MODULE 3

CHANGING RELATIONSHIPS
 MODULE OVERVIEW
THREE SESSIONS:
 Session 3.1: RELATING WITH MY FAMILY
 Session 3.2: RELATING WITH MY PEERS
 Session 3.3: RELATING WITH SOMEONE SPECIAL
PRE-TEST ACTIVITY
Opinion Poll
 INSTRUCTIONS
1. Agree or disagree to the statements that will
be read by going to the appropriate corner of
the room.
2. If you express neutrality about the statement,
stay at the center of the room.
SESSION 3.1.
RELATING WITH
MY FAMILY
 SESSION OBJECTIVES
1. Recognize parents, guardians, and other family
members as people they can talk to about
relationships.
2. Discuss ways to effectively relate with parents,
guardians, and other family members.
 SESSION OBJECTIVES
3. Demonstrate ways to effectively communicate
with parents, guardians, and other family
members.
4. Recognize appropriate sources of help when there
is violence at home or within the family.
OPENING ACTIVITY
“Let’s Go Party!”
 INSTRUCTIONS
1. Visualize a scenario where I am to bring all of you
to a party celebration after this session is finished.
You have to bring a companion of your choice.
Will you choose to bring your parent/guardian or
a friend? Whoever you choose to bring along, you
have to explain why you chose that person.
 INSTRUCTIONS
2. In this exercise, each one of you will complete
this statement: “I will bring along my __________
because __________.”
3. After completing the statement, look at the next
person and say, “What about you, who will you
bring along?”
 KEY MESSAGES
• As part of the psychosocial changes you are going
through in adolescence, you begin to spend less
time with your family and more time with your
friends. This is natural because you are beginning
to form your own identity and individuality.
 KEY MESSAGES
• Parents or guardians also find ways to understand
and deal with changes happening to you as
adolescents. To complement that and maintain a
supportive and enabling relationship with your
parents, you need to communicate effectively.
 KEY MESSAGES
Communication is very
important. You and your
parents/guardians may need to
work out ways to communicate
that will give you some level of
independence, privacy, and the
freedom to express yourself in a
positive way.
 EFFECTIVE COMMUNICATION WITH
PARENTS/GUARDIANS
• Look attentively at them when they are talking to
you or while you are talking to them.
• Clarify gently what you think they mean.
• Be respectful and sincere when talking to them.
• Be sure of what you want to say and say them
clearly and gently.
 EFFECTIVE COMMUNICATION WITH
PARENTS/GUARDIANS
• Talk to them softly and calmly.
• Wait until they finish before you say anything.
• Be prepared to negotiate – no one can always have
everything he or she wants.
• Choose a convenient time to talk, for example, when
mother, father, or guardian is not doing something else.
 EFFECTIVE COMMUNICATION WITH
PARENTS/GUARDIANS
• Stick to the subject rather than drag in other issues or
subjects, which can be raised at other times.
• Do not ask for something when others are there. No
one wants to be “put on the spot.”
• Do not pit your parents (or guardians) against each
other. Do not say this: “but father said I could” or
“mother says it’s OK.”
 EFFECTIVE COMMUNICATION WITH
PARENTS/GUARDIANS
• If there is a problem, use problem solving techniques.
• Decide together exactly what the problem is.
• Discuss possible solutions - be open and creative.
• Think about the consequences of each possible solution.
• Choose one idea and do it. If there is a problem, use
problem solving techniques.
 KEY MESSAGES
• Always treat your parents (or guardians) and everyone in
your family with respect.
• Respect parental advice and guidance.
• Respect household rules.
• Respect and take care of household and personal property.
• Respect and observe family traditions and gatherings
 KEY MESSAGES
• Get involved in effectively managing family
conflicts. Be part of the solution and not the
problem.
• Foster a trusting relationship with your parents or
guardians.
 KEY MESSAGES
• Always show your LOVE to your parents or guardians.
L Love them unconditionally
O Open up
V Value
E Empathize
 CLOSING ACTIVITY
Talking to My Parents (Role Playing)
 INSTRUCTIONS
1. Choose a representative to pick out one paper from
the box.
2. Create a short skit and role play the situation picked
out. Everyone should have roles.
3. You have five (5) minutes to prepare for the skit and
three (3) minutes to present it.
 END OF
SESSION 3.1.
 SESSION 3.2.
RELATING WITH MY PEERS
 SESSION OBJECTIVES
1. Compare positive and negative ways friends and peers
influence behaviors and relationships.
2. Demonstrate assertiveness and negotiation in resisting
negative peer pressure.
3. Recognize appropriate sources of help when someone is
experiencing negative peer pressure.
OPENING ACTIVITY
(OPTION 1) Groupie
 INSTRUCTIONS
1. Take out from your wallet or cellphone gallery a
picture of your peer or friends or barkada. Post
the picture at the center of the paper.
2. At the right side, write in thought bubbles the
positive things or influence that your peers or
barkada has done or given you.
 INSTRUCTIONS
3. At the left side, write in thought bubbles the
negative things or influence that your peers or
barkada has done or given you.
4. As soon as you finish, find a group (of at most
three (3) persons) and share your work with
them.
 KEY MESSAGES
• At puberty, adolescents like you begin to spend
more time with friends or with a “peer group.”
This is natural. Everyone in the world, young and
old, belongs to a peer group.
 KEY MESSAGES
Because of the need to
belong or to be affirmed by
your peers, you feel more
pressured to “fit in.” This is
called peer pressure or
peer group pressure.
 KEY MESSAGES
• Peer pressure happens when you feel you “have to” do
something that you do not usually choose to do just to
belong, to be accepted, or fit in among your peers.
• Your peers may persuade you to do certain things such as
smoking cigarettes, drinking alcohol, taking prohibited or
illegal drugs, or doing things that are against established
rules in school or in the community.
 KEY MESSAGES
• Sometimes you do not even know it is happening to you
especially when done in the guise of fun or enjoyment.
Sometimes your peers take advantage of your desire to fit
in to make you do things against your will.
• Peer pressure can either be positive or negative.
 KEY MESSAGES
POSITIVE PEER PRESSURE - the kind of influence that
makes you do things that have positive impact on yourself
and to others.
• It pushes you to have positive behaviors that enables you
to be a good person and to achieve your aspirations and
potentials.
• It can be called PEER SUPPORT.
Influence others in a positive way through actions that ENABLE
them to be the person they aspire for themselves.
E Encourage each other to try and pursue things
N Nurture each other’s interests and individuality
A Appreciate and affirm each other’s positive works and successes
B Be active and involved in positive, productive, and socially relevant
L Learn from each other
E Enable and support each other to prevent risky behaviors
 KEY MESSAGES
NEGATIVE PEER PRESSURE - the kind of influence that
makes you do things that have negative consequences on
yourself and to others.
• makes you want to make other people feel bad or sad, or
make you do something just so you feel part of the group
even when you know that it is wrong.
 KEY MESSAGES
EXAMPLES OF NEGATIVE PEER PRESSURE
• Taking drugs or drinking alcohol; • Cheating on exams or tests;
• Smoking; • Dressing or acting a certain way;
• Having sex; • Not being friends with someone;
• Shoplifting or stealing; and
• Skipping school; • Engaging in risky and unhealthy
• Driving without a license; behaviors.
 KEY MESSAGES
• Peer pressure is something we all have to deal
with. It’s okay to feel confused or struggle with
peer pressure.
• By learning how to identify negative peer pressure
you can get better at dealing with it.
 KEY MESSAGES
• When you feel pressured to do certain things that you do not feel
right about. These body reactions can be any or all of the
following:
o you feel a bit scared; o your tummy feels it is full of
o your legs feel shaky; “butterflies,” or you feel sick;
o your mouth feels dry; o your heart beats faster; and
o your head feels hot or cold.
 KEY MESSAGES
• Just like crossing a crossroad, before giving in to
negative peer pressure, you need to be aware and
to follow the traffic light – STOP (red); WAIT
(yellow); and GO (green).
 KEY MESSAGES
• STOP and WAIT. Ask some questions before you
act. Be critical about the consequences of your
actions.
• GO, make a choice, and say NO! Always remember
that you are in control and you have a choice!
CLOSING ACTIVITY
Saying No! (Role Play)
 INSTRUCTIONS
1. Discuss and list down common positive and negative peer
pressure you experience.
2. Choose one or two kinds of negative peer pressure to role play.
3. Demonstrate in the role play assertiveness and negotiation in
resisting negative peer pressure.
4. Ensure that each member has a part in the role play.
 END OF
SESSION 3.2.
SESSION 3.3.
RELATING WITH
SOMEONE SPECIAL
 SESSION OBJECTIVES
1. Distinguish sexual feelings from love.
2. Describe a range of ways people express affection in
romantic and sexual relationships.
3. Show positive attitude to the expression of admiration
and love.
4. Explain the key responsibilities in romantic relationships.
 SESSION OBJECTIVES
5. Explain how peers and social norms influence sexual decisions
and behavior.
6. Explain the importance of setting personal boundaries in
intimacies and in communicating sexual limitations with
partner and effective ways of communicating whether or not
one is ready to engage in sexual behaviors.
7. Ability to recognize and withstand pressure to engage in sex.
OPENING ACTIVITY
Is this love?
 INSTRUCTIONS
1. Pick one folded paper from the box and see what word is
written on it.
2. Copy on the bond paper the question written on the
board: “What is the difference between love and _______?”
and fill in the blank with the word on the folded paper.
3. Discuss the answer to the question for five (5) minutes
and write your response.
 KEY MESSAGES
• Love, friendship, infatuation, and sexual attraction involve
different feelings that we experience during adolescence.
• Loving someone means caring deeply for that person and being
committed to his or her well-being and happiness.
• We feel love for different people – our family, close friends,
boyfriend or girlfriend, spouse. We show our love for them in
different ways.
 KEY MESSAGES
There are different safe and
healthy ways to express
sexual attraction or the
feeling of “being in love.” Sex
is just one of the ways to
express intimacy and love.
 KEY MESSAGES
• There are many ways of showing your love and caring to
your partner, aside from having sex or engaging in sexual
intimacies.
• Intimacy means that you feel safe in a relationship, safe
enough to be yourself, and that the other person feels the
same way.
 KEY MESSAGES
• You may want to make your presence felt by giving special
attention to that person.
• As a couple, you may want to show your feelings by holding
each other’s hands, touching each other, or cuddling each
other. These are some ways of making someone feel
special, and they are safe and healthy ways of expressing
“love.”
 KEY MESSAGES
• Sexuality should be expressed in ways that are congruent
with one’s values and takes high regard on respecting
other people’s rights.
• There are sexual actions that are easier to stop while there
are those that are more difficult to stop especially when the
facilitative circumstances are already present.
 KEY MESSAGES
FAIRLY EASY to MORE DIFFICULT
EASY to stop DIFFICULT to stop
stop to stop
• Holding hands • Deep kissing • Top clothing • No clothes on
• Kiss on the cheek • Touching breasts removed • Touching the
• Rubbing back or over clothes • Touching breasts genitals
feet • Touching genitals • Penis outside the
under clothes vagina (or anus)
 KEY MESSAGES
• Getting into relationships requires comfort,
communication skills, and maturity. Acquiring them is a
process. Do not rush to engage into sexual activities. WAIT
until you are ready!
• There are various responsibilities in romantic
relationships.
 KEY MESSAGES
• You should be able to identify coercive, abusive, and violent
relationships. Move out and protect yourself from such
relationship.
 CLOSING ACTIVITY
(Option 1) STOP, LOOK, and LISTEN!
 INSTRUCTIONS
1. You will be given three metacards designated for
STOP, LOOK, and LISTEN.
2. For the metacard designated for STOP, write the
thing or action that you need to stop doing before
you decide to engage into sexual activities.
 INSTRUCTIONS
1. You will be given three metacards designated for
STOP, LOOK, and LISTEN.
a) For the metacard designated for STOP, write the
thing or action that you need to stop doing
before you decide to engage into sexual
activities.
 INSTRUCTIONS
b) For the LOOK metacard, write the thing that you
need to look for before you decide to engage into
sexual activities.
c) For the LISTEN, write the thing or persons you
need to listen to before you decide to engage into
sexual activities.
 INSTRUCTIONS
2. Post your responses in appropriate corners.
3. Share your thoughts to the group.
 CLOSING ACTIVITY
(Option 2) Am I ready for it?
 INSTRUCTIONS
1. Form pairs, possibly mixed sex.
2. Each pair will be given a worksheet.
3. Share in the big group what you found as feelings
or conditions that are more important to boys and
girls.
 INSTRUCTIONS
4. Draw a male stick figure beside the feelings and
conditions that matter most to boys than girls.
5. Draw a female stick figure beside the feelings and
conditions that you think are more important to
girls.
 END OF
SESSION 3.3.
POST-TEST ACTIVITY
Opinion Poll
 INSTRUCTIONS
1. This test will let your express or demonstrate
the learning that they have gained through the
sessions.
2. As in the Pre-Test, you shall express
agreement, neutrality, or disagreement to the
statements.