Personality Development Week 1 8

11/12
Personal Development
Self-Learning Module
Quarter 2: Weeks 1 to 8
DIVISION OF ANGELES CITY
1
PERSONAL DEVELOPMENT
Learning Activity Module

Module 1:Personal Relationships
Name ____________________________________________ Q2W1

Section: Date:
What is It
(Background Information for the Learner – Key Concepts)
Personal Relationships
The concept of relationship is very broad and complex. In our model, personal
relationships refer to close connections between people, formed by emotional bonds and
interactions. These bonds often grow from and are strengthened by mutual experiences.
Relationships aren’t static; they are continually evolving and to fully enjoy and benefit
from them we need skills, information, inspiration, practice, and social support.
Three (3) kinds of Personal Relationships
⚫ Family (related by birth, marriage, or adoption, and who lived as one household)
⚫ Friends (a close tie between two people, mutual experiences, shared interests, and
emotional bonding)
⚫ Partnerships (built upon affection, trust, intimacy, and romantic love, e.g. marriage,
romantic partnerships)
Personal Relationships consist of the following aspects:
Description
1. Relationship the way in which two or more people or concepts are
connected or in a state of being connected
2. Personal relationships refers to close connections between people (between friends,
lovers, and family members) exemplified by shared
understanding, mutual trust and social bonding
3. Love it is a strong affection for another arising out of kinship or
personal ties or affection based on admiration
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4. Commitment the act of binding or engaging yourself to a course of action
5. Attraction the act, power, or property of attracting
6. Responsibility a form of trustworthiness
it is the trait of being answerable to someone for something or
being responsible for one’s conduct
Why personal relationships are important?

Personal relationships develop healthy relationships which are a vital component of
health and well-being. It contributes to a long, healthy, and happy life. Being alone or isolated
in one’s life are comparable to the risks associated with cigarette smoking, blood pressure,
and obesity.
A healthy relationship can help you:

⚫ Live longer. People with strong social relationships are 50% less likely to die prematurely
while, according to Dan Buettner’s Blue Zones research calculates that committing to a
life partner can add 3 years to life expectancy and men’s life expectancy benefits from
marriage more than women’s do by (Nicholas Christakis and
James Fowler).
⚫ Deal with stress. 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.
⚫ Be healthier. People who feel they have friends and family to count on are generally more
satisfied with their personal health than people who feel isolated. Hanging out with healthy
people increases your own likelihood of health, and none-obese people are more likely to
have none-obese friends.
⚫ Feel richer. Case like doubling group of friends has the same effect on your well-being
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. In a
research conducted in 2012, breast cancer patients found that those with fewer satisfying
social connections experienced higher levels of depression, pain, and fatigue.,
⚫ Decreased immune function. In the same study, there is a correlation between
loneliness and immune system dysregulation, meaning that a lack of social connections
can increase your chance of becoming sick.
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⚫ 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.
A lack of relationships can cause multiple problems with physical, emotional, and
spiritual health.
# 25 MOST COMMON # TEN RULES FOR FINDING LOVE
RELATIONSHIP PROBLEMS AND CREATING LONG-LASTING,
AUTHENTIC RELATIONSHIP
1. Affairs(infidelity/cheating) 1. You must love yourself first
2. Sexual issues 2. Partnering is a choice
3. Core values and belief 3. Creating love is a process
4. Life stages 4. Relationships provide opportunities
to grow
5. Traumatic 5. Communication is essential
6. Stress 6. Negotiation will be required
7. Bored 7. Your relationship will be challenged
by changed
8. Jealous 8. You must nurture the relationship for
it to thrive
9. Blended family issues 9. Renewal is the key to longevity (fresh
and vital)
10. Violence (verbal/physical abuse) 10. You will forget all this the moment
you fall in love
11. Should not have got married in the
first
place
12. Responsibility
13. Unrealistic Expectations
14. Addictions
15. Social media
16. Lack of support
17. Manipulation
18. Lack of communication
19. One-sided
20. Lack of concern, care and
consideration / attentiveness
21. Disappointment
22. Depression
23. Discipline/deal with the children
24. Long-term stress
25. Pregnancy
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You should take charge of your relationships and put in the time and energy you would
any other aspect of your wellbeing. How to develop your relationship skills?
⚫ Connect with your family
One of the biggest challenges for families to stay connected. Connecting with family
by letting little grievances go, spending time together, and expressing love and
compassion to one another.
⚫ Practice gratitude
Gratitude is one of the most accessible positive emotions, and its effects can
strengthen friendships and intimate relationships. (e.g. by saying “thank you”).
⚫ Learn to forgive
Choosing to forgive can bring about a variety of benefits, both physical and
emotional. It’s normal for disagreements or betrayal to arise in relationships, but your
choice about how to handle the hurt can have a powerful effect on the healing process.
⚫ Be compassionate
Compassion is the willingness to be open to yourself and others, even in painful
times, with a gentle, non-judgmental attitude. It is also, the practice of recognizing when
someone else is unhappy or whose needs aren’t being met and feeling motivated to
help them.
⚫ Accept others
It is also important to be accepting of the other person in the relationship. Try to
understand where the person is coming from rather than judge them. As you do for
yourself, have a realistic acceptance of the other’s strengths and weaknesses and
remember that change occurs over time.
⚫ Create rituals together
In order to nurture the closeness and support of friendship, you have to make an
effort to connect. (e.g. gatherings or trips, talking on the telephone, sharing walks in
every possible days, etc.)
⚫ Spend the right amount of time together
People who spend 6-7 hours per day socializing (which could mean hanging out
with friends, sharing meals with family, or even emailing a colleague) tend to be the
happiest. Knowing when to give your time to others and when to take some time for
yourself can be crucial in maintaining balanced, healthy relationships as well as emotional
well-being.
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What I Need to Know
After going through this module, you are expected to:
1. discuss an understanding of teen-age relationships, including the acceptable

and unacceptable expressions of attractions; and
2. express your ways of showing attraction, love, and commitment
Codes: EsP-PD11/12PR-IIa-9.1
EsP-PD11/12PR-IIa-9.2
What’s In
Defining me: This exercise determines your emotions/feelings. How will you express them
in relationships?
Directions: Write your answer on a clean sheet of paper and submit to your teacher for
checking/evaluating.
1. 2. 3.
Glad Afraid Angry
4. 5. 6.
Ashamed Jealous Depressed/Sad
7. Confused 8. Proud 9. Excited
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10. Relaxed
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What’s New
Directions: Write a letter to your parents related to your relationships with your siblings or
with any member in the family or regarding an affair that you cannot express to them face to
face. Limit your letter to 100 words. After writing the letter, be ready to answer the following
questions. Do this activity on a clean sheet of paper and submit to your teacher for
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.
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What I Have Learned
Directions: Share what you have learned from this module about personal relationships by
answering the following questions. Write your answers on a clean sheet of paper and submit
to your teacher for checking/evaluating.
1. As adolescent, how does attraction, love, and commitment help you become more
responsible in a relationship?
2. How do you express your feelings, whether positive or negative? Please cite ways.
3. If your relationship is not doing well, how will you deal with it?
What I Can Do
Directions: In each box, describe your relationships with your parents, siblings, friends, and
with someone special (if applicable). And cite ways on how you can maintain a good
relationship with them. Do the following activities on a clean sheet of paper and submit to
your teacher for checking/evaluating.
• My relationship with my parents. • My relationship with my siblings.
• How to maintain a good relationship • How to maintain a good relationship

with them? with them?
• My relationship with my friends. • My relationship with special someone
• How to maintain a good relationship • How to maintain a good relationship

with them? with them?
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Assessment
In this activity, you will test your skills if you have met the purpose of this module.
Directions: Write True or False on a clean sheet of paper and submit it to your teacher for
1. Relationships are static; they are unchangeable.
2. Women’s life expectancy benefits from marriage more than men’s do.
3. People with strong social relationships are 50% less likely to die prematurely.
4. To love someone, we must love our self first.
5. Communication is only essential when problems in a relationship occurred.
6. Creating love is not a process.
7. Satisfying social connection experienced higher level of depression.
8. Being lonely or isolated can cause higher blood pressure.
9. Significant differences in core values and beliefs never create a problem in a relationship.
10. Expressing gratitude to our friends and family help us maintain good relationship.
References
Cox, M.G. (2016). Personal Development. Pasay City. JFS Publishing Services
Anderson, S. E., Dannal, G. E., & Must, A. (2003). Relative weight and race influence
average age at menarche: Results from two nationally representative surveys of U.S.
girls studied 25 years apart. Pediatrics, 111, 844–850.
Answerbag. (2007, March 20). What were you like as a teenager? (e.g., cool, nerdy,
awkward?). Retrieved from http://www.answerbag.com/q_view/171753
Blakemore, S. J. (2008). Development of the social brain during adolescence. Quarterly

Journal of Experimental Psychology, 61, 40–49.
Goldberg, E. (2001). The executive brain: Frontal lobes and the civilized mind. New York, NY:
Oxford University Press.
Goossens, L., Beyers, W., Emmen, M., & van Aken, M. (2002). The imaginary audience and
personal fable: Factor analyses and concurrent validity of the “new look”
measures. Journal of Research on Adolescence, 12(2), 193–215.
Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to
moral judgment. Psychological Review, 108(4), 814–834.
Jaffee, S., & Hyde, J. S. (2000). Gender differences in moral orientation: A meta-
analysis. Psychological Bulletin, 126(5), 703–726.
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Kohlberg, L. (1984). The psychology of moral development: Essays on moral development (Vol.
2, p. 200). San Francisco, CA: Harper & Row.
Lynne, S. D., Graber, J. A., Nichols, T. R., Brooks-Gunn, J., & Botvin, G. J. (2007). Links
between pubertal timing, peer influences, and externalizing behaviors among urban
students followed through middle school. Journal of Adolescent Health, 40, 181.e7–
181.e13 (p. 198).
Mendle, J., Turkheimer, E., & Emery, R. E. (2007). Detrimental psychological outcomes
associated with early pubertal timing in adolescent girls. Developmental Review, 27,
151–171.
Pescovitz, O. H., & Walvoord, E. C. (2007). When puberty is precocious: Scientific and clinical
aspects. Totowa, NJ: Humana Press.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and
groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child
psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 571–
645). Hoboken, NJ: John Wiley & Sons.
Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and behavioral
science. Current Directions in Psychological Science, 16, 55–59.
Twenge, J. M. (2006). Generation me: Why today’s young Americans are more
confident, assertive, entitled — and more miserable than ever before. New York,
NY: Free Press.
Weinberger, D. R., Elvevåg, B., & Giedd, J. N. (2005). The adolescent brain: A work
in progress [PDF] National Campaign to Prevent Teen Pregnancy. Retrieved
from http://www.thenationalcampaign.org/resources/pdf/BRAIN.pdf
Prepared and submitted: Submitted to:
BELLA A. CAMAT EDGARDO S. NUNAG

SST-I (ACNHS-SHS) EPSvr 1: EsP
11
Module 2: The Concepts About Social Influence, Group Leadership and
Followership
Name ________________________________________________ Q2W2

Section: Date:
What Is It
Concepts of Leadership
Leaders are made not born. If you have the desire and willpower, you can become an
effective leader. Good leaders develop through a never-ending process of self-study,
education, training, and experience. This guide will help you through that process. To inspire
your workers into higher levels of teamwork, there are certain things you must be, know and
do. These do not come naturally, but are acquired through continual work and study. Good
leaders are continually working and studying to improve their leadership skills; they are NOT
resting on their laurels.
Leadership is a process by which a person influences others to accomplish an

objective and directs the organization in a way that makes it more cohesive and coherent.
Leaders carry out this process by applying their leadership attributes, such as beliefs, values,
ethics, character, knowledge and skills.
Although your position as a manager, supervisor, lead, etc. gives you the authority to
accomplish certain tasks and objectives in the organization, this power does not make you a
leader, it simply makes you the boss. Leadership differs in that it makes the followers want to
achieve high goals, rather than simply bossing people around. Bass' (1989 & 1990) theory of
leadership states that there are three basic ways to explain how people become leaders. The
first two explain the leadership development for a small number of people. These theories are:
1. Some personality traits may lead people naturally into leadership roles. This is the
Trait Theory.
2. A crisis or important event may cause a person to rise to the occasion, which brings
out extraordinary leadership qualities in an ordinary person. This is the Great Events
Theory.
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3. People can choose to become leaders. People can learn leadership skills. This is the
Transformational Leadership Theory. It is the most widely accepted theory today
and the premise on which this guide is based.
When a person is deciding if he/she respects you as a leader, he/she does not think about
your attributes, rather, he/she observes what you do so that he/she can know who you really
are. He/she uses this observation to tell if you are an honorable and trusted leader or a self-
serving person who misuses authority to look good and get promoted. Self-serving leaders
are not as effective because their employees only obey them, not follow them. They succeed
in many areas because they present a good image to their seniors at the expense of their
workers.
THE TWO MOST IMPORTANT KEYS TO EFFECTIVE LEADERSHIP

According to a study by the Hay Group, a global management consultancy examined and
found out that:
1. Trust and confidence in top leadership was the single most reliable predictor of
employee satisfaction in an organization.
2. Effective communication by leadership in three critical areas was the key to winning
organizational trust and confidence:
✓ Helping employees understand the company's overall business strategy.
✓ Helping employees understand how they contribute to achieving key business
objectives.
✓ Sharing information with employees on both how the company is doing and
how an employee's own division is doing - relative to strategic business
objectives. So, you must be trustworthy and you have to be able to
communicate a vision of where the organization needs to go. The next section,
"Principles of Leadership", ties in closely with this key concept.
PRINCIPLES OF LEADERSHIP
To help you be, know, and do; (U.S. Army, 1973) follow these eleven principles of
leadership (later chapters in this guide expand on these and provide tools for implementing
them):
✓ Know yourself and seek self-improvement - In order to know yourself, you have to
understand you be, know, and do, attributes. Seeking self-improvement means
continually strengthening your attributes. This can be accomplished through self-study,
formal classes, reflection, and interacting with others.
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✓ Be technically proficient - As a leader, you must know your job and have a solid
familiarity with your employees' tasks.
✓ Seek responsibility and take responsibility for your actions - Search for ways to guide
your organization to new heights. And when things go wrong, they always do sooner
or later - do not blame others. Analyze the situation, take corrective action, and move
on to the next challenge.
✓ Make sound and timely decisions - Use good problem solving, decision making, and
planning tools.
✓ Set the example - Be a good role model for your employees. They must not only hear
what they are expected to do, but also see. We must become the change we want to
see - Mahatma Gandhi
✓ Know your people and look out for their well-being - Know human nature and the
importance of sincerely caring for your workers.
✓ Keep your workers informed - Know how to communicate with not only them, but also
seniors and other key people.
✓ Develop a sense of responsibility in your workers - Help to develop good character
traits that will help them carry out their professional responsibilities.
✓ Ensure that tasks are understood, supervised, and accomplished - Communication is
the key to this responsibility.
✓ Train as a team - Although many so-called leaders call their organization,
department, section, etc. a team; they are not really teams...they are just a group of
people doing their jobs.
✓ Use the full capabilities of your organization - By developing a team spirit, you will be
able to employ your organization, department, section, etc. to its fullest capabilities.
FACTORS OF LEADERSHIP
There are four major factors in leadership:
Follower: Different people require different styles of leadership. For example, a new hire
requires more supervision than an experienced employee. A person who lacks motivation
requires a different approach than one with a high degree of motivation. You must know your
people! The fundamental starting point is having a good understanding of human nature, such
as needs, emotions, and motivation. You must come to know your employees be, know, and
do attributes.
Leader: You must have an honest understanding of who you are, what you know, and what
you can do. Also, note that it is the followers, not the leader who determines if a leader is
successful. If they do not trust in their leader, then they will be uninspired. To be successful
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you have to convince your followers, not yourself or your superiors, that you are worthy of
being followed.
Communication: You lead through two-way communication. Much of it is nonverbal. For
instance, when you "set the example," that communicates to your people that you would not
ask them to perform anything that you would not be willing to do. What and how you
communicate either builds or harms the relationship between you and your employees.
Situation: All are different. What you do in one situation will not always work in another. You
must use your judgment to decide the best course of action and the leadership style needed
for each situation. For example, you may need to confront an employee for inappropriate
behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results
may prove ineffective. Various forces will affect these factors. Examples of forces are your
relationship with your seniors, the skill of your people, the informal leaders within your
organization, and how your company is organized.
Attributes: If you are a leader who can be trusted, then those around you will grow to respect
you. To be such a leader, there is a Leadership Framework to guide you: BE KNOW DO
✓ BE a professional. Examples: Be loyal to the organization, perform selfless service,
take personal responsibility.
✓ BE a professional who possess good character traits. Examples: Honesty,
competence, candor, commitment, integrity, courage, straightforwardness,
imagination.
✓ KNOW the four factors of leadership - follower, leader, communication, situation.
✓ KNOW yourself. Examples: strengths and weakness of your character, knowledge,
and skills.
✓ KNOW human nature. Examples: Human needs, emotions, and how people respond
to stress.
✓ KNOW your job. Examples: be proficient and be able to train others in their tasks.
✓ KNOW your organization. Examples: where to go for help, its climate and culture,
who the unofficial leaders are.
✓ DO provide direction. Examples: goal setting, problem solving, decision making,
planning.
✓ DO implement. Examples: communicating, coordinating, supervising, evaluating.
✓ DO motivate. Examples: develop morale and esprit de corps in the organization, train,
coach, counsel.
Environment: Every organization has a particular work environment, which dictates to a
considerable degree how its leaders respond to problems and opportunities. This is brought
about by its heritage of past leaders and its present leaders. Goals, Values, and Concepts
Leaders exert influence on the environment via three types of actions:
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• The goals and performance standards they establish.
• The values they establish for the organization.
• The business and people concept they establish.
Successful organizations have leaders who set high standards and goals across the entire
spectrum, such as strategies, market leadership, plans, meetings and presentations,
productivity, quality, and reliability. Values reflect the concern the organization has for its
employees, customers, investors, vendors, and surrounding community. These values define
the manner in how business will be conducted. Concepts define what products or services the
organization will offer and the methods and processes for conducting business.
These goals, values, and concepts make up the organization's "personality" or how the
organization is observed by both outsiders and insiders. This personality defines the roles,
relationships, rewards, and rites that take place.
Roles and Relationships: Roles are the positions that are defined by a set of expectations
about behavior of any job incumbent. Each role has a set of tasks and responsibilities that
may or may not be spelled out. Roles have a powerful effect on behavior for several reasons,
to include money being paid for the performance of the role, there is prestige attached to a
role, and a sense of accomplishment or challenge.
Culture and Climate: There are two distinct forces that dictate how to act within an
organization: culture and climate. Each organization has its own distinctive culture. It is a
combination of the founders, past leadership, current leadership, crises, events, history, and
size. This results in rites: the routines, rituals, and the "way we do things." These rites impact
individual behavior on what it takes to be in good standing (the norm) and directs the
appropriate behavior for each circumstance.
What I need to know

1. identify ways to become responsible in a relationship
2. distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership; and
Code/s: EsP-PD11/12PR-IIb-9.3
EsP-PD11/12SR-llb-10.1
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What I know
Activity 1
Directions: Do the following activities on a sheet of paper and submit to your teacher for
checking.
WHO DO YOU ADMIRE AND WHY?
1. Write down the names of people you admire or look up to.
1
2. What quality or characteristic you admire most about each of them?

1
3. How well do you possess the qualities you admire in them? In a scale of 1 to 5,
where 1 is Not Really and 5 All The Way.
Quality 1: 1 2 3 4 5
Quality 2: 1 2 3 4 5
Quality 3: 1 2 3 4 5
4. List one or two ways you can further develop the qualities you admire in others.
1.
2.
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Activity 2
Directions: Based on the illustration below, explain how communication can help the
follower and the leader deal with a current problem. Write your answer on a separate sheet
of paper and submit it to your teacher for checking.
Note: Please limit your explanation to the illustration with not more than 50 words.
What’s In
Activity 3: The purpose of this activity is to know the different concepts of leadership.
Directions: In a separate sheet of paper, answer the following questions briefly.
1. What actions will work in favor of achieving the team’s goal?
2. What actions will prevent the team from achieving its goal, or reduced the
team’s effectiveness in achieving its goal?
3. How is leadership achieved?
4. If the team will choose a leader, how should this decision be made?
5. If the teacher assigned a leader, how should this make the other team members feel?
6. If no leader was initially assigned or chosen, will a leader emerge as the activity takes
place? If yes, how will this happen?
7. How can the team leader influence the actions of its members?
8. How does this activity relate to what you think about leadership?
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What’s New
Activity 4
Direction: Accomplish the table given. Write at least 15-30 Qualities/Skills in each column to
describe your kind of Leader. Do this on a clean sheet of paper. Submit to your teacher for
Describe Your Leader
Qualities/Characteristics Skills/Abilities
Write at least of 15 Write at least of 15 Skills/Abilities of a

Qualities/Characteristics of a Leader. leader.
What’s More
Activity 5: Leader Identification

Directions: Identify a person you regard as a great (effective) leader. This leader could be
someone you know, or someone you have heard of or have read about. Write down the
qualities/characteristics or skills/abilities you believe have made this person an effective
leader. Use a clean sheet of paper to do this activity. Submit to your teacher for
What I Have Learned
Activity 6
Directions: Illustrate or draw showing the characteristics of a good leader. Use a bond
paper for this activity and submit to your teacher for checking/evaluating.
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What I can do
Activity 7: LEADER…LEADER…LEADER…
Directions: Describe yourself as a leader. Use the table below in doing this. Then, answer
the reflection questions that follow. Do this activity on a sheet of paper and submit to your
teacher for checking/evaluating.
As a LEADER, I am…. As a LEADER, I can… As a LEADER, I must…
1. 1. 1.
2. 2. 2.
3. 3. 3.
Reflection Questions:
1. Which one of the characteristics best describes you and which one least describes
you?
2. How do you feel about yourself based on the leadership characteristics that you
listed?
3. What is that one thing you need to do to improve your leadership abilities?
Assessment
Activity 9
Directions: Assess yourself as a leader. Use the scale given in describing your qualities.
Write your answers on a clean sheet of paper and submit to your teacher for
1 = Statement Not true 2 = Seldom true 3 = Occasionally true
4 = Somewhat true 5 = Very true
1. I am effective with the detailed aspects of my work.
2. I usually know ahead of time how people will respond to a new idea or proposal.
3. I am effective at problem solving.
4. Filling out forms and working with details comes easily for me.
5. Understanding the social fabric of the organization is important to me.
6. When problems arise, I immediately address them.
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7. Managing people and resources is one of my strengths.
8. I am able to sense the emotional undercurrents in my group.
9. Seeing the big picture comes easily for me.
10. In my work, I enjoy responding to people’s requests and concerns.
11. I use my emotional energy to motivate others.
12. Making strategic plans for my company appeals to me.
13. Obtaining and allocating resources is a challenging aspect of my job.
14. The key to successful conflict resolution is respecting my opponent.
15. I enjoy discussing organizational values and philosophy.
16. I am effective at obtaining resources to support our programs.
17. I work hard to find consensus in conflict situations.
18. I am flexible about making changes in our organization.
References:
Changing Minds.org. “Leadership Theories.” Theories. 2002–2009.
<http://changingminds.org/disciplines/leadership/theories/leadership_theories>. Van
Wagner, Kendra. “Leadership Theories.” About.com: Psychology.

<http://psychology.about.com/od/leadership/p/leadtheories.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.
https://teentruth.net//wp-content/uploads/2018/04/who-do-you-admire.pdf
https://www.iths.org/wp-content/uploads/01a_leadership-questionnaire_AMGeneral.pdf
Prepared by: Submitted to:

ROSELLE TAPAO, ACNHS-SHS EDGARDO S. NUNAG, EPSvr 1: EsP
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Answer Key : Module 1
What I know What’s more Assessment

1. Family 1. C 1. False
2. Attraction 2. G 2. False
3. Relationship 3. I 3. True
4. Love 4. D 4. True
5. Healthy Relationships 5. B 5. False
6. Partnerships 6. E 6. False
7. Commitment 7. A 7. True
8. Responsibility 8. H 8. True
9. Friends 9. J 9. False
10. Violence 10. F 10. True
Answer Key : Module 2
Activity 7
Scoring
1. Sum the responses on items 1, 4, 7, 10, 13, and 16 (administrative skill score).
2. Sum the responses on items 2, 5, 8, 11, 14, and 17 (interpersonal skill score).
3. Sum the responses on items 3, 6, 9, 12, 15, and 18 (conceptual skill score).
Total Scores
Administrative skill:
Interpersonal skill:
Conceptual skill:
Scoring Interpretation
The Leadership Skills Questionnaire is designed to measure three broad types of leadership skills:
administrative, interpersonal, and conceptual. By comparing your scores, you can determine where
you have leadership strengths and where you have leadership weaknesses.
If your score is 26–30, you are in the very high range.
If your score is 21–25, you are in the high range.
If your score is 16–20, you are in the moderate range.
If your score is 11–15, you are in the low range.
If your score is 6–10, you are in the very low range.
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11/12
Quarter 2: Weeks 3 & 4
Module 3: Concepts About Family, School
and Community
Module 4: Family Structures and Legacies
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Module 3: Concepts About Family, School and Community
Name _______________________________________________ Q2W3

Section: Date:
What Is It
(Background Information for the Learners & Key Concepts)
Schools that can get families more engaged find that their students earn higher grades,
score higher on tests, develop better social skills, and are more likely to graduate. In her book
A New Wave of Evidence: The Impact of School, Family, and Community Connections on
Student Achievement, Dr. Karen Mapp describes family involvement as key to improving
students’ academic and social outcomes, as well as improving school climate as a whole.
Family engagement is no longer viewed as a one-way street. According to Dr. Mapp,

family-school relationships are still about how schools can more effectively engage parents
and guardians. But developing parents’ capacity to contribute to their children’s learning is just
as important. His different approach to thinking about family school dynamics requires
understanding these relationships as partnerships between groups of stakeholders invested
in student success. The first step towards building these partnerships is to measure parent
and families’ attitudes and perceptions about their ties to their children’s schools.
The Family-School Relationships Survey was developed to provide schools with a

clear picture of family attitudes about an array of topics. His surveys cover topics like parent
engagement, parent support, school climate, and parent efficacy that may help schools assess
their strengths and areas for improvement in a number of key areas.
Family Engagement
The degree to which families become involved with and interact with their child’s school.
Example Question: How often do you meet in person with teachers at your child's school?
School Fit
Families’ perceptions of how well a school matches their child's developmental needs.
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Example Question: How well do you feel your child’s school is preparing him/her for his/her
next academic year?
Family Support
Families’ perceptions of the amount of academic and social support that they provide their
child with outside of school.
Example Question: How often do you and your child talk when s/he is having a problem with
others?
Family Efficacy
How confident families are with regard to key parenting skills.
Example Question: How confident are you in your ability to support your child's learning at
home?
Learning Behaviors
Families’ perceptions of their child’s learning-related behaviors.
Example Question: How much effort does your child put into school-related tasks?
School Climate
Perceptions of the overall social and learning climate of the school.
Example Question: To what extent do you think that children enjoy going to your child's
school?
Grit
Perceptions of how well students are able to persevere through setbacks to achieve
important long-term goals.
Example Question: If your child fails to reach an important goal, how likely is s/he to try
again?
Barriers to Engagement
Factors that can create challenges for families to interact with or become involved with their
child’s school.
Example Question: How big of a problem are the following issues for becoming involved with
your child's current school?
WHAT IT MEASURES?
Roles and Responsibilities
Perceptions of who should be primarily responsible for school success.
Example Question: Who is primarily responsible for ensuring good communication between
home and school?
School Safety
Perceptions of student physical and psychological safety at school.
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Example Question: How likely is it that someone from your child’s school will bully him/her
online?
Free Responses
Open-ended questions about a variety of topics that may be of interest to many schools.
Example Question: What can the school do to help your child engage in learning activities
more productively at home?
Background Questions
Demographic questions about survey-takers that could be included in the survey and may be
of interest to many schools.
Example Question: What is your race or ethnicity?
What I need to know

1. compare one’s perception of himself/herself and how others see him/her; and
2. conduct a mini-survey on Filipino relationships (family, school, and community)
Codes: EsP-PD11/12SR-llc-10.2
EsP-PD11/12SR-llc-10.3
What I know
Direction: Write your opinion on how do your Family, School, and Community influence
your studies in your most challenging time. Write your answer on a clean sheet of paper and
submit to your teacher for checking/evaluation.
1. The influence of my Family with my studies in my most challenging time ……………….
2. The influence of my School with my studies in my most challenging time ……………….
3. The influence of my Community with my studies in my most challenging time …………
What’s In
Directions: The following questions about a variety of topics may be of interest to many
schools and parents. Ask your parents/guardian/relative to be your partner in this activity.
Write your answers on a clean sheet of paper and submit to the teacher for
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1. How can the school help your child engage more and be productive while learning at
home?
2. How can the school improve its social environment and make it conducive place for
your child? Your parent may cite some steps.
3. If you were in-charge of the school, how would you encourage parents in your
community to be more engaged?
4. How can school make communication between home and school easy and hassle
free?
5. How will the parents/guardians be involved in school events? You may cite example
activities or programs.
6. How can you help the school in enhancing more the skills of your child? Cite
examples.
7. How can you help the school in encouraging your child enjoy attending school?
8. How did the school make the child feel that his/her school is the right school for
him/her?
What’s New
Directions: How do you see yourself years from now? Draw what job you would like to have
and identify the factors that will influence/motivate you to achieve this. You may entitled it as
“My Future Job” or, you may think of your own title. Do it in a clean sheet of paper and
submit to your teacher for checking/evaluation.
What’s More
Directions: Answer the following questions on a clean sheet of paper and submit to your
teacher for checking/evaluation.
1. Do you see yourself as a responsible student? Explain your answer.
2. How will you manage your time in fulfilling your responsibilities at home, in school and in
the community?
3. How will you face and overcome the challenges of this new normal in education?
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What I have learned
Direction: Answer the following questions on a clean sheet of paper. Submit to the teacher
for checking/evaluating.
1. What important insights you learned from this topic?
2. How do these insights help you grow as individual?
3. How may this new normal in education affects your learning? Why?
What I can do
Directions: This time, tell us about yourself, your personality and traits that you have
acquired from your family, school and community. You may entitle it “I AM NOW…” or you
may think of your own title. Write your answers on one whole sheet of paper and submit to
your teacher for evaluation.
Assessment
Directions: Read carefully and choose the letter of the correct answer and write it on a
clean sheet of paper and submit to your teacher before the deadline.
1. It tells something about family’s perception on how well a school matches their child’s
developmental needs?
a. Family Engagement
b. Family Support
c. School Fit
d. Family Efficacy
2. This tells the confidence of families with regard to key parenting skills.
a. Family Efficacy
b. Family Engagement
c. Family Support
d. Learning Behaviors
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3. It is the perception of the overall social and learning climate of the school.
a. Family Support
b. School Climate
c. Family Engagement
4. It is the degree to which the families become involved with and interact with their child’s
school.
a. School Fit
b. Family Support
c. Family Efficacy
d. Family Engagement
5. This talks about the amount of academic and support provided by the families out of the
school premises.
a. Family Support
b. School Fit
c. School Climate
d. Grit
6. It is a perception that tells the ability of students to persevere through setbacks to achieve
important long-term goals.
a. Grit
b. Family Efficacy
c. Learning Behaviors
d. School Climate
7. This refers to the behaviors of students with the compliance related to learning.
a. School Climate
b. Grit
c. Learning Behaviors
d. Family Engagement
8. This refers to open-minded questions in a variety of topics intended maybe of school’s
interest?
a. School Safety
b. Free Response
c. Grit
d. None of the above
9. The factors that might hinder the opportunity of the families to get involved with their
child’s learning.
a. School Safety
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b. Family Engagement
c. Barriers to Engagement
10. It is called the perceptions of students’ physical and psychological safety at school.
a. School Safety
b. School Fit
c. Grit
d. Barriers to Engagement
References
Changing Minds.org. “Leadership Theories.” Theories. 2002–2009.
<http://changingminds.org/disciplines/leadership/theories/leadership_theories>. Van
Wagner, Kendra. “Leadership Theories.” About.com: Psychology.
<http://psychology.about.com/od/leadership/p/leadtheories.htm>.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.
https://teentruth.net//wp-content/uploads/2018/04/who-do-you-admire.pdf
https://www.iths.org/wp-content/uploads/01a_leadership-questionnaire_AMGeneral.pdf
file:///E:/perdev%20SHS/Family%20Survey%20User%20Guide.pdf
Prepared and submitted:

ROSELLE TAPAO -(SST-II ACNHS-SHS)
BELLA CAMAT -(SST-I ACNHS-SHS)
Submitted to:
EDGARDO S. NUNAG
EPSvr 1: EsP
8
Lesson 4: Family Structures and Legacies
Name ____________________________________________ Q2W4

Section: Date:
What is It
The family has always been the basic unit of society according to sociology. Our
development as individuals is greatly affected and influenced by it. From the perspective of
psychology, genetic and environmental influences within the family contribute to such
development. As each individual is unique, we also see how each family is unique from
others. That is another way of looking at the uniqueness of each individual member in the
family (P. &. Glenda D. Libed 2018).
This module will introduce you the types of family structure and how to create a
genogram in order to trace a certain physical, personality, or behavioural attributes
developed through generations.
Different Family Structures and Family Care
You may hear your father or mother share what their family was like during his or her growing
years. Currently, family structure has dramatically changed. The following are some of the
family structures mentioned by Michelle Blessing, a mental health professional in the US.
1. Nuclear Family
• The nuclear family has always been identified as the ideal family. This type
consists of two parents and children. This is an ideal setting where the
children are raised with more stable home environment as parents assure
their balanced psychological well-being and emotional stability. Filipino
adolescents growing up in nuclear family have both parents to support their
growth and development and help them face their emotional problems and
identify crisis.
2. Single-Parent Family
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• A single-parent family comprises of a solo parent raising the children. The
parent can either be a father or a mother who provides financial, emotional,
and other basic support to the children. Parenting in itself for this type of
structure is highly challenging as this may mean nobody shares the
responsibility and accountability of taking care of the children.
• Some adolescents from single-parent families are forced to get part-time jobs
at fast-food chains while studying to help their parent pay for tuition and other
bills. This may also mean less time to study or socialize with friends.
3. Extended Family
• The extended family is structure comprised of two parents, children, aunts,
uncles, grandparents or non-relatives living together under one roof. For
some Filipinos, having an extended family is a product of financial difficulties
faced by one or more extended members. Hence, they opt to live together to
support each other.
• Adolescents up in this kind of environment may realize how their childhood
years are filled with playmates and love and support from relatives, especially
grandparents. Adolescents may sometimes feel the need to go out of the
congested house filled with noise and activities. They may even be tempted
to spend more time outside the house in search of comfort and relaxation.
4. Step family
• A step family refers to two families being merged together due to the
marriage of a parent of one family to another. Thus, the new family is
comprised of the husband, wife, and children from previous partner. In other
countries, over 50% of marriages end up in divorce or separation.
• Adolescents living in step family arrangements may need more time to blend
with members of the other family. Parent play vital role in facilitating a
harmonious relationship among them, meeting all the children from two
marriages and discussing the plans for the entire “new” family. Adolescents
are highly sensitive to changes and their possible resistance to change can
be a challenge to both parents.
5. Grandparent Family
• A grand parent family is a type of family structure where grandparents take
on the role of parenting and nurturing the children. There can be varied
reasons why this happens such as death of the children’s parents,
abandonment, or the parents being unfit to provide for their children. For this
arrangement, grandparents may be pressured to provide financial assistance
to the children which may lead them continue working even after they retire.
What is a Genogram?
Genogram- is a graphical presentation of a person’s family relationship and/or medical

history. it is a unique type of family research diagram. It not only the records family members
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and their relationship to each other, but also many of their physical and physiological
attributes by utilizing an elaborate system of symbols.
Examples of Genogram
Example of genogram
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What I Need to Know

1. appraise one’s family structure and type of care he/she gives and receives which
may help in understanding himself/herself better and
2. make a genogram and trace certain physical, personality, o behavioral attributes
through generations.
Codes: EsP-PD11/12FSL-IId11.1
EsP-PD11/12FSL-IId-e11.2
What I Know
Directions: How would you describe a “Family”? Give at least three and explain your
answers. Write you answers on a clean sheet of paper. Submit to your teacher for checking
and evaluating.
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What’s In
Directions: Below are incomplete sentences. Read each one and finish it by writing the first
thing that comes to your mind. Write you answers on a clean sheet of paper. Submit to your
teacher for checking and evaluating.
1. My mother is usually angry if I …

2. Our family is generally…
3. My siblings treat me…
4. If I have the opportunity to change one thing about my family it will be …
5. My father is typically a …
6. As a family we are more concerned about …
7. The last time we travelled and spent time together was …
8. I will never forget the time when our family experienced …
9. My aunts and uncles are generally to me.
10. If you will ask our neighbors about our family, they will say that our family is …
11. We often argue about …
12. We are happiest when …
13. My dream for my family is …
14. My family will be proud of me if …
15. I wish to forget the time when my family …
What’s New
Direction: Draw an image of your ideal family structure Explain your image. Do this
activity on a clean sheet of bond paper. Submit to your teacher for checking and
evaluating.
What’s More
Directions: Match the definition in column B with the words in column A. Write the letter of
your answer on a clean sheet of paper and submit it to the teacher for evaluation/ correction.
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Column A Column B
1. Nuclear Family a. This is comprised of a solo parent

raising the children.
2. Extended Family
b. This is the basic unit of society
3. Single Parent according to sociology.
c. This is a family structure comprised
4. Genogram of two parents, children, aunts,
5. Family uncles, grandparents or non-
relatives living together under one
roof.
d. This is a type of family that consists
of two parents and children.
e. This is a type of family structure
where grandparents take on the role
of parenting and nurturing the
children.
f. It refers to a pictorial display of a
person’s family relationships and
medical history.
What I Have Learned
Directions: Write the insights, concepts, ideas or realizations that you have gained from this
lesson. Write your answers on a clean sheet of paper and submit it to the teacher for
evaluation/correction.
What I Can Do
Directions: Create a genogram chart using genogram symbols. Do this activity on a clean
sheet of bond paper. Submit to your teacher for checking and evaluating.
A. Use basic genogram symbols for the following:
1. First Generation –grandparents (both of your parents)
2. Second Generation – parent and siblings
3. Third Generation-you and your siblings
* Use the genogram below as your guide or you can make your own.
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Grandparents Father Side Grandparents Mother Side
B. Connect each one using family relationships and emotional relationships symbols.
Note: Use short bond paper for your answer.
Reflection:
1. What did you learn from the genogram activity? What are your realizations?
2. In your perspective, what are the benefits of learning your family tree and history?
3. State the benefits of using the genogram to teenagers like you.
Assessment
Directions: Write the True if the statement correct and False if otherwise. Write your
answers on a clean sheet of paper. Submit to your teacher for checking and evaluating.
1. Being honest with your parents strengthens family relationship.

2. Strong families have a sense of loyalty and selfishness.
3. Parents should listen to their children with judgment.
4. Parents should be good role models about responsible relationship.
Parents must be open to discuss peer pressure, drug addiction and
5.
alcoholism to their children.
6. Fighting is a good family medicine.
Adolescents can develop more healthy relationship with their boyfriend
7.
or girlfriend than with peers and other adult members in the family.
Adolescents are generally good and highly comfortable with changes,
8.
so parents may not find any difficulty in dealing with them.
Love is the close personal blending of physical and mental
9.
togetherness.
Grandparents may serve as sources of support, good influence to
10.
adolescents and provide information about family history and culture.
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References
Glenda D. Libed, Ph.D. & Jerwin S. Borres. Personal Develoment A Worktext for Senior High School
Students. Quezon City: C & E Publishing, Inc, 2018.
Grace Ayessa C. Bernabe, RCG. Personal Development. Manila: MINDSHAPERS CO.,INC., 2016.
Prepared by:
Jenny Bell S. Villarosa

SST-III
Rafael L. Lazatin Memorial High School
Submitted to:
EDGARDO S. NUNAG
EPSvr 1: EsP
Answer Key
Module 3 Module 4
Assessment What’s More: Matching Type Assessment
1. C 1. D 1. T
2. A 2. C 2. F
3. B 3. A 3. F
4. D 4. F 4. T
5. A 5. B 5. T
6. A 6. F
7. C 7. F
8. B 8. F
9. C 9. T
10. A 10. T
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11/12
Module 5: The Impact of One’s Family on
Personal Development During Middle and Late
Adolescence
Module 6: Career Development Concepts and

Personal Life Goals
1
Module 5: The Impact of One’s Family on Personal Development During
Middle and Late Adolescence
Name:________________________________________________ Q2W5
Section : Date :
What is it
Look at the picture below. These are the Igorot men of Cordillera playing their gongs
(Ganza) while dancing. This is a typical part of an Igorot wedding celebration. Any group of
people can pick up the gongs and get a dance going and it is all very spontaneous. The elders
as well as young ones enjoy playing the gongs and dancing.
When a man and a woman exchange vow to each other, they enter a sacred union
and lifelong commitment to a life-long partnership. Eventually, they build their own family. A
family is a socially recognized group joined by, marriage, blood or adoption that forms an
emotional connection and serves as a basic unit of society. All families have a set of beliefs,
values, and attitudes that are passed from generation to generation just like the Igorot wedding
celebration shown above.
Having good relationships in the family is important because our mental growth, well-
being, and stability all depend on our family. And it just feels good to be part of a warm and
loving family.
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For a moment, have you ever stopped to think about the legacies of your family? Have
you ever planned to make each family member firmer and gentler with each other so to
develop a good relationship with them?
FAMILY LEGACIES
A legacy is something that is passed on to you from family that has been handed down
for generations including reputation, a heritage and even family property.
No matter who we are, where we live, or what our goals

may be, we all have one thing in common – that is an emotional,
social 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 is not an option. Parents always pass to
their children a legacy whether it is good, bad or some of both.
The Emotional Legacy
An emotional legacy is nurtured by parents. Nurturing takes time and care. Much like
building a home out of brick on a solid foundation so that it can withstand the storms of life. It
takes a lot of time and consistency to give your child a sense of emotional wholeness. Creating
and maintaining an environment that surrounds a child’s fragile spirit with the nourishment
required for healthy growth gives them security and emotional stability.
An emotional legacy endures. It is not quickly forgotten and will last throughout his or
her adult years. When a child reaches maturity, the end of their childhood experiences become
the beginning of their emotional legacy that continues throughout life.
A healthy emotional legacy gives security and stability when cultivated in an

environment of love and safety. The environment and tone of family life directly influence the
outcome of our emotional selves. An atmosphere of love nourishes our emotional stability,
thus giving us the capacity to cope with failure and pain and confidence to face a harsh and
often cruel world. A strong emotional legacy:
➢ provides a safe environment which deep emotional roots can grow.

➢ posters confidence through stability.
➢ conveys a tone of trusting support.
➢ nurtures a strong sense of positive identity
➢ creates a “resting place” for the soul.
➢ demonstrates unconditional love.
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The Social Legacy
The most appropriate time for social interaction and relationships can be demonstrated
more effectively at home. Children will learn lessons about respect, courtesy, love and
involvement. Thus, modeling as parents play a key role in passing on a strong social legacy.
Children need to gain the insights and social skills necessary to cultivate healthy and
stable relationships as they 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.
Key building blocks of children’s social legacy include:
➢ Respect
➢ Responsibility fostered by respect for themselves
➢ Unconditional love and acceptance by their parents, combined with conditional
acceptance
➢ 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
A spiritual legacy is all about your relationship with God. Your spiritual legacy is like a
baton to pass on to the next generation even while you live. Your family, friends, classmates,
co-workers and neighbors can grab onto this baton and run with it now and long after your
portion of the race is finished.
Here are five things that predict whether your children will receive the spiritual legacy
a Christian parents desire. Do you:
➢ Acknowledge and reinforce spiritual realities. Do your children know, for

example, that Jesus loves everyone? That God is personal, loving and will
forgive us?
➢ View God as a personal, caring being who is to be loved and respected?
➢ Make spiritual activities a routine part of life?
➢ Clarify timeless truth- what is right and wrong?
➢ Incorporate spiritual principles into everyday living?
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On Strong Family Relationships
A strong family is all that you need to fight all odds in

life. No matter how the day has been for you, no matter how
people must have behaved with you, and no matter the
problems you have been facing, the smiling face of your
parents and siblings help you stay balanced.
Here are some ways to build strong family connections:
1. Spend quality time

Set aside some time (maybe mealtimes) every day as family time, when
you can talk about things and laugh together.
2. Maintain good communication with everyone in the family

When your parents or siblings want to talk, respect their need and listen to
them with attention. Give them enough time to express themselves properly.
3. Appreciate everyone in the family

Appreciate every member for performing their duties well. For example,
praising and thanking a teenager for taking care of a younger sibling will make
them feel important.
4. Acknowledge and celebrate each other’s talents, differences and strengths

A good family always cherishes the uniqueness of each of its members and
acknowledges their abilities and strengths. At the same time, they help each
other correct their shortcomings.
5. Stay focused on the current problem

Do not bring up previous issues every time you have to address a problem.
In that way, you can avoid unpleasantness and instead, focus on the issue at
hand.
6. Work like a team

When your family works as a team, every member feels acknowledged for
their contribution. Share household chores. Allow little children to participate
in chores like picking up their toys or putting their shoes back.
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7. Establish clear family rules
Make family rules that clearly mention how every member should
behave and treat each other. For example, “We talk respectfully with everyone
in our family,” or “In our family, we help each other no matter what.” Such small
but clear rules can make the family stronger and peaceful.
8. Teach children to forgive and make amends

Healthy families teach its members how to apologize and forgive others
when someone makes a mistake. It teaches children to take responsibility for
their actions
What I Need to Know
1. prepare a plan on how to make the family member firmer and gentler with
each other
Code: EsP-PD11/12FSL-IIe11.3
What I Know
Directions: Copy this puzzle on a clean sheet of paper. Then, write a word in each puzzle
piece that you feel or think is related to the given words. Submit your answers to your
Emotional Legacy Social Legacy
Strong Family
Spiritual Legacy Relationship
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What’s In
Activity: EMOTIONAL, SOCIAL AND SPIRITUAL LEGACY

Directions: Answer each question by writing in your paper the number that best reflects the
legacy you have received from your parents. Then add up your score. Submit to your
A. Emotional Legacy Evaluation

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
Interpretation of 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
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B. 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
Above 24 = Strong social legacy

14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak social legacy
Below 10 = Damaged social legacy
C. 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
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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 were not 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 legalisms
2 There are no absolutes. 5 Moderate conservatism
3 Let your heart guide you. 6 Clear boundaries
Above 24 = Strong spiritual legacy

14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak spiritual legacy
Below 10 = Damaged spiritual legacy
Answer the following questions on a clean sheet of paper. Submit to teacher for
1. What were your scores in the emotional, social and spiritual legacy evaluation?
2. How do these scores reflect you home atmosphere?
3. What is the legacy you have received from your parents and siblings?
What’s New
Directions: Write your legacy statement that you plan to give when you start your own family
in the future? You may include in your legacy statement your principles and values, most
important role you played in life, meaningful story from your parents, made you laugh, made
you sad or made you reflect, significant decisions you gave, and what you most want others
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to remember you. You may be creative in presenting your legacy. Do this activity on a clean
sheet of paper and submit to teacher for checking /evaluating.
What’s More
Activity: HOW DO YOU FEEL ABOUT YOUR RELATIONSHIPS?
How do you feel about your relationships? Where do you see your relationships going?
Are you happy with your relationships?
Directions: Copy this questionnaire in your Journal. Put a if your answer is Yes and write
Χ if your answer is No. Then answer the questions that follow. Submit to your teacher for
checking.
Criteria/Relationship Family Friends Partner Organizations
I. Overall feelings about the

relationship:
a. Are you getting your needs met?
b. Are you speaking up and asking
for what you want?
c. Are you feeling heard?
d. Are you feeling encouraged and
supported to grow?
II. The decision-making process:
a. Are decisions made to your
satisfaction?
b. Is there sufficient time to
discuss, assess, and process?
c. Do you feel as though your
thoughts and feelings are taken
seriously?
d. Is there a collaborative spirit
about decisions?
10
III. Communication:
a. Do you feel safe to say whatever
you feel?
b. Do you feel listened to when you
communicate?
IV. Roles and responsibilities:
a. Do you feel the division of tasks
is working?
b. Do you feel that both of you are
doing your parts?
c. Do you feel that task allocation
is fair?
d. Is there anything that you want
to change?
V. Activities:
a. Do you feel like you spend
enough time together?
b. Do you feel like you need more
alone time?
c. Do you want to try something
new?
VI. Planning, schedules, and logistics:
a. Are you experiencing any
schedule conflicts you want to
address?
b. Are there financial agreements
that are fair?
c. Do each of you have enough
time to accomplish everything
you want?
Guide questions:
1. In which relationship do you have more checks? More Xs?

2. What can you do to improve your relationships?
11
What I Have Learned
Directions: Take few minutes to reflect and answer the following questions. Write your
answers on a separate sheet of paper. Submit to your teacher for evaluation.
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?
3. What do you plan to do in order to improve and strengthen your relationships?
What I Can Do
Directions: Read the poem entitled A Family Is Like A Circle. Then, answer the questions
that follow.
A Family Is Like A Circle

by Nicole M. O'Neil
A family is like a circle.

The connection never ends,
and even if at times it breaks,
in time it always mends.
A family is like the stars.
Somehow, they're always there.
Families are those who help,
who support and always care.
A family is like a book.
The ending's never clear,
but through the pages of the book,
their love is always near.
A family is many things.
With endless words that show
12
who they are and what they do
and how they teach you so you know.
But don't be weary if it's broken
or if through time it's been so worn.
Families are like that -
they're split up and always torn.
But even if this happens,

your family will always be.
They help define just who you are
and will be a part of you eternally.
Guide questions:
1. What is the message of the poem?

2. What does this poem make you think about? Does it have any relation to any of your
experience? Explain your answer.
3. If you will make an analogy on your family, what could that be? Why?
Assessment
Directions: On a clean sheet of paper, write an ESSAY regarding the Legacy of your family
to your: a) emotional, b) social and c) spiritual development as an adolescent.
References:
Personality Development. Teacher’s Guide: First Edition 2016 pp. 85 -98
Marriage and Family. Accessed on September 4, 2020.

https://opentextbc.ca/introductiontosociology/chapter/chapter14-marriage-and-
family/#:~:text=Marriage%20and%20family%20are%20key%20structures%20in%20most%20so
cieties.&text=Sociologists%20are%20interested%20in%20the,upon%20which%20society%20is
%20built.
Family Legacy. Accessed on September 4, 2020. https://prezi.com/0qpgsb0gwajw/family-legacies/
Family Relationship: Why Is It Important and How To Build It? Accessed on September 4, 2020.
https://www.momjunction.com/articles/family-
relationship_00460134/#:~:text=A%20family%20is%20important%20because,all%20depend%20
13
on%20our%20family.&text=Children%20brought%20up%20in%20a,good%20and%20bad%20ti
mes%20together.
Poem “A Family Is Like A Circle”. Accessed on September 4, 2020.

https://www.familyfriendpoems.com/poem/a-family-is-like-a-circle
Images:
Image “Igorot Dancing”. Accessed on September 4, 2020.

https://www.jacobimages.com/2013/05/igorots-cordilleras
Image “Filipino Family”. Accessed on September 4, 2020. http://2040.neda.gov.ph/about-ambisyon-

natin-2040/
Prepared by:
JEANNIEFFER R. DAVID
Master Teacher I
Angeles City Senior High School
Submitted to;
EDGARDO S. NUNAG
EPSvr 1 : EsP
14
Module 6: Career Development Concepts and Personal Life Goals
Name __________________________________________________ Q2W6
Section: Date:
What is It
Education plays a vital role in shaping people to succeed. It gives us the opportunity
to become productive member of the society by acquiring all the necessary skills. We learn
how to meet challenges and overcome obstacles. We learn how to be flexible and adapt in
different situation or people we meet. People learn basic norms, rules, regulations, and values
of the society through education. Moreover, high quality education brings positive changes in
life.
Career is the integration of personality with work activities. More than just a series of
tasks or activities within work, career is a sequence of attitudes and behaviors that are
associated with work and that relate to one’s total life experience. Career, then, is closely
linked to life goals since the former can be the means towards achieving the later. Expert
would say that life goals are “internal representation of desired outcomes”. They go on to note
that goals are very helpful trying to understand person – his context and aspiration of the
future.
There are two types of life goals: intrinsic and extrinsic. Intrinsic goals involve “personal
growth, emotional intimacy and community service” while extrinsic goals include “financial
success, physical attractiveness, and social frame and/or popularity.” In understanding these
two types of life goals, experts hypothesized that life goals are those consistent with “human
nature and needs” which means these are things that are essential and absolutely necessary.
On the other hand extrinsic life goals are more influenced by society and culture, involving
“symbol of social status and positive evaluation of other people”.
Researchers conducted in this body of knowledge found that people who are more
preoccupied with intrinsic life goals tend to attain a more satisfied and happy life. They have
“higher levels of self-actualization and vitality, higher self-esteem and mind openness, and
fewer experiences of depression, anxiety, and general health problems.” Those who put
15
greater importance on extrinsic life goals, however, are at risk of having deteriorating well-
being if they ignore their innate needs. Experts advice that while extrinsic goals can very
well lead to satisfaction of basic needs, too much preoccupation to it may result in negative
well-being.
Personal Factors Influencing Career Choices

Values
Values are one’s internal compass. This is set of “self-motivators that indicate what [one]
consider[s] most important in life”. A few examples of values are God, Family, Relationship,
Peace, Career, and Education. This values are given utmost importance in one’s life and are
most of the time the standards used by a person in making important life decision. For
instance, moving to another place alone does not come easy to someone who values his
family so much. He may take a considerable amount of time weighing things before he comes
up with a decision whether to stay with family or living along in a place far from home. Because
values are very important and are at person’s core, they are most often chosen among
alternatives and even after consideration of consequences. To illustrate, if a person who just
finished and an avid supporter of environmental protection is given a chance to work either
with a large and controversial mining company or a firm advocating for sustainable
infrastructures, he is most likely to choose the latter because it is more aligned with his values.
Choosing the former would cause him negative well-being and even moral dilemma because
he knows that mining may destroy the environment. He is most likely to make that decision
even after considering that working with a mining company will pay more than working with a
firm
Personality
Personality is said to be the sum total of one’s “complex set of tendencies, behaviors, attitudes,
and characteristics that makes, [each person] unique”. One basic trait that may define one’s
personality is introversion or extroversion. In many theories, a person may have more
inclination towards an inward flow of energy (introversion) than outward flow of energy
(extroversion). This means that some people are more comfortable spending time alone and
doing things by themselves by themselves such as reflecting, painting, writing[, and the like.
Other people, on the other hand, are more comfortable spending time interacting with other
people and doing activities that require socialization. Another characteristic is the way people
take in information. Some people tend to use their senses – what they can see, hear, smell,
taste, and touch – in situations involving analysis, conceptualization, problem-solving, and the
like. There are those, however, who tend to use their imagination or intuition in dealing with
experiences. They are more adept in thinking about possibilities and abstract ideas. There are
many other things that contribute to one’s unique personality and they can be attributed to
16
innate characteristics or influenced by the larger society. In choosing a career, personality
plays a very important role because it may dictate which line of work best suits a person. For
instance, a person who enjoys being alone, spending time with very few people, and engaging
in deep and intimate conversations may find jobs that do not require frequent and extensive
interaction with people as more appealing. An example of this may be working in a counselling
center or writing novels or songs. Those who enjoy dealing with people and handling large
crowds may prosper in jobs such as managing a company’s human resources or public
service.
Interests
Closely related to personality is interest. Basically, interest are sets of preferences in activities.
Interest are one person’s likes, things where he tends to spend most of his resources – time,
energy, and money. To demonstrate, there are people who are more interested in dealing with
things rather than with people. They are especially enthusiastic in interacting with machines
and making things work. These people may find a suitable careers as architects, mechanics,
engineers, medical technologies, and the like. Another group of people may be inclined to use
their intuition, mull over ideas, and do things in a more unstructured fashion. These people
may be suited to careers as long as songwriters, writer, designer, or actor. Those who are
more drawn to activities that require adventure, persistence, and risk-taking may find
happiness in careers as entrepreneurs, business executive, and politicians.
Skills
Skills also play a vital role in career suitability and, consequently, success. Skills are basically
a set of competencies a person has. These are mastery over some tasks that are useful in
performing bigger or more complicated jobs. This implies that skills may have started as
interest where a person has spent a significant amount of time to achieve a certain level of
proficiency. For example, a person who has a strong interest in sketching and spends hours
getting better at that task may develop a skill in designing landscapes and even buildings
which may point to a career in architecture. Skills take time to develop. It requires focus and
dedication.
A person’s career choice and life goal are greatly influenced by the interplay of his values,
personality, interests, and skills. His job satisfaction, sense of fulfillment, success at the
workplace, and general well-being may depend on how his choices are aligned with what he
believes to important, his personal disposition, inclinations, and competencies. It is important
to be aware of all of these personal factors to make wise decision for the future.
External Factors Influencing Career Choice
Family and societal expectations
Filipinos place great value in education. Parents strive hard to send their children to school
even if it means using most of their resources for this purpose. For many families, having a
17
college graduate can spell the difference between remaining in poverty and enjoying a
relatively comfortable life. When a person graduates, he is expected to land a good
opportunity. Whether expressed or implied, the graduate feels the need to immediately find a
job and start earning to support the family.
With the expectation – and sometimes pressure – from the family and the community, the
graduate is influenced to make career choices that can help improve the quality of their lives.
Many times, the fresh graduate is torn between choosing a career path that is consistent with
his passion but not very financially fulfilling ad one that is more lucrative or profitable but not
necessarily what he truly wants.
Firstborns usually carries the biggest burden. As the eldest child, he bears great responsibility
to look after his siblings to the point of actively supporting them financially, helping the parents
with household expenses.
Trends in employment
Current trends in employment also affect career choices of the fresh graduates. For instance
jobs known to pay higher are more likely chosen by the young people because of its economic
value. That table below shows the highest paying jobs for fresh graduates according to
Jobstreet as reported by Rappler.
Field and Sample Job Salary

IT-related
1 Php 22,567.00
computer technician, web admin
Actuarial/Statistic
2 Php 21,391.00
workforce associate, operation review analyst
Law/Legal Services
3 Php 21,132.00
legal clerk, contract analyst
Healthcare-related
4 Php 20,048.00
medical technologist, nursing aide
Journalist/Editor
5 Php 19,808.00
multilingual content writer, foreign language translator
Training & Development
6 Php 19,723.00
content developer, communication coach
Quality Control/Assurance
7 Php 19,337.00
technical services assistant, quality assurance tester
Public Relations/Communications
8 Php 19,242.00
publicity associate, media assistant
Merchandising
9 Php 19,095.00
department store section officer, merchandise planning analyst
10 Customer Service-related Php 19,036.00
18
junior technical support representative
There are also available data about industries or field that hired fresh graduates in 2015. It
may be observed that the top three jobs giving the highest average month salaries are IT-
related jobs, those are related to statistics, and legal services.
Further, it is also noted that 57% of jobs for fresh graduates come from the BPO industry
where 6 out 10 jobs in this industry are offered to the newbies.
Field No. of Graduates Hired
Call Center/IT-enables services/businesses Protocol Outsourcing
149.753
(BPO)
Retail/Merchandise 8,131
Property/Real Estate 5,167
Manufacturing/Production 4,388
Food & Beverage/ Catering/ Restaurant 4,030
Banking/ Financial Services 3,676
Construction/ Building/ Engineering 2,759
Telecommunication 2,719
General & Wholesale Trading 1,779
Computer/IT (software) 1,667
Others 77,980
The following table shows the highest paying jobs for employees with work experiences
according to Jobstreet as reported by CNN
Junior Executive position Junior Executive position
(1 to 4 years’ experience) (5 or more years’ experience)
1 IT IT
2 Law/ Legal Services Law/ Legal Services
3 Actuarial/ Statistics Quality Control/ Assurance
4 Costumer Service Finance
5 Training & Development Costumer Service
6 Public relations/ Communication Banking/Financial Services
7 Banking/Financial Services Human Resources
8 Arts/Creatives Training & Development
9 Finance Engineering
10 Marketing/Business Development Marketing/Business Development
It was observed that the field of information Technology (IT) continued its “three-year trend of
providing the highest-paying jobs across all position level.” Further, callcenter or BPOs are on
19
the top spot of employers among the above-mentioned industries followed by retail and
merchandise, manufacturing, and production sectors.
Career choices are also influence by current trends in the workplace and job market. For
instance, the boom of nursing and other healthcare professions during the early 2000s brought
forth increased interest in taking college nurses related to them. The trend arched throughout
the years with growing needs from different countries. Another observed trend was the growth
of the information technology (IT) industry where computer savvy professionals where in
demand.
Currently, the businesses process outsourcing (BPO) industry has taken the center stage by
opening thousands of opportunities for fresh graduates regardless of their academic training.
Further, there is also a steadily growing movement to boost the interest of people, especially
the young ones, to engage in businesses or enterprises. This is revolutionary since the current
education system is more prepared toward producing employment-ready graduates rather
than business starters.
(Corcuera, Fidelina A.,Et Al. BPI Shape Personal Development Resources Book.Makati City:
BPI Foundation, 2016)
What I Need to Know

(MELCs)
1. explain that understanding different factors, career development concepts and
personal life goals influence career planning and decision-making and
2. identify career options based on different factors, career development concepts and
personal life goals.
Code/s: EsP-PD11/12PC-IIf12.1
EsP-PD11/12PC-IIf12.2
What I Know
Directions: Take the 10-item Pre-assessment True or False Test. Write the word True if you
find the statement correct and the word False if otherwise. Answers should be written on a
clean sheet of paper. Submit to teacher for checking/evaluating.
1. Adolescents need to explore career options to gain advantage on the road to adulthood.
20
2. Choosing a career is one of those important decisions that can change the course of the
life of an adolescent.
3. In choosing a career, one does not necessarily think or consider the kind of people he or
she has to work with.
4. Should an adolescent cannot decide what career to pursue in the future he or she needs
the help of professional career coach.
5. One of the primary considerations in choosing a career is the adolescent’s economic and
financial goals.
6. A serious thought about certain career should be prepared by an adolescent.
7. Career building requires attention to goals, vision, and motivation of the adolescent.
8. Career planning is a lifelong journey. As adolescent journey through life, their workplace,
interests, and attitude will change forcing them to evaluate and adjust their career plans.
9. An honest assessment and evaluation of a teenager’s work style will help them decide a
career to consider.
10. Real life experience in the work environment where teenagers may think they want to
work can help them make up their minds on the career they will pursue.
What’s In
Directions: Cut and paste picture of persons you admired because of their success in their
chosen path/career. Do this on a clean sheet of paper and briefly describe them. Submit to
teacher for checking and evaluating.
21
What’s New
Directions: Write at least two related concepts for each factor that affects your career choices.
Do the activity on a clean sheet of paper and submit to teacher for checking /evaluating.
THE CAREER WHEEL
FAMILY ABILITIES/
SKILLS
PERSONALITY ME CULTURE
& INTEREST
CAREER
SOCIAL & GENDER

ECONOMIC
CONDITION
CHILDHOOD
FANTASIES
Source:http://earlhaig.ca/departments/coop/1Documents/gr%2010%20careers/Career%20W
heel%20Assignment/building_careers.pdf
22
What’s More
Directions: Write something about your career wheel. Answer the following questions and
write your answers on a clean sheet of paper and submit to teacher for checking/evaluating.
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?
What I Have Learned
Directions: Write the insights, concepts, ideas or realizations that you have gained from this
lesson on a clean sheet of paper and submit to your teacher for checking/evaluating.
What I Can Do
Directions: Make your Stairway To Success. Write in every stairway your plan or your steps
in achieving your career goal. Do this activity on a clean sheet of paper. Submit to your teacher
for checking/evaluating.
Stairway to Success
23
Guide Questions:
1. How do you see you self 15 years from now?

2. How those steps in the Stairway To Success help you to achieve you goal?
Assessment
Directions: This is a personality test, it will help you understand how your personality is
structured and why you act the way you do. Understanding one’s personality is an important
key towards making right career choice. 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. Write your answer on a clean sheet of paper and submit to your teacher
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
11. Feel comfortable around 36. Don’t like to draw attention to
people. 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.
24
17. Sympathize with others’
42. Feel others’ emotions.
feelings
18. Make a mess of things. 43. Follow a schedule.
19. Seldom feel blue. 44. Get irritated easily.
20. Am not interested in abstract
45. Spend time reflecting on things.
ideas.
21. Start conversation. 46. Am quiet around strangers.
22. Am not interested in other
47. Make people feel at ease.
people’s problems.
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 Idea
Source: http://personality-testing.info/printable/big-five-personality-test.pdf
References
Corcuera, Fidelina A.,Et Al. BPI Shape Personal Development Resources Book.Makati City: BPI
Foundation, 2016
Source:http://earlhaig.ca/departments/coop/1Documents/gr%2010%20careers/Career%20W
heel%20Assignment/building_careers.pdf
Source: http://personality-testing.info/printable/big-five-personality-test.pdf
Wong-Fernandez, Barba,.Et Al.Personal Development Reader. Quezon City: Sunshine Interlinks

Publishing House, Inc,2016
Prepared by:
JHON MARK M. OCAMPO, SST-II
Bonifacio V. Romero High School
Submitted to:
EDGARDO S. NUNAG
EPSvr 1: EsP
25
Answer Key: Module 6
WHAT I KNOW
1) True 2) True 3) False 4) True 5) True
6) True 7) True 8) True 9) True 10) True
ASSESSMENT 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 (C) 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.
26
11/12
Module 7: Career Pathways
Module 8: Insights into One’s Personal

Development
1
Module 7: Career Pathways
Name ________________________________________________ Q2W7
Section Date
What it is
Career is the integration of personality with work activities. It is a sequence of attitudes

and behaviors that are associated with work and that relates to one’s total life experiences.
This is also considered as a life goal.
Career plan is a map that a person uses in planning where he wants to be in the future
in terms of his profession or career. This process entails deep understanding of self and strong
drive to pursue one’s aspiration. Self-awareness is the most crucial part since a person will
determine his strength, areas for improvement, personal values, personality type, interest and
skills. There has to be a clear preference to consciously set direction such as the nature of
work, kind of workplace, type of superior and colleague he wants to work with.
Factors influencing career choices
Values. Values are one’s internal compass. They are set of self-motivators that indicate or
consider the most important in life. They are most of the time the standards used by a person
in making important decisions in life.
Personality. Personality is the sum total of one’s complex set of tendencies, behavior,
attitudes and characteristics that makes a person unique. This may be attributed to innate
characteristics or influenced by the larger society.
Interest. Interests are sets of preferences in activities. They are usually one’s persons likes,
things where he tends to spend most of his resources, time, energy and money.
Skills. Skills are sets of competencies a person has. These are mastery over some tasks that
are useful in performing bigger or more complicated jobs. This implies that skills have started
as interest where a person has spent a significant amount of time to achieve a certain level of
proficiency.
Family and peer influence. Education is important for Filipino families. The parent work hard
for better education of their children. One of the challenging parts of being a parent is when
2
their child reaches collegiate level due to overwhelming expenses and at the same time there
is a pride and honor when their child finishes bachelor’s degree. On the other hand, the
children are pressured in selecting what career they will choose. As to whether they will pursue
the field of their interest or they will choose what their parents want them to take up to earn
more in order to provide for the family.
Peer pressure is generally attributed to the influence exerted by a peer group in encouraging
a person to change his or her attitudes, values, or behavior in order to conform to group norms.
It can have both the negative and the positive side. It has a deep impact on one's decision
making ability, especially when it comes to choosing a course or a career path. At times leads
to the ‘herding concept', wherein one follows the group blindly, without having a clear
understanding of the consequences and assessing his or her strengths and weaknesses.
A person’s career choice and life goals are greatly influenced by the interplay of his values,
personality, interest, skills, family and peer influence. His job satisfaction, sense of fulfillment,
success at the workplace and general well-being may depend on his choices and are aligned
with what he believes to be important.
What I need to Know

1. prepare a career plan based on the identified career options to attain personal life’s
goals
2. explain the factors in personal development that may guide him/her in making career
decisions as adolescents
Codes: EsP-PD11/12CP-IIh-i-12.3
EsP-PD11/12CP-IIh-i-14.1
What I Know
Activity 1. Getting to know yourself

Directions: This activity allows you to get to know yourself better. The following are guide
questions that will help you in choosing your field of profession. Answer them on a clean sheet
of paper. Submit to your teacher for checking/evaluating
1. What is your own definition of career?
3
2. As a graduating student, what course do you plan to take in college? Why?
3. What are the factors that led you in choosing that career/profession?
4. What will be your plan in order to achieve your chosen career?
5. What is your perception about this statement from Confucius?
“Choose a job you love and you will never have to work a day in your life.”
What’s In
Activity 2. Johari’s Window

Johari’s Window is a technique for improving self-awareness within an individual. It
helps in understanding your relationship with yourself and others. There are four boxes in
Johari’s Window.
Directions: Fill in each box with the necessary concepts, ideas and explanations regarding
your career path. Do the activity in a clean sheet of paper.
BOX 1 BOX 2
My Personal Career Choice Me and My Friends’ Career Choice
BOX 3 BOX 4
My Parent’s Choice for Me Other Careers that I like to Explore
What’s New
Activity 3. My Bio Poem

Directions: This activity will help you imagine your future in your chosen profession. You are
going to create a simple poem by completing each line based on the information being asked.
Line 1: I am (state your full name)

Line 2: I have chosen (career of choice) as a profession
Line 3: I can do (write something important that you can do in this career)
4
Line 4: I will be helped by (persons that may help you in achieving your career)
Line 5. I am planning to (state your plan or steps on how to accomplish your profession)
What’s More
Activity 4. Statements on Career Pathways
Directions: State whether the statement is True or False. Write your answers on a clean sheet
of paper and submit to your teacher for checking/evaluating.
1. Career is the integration of personality with work activities.
2. Values is the sum total of one’s complex sets of tendencies and behaviors that makes a
person unique.
3. Personality is a mastery of task that are useful in performing complicated jobs.
4. People spending time alone (introvert) is an example of personality.
5. Peace, Career and education are examples of values.
6. Career is also considered a life goal.
7. Peer influence is only viewed to have a positive effect on one’s careers choice.
8. Education is not valued in a normal Filipino family setting.
9. Career is dependent only in his own satisfaction.
10. Interests are sets of preferences where the person spends most of resources, time, energy
and money.
What I have learned
Activity 5. My Career Plan
Directions: Create your own career plan based on the guide concepts presented below. Write
your answers on a clean sheet of paper and submit to your teacher for checking/evaluating.
1. Who Am I?
A. What do I enjoy doing?
B. What skills do I have that I can offer to my work?
C. What are my personal values?
2. Where I am going?
A. What are my top 3 objectives?
B. What kind of workplace am I looking for?
5
C. What kind of boss/ superior do I want to work for?
D. What things do I want to learn from my workplace?
E. How will I know if I am succeeding? What are the indicators for success?
3. How do I get there?
A. in which companies do I want to work? (3 companies)
B. What skills do I need to posses to be qualified for the job?
C. Who can guide me or teach me more about my chosen field?
D. Where will this job take me 1 year from now?
E. What do I want to reach in the next 5 years?
What can I do
Activity 6. Personal Reflection

Directions: Write your insights gained from the lesson by completing the following phrases.
1. I learned that …
2. I felt …
3. I would (action to be taken) …
Assessment
Activity 7: This is a task that aims to evaluate your level of mastery in achieving the learning
competencies of this module.
Directions: Write the letter of your choice on a clean sheet of paper submit to your teacher
for checking/evaluation.
1. James is enjoying most of his time reading newspapers than playing basketball with his
friends. This is a factor that influences career choice.
a. values b. interest c. skills d. peer influence
2. Allan was hired as an internal auditor and discovered an anomaly. He was weighing
whether he will report it to the company or not. This is a factor that influences Allan’s choice.
a. personality b. skills c. values d. life goal
3. This is a map that a person uses in planning where he wants to be in the future in terms of
his profession.
6
a. career b. life goal c. interest d. career plan
4. This is the most crucial part of career planning where a person is aware of his own strength
and weaknesses.
a. skills b. family influence c. self-awareness d. personality
5. A person who enjoys being alone, spending time with very few people and engaging in deep
conversation is an example of this factor that influence career choice.
a. personality b. skills c. interest d. family influence
6. This is of great value to Filipino families.
a. career b. education c. skills d. peer influence
7. Julia is the eldest. She takes care of her family and actively supports them financially. She
helps her parents with the household expenses. This situation is an example of one of the
factors that influences career choice.
a. family influence b. peer influence c. skills d. personality
8. This is defined as a set of competencies that a person has which plays a vital role in career
success and sustainability.
a. career b. values c. skills d. family influence
9. These are internal compass that sets motivation that indicates what is the most important
in life.
a. values b. career c. skills d. career plan
10. Annie is best friend with Aimee. They were talking about their plans after they graduated
from senior high school. They have been friends for a long time so they don’t want to be
separated. They both decided to take nursing as their chosen career. This is an example
of what factor that influence career choice.
a. skills b. peer influence c. family influence d. personality
Additional Activity
Activity 8: Family tree

This activity allows you to analyze the careers of your family members. This might help you
achieve better career choice for your future.
Directions: Write the professions of your family members starting from the father’s
grandparents, mother’s grandparents, father’s parents, mother’s parents, your father’s
profession, mother’s profession and lastly, your plan of profession. Try to analyze the family
tree and write your explanation. Do this on a clean sheet of paper.
7
Analysis of My Family Tree
References:
BPI foundation. 2016. BPI -SHAPE Personal Development Resource Book. Pages 194-196, 164-
166, BPI head office building, Paseo de Roxas. Makati city. BPI foundation
8
Fernandez, B. Legaspi, E. Quiba, C, Rafanan, M, Garcia Z. 2016. Personal Development. Reader.
First edition. Pages 122-127. Quezon city. Department of Education
Career family tree and career genogram. Retrieved from

https://www.pinterest.ph/pin/34691859604275330/
Into to business communication. Johari window. Retrieved from
https://www.toppr.com/guides/business-communication-and-ethics/intro-to-business-
communication/johari-window/
4 fun career planning activities for secondary students. Stainlage T., October 8, 2014.
Retrieved from https://www.kuder.com/blog/career-counseling-coaching/4-fun-career-
planning-activities-for-secondary-students/
Prepared by:
AARON N. CALMA
ACSCI -SHS
Submitted to:
EDGARDO S. NUNAG
EPSvr 1: EsP
9
Module 8: Insights into One’s Personal Development
Name __________________________________________________ Q2W8
Section: Date:
What is it
What’s your life mission? It’s not an easy question to answer, but an important
one. You can talk about your aspirations and goals all day, but when you write them,
they become, well, more real. It’s a starting point to living the life you want. When
you write a personal mission statement, you’re clarifying what you want to
accomplish and how, and committing to it. Businesses and nonprofit organizations
develop mission statements for the same reason.
What is a personal mission statement?
Personal mission statements is more than just your goals. Your mission
statement will help you sort out your priorities and how you want to live your life. It
may include short-term and long-term goals, or life-long aspirations. It becomes a
guide and provides direction, which comes from you, not someone else.
The Importance of Personal Development Factors in Career Decisions and More
Personal development factors are valuable in making career choices. It is
difficult for someone to enter into a career pressured by outside factors. When a
career in nursing was popular many years ago due to a high demand in the
international job market, many parents forced their sons and daughters to engage in
the profession despite the lack of interest and personal factors that match the
demand of the profession. What was given high value was earning more due to the
idea of living a comfortable life that the parents visualized for themselves and their
children.
There is nothing wrong with visualizing a comfortable life. However, the
individual must look within himself or herself to discover his or her true ambitions
and life goals. Among all other personal factors, there is that inner space and voice
that one needs to listen to. That is the voice that tells each of us which path to take
to fulfill one’s mission. Thus, parents have to respect and support their son’s and
10
daughter’s in their decisions. Each one is called to tread on a path for a purpose. It
cannot just be all about earning money.
Creative Visualization
Visualization refers to the process of looking forward and seeing your desires
and aspirations happening. Our mind and imagination can go as far as you allow it
to explore and its creativity is beyond limit. You could visualize yourself as a
millionaire owning huge properties, cars, businesses or even richer than Bill Gates
and Manny Pacquiao. You can visualize yourself singing like Beyonce or Regine
Velasquez. You can paint even if reality says you don’t know how.
You may have gone through different challenges and stressors in your life as
you shared in the previous lessons. However, you could pick yourself up and find
hope and promise for the future. Being positive about life counts a lot. The process
of visualization empowers you and help you face such challenge in the future. You
can become the person you visualize.
Bo Sanchez, in his book 8 Secrets of the Truly Rich, shared his “True
Millionaire’s Prayer” to help you realize what it really means to be rich:
“Today I ask You to bless me so that I may become a blessing Lord,

I commit myself to enrich others. But because I cannot give what I do not
have, I commit myself to become rich. I commit myself to serve You and to
serve the poor with my wealth. Today, I open myself to the abundance of
Your universe. Use me as your channel of love. Give me the ability to create
wealth that will bless the world. Increase my financial wisdom and expand
my territories. I place my life in Your hands. Amen.”
Financial goal:
Date when this goal will happen:
Date Today:
-Bo Sanchez, 8 Secrets of the Truly Rich (2007)
Sanchez (2007) did not just teach us to visualize but to be completely

committed to one’s vision. He specifically gives his readers a guide through a form of
prayer with a financial goal written and the date the goal will happen. In
visualization, you don’t see things to happen. You see things now and claim it
happening at present.
11
Making a Firm Stand on Career Choices
Career choice should be taken seriously. Many professionals choose their
course program in college and find out later that they are not happy with it. Taking
a firm stand comes from a full knowledge of self and different options for career. But
more than anything, it is important to listen and follow one’s heart. According to Bo
Sanchez, the truly rich person knows how to give. Part of his intention to be rich is
to reach out to those who may need them.
Thus, the desire for riches and success in life should not only serve one’s
purpose. It should not be for popularity and inflating our egos. The essential truth
about having a career is to partake in the mission of serving others.
Development means a state of being developed or progression into higher and
much better standards. Applying this concept to personal development illustrates a
goal of a much better and improved version of oneself. This will help you in your
journey towards discovery and growth in the person.
Go, grow, and glow. Shine like that beautiful star shedding some light and be
a good role model to other adolescents. Choose your path wisely and make a
difference in the lives of other people especially when you practice your career
someday.
What I need to Know

1. share insights that make him/her realize the importance of personal

development in making a career decision as adolescent and
2. construct a creative visualization of his/her personal development through
of the various stages he/she went through, stressors, influences, and
decision-making points, and a personal profile analysis.
Codes: EsP- PD11/12IOPD-Iii-h-14.2
EsP-PD11/12IOPD-IIj-14.3
What I Know
Activity 1. A. My Personal Development Journey: A Personal Profile Analysis

Directions: Revisit your outputs from all the activities (lessons 1-7) and fill in the
second column in the table below stating your significant discoveries about yourself
(physical, emotional, psychological growth) and essential learnings. Write your
12
answers on a clean sheet of paper and submit it to the teacher for
Lesson No. and Title Significant Discovery about oneself
(physical, emotional, psychological
growth, or any learning experiences)
and essential learnings.
Lesson 1:
B. Present your snapshot of your PERSONAL DEVELOPMENT IMAGE. This may be

a drawing, song composition, or any creative art that illustrates your insights and
reflections in the subject. Write your answers on a clean sheet of paper and submit
it to the teacher for evaluation/correction.
What’s In
Activity 2. I am Successful
Directions: Spend 5 to 10 minutes in silence. Visualize yourself being successful
or visualize an image of success and draw an image or symbol of success below.
Use clean sheets of paper in doing the following activities and submit them to the
teacher for evaluation/correction.
MY IMAGE OF SUCCESS
1. How do you associate the image or symbol to success?

2. What is success for you as an adolescent?
3. What is your general impression of the symbol you created for success? How
would you live up to your image of success? What specific things would you
do to be able to attain it?
What’s New
Activity 3. Personal Mission Statement
13
Directions: Use clean sheets of paper in doing the following activities and submit
them to the teacher for evaluation/correction.
STEP 1: Divide your paper into four columns, and label them as follows:
List 1: 3-5 things I want most out of life
List 2: 3-5 things I want to see happen on the planet
List 3: 3-5 things I believe that make me special
List 4: 3-5 improvements in my life that I can do or things that I can achieve now
STEP 2: Looking at your lists, circle the most important item from each
column.
Ask yourself… “Which of these most resonate with me”. Choosing the most may
sometimes be difficult, so be willing to sit for a while with your thoughts and
feelings.
STEP 3: Using each of the four choices you encircled, complete the statement
by filling in the blanks.
I will , using my ,
(Take the circled item from List 4) (Take the circled item from List 3)
to accomplish , and in doing so, also achieve

(Take the circled item from List 2)
.
(Take the circled item from List 1)
STEP 4: Save and view your personal mission statement often

Write your personal mission statement on a clean piece of paper and hang it where
you will see it often. Let your purpose be your guide when making your choices,
setting your goals, staying on track and truly living your life.
14
What’s More
Activity 4. Personal Development: Hindsight and Foresight
Directions: Use clean pieces of paper or notebook in doing the following activities
and submit them to the teacher for evaluation/correction.
FRAMEWORK OF SUCCESS
Set three goals in each category and identify your first action step in
achieving each goal.
HAPPINESS (How will you have the life HEALTH (How will you maintain the
you love?) energy required to extend your
influence?)
YOUR
SUCCESS
GROWTH (How are you going to be PURPOSE (How do you keep yourself
better tomorrow?) going?)
What I have learned
Activity 5. Essential Learning
Directions: Write the insights, concepts, ideas or realizations that you have gained
from this lesson on a clean piece of paper and submit it to the teacher for
What can I do
Activity 6. Personal Reflection

Directions: Use clean pieces of paper or notebook in doing this and submit them to
the teacher for evaluation/correction.
15
Write an essay on your journey through this course on Personal Development using
the following questions as your guide. How have you changed since the beginning of
this semester? What have you discovered about yourself? What activities and reading
were most useful to you? What will you do in order to continue your personal
development after this course?
Assessment
Directions: Use clean pieces of paper or notebook in doing the following activities
and submit them to the teacher for evaluation/correction.
A. This is a task that aims to evaluate your level of mastery in achieving the learning
competencies of this module. Write the letter of your choice on the space provided.
1. It refers to process whereby all personal characteristics and constructs are

gathered to be deciphered and analyzed, and from these, implications and
insights are drawn to gain a fuller understanding of oneself.
a. Personal development c. Profile analysis
b. Personal journal d. Research
2. Rodel wants to see himself what he would be like in the future so he closes
his eyes, and expands his imagination and even went into the depth of
visualizing that he feels that it is happening now. What specific process is
Rodel using?
a. Creativity c. Psychoanalysis
b. Creative visualization d. Career path analysis
3. The author Bo Sanchez from the book 8 Secrets of the Truly Rich states that
visualizing your goal is not enough; you have to be completely committed
to it. What is implied in the statement?
a. Focus and action c. Claim your visualization
b. Dreams come true d. Word of honor
4. Our mind and imagination can go as far as you allow it to explore. This
means that our mind .
a. can create a snapshot of career
b. can wonder about many things
c. has creativity that is beyond limit
d. can imagine and is fixed to a goal
16
5. Choose your path wisely and make a difference in the lives of other people.
This statement implies .
a. to create and imagine wisely
b. to produce a different breed of leaders
c. to consider wisdom in decision-making
d. to choose a career that will positively affect others
B. Write T if the statement or phrase is True and F if false.
6. Revisiting the compilation of all activities from the previous lessons will
help one create an image of one’s personal development and growth.
7. Visualization refers to the process of looking forward and seeing one’s
desires and aspirations happening at present.
8. Personal development is highly important in career choice, however, there
is a need to look deeper into oneself and listen to that inner movement that
leads one to peace and quiet.
9. Taking a firm stand comes from a full knowledge of self and the different
option for a career. But more than anything, one must listen and follow
one’s heart.
10. The essential truth about having a career is to partake in the mission of
serving others.
Additional Activity
Read and analyze the quote below. In 3-5 sentences, write your insight about the
quote on a clean piece of paper and submit it to the teacher for evaluation/
correction.
“A truly rich person knows how to give and serve others”.
References:
Fernandez, B. Legaspi, E. Quiba, C, Rafanan, M, Garcia Z. 2016. Personal Development.

Reader. First edition. Pages 130-131. Quezon city. Department of Education
Libed, Glenda D. Ph.D., Borres Jerwin S.2018. Personal Development, A Worktext for
Senior High School Students. Pages 152-160. C & E Publishing, Inc.,Quezon City.
How to Write a Personal Mission Statement. Retrieved from

17
Framework of Success. Retrieved from
Prepared: Submitted to;
ANGELINE G. PINEDA EDGARDO S. NUNAG

SST III EPSvr 1: EsP
Amsic Integrated School

Key answers to activity 1, 2, 3, 5, 6, 8
Answers may vary. This activity is based on student’s own perception, there are no right or wrong
answers.
Key answer to activity 4: Key answers to Activity 7
1. true 1. b
2. false 2. c
3. false 3. d
4. true 4. c
5. true 5. a
6. true 6. b
7. false 7. a
8. false 8. c
9. false 9. a
10. true 10. b

Key answers to activity 1, 2, 3, 4, 5, 6, and additional activity
Answers may vary. This activity is based on student’s own perception, there are no
right or wrong answers. (students will be graded according to the rubrics provided
by teachers)
Key answer to assessment:
1. a 6. T
2. b 7. T
3. c 8. T
4. c 9. T
5. d 10. T
18

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11/12

DIVISION OF ANGELES CITY

Learning Activity Module

Name ____________________________________________ Q2W1

Three (3) kinds of Personal Relationships

Personal Relationships consist of the following aspects:

Why personal relationships are important?

A healthy relationship can help you:

After going through this module, you are expected to:

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

7. Confused 8. Proud 9. Excited

• My relationship with my parents. • My relationship with my siblings.

• How to maintain a good relationship • How to maintain a good relationship

• My relationship with my friends. • My relationship with special someone

• How to maintain a good relationship • How to maintain a good relationship

Blakemore, S. J. (2008). Development of the social brain during adolescence. Quarterly

Prepared and submitted: Submitted to:

BELLA A. CAMAT EDGARDO S. NUNAG

Name ________________________________________________ Q2W2

Leadership is a process by which a person influences others to accomplish an

THE TWO MOST IMPORTANT KEYS TO EFFECTIVE LEADERSHIP

What I need to know

2. What quality or characteristic you admire most about each of them?

Write at least of 15 Write at least of 15 Skills/Abilities of a

Activity 5: Leader Identification

What I Have Learned

Wagner, Kendra. “Leadership Theories.” About.com: Psychology.

Prepared by: Submitted to:

What I know What’s more Assessment

Answer Key : Module 2

Name _______________________________________________ Q2W3

Family engagement is no longer viewed as a one-way street. According to Dr. Mapp,

The Family-School Relationships Survey was developed to provide schools with a

What I need to know

Prepared and submitted:

Name ____________________________________________ Q2W4

Different Family Structures and Family Care

Genogram- is a graphical presentation of a person’s family relationship and/or medical

After going through this module, you are expected to:

1. My mother is usually angry if I …

1. Nuclear Family a. This is comprised of a solo parent

What I Have Learned

Note: Use short bond paper for your answer.

1. Being honest with your parents strengthens family relationship.

Jenny Bell S. Villarosa

Module 6: Career Development Concepts and

(Background Information for the Learner – Key Concepts)

No matter who we are, where we live, or what our goals

The Emotional Legacy

A healthy emotional legacy gives security and stability when cultivated in an

➢ provides a safe environment which deep emotional roots can grow.

Key building blocks of children’s social legacy include:

The Spiritual Legacy

➢ Acknowledge and reinforce spiritual realities. Do your children know, for

A strong family is all that you need to fight all odds in

Here are some ways to build strong family connections:

1. Spend quality time

2. Maintain good communication with everyone in the family

3. Appreciate everyone in the family

4. Acknowledge and celebrate each other’s talents, differences and strengths