MODULE 10:

SOCIAL RELATIONSHIP ON
MIDDLE AND LATE
ADOLESCENCE
OBJECTIVES:

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

[Link] the various roles of different individuals in

society and how they can influence people through thier
leadership or followership.

[Link] your self-perception and how others see you,and

[Link] a mini-survey on filipino relationships

(family,school,and community)
WHAT IS SOCIAL
RELATIONSHIP?
Broadly defined, social relationships refer
to the connections that exist between
people who have recurring interaction
that are perceived by the participants to
have personal meaning.
This definition includes relationships between
family members, friends, neighbors,
coworkers, and other associates but excludes
social contacts and interactions that are
fleeting, incidental, or perceived to have
limited significance (e.g.,time limited
interactions with service provides or retail
employees).
Middle and late adolescents usually find themselves
in the company of their peers, usually from the
school or the neighborhood.

From highschool to college, adolescents mature faster

socially, and new lessons are learned especially on
how their social interactions affirm their self-identity
increase their self-esteem, and develop their capacity
to mature relationships.
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 insocial 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.
COMMUNITY
WHAT IS A COMMUNITY?
A community is a group of people
living or working together in the same
area. People in communities might go
to the same schools, shop in the same
stores and do the same things.
They also help each other and solve
problems together. If it's a bigger
community, the people in it might
not always go to the same places, but
they might like or believe in the same
things.
WHAT KIND OF COMMUNITIES ARE YOU?
Let us start with your family. They are a type
of community because they usually live
together and do a lot of the same things.
Then there are your friends. They share your
ideas and probably go to the same school.
Your neighborhood is also a community.
 WHAT IS SOCIETY?
A large group of people who live together in a
organized way, making decisions about how to
do things and sharing the work that needs to
be done. All the people in a country, or in
several similar countries, can be referred to as
a society.
 WHAT IS CULTURE?
Is learned and socially shared, and 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.
Culture is the characteristics and
knowledge of a particular group of
people, encompassing language,
religion, cuisine, social habits,
music and arts.
ADOLESCENTS
 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.
 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.
TEENAGERS WHO JOIN
YOUTH GROUPS AND
OTHER CLUBS ARE
HAPPIER AND LESS LIKELY
TO DRINK
Teenagers who belong to
youth groups and other
clubs leads 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 more
groups that they joined, the finding
show.
 Teens should be encouraged to join clubs
or group at school. So that they were less
likely to smoke and to ever have been
drunk than other teenagers their age. They
were also more likely to eat fruit and
vegetables regularly. The study also found
taking part in club activities increased the
youngsters happiness levels.
COMMUNITY ACTIVITY: GET INVOLVED

Getting involved in local community activities

or volunteering can boost your confidence
and self esteem and help you build new
[Link] 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 [Link] can take civic responsibility and be
active in your community by:
• joining a Youth Club, a
scouting group or a local
environmental or clean up
group
• helping with a primary
school play, or coordinating or
coaching juñior 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 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 can you get from being involvement 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 came into contact with like-minded peers and
positive adult role models other than your
[Link] 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.
 • 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'
personal in general. Being involved in community
activities can also help create a sense of being
connected to your local community and the wider
world.
 • SKILLS
Community activities give you the chance to
apply the skills you already have. 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 organized 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
[Link] is also good for your self-
esteem.
 ACTIVITY: MY ORGANIZATIONS
Name of organization Type of Organization My position/role in the
organization

Neighborhood association, church group,singing/dancing

group, community organization, youth group, club, school
organization, volunteer group, etc.
Portfolio Output No. 20: Description of My Social Group

LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES

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: [Link]
fables/
2. The Hunter and the Woodsman
A hunter, not very bold, was searching for the tracks of a
Lion. He asked a man felling oaks in the forest if he had
seen any marks of his footsteps or knew where his lair
was. "I will," said the man, "at once show you the Lion
himself." The Hunter, turning very pale and chattering
with his teeth from fear, replied, "No, thank you. I did
not ask that; it is his track only I am in search of, not the
Lion himself."
Source: [Link]
aesop hunter [Link].
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: [Link]
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 out to 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,
tuming 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: ntp [Link]/[Link]

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//[Link]/2010/10/17/manvotional-fables
6. The Man and the Little Cat
One day, an old man was having a stroll in the forest when he suddenly saw a
little cat stuck in a hole. The poor animal was struggling to get out. So, he
gave him his hand to get him out. But the cat scratched his hand with fear.
The man pulled his hand screaming with pain. But he did not stop, he tried
to give a hand to the cat again and again. Another man was watching the
scene, screamed with surprise, "Stop helping this cat! He's going to get
himself out of there". The other man did not care about him, he just
continued saving that animal until he finally succeeded, and then he walked
to that man and said, "Son, it is cat's Instincts that makes him scratch and to
hurt, and it is my job to love and care".

Source: [Link]
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 self-interests and motives.
 N T I P
VA SH
E R ER
S AD
LE

Servant leadership is not about "I" nor is it about

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

Source: [Link]
[Link]
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.
THANK YOU