 10. Significant differences in core values and beliefs never create a problem
in relationships.
____________ 11. We are happy in our relationships when our loved ones stay connected
by spending time with us and letting us know that they love us.
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____________ 12. Excessive reliance on social media can be a cause of tension in
relationships.
____________ 13. Relationships are static; they are unchangeable.
____________ 14. Being compassionate, forgiving and grateful contribute to

healthy relationships.
____________ 15. To fully enjoy and benefit from relationships we need skills,
information, inspiration, practice, and social support.
Activity No. 2: Healthy Relationships Items Set

Answer the following in your journal.
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
3. Name three important qualities of a healthy relationship.
4. 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
5. Name a reason why you may not make healthy choices when it comes to
sex.
6. Name three resources you can turn to if you are worried about abuse in your
relationship.
7. Name three characteristics of an unhealthy relationship.
8. What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
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b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
e. None of the above
9. Why would you choose abstinence? Give 3 reasons.
10. 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
Processing Questions:
1. What were your thoughts and feelings while answering the activity?
2. What did you discover about yourself after doing the activity?
3. With previous activities, how would you describe your relationship with your
parents? Siblings? Possible or current romantic relationship? Friends?
4. Which relationship is most important to you? Why?
5. In what ways do you express your feelings, whether positive or negative?
6. If your relationship is not doing very well, what can you do about it?
Activity No. 3: Letter from Mom

26.
Read the letter below.
Dear Shane,
P1. Right now you are upstairs in your room thinking that life is completely and totally
unfair.
P2. The whole world is against you because there is not a single person in it that
understands you. You would say that you love your friends, but the truth is that you love
them more on Facebook, Tweeter and Instagram than you do in real life. In real life, you
can only handle spending so much time with them before they start to annoy you because,
as I mentioned before, no one really understands who you are.
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P3. Your room is a mess. The clothes that you beg for me to buy you are crumpled in a
heap in the corner. When asked to clean – when asked to do anything, really – you roll
your eyes (not to my face, because you are smart enough at this point to know that will
set me off) because you have a thousand more important things to do like watch Netflix
or check your phone.
P4. You are both obsessed with and terrified by boys.
P5. Some days you think you are pretty. Some days you are certain you are the ugliest person
on earth. You are sure you are being left out of something. Some party, some conversation, some
sleepover is happening and you were deliberately excluded because no one cares how you feel.
You have every right in the world to be moody because life is hard. Grade 11 is pointless. There
isn’t a person alive who hasn’t been able to get into the college they wanted to because they got
poor grades in Grade 10. Mostly though, life is just hard and complicated and difficult and
confusing. Despite this, you are never given the credit you deserve for always knowing what’s
what. You know what is best for you and there is nothing more irritating than someone else (like
me) presuming that they know.
P6. I realize that when I raise these topics with you, you will not hear me. Despite all
appearances, you are not a small adult. You cannot reason like an adult and so it is impossible
for you to understand that I am trying to help you and guide you and not, ruin your life. This
privilege I exert does not necessarily come from biology, it comes from the fact that I have been
exactly where you are and I have been navigating this life for a lot longer than you. It is true that
everyone has a story, and everyone’s story is unique, but loss, pain, anger, confusion and
sadness are universal. These feelings don’t separate you from the world, but rather they bind
you closer to it. Someone out there is feeling the exact same way you do right now, including me,
my dearest girl, and I am only a few feet away. There will never be and can never be another
you, but you are part of a magnificent community of humans. Humanity at times can be brutal
and petty and mean-spirited, but that’s never an excuse for you to be that way. You are so much
more and so much better than a bad day.
P7. I am not your friend. I don’t care what you think about me. I am not aiming for popularity in
our house. Most importantly, we are not equals. Think about it: how can we be equals if you
depend on me for everything? If you’re going to ask for extra money for whatever you want to
buy, then you have to take my rules. Some people call it parenting. Greedy me, I call it authority.
When you don’t need me for things, only advice and counsel, then we can explore a friendship.
P8. When I ask you to do something right now, I am trying to teach you something about success.
Procrastination is a dream killer. No one ever became a grand success by doing it later. You’re
right, your room is yours. I am less concerned with the state of it than I am of your mind. Ever
see a happy person on Hoarders? It sounds ridiculous to you, but a clean space makes it easier
to be creative and productive. When you let your room slide, you are likely to let everything else
slide too, like homework.
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P9. I am not a Tiger Mom. I am not interested in you getting straight A’s (though, of course, that
would be great), I am interested in you doing your absolute best. Sometimes you do your best
and you fail, and you need to learn to be okay with that, too. You must learn to be good AT
school, so it will be easier for you to be good AT college and AT work. Yes, of course, it’s
pandering to a system, but everyone, regardless of status has to work within a system, unless
you’re becoming a hermit which let’s face it, is never going to happen. When you become overly
concerned with pleasing your friends and making them happy it takes away from your focus,
your job, which right now is school. The balance you learn to strike right now will carry you
through your entire life where friendships can be vital. But, you cannot rely on a great friendship
to buy you a house.
P10. I don’t tell you often enough how beautiful you are. Even though you are stunning,
I do guess I do this on purpose. Being beautiful should never be the most interesting thing
about you. A girl who relies on her looks is setting herself up to be a woman lost at sea
as she gets older. We live in a world where beauty can and will open many doors, but
how you choose to open them and what you do inside becomes about character.
Character, moral aptitude, empathy, grace- these are the traits that will carry on your
beauty far after your looks are gone. You aren’t anywhere near understanding this right
now, even though I am trying to lead this change by example. When you look at me all
you see is old, and mom.
P11. Unbelievably though, I was young (and not so long ago, I might add) once, and
nothing you can say will shock me. In point of fact, if I was to over share and talk about
some of the things I’ve done, or still do actually, on a pretty regular basis with your step
dad, it is you that would be shocked. Don’t worry, I would never, because like I said,
we are not friends. I promise you this, though: as long as you tell me the truth, you will
never get into trouble, though I can’t promise I won’t be disappointed.
P12. Until you have children of your own, you won’t realize the depth in which I love
you. I would do anything for you and it is the great irony of life that the person I love
most, I get treated the worst by. I am your greatest cheerleader and your biggest fan.
Sometimes you scream “Why do you hate me!” when I am doing my job as a mother.
You don’t understand that if I indeed hated you, or felt a far more heinous thing,
indifference, I simply wouldn’t bother. I would let you get on with it and shrug my
shoulders and not say a word. When I stand my ground and open myself up to your
vitriol and disregard and general railroading, that, my dear, is love.
P13. The most important thing for you to understand is though you may be convinced
otherwise, whatever happens in this crazy, upside down life, you will never, ever be
alone. So maybe, just once in a while, will you keep this in mind and be a little kinder
to me.
Forever loving,
Mom
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After reading the letter, be ready to answer the following questions:
1. What kind of relationship does the letter describe?

2. Who are involved in the relationship? Describe each character.
3. What roles does each character play in the relationship?
4. Are you satisfied with this type of relationship? Explain your answer.
5. Do you agree that this type of relationship can be improved? Explain your answer.
6. In what ways can the characters show they are responsible to maintain a good
relationship?
Portfolio Output No. 1: Response to Mom’s Letter (Journal)

1.
Put yourself in the shoes of Shane and write a letter in response to Mom. Explain your
thoughts, feelings, and actions as a child who is now almost an adult. Bring your letter
during the next class session.
Activity No.4: I Know the Signs of a Healthy Relationship

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.
__________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 their own actions.
__________4. Your partner respects your feelings about sex.
__________5. Your partner supports you and your choices—even when they disagree with you.
__________6. You respect and encourage each other.
__________7. You give each other space to study or hang out with friends or family.
__________8. You are able to make your own decisions about spending your money without worrying
about your partner’s reaction.
__________9. You can discuss pregnancy and parenting decisions and your view is
respected.
__________10. You feel isolated from friends and family.
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__________11. Your partner tries to control how you spend time and who you hang out with.
__________12. Your partner tries to control how you spend money.
__________13. Your partner doesn’t support your decisions.
__________14. You are sometimes forced to do something that you’re not comfortable with.
__________15. Your partner threatens, insults, or humiliates you.
__________16. Your partner hurts you physically or emotionally.
__________17. Your partner doesn’t keep your secrets safe.
__________18. Your partner undermines your decisions about pregnancy and parenting.
Mini Task: Poster on Basic Rights in Relationships

On a piece of ¼ illustration board, sketch, draw, or design a poster which shows one’s
basic rights in a relationship. Here’s a sample:
“ ,
; .”
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WEEK 2:
1. distinguish the various roles of different individuals in society and how they can influence
people through their leadership or followership,
2. compare your self-perception and how others see you, and
3. conduct a mini-survey on Filipino relationships (family, school, and community).
In the previous chapter, we discussed personal relationship among adolescents and

identified this type of relationship as unique to the individual where privacy, intimacy, loyalty,
disclosure, and trust are very important. We discussed how personal relationship can also be very
exclusive and emotionally intense, such as in romantic relationships. Personal relationships are
usually present among family members, close friends, and lovers whom one shares intimate
information with.
In this chapter, we will expand the relationships of adolescents to a wider group of people,
such as schoolmates, school authorities, neighbors, community acquaintances, fellow members of
social organizations, strangers they often meet casually in social gatherings, and even the small
groupings of friends in school usually referred to as cliques.
Social relationships tends to be less intimate, with lesser self – disclosure involved, but may
still be exclusive, and may demand certain levels of loyalty as in fraternities or religious
organizations, and to a lesser extent, loosely knitted social clubs like practitioners of certain
specialized professions.
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.
In this part of the module, we will focus on Community, Society, and Culture. There are
certain characteristics of adolescent development that are more
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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. 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, beings varies
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. 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. 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. 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
Goleman’s Social Intelligence Theory

❖ Emotional Intelligence author, Daniel Goleman, explained in his book, Social Intelligence:
The New Science of Human Relationships (2006), how our brains are wired to connect with
other people, and how part of the human brain located just above the eyes called the
orbitofrontal cortex (OFC) is connected directly to the three major regions of the brain: the
cortex, the amygdala, and the brain stem.
❖ He pointed out that the OFC provides an immediate connection between thought, emotions,
and behavior. It immediately calculates our feelings and thoughts about a person and how
that other person feels and thinks about us, and what actions we take after this quick
assessment.
Social Influence
Our social relationships, although dictated to a certain extent by our neural reflexes, are also
affected by other factors such as social influence. An article on Social Influence written by Lisa
Rashotte, discussed a study conducted by renowned social psychologists John R. P. French and
Bertram Raven in 1959 on the concept of power and how this is used in social influence.
According to Rashotte, the authors defined social influence as things such as behaviors, actions,
attitude, concepts, ideas, communications, wealth, and other resources that bring about changes in
the beliefs, attitudes, and/ or behavior of persons as a result of the action/s of another person.
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Herbert Kelman, a Harvard psychologist, suggested that there are three varieties of
social influence namely:
1. COMPLIANCE – is when a person seems to agree, and follows what is requested or
required of him or her to do or believe in, but does not necessarily have to really believe
or agree to it;
2. IDENTIFICATION – is when a person is influenced by someone he pr she likes or looks
up to, like a movie star, a social celebrity, or a superhero; and
3. INTERNALIZATION – is when a person is able to own a certain belief or act, and is

willing to make it known publicly and privately.
Social scientists and psychologists identified other types of social influence as:
1. CONFORMITY – is a type of social influence that involves a change in behavior,
belief, or thinking to be like others. It is the most common and pervasive form of
social influence. Two varieties: informational conformity (“internalization” in Kelman’s
terms) and normative conformity (“compliance” in Kelman’s terms).
2. CONVERSION – occurs when an individual whole – heartedly changes his or her

original thinking and beliefs, actions, and attitudes to align with those of the other
member of a group.
3. MINORITY INFLUENCE – happens when a bigger number of people are influenced by

a much smaller number of people and when the minority’s way of looking at and
doing things are accepted.
4. REACTANCE – is when there is a willing rejection of a social influence being exerted

on an individual or group.
5. OBEDIENCE – wherein a person follows what someone tells him or her to do,
although it may not necessarily reflect the person’s set of beliefs or values.
6. PERSUASION – is used by one person or group to influence another to change their

beliefs, actions, or attitudes by appealing to reason or emotion.
Reading: Leadership and Followership Theories

Chester Barnard (1938) defined leadership as the ability of a person in position of authority to
influence others to behave in such a manner that goals are achieved. Power is also annexed to
leadership as espoused by French and Raven (1960) who said that a leader may obtain power
through various means and sources, such as position, giving rewards, expertise, respect or
coercion.
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There are existing theories of leadership:
1. TRAIT THEORY. This theory defines leadership based on certain personality traits which are
generally suited for all leaders, such as decisiveness, persistence, high level of self –
confidence and assertiveness, among others.
2. BEHAVIORAL THEORY. This theory presupposes that leadership is a learned behavior, and
that leaders are defined according to certain types of behavior they exhibit.
3. PARTICIPATIVE THEORY. The opposite of an autocratic leader, the participative leader

involves other people to make common decisions.
4. SITUATIONAL THEORY. This theory assumes that there is no one style of leadership and
that leadership behavior is based on the factors present in a situation, and usually takes into
consideration how followers behave.
5. TRANSACTIONAL THEORY. This theory states that leadership involves transaction or

negotiation of resources or position, and usually employs reward and punishment.
6. TRANSFORMATIONAL THEORY. This theory involves a vision, which a leader uses to rally
support from followers, and the role of the leader is in motivating others to support the vision
and make it happen.
Other leadership theories currently being explored and researched on are combinations of
the different theories mentioned earlier. In the book Why Should Anyone Be Led By You?: What It
Takes to be an Authentic Leader by Rob Goffee and Gareth Jones (2006), the authors lined up three
basic axioms of leadership, and these are:
1. LEADERSHIP IS SITUATIONAL. This means that a leader’s behavior and what is required of
him will always be influenced by the situation.
2. LEADERSHIP IS NON – HIERARCHICAL. The exercise of leadership is not based on one’s

position in an organizational chart alone, but also dependent on other factors such as
characteristics, skills and even connections.
3. LEADERSHIP IS RELATIONAL. Leaders and followers establish a relationship where their

interests are mutually met.
An authentic leader, according to Goffee and Jones (2006), has the following critical elements
present:
❖ They walk their talk.

❖ They adjust to situations and display adaptability and flexibility but consistent with their
values and real selves even when they take on different roles during different situations.
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❖ They have a high level of comfort being themselves, even if they come from backgrounds that
are different from the people or situations they deal with.
So far, various theories have been presented to define leadership, its role and its
qualities. There was also a mention that there is no leader without a follower. Another
perspective of leadership casts followership as a defining factor for leadership. St. Hilare, in
her paper discussing the various theories of leadership, mentioned a theory involving the
dynamics between a leader and his followers. This was first developed from the perspective
of an original leader – member theory called the Vertical Dyad Linkage (VDL) Theory. This
was first discussed in the works of Dansereau, Graen, and Haga (1975). Eventually it
further progressed into two more theories, and one of which is the Leader – Member
Exchange (LMX) Theory.
LMX Theory states that a leader’s effectiveness is measured by the quality of his
relationship with his followers, and different types of relationships can evolve between
leader and follower in a certain work situation. Another tenet is that there should be an
exchange of resources between leader and follower that is meaningful and viewed by both
parties as fair.
Another example of a popular description of leadership was expounded in a book

titled Heroic Leadership: Best Practices from a 450 – Year Old Company that Changed the
World by Chris Lowney(2003). He referred to the type of leadership that the members of the
Society of Jesus live by. To this religious congregation of men, everyone is a leader and
everyone gets a chance to lead and be leaders in everything they do.
This type of leadership follows FOUR PRINCIPLES that are integrated wth one another
and synergistically interacting to reinforce each principle:
1. SELF – AWARENESS. We have emphasized the importance of self – awareness,
knowing and understanding fully our strengths and challenges, our way of looking at
things, and even our emotions and the set of values that we live by. This type of
leadership considers self – awareness as very important to being a leader.
2. INGENUITY. A leader of this type is not stuck in his comfort zone because the world
is constantly changing. Flexibility and openness to new ideas are the hallmark of this
kind of leadership. In the same manner, detachment from sources of pride and
pleasure is also emphasized.
3. LOVE. A healthy self – concept generates a healthy and positive attitude when
dealing with other people. After all, you cannot love or respect other people unless
you love and respect yourself first. What you do not have, you cannot share with
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others. Effective leaders show their respect for their followers. People who are
respected, treated well, valued, and trusted by another always show their best as a
response to the genuine caring being received.
4. HEROISM. This is about motivating and inspiring other people to reach their goals,
for bigger and greater things.
According to Goffee and Jones, there are FOUR ELEMENTS followers want from a leader.
These are:
➢ AUTHENTICITY – the leader is not afraid to show his or her weakness, reveals his/
her human side without fear, and uses these together with his/ her strength to lead
others;
➢ SIGNIFICANCE – a leader provides the reason or meaning for followers to believe in;
➢ EXCITEMENT – a leader provides motivation and inspiration to his/ her followers

and excites them to pursue their vision; and
➢ COMMUNITY – a leader builds a community of followers with whom they can

associate and forge relationships.
Unlike some theories that claim everyone can be a leader, Goffee and Jones reason
that leadership is not for everyone. They theorized that it is for those who want to become
leaders and are ready to take on the responsibilities of being one. They concluded that
leadership is measured not merely by its results but most importantly on the way it
provides meaning to the leadership cause.
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The last theory of leadership and followership is about giving meaning to why
followers follow a leader. According to Simon Sinek (2009), a leader inspire people and
gives them something to believe in. Examples are Moses, Martin Luther King, Jose Rizal,
and Anders Bonifacio.
Sinek explains further that the most important question to ask first when leading
others is the reason or purpose why followers are asked to act and behave in a certain way
(the “why” of leadership). Once the “why” is clearly established, the “how” (which is the
action that will make a vision a reality}, and the “what” (the outcome=s or results of the
actions) will follow.
To Sinek, the “WHY” type of leader is usually the visionary, the one who believes
results can be achieved; the “HOW” type of leader is the realist who is able to see how to
work out a vision; and the “WHAT” type of leader id the builder who provides the details
on how to get things done.
Can you identify the lesson being taught by each story?

1. The Farmer and the Stork
A Farmer placed nets on his newly sown plough lands, and caught a quantity
of Cranes, which came to pick up his seed. With them he trapped a Stork also. The
Stork having his leg fractured by the net, earnestly besought the Farmer to spare his
life. “Pray, save me, Master,” he said, “and let me go free this once. My broken limb
should excite your pity. Besides, I am no Crane, I am a Stork, a bird of excellent
character; and see how I love and slave for my father and mother. Look too, at my
feathers, they are not the least like to those of a Crane.” The Farmer laughed aloud,
and said, “It may be all as you say; I only know this, I have taken you with these
robbers, the Cranes, and you must die in their company.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/
2. The Hunter and the Woodsman
A hunter, not very bold, was searching for the tracks of a Lion. He asked a man
felling oaks in the forest if he had seen any marks of his footsteps or knew where his
lair was. “I will,” said the man, “at once show you the Lion himself.” The Hunter,
turning very pale and chattering with his teeth from fear, replied, “No, thank you. I
did not ask that; it is his track only I am in search of, not the Lion himself.”
Source: http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm
3. Bear and man lying down
Two men were traveling together, when a bear suddenly met them on their path.
One of them climbed up quickly into a tree, and concealed himself in the branches. The
other, seeing that he must be attacked, fell flat on the ground, and when the Bear came
25

up and felt him with his snout, and smelt him all over, he held his breath, and feigned
the appearance of death as much as he could. The Bear soon left him, for it is said he
will not touch a dead body. When he was quite gone, the other traveler descended from
the tree, and accosting his friend, jocularly inquired “what it was the Bear had
whispered in his ear?” he replied, “He gave me this advice: Never travel with a friend
who deserts you at the approach of danger.”
Source: http://www.moralstories.org/the-bear-and-the-two-friends/
4. Goatherd and the wild goats
A Goatherd, driving his flock from their pasture at eventide, found some Wild
Goats mingled among them, and shut them up together with his own for the night.
The next day it snowed very hard, so that he could not take the herd to their usual
feeding places, but was obliged to keep them in the fold. He gave his own goats just
sufficient food to keep them alive, but fed the strangers more abundantly in the hope
of enticing them to stay with him and of making them his own. When the thaw set in,
he led them all out to feed, and the Wild Goats scampered away as fast as they could
to the mountains. The Goatherd scolded them for their ingratitude in leaving him,
when during the storm he had taken more care of them than of his own herd. One of
them, turning about, said to him: “That is the very reason why we are so cautious; for
if you yesterday treated us better than the Goats you have had so long, it is plain also
that if others came after us, you would in the same manner prefer them to ourselves.”
Source: http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html
5. The Gnat and the Bull
A Gnat settled on the horn of a Bull, and sat there a long time. Just as
he was about to fly off, he made a buzzing noise, and inquired of the Bull if he
would like him to go. The Bull replied, “I did not know you had come, and I
shall not miss you when you go away.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/
6. The Man and the Little Cat
One day, an old man was having a stroll in the forest when he
suddenly saw a little cat stuck in a hole. The poor animal was struggling to get
out. So, he gave him his hand to get him out. But the cat scratched his hand
with fear. The man pulled his hand screaming with pain. But he did not stop;
he tried to give a hand to the cat again and again. Another man was watching
the scene, screamed with surprise, “Stop helping this cat! He’s going to get
himself out of there”. The other man did not care about him, he just continued
saving that animal until he finally succeeded, and then he walked to that man
and said, “Son, it is cat’s Instincts that makes him scratch and to hurt, and it
is my job to love and care”.
Source: http://www.moralstories.org/the-man-and-the-little-cat/
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While the idea of servant leadership goes back at least two thousand years, the modern servant
leadership movement was launched by Robert K. Greenleaf in 1970 with the publication of his classic
essay, The Servant as Leader. It was in that essay that he coined the words "servant-leader" and
"servant leadership." Greenleaf defined the servant-leader as follows:
"The servant-leader is servant first... It begins with the natural feeling that one wants to serve,
to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different
from one who is leader first, perhaps because of the need to assuage an unusual power drive or to
acquire material possessions...The leader-first and the servant-first are two extreme types. Between
them there are shadings and blends that are part of the infinite variety of human nature."
"The difference manifests itself in the care taken by the servant-first to make sure that other
people's highest priority needs are being served. The best test, and difficult to administer, is: Do
those served grow as persons? Do they, while being served, become healthier, wiser, freer, more
autonomous, more likely themselves to become servants? And, what is the effect on the least
privileged in society? Will they benefit or at least not be further deprived?"
Robert Greenleaf's concept of the servant-leader was stimulated by his reading of Journey to
the East by Herman Hesse. It is the story of a group of travelers who were served by Leo, who did
their menial chores and lifted them with his spirit and song. All went well until Leo disappeared one
day. The travelers fell into disarray and could go no farther. The journey was over. Years later, one
of the travelers saw Leo again—as the revered head of the Order that sponsored the journey. Leo,
who had been their servant, was the titular head of the Order, a great and noble leader.
In The Servant as Leader, Greenleaf said: ...this story clearly says—the great leader is seen as
servant first, and that simple fact is the key to his greatness. Leo was actually the leader all of the
time, but he was servant first because that was what he was, deep down inside. Leadership was
bestowed upon a man who was by nature a servant. It was something given, or assumed, that could
be taken away. His servant nature was the real man, not bestowed, not assumed, and not to be
taken away. He was servant first.
If there is a single characteristic of the servant-leader that stands out in Greenleaf's essay, it
is the desire to serve. A walk through The Servant as Leader provides a fairly long list of additional
characteristics that Greenleaf considered important. They include listening and understanding;
acceptance and empathy; foresight; awareness and perception; persuasion; conceptualization; self-
healing; and rebuilding community. Greenleaf describes servant-leaders as people who initiate
action, are goal-oriented, are dreamers of great dreams, are good communicators, are able to
withdraw and re-orient themselves, and are dependable, trusted, creative, intuitive, and situational.
Greenleaf described a philosophy, not a theory. However, based on the views of a number of
scholars, the elements that are most unique to servant leadership compared with other theories
are:
(1) the moral component, not only in terms of the personal morality and integrity of the
servant-leader, but also in terms of the way in which a servant-leader encourages enhanced
moral reasoning among his or her followers, who can
therefore test the moral basis of the servant-leader's visions and organizational goals;
27

(2) the focus on serving followers for their own good, not just the good of the
organization, and forming long-term relationships with followers, encouraging their
growth and development so that over time they may reach their fullest potential;
(3) concern with the success of all stakeholders, broadly defined— employees,
customers, business partners, communities, and society as a whole— including those
who are the least privileged; and
(4) self-reflection, as a counter to the leader's hubris.
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WEEK 2:
Name:__________________________________________ Date: ____________________________________
Activity1: Questionnaire on Ethical and Servant leadership

Answer the following statements with a True or False.
____________ 1.Leaders can follow their whims and fancies.

____________ 2. Leaders are capable to do anything they like.
____________ 3. Leaders don’t need to mind their subjects.
____________ 4. Leaders should follow ethical principles.
____________ 5. Leaders are responsible.
____________ 6. Leaders are to serve others.
____________ 7. An Ethical Leader is someone who works for other people’s interests and not
for his own hidden agenda or ulterior motives as guided by sound principles.
____________ 8. Servant leadership is the type of leadership that puts others first before one’s
own self.
____________ 9. A servant leader listens deeply to others and empathizes with the people
around him/her.
____________ 10. A servant leader puts others’ concerns first and foremost above own self-
interests and motives.
Portfolio Output No. 2: Description of My Social Group (Journal)

Write about one of your social groups, it’s nature, activities, and benefits.
Include a photo of yourself with the group.
Portfolio Output No. 3: Reflective Journal

Compare your perception of yourself and how others see you.
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Portfolio Output No. 4: Reflective Essay
Think of the five closest friends/ people you have in your life and do the following:
1. Describe how each of them influences your decisions. Compare this to how your parents
influence your decisions.
2. Describe each of their types of leadership and their personal qualities that make them such.
3. Describe your own type of leadership or the type of leadership you would like to own and
practice. What made you decide on this type of leadership.
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WEEK 3:
1. appraise your family structure and the type of care you give and receive, which
may help in understanding yourself better,
2. make a genogram and trace certain physical, personality, or behavioral

attributes through generations, and
3. prepare a plan on how to make your family members firmer and gentler with
each other.
The definition of a family has changed and continues to change as lifestyles, social
norms, and standards are also shifting. The simplest definition of what a family is according to
Merriam – Webster Online Dictionary is “a group of individuals living under one roof and usually
under one head,” which may also be the definition of what a household is. From a sociological point
of view, Filipino sociologist Belen T. G. Medina, PhD (Medina 2011), defined family as “Two or
more persons who share resources, share responsibility for decisions, share values and goals, and
have a commitment to each other over time.”
Genogram
A genogram or family tree is a useful tool to gather information about a person's family.
This visual representation of a family can help us to identify patterns or themes within families
that may be influencing or driving a person's current behavior.
Symbols for drawing the genogram or family tree:
Female symbol - name, age
Male symbol - name, age
Unknown gender
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Married - add the year or ages
De facto relationship - commencement date or ages
Separation - date or ages
Divorce - date or ages

List children in birth order and put names and ages either within the symbol or underneath.
Death - a small cross in the corner of the symbol (record date if known)
Dotted circle - this can be used to enclose the members living together
currently, for example, who the young person is living with.
Conflictual relationship
Very close
Distant relationship
Source: http://www.strongbonds.jss.org.au/workers/families/genograms.html
Sample genogram 1:
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Sample Genogram 2:
Reading: Family Structure

The traditional family structure is considered a family support system which involves two
married individuals providing care and stability for their biological offspring. However, this two-
parent, nuclear family has become less prevalent, and alternative family forms have become more
common. The family is created at birth and establishes ties across generations. Those generations,
the extended family of aunts, uncles, grandparents, and cousins, can all hold significant emotional
and economic roles for the nuclear family.
Nuclear family: A family unit consisting of at most a father, mother and dependent children. It
is considered the “traditional” family.
Extended family: A family consisting of parents and children, along with either grandparents,
grandchildren, aunts or uncles, cousins etc. In some circumstances, the extended family comes
to live either with or in place of a member of the nuclear family.
Step families: Two families brought together due to divorce, separation, and remarriage.
Single parent family: This can be either a father or a mother who is singly responsible for
the raising of a child. The child can be by birth or adoption. They may be a single parent by
choice or by life circumstances. The other parent may have been part of the family at one time
or not at all.
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Adoptive family: A family where one or more of the children has been adopted. Any
structure of family may also be an adoptive family.
Bi-racial or multi-racial family: A family where the parents are members of different
racial identity groups.
Trans-racial adoptive family: A family where the adopted child is of a different racial
identity group than the parents.
Blended family: A family that consists of members from two (or more) previous families.
Conditionally separated families: A family member is separated from the rest of the
family. This may be due to employment far away; military service; incarceration;
hospitalization. They remain significant members of the family.
Foster family: A family where one or more of the children is legally a temporary member
of the household. This “temporary” period may be as short as a few days or as long as the
child’s entire childhood.
Gay or Lesbian family: A family where one or both of the parents’ sexual orientation is
gay or lesbian. This may be a two-parent family, an adoptive family, a single parent family
or an extended family.
Immigrant family: A family where the parents have immigrated to another country as
adults. Their children may or may not be immigrants. Some family members may continue
to live in the country of origin, but still be significant figures in the life of the child.
Migrant family: A family that moves regularly to places where they have employment. The
most common form of migrant family is farm workers who move with the crop seasons.
Children may have a relatively stable community of people who move at the same time - or
the family may know no one in each new setting. Military families may also lead a migrant
life, with frequent relocation, often on short notice.
What does it mean to put others’ first before ourselves?

A doctor entered the hospital in a hurry after being called in for an urgent surgery. He
answered the call ASAP, changed his clothes & went directly to the surgery block. He found the
boy’s father pacing in the hall waiting for the doctor.
On seeing him, the dad yelled: “Why did
you take all this time to come? Don’t you know that my son’s life is in danger? Don’t you have
any sense of responsibility?”
The doctor smiled and said: “I am sorry, I wasn’t in the hospital and I came as fast as I could
after receiving the call… And now, I wish you’d calm down so that I can do my work.”
“Calm down? What if your son was in this room right now, would you calm down? If your
own son dies now what will you do?” said the father angrily.
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The doctor smiled again and replied: “… Doctors cannot prolong lives. Go and intercede
for your son, we will do our best by God’s grace”
“Giving advises when we’re not concerned is so easy,” murmured the father. The surgery
took some hours after which the doctor went out happy, “Your son is saved!”. And without waiting
for the father’s reply, he carried on his way running. “If you have any questions, ask the nurse!!”
“Why is he so arrogant? He couldn’t wait some minutes so that I can ask about my son’s
state,” commented the father when seeing the nurse minutes after the doctor left.
The nurse answered, tears coming down her face: “His son died yesterday in a road accident,
he was at the burial when we called him for your son’s surgery. And now that he saved your son’s
life, he left running to finish his son’s burial.”
The Wooden Bowl
A frail old man went to live with his son, daughter-in-law, and four-year old grandson.
The old man’s hands trembled, his eyesight was blurred, and his step faltered. The family ate together
at the table. But the elderly grandfather’s shaky hands and failing sight made eating difficult. Peas
rolled off his spoon onto the floor. When he grasped the glass, milk spilled on the tablecloth.
The son and daughter-in-law became irritated with the mess. “We must do something
about father,” said the son. “I’ve had enough of his spilled milk, noisy eating, and food on the floor.”
So the husband and wife set a small table in the corner. There, Grandfather ate alone while the rest
of the family enjoyed dinner. Since Grandfather had broken a dish or two, his food was served in a
wooden bowl! When the family glanced in Grandfather’s direction, sometime he had a tear in his eye
as he sat alone. Still, the only words the couple had for him were sharp admonitions when he dropped
a fork or spilled food. The four-year-old watched it all in silence.
One evening before supper, the father noticed his son playing with wood scraps on the
floor. He asked the child sweetly, “What are you making?” Just as sweetly, the boy responded, “Oh, I
am making a little bowl for you and Mama to eat your food in when I grow up.” The four-year-old
smiled and went back to work.
The words so struck the parents so that they were speechless. Then tears
started to stream down their cheeks. Though no word was spoken, both knew what must be
done.
That evening the husband took Grandfather’s hand and gently led him back to
the family table. For the remainder of his days he ate every meal with the family. And for some
reason, neither husband nor wife seemed to care any longer when a fork was dropped, milk
spilled, or the tablecloth soiled.
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Give time to our family
After 21 years of marriage, my wife wanted me to take another woman out to dinner
and a movie. She said, “I love you, but I know this other woman loves you and would love to
spend some time with you.”
The other woman that my wife wanted me to visit was my MOTHER, who has been a
widow for 19 years, but the demands of my work and my three children had made it possible
to visit her only occasionally. That night I called to invite her to go out for dinner and a movie.
“What’s wrong, are you well?” she asked.
My mother is the type of woman who suspects that a late night call or a surprise
invitation is a sign of bad news. “I thought that it would be pleasant to spend some time with
you,” I responded. “Just the two of us.” She thought about it for a moment, and then said, “I
would like that very much.”
That Friday after work, as I drove over to pick her up I was a bit nervous. When I arrived
at her house, I noticed that she, too, seemed to be nervous about our date. She waited in the
door with her coat on. She had curled her hair and was wearing the dress that she had worn
to celebrate her last wedding anniversary. She smiled from a face that was as radiant as an
angel’s. “I told my friends that I was going to go out with my son, and they were impressed,
“she said, as she got into the car. “They can’t wait to hear about our meeting.”
We went to a restaurant that, although not elegant, was very nice and cozy. My mother
took my arm as if she were the First Lady. After we sat down, I had to read the menu. Her eyes
could only read large print. Half way through the entries, I lifted my eyes and saw Mom sitting
there staring at me. A nostalgic smile was on her lips. “It was I who used to have to read the
menu when you were small,” she said. “Then it’s time that you relax and let me return the
favor,” I responded. During the dinner, we had an agreeable conversation – nothing
extraordinary but catching up on recent events of each other’s life. We talked so much that we
missed the movie. As we arrived at her house later, she said, “I’ll go out with you again, but
only if you let me invite you.” I agreed.
“How was your dinner date?” asked my wife when I got home. “Very nice.
Much more so than I could have imagined,” I answered.
A few days later, my mother died of a massive heart attack. It happened so suddenly
that I didn’t have a chance to do anything for her. Sometime later, I received an envelope with
a copy of a restaurant receipt from the same place mother and I had dined. An attached note
said: “I paid this bill in advance. I wasn’t sure that I could be there; but nevertheless, I paid
for two plates – one for you and the other for your wife. You will never know what that night
meant for me. I love you, son.”
At that moment, I understood the importance of saying in time: “I LOVE YOU” and to
give our loved ones the time that they deserve. Nothing in life is more important than your
family. Give them the time they deserve, because these things cannot be put off till “some
other time.”
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No matter who we are, where we live, or what our goals may be, we all have one thing in
common: a heritage. That is, a social, emotional and spiritual legacy passed on from parent to child.
Every one of us is passed a heritage, lives out a heritage, and gives a heritage to our family. It's not
an option. Parents always pass to their children a legacy … good, bad or some of both.
A spiritual, emotional and social legacy is like a three-stranded cord. Individually, each strand
cannot hold much weight. But wrapped together, they are strong. That's why passing on a positive,
affirming legacy is so important and why a negative legacy can be so destructive. The good news is
that you can decide to pass a positive legacy on to your children whether you received one or not.
Today, if we don't intentionally pass a legacy consistent with our beliefs to our children, our
culture will pass along its own, often leading to a negative end. It is important to remember that
passing on a spiritual, emotional and social legacy is a process, not an event. As parents, we are
responsible for the process. God is responsible for the product.
The Emotional Legacy
In order to prosper, our children need an enduring sense of security and stability
nurtured in an environment of safety and love.
The Social Legacy
To really succeed in life, our children need to learn more than management techniques,
accounting, reading, writing and geometry. They need to learn the fine art of relating to people.
If they learn how to relate well to others, they'll have an edge in the game of life.
The Spiritual Legacy
The Spiritual Legacy is overlooked by many, but that's a mistake. As spiritual beings,
we adopt attitudes and beliefs about spiritual matters from one source or another. As parents,
we need to take the initiative and present our faith to our children.
The Emotional Legacy
Sadly, many of us struggle to overcome a negative emotional legacy that hinders our
ability to cope with the inevitable struggles of life. But imagine yourself giving warm family
memories to your child. You can create an atmosphere that provides a child's fragile spirit
with the nourishment and support needed for healthy emotional growth. It will require time
and consistency to develop a sense of emotional wholeness, but the rewards are great.
A strong emotional legacy:
• Provides a safe environment in which deep emotional roots can grow.

• Fosters confidence through stability.
• Conveys a tone of trusting support.
• Nurtures a strong sense of positive identity.
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• Creates a “resting place” for the soul.
• Demonstrates unconditional love.
Which characteristics would you like to build into the legacy you pass along to your
children? Even if you don't hit the exact mark, setting up the right target is an important
first step.
The Social Legacy

In order to prosper, our children need to gain the insights and social skills necessary to
cultivate healthy, stable relationships. As children mature, they must learn to relate to family
members, teachers, peers and friends. Eventually they must learn to relate to coworkers and
many other types of people such as salespeople, bankers, mechanics and bosses.
Nowhere can appropriate social interaction and relationships be demonstrated more
effectively than in the home. At home you learned — and your children will learn — lessons
about respect, courtesy, love and involvement. Our modeling as parents plays a key role in
passing on a strong social legacy.
Key building blocks of children's social legacy include:
• Respect, beginning with themselves and working out to other people.
• Responsibility, fostered by respect for themselves, that is cultivated by assigning

children duties within the family, making them accountable for their actions, and giving
them room to make wrong choices once in a while.
• Unconditional love and acceptance by their parents, combined with conditional

acceptance when the parents discipline for bad behavior or actions.
• The setting of social boundaries concerning how to relate to God, authority, peers, the
environment and siblings.
• Rules that are given within a loving relationship
The Spiritual Legacy
Parents who successfully pass along a spiritual legacy to their children model and
reinforce the unseen realities of the godly life. We must recognize that passing a spiritual
legacy means more than encouraging our children to attend church, as important as that is.
The church is there to support parents in raising their children but it cannot do the raising;
only parents can.
The same principle applies to spiritual matters. Parents are primary in spiritual
upbringing, not secondary. This is especially true when considering that children, particularly
young children, perceive God the way they perceive their parents. If their parents are loving,
affirming, forgiving and yet strong in what they believe, children will think of God that way.
He is someone who cares, who is principled and who loves them above all else.
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The Legacy You Want to Give
We all have good and bad parts to the legacy we have inherited. The key is to move
forward from here. For some, taking a closer look at the legacy they've been given helps them
assess the legacy they want to pass on. After considering your past, here are some practical
tips for the future:
Decide what you'll keep:
You probably have things you received that are wonderful and need to be kept and
passed on. Other things may need to be thrown out. Or, perhaps you have a weak legacy that
needs strengthening.
Whatever you received, you can now intentionally pass along the good. This isn't always
easy. If you saw hypocrisy in your parents' lives, you may be tempted to throw everything out
even though much of what your parents modeled was good. Don't. That would be like burning
down the house to get rid of some bugs.
Realize that there is a being who can redeem even the "bad stuff" in your legacy.
Unfortunately many of us have parts of our legacy that are weak or even awful. Maybe
one of your parents was an alcoholic or abusive or didn't provide the nurturing you needed. In
today's society, the stories of such families are common. You may be asking, "How do I give
something I didn't receive? Nobody modeled this stuff for me."
Hope is not lost. Consider the story of Josiah from the Old Testament in the Bible. His
father and grandfather were involved in many wicked things, including idol worship that
threatened the entire nation. But after 8-year-old Josiah became king of Judah, he reversed
that trend. He sought God and purged Judah of idols, repaired the temple and saved a nation.
Like Josiah, you can choose which things in your legacy are no good and throw them
away. It's important to break the cycle of hurt by leaving bad things behind and creating a
new legacy. Legacies are not easily broken and always benefit from His guidance.
Chart a new course as you begin a positive legacy for yourself and those you love.
Research suggests that most fathers will parent the way they were parented. That means only
a minority of fathers will change their parenting style — even if their parenting is wrong! Today,
you can take positive steps to design a new heritage for yourself and your family.
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A TRIBUTE TO FAMILIES
I don't know when it started,

Or how it all began.
But God created families,
As only our Lord can.
He was teaching what it means,

To love, honor, and obey.
He wanted a strong bond,
That we don't see too much today.

He wanted someone to hold us,
And show respect for others.
He wanted someone who'd be gentle,
And so he created mothers.
He wanted someone strong,
A support filled with love.
And so he created fathers,

Sent from heaven up above.
Brothers and sisters came next,
With that, an instant friend.
Someone to look up to,
Someone on who to depend.

When he put them all together,
He was amazed at what he'd done.
He had created a family,
Mother, father, daughter, son.
But look at the family,

Created by only two.
How many we've become,
And all because of you.
We have a lot to be thankful for,
The memories through the years.
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The many times together,
Full of laughter, full of tears.
I don't know where we'd be today,
If it weren't for the two of you.
To show us strength, support, and love,

Like only the two of you can do.
WEEK 3:
Name:__________________________________________ Date: ____________________________________
Activity No. 1: Poem Writing

Make two five-line poems about your family. Follow this pattern:
First line is family
Second line is two adjectives (joined by and) which describe the noun
Third line is a verb and an adverb to describe the noun in action

Fourth line begins with like and presents a comparison
Fifth line starts with if only and expresses a wish.
Example:
(___ family) Mine family
(adjective + adjective) Unique and chaotic
(verb + adverb) Changing constantly
(like) Like flaming hot Thai dishes, which are quite exotic
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(if only) If only we could relive our family life, of jolly years gone
by
Activity No. 2: Emotional, Social and Spiritual Legacy
Emotional Legacy Evaluation
Answer each question by writing in your journal the number that best reflects the
legacy you have received from your parents. Then add up your score.
1. When you walked into your house, what was your feeling?
1 Dread 4 Stability
2 Tension 5 Calm
3 Chaos 6 Warmth
2. Which word best describes the tone of your home?
1 Hateful 4 Serious
2 Angry 5 Relaxed
3 Sad 6 Fun
3. What was the message of your family life?
1 You are worthless. 4 You are respected.

2 You are a burden. 5 You are important.
3 You are okay. 6 You are the greatest.
4. Which word best describes the "fragrance" of your home life?
1 Repulsive 4 Sterile
2 Rotten 5 Fresh
3 Unpleasant 6 Sweet
5. Which was most frequent in your home?
1 An intense fight 4 A strong disagreement

2 The silent treatment 5 A kind word
3 Detached apathy 6 An affectionate hug
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Results:
Above 24 = Strong emotional legacy

19 - 24 = Healthy legacy
14 - 18 = Mixed legacy - good and bad elements
10 - 13 = Weak emotional legacy

Below 10 = Damaged emotional legacy
Social Legacy Evaluation
1. Which words most closely resemble the social tone of your family?
1 Cruel and abusive 4 Non-communicative but stable

2 Cutting sarcasm 5 Secure with open communication
3 Chaotic and distant 6 Loving and fun
2. What was the message of your home life with regard to relationships?
1 "Step on others to get your way." 4 “Mind your own business.”

2 "Hurt them if they hurt you." 5 “Treat others with respect.”
3 "Demand your rights." 6 “Put others before yourself.”
3. How were rules set and enforced in your home?

1 Independent of relationship 4 Inconsistently
2 In reaction to parental stress 5 Out of concern for my well-being
3 Dictatorially 6 In the context of a loving relationship
4. Which word best characterizes the tone of communication in your home?
1 Shouting 4 Clear
2 Manipulation 5 Constructive
3 Confusing 6 Courteous
5. How did your family deal with wrong behavior?
1 Subtle reinforcement 4 Severe punishment

2 Accepted in the name of love 5 Discussion
3 Guilt trip 6 Loving, firm discipline
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Results:
Above 24 = Strong social legacy

14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak social legacy

Below 10 = Damaged social legacy
Spiritual Legacy Evaluation
1. To what degree were spiritual principles incorporated into daily family life?
1 Never 4 Frequently
2 Rarely 5 Almost always
3 Sometimes 6 Consistently
2. Which word captures the tone of how you learned to view/relate to God?
1 Absent 4 Casual
2 Adversarial 5 Solemn
3 Fearful 6 Intimate
3. How would you summarize your family's level of participation in spiritual activities?
1 Nonexistent 4 Regimental
2 Rare 5 Active
3 Occasional 6 Enthusiastic
4. How were spiritual discussions applied in your home?
1 They weren't 4 To teach
2 To control 5 To influence
3 To manipulate 6 To reinforce
5. What was the perspective in your home regarding moral absolutes?
1 If it feels good, do it! 4 Dogmatic legalism
2 There are no absolutes. 5 Moderate conservatism
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3 Let your heart guide you. 6 Clear boundaries
Results:
Above 24 = Strong spiritual legacy
14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak spiritual legacy
Below 10 = Damaged spiritual legacy
Portfolio Output No. 5: My Genogram

Make your own genogram using the symbols and samples given. Be sure to write
your name and the date on your paper. Enjoy!
Portfolio Output No. 6: Insights on Relationships and Tribute to My Family

(Reflective Journal)
1. What have you learned in this unit about your personal relationships with family,
friends, partner, and organizations?
2. How do you assess the present state of your relationships?
MINITASK: Family Day Event

1. Prepare a small or simple activity that you and your family can enjoy.
2. Record a video/ take a photo of you and your family while doing the activity.
3. Upload the video/ picture on your social media.
45

WEEK 4 - 5:
At the end of the module, you will be able to:
1. explain that understanding different factors, career development concepts and personal life
goals influence career planning and decision - making,
2. identify career options based on different factors, career development concepts and personal life
goals.
3. Prepare a career plan based on the identified career options to attain personal life’s goals.
Often, when we speak of being productive, the first thing that comes to mind is
“work” or “occupation”. However, as August Turak proposed to create a mind – shift in our
understanding of personal growth, he speaks more of a vocation, rather than a career. A vocation is
about doing what you love to do and employing all your knowledge, inherent skills, and personal
traits to fulfill your life goal.
Whether one agrees with Turak’s proposition about the objective of personal
development, that it is not merely for success (and we mean success here in terms of material
wealth, pursuit of one’s career plans} but most specially to fulfill one’s fullest potentials as a person,
is everyone’s personal decision to make. In the end, success is how it is defined by the person and
no one else.
Reading: 10 Myths about Career Planning, Busted!

From procrastinating to submitting oneself to inadequate information, Suchitra Surve,
Director, Growth Centre identifies the 10 common myths about choosing a career and tells you why
it will affect you in the long run.
Keep in mind that the road to career happiness is usually full of bumps, curves and tangents
rather than a straight, direct path from point A to point B. While peer pressure and post-study
placements could be major influences affecting your decision at 16, there are those who end up
regretting their decisions even when they are 30.
So, what are the mistakes young people make while deciding their careers? Where exactly are
they going wrong? What can you do to avoid getting into a situation like that? Read on to dispel some
common career myths
46

Fact: Skills matter in every stream
Humanities majors usually provide training in basic areas called transferable skills such as
interpersonal communication, writing, research, and critical thinking. Transferable skills indicate
those skills that are learned in one area can be readily utilized in a wide range of other areas. These
skills that one learns are sought after by many employers. Arts majors are employed in a wide range
of careers. Although humanities graduates sometimes take more time finding a "niche" in the working
world, it's usually because they don't know what they can or want to do or they are not aware of the
options available to them .So, do not assume that a certain stream will open up your opportunities
for the future.
Fact: What's hot today may not necessarily be 10/20 years later
Selecting a major or pursuing a career just because it's hot can be dangerous. There are two
things you must understand before opting for this approach. First, what is 'hot' today may cool down,
or disappear completely, in the near future. Secondly, such a choice fails to take into account the
interests and abilities of the student, or the kind of environment in which they are most likely to
succeed. But career satisfaction involves far more than simply being able to do a particular job -- it
requires interest, commitment and passion. These are far better indicators for career choice than any
fad of the moment. New career fields and jobs emerge every year as a result of changes in public
policy, technology, and economic trends. Therefore, you are on much firmer ground when you select
a career goal that genuinely interests you.
Fact: You must know what your aptitude is before choosing a career Psychometric
Assessments (Aptitude Test) can provide additional information
that may be helpful as a part of the career planning process. Assessments would provide a
clear idea as to ones aptitude, strengths and weakness and their mental capabilities, which
aids in selecting a career, but with thorough brainstorming with the career counselor, who
can chalk out various career options based on the match between the student profile and the
career. Of course, it’s up to you whether you want to pursue what the counselor advises you
to, but do not skip this step.
Fact: You are not X
Everyone is different and what works for one person won’t necessarily work for another,
even if that other person is someone with whom you have a lot in common. If someone you
know has a career that interests you try and get more details about the career in terms of the
job description, the skills required and market demand of the career. Then match the
description with your traits and then make a choice. Be aware that what you like may not
necessarily be a good fit for you.
47

Fact: Procrastination is no substitute for laziness
It is unlikely that you will just “bump into” the occupation that will perfectly match your
skills and interests. The more information you gather about yourself and the occupations you
are considering, the more likely it is you will make a wise career decision. It is true that some
things beyond your control will influence your life, but you must take an active role to
determine your own fate. Look around you – those people who are unhappy in their careers
most likely just “fell into” something without careful planning. Do you want the same thing to
happen to your career graph? So think wisely and plan the process.
Fact: The ingredients of fulfilling career also includes passion and commitment to
growth
While salary is important, it isn’t the only factor you should look at when choosing a
career. Countless surveys have shown that money doesn’t necessarily lead to job satisfaction.
For many people enjoying what they do at work is much more important.
Fact: You are never too old to switch careers
Not true. If you are unsatisfied in your career for any reason, you can always change.
Discussing your interests with knowledgeable people who could guide you towards another career
could land you in a satisfying job profile. Remember just being in a job without a lack of interests
would hamper your performance. So it would be better if you make a wise choice later. Many people
do change careers several times over the course of their lifetimes.
Fact: Being multi-skilled allows you to learn and adapt accordingly
It is true that certain jobs require some specialized skill set. But note that mostly jobs require
a common type of skills which most of the individuals possess. Your skills are yours to keep. You
may not use them in the exactly same way, but they won’t be wasted.
Fact: Impulsive decisions lack planning and direction
Though one can keep options, but having a sound academic background always proves
beneficial while making a career. The two years of Junior college (class 11 and 12) are vey essential
as they form a base for a particular career. One cannot ignore the knowledge gained whilst studying.
Deciding after graduation sometimes leads to impulsive decisions as, the earlier educational
qualification may not be applicable to the area of work that you plan to pursue in later life. Planning
in advance prepares you better to deal with the If-and-Or situations better.
48

Fact: If you love what you do, you will not feel like you are working
An oft repeated line, it explains why part-time hobbies like cooking, photography and design
that were once pursued during weekends are now being pursued as full time careers. And most of
these hobby-turned vocations pay really well if pursued professionally. If your hobby becomes a
career, then there’s nothing stopping you from being satisfied in your job and life. So, go ahead and
make a wise choice!
Reading: Career Concepts

A career is defined as the combination and sequence of roles played by a person during
the course of a lifetime (Super, 1980). Your career basically dictates a lot of things in your life – it
can determine the kind of lifestyle that you will be leading, the quality of relationships that you have
with people around you like your family and friends, the kind of balance you will be able to keep with
your life and your responsibilities.
There are two other concepts that we often associate with the concept of career. One is a job.
A job is a position an individual holds doing specific duties. For example, if you would look closely at
the job of a lawyer, you can say that a lawyer’s job is working as an associate in X Law Firm.
Another term is occupation. An occupation is defined as the similar work for which people
have similar responsibilities and for which they develop a common set of skills and knowledge. For
example, people who are in the mental health occupation would include psychologists, clinical
psychologists, counselors, and psychiatrists.
A lot of things can influence one’s career choice. A popular career development model, the
Trait and Factor model, believes that skills and abilities need to fit the demands of a particular
career field. This being said, it is then important that you take stock of the skills, knowledge and
abilities that you currently possess and those that you still need to develop as these greatly impacts
that kind of career that could be a good match for you.
Another factor that could influence your success in a particular career field would be your
personality and interests. John Holland, a popular career counselor proposed a theory that
strongly believe that certain careers require certain personality traits and must also fit our interests.
Our life roles are yet strong factors that influences our career choices. Your role as a child, a
sister, a student, and eventually if you choose it, that of a parent would have an impact in the
decisions that you would have to make as an adult. Donald Super, another career development
theorist believes that since we play an array of roles in our lives, these roles are likely to change over
time thus requirements, needs and other external forces would come into play when we are trying to
figure out or maintain a career.
One’s race and ethnicity could also impact our choices. The culture in which we belong to
shape our values and expectations. In the Philippines, our collectivist
49

orientation makes our family a strong influence in our career decisions. More often than not,
the choice of course to take in college, the location of our job, how strong-willed we will be in
achieving great heights in our career, would most likely be influenced by our family roles,
duties and obligations.
Our social identity, specifically our gender, also possess challenges and opportunities
for us when choosing a career. Although nowadays, the gender divide in terms of careers have
slowly narrowed, it is a known fact that men and women experiences career-related
stereotypes.
One of the strongest considerations in career decision making has a lot to do with social
and economic conditions. Our choice of career is contingent to our capabilities to sustain the
monetary demands of pursuing formal education to train for it. Also, our financial obligations
and roles likewise would determine the kind of occupation we would be pursuing in order to
fulfill these duties. Furthermore, certain life events can also influence our career choices. The
unpredictability of these events may cause us to make certain concessions in order to meet
the demands brought about by these changes. Likewise, the volatile economic landscape and
how it impacts that supply and demand for people and jobs may also impact how our careers
would progress.
Lastly, we are so familiar with the question “What do you want to be when you grow
up?”. It is highly probable that these childhood fantasies may have influenced how you view
yourself and your career.
Reading: What Influences Your Career Choice?

By Melissa Venable
When we think about career choice, several things immediately come to mind
- job description, training and education required, career outlook, and salary - but there are
a number of other factors that may influence your decisions. Let's explore some of these factors
as addressed by multiple career development theories. Theories can help us frame why and
how things happen. In this case, career development theories help us explain why and how
we choose to pursue specific career fields.
There are a lot of theories to consider in the relatively new field of career development.
As you read through the factors below, you'll see that many of the related theories address
some of the same issues. No one theory explains everything, so it's good to consider these
factors from multiple perspectives.
Influence Factors
Skills and Abilities - Considering your skills and abilities and how they may fit a
particular occupation comes out of one of the earliest career development fields, Trait-Factor
theories, and is still used today. These theories recommend creating occupational profiles for
specific jobs as well as identifying individual differences, matching individuals to occupations
based on these differences. You can identify activities you enjoy and those in which you have
a level of competency though a formal assessment.
50

Interest and Personality Type - Holland's Career Typology is a widely used to connect
personality types and career fields. This theory establishes a classification system that
matches personality characteristics and personal preferences to job characteristics. The
Holland Codes are six personality/career types that help describe a wide range of occupations.
Life Roles - Being a worker is just one of your life roles, in addition to others such as, student,
parent, and child. Super's Lifespan theory directly addresses the fact that we each play multiple roles
in our lives and that these roles change over the course of our lives. How we think about ourselves
in these roles, their requirements of them, and the external forces that affect them, may influence
how we look at careers in general and how we make choices for ourselves.
Previous Experiences - Krumboltz's Social Learning and Planned Happenstance theories

address factors related to our experiences with others and in previous work situations. Having
positive experiences and role models working in specific careers may influence the set of careers we
consider as options for ourselves. One aspect of Social Cognitive Career Theory addresses the fact
that we are likely to consider continuing a particular task if we have had a positive experience doing
it. In this way, we focus on areas in which we have had proven success and achieved positive self-
esteem.
Culture- Racial and ethnic background, as well as the culture of an individual's regional area,
local community, and extended family, may impact career decisions. Our culture often shapes our
values and expectations as they relate to many parts of our lives, including jobs and careers.
Multicultural career counseling has emerged as a specialized field to take these influences into
consideration when counseling clients and students. We can't attribute the predominant
characteristics of a culture to any one of its individuals, but having an awareness of the values and
expectations of our culture may help us understand how we make our career choices.
Gender - Both men and women have experienced career-related stereotypes. Gender is a factor
included in multiple career development theories and approaches including, Social Learning and
multicultural career counseling. How we view ourselves as individuals may influence both the
opportunities and barriers we perceive as we make career decisions. Studies of gender and career
development are ongoing as roles of men and women in the workforce, and in higher education,
evolve.
Social and Economic Conditions - All of our career choices take place within the context of
society and the economy. Several career theories, such as Social Cognitive Career Theory and Social
Learning, address this context in addition to other factors. Events that take place in our lives may
affect the choices available to us and even dictate our choices to a certain degree. Changes in the
economy and resulting job market may also affect how our careers develop.
Childhood Fantasies - What do you want to be when you grow-up? You may remember this
question from your childhood, and it may have helped shape how you thought about careers then,
as well as later in life. Career counseling theories are expanding as programs related to career choice
are developed for all ages, including the very young. Ginzberg proposed a theory that describes three
life stages related to career development. The first stage, fantasy, where early ideas about careers are
formed, takes place up to age 11.
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Work with your career counselor!
It’s important to understand that career choice is not made based on any one factor. Our
choices are subject to many influences – individual, cultural, social, and environmental. The
combination and interaction of various influences on your decision-making are unique to you and
your situation. There may also be multiple options, several “good-fits” for you, instead of a single,
right choice. Keep in mind that as you change, learning and experiencing new things, and external
factors change, such as the economy, you will continue to revise and fine-tune your career choices.
There is a lot to consider, but you don’t have to figure it all out on your own. Work with
a career services counselor at your institution’s career center. These professionals will be able
to assist you with assessments and additional resources, and discuss how different theories
may be applied to your career development process.
Source: Melissa Venable; http://www.onlinecollege.org/2011/05/17/what-influences-

your-career-choice/
Reading: Super’s Career Development Theory

Donald Super influenced the idea that developing a sense of self and realize that you
change over time is important when planning your career.
One of Donald Super's greatest contributions to career development has been his
emphasis on the importance of the development of self-concept. According to Super, self-
concept changes over time, and develops as a result of experience. As such, career
development is lifelong.
Super developed the theories and work of colleague Eli Ginzberg. Ginzberg’s theory
enumerated three stages in a person’s career development: Fantasy (from birth to 11 years
old), Tentative (from 11-17 years old), and Realistic (after age 17). Super thought that
Ginzberg’s work had weaknesses, which he wanted to address. Super extended Ginzberg’s life
and career development stages from three to five, and included different sub stages.
Super argues that occupational preferences and competencies, along with an
individual’s life situations, all change with time and experience. Super developed the concept
of vocational maturity, which may or may not correspond to chronological age: people cycle
through each of these stages when they go through career transitions.
52

Super’s five life and career development stages
Stage Age Characteristics
Growth birth-14 Development of self-concept, attitudes, needs and

general world of work
Exploration 15-24 "Trying out" through classes, work

hobbies. Tentative choice and skill development
Establishment 25-44 Entry-level skill building and stabilization through

work experience
Maintenance 45-64 Continual adjustment process to improve position
Decline 65+ Reduced output, prepare for retirement
Developmental tasks at these different stages
Early adulthood Middle adulthood

Life stage Adolescence 25- 45- Late adulthood
14-25 45 65 65+
Decline Giving less time Reducing sports Focusing on Reducing working
to hobbies participation essentials hours
Verifying
Maintenance current Making Holding one's own Keeping what one
occupational occupational against competition enjoys
choice position secure
Establishment Getting started Settling down in a Developing new Doing things one
in a chosen
field suitable position skills has wanted to do
Exploration Learning more Finding desired Identifying new Finding a good

about opportunity tasks to work on retirement place
opportunities
53

Accepting one's
Growth Developing a Learning to relate own Developing and
realistic self- to others limitations valuing non-
concept occupational roles
Super states that in making a vocational choice individuals are expressing their self-concept,
or understanding of self, which evolves over time. People seek career satisfaction through work
roles in which they can express themselves and further implement and develop their self-
concept.
Source: http://www.careers.govt.nz/practitioners/career-practice/career-theory-
models/supers-theory/
54

Listed below are 16 Career Clusters and the areas of career interest related to each.
Agriculture, Food & Natural
Resources Hospitality & Tourism
C. Plants: Interest in activities
involving I. Interest in providing services to others in
plants usually in an outdoor
setting. travel planning, hospitality services in
Q. Animals: Interest in activities hotels, restaurants, and recreation
involving the training, raising,
feeding, services
and caring for animals.
Architecture & Construction Human Services
L. Designing and Building:
Interest in J. Interest in helping others with their
designing, planning, managing, mental, spiritual, social, physical, or
building, and maintaining
physical career needs.
structures.
Arts, Audio-Video Technology & Information Technology
Communications P. Interest in the design, development,
A. Artistic: Interest in creative or support and management of hardware,
performing arts, communication
or A/V software, multimedia, systems
technology integration services, and technical
support
Business, Management &
Administration Law, Public Safety & Security
G. Business Detail: Interest in D. Interest in judicial, legal and protective
organizing, directing and evaluating
business services for people and property.
functions
Education & Training Manufacturing
M. Teaching: Interest in planning, E. Mechanical: Interest in applying
managing, and providing
education mechanical principles to practical
and training services, including
support situations using machines, hand tools,
55

services, library and information or techniques.
services. F. Industrial: Interest in repetitive,
organized activities in a
factory/industrial setting.
Finance Marketing, Sales & Service
N. Banking, Investments, and H. Interest in bringing others to a point of
Insurance: view through personal persuasion,
Interest in financial and
investment using sales/promotional techniques.
planning & management and
providing
banking and insurance services.
Government & Public
Administration Science, Technology, Engineering &
K. Administration: Interest in
performing Mathematics
government functions at the
local, state B. Interest in discovering, collecting, and
or federal levels analyzing information and applying
findings to problems in science, math
and engineering
Health Science Transportation, Distribution & Logistics
O. Care and Prevention: Interest in
the R. Interest in the movement of people,
providing help to others by
providing materials, and goods by road, pipeline,
diagnostic, therapeutic,
informational air, railroad and water.
and environmental services,
including
researching and developing new
health
care services.
56

Careers that require similar skills and appeal to people with similar interests have been
grouped into clusters.
Interested In… Then Study This… To Become A(n)
Architecture & Computer-Aided Drafting & Product Drafter
Construction Design Architectural Drafter
CAD Technician
Careers in designing, Construction Management Estimator
planning, managing, Site Superintendent
building and maintaining Project Coordinator
the built environment. Facility Service Technology Maintenance Technician
Building Technician
Geographic Information GIS Technician
System Mapmaker
Surveying Technician
Heating, Ventilation and Air HVAC Installer
Conditioning HVAC Mechanic
Industrial Technology Industrial Maintenance Mechanic
Renewable Energy Photovoltaic/Solar Thermal
Technologies Installer Geothermal Technician
Arts, A/V Technology Graphic Design Graphic Designer
& Communications Web Designer
Animator/Illustrator
Designing, producing, Desktop Publishing Specialist
exhibiting, performing, Mass Communication Camera Operator
writing, and publishing Radio/TV Host
multimedia content Producer Director
including visual and Audio/Video Editor
performing arts and Music – Audio Production Audio Editor
design, journalism, and Photography Photographer
entertainment services. Photographic Lab Technician
Studio Art Illustrator/Cartoonist
World Wide Web Web Designer/Developer
Business Management Accounting Payroll Clerk
& Administration General Accounting Clerk
Administrative Office Administrative Assistant
Careers in planning, Systems Legal or Medical Secretary
57

organizing, directing and Office Manager
evaluating business Computer Information Computer Support Specialist
functions essential to Systems
efficient and productive Entrepreneurship Small Business Manager/Owner
Interested In… Then Study This… To Become A(n)
business operations. Management Manager/Supervisor
Human Resources Staff
Education & Training Early Childhood Education Preschool or Child Care Teacher
Planning, managing and Family Child Care Provider
providing education and Early Childhood Administrator
training services, and Health Care Interpreting Health Care Interpreter
related learning support Interpreter Training Sign Language Interpreter
services such as Interpreter for the Deaf
administration, Legal Interpreting Legal Interpreter
teaching/training, Library Technical Assistant Library Aide
Library Clerk
administrative support, Paraprofessional Educator Classroom Teacher Assistant
and professional support Special Education Teacher
services. Assistant
Bilingual Teacher Assistant
Finance Accounting Bookkeeper
Planning and related Payroll Associate
services for financial and Loan Officer
investment planning,
banking, insurance, and
business financial
management.
Government & Public Accounting Tax Preparer
Administration Auditor
Planning and executing
government functions at Real Estate Real Estate Broker
the local, state and
federal levels, including
governance, national
security, foreign service,
58

planning, revenue and
taxation, and
regulations.
Health Science Emergency Medical EMT-Basic
Planning, managing and Technician EMT-Paramedic
providing therapeutic Exercise Science Physical Therapy Assistant
services, diagnostic Health Information Medical Record Coder
services, health Technology Medical Secretary
informatics, support Health Records Professional
services, and Medical Assistant Medical Assistant
biotechnology research Nurse Assistant Certified Nurse Assistant (CNA)
and development Registered Nursing Register Nurse (RN)
Patient Care Technician Patient Care Technician(PCT)
Phlebotomy Technician Phlebotomy Technician
Surgical Technology Certified Surgical Technologist
(CST)
Human Services Early Childhood Education Preschool or Child Care Teacher
Preparing individuals for Family Child Care Provider
career pathways that Early Childhood Administrator
relate to families and Health Care Interpreting Health Care Interpreter
human needs such as Human Services Mental Health Worker
Interested In… Residential Counselor
counseling and mental Then Study This… To Become A(n)
health services, family Social Service Aide
and community services, Certified Addictions Counselor
personal care, and Therapeutic Massage Massage Therapist
consumer services.
Information Computer Information Network Administrator
Technology Systems Computer Programmer/Analyst
Building linkages in IT Computer Game Designer
occupations for entry
level, technical, and Graphic Design Desktop Publishing Specialist
professional careers Web Designer
related to the design,
development, support World Wide Web Web Designer
59

and management of Web Developer
hardware, software,
multimedia and systems
integration services.
Law, Public Safety, Criminal Justice Police Officer
Corrections Parole Officer
Security Officer
Planning, managing, and Emergency Medical EMT-Basic
providing legal, public Technician EMT-Paramedic
safety, protective
services and homeland Fire Science Firefighter
security, including Fire Inspector
professional and
technical support Human Services Group Home Worker
services. Residential Counselor
Manufacturing Computer-Aided Design and Mechanical Drafter
Planning, managing and Drafting Product Drafter
performing the Model Maker
processing of materials
into intermediate or final Electronics Technology Electronics Technician
products and related Electronics Inspector
professional and
technical support Industrial Technology Research and Development
activities such as Technician
production planning and Industrial Maintenance Mechanic
Entry-Level Manufacturing
control, maintenance Worker
and
manufacturing/process Renewable Energy Photovoltaic/Solar Thermal/Small
engineering. Technologies Wind System Estimator
Welding Technology Production Welder

Marketing Management Marketing Manager
Planning, managing and Marketing Salesperson
performing marketing Customer Service Representative
activities to reach Marketing Representative
60

organizational objectives
such as brand Real Estate Real Estate Broker
management, Real Estate Managing Broker
professional sales,
merchandising,
marketing
communications and
market research.
Science, Technology,
Engineering &
Mathematics
Planning, managing, and Geographic Information GIS Technician
providing scientific Systems Mapmaker
research and Surveying Technician
professional and
technical services (e.g.,
physical science, social Laboratory Technology Chemical Lab
science, engineering) Assistant/Technician
including laboratory and Biology Lab Assistant/Technician
testing services, and Quality Control Technician
research and Process Control Technician
development services.
Transportation,
Distribution &
Logistics
The planning, Accounting Tax Preparer
management, and Auditor
movement of people,
materials, and goods by Real Estate Real Estate Broker
road, pipeline, air, rail
and water and related
professional and
technical support
services such as
infrastructure planning,
61

logistics, mobile
equipment and facilities
WEEK 4:
Name:__________________________________________ Date: ____________________________________
Activity 1: THE BIG FIVE PERSONALITY TEST

This is a personality test, it will help you understand why you act the way that you do
and how your personality is structured. In the table below, mark how much you agree with
the statement on the scale 1-5, where 1=disagree, 2=slightly disagree, 3=neutral, 4=slightly
agree and 5=agree, in the box to the left of it.
Rating I… Rating I…
1. Am the life of the party. 26. Have little to say.
2. Feel little concern for others. 27. Have a soft heart
28. Often forget to put things back in
3. Am always prepared. their proper place.
4. Get stressed out easily. 29. Get upset easily.
5. Have a rich vocabulary. 30. Do not have a good imagination.
31. Talk to a lot of different people at
6. Don’t talk a lot. parties.
7. Am interested in people. 32. Am not really interested in others.
8. Leave my belongings around. 33. Like order.
9. Am relaxed most of the time. 34. Change my mood a lot.
10. Have difficulty understanding 35. Am quick to understand things.
abstract ideas
11. Feel comfortable around people 36. Don’t like to draw attention to myself
12. Insult people 37. Take time out for others.
13. Pay attention to details. 38. Shirk my duties.
14. Worry about things. 39. Have frequent mood swings.
15. Have a vivid imagination. 40. Use difficult words.
41. Don’t mind being the center of
16. Keep in the background. attention.
17. Sympathize with others’ feelings. 42. Feel others’ emotions.
18. Make a mess of things 43. Follow a schedule.
19. Seldom feel blue. 44. Get irritated easily
62

20. Am not interested in abstract ideas. 45. Spend time reflecting on things.
21. Start conversation. 46. Am quiet around strangers.
22. Am not interested in other people’s
problems. 47. Make people feel at ease.
23. Get chores done right away. 48. An exacting in my work
24. Am easily disturbed. 49. Often feel blue.
25. Have excellent ideas. 50. Am full of ideas
Scoring:
E = 20 + (1) - (6) + (11) - (16)___+(21)___-(26)___+(31)___-(36)___+(41)___-(46) =
_____
A = 14 – (2)___+ (7)___ - (12)___+ (17)___-(22)___+(27)___-(32)___+(37)___+(42)___+(47) =

_____
C = 14 + (3)___- (8)___+(13)___- (18)___+(23)___-(28)___+(33)___-(38)___+(43)___+(48) =
_____
N = 38 – (4)___+ (9)___ - (14)___+ (19)___-(24)___-(29)___-(34)___-(39)___-(44)___-(49) =
_____
O = 8 + (5)___- (10)___+(15)___-(20)___+(25)___-(30)___+(35)___+(40)___+(45)___+(50) =
_____
The scores you calculate should be between zero and forty. Below is a description of each
trait.
Extroversion (E) is the personality trait of seeking fulfillment from sources outside
the self or in community. High scorers tend to be very social while low scorers prefer
to work on their projects alone.
Agreeableness (A) reflects much individuals adjust their behavior to suit others.
High scorers are typically polite and like people. Low scorers tend to ‘tell it like it
is’.
Conscientiousness © is the personality trait of being honest and hardworking.

High scorers tend to follow rules and prefer clean homes. Low scorers may be messy
and cheat others.
Neuroticism (N) is the personality trait of being emotional.
Openness to Experience (O) is the personality trait of seeking new experience and
intellectual pursuits. High scores may day dream a lot. Low scorers may be very
down to earth.
63

Mini Task: Assessment Profile
Summarize what you have learned about yourself in relation to your career choices.
Answer the following process questions:
1. What were your thoughts while you were accomplishing the assessment tools? Were
there challenges/difficulties? If so, what were these challenges? Did you find some of
the tools/questions easy to answer? Why was this so?
2. Hearing your classmates share their scores, what points where you were alike? How
did this make you feel about your own profile? Were there interesting differences? How
did this make you feel? What did you realize while hearing your classmates share their
scores?
3. What areas do you think you need improvement on? How do you think will you go
about improving them? Give concrete examples.
4. What realizations do you have after seeing the whole picture based on the different
areas where you were assessed? How do you think will this information be relevant to
your career decision?
64

Activity 2: THE CAREER WHEEL
Abilities/
Skills/
Family
Culture
Personalit
y Me
and
My
Interests Career
Gender
Social and
Economic
Conditions Childhood
Fantasies
65

Process Questions:
Write about your career wheel. Answer the following questions:
1. How did you go about naming events, situations, needs and facts about yourself?
Were there challenges in doing this? If so, what are these challenges?
2. Looking at these many facets in your life, which among them do you think are major
considerations when deciding on future career options? Why would you consider these
as a source of great impact?
3. Which are the areas that will really work to your advantage in relation to the career
options that you are considering? How will these impact your choices?
4. What are you realizations after this exercise?
66

WEEK 5:
Name:__________________________________________ Date: ____________________________________
Activity 3: SKILLS ASSESSMENT WORKSHEET

Transferrable Skills generally are not associated with a particular job or task.
Transferable skills are usually broader and related to leadership, communication, critical
thinking, analysis, and organization. These are skills that can be transferred and utilized in a
variety of different kinds of jobs and career paths.
Read the list of skills below and mark each column as described. You can have the
same skill marked more than once in each column.
1. What skills have you already acquired and feel competent doing? In the first column,
mark each skill in which you feel competent.
2. What skills do you enjoy, even if you are not proficient at them? In the second
column, mark those skills that you really enjoy.
3. What skills would you like to learn, acquire or develop further?
4. From the list above, referring to column 2, list your top five favorite skills that you would
most enjoy utilizing in your work (even if you are not proficient at them yet). Include
the main skill category.
5. Which of the favorite skills listed above do you consider strengths or things that you are
very good at (both column 1 and 2 would probably be marked). Include the main skill
category.
6. Which (top five) skills would you like to develop, improve and/or learn (refer to skills
marked in column 3)? Include the main skill category.
1. Feel 2. Enjoy / 3. Would Like

Communication Skills Competent Favorites to Develop
Write, edit, translate, interpret or critique words
67

Speak in public, debate, advocate, present or
demonstrate an idea
Facilitate a meeting
Reading and following directions
Comparing or cross-checking two lists
Filling out forms
Writing reports, letters and memos correctly
Reading and understanding policies and memos
Comfortably speaking to others you do not know
Taking notes while someone speaks
Finding information
Using a map
Explaining things to other people
Know when to ask for help or more explanation
Counsel or advise others
Listening to others
Other(s):
1. Feel 2. Enjoy/ 3. Would Like
Technical Skills Competent Favorites to Develop
Be athletic or use physical coordination
Build or construct things or structures
Do skilled crafts or use hand coordination with
tools
Operate vehicles, machines or electronic equipment
Repair or set up machines or equipment
Installing things
Work with earth and nature
Gardening, landscaping and farming
Other(s):
Management and Self-Management Skills Competent Favorites to Develop
Administer, set goals and priorities, plan or make
decisions
Initiate, assess needs, anticipate or create change
Manage people, delegate tasks, direct, oversee or
motivate
68

Sell, negotiate, convince, promote or persuade
Being a patient with others
Keeping a cheerful attitude
Getting interested/excited about the task at hand
Offering to help when it’s needed
Knowing how to take directions
Motivating myself to do what needs to get done
Helping motivate others to get the job done
Prioritizing tasks so that the larger goal is met on
time
Following the rules
Presenting a neat and professional image
Checking your own work
Using courtesy when dealing with others
Seeking help when needed
Being eager to learn
Speaking up for yourself
Solving problems in a cooperative way
Other(s):
Number Skills Competent Favorites to Develop
Compute, calculate, compare or record numbers
Forecast, appraise or estimate numerical
information
Doing arithmetic correctly
Using percentages and decimals
Estimating costs and/or time needed to complete a
job
Using a database program on a computer
Using a spreadsheet on a computer
Creating and managing a budget
Other(s):
Creative/Artistic Skills Competent Favorites to Develop
Perceive intuitively, sense, show insight or have
foresight
69

Use artistic ability, photograph, decorate, paint or
sculpt
Use creativity, visualize, imagine, brainstorm or
design
Use musical ability, sing, compose or play
instruments
Presenting artistic ideas
Visualizing shapes
Designing
Drawing, illustrating, sketching

Other(s):

People and Social Skills Competent Favorites to Develop
Care, treat, heal, nurse or rehabilitate others
Counsel, empower, coach, guide or listen to
individuals
Host, comfort, please, make welcome or serve
customers
Plan social, recreational or other group events
Problem-solve, mediate or network with people
Teach, train, instruct, inform or explain to groups
Caring for children responsibly
Caring for the sick and elderly
Calming people down
Helping people complete a task
Knowing how to get along with different
people/personalities
Other(s):
Critical Thinking and Investigative Skills Competent Favorites to Develop
Analyze, use logic, problem solve, examine
Conceptualize, adapt, develop, hypothesize or
discover
70

Evaluate, assess, test, appraise, diagnose
Observe, reflect, study or notice
Research, investigate, read or interview
Synthesize, integrate, unify or conceptualize ideas
Other(s):
Business Skills Competent Favorites to Develop
Working with computers
Using a business telephone
Working with budgets
Account, budget, program or systematize financial
data
Attend to detail, copy, inspect or transcribe
Setting up and closing out a cash register
Managing money and bills
Organizing, filing, updating, categorizing or
arranging information
Writing business documents
Coordinating events
Fund-raising
Other(s):
Activity 4: CAREER INTERESTS

This activity helps you match your interests with types of careers. For each of the 86
items below, choose the letter of the activity you would rather do and write them down on a
piece of paper. It doesn’t matter if you like both of them a lot or dislike both of them a lot;
just pick the one you would rather do, and circle that letter.
B. Figure out why

A. Operate a printing press someone is sick
A. Choreograph a dance
1 B. Study the causes of 15 29 R. Fly an airplane

K. Lobby for a cause
earthquakes
C. Plant and harvest crops C. Learn how things
71

H. Sell clothes grow and stay
2 R. Replace car window and 16 30

E. Work with hands alive
fender
H. Sell cars
I. Work as a
I. Work at an amusement
E. Measure and grade logs restaurant host or
3 17 park 31
F. Run a machine hostess
N. Broker Insurance
D. Fight fires
G. Keep payroll
G. Work in an office I. Learn about ethnic records for a
4 H. Answer customer 18 groups 32 company
questions P. Manage information J. Work in a nursing
home
N. Appraise the value of a G. Hire new staff
D. Write reports
house O. Operate
5 J. Help someone just out of 19 33

M. File books at the ventilators – help
prison find a job
library breathe
L. Design a freeway E. Make three- R. Drive a taxi
6 (bridges) 20 dimensional items 34 A. Be a news
M. Plan educational lessons D. Analyze handwriting broadcaster
B. Design sprinkler
systems for new K. Work for the IRS
N. Balance a checkbook
7 21 building 35 B. Sort and date

O. Take an x-ray F. Run a factory sewing dinosaur bones
72

machine
G. Develop
personnel O. Give shots
P. Write a computer program
8 22 policies 36 C. Design
Q. Train animals
Q. Train racehorses landscaping
P. Provide technical
C. Be in charge of replanting D. Work as a security
support for
forests guard
9 23 37 computer users
A. Act in television and H. Work in a department
D. Work in a
movies store
courtroom
Q. Care for injured
D. Solve a burglary
A. Write for a newspaper animals
10 F. Check products to make 24 38
G. Use a calculator I. Serve meals to
sure they were made right
customer
E. Build an airport O. Help people at a L. Build kitchen
11 G. Keep business records 25 mental health clinic 39 N. Refinance a
for a company L. Remodel old houses mortgage
M. Care for young A. Sing in a concert
F. Put small tools together children R. Direct the take-off
12 26 40
P. Design a website D. Locate a missing and landing of
person planes
M. Tutor students N. Plan estate G. Operate a cash
73

13 27 disbursement 41 register
Q. Work at a zoo
P. Enter data B. Collect rocks
A. Design a book cover
G. Start own
J. Take care of children E. Assemble toys
14 28 42 business
O. Plan special diets following written
L. Draft a blueprint
instruction
Assessing Interests
M. Teach Special
M. Grade papers
M. Assess student progress Education
43 58 R. Be a railroad 73
L. Design an airplane P. Set up a tracking
engineer
system
O. Wrap a sprained ankle L. Order building
G. Manage a store
44 I. Guide a tour group out of 59 supplies 74
H. Advertise goods
the country E. Paint motors
P. Develop new R. Distribute supplies
P. Work on solving technical
computer games to dentists
45 problems 60 75
H. Buy merchandise for I. Compete in a
J. Be a minister
a store sports event
K. Work to get someone I. Check guests into a
Q. Manage a veterinary
46 clinic 61 elected 76 hotel
74

C. Identify plants in a M. Teach reading to

K. Lead others
fores adults
L. Follow step-by-
D. Guard inmates in a
E. Operate heavy equipment step instructions
47 62 prison 77
Q. Manage a fish hatchery N. Work at a
L. Read blueprints
collection agency
H. Line up concerts for a O. Deliver babies
F. Assemble cars
48 63 band 78 H. Persuade people
K. Protect our borders
K. Ask people questions to buy
A. Play an instrument E. Manage a factor R. Inspect cargo
49 J. Plan activities for adult 64 O. Work as a nurse in a 79 containers
day care hospital F. Work in a cannery
C. Research soybean use in
A. Paint a portrait I. Coach a school
paint
50 65 K. Testify before 80 sports team

J. Provide consumer
Congress P. Set up a website
information
D. Guard money in an B. Work with a
armored car microscope Q. Hunt
51 66 81 K. Enlist in branch of
B. Study why people do the I. Make tee times at a
the service
things they do golf course
E. Fix a television set C. Classify plants H. Sell sporting
75

52 M. Be an instructor at a 67 O. Transcribe medical 82 goods
school records J. Cut and style hair
F. Fix controls on a control B. Conduct
panel F. Install rivets experiments to find
53 68 83
J. Help a friend with a Q. Raise worms new metals
personal problem N. Be a bank teller
N. Balance accounts G. Work with
C. Oversee a logging crew
54 69 M. Develop learning 84 computer

B. Study weather conditions
games N. Loan money
R. Pack boxes at a
J. Read to sick people L. Hang wallpaper
55 warehouse 70 85
P. Repair computers D. Make an arrest
A. Teach dancing
O. Sterilize surgical F. Compare sizes and H. Stock shelves
56 instruments 71 shapes 86 I. Serve drinks at a
B. Study soil conditions Q. Fish concession stand
N. Play the stock market R. Repair bicycles
57 72
C. Protect the environment K. Deliver mail
Activity 5: CAREER EVALUATION

Step 1: Go back through Exercise 1 and look at the letters you circled. Count the
number of times you circled the letter “A” for your response. Write that number next to
the “A” in the table below.
Next count the number of times you circled the letter “B” for your response. Write
that number next to the “B” in the table. Continue counting and recording your
responses until you have completed the table.
76

A J
B K
C L
D M
E N
F O
G P
H Q
I R
Step 2: Now write down the two letters with the most responses. These are your top
areas of career interest. (If you have a tie, list three.)
Step 3: Read the description of your top area of career interest on the following page.
Record your interest and the Career Cluster it is listed under.
Activity 6: WORK VALUES INVENTORY

Values are an important part in the career decision-making process. It is important to
select career options, which best fit your values. The list below will help you to identify those
values that you think will be important to you in your work. Your work values may change as
work situations change. It is important to evaluate your work values often.
Read each value in the table below and decide if it is always important to you, sort of
important or not important to you. Place an “X” in the appropriate box. The definition is there
to help you think about the value. If your definition is different, use your own definition when
rating the value.
Always Sort Of Not
1. My core values that are important to me in Important Important Important
my life are:
Achievement: Being able to meet your goals.
Balance: Time for family, work and play.
Independence: Control of your own destiny.
Influence: Able to have an impact on others.
Integrity: Stand up for your beliefs.
Honesty: Telling the truth and knowing that
others are telling the truth.
Power: Control over others.
77

Respect: Care and trust of self and others.
Spirituality: Believing in your core beliefs.
Status: Having influence and power over others
2. I value work environments that are: Always Sort Of Not
Important Important Important
Fast Paced: Work that has many things
happening at one time.
Flexible: Work that is not set to a specific time
schedule.
High Earnings: Work that has the potential to
make a lot of money.
Learning: Work that is intellectually challenging
to you.
Location: Work that is in a convenient place and
an easy commute.
Predictable: Work where you know what is
going to happen day after day.
Quiet: Work where there are few disruptions
throughout the day.
Relaxed: Work where there are few pressures to
get things done.
Structured: Work where it is organized and has
a specific set time.
Time Freedom: Work where you set your own
schedule and plan how and when you do your
work.
3. I value work interactions with co-workers Always Sort of Not
who support: Important Important Important
Competition: Work where you compete with
others.
Diversity: Work where there are people with
different ethnic backgrounds.
Friendships: Work where you socialize with
your co-workers.
78

Leadership: Work where there are good
leaders managing the organization.
Management: Work where there is strong
management.
Open Communication: Work where information
is not held back from employees
Recognition: Work where you are acknowledged
for your work and contribution.
Support: Work where you help and support
each other.
Teamwork: Work where working together is
important.
Trust: Work where you can count on each
other.
Always Sort of Not
4. I value work activities that are: Important Important Important
Analytical: Work that requires interpretation of
data and information.
Challenging: Work that is mentally or physically
challenging.
Creative: Work that uses imagination and creative
talents to produce results
Helping: Work that is helping people
Leading Edge: Work on new and innovative
products or projects
Physical: Work that has a lot of physical activity.
Public Contact: Work that has daily interaction
with public.
Research: Work that searches for new
information.
Risk Taking: Work that may be dangerous or risky.
Variety: Work where many different tasks are done
during the day
79

YOUR WORK VALUES PROFILE
Review that “Always Important” values and choose your top five values. Write the values on
the lines below with the most important value first. Check the line which indicates the section
the value is from.
My Top 5 Always Important Values: 1 2 3 4

1.
2.
3.
4.
5.
80

WEEK 6:
Name:__________________________________________ Date: ____________________________________
Portfolio Output 7: Documented Interview with Preferred Career Practitioners

1. Name three (3) jobs/occupations that you feel so far you would want to have in the
future.
2. Do background research on this job by actually interviewing individuals who hold

such jobs. Find out the following information from the interview:
Job Title/Position Title

Needed academic preparation
Skills, Knowledge, Abilities, expected competencies to succeed in the job
Demand for the Job

Perks of the job
Difficulties/Challenged
Expected compensation/remuneration package of a person occupying the

position
3. Write up the results of the research.
81

WEEK 7:
Name:__________________________________________ Date: ____________________________________
PERFORMANCE TASK 1: Personal Mission Statement

Finalize your personal mission statement. It may include the following information:
Your name.
Your overall statement.

Who inspires you and why.
What qualities you want to obtain.
What roles you play and how you want to be known in those roles.
Specific goals you have.
Beliefs that you hold.
Anything else you might want to focus on.
PERFORMANCE TASK 2: Personal Development: Hindsight and Foresight

Write an essay on your journey through this course on Personal Development. How
have you changed since the beginning of this semester? What have you learned about yourself?
What activities and reading were most useful to you? What can you do in order to continue
your personal development after this course?
82

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The Valley Cathedral Academy, Inc.

#o63 HL Labac, Naic, Cavite

Senior High School Department

3 BUILDING AND MAINTAINING RELATIONSHIPS

Subject Teacher: Ms. Lorelie Nacaya - Carzon

Senior High School Department

At the end of this module, you will be able to:

1. discuss an understanding of teen-age relationships, including the acceptable and unacceptable

Why Personal Relationships are Important

Research shows that healthy relationships can help you:

• Be healthier. According to research by psychologist Sheldon Cohen, college students who

Senior High School Department

• Feel richer. A survey by the National Bureau of Economic Research of 5,000

According to psychiatrists Jacqueline Olds and Richard Schwartz, social alienation is

25 Most Common Relationship Problems

3. Significant differences in core values and beliefs

5. Traumatic and/or Life-Changing Events

Senior High School Department

7. Bored in or with Your Relationship

8. Dealing with a jealous partner

9. Having 'blended' family issues

10. Domestic violence, which includes verbal as well as physical abuse:

The most serious relationship problem.

14. Addictions - substance abuse

15. Excessive reliance on social media, at the cost of the relationship

17. Manipulation or over-involvement in your relationships with family or friends

18. Lack of communication about important matters

21. Significant personal disappointments and traumas that lead to a change in

Senior High School Department

2. PARTNERING IS A CHOICE MUST NURTURE THE RELATIONSHIP FOR IT TO

3. CREATING LOVE IS A PROCESS

4. RELATIONSHIPS PROVIDE OPPORTUNITIES TO GROW

The open exchange of thoughts and feelings is the lifeblood of your

6. NEGOTIATION WILL BE REQUIRED

7. YOUR RELATIONSHIP WILL BE CHALLENGED BY CHANGE

8. YOU MUST NURTURE THE RELATIONSHIP FOR IT TO THRIVE Treasure

9. RENEWAL IS THE KEY TO LONGEVITY

Senior High School Department

In a healthy relationship, both partners:

Are treated with kindness and respect

Take an interest in things that are important to each other

Love should never hurt

Abuse and Assault

Love should never hurt. But sometimes it does:

Over 800,000 males are sexually or physically abused by partners.

Senior High School Department

Break the Silence: Stop the Violence

In a romantic relationship, it is important to communicate openly on issues of sex and

Senior High School Department

How do I plan to protect myself/my partner from sexually transmitted infections or

How am I going to feel about my partner afterwards?

Senior High School Department

Senior High School Department

Basic rights in a relationship

Senior High School Department

Honesty: Honesty is another essential quality in healthy relationships. To build honesty in a

Kindness: Kindness is extremely important to maintaining healthy relationships. You need to

Senior High School Department

Name:__________________________________________ Date: ____________________________________

Name:______ Date:

Grade Level/Track: _ Rating: ______

Name:______ Date: