Name of Teacher: Claire E.

Fontanoza WEEK 10

PERSONALITY DEVELOPMENT
GRADE 11
Module 10

Social Relationships in Middle and Late Adolescence

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

 Distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership,
 Compare your self-perception and how others see you, and
 Conduct a mini-survey on Filipino relationships (family, school, and
community).

Activity: MY ORGANIZATIONS
Name Of Organization Type Of Organization My Position/Role In The

*Neighborhood association, church group, singing/dance group, community organization,

youth group, club, school organization, volunteer group, etc.

Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT

DEVELOPMENT
As you have known by now, the relationships adolescents have with their peers, family, and
members of their social sphere play a vital role in their development. Adolescence is a crucial
period in social development, as adolescents can be easily swayed by their close
relationships. Research shows there are four main types of relationships that influence an
adolescent: parents, peers, community, and society. In this part of the module, we will focus
on Community, Society, and Culture. There are certain characteristics of adolescent
development that are more rooted in culture than in human biology or cognitive structures.
Culture is learned and socially shared, and it affects all aspects of an individual's life. Social
responsibilities, sexual expression, and belief-system development, for instance, are all likely
to vary based on culture. Furthermore, many distinguishing characteristics of an individual
(such as dress, employment, recreation, and language) are all products of culture.

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Many factors that shape adolescent development vary by culture. For instance, the degree to
which adolescents are perceived as autonomous, or independent, beings varies widely in
different cultures, as do the behaviors that represent this emerging autonomy. The lifestyle of
an adolescent in a given culture is also profoundly shaped by the roles and responsibilities he
or she is expected to assume. The extent to which an adolescent is expected to share family
responsibilities, for example, is one large determining factor in normative adolescent
behavior: adolescents in certain cultures are expected to contribute significantly to household
chores and responsibilities, while others are given more freedom or come from families with
more privilege where responsibilities are fewer. Differences between families in the
distribution of financial responsibilities or provision of allowance may reflect various
socioeconomic backgrounds, which are further influenced by cultural norms and values.
Adolescents begin to develop unique belief systems through their interaction with social,
familial, and cultural environments. These belief systems encompass everything from religion
and spirituality to gender, sexuality, work ethics, and politics. The range of attitudes that a
culture embraces on a particular topic affects the beliefs, lifestyles, and perceptions of its
adolescents, and can have both positive and negative impacts on their development. As an
example, early-maturing girls may suffer teasing or sexual harassment related to their
developing bodies, contributing to a higher risk of depression, substance abuse, and eating
disorders.

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

Reading: COMMUNITY ACTIVITY: GET INVOLVED

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Getting involved in local community activities or volunteering can boost your confidence and
self-esteem and help you build new skills. You can get started by finding activities that
interest you.
Community activities and civic responsibility
Community activity is part of ‘civic responsibility’. It’s about doing things in our community
because we want to or feel we should, rather than because we have to by law. You can take
civic responsibility and be active in your community by:
 joining a Youth Club, a scouting group or a local environmental or cleanup group
 helping with a primary school play, or coordinating or coaching junior sport
 setting up an arts space for the community or getting involved in youth
radio
 being part of a youth advisory group through the local council
 promoting causes – for example, clean environment, recycling, get active
in sports
You might be interested in online civic or community activities – for example an online
campaign to save a local area of wildlife. Online community involvement can motivate you
to get involved in face-to-face community activities.

What you can get from being involved in community activities It doesn’t matter what you do.
Any involvement is good! When you get involved in community activities, you get a lot of
personal rewards and feelings of achievement.
Role models
By getting involved with community activities, you can come into contact with like-minded
peers and positive adult role models other than your parents. Interacting and cooperating with
other adults encourages you to see the world in different ways. It puts your own family
experiences and values into a wider context. For example, your family might have certain
religious or spiritual beliefs – or none at all – but when you come into contact with others
who believe different things, perhaps through some charity work, you might see some new
ways of putting beliefs into action for the good of others.
Identity and connection
Young people are busy working out who they are and where they fit in the world. They try
out different identities, experiment with different styles of dress and might try out a range of
different activities and hobbies. Being involved in community activities can give you a
positive way of understanding who you are. As a result, you might come to see yourself as
helpful, generous, political or just a ‘good’ person in general. Being involved in community
activities can also help create a sense of being connected to your local community and the
wider world.

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Skills
Community activities give you the chance to apply the skills you already have. For example,
you could use the cooking skills you have learned at home at a community feeding program
or at a school fund-raising project. Voluntary work and community activities are also great
opportunities to show initiative and develop skills to get a job. For example, the school
fund-raising project could give you experience in speaking to customers and handling cash.
Volunteering for the community feeding project might help you prepare for getting a part-
time job as a waiter. For those who are interested in being a vet, helping out at an animal
shelter or washing and walking local dogs is a good way to demonstrate commitment and get
a reference. Being able to manage free time while balancing leisure, work and study is an
important life skill. Being part of community activities could motivate you to get more
organised and start to manage your own time. Self-confidence, mental health and wellbeing
Community activities can boost one’s self-confidence. You can learn to deal with challenges,
communicate with different people and build up your life skills and abilities in a supportive
environment. This is also good for your self-esteem. It’s also a great foundation for general
and mental health and wellbeing. It can be very positive psychologically for you to have
something that gets you involved, where others expect you to turn up and take part, and
where you’re supported to achieve something as part of a group. These positive feelings can
help protect you from sadness and depression. Being involved in some kind of community
activity can also reduce the likelihood of substance abuse, mental illness and criminal
activity.

Portfolio Output No. 20: Description of My Social Group

Write about one of your social groups, it’s nature, activities, and benefits. Include a photo of
yourself with the group.
Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES
Can you identify the lesson being taught by each story?
1. The Farmer and the Stork
A Farmer placed nets on his newly sown plough lands, and caught a quantity of
Cranes, which came to pick up his seed. With them he trapped a Stork also. The Stork
having his leg fractured by the net, earnestly besought the Farmer to spare his life.
“Pray, save me, Master,” he said, “and let me go free this once. My broken limb
should excite your pity. Besides, I am no Crane, I am a Stork, a bird of excellent
character; and see how I love and slave for my father and mother. Look too, at my
feathers, they are not the least like to those of a Crane.” The Farmer laughed aloud,
and said, “It may be all as you say; I only know this, I have taken you with these
robbers, the Cranes, and you must die in their company.” Source:
http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/

2. The Hunter and the Woodsman

A hunter, not very bold, was searching for the tracks of a Lion. He asked a man
felling oaks in the forest if he had seen any marks of his footsteps or knew where his
lair was. “I will,” said the man, “at once show you the Lion himself.” The Hunter,

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 turning very pale and chattering with his teeth from fear, replied, “No, thank you. I
did not ask that; it is his track only I am in search of, not the Lion himself.” Source:
http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm

3. Bear and man lying down

Two men were traveling together, when a bear suddenly met them on their path. One
of them climbed up quickly into a tree, and concealed himself in the branches. The
other, seeing that he must be attacked, fell flat on the ground, and when the Bear came
up and felt him with his snout, and smelt him all over, he held his breath, and feigned
the appearance of death as much as he could. The Bear soon left him, for it is said he
will not touch a dead body. When he was quite gone, the other traveler descended
from the tree, and accosting his friend, jocularly inquired “what it was the Bear had
whispered in his ear?” he replied, “He gave me this advice: Never travel with a friend
who deserts you at the approach of danger.” Source: http://www.moralstories.org/the-
bear-and-the-two-friends/

4. Goatherd and the wild goats

A Goatherd, driving his flock from their pasture at eventide, found some Wild Goats
mingled among them, and shut them up together with his own for the night. The next
day it snowed very hard, so that he could not take the herd to their usual feeding
places, but was obliged to keep them in the fold. He gave his own goats just sufficient
food to keep them alive, but fed the strangers more abundantly in the hope of enticing
them to stay with him and of making them his own. When the thaw set in, he led them
all out to feed, and the Wild Goats scampered away as fast as they could to the
mountains. The Goatherd scolded them for their ingratitude in leaving him, when
during the storm he had taken more care of them than of his own herd. One of them,
turning about, said to him: “That is the very reason why we are so cautious; for if you
yesterday treated us better than the Goats you have had so long, it is plain also that if
others came after us, you would in the same manner prefer them to ourselves.”
Source: http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html.

5. The Gnat and the Bull

A Gnat settled on the horn of a Bull, and sat there a long time. Just as he was about to
fly off, he made a buzzing noise, and inquired of the Bull if he would like him to go.
The Bull replied, “I did not know you had come, and I shall not miss you when you
go away.” Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-
fables/

6. The Man and the Little Cat

One day, an old man was having a stroll in the forest when he suddenly saw a little cat
stuck in a hole. The poor animal was struggling to get out. So, he gave him his hand
to get him out. But the cat scratched his hand with fear. The man pulled his hand
screaming with pain. But he did not stop; he tried to give a hand to the cat again and
again. Another man was watching the scene, screamed with surprise, “Stop helping
this cat! He’s going to get himself out of there”. The other man did not care about
him, he just continued saving that animal until he finally succeeded, and then he

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 walked to that man and said, “Son, it is cat’s Instincts that makes him scratch and to
hurt, and it is my job to love and care”. Source: http://www.moralstories.org/the-man-
and-the-little-cat/

Activity: QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP

Answer the following statements with a True or False.
1. Leaders can follow their whims and fancies.
2. Leaders are capable to do anything they like.
3. Leaders don’t need to mind their subjects.
4. Leaders should follow ethical principles.
5. Leaders are responsible.
6. Leaders are to serve others.
7. An Ethical Leader is someone who works for other people’s interests and not for his own
hidden agenda or ulterior motives as guided by sound principles.
8. Servant leadership is the type of leadership that puts others first before one’s own self.
9. A servant leader listens deeply to others and empathizes with the people around him/her.
10. A servant leader puts others’ concerns first and foremost above own selfinterests and
motives.

Reading: SERVANT LEADERSHIP

While the idea of servant leadership goes back at least two thousand years, the modern servant
leadership movement was launched by Robert K. Greenleaf in 1970 with the publication of his classic
essay, The Servant as Leader. It was in that essay that he coined the words "servant-leader" and
"servant leadership." Greenleaf defined the servant-leader as follows: "The servant-leader is servant
first... It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice
brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps
because of the need to assuage an unusual power drive or to acquire material possessions...The
leader-first and the servant-first are two extreme types. Between them there are shadings and
blends that are part of the infinite variety of human nature." "The difference manifests itself in the
care taken by the servant-first to make sure that other people's highest priority needs are being
served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while
being served, become healthier, wiser, freer, more autonomous, more likely themselves to become
servants? And, what is the effect on the least privileged in society? Will they benefit or at least not
be further deprived?" Robert Greenleaf's concept of the servant-leader was stimulated by his
reading of Journey to the East by Herman Hesse. It is the story of a group of travelers who were
served by Leo, who did their menial chores and lifted them with his spirit and song. All went well
until Leo disappeared one day. The travelers fell into disarray and could go no farther. The journey
was over. Years later, one of the travelers saw Leo again—as the revered head of the Order that
sponsored the journey. Leo, who had been their servant, was the titular head of the Order, a
great and noble leader. In The Servant as Leader, Greenleaf said: ...this story clearly says—
the great leader is seen as servant first, and that simple fact is the key to his greatness. Leo
was actually the leader all of the time, but he was servant first because that was what he was,
deep down inside. Leadership was bestowed upon a man who was by nature a servant. It was
something given, or assumed, that could be taken away. His servant nature was the real man,

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not bestowed, not assumed, and not to be taken away. He was servant first. If there is a single
characteristic of the servant-leader that stands out in Greenleaf's essay, it is the desire to
serve. A walk through The Servant as Leader provides a fairly long list of additional
characteristics that Greenleaf considered important. They include listening and
understanding; acceptance and empathy; foresight; awareness and perception; persuasion;
conceptualization; selfhealing; and rebuilding community. Greenleaf describes servant-
leaders as people who initiate action, are goal-oriented, are dreamers of great dreams, are
good communicators, are able to withdraw and re-orient themselves, and are dependable,
trusted, creative, intuitive, and situational.

Greenleaf described a philosophy, not a theory. However, based on the views of a number of
scholars, the elements that are most unique to servant leadership compared with other
theories are:
(1) the moral component, not only in terms of the personal morality and integrity of the
servant-leader, but also in terms of the way in which a servant-leader encourages enhanced
moral reasoning among his or her followers, who can therefore test the moral basis of the
servant-leader's visions and organizational goals;
(2) the focus on serving followers for their own good, not just the good of the organization,
and forming long-term relationships with followers, encouraging their growth and
development so that over time they may reach their fullest potential;
(3) concern with the success of all stakeholders, broadly defined— employees, customers,
business partners, communities, and society as a whole— including those who are the least
privileged; and (4) self-reflection, as a counter to the leader's hubris.

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Portfolio Output No. 21: Reflections on Leadership and Membership

Write on any one or a combination of the following:

a. A leader that fits in the description ‘Servant leader.’

b. An organization that has a ‘servant leader.’
c. The key points of the article.
d. Your comments/reactions about the article.
e. The part of the article that has an impact to you.
f. A story that would support or negate the points of the article.
g. A poster or slogan on the things you learned from the article.