Personal
Development
Quarter 2 – Module 2:
Building and Maintaining
Relationships
Personal Development– Grade 11
Alternative Delivery Mode
Quarter 2 – Module 2: Building and Maintaining Relationships
First Edition, 2020
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Published by the Department of Education
Nicolas T. Capulong, PhD, CESO V
Ronilo AJ K. Firmo, PhD, CESO V
Librada M. Rubio, PhD
Writer:
Editors:
Evaluators:
Illustrator:
Layout Artist:
Management Team:
Development Team of the Module
Katherine Joyce O. Tomas
Fernebert L. Ganiban
Ann Christian A. Francisco
Angelica M. Burayag, PhD
Nelie D. Sacman,PhD
Mercedita D. Saldero
Christine Ann C. Buenaventura
Cristoni A. Macaraeg
Agnes P. Baluyot
Nicolas T. Capulong, PhD, CESO V
Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Ramil G. Ilustre, PhD
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
Nelie D. Sacman, PhD
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Telephone Number: (045) 598-8580 to 89
E-mail Address:region3@deped.gov.ph
Personal
Development
Quarter 2 – Module 2:
Building and Maintaining
Relationships
Introductory Message
For the facilitator:
Welcome to the Personal Development Alternative Delivery Mode (ADM)
Module on Personal Development.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you guide the learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Personal Development Alternative Delivery Mode (ADM)
Module.
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
ii
will be enabled to process the contents of the learning resource while being an
active learner.
This module has the following parts and corresponding icons:
What I Need to Know
What I Know
What’s In
What’s New
What is It
What’s More
What I Have Learned
What I Can Do
Assessment
Additional Activities
Answer Key
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This
includes
questions
or
blank
sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
module.
iii
At the end of this module, you will also find:
References
This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
Below are the lessons included on this module:
Lesson 1 – Personal Relationships
Lesson 2 – Social Relationships in Middle and Late Adolescence
After going through this module, you are expected to:
1. identify ways to become responsible in a relationship;
2. explore characteristics of healthy and unhealthy relationship; and
3. distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership.
What I Know
Direction: Put a heart
before each statement that you think is a sign of a
healthy relationship; put an X on each statement that you think is a sign of an
unhealthy relationship. Use a separate sheet of paper.
_____1.
_____2.
_____3.
_____4.
_____5.
You can express your opinion without fear or dread.
You and your partner can make decisions together and fairly.
Each person takes responsibility for his/her own actions.
You feel isolated from friends and family.
Your partner tries to control how you spend time and who you hang out
with.
_____6. Your partner tries to control how you spend money.
_____7. You respect and encourage each other.
_____8. You give each other space to study or hang out with friends or family.
_____9. You are sometimes forced to do something that you’re not comfortable to
do.
_____10.You are able to make your own decisions about spending your money
without worrying about your partner’s reaction.
_____11.Your partner respects your feelings.
_____12.You hurt each other physically.
_____13.You can’t express your feelings with your family and friends.
_____14.You care for your family.
_____15.Your partner doesn’t support your decisions.
1
Lesson
1
Personal Relationships
Relationships are necessary to live a healthy life, but there is no such thing
as a perfect relationship. Relationships, from acquaintances to romances, have the
potential to enrich our lives that could lead to the fulfilment and enjoyment of our
life. A healthy relationship should bring more happiness than stress into your life.
Every relationship can be stressful at times and that is one of the challenges in
having such. (http://depts.washington.edu/hhpccweb/content/health-articles/allundergraduates/healthy-vs-unhealthy-relationships 2016)
At the end of the lesson, the students are expected to:
1. identify ways to become responsible in a relationship; and
2. explore characteristics of healthy and unhealthy relationships.
What’s In
Determining if you are in a healthy and unhealthy relationship is important
for achieving healthy living. Sometimes, we are not aware that we are in an
unhealthy relationship because we do not know how to distinguish it from the
healthy ones. Try to indulge yourself first to reflect what words may be associated
in healthy and unhealthy relationships (University of Washington 2014).
Direction: Put in appropriate column the words/phrases that can be associated
with healthy and unhealthy relationships. Use a separate sheet of paper.
Proper communication
Force to do something
Sympathy
Cheating
Arguing
Stressful
Honesty
Caring
Respect
Emotional abused
Kindness
Supportive
HEALTHY RELATIONSHIPS
Manipulation
Empathy
Constant lying
Trustworthy
UNHEALTHY RELATIONSHIPS
2
What’s New
Direction: Put yourself in the situation below. Answer it briefly by stating your
response if you put yourself in this position. Will you able to handle it or not? Why?
Use a separate sheet of paper.
1. There is someone who shows interest in you and one day s/he confesses
his/her feelings to you. What will you do?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
2. Your best friend asks for answers in a test that he/she failed forgot to study.
You are against cheating and if ever be caught, you will get a failing grade on the
test. However, you also don’t want to lose your bestfriend. How would you handle
this?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
Rubrics:
TARGET
20
ACCEPTABLE
HIGH
LOW
15
10
Content _____ out of Interesting
Some
Conventional
10 points content and
interesting
ideas or
presentation; content;
clichés; little
ideas wellpoints not
supporting
conceived and sustained or detail
developed with not fully
included.
sufficient
developed.
examples.
3
UNACCEPTABLE
5
Cursory; gives
the impression of
writing just to
complete the
assignment.
What is It
KEEPING HEALTHY RELATIONSHIPS
Good relationships are fun and make you feel good about yourself. The
relationships that you make in your youth will be a special part of your life and will
teach you some of the most important lessons about who you are. Truly, good
relationships take time and energy to develop. All relationships should be based on
respect and honesty, and this is especially important when you decide to date
someone. (Karen Lawson 2016)
In a healthy relationship, both partners:
-
are treating each other with kindness and respect;
are honest with each other;
like to spend time together;
take an interest in things that are important to each other;
respect one another’s emotional, physical, and sexual limits;
can speak honestly about their feelings.
Relationships should not be abusive
Dating relationships can be wonderful! But while it’s important that dating
partners care for each other, it’s just as important that you take care of yourself!
About 10% of high school students say they have suffered violence from someone
they date. This includes physical abuse where someone causes physical pain or
injury to another person. This can involve hitting, slapping, or kicking (Karen
Lawson 2016).
Sexual abuse is also a type of violence, and involves any kind of unwanted
sexual advance. It can include everything from unwelcome sexual comments to
kissing to intercourse. But abuse doesn’t always mean that someone hits or hurts
your body (Karen Lawson 2016).
Emotional abuse is anything that harms your self-esteem or causes shame.
This includes saying things that hurt your feelings, make you feel that you aren’t
worthwhile, or trying to control who you see or where you go (Karen Lawson 2016).
Remember, you deserve healthy, happy relationships. Abuse of any type is
never okay.
4
Relationships should always open for healthy communication
Talking openly makes relationships more fun and satisfying; especially when
you both talk about each other’s needs for physical, emotional, mental and sexual
health. You can’t expect a partner to know what you want and need unless you tell
him/her. The simple fact is that none of us is a mind reader--so it's important to be
open about your needs and expectations. In a romantic relationship, it is important
to communicate openly on issues of sex and sexual health (Karen Lawson 2016).
The decision to enter into a sexual relationship is entirely up to you, and you
always have the right to say "no" at any time to anything that you don't feel
comfortable with. Remember, there are many ways to express love without sex. If
you do decide to become sexually active, there are things about which you do need
to communicate (Karen Lawson 2016).
BASIC RIGHTS IN A RELATIONSHIP
- The right to emotional support
- The right to be heard by the other and to respond
- The right to have your own point of view, even if this differs from your
partner's
- The right to have your feelings and experiences acknowledged as real
- The right to live free from accusation and blame
- The right to live free from criticism and judgment
- The right to live free from emotional and physical threat
- The right to live free from angry outbursts and rage
- The right to be respectfully asked, rather than ordered
In addition to these basic relationship’s rights, consider how you can develop
patience, honesty, kindness, and respect (Karen Lawson 2016).
Patience
Patience is essential to a healthy relationship. There are times when others
will respond to us in a way that is disappointing. When this occurs, it is important
to communicate our disappointment, but also to give the other person space. Be
willing to give the person some time to reflect, indicating that you are ready to talk
when they are ready. If the person is never ready to discuss the situation, you may
need professional help to resolve the issue, or ask yourself whether or not you want
to continue the relationship (Karen Lawson 2016).
Honesty
Honesty is another essential quality in healthy relationships. To build
honesty in a relationship, you should communicate your feelings openly, and
expect the other person to do the same. Over time, this builds trust (Karen Lawson
2016).
5
Kindness
Kindness is extremely important to maintaining healthy relationships. You
need to be considerate of others' feelings and other people need to be considerate of
yours. Be kind when you communicate. Kindness will nurture your relationships.
Note that being kind does not necessarily mean being nice (Karen Lawson 2016).
Respect
Respect is a cornerstone of all healthy relationships. If you don't have
respect for another person, it will have a negative impact on all of your interactions.
Think of a time when you encountered someone who didn't respect you. How did it
feel? What are some ways that you show respect to others? (Karen Lawson 2016)
6
What’s More
Direction: Fill in the crossword puzzle below by identifying the terms being
described in each number. Use a separate sheet of paper.
Healthy Relationship
Across
2. Firm believe in the responsibility of truth, ability, or strength of someone or
something
4. The imparting or exchanging of information
6. The ability to understand something
7. The state or condition of being free from being disturbed or observed by other
people
9. The state of being happy
11.A feeling of deep admiration for someone or something by their abilities,
qualities, and/or achievements
13.Sympathetic pity and concern for the sufferings of misfortune of others.
7
14.The fact or condition of being accountable
15.Complete trust or confidence in someone or something
Down
1. Displaying kindness and concern for others
3. Giving ones attention to sound
5. Able to accept or tolerate daily, problems, or suffering without being annoyed
8. The limits of objective activity
10.Equality of being honest
12.Supporting people to help them
What I Have Learned
It is time to reflect on what you have learned in this module by completing
the sentence below. Use a separate sheet of paper.
1. In this module, I have learned that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. In this module, I can finally say that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
8
What I Can Do
Direction: Choose one activity below that you want to do. Write it on a clean sheet
of paper that will be submitted together with this module.
a. Write a poem regarding healthy relationships. Your poem should have at least
four stanzas containing four lines for each stanza.
b. Write an essay about healthy and unhealthy relationship. Your essay must be
in five paragraphs that contains four sentences each.
c. Draw in a separate sheet of paper showing how you will establish healthy
relationship with others.
TARGET
20
ACCEPTABLE
HIGH
LOW
15
10
Content _____ out of Interesting
Some
Conventional
10 points content and
interesting
ideas or
presentation; content;
clichés; little
ideas wellpoints not
supporting
conceived and sustained or detail
developed with not fully
included.
sufficient
developed.
examples.
UNACCEPTABLE
5
Cursory; gives
the impression of
writing just to
complete the
assignment.
Assessment
Direction: Multiple Choice. Choose the best answer in each question. Write it in
CAPITAL LETTER on the space provided before each number. Write your answers
on a separate sheet of paper.
_____1. What should you consider when making decisions around sex and sexual
limits?
a. Your values
b. Your friends
c. Your family
d. All of the above
9
_____2. What is the best style of communication to use when making decisions
about sexual limits and boundaries?
a. Assertive
b. Passive
c. Aggressive
a. None of the above
_____3. Which of the following is NOT an element of a healthy relationship?
a. Trust one another
b. One person makes all the decisions
c. Respect one another
d. Open and honest communication
_____4. What skills do you need to make healthy decisions in a relationship?
a. Intelligence, memory, ability to do public speaking
b. Assertive communication, active listening, and negotiation skills
c. Ability to persuade others, love,
d. passive communication
_____5. Which of the following are signs that you may be in an abusive
relationship?
a. Bruises, scratches and other signs of injuries
b. Avoiding friends
c. Apologizing for your partner`s behavior
d. All of the above
Direction: Enumeration. List down the terms being asked in each category. Do this
activity in the answer sheet provided.
a. Name three important qualities of a healthy relationship
1._______________________
2._______________________
3._______________________
b. Name three resources you can turn to if you are worried about abuse in your
relationship
1._______________________
2._______________________
3._______________________
c. Name three characteristics of an unhealthy relationship.
1._______________________
2._______________________
3._______________________
10
Additional Activities
Poster on Basic Rights in Relationships
Direction: On a piece of bond paper, sketch, draw, or design a poster which shows
one’s basic rights in a relationship.
Rubrics:
Criteria
5
4
3
2
1
Craftsmanship
The poster is
exceptionally
attractive in
terms of
neatness.
Wellconstructed
and not
messy
The poster is
exceptionally
attractive in
terms of
neatness.
Good
constructed
and not
messy
The poster
is
acceptably
attractive
though it
may be a
bit messy
The poster
is not so
attractive
and a bit
messy
The poster
is totally
unattractiv
e and
distractingl
y messy
Creativity
The poster is
exceptionally
creative and
used a lot of
thoughts and
effort
The poster is
creative and
used more of
thoughts and
effort
The poster
has less
creativity
and used
bit of
thoughts
and effort
The poster
is not so
creative
and not
used
thought
and effort
The poster
does not
reflect any
creativity
Originality
Used a lot of
new ideas and
originality to
create poster
Used more of
new ideas
and
originality to
create poster
Used
average of
new ideas
and
originality
to create
poster
Used a bit
of new
ideas and
originality
to create
poster
Did not
used new
ideas and
originality
to create
poster
11
Lesson Social Relationship in
Middle and Late
Adolescence
2
At the end of the lesson, the students are expected to:
1. identify the various roles of different individuals in society and how they
can influence people through their leadership or followership and
2. distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership.
What’s In
Direction: Think of any organization you are part of. It can be a membership in
any school club or organization. Then, fill-out the table below. Use a separate sheet
of paper.
No.
Name of Organization
Type of Organization
1.
2.
3.
4.
12
My Position/ Role in
the Organization
What’s New
Direction: Search or think of an organization in your community or you know that
demonstrates good leadership. What are the activities have they conducted? What
are the roles of each member? Use a separate sheet of paper.
Example:
Organization
1. Kababaihan
Activities Conducted
-Livelihood training
program for women in the
community
-Participates in
beautification and
maintenance of clean and
green in the community
Brief Observation
-The purok leader of the
organization organized
the members very well.
The members follow their
leader and attended
regularly their
organizations meeting as
support for the success of
their organization.
Activities Conducted
Brief Observation
It’s time to do it!
Organization
1.
2.
3.
13
What is It
HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT
As you have known by now, the relationships adolescents have with their
peers, family, and members of their social sphere play a vital role in their
development. Adolescence is a crucial period in social development, as adolescents
can be easily swayed by their close relationships. Research shows there are four
main types of relationships that influence an adolescent: parents, peers,
community, and society (https://www.apa.org/pi/families/resources/develop.pdf
2002).
In this part of the module, we will focus on Community, Society, and
Culture. There are certain characteristics of adolescent development that are more
rooted in culture than in human biology or cognitive structures. Culture is learned
and socially shared, and it affects all aspects of an individual's life. Social
responsibilities, sexual expression, and belief-system development, for instance, are
all
likely
to
vary
based
on
culture
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
Furthermore, many distinguishing characteristics of an individual (such as
dress, employment, recreation, and language) are all products of culture. Many
factors that shape adolescent development vary by culture. For instance, the degree
to which adolescents are perceived as autonomous, or independent, being vary
widely in different cultures, as do the behaviors that represent this emerging
autonomy. The lifestyle of an adolescent in a given culture is also profoundly
shaped by the roles and responsibilities he or she is expected to assume
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
The extent to which an adolescent is expected to share family
responsibilities, for example, is one large determining factor in normative
adolescent behavior: adolescents in certain cultures are expected to contribute
significantly to household chores and responsibilities, while others are given more
freedom or come from families with more privilege where responsibilities are fewer
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
Differences between families in the distribution of financial responsibilities
or provision of allowance may reflect various socioeconomic backgrounds, which
are further influenced by cultural norms and values. Adolescents begin to develop
unique belief systems through their interaction with social, familial, and cultural
environments (https://www.apa.org/pi/families/resources/develop.pdf 2002).
14
These belief systems encompass everything from religion and spirituality to
gender, sexuality, work ethics, and politics. The range of attitudes that a culture
embraces on a particular topic affects the beliefs, lifestyles, and perceptions of its
adolescents, and can have both positive and negative impacts on their
development. As an example, early-maturing girls may suffer teasing or sexual
harassment related to their developing bodies, contributing to a higher risk of
depression,
substance
abuse,
and
eating
disorders
(https://www.apa.org/pi/families/resources/develop.pdf 2002).
TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER
AND LESS LIKELY TO DRINK
Teenagers who belong to youth groups and other clubs lead happier lives
and are less likely to drink or smoke a research show. Although they may be
exposed to more peer pressure, researchers found they were also more socially able
and likely to be physically active. And the benefits increased the more groups that
they joined; the findings show (Devline 2009).
Teens should be encouraged to join clubs, international researchers,
including a group from the University of Hertfordshire, advise. The findings show
that they were a fifth less likely to smoke and to ever have been drunk than other
teenagers their age. They were also a fifth more likely to eat fruit and vegetables
regularly. The study also found taking part in club activities increased the
youngsters' happiness levels (Devline 2009).
Those who rated their lives as highly satisfactory were 51 per cent more
likely to belong to a sports club than those who were less happy. The study looked
at 15-year-olds across six countries – England, Canada, Belgium, Italy, Poland and
Romania. However, the study suggests that not all clubs for young people offered
the same health benefits (Devline 2009).
Youngsters were two thirds more likely to smoke if were members of political
organizations or youth clubs than if they joined no clubs at all. “The present
findings support the notion that encouraging participation in a range of
associations is a useful and beneficial policy goal especially for young people,
increasing their facility to access and become part of wide-ranging networks,” the
authors report in their findings, published in the Journal of Epidemiology and
Community Health (Devline 2009).
15
What’s More
Direction: Think of anyone whom you think possesses the characteristics of good
leadership. That someone may be your classmate, leader in your community, or
anyone you know. Explain why do you think s/he is a good leader. Use a separate
sheet of paper.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TARGET
20
ACCEPTABLE
HIGH
LOW
15
10
Content _____ out of Interesting
Some
Conventional
10 points content and
interesting
ideas or
presentation; content;
clichés; little
ideas wellpoints not
supporting
conceived and sustained or detail
developed with not fully
included.
sufficient
developed.
examples.
16
UNACCEPTABLE
5
Cursory; gives
the impression of
writing just to
complete the
assignment.
What I Have Learned
It is time to reflect on what you have learned in this module by completing
the sentences below: Use a separate sheet of paper.
1. In this lesson, I have learned that
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. By doing all the activities in this module, I can finally commit myself to
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What I Can Do
Direction: Think of any activity you had privilege to join in your school or
community. Paste a photo of it below and tell what are the challenges you have met
while working with people around you to achieve your group goals. Use short bond
paper.
My Community Involvement
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
17
Assessment
Direction: Examine the following sentences by writing HEALTHY if the statement
exhibits healthy relationship and UNHEALTHY if it portrays unhealthy relationship.
Write your answers on a separate sheet of paper.
________________1.
________________2.
________________3.
________________4.
________________5.
________________6.
________________7.
________________8.
________________9.
_______________10.
_______________11.
_______________12.
_______________13.
_______________14.
_______________15.
Uses alcohol or drugs as an excuse for hurtful behavior.
Acts controlling or possessive – like you own your partner.
Makes all the decisions about what the two of you do.
Embarrasses or humiliates the other.
Gets extremely jealous or accuses the other of cheating.
Trust each other.
Solve conflicts without putting each other down, cursing at
each other or making threats.
Always treat each other with respect.
Respect each other’s opinions, even when they are different.
Support each other’s individual goals in life, like getting a job
or going to college.
Encourage each other’s
extracurricular activities.
interests
–
like
sports
and
Have some privacy – your letters, diary, personal phone calls
are respected as your own.
Both apologize when you’re wrong.
Have close friends and family who like the other person and
are happy about your relationship.
Has ever threatened to hurt the other or commit suicide if
they leave.
18
Additional Activities
Direction: Write down ten tips on “How to establish social relationships” with
others. Use a separate sheet of paper.
TEN TIPS FOR HEALTHY SOCIAL RELATIONSHIPS
__________________________________________________________________________________
__________________________________________________________________________________
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TARGET
20
ACCEPTABLE
HIGH
LOW
15
10
Content _____ out of Interesting
Some
Conventional
10 points content and
interesting
ideas or
presentation; content;
clichés; little
ideas wellpoints not
supporting
conceived and sustained or detail
developed with not fully
included.
sufficient
developed.
examples.
19
UNACCEPTABLE
5
Cursory; gives
the impression of
writing just to
complete the
assignment.
LESSON 1:
What I Know
1. Heart
2. Heart
3. Heart
4. X
5. X
6. X
7. Heart
8. Heart
9. X
10. Heart
11. Heart
12. X
13. X
14. Heart
15. X
What’s More
1. Caring
2. Communication
3. Privacy
4. Boundaries
5. Understanding
6. Trust
7. Honesty
8. Compassion
9. Happiness
10. Patience
11. Listen
12. Faith
13. Respect
14. Accountability
15. Support
What’s In
Healthy Relationships
Proper communication
Empathy
Sympathy
Honesty
Caring
Respect
Kindness
Supportive
Trustworthy
Unhealthy Relationships
Cheating
Arguing
Stressful
Emotional Abused
Manipulation
Force to do something
-
20
Assessment
1. D
2. A
3. B
4. B
5. D
1. Trust, Respect, Honesty, Loyalty,
Open communication, Fun, Caring
2. Family, Friends, Teachers, Guidance
Counselors, Parents
3. Jealousy, Abuse, Obsession, Manipulation,
Dishonesty, Possessiveness, Lies, Fear
Constant lying
LESSON 2:
What’s New
1. T
2. T
3. F
4. F
5. T
6. T
7. T
8. F
9. T
10. F
11.
12.
13.
14.
15.
Assessment
1. Unhealthy
2. Unhealthy
3. Healthy
4. Unhealthy
5. Unhealthy
6. Healthy
7. Healthy
8. Healthy
9. Healthy
10. Healthy
F
F
F
F
T
11.
12.
13.
14.
15.
Healthy
Healthy
Healthy
Healthy
Unhealthy
Answer Key
References
Carmody, K. (n.d.). Checklist for the Healthy Relationships. Retrieved on 28 July
2020
from
https://www.bolde.com/relationship-checklist-assessconnection-partner/
Devline, Kate. 2009. "Teenagers 'who join youth groups and other clubs are happier
and less likely to drink'." The Telegraph.
Hall Health Center Health Promotion staff. (2014). Healthy and Unhealthy
Relationships. Retrieved on 27 July 2020 from http://depts.Washing
ton.edu/hhpccweb/health-resource/healthy-vs-unhealthy-relationships/.
Healthy Relationships Puzzle. (n.d.). Retrieved on 27 July 2020 https://wordmint.
com/public_puzzles/231885.
Healthy Relationships Kit Tools. (n.d). Retrieved on 26 July 2020 from
http://westernhealth.nl.ca/uploads/Addictions%20Prevention%20and%20
Mental%20Health%20Promotion/Healthy%20Relationships%20Resource%2
0Kit%20-%20Western.pdf.
Karen Lawson, Kate Hathaway. 2016. "What Do We Mean by Personal
Relationships?"
Myers,
D. & Spencer, S. (n.d.). Retrieved on 28 July 2020 from
https://tools.mheducation.ca/olc/myers/student/olc/1spm_tf_11.html
What is the Healthy Relationships? (n.d). Retrieved on 27 July 2020 from
https://www.thehotline.org/isthisabuse/healthyrelationships/#:~:text=Heal
thy%20relationships%20allow%20both%20partners,components%20of%20a
%20healthy%20relationship.&text=In%20a%20healthy%20relationship%20w
ith,Treat%20each%20other%20with%20respect.
2016. http://depts.washington.edu/hhpccweb/content/health-articles/allundergraduates/healthy-vs-unhealthy-relationships. JANUARY 11. Accessed
AUGUST 1, 2020. http://depts.washington.edu/hhpccweb/content/healtharticles/all-undergraduates/healthy-vs-unhealthy-relationships.
2002. https://www.apa.org/pi/families/resources/develop.pdf. Accessed AUGUST
2, 2020. https://www.apa.org/pi/families/resources/develop.pdf.
2002. https://www.apa.org/pi/families/resources/develop.pdf. Accessed AUGUST
2, 2020. https://www.apa.org/pi/families/resources/develop.pdf.
21
22
For inquiries or feedback, please write or call:
Department of Education Region III – Learning Resources
Management Section (DepEd Region III LRMS)
Office Address: Diosdado Macapagal Government Center,
Maimpis City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: region3@deped.gov.ph