11

Personal Development
Quarter 2– Module 3:
Family Structures and Legacies

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Personal Development for Grade 11/12
Self-Learning Module (SLM)
Quarter 2 – Module 3 Family Structure and Legacies
First Edition, 2020

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Development Team of the Module

Writers: Charie Faith A. Busano
Editors: Sarah R. Nombre
Reviewers: Eden Ruth D. Tejada, Ariel D. Marquez
Illustrator:
Layout Artist:
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Dr. Luzviminda R. Loreno – Division Senior High School Coordinator

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: [email protected]
 11

Personal
Development
Quarter 2 – Module 3:
Family Structures and Legacies

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Personal Development for Grade 11/12 Self-Learning Module (SLM)
on Social Relationships in Middle and Late Adolescence.

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 in guiding 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 for Grade 11/12 Self-Learning Module (SLM)
on FAMILY STRUCTURES AND LEGACIES
The hand is one of the most symbolized parts 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 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 This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know 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.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New 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.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More 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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities 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.

Answer Key This contains answers to all activities in the

module.
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!

What I Need to Know

Hello there! Welcome to the ninth module of this subject Personal Development. As
a Senior High School student, you have now entered a new educational level, as
well as a new psychological and social level, called the middle and late adolescence.
You may feel that you are no longer the rapidly growing and discomfited teenager,
but you also feel you are not quite ready to call yourself a mature adult either.
This course shall make you take a deeper look at yourself and analyze your
developmental changes, your skills and traits which can help you meet the various
tasks that you must undertake at this point in your life.
Building and maintaining human relationships are mature responsibilities that you
need to perform carefully because they influence your personality, beliefs,
attitudes, feelings, behavior, or lifestyle, either for good or ill.
The course will give you the chance to analyze your relationships with your family,
friends and significant others.
At the end of this lesson, you are expected to identify different kinds of family
structures and different family legacies.
Specifically, at the end of this module, you will be able to:
1. appraise your family structure and the type of care you give and receive,
which may help in understanding yourself better (EsP-PD11/12FSL-IId-
11.1)
2. make a genogram and trace certain physical, personality, or behavioral
attributes through generations, and (EsP-PD11/12FSL-IId-e-11.2)
3. prepare a plan on how to make your family members firmer and gentler
with each other. (EsP-PD11/12FSL-IIe-11.3)

What I Know

Hello! Before you begin this module, answer this test to find out what you already
know about the lesson you are about to take. Encircle the letter of your answer.

1. A group of people related to one another by blood, marriage or adoption.

a. Family c. Relatives
b. Mom and dad d. Siblings and parents

2. A pattern of interaction with one or more persons over time.

a. Communicating with others c. Socializing
b. Relationships d. Best friends

3. All the people who are born and live in about the same time span.
a. Age groups c. Generation
b. Close friends d. Family members

4. A married man and woman and their biological children.

a. Parents c. Nuclear family
b. Family unit d. Step family

5. A couple or single parent decides to raise another person's child as their

own
a. Single parent family c. Foster family
b. Adoptive family d. Step family

6. A family where one or more of the children is legally a temporary member

of the household.
a. Single parent family c. Foster family
b. Adoptive family d. Step family
7. A family that moves regularly to places where they have employment.
a. Immigrant family c. Blended family
b. Nuclear family d. Migrant family

8. A family that consists of members from two or more previous families.

a. Immigrant family c. Blended family
b. Nuclear family d. Migrant family

9. A family where the parents have immigrated to another country as adults.

a. Immigrant family c. Blended family
b. Nuclear family d. Migrant family

10. A legacy that includes respect, beginning with themselves and working
out to other people.
a. Emotional legacy c. Social legacy
b. Spiritual legacy d. Physical legacy

11. A legacy that fosters confidence through stability and conveys a tone of
trusting support.
a. Emotional legacy c. Social legacy
b. Spiritual legacy d. Physical legacy

12. A type of family where the parents are members of different racial
identity groups.
a. Immigrant family c. Trans-racial family
b. Bi-racial family d. Migrant family

13. A type of family where the adopted child is of a different racial identity
group than the parents.
a. Immigrant family c. Trans-racial family
b. Bi-racial family d. Migrant family

14. A type of family where two families brought together due to divorce,
separation, and remarriage.
a. Single parent family c. Foster family
b. Adoptive family d. Step family

15. The most valuable legacy must a parents should pass to their children to
reinforce the unseen realities of the godly life.
a. Emotional legacy c. Social legacy
b. Spiritual legacy d. Physical legacy
Lesson Family Structures and Family
1 Legacies

What’s In

The history of mankind is built on a family and its future is sustained by the
family. Each family that is solid promotes nation-building; when it is unstable, it
contributes to the disintegration of civilization. –Gabriel Abayon.
Are you ready to begin your journey in this module? Before you proceed,
please recall your previous knowledge about the concept of Family.

Activity 1: Agree o Disagree? Why?

Instructions: Please use separate sheets in answering activity.

1. Call it a clan, call it a network, call it a tribe, and call it a family.

Whatever you call it, whoever you are, you need one.
Jane Howard, "Families"

2. What is Family?

What’s New
Activity: GENOGRAM

A genogram or family tree is a useful tool to gather information about a person's

family. This visual representation of a family can help us to identify patterns or
themes within families that may be influencing or driving a person's current
behavior.

Symbols for drawing the genogram or family tree:

Female symbol –name, age

Male symbol – name, age

Unknown gender

Married – add the year or ages

_________ De facto relationship – commencement date or ages

Separation – date or ages

Divorce – date or ages

List children in birth order and put names and ages either within the symbol
or underneath.

Death – a small cross in the corner of the symbol

(record date if known)

Dotted circle – this can be used to enclose the members living

together currently, for example, who the young person is living
with.

Conflictual relationship

Very Close

Distant relationship

Sample Genogram 1:

Sample Genogram 2:

Source: https://genopro.com/genogram/templates/
Sample Genogram 2:

Source: https://genopro.com/genogram/templates/

Activity 2: My Genogram
Make your own genogram using the symbols and samples given. (Long bond paper)

What is It
Read the following to know more. Enjoy!

Reading: FAMILY STRUCTURE

The traditional family structure is considered a family support system which
involves two married individuals providing care and stability for their biological
offspring. However, this two-parent, nuclear family has become less prevalent, and
alternative family forms have become more common. The family is created at birth
and establishes ties across generations. Those generations, the extended family of
aunts, uncles, grandparents, and cousins, can all hold significant emotional and
economic roles for the nuclear family.
Different kinds of family structures:
• Nuclear family: A family unit consisting of at most a father, mother and
dependent children. It is considered the “traditional” family.
• Extended family: A family consisting of parents and children, along with
grandparents, grandchildren, aunts or uncles, cousins etc. In some
circumstances, the extended family comes to live either with or in place of a
member of the nuclear family.
• Step families: Two families brought together due to divorce, separation, and
remarriage.
• Single parent family: This can be either a father or a mother who is singly
responsible for the raising of a child. The child can be by birth or adoption.
They may be a single parent by choice or by life circumstances. The other
parent may have been part of the family at one time or not at all.
• Adoptive family: A family where one or more of the children has been
adopted. Any structure of family may also be an adoptive family.
• Bi-racial or multi-racial family: A family where the parents are members of
different racial identity groups.
• Trans-racial adoptive family: A family where the adopted child is of a
different racial identity group than the parents.
• Blended family: A family that consists of members from two (or more)
previous families.
• Conditionally separated families: A family member is separated from the
rest of the family. This may be due to employment far away; military service;
incarceration; hospitalization. They remain significant members of the
family.
• Foster family: A family where one or more of the children is legally a
temporary member of the household. This “temporary” period may be as
short as a few days or as long as the child’s entire childhood.
• Gay or Lesbian family: A family where one or both of the parents’ sexual
orientation is gay or lesbian. This may be a two-parent family, an adoptive
family, a single parent family or an extended family.
• Immigrant family: A family where the parents have immigrated to another
country as adults. Their children may or may not be immigrants. Some
family members may continue to live in the country of origin, but still be
significant figures in the life of the child.
• Migrant family: A family that moves regularly to places where they have
employment. The most common form of migrant family is farm workers who
move with the crop seasons. Children may have a relatively stable
community of people who move at the same time - or the family may know
no one in each new setting. Military families may also lead a migrant life,
with frequent relocation, often on short notice.
 Activity 3: POEM WRITING
➢ Make two five-line poems about your family. Follow this pattern:
➢ First line is _____ family
➢ Second line is two adjectives (joined by and) which describe the noun
➢ Third line is a verb and an adverb to describe the noun in action
➢ Fourth line begins with like and presents a comparison
➢ Fifth line starts with if only and expresses a wish.

Example:
(___ family) My family
(adjective + adjective) Unique and chaotic
(verb + adverb) Changing constantly
(like) Like flaming hot Thai dishes, which are quite exotic
(if only) If only we could relive our family life, of jolly years gone by.

What’s More

Reading: INSPIRING STORIES OF FAMILIES

What does it mean to put others’ first before ourselves?
A doctor entered the hospital in a hurry after being called in for an urgent surgery.
He answered the call ASAP, changed his clothes & went directly to the surgery
block.
He found the boy’s father pacing in the hall waiting for the doctor. On seeing him,
the dad yelled: “Why did you take all this time to come? Don’t you know that my
son’s life is in danger? Don’t you have any sense of responsibility?”
The doctor smiled & said: “I am sorry, I wasn’t in the hospital & I came as fast as I
could after receiving the call… And now, I wish you’d calm down so that I can do
my work.”
“Calm down? What if your son was in this room right now, would you calm down?
If your own son dies now what will you do?” said the father angrily.
The doctor smiled again & replied: “… Doctors cannot prolong lives. Go and
intercede for your son, we will do our best by God’s grace”.
“Giving advises when we’re not concerned is so easy,” murmured the father. The
surgery took some hours after which the doctor went out happy, “Your son is
saved!”. And without waiting for the father’s reply, he carried on his way running.
“If you have any questions, ask the nurse!!”
“Why is he so arrogant? He couldn’t wait some minutes so that I can ask about my
son’s state,” commented the father when seeing the nurse minutes after the doctor
left. The nurse answered, tears coming down her face: “His son died yesterday in a
road accident, he was at the burial when we called him for your son’s surgery. And
now that he saved your son’s life, he left running to finish his son’s burial.”
Source: https://vk.com/topic-62771305_29403044?offset=0
The Wooden Bowl
A frail old man went to live with his son, daughter-in-law, and four-year old
grandson. The old man’s hands trembled, his eyesight was blurred, and his step
faltered. The family ate together at the table. But the elderly grandfather’s shaky
hands and failing sight made eating difficult. Peas rolled off his spoon onto the
floor. When he grasped the glass, milk spilled on the tablecloth.
The son and daughter-in-law became irritated with the mess. “We must do
something about father,” said the son. “I’ve had enough of his spilled milk, noisy
eating, and food on the floor.” So the husband and wife set a small table in the
corner. There, Grandfather ate alone while the rest of the family enjoyed dinner.
Since Grandfather had broken a dish or two, his food was served in a wooden bowl!
When the family glanced in Grandfather’s direction, sometime he had a tear in his
eye as he sat alone. Still, the only words the couple had for him were sharp
admonitions when he dropped a fork or spilled food.
The four-year-old watched it all in silence.
One evening before supper, the father noticed his son playing with wood scraps on
the floor. He asked the child sweetly, “What are you making?” Just as sweetly, the
boy responded, “Oh, I am making a little bowl for you and Mama to eat your food in
when I grow up.” The four-year-old smiled and went back to work.
The words so struck the parents so that they were speechless. Then tears started to
stream down their cheeks. Though no word was spoken, both knew what must be
done.
That evening the husband took Grandfather’s hand and gently led him back to the
family table. For the remainder of his days he ate every meal with the family. And
for some reason, neither husband nor wife seemed to care any longer when a fork
was dropped, milk spilled, or the tablecloth soiled.
Source: http://www.moralstories.org/the-wooden-bowl/

Give time to our family

After 21 years of marriage, my wife wanted me to take another woman out to
dinner and a movie. She said, “I love you, but I know this other woman loves you
and would love to spend some time with you.”
The other woman that my wife wanted me to visit was my MOTHER, who has been
a widow for 19 years, but the demands of my work and my three children had
made it possible to visit her only occasionally. That night I called to invite her to go
out for dinner and a movie. “What’s wrong, are you well?” she asked.
My mother is the type of woman who suspects that a late night call or a surprise
invitation is a sign of bad news. “I thought that it would be pleasant to spend some
time with you,” I responded. “Just the two of us.” She thought about it for a
moment, and then said, “I would like that very much.”
That Friday after work, as I drove over to pick her up I was a bit nervous. When I
arrived at her house, I noticed that she, too, seemed to be nervous about our date.
She waited in the door with her coat on. She had curled her hair and was wearing
the dress that she had worn to celebrate her last wedding anniversary. She smiled
from a face that was as radiant as an angel’s. “I told my friends that I was going to
go out with my son, and they were impressed, “she said, as she got into the car.
“They can’t wait to hear about our meeting.”
We went to a restaurant that, although not elegant, was very nice and cozy. My
mother took my arm as if she were the First Lady. After we sat down, I had to read
the menu. Her eyes could only read large print. Half way through the entries, I
lifted my eyes and saw Mom sitting there staring at me. A nostalgic smile was on
her lips. “It was I who used to have to read the menu when you were small,” she
said. “Then it’s time that you relax and let me return the favor,” I responded.
During the dinner, we had an agreeable conversation – nothing extraordinary but
catching up on recent events of each other’s life. We talked so much that we missed
the movie. As we arrived at her house later, she said, “I’ll go out with you again, but
only if you let me invite you.” I agreed.
“How was your dinner date?” asked my wife when I got home. “Nice!” Much more so
than I could have imagined,” I answered.
A few days later, my mother died of a massive heart attack. It happened so
suddenly that I didn’t have a chance to do anything for her. Sometime later, I
received an envelope with a copy of a restaurant receipt from the same place
mother and I had dined. An attached note said: “I paid this bill in advance. I wasn’t
sure that I could be there; but nevertheless, I paid for two plates – one for you and
the other for your wife. You will never know what that night meant for me. I love
you, son.”
At that moment, I understood the importance of saying in time: “I LOVE YOU” and
to give our loved ones the time that they deserve. Nothing in life is more important
than your family. Give them the time they deserve, because these things cannot be
put off till “some other time.”
Source: http://academictips.org/blogs/give-time-to-our-family/
FAMILY LEGACIES
Activity 4: EMOTIONAL, SOCIAL AND SPIRITUAL LEGACY

Emotional Legacy Evaluation

Answer each question by writing in your journal the number that best reflects the
legacy you have received from your parents. Then add up your score.

1. When you walked into your house, what was your feeling?
1 Dread 4 Stability
2 Tension 5 Calm
3 Chaos 6 Warmth
2. Which word best describes the tone of your home?
1 Hateful 4 Serious
2 Angry 5 Relaxed
3 Sad 6 Fun
3. What was the message of your family life?
1 You are worthless. 4 You are respected.
2 You are a burden. 5 You are important.
3 You are okay. 6 You are the greatest.
4. Which word best describes the "fragrance" of your home life?
1 Repulsive 4 Sterile
2 Rotten 5 Fresh
3 Unpleasant 6 Sweet
5. Which was most frequent in your home?
1 An intense fight 4 A strong disagreement
2 The silent treatment 5 A kind word
3 Detached apathy 6 An affectionate hug

Results:
Above 24 = Strong emotional legacy
19 - 24 = Healthy legacy
14 - 18 = Mixed legacy - good and bad elements
10 - 13 = Weak emotional legacy
Below 10 = Damaged emotional legacy
Social Legacy Evaluation
Answer each question by writing in your journal the number that best reflects the
legacy you have received from your parents. Then add up your score.

1. Which words most closely resemble the social tone of your family?
1 Cruel and abusive 4 Non-communicative but stable
2 Cutting sarcasm 5 Secure with open communication
3 Chaotic and distant 6 Loving and fun
2. What was the message of your home life with regard to relationships?
1 "Step on others to get your way" 4 “Mind your own business.”
2 "Hurt them if they hurt you." 5 “Treat others with respect.”
3 "Demand your rights." 6 “Put others before yourself.”
3. How were rules set and enforced in your home?
1 Independent of relationship 4 Inconsistently
2 In reaction to parental stress 5 Out of concern for my well-being
3 Dictatorially 6 In the context of a loving
relationship
4. Which word best characterizes the tone of communication in your home?
1 Shouting 4 Clear
2 Manipulation 5 Constructive
3 Confusing 6 Courteous
5. How did your family deal with wrong behavior?
1 Subtle reinforcement 4 Severe punishment
2 Accepted in the name of love 5 Discussion
3 Guilt trip 6 Loving, firm discipline

Results:
Above 24 = Strong social legacy
19 - 24 = Healthy legacy
14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak social legacy
Below 10 = Damaged social legacy
Spiritual Legacy Evaluation
Answer each question by circling the number that best reflects the legacy you have
received from your parents. Then add up your score.

1. To what degree were spiritual principles incorporated into daily family life?
1 Never 4 Frequently
2 Rarely 5 Almost always
3 Sometimes 6 Consistently

2. Which word captures the tone of how you learned to view/relate to God?
1 Absent 4 Casual
2 Adversarial 5 Solemn
3 Fearful 6 Intimate

3. How would you summarize your family's level of participation in spiritual

activities?
1 Nonexistent 4 Regimental
2 Rare 5 Active
3 Occasional 6 Enthusiastic
4. How were spiritual discussions applied in your home?
1 They weren't 4 To teach
2 To control 5 To influence
3 To manipulate 6 To reinforce

5. What was the perspective in your home regarding moral absolutes?

1 If it feels good, do it! 4 Dogmatic legalism
2 There are no absolutes. 5 Moderate conservatism
3 Let your heart guide you. 6 Clear boundaries

Results:
Above 24 = Strong spiritual legacy
19 - 24 = Healthy legacy
14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak spiritual legacy
Below 10 = Damaged spiritual legacy
Source: http://www.focusonthefamily.com/parenting/building-
relationships/family-legacies/the-legacy-you-want-to-give
Reading: FAMILY LEGACIES
No matter whom we are, where we live, or what our goals may be, we all have one
thing in common: a heritage. That is, a social, emotional and spiritual legacy
passed on from parent to child. Every one of us is passed a heritage, lives out a
heritage, and gives a heritage to our family. It's not an option. Parents always pass
to their children a legacy … good, bad or some of both.
A spiritual, emotional and social legacy is like a three-stranded cord. Individually,
each strand cannot hold much weight. But wrapped together, they are strong.
That's why passing on a positive, affirming legacy is so important and why a
negative legacy can be so destructive. The good news is that you can decide to pass
a positive legacy on to your children whether you received one or not.
Today, if we don't intentionally pass a legacy consistent with our beliefs to our
children, our culture will pass along its own, often leading to a negative end. It is
important to remember that passing on a spiritual, emotional and social legacy is a
process, not an event. As parents, we are responsible for the process. God is
responsible for the product.
The Emotional Legacy
In order to prosper, our children need an enduring sense of security and stability
nurtured in an environment of safety and love.
The Social Legacy
To really succeed in life, our children need to learn more than management
techniques, accounting, reading, writing and geometry. They need to learn the fine
art of relating to people. If they learn how to relate well to others, they'll have an
edge in the game of life.

The Spiritual Legacy

The Spiritual Legacy is overlooked by many, but that's a mistake. As spiritual
beings, we adopt attitudes and beliefs about spiritual matters from one source or
another. As parents, we need to take the initiative and present our faith to our
children.

The Emotional Legacy

Sadly, many of us struggle to overcome a negative emotional legacy that hinders
our ability to cope with the inevitable struggles of life. But imagine yourself giving
warm family memories to your child. You can create an atmosphere that provides a
child's fragile spirit with the nourishment and support needed for healthy
emotional growth. It will require time and consistency to develop a sense of
emotional wholeness, but the rewards are great.
A strong emotional legacy:
• Provides a safe environment in which deep emotional roots can grow.
• Fosters confidence through stability.
• Conveys a tone of trusting support.
• Nurtures a strong sense of positive identity.
• Creates a “resting place” for the soul.
• Demonstrates unconditional love.

Which characteristics would you like to build into the legacy you pass along to your
children? Even if you don't hit the exact mark, setting up the right target is an
important first step.

The Social Legacy

In order to prosper, our children need to gain the insights and social skills
necessary to cultivate healthy, stable relationships. As children mature, they must
learn to relate to family members, teachers, peers and friends. Eventually they
must learn to relate to co-workers and many other types of people such as
salespeople, bankers, mechanics and bosses.
Nowhere can appropriate social interaction and relationships be demonstrated
more effectively than in the home. At home you learned — and your children will
learn — lessons about respect, courtesy, love and involvement. Our modelling as
parents plays a key role in passing on a strong social legacy.
Key building blocks of children's social legacy include:
• Respect, beginning with themselves and working out to other people.
• Responsibility, fostered by respect for their selves that is cultivated by assigning
children duties within the family making them accountable for their actions, and
giving them room to make wrong choices once in a while.
• Unconditional love and acceptance by their parents, combined with conditional
acceptance when the parents discipline for bad behavior or actions.
• The setting of social boundaries concerning how to relate to God, authority, peers,
the environment and siblings.
• Rules that are given within a loving relationship

The Spiritual Legacy

Parents who are successfully pass along a spiritual legacy to their children model
and reinforce the unseen realities of the godly life. We must recognize that passing
a spiritual legacy means more than encouraging our children to attend church, as
important as that is. The church is there to support parents in raising their
children but it cannot do the raising; only parents can.
The same principle applies to spiritual matters. Parents are primary in spiritual
upbringing, not secondary. This is especially true when considering that children,
particularly young children, perceive God the way they perceive their parents. If
their parents are loving, affirming, forgiving and yet strong in what they believe,
children will think of God that way. He is someone who cares, who is principled
and who loves them above all else.
The Legacy You Want to Give
We all have good and bad parts to the legacy we have inherited. The key is to move
forward from here. For some, taking a closer look at the legacy they've been given
helps them assess the legacy they want to pass on. After considering your past,
here are some practical tips for the future:
Decide what you'll keep:
You probably have things you received that are wonderful and need to be kept and
passed on. Other things may need to be thrown out. Or, perhaps you have a weak
legacy that needs strengthening.
Whatever you received, you can now intentionally pass along the good. This isn't
always easy. If you saw hypocrisy in your parents' lives, you may be tempted to
throw everything out even though much of what your parents modelled was good.
Don't. That would be like burning down the house to get rid of some bugs.
Realize that there is a being that can redeem even the "bad stuff" in your
legacy. Unfortunately many of us have parts of our legacy that are weak or even
awful. Maybe one of your parents was an alcoholic or abusive or didn't provide the
nurturing you needed. In today's society, the stories of such families are common.
You may be asking, "How do I give something I didn't receive? Nobody modelled this
stuff for me."
Hope is not lost. Consider the story of Josiah from the Old Testament in the Bible.
His father and grandfather were involved in many wicked things, including idol
worship that threatened the entire nation. But after 8-year-old Josiah became king
of Judah, he reversed that trend. He sought God and purged Judah of idols,
repaired the temple and saved a nation.
Like Josiah, you can choose which things in your legacy are no good and throw
them away. It's important to break the cycle of hurt by leaving bad things behind
and creating a new legacy. Legacies are not easily broken and always benefit from
His guidance.
Chart a new course as you begin a positive legacy for yourself and those you love.
Research suggests that most fathers will parent the way they were parented. That
means only a minority of fathers will change their parenting style — even if their
parenting is wrong! Today, you can take positive steps to design a new heritage for
yourself and your family.
Source: http://www.focusonthefamily.com/parenting/building-
relationships/family-legacies/family-legacies-passing-on-a-legacy

What I Have Learned

Activity 5: Reflection

Instructions: Use separate clean paper.

Reactions to the Emotional, Social and Spiritual Legacy Evaluation

1. What were your scores in the emotional, social and spiritual legacy evaluation?
2. How do these scores reflect you home atmosphere?
3. What is the legacy you have received from your parents and siblings?
4. How do you plan to give a legacy when you start your own family in the future?

Insights on Relationships and Tribute to My Family

1. What have you learned in this unit about your personal relationships with
family, friends, partner, and organizations?
2. How do you assess the present state of your relationships?
3. What do you pal to do in order to improve and strengthen your relationships?
 What I Can Do

Activity 6: HOW DO YOU FEEL ABOUT YOUR RELATIONSHIPS?

How do you feel about your relationships? Where do you see your
relationships going? Are you happy with your relationships? Put a check (√) if
your answer is YES and write X if your answer is NO.

CRITERIA/RELATIONSHIP FAMILY FRIENDS PARTNER ORGANIZATION

I. Overall feelings about the

relationship:

Are you getting your needs met?

Are you speaking up and asking for what you

want?
Are you feeling heard?

Are you feeling encouraged and supported to

grow?
II. The decision-making process:

Are decisions made to your

satisfaction?

Is there sufficient time to discuss,

assess, and process?

Do you feel as though your thoughts

and feelings are taken seriously?

Is there a collaborative spirit about

decisions:

III. Communication:

Do you feel safe to say whatever you

feel?

Do you feel listened to when you

communicate?

Do you feel encouraged to tell the

truth?

Do you feel supported in all your

dreams and goals?
IV: Roles and Responsibilities:

Do you feel the division of tasks is

working?

Do you feel that both of you are doing

your parts?

Do you feel the task allocation is fair?

Is there anything that you want to

change?

V. Activities:

Do you feel like you spend enough

time together?

Do you feel like you need more alone

time?

Do you want to try something new?

VI. Planning, Schedules, and

Logistics

Are you experiencing any schedule

conflicts you want to address?

Are there financial agreements that

are fair?

Does each of you have enough time to

accomplish everything you want?

Reflection:

1. In which relationship do you have more checks? More Xs?

2. What can you do to improve your relationships?
 Assessment

Congratulations! You are now about to test what you have learned from this
module. Read each question carefully and encircle the letter of your answer.

1. A family that moves regularly to places where they have employment.

a. Immigrant family c. Blended family
b. Nuclear family d. Migrant family

2. A family that consists of members from two or more previous families.

a. Immigrant family c. Blended family
b. Nuclear family d. Migrant family

3. A family where the parents have immigrated to another country as adults.

a. Immigrant family c. Blended family
b. Nuclear family d. Migrant family

4. A legacy that includes respect, beginning with themselves and working out
to other people.
a. Emotional legacy c. Social legacy
b. Spiritual legacy d. Physical legacy

6. A legacy that fosters confidence through stability and conveys a tone of

trusting support.
a. Emotional legacy c. Social legacy
b. Spiritual legacy d. Physical legacy

7. A type of family where the parents are members of different racial identity
groups.
a. Immigrant family c. Trans-racial family
b. Bi-racial family d. Migrant family

8. A type of family where the adopted child is of a different racial identity

group than the parents.
a. Immigrant family c. Trans-racial family
b. Bi-racial family d. Migrant family

9. A type of family where two families brought together due to divorce,

separation, and remarriage.
a. Single parent family c. Foster family
b. Adoptive family d. Step family

10. The most valuable legacy must a parents should pass to their children to
reinforce the unseen realities of the godly life.
a. Emotional legacy c. Social legacy
b. Spiritual legacy d. Physical legacy
 11. A group of people related to one another by blood, marriage or adoption.
a. Family c. Relatives
b. Mom and dad d. Siblings and parents
12. A pattern of interaction with one or more persons over time.
a. Communicating with others c. Socializing
b. Relationships d. Best friends
13. All the people who are born and live in about the same time span.
a. Age groups c. Generation
b. Close friends d. Family members
14. A married man and woman and their biological children.
a. Parents c. Nuclear family
b. Family unit d. Step family
15. A couple or single parent decides to raise another person's child as their
own
a. Single parent family c. Foster family
b. Adoptive family d. Step family
6. A family where one or more of the children is legally a temporary member
of the household.
a. Single parent family c. Foster family
b. Adoptive family d. Step family

RUBRIC FOR INDIVIDUAL WORK (REFLECTION PAPERS)

Exemplary Sufficient Minimal Beginning
5 points 4 points 3 points 2 point
Self-disclosure / Student demonstrates Student Student Student
Depth of an in-depth reflection demonstrates a demonstrates a demonstrates a
reflection on, and personalization general reflection minimal reflection lack of reflection
of the theories, on, and on, and on, or
concepts, and/or personalization of, personalization of, personalization of,
strategies presented in the theories, the theories, the theories,
the course materials. concepts, and/or concepts, and/or concepts, and/or
Viewpoints and strategies strategies strategies
interpretations are presented in the presented in the presented in the
insightful and well course materials. course materials. course materials.
supported. Clear, Viewpoints and Viewpoints and Viewpoints and
detailed examples from interpretations are interpretations are interpretations are
personal experiences supported. unsupported or missing,
are provided, as Appropriate supported with inappropriate,
applicable. examples are flawed arguments. and/or
provided from Examples are not unsupported.
personal provided or are Examples are not
experiences, as irrelevant to the provided.
applicable. assignment.
Connection to Student makes in- Student goes into Student goes into Student merely
outside depth synthesis of some detail little detail identifies some
experiences thoughtfully selected explaining some explaining some general ideas or
aspects of experiences specific ideas or specific ideas or issues from outside
related to the topic and issues from outside issues from outside experiences
makes clear experiences experiences related to the topic.
connections between related to the topic related to the topic
what is learned from and makes general and m very few
outside experiences connections connections
and the topic. between what is between what is
learned from learned from
outside outside
experiences and experiences and
 the topic. the topic.

Connection to Student makes in- Student goes into Student goes into Student identifies
readings depth synthesis of more detail little detail some general
thoughtfully selected explaining some explaining some ideas or issues
aspects of readings specific ideas or specific ideas or from readings
related to the topic and issues from issues from related to the topic.
makes clear readings related to readings related to Readings are only
connections between the topic and the topic and those assigned for
what is learned from makes general makes general the topic.
readings and the topic. connections connections
Includes reference to at between what is between what is
least two readings learned from learned from
other than those readings and the readings and the
assigned for class. topic. Includes topic.
reference to at
least one reading
other than those
assigned for class.
Connection to Student synthesizes, Student Student attempts Student has
class analyzes and evaluates synthesizes clearly to synthesize some difficulty restating
discussions & thoughtfully selected some directly directly appropriate some general
unit objectives aspects of ideas or appropriate ideas ideas or issues ideas or issues
issues from the class or issues from the from the class from the class
discussion as they class discussion as discussion as they discussion as they
relate to this topic. they relate to this relate to this topic. relate to this topic.
topic.

Additional Activities

I hope you have a learned a lot from the activities in this module. This
additional activity is expected to enrich your knowledge and to seal the positive
your thoughts.

Activity 7: Please Continue…

If you would have a family of your own in the future, which of your current family’s
practices would you want to continue? Which ones do you want to discontinue?
Why?
I want to continue…… because…..
I don’t feel that it is worth continuing…. because….

What I know

1. a 6. C 11. a

2. c 7. D 12. b

3. c 8. C 13. c

4. b 9. A 14. d

5. b 10. C 15. b

6. c

7. d
References
8. c

9. a
Books
Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway
10. c
Books, a division of Random House, Inc. pp. 151-152.
Clark-Lempers,
11. a D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late
Adolescents' Perceptions of Their Relationships with Significant Others . Journal of
Adolescent
12. b Research. 6-3, 296-315.
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
13. c
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human
Mind. Mutya Publishing House, Inc.
14. d
Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed.
Southwestern
15. b Educational Publishing, Inc.
Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality
Development and Character Building. AR Skills Development and Management
Services (SDMS), Paranaque City, Metro Manila.
Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve
and Surpass Your Dreams One Step At A Time. Shepherd’s Voice Publishing. 60
Chicago St., Quezon City Metro Manila 11
Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd. Makati City:
Career Systems. pp. 38-41
Websites
Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, 1997; Striegel-
Moore & Cachelin, 1999;
https://www.boundless.com/psychology/textbooks/boundless-psychology-
textbook/humandevelopment-14/adolescence-73/cultural-and-societal-influences-on-
adolescentdevelopment-285-12820/
http://www.telegraph.co.uk/news/health/news/6810651/Teenagers-who-join-
youthgroups-and-other-clubs-are-happier-and-less-likely-to-drink.html
http://raisingchildren.net.au/articles/community_activity_teenagers.html
http://www.artofmanliness.com/2010/10/17/manvotional-aesopsfables/
http://fablesofaesop.com/the-goatherd-and-the-wildgoats.html

DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations