We are half-way there! Welcome to the 2nd Quarter!

How Are You? Check the mood that applies to you.

Was there anything you missed in the 1st Quarter? Check the boxes if you have

accomplished them.

I have submitted the performance task in my Google Drive folder.

I have completed the 1st Quarterly Examination.

I have submitted all the modules in my Google Drive folder.

If there’s anything you’ve missed, please inform your teacher immediately.

What Are in This Module…

Most Essential

Topics Emotional

Intelligence

Personal

Relationships Social

Relationships

Most Essential

Learning

Competencies

8.1 discuss that

understanding the

intensity and

differentiation of

emotions may help in

communicating

emotional

expressions

9.2 express his/her

ways of showing

attraction, love, and

commitment

9.3 identify ways to

become responsible

in a relationship

10.1 distinguish the

various roles of

different individuals in

society and how they

can influence people

through their

leadership or

followership

Time Frame: 2 weeks

The Weeks at a Glance…

Monday Tuesday Wednesday Thursday Friday

Introduction to

Module 4

Discussion

(EI)

Asynchronous Activity

(Summative)

PC 6: Power of Vulnerability

(Quipper Essay)

Discussion

(EI)

Discussion

(PR)

Discussion

(PR)

Asynchronous Activity

(Formative)

PC 7: The 5 Love Languages

Discussion

(SR)

Discussion

(SR)

Wrap Up

Let’s Learn!

Feelings are really your GPS system for life. When you are supposed to do something, or not supposed to do something, your emotional guidance system lets you know.

Oprah Winfrey

Your emotions add color to your life experiences. When appropriate emotion is

expressed, recognized, and managed; the message is made more apparent and adequately

communicated. How can your knowledge of the different emotions and the proper way of

handling them help you to further improve your relationships?

EMOTIONAL INTELLIGENCE

I. BASIC HUMAN EMOTIONS

Paul Ekman (1993) and Carroll Izard (1992), both well-known researchers on

emotion, considered the following as basic emotions: fear, anger, surprise, disgust, joy

or happiness, and sadness or distress. These emotions are found to be culturally

universal. This means that the emotions are recognized and similarly expressed in all

cultures.

This further explains the innate facial-affect program which activates a set of nerve

impulses to trigger muscle movements which represent the emotion being

experienced. For example, you smile to express happiness by moving the muscles

(zygomatic major) that raises the corners of your mouth. Also, another exciting concept

is the facial-feedback hypothesis. It explains why corresponding emotions are triggered

by the movement or activation of the muscles involved in certain facial expressions. For

example, you feel happiness if you smile.

Similar to a color wheel, Robert Plutchik (1980) presented the primary emotions

using an “emotion wheel.” The inner circle represents the eight primary emotions (joy,

acceptance, fear, surprise, sadnss, disgust, anger, and anticipation), which can

combine to form the mixed emotions, (love, submission, awe, disappointment,

remorse, contempt, aggressiveness, and optimism) listed outside the wheel. The wheel

implies that there are feelings that can be labeled in more than a single term.

Some people find it difficult to express their emotions openly as to how strongly

they feel. The model shows the range of primary emotions from its mildest to the most

ardent form. It represents the range of primary emotion from the lightest to its most

intense way (from gentle emotion such as boredom to intense feeling like loathing).

Sometimes, there is a failure in communicating emotion because people tend to

overrate or underrate the emotional experience. For example, if you say that you are

apprehensive when you are faced with a life-threatening situation, it would probably be

an understatement. However, some people overstate the strength of their feelings. For

example, if you say that you are so angry to the point of feeling rage when the barking

of the dogs annoys you, it might be an overstatement.

II. EMOTIONAL INTELLIGENCE

It is said that an emotionally intelligent person effectively combines the three

components of emotion (physical, cognitive, and behavioral). Emotional intelligence or

EQ, a concept popularized by Daniel Goleman in 1995, is the ability to recognize and

manage your emotions, understand others, and maintain a healthy relationship with

them. Goleman claims that high emotional intelligence contributes significantly to your

success in life and career. He also suggests that lack of emotional intelligence is one

of the factors contributing to the many problems in society.

Emotional Intelligence has four domains:

1. Perceiving Emotions is the ability to distinguish emotions in yourself and others;

be it in the form of facial expressions, the tone of voice, art, music, stories, among

others. If you have this ability, you are more likely to be empathic. You can relate well

to others and adjust well in any social situations. This further shows that your

emotions affect the cognitive processes.

2. Facilitating thought is the ability to generate, utilize and feel emotions to help you

communicate effectively and to apply emotions in other cognitive processes

(problem solving, decision making, reasoning, and producing creative outputs).

This ability shows that emotions can change the way you think. Indeed, your

thoughts and feelings affect each other. For example, happiness may encourage you

to believe that nothing is impossible, while sadness may generate more negative

thoughts.

3. Understanding Emotions is the ability to appreciate the meaning of the emotion.

This starts by labeling or identifying the emotions with appropriate words,

understanding the combination of the other expressed emotions, and

understanding its complexities. For example, the feeling of boredom may lead to

disgust, or a simple interest may eventually lead to irrational vigilance.

4. Managing Emotions (also known as emotional management or emotional

regulation) is the ability to be open to feelings and to modulate them in yourself and

others to promote personal understanding and growth.

Enhancing Emotional Intelligence or EQ

You can improve your emotional intelligence if:

• You can practice mindfulness in recognizing cultural and individual differences to

strengthen your emotional perception.

• You can use your emotions as a signal to caution you that something may not be

right.

• The knowledge and habits needed to enhance your understanding of emotions can

be strengthened by your interactions with other people.

• You use your emotions to promote personal understanding and growth.

III. THE 1:3 RATIO

There are life events (some, beyond our control) that trigger negative emotions.

Although there are a lot of benefits of positive emotions; negative emotions can still

have an impact on your life. It is recommended that for one negative emotion, you must

have at least three positive emotions to maintain the balance.

Negative emotions can help start a new behavior.

1. Negative emotions can make you more reflective and in touch with your

innermost being.

2. Negative emotions can make you more open to new learning.

3. Negative emotions can lead to an improved sense of social accountabilities

(empathy, care, and moral considerations).

IV. EXPRESSING EMOTIONS EFFECTIVELY

Many types of research support the importance of appropriate emotional

expressions. Expressive people are healthier than those who are not. Also,

unexpressive people are more likely to be sick (cancer, heart disease, or asthma).

However, overly expressive people have their blood pressure reaching unhealthy

reading. This only implies that learning to have a constructive expression of emotions

will lead to a healthy life.

Effective emotional expression improves relationships. At work and play,

constructive expression of emotions can lead to success in life and career. It also helps

workers feel better.

But all these are easier said than done. The following are suggestions as to when

and how to express your emotions.

1. Be in touch with your feelings. Recognition and proper identification of the emotions,

the physical manifestations, and the thoughts about the situation that triggered the

emotion will help you decide on the behavioral expression.

2. Increase emotional vocabularies. Proper identification of the emotion is critical so

as not to over rate or under rate the emotional experience.

3. Share the mixed emotions experience. This will give additional value to the message

and make it clearer and more accurate.

4. Evaluate the emotion if it needs to be shared, acted upon, or just let it be that way. Some emotional experiences are better not to be acted upon nor shared with anyone.

You need to be sensitive, empathic, and critical to assess the need for appropriate

emotional expression.

5. Use the “I” language. Showing accountability for your feelings are best expressed

using the “I” language. Instead of saying, “You are always hurting my feelings,” say,

“I feel hurt when you did that.”

6. Consider the right time and the right place for the emotional expression. You tend to

react to strong emotions. However, more often, it does not end positively, and the

result is not beneficial to both parties. It is best to wait and think of the most

appropriate emotional expression, and the best time when the recipient of the

message is prepared to listen to you. In that way, you become more objective, and it

reduces the chance of saying or doing things that you will regret later on.

Summative Activity: The Power of Vulnerability

(PC #6)

Instructions:

Watch the Ted Ed video, titled “Power of Vulnerability” by Brene Brown. Access it

in this link: https://www.youtube.com/watch?v=iCvmsMzlF7o&t=477s

Take time to pause and reflect on the message of the talk. After which, answer the

given guide questions in your Quipper Essay, entitled PerDev_Module 4_The Power of

Vulnerability.

Guide Questions:

a. After watching and reflecting on the video, what have you learned about

vulnerability? Cite some lines or references from the TedTalk.

b. How does vulnerability empower you to manage your emotions and deal with your

personal relationships?

c. How are you going to apply these learnings in your daily life? Cite specific

situations.

Rubrics

Criteria 4 3 2 1

Content

(Relevance)

The learner was

able to expound

and cite highly

relevant and

comprehensive

life scenarios.

The learner was

able to expound

and cite

moderately

relevant and

comprehensive

life scenarios.

The learner was

able to expound

and cite fairly

relevant and

comprehensive

life scenarios.

The learner was

able to expound and

cite irrelevant and

incomprehensive

life scenarios.

Content

(Depth of

Understanding)

The student

showed a very

clear

understanding of

the message by

citing exact lines

and references

from the TedTalk.

The student

showed a

somewhat clear

understanding of

the message by

citing lines and

references from

the TedTalk.

The student

showed a less

clear

understanding of

the message by

citing ambiguous

lines and

references from

the TedTalk.

The student showed

an unclear

understanding of

the message by not

citing lines and

references from the

TedTalk.

Organization The sequence of

thoughts/ideas is

very clear and

organized.

The sequence of

thoughts/ideas is

somewhat clear

and organized.

The sequence of

thoughts/ideas is

less clear and

organized.

The sequence of

thoughts/ideas is

unclear and

disorganized.

Total 12/12

Let’s continue learning!

PERSONAL RELATIONSHIPS

“But you must not forget it. You become responsible, forever, for what you have tamed.”

Antoine de Saint-Exupéry, The Little Prince

The quote above illustrates the weight of building relationships with others. It explains

that when you win another person’s trust and vulnerability, you must be cautious to

maintain those in your relationship. Relationships, whether with a relative or friend, take a

lot of work and involve emotions. Understanding the nature of relationships will help you

become a responsible individual in any circle you find yourself in.

I. RELATIONSHIPS IN ADOLESCENTS

A. Intimacy and Similarity in Friendship

Intimacy and similarity are two crucial keys to your friendships. Intimacy is

self-disclosure or sharing your private thoughts to another person. For you, a

person is considered a friend when they talk about personal thoughts, feelings, and

problems. Compare it to friendships among younger children; such self-disclosure

and mutual understanding are often absent. This makes your relationships crucial

as it involves emotions and vulnerability.

You discover that your concerns are common as you disclose your private

thoughts to your friends. You begin to realize that your friend can be just as

sensitive or trustworthy just like them.

Friendship among adolescent girls is more intimate than among adolescent

boys. This may be rooted in the assumption that girls are more relational than boys.

Other than that, there still exists a stereotype that boys who express their emotions

are “weak” or “wimps” and judged as unable to handle their problems. This view

needs to be challenged as boys should also be given a safe space to disclose their

thoughts and feelings.

The similarity in friendship is having the same interests, abilities,

background, organization, etc. At times, you determine who your friends are based

on your similarities in interests with another person. If a friend likes the things you

like, then you are most likely to do the same things they do, and you might as well do

them together.

School clubs, church groups, and organizations are some of the places

where you find friends. Similarities in the background such as coming from the

same hometown; having the same level of performance in academics; same

interests in hobbies like music or dance bring you together and form friendships

among other adolescents. Similarities in friendships give you a sense of belonging.

B. Dating and Relationships

These are some of the questions you ask

yourself whenever you consider dating someone else.

As peer groups form, some of you engage in dating.

Dating is a form of interaction with the intention of

getting to know another person better. Back then,

people dated with the intention of finding a mate and

marrying them.

According to Paul & White, people engage in

dating for different reasons such as the following:

II. THE FIVE LOVE LANGUAGES

What are some expressions of love and attraction?

Dr. Gary Chapman, a counselor, and expert in relationships, introduced the idea

that human beings have different expressions of love, yet these are categorized in five.

In his book, The Five Languages of Love, he enumerated that the five languages of love

are Words of Affirmation, Gifts, Acts of Service, Quality Time, and Physical Touch.

Everyone speaks the five love languages, yet there is one language that makes you

feel more loved when expressed to you. Dr. Chapman proposed that for relationships

to flourish, you must know the love language of the person you want to be with and

speak that.

WORDS OF AFFIRMATION

Expression of love and appreciation that involves the use of

words

• Saying “thank you,” “I am proud of you,” “I love you,” etc

• Writing letters and cards

GIFTS OR GIFT-GIVING

Expression of love by giving gifts

• Sending gifts

• Shopping for another person

• making tokens and items as gifts

•

ACTS OF SERVICE

Expression of love by serving

• Giving a helping hand in carrying or fixing things

• Volunteering to do the things for the other person

• Accompanying a person running errands

QUALITY TIME

Expression of love by giving time

• Hanging out with another person for a long time • Giving full attention with communication (no distractions)

• Talking on the phone for hours

PHYSICAL TOUCH

Expression of love with the use of the sense of touch

• Hugs, holding hands

• Patting back, giving massages

• Punching arm, pinching cheeks, etc

Formative Activity: My Love Language (PC #7)

Instructions:

1. Answer the Love Language Quiz in this link:

https://www.5lovelanguages.com/quizzes/love-language

2. Take a screen capture and paste your results in the space below.

3. Answer the following questions in the spaces provided.

Guide Questions:

a. What are your results in the Love language quiz? Recall the times that you have

expressed the love language to your family, friends and/or partner.

Paste your results here! To paste images, follow the instructions found in the link:

https://smallpdf.com/blog/insert-image-into-pdf

b. How does your awareness of your love language impact your relationships with

others?

c. Knowing that each one of us has a “love language,” how will you improve the ways

you show love and commitment?

III. EXPRESSIONS OF ATTRACTION AND LOVE

A. Acceptable and Unacceptable Expressions

Acceptable and unacceptable expressions of attraction and love are

subjective. In some cases, what may be acceptable for one person may not be

acceptable to others.

The biblical quote “…whatever is true, whatever is honorable, whatever is

right, whatever is pure, whatever is lovely, whatever is admirable, if there is any

excellence, if there is anything worthy of praise, think about these things,” may

help you differentiate what is acceptable and unacceptable. The sender of these

expressions may reflect and ask themselves the following:

Sender

• Do my actions communicate the truth?

• Do my actions honor the other person?

• Are my actions right and pure?

• Will others find my actions commendable?

As for the receiver of these expressions, they can ask themselves these

questions:

Receiver

• Do I feel comfortable with his/her actions?

• Do his/her actions show me I am worthy of respect?

• Does the other person respect my boundaries?

• Are my interpretations pure, right, and without bias?

You must be wary of touching behaviors. Any unwelcome touch on sensitive

or private areas such as ears, neck, inner thighs, sides, buttocks, chest, and genitals

should be unacceptable.

One easy way to gauge if an action that is done is acceptable or not, is to

determine if you feel comfortable with it. When emotional and personal boundaries

are violated, then the behavior is unacceptable. You should inform the other person

to stop the behavior. If the behavior persists, you must inform a trusted adult in

school, at home, or to the authorities.

B. Boundaries

Boundaries are essential in any relationship. A boundary is the limit you set

for another person’s actions or words given to you. It is like an invisible line that tells

others what they are allowed or not allowed to do in a relationship. Four aspects of

boundaries are material, physical, mental, and emotional.

Material boundaries determine how much you are willing to lend your

belongings, time, and services. Physical boundaries deal with your personal space.

Who can, when, and where a person can touch you fall under this boundary type as

well as your sexual boundaries. Beliefs, values, opinions, and thoughts are under

mental boundaries. Lastly, feelings and personal choices fall under emotional

boundaries.

All aspects should be respected. A way to measure personal boundaries is

to reflect on what upsets you when a line is crossed. A person who communicates

his/her boundaries should be respected. In the same way, that person is expected

to respect other people’s boundaries.

There are aspects of boundaries that do not have to be communicated to be

respected. Such boundaries are touching private and sensitive parts. Yelling

angrily, picking on, forcing someone to make decisions against his/her will are

examples of crossing the emotional boundaries of a person.

IV. SEVEN HABITS OF HIGHLY EFFECTIVE TEENS

Sean Covey summarized the habits you must possess to have a healthy life. It

provides an idea of the dynamic of relationships and how you can take responsibility in

building a healthy community.

In his book, The 7 Habits of Highly Effective Teens, he adapted the Habits of Highly

Effective People which his father introduced, and made examples where you can relate

with. These seven habits are divided into two sections namely: Personal Bank Account

and Relationship Bank Account.

Sean Covey summarized the habits you must possess to have a healthy life. It

provides an idea of the dynamic of relationships and how you can take responsibility in

building a healthy community.

In his book, the 7 Habits of Highly Effective Teens, he adapted the Habits of Highly

Effective People which his father introduced and made examples where you can relate with.

These seven habits are divided into two sections namely: Personal Bank Account and

Relationship Bank Account.

Bank accounts are where you deposit money for safekeeping and making it grow. By

the time you will need money for an expense, you withdraw the amount you need and spend

it. Covey says that you have a Personal Bank Account. It speaks of your trust and

confidence in yourself. What you say, think of, or do are the deposits and withdrawals in

the account. Deposits are things that give you a sense of accomplishment such as keeping

promises to self, doing acts of kindness to self, being gentle with self, being honest,

renewing self, and magnifying talents. On the other hand, withdrawals are breaking

personal promises to self, keeping to self, beating yourself up, lying, wearing self out, and

burying talents. A healthy personal bank account has more deposits than withdrawals.

Relationship Bank Account talks about your trust and confidence in your

relationships. You have a relationship bank account with every person you encounter.

Deposits in the relationship bank account entail doing things to other people that will

improve your relationship with them, while withdrawals involve doing things that may

weaken your relationship with them. Examples of relationship bank account deposits are

keeping promises, doing acts of kindness, being loyal, listening, saying sorry, and setting

clear expectations to others, while relationship bank account withdrawals are breaking

promises to others, keeping to yourself, gossiping, and breaking confidences, talking too

much, being arrogant, and setting false expectations for others.

The 7 Habits of Highly Effective Teens are the following:

1. Be Proactive

Proactive means controlling or taking charge of a situation, whether it was

pleasant or unpleasant. The counterpart of proactive is reactive. Reactive means

acting towards a situation on impulse. Between being proactive and reactive, the

former is always the best option to choose especially in relationships. When things

do not go well, you can pause and assess the situation before taking any action. By

doing that, you can come up with a way to respond right.

2. Begin with the End in Mind

Beginning with the end in mind means imagining the future and taking the

necessary steps to achieve that. When you know what you want in the future, you

will also be able to avoid habits that will get in the way. The end does not have to be

in the far future—it can simply mean what you want to achieve as a student, son or

daughter, sibling, and friend. If you wish to graduate on time, then you must get rid

of habits that will cause distraction and delay to be able to focus more on your

studies.

According to Covey, “You are free to choose your paths, but you can’t choose

the consequences that come with them.” You must keep that in mind when it comes

to sex and relationships. Sex can potentially lead to unwanted pregnancies, getting

sexually transmitted diseases (STDs), being kicked out of school, shame, and

damaged reputation, etc.

3. Put First Things First

What you value determines the decisions you will make. Identifying your values

is the key to making future decisions easier. You should know what is important and

what is urgent to be able to withstand distractions or pressures that may come along

the way.

You can face so many conflicts in a day such as pressure at home, school, and

friends. Listing down what is important and urgent can help you find out which

activity or event to accomplish first. This also goes in relationships. You, who value

yourself will not easily give in to peer pressure. Being able to say no to unwanted

offers like hanging out without the permission of the parents, smoking, or drinking

is a deposit to your bank account.

4. Think Win-win

Win-win means both people in any relationship are benefitting from an

agreement. If it is win-win, there is also win-lose, lose-win, and lose-lose.

Win-lose means you are benefitting while the other person suffers. It is rooted

in pride because it only shows your concern to yourself and not to the other person.

Lose-win is giving up your benefit to make the other person win. This is a form

of withdrawal from your bank account as it seeks to please another person. This

should not be mistaken for giving up your desire to watch a movie so you and your

friends can go to the arcade instead. Compromises like that happen. A lose-win

situation happens when someone succumbs to peer pressure to make a friend

happy.

Lose-lose means when two people who are not willing to adjust for one another

go together.

There will always be differences in any relationship. Wants should be

communicated with the intention of adjusting to a person and meeting halfway.

Pause for a thought…

Which is more important for you, your right to be right

or to make the relationship right?

5. Seek First to Understand, Then to Be Understood

Everyone has reasons why they behave a certain way. Family background, past

experiences, current struggles, hormones, financial status, and stress are some of

the factors that contribute to people’s behaviors and responses.

There are habits and attitudes that others may find irritating or offensive. Before

getting angry at a person for a reason, you can first try to empathize with him/her.

Empathy is “putting yourself in one’s shoes” and trying to understand what shaped

the other person’s outlook and behavior given his/her circumstances.

Seeking first to understand is letting go of your pride and showing care. A

person will only open their true feelings when they are in a safe

environment/relationship. Listening intently and attentively is one way to create that

safe space. Criticizing another person, giving judgments, showing disapproving

gestures and facial expressions, and spreading around secrets will bring damage to

the relationship.

Giving feedback and expressing your feelings after listening to another person

is a way to seek to be understood. It gives the other person a chance to see where

you are coming from and why you also behaved a certain way during a

misunderstanding.

6. Synergize

Covey summarized synergy into these four items: celebrating differences,

teamwork, open-mindedness, and finding new and better ways. To synergize is to

work together in a team, applying the previous habit mentioned. It acknowledges

that cooperation can produce better results than doing things alone. Having a

mindset like this in a group or one-on-one settings can create better relationships.

7. Sharpen the Saw

This habit is about self-care. You must take care of your body, mind, heart, and

soul. A healthy body is achieved when you eat the right kinds of food, exercise, and

sleep well. Reading, learning a new skill, and creating are some ways of keeping the

mind healthy. Since humans are relational beings, it is important to love yourself

and build relationships with others to have a healthy, figurative heart. You don’t just

feed your body, mind, and relational banks, you also need to feed your souls by

praying, meditating, and writing in a journal.

Taking care of yourself is a responsibility. A person with a sound body, mind,

heart, and soul can see things, respond better to situations, and build healthy

relationships.

Type of Bank

Account

The Habit of Highly

Effective Teen

Example of the Habits in the Context of

Relationships

Personal Bank Account

Be Proactive -Overlooking a minor offense -Confronting a friend about how you felt -Choosing to say “I will do it,” “I can,” “Let’s fix this,” “We can come up with a solution.

Begin with the End in Mind -Ella promised herself that she would be the best marathoner in her school. She avoids her classmates who influence her to smoke and drink. She knows that it will damage her health and distract her from becoming a great athlete.

Put First Things First -Politely tell your friend that you cannot come to her house party because you still have to finish your homework. Your studies are more important than partying.

-Helping a friend who got into an accident first even if your plan was to watch a concert in school. Your friend is more important than a concert.

Relationship Bank Accounts

Think Win-Win -Two friends wanted to meet, but they live far apart. One wanted to meet near her house, so did the other. Instead of fighting over it, they agreed to meet halfway.

Seek First to Understand, Then to Be Understood

-Patty is a little stubborn and aggressive in expressing her political opinion. It irritates her friends. Keith decided to ask Patty the reasons behind her political stand. Patty explained that her father was shot by a political party. Keith understood that he would feel the same way if it happened to her. She empathized with Patty yet respectfully tell her to consider other people who may find her expressions offensive.

Synergize -A Muslim, a Christian, and a Lumad were all grouped in a class activity. They were asked to write a short story about families. They listened to each other’s family background and culture. They appreciated learning their differences. And they worked together in making a story that will respect every culture represented in their group.

Sharpen the Saw -Jane is the head of the events in school. She hasn't slept in days, and her busyness made her cranky and unapproachable. She then realized that she is burnt out and no longer kind to others. Jane deliberately took a break to reset her body, mind, heart, and soul. She ate, slept, meditated, and spent time with her loved ones.

PAUSE FOR A THOUGHT Have you ever contributed to the development of your community? From a rating of 1 to 10, are you an active member of your barangay or subdivision? Check

your choice below with 10 as very active and 1 is not active at all.

1 2 3 4 5 6 7 8 9 10

Let’s continue learning!

SOCIAL RELATIONSHIPS

I. SOCIAL STRUCTURE, COMMUNITY, AND SOCIETY

You are a member of different social structures. The term social structure is described

as the social model or pattern by which the society is organized. The pattern can be

horizontal or vertical. The horizontal structure refers to the relationships among social

groups as well as the physical and social attributes of communities where you belong. The

vertical structure (also known as social inequality) is the ranking of people or groups of

people in a hierarchy. The roles of each member are defined by the status that they hold.

You have a status. Thus, you carry a specific set of behaviors (roles) that are expected to

be shown.

The community is often defined as a set of people with different characteristics, sharing

ties, similar views, and participating in joint deeds in geographical settings or locations.

Society is defined by sociologists as the people interacting to share a common or

general culture. These two definitions feature a very significant component which is the

sharing of people whether it is in the form of participating in activities or the traditions and

practices of a culture.

II. LEADERSHIP AND FOLLOWERSHIP

Leadership can be defined as the guidance of other people in their pursuits which is

often done by organizing, coordinating, directing, supporting, and motivating the others.

It is one’s ability to lead other people.

Leadership is made up of processes where you

cooperate to influence and motivate the other members with

the goal of attaining goals. These processes are:

• Reciprocal. It involves the leader, the members or

followers, and the situation of the group. In this

process, the leader’s responsibility is not just

influencing the group; rather, the leader-follower

relationship is considered as mutual. In an

interactional perspective, leadership is not separated

from followership (the qualities and skills that are

shown by non-leaders). Both are related to each

other.

• Transactional. This perspective shows that the leaders and members work

together. They exchange efforts, time, and their skills to achieve joint rewards.

• Transformational. Leaders increase the motivation, satisfaction, and confidence

of the group. This is done through the act of uniting the members and modifying

their values, needs, and beliefs.

• Cooperative. This is a process that promotes legitimate influence instead of the use

of power. Leadership is voluntarily given to a person by some or all of the members.

When it is done, it is expected that the leader is influenced by the collective needs of

the group instead of his/her interest.

• Adaptive and goal-seeking. Leaders organize and motivate the attempts of the

members to achieve both the personal and group goals.

A. The Leader and the Follower

Leadership skills can either be inborn or developed. A person may have great

potentials, but without opportunities that would provide ways to harness these

potentials, they wither.

On the other hand, a person who seems to have no leadership skills may suddenly

bloom due to experience, training, or simply the possibility that they did not have

previous knowledge of their leadership skills.

Followers are not mere tools. They are people with cognitive abilities, emotions, and

behaviors. It is always a challenge for every leader to think of ways on how to influence

the members. Let us describe what followership means. Followership is the act of

working with a leader and the members of a group in an effective manner.

Based on this definition, both the leader and the member must work together. It is a

two-way process. Effective leadership is not just based on the leader but also on the

level of cooperation given by the followers.

III. PERSUASION: HOW PEOPLE ARE BEING INFLUENCED

Influencing other people can be a difficult thing to achieve. But how does it happen

anyway? The communication-persuasion paradigm is an assumption that attempts to

explain how people influence each other (Delena et al., 2017).

“Who says what to whom with what effect?” This is the question that serves to

summarize what this model is all about. It takes into consideration these elements:

• The source or where the message came from.

• The message.

• The receiver or target of the message.

• The impact of the message.

These elements affect how the message is understood and accepted by the receiver

or target.

Element Questions that can be asked

Source Is the source an expert?

Is the source likable or not?

Message Is the message factual?

Is it clear?

Receiver Is the receiver knowledgeable about the message or topic?

Is the receiver prone to emotionality?

Effect Was the receiver successfully influenced by the speaker or the

source?

How did the receiver react to the source and the message?

Based on the Elaboration Likelihood Model of Persuasion, persuasion can be done by

using either of these techniques:

• The central route is the presentation of facts.

• The peripheral route is the presentation of cues that are not entirely related to the

object or topic.

The roles of society members make a difference in creating a community that meets the

needs of its members. These roles are based on their status which can be inherited or

acquired. The people in a community are bound by rules that are created and implemented

by the leaders. Great leaders do not rely on power alone to implement their policies. They

have characteristics that help in uplifting the motivation and self-worth of their members.

Persuasion can be done in two ways, the central route which makes use of facts to

convince people and the peripheral route which deals with aspects that are not related to

the topic or subject but can influence the acceptance or rejection of people. A great leader

is skillful in the use of both methods. Effective use brings the possibility of influencing a

great number of people.

IV. PROCESSES THAT AFFECT PERSON PERCEPTION

Person perception is a combination of several processes. Their combination leads to

the creation of ideas and images regarding a person.

Model/Concept Description Examples

Stereotyping The tendency to associate

the traits and

characteristics of a person

based on his/her

demographic information

like religion, age, gender,

nationality, etc.

Mitch is often regarded as a

liberated and aggressive

girl since she came from

the city.

Context Effects This is the possible and

actual effect of the

person’s environment on

your judgment about this

person or an object.

Your perception of a

certain person will be

different if you saw this

person in two different

situations. For instance,

Maya thinks that Gal likes

fancy and expensive things,

but this changed when she

saw Gal buying products in

Divisoria.

Implicit Personality

Theories (IPT)

These assumptions focus

on the tendency of people

to form a conclusion about

the person based on one

personality trait.

Being a comedian, people

often think that Vic Sotto is

outgoing. They fail to

attach other qualities to

him like being family-

oriented or an astute

businessman.

Let us hear from you… Rate the following statements according to your own

evaluation.

Yes Somehow No

Was this module able to target the following competencies…

discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expressions

express his/her ways of showing attraction, love, and commitment

identify ways to become responsible in a relationship

distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership

Cheers! You have finished Module 4! Here are some reminders:

• Important! Download the module as a PDF, do not convert it to Word or Google

Docs format.

• Make sure to “Save” any changes you made while answering the module.

• Once done, upload the completed Module 4 in your individual Google Drive folder.

• This module is good for 2 weeks. You can ask your teacher for the exact date of the

• deadline.

• A quiz on module 4 will be announced soon, please keep posted.

• Eat well, sleep well, and stay healthy to keep yourself away from the virus. Stay

safe, stay sane.

Crafted by:

Dr. Marivic G. Diwa, RGC Mr. Jerrico James Abacajan Mrs. Zyra Marie L. Arce

Ms. Jhanina Albert Arceo Mr. Earl John Besario

References: Quipper Philippines. Personal Development Study Guide on Unit 8: Empowering Psychological

Resilience. https://mediacdn.quipper.com/media/W1siZiI

sIjIwMTgvMDQvMjYvMTMvNDUvMzgvNzdjOTFmYmItNjJlOS00YTRkLThlNmYtMWI4ODg

xN2M2YTk1L1BEMDgoRkQpLnBkZiJdXQ.pdf?sha=701650c2f4ffe2b8

Quipper Philippines. Personal Development Study Guide on Unit 9: Building and Establishing Harmonized Relationships with Others https://mediacdn.quipper.com/

media/W1siZiIsIjIwMTgvMDQvMjYvMTMvNTQvNTUvMGYxODViZjgtNDdhMC00YWY2LT

k3NGEtNDZhZjc3ODY4YzIyL1BEMDkoRkQpLnBkZiJdXQ.pdf?sha=72c2bbfd51be2b4b

Quipper Philippines. Personal Development Study Guide on Unit 10: Building and Establishing Harmonized Relationship with the Society/Community https://media

cdn.quipper.com/media/W1siZiIsIjIwMTgvMDQvMjYvMTQvMDIvMDcvY2JkMTcyOGMtM

DBmOS00NTdhLWI5MjgtY2VlNmMzZmYxOTg3L1BEMTAoRkQpLnBkZiJdXQ.pdf?sha=c1

babd03191a7787