Personal Development Quarter 4

• Leadership


  Instrumental to achieving social change. Developing young leaders in our society is an opportunity to have a better community. Thus, building a relationship among the people around them is the first action should be established. A good leader should possess good qualities and skills. Leaders should also be a good follower.
• Social Relationships in Middle and Late Adolescence


  When a child reached the middle and late adolescents they usually find themselves in the company of their peers, usually from the school or the neighborhood. From high school 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 nurture relationships.
• Peer relationships


  Peers can be part of the most important social relationships in a teen's life, often contributing more to his/her development than families do. Strong peer relationships help teens achieve two of their most critical tasks: finding independence from their parents and developing their own personal identities. Lack of a strong peer group can cause concern regarding the full, healthy development in a teen.
• Social relationship


  The connections that exist between people who have recurring interactions that are perceive by the participants to have personal meaning. This definition includes relationships between family members, friends, neighbors, coworkers, and other associates but excludes social contacts to be less intimate, with lesser self-disclosure involved, but may still be exclusive, and may demand certain levels of loyalty as in fraternities or religious organizations, and to a lesser extent, loosely knitted social clubs like practitioners of certain specialized professions.
• The World Health Organization now recognizes social relationships as an important social determinant of health throughout our lives.
• Role of the individual in society


  According to the writings of philosopher John Locke, the individual gives consent in establishing society, but the individual has an obligation to obey laws. An individual can only become a member of society if he gives consent. In modern society, it is generally believed that the rights of the individual triumph over the community, but the individual is not entirely free from the group. A person becomes part of the whole, willingly or unwillingly, by giving up some freedoms to attain safety and foster social bonds. According to certain philosophies, such as the social contract, the individual plays a vital role in allowing society to function.
• Social contract


  An idea that began with Plato but was expanded upon by British philosopher Thomas Hobbes. His view was that groups give power to elites in exchange for protection, but it was John Locke who highlighted that the individual voluntarily legitimizes people who hold authority. Locke believed that individuals are obligated to submit to authority, but he also maintained that people had a duty to overthrow the state if it abused its power, an idea that became popular with the founding fathers of the United States.
• Youth development


  A process that prepares a young person to meet the challenges of adolescence and adulthood and achieve his or her full potential. Youth development is promoted through activities and experiences that help youth develop social, ethical, emotional, physical, and cognitive competencies.
• Youth leadership


  Part of the youth development process and supports the young person in developing: (a) the ability to analyze his or her own strengths and weaknesses, set personal and vocational goals, and have the self-esteem, confidence, motivation, and abilities to carry them out (including the ability to establish support networks in order to fully participate in community life and effect positive social change); and (b) the ability to guide or direct others on a course of action, influence the opinions and behaviors of others, and serve as a role model.
• Conditions that promote healthy youth development are supported through programs and activities in schools and communities. Youth development researchers and practitioners emphasize that effective programs and interventions recognize youths' strengths and seek to promote positive development rather than addressing risks in isolation. Youth who are constructively involved in learning and doing and who are connected to positive adults and peers are less likely to engage in risky or self-defeating behaviors. Providing the conditions for positive youth development is a responsibility shared by families, schools, and communities.
• Children of all ages can take leadership roles. However, research concerning leadership development has focused almost exclusively on adult leadership and there is gap in the literature with regard to how we should develop young leaders. Historically, organizations such as the Scouts/Girl Guide movement and sports clubs have provided restricted opportunities for young adults to develop leadership skills.
• Youth development programs


  • Recognize youths' strengths
  • Seek to promote positive development rather than addressing risks in isolation
• Youth who are constructively involved in learning and doing and who are connected to positive adults and peers are less likely to engage in risky or self-defeating behaviors
• Providing the conditions for positive youth development is a responsibility shared by families, schools, and communities
• The conditions for healthy youth development reside in families, schools, and communities
• Leadership development


  • Has focused almost exclusively on adult leadership
  • There is a gap in the literature with regard to how we should develop young leaders
• School


  • The first formal organization that the majority of individuals experience
  • Communicated to children as being their most important organizational experience throughout childhood
  • Children spend (on average) 12 years (or 15,000 hours) of the most formative years of their lives in school as an organization
• Our adult organizational behaviors are rooted in how we experience school
• Relationship


  A close connection between people formed by emotional bonds and interaction
• Secondary school students


  • Have the ability to develop leadership skills via decision-making, getting along with others, learning the organization of self, self-awareness, and working with groups through taking part in many youth leadership organizations in school and/or community activities
• Relationships are a two-way traffic, where both individuals should learn to give and take
• Promoting and understanding leadership among young people is attracting more attention as the lines between the 'teen' years and young adulthood becomes blurred
• Personal relationship


  The close connection between people formed by emotional bonds and interaction, including relationships with family, friends, and partners
• Improved technology and greater mobility has 'shortened' the distance between countries and as a result, leadership is about the local and the global
• Younger adults are taking the lead with regard to use and adaptation of social media and new technologies
• Family


  • Composed of people connected by blood relation or ancestry, including couples/parents, children, and grandparents
  • Defined by love, care, support, compassion and affection between members
• Studying adolescent displays of leadership should further our understanding of adult leaders
• Pillars of strong family relationships


  • Mutual respect
  • Time for fun
  • Constant encouragement
  • Communicated love
• Students who possess leadership positions in student organization achieve better than non-leaders on scales such as educational participation, career development, involvement in cultural and standard of living planning
• Mutual respect


  Treating each other with dignity and not putting others down
• Adolescence


  • An important time for leadership growth
  • Increasing leadership in adolescence can reinforce self-esteem and be a catalyst for flourishing adulthood
  • Many adolescents are never offered the chance to act as leaders, and adult leadership models are often inappropriate for teens that have unique developmental needs
• Time for fun


  Quality time spent together creating good memories, not just quantity of time
• Accompanying DepEd Textbooks and Educational Sites


  • https://www.the-philosophy.com/socrates-know-yourself
  • https://www.google.com/search?q=an+unexamined+life+is+not+worth+living&oq=an+unexamine+life+is+not+&aqs=chrome.1.69i57j0l7.8173j0j4&sourceid=chrome&ie=UTF-8
  • https://en.wikipedia.org/wiki/Know_thyself
  • https://explorable.com/self-concept-theory
  • https://study.com/academy/lesson/the-self-according-to-rene-descartes.html#:~:targetText=Dualism%20is%20the%20theory%20that,is%20divided%20into%20two%20parts.&targetText=With%20his%20ties%20to%20dualism,and%20our%20sense%20of%20self.
  • https://www.verywellmind.com/the-id-ego-and-superego-2795951
  • https://study.com/academy/lesson/sigmund-freuds-layers-of-the-self.html
  • https://medium.com/@jeremydivinity/know-thyself-a-short-essay-on-the-importance-of-knowing-4f9a92255236
  • https://www.holstee.com/blogs/mindful-matter/17408520-real-happiness-starts-with-you#:~:targetText=Aristotle%20once%20said%2C%20%E2%80%9CKnowing%20yourself,to%20get%20to%20know%20you%3F
  • https://www.goodreads.com/quotes/2979-knowing-others-is-intelligence-knowing-yourself-is-true-wisdom-mastering#:~:targetText=%E2%80%9CKnowing%20others%20is%20intelligence%3B,mastering%20yourself%20is%20true%20power.%E2%80%9D
  • https://www.google.com.ph/search?sxsrf=ACYBGNTVW1Rj291WvUzhGRTP6Mg-hHeGDw:1575109318063&q=conceptual+framework+knowing+oneself&tbm=isch&source=univ&sa=X&ved=2ahUKEwiQsYq725HmAhWZ62EKHU07Ah8QsAR6BAgIEAE&biw=1517&bih=694#imgdii=7H67lpLOVRORNM:&imgrc=ZrCZbzuimu5fkM:
  • https://www.yourdictionary.com/self-development
• Constant encouragement


  Trusting and supporting each other, creating a positive outlook
• Leadership among adolescents differ in terms of their emphasis on personality characteristics, relational influence, cognitive and/or emotional abilities, and character in relation to group orientation
• Leadership encompasses skills and attitudes to lead people or a group
• Communicated love


  Expressing love through physical gestures like hugs, kisses, etc.
• Leadership skills


  • Cooperation
  • Participation
  • Communication
  • Validation - Support
  • Sportsmanship
  • Keeping your cool
• Friendship


  • Reliability
  • Deep listening/non-judgmental presence
  • Optimism
  • Service
• How others see me?