MODULE 2

CHANGING FEELINGS AND

EXPECTATIONS
 MODULE OVERVIEW
FOUR SESSIONS:
 Session 2.1: GETTING IN TOUCH WITH MY FEELINGS
 Session 2.2: I LOVE MY BODY
 Session 2.3: NURTURING MY SEXUALITY
 Session 2.4: JOURNEYING THROUGH MY ADOLESCENCE
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 2.1.
GETTING IN TOUCH
WITH MY FEELINGS
 SESSION OBJECTIVES
1. Identify the different emotions experienced by adolescents
during puberty
2. Recognize that experiencing new feelings at puberty is a
normal part of becoming adults; and
3. Demonstrate healthy or constructive ways of expressing
emotions
 OPENING ACTIVITY

Porcupine Chart
 INSTRUCTIONS
1. Form small, same sex groups. For LGBT
participants, join a group you are more
comfortable with or form a separate group.
2. Discuss in your group the different new feelings
you are experiencing while going through
puberty.
 INSTRUCTIONS
3. Identify the outcome of these feelings.
4. List them down and describe or draw each
feeling on a piece of round shaped paper and
write its outcome as well.
5. Tape each paper on the large paper.
 KEY MESSAGES
• Puberty also brings about emotional changes in adolescents.
• Emotional reactions are particularly common as you undergo
rapid physical, psychological and social development.
• Adolescents like you are often moody because you are also
going through a lot of things such as:
 KEY MESSAGES
• discovering about your own identity
• learning about your own sexuality
• learning about your strengths and weaknesses and
your interests
• learning to relate to others in grown-up ways
 KEY MESSAGES
• confused with different conflicting messages about
your roles, expectations, and manners of behaving in
the society you belong
• learning that you are not yet fully grown-up
• All of these things can be challenging and even
frustrating
 KEY MESSAGES
• Being aware about your emotions or feelings enables you to
express and react on them in healthy and constructive manner.
• Emotions are subjective human feelings which dictate mood.
They are driving forces for human behaviors
• There are positive and negative emotions:
 Positive Emotions Negative Emotions
• happiness • anger
• satisfaction • bitterness
• appreciation • dissatisfaction
• gratitude • sadness
• concern • anxiety
• expectation • fear
• surprise • shame
• admiration • guilt
• jealousy
 KEY MESSAGES
• Positive emotions can make you optimistic, competent,
satisfied, and fulfilled. On the other hand, negative emotions,
when not managed well, will make you unhappy, depressed,
discouraged, withdrawn and indignant
• The following situations can trigger negative emotions:
 Emotions Triggers
• Anger • When insulted or threatened or treated unfairly
• When facing resistance or obstacles
• When rejected
• When things fall short of expectations

• Sadness • When losing or missing someone

• Lacking care and attention from someone especially from loved ones
• Failures or lacking successful experience

• Anxiety and fear • Experiencing or facing uncertain or unfamiliar situations, places, and
expectations
• Stress in times of difficulty, such as failures, death of a loved one,
financial strain
• Sudden changes occurring the family, environment, or situations
 Emotions Triggers
• Shame • Feeling of inadequacy, unworthiness, dishonor, regret, or
disconnection
• When criticized or blamed
• Failures and lacking successful experience
• When rejected or isolated

• Guilt • Having regret for wrongdoings

• Committing a mistake or failing short of expectations
• Feeling or acknowledging that you hurt someone

• Jealousy • Insecurity
• Lacking of care and attention from loved ones
• Fear of ending up alone, being rejected or losing the love of your
partner
 KEY MESSAGES
• Tips in positively handling emotions and feelings:
• Know your emotions
• Express your emotions appropriately
• Handle your emotions effectively
MANAGE YOUR ANGER
 KEY MESSAGES
• keep away from the sources that stir up your emotion in order to
claim down yourself
• distract yourself by other pleasurable or productive activities
• undergo relaxation activities, e.g. listening to music, doing
aerobic exercises
• be optimistic and humorous. Look for the positive sides of the
incident
 KEY MESSAGES
• stop and think about what to do or say, then make a good
choice
• never hurt someone with your hands, feet, or by what you
say
• say what you feel in a firm voice, not in a loud shouting
voice, for example, “I feel angry/sad/upset because...”
 KEY MESSAGES
REDUCE SADNESS
• understand the reason for sadness
• face the problems bravely
• avoid ruminating on our failure or set unrealistically
high expectation for yourself
 KEY MESSAGES
REDUCE SADNESS
• be optimistic and look forward to a bright future
• establish supportive networks with your parents,
teachers, schoolmates and friends so that they can
help and encourage you
RELIEVE ANXIETY AND FEAR
 KEY MESSAGES
• be psychologically prepared for the adolescent change
• take part in social activities to reduce fear about unfamiliar
places
• be well-prepared for examinations or competitions
• undergo relaxation exercise and deep breathing in anxiety
provoking situations
 KEY MESSAGES
• stop and think about what to do or say, then make a good
choice
• never hurt someone with your hands, feet, or by what you
say
• say what you feel in a firm voice, not in a loud shouting
voice, for example, “I feel angry/sad/upset because...”
 KEY MESSAGES
GET RID OF SHAME
• face reality
• accept yourself and your limitations
• appreciate the effort that you have paid
• don't be frustrated by failures
• try to improve yourself and learn to rebuild your self-
confidence and self-esteem
 KEY MESSAGES
FREE YOURSELF FROM GUILT
• don't over-react to your failure or mistakes
• try to find out the reasons for failure and make improvements
to avoid repeating mistakes
• avoid regretting repeatedly over past events
• be courageous and ready to face new challenges
Teasing, harassment, and bullying hurt other people’s
feelings and make them unhappy.
 KEY MESSAGES
• Teasing, harassment, and bullying impact negative
emotions upon other people that can affect their self-
esteem and wellbeing.
• Do not be a source of negative emotions to others!
CLOSING ACTIVITY
Managing my
Emotions
 INSTRUCTIONS
1. Each group will be given a situation.
2. Think of how you will deal with the problem or
situation and present their responses through a
skit or role playing for 2 minutes.
 END OF
SESSION 2.1.
SESSION 2.2.
I LOVE MY BODY
 SESSION OBJECTIVES
1. Recognize that feeling happy or satisfied with one’s body
image builds confidence and overall well-being.
2. Accept diversity in body form and development.
3. Analyze how family, peers, and most importantly, media
influence self-concept and body image.
4. Express means on improving their body image.
 OPENING ACTIVITY

(OPTION 1) Selfie
 INSTRUCTIONS
1. Draw a selfie or “avatar” or image (whole body)
depicting yourself at the center of the paper.
2. At the right side, write the things that you like
most about your body using thought bubbles.
 INSTRUCTIONS
3. At the left side, write the things that you don’t
like most about your body using thought
bubbles.
4. As soon as you finish, find a group (of at most 3
persons) and share your work with them.
 OPENING ACTIVITY

(OPTION 2) Fandom
 INSTRUCTIONS
1. Think of a personality or celebrity (local or
foreign) you admire most and has some
influence in the way you dress or carry yourself.
 INSTRUCTIONS
2. Once you have identified that celebrity, move
around and find others who also admire the
same celebrity so you can form a “fandom”
(group of persons who consider themselves as
fans or followers of a celebrity).
 INSTRUCTIONS
3. Once you have grouped as a fandom, answer
and discuss with your group the following
questions:
• What do you admire or like most about the celebrity?
• What characteristics and traits of the celebrity that
you want to emulate or adopt?
• How influential is the celebrity in the way you dress
or take care of yourself?
 KEY MESSAGES
• As your body changes during adolescence, so do your
feelings about your body.
• Your body image shapes your overall self-confidence,
behaviors, wellbeing, and how you relate with others.
 KEY MESSAGES
• Body image is how one feels, looks at, and treats his/her
own body. It may be positive or negative.
• A poor body image means either not liking the way you
look, feeling unattractive or feeling uncomfortable with
your body or being dissatisfied and unhappy with specific
body parts.
I Insecurity and anxiety
N Neglected self and low self-esteem
S Social conformism
E Excessive self-consciousness
C Comparison with others
U Unhealthy coping mechanisms
R Rejection and isolation
E Extreme depression and poor mental health
 KEY MESSAGES
• To nurture a positive body image, LOVE yourself.
L Love the way you are
O Open yourself to feedback for self-improvement
V Value and respect each other’s individuality
E Eat right, exercise regularly, and be healthy
CLOSING ACTIVITY

Paper Bags
 INSTRUCTIONS
1. This paper bag will be your own personal
advertisement.
2. Decorate/design your paper bag so it will become
attractive and appealing.
3. Make sure that the decoration/design should show or
highlight your best qualities.
 INSTRUCTIONS
4. You may use magazine cut outs and/or other
available materials. You can also just draw or
make your own personal designs.
5. Put your name anywhere in the paper bag
6. Place your finished bag in the specified area
once you are through.
 INSTRUCTIONS
7. Once you have finished designing your bag, choose at
least five (5) of your co-participants and write them an
affirmation note or something good that they want to
say about their co-participants.
8. Drop your affirmation note in the paper bag of the co-
participant you have chosen.
 END OF
SESSION 2.2.
 SESSION 2.3.
NURTURING MY SEXUALITY
 SESSION OBJECTIVES
1. Describe sexuality and its role in human relationships.
2. Describe common sexual behaviors.
3. Define sexual identity and orientation.
4. Accept that experiencing sexual feelings is a normal part
of becoming an adult.
 SESSION OBJECTIVES
5. Recognize that sexual intercourse is a mature way of
expressing love and affection.
6. Acknowledge consent as necessary in sexual and
romantic relationships.
7. Show non-judgmental attitude to different
expressions of sexuality.
 OPENING ACTIVITY

Sexuality Collage
 INSTRUCTIONS
1. From the materials given to you, for ten
minutes, creatively make a collage of images
or captions that answer the following
question: What is the meaning of sexuality
as defined or expressed in media?
 INSTRUCTIONS
2. Select a reporter from the group who will
discuss the group’s output during the
gallery viewing.
 KEY MESSAGES
• Human sexuality is a central aspect of
human being. It involves biological,
erotic, physical, emotional, social, or
spiritual feelings and behaviors.
 KEY MESSAGES
• Sexuality can be further understood by its various interrelated
components:
• Sex or its biological or physical aspect;
• Sexual feelings and emotions;
• Gender identity;
• Sexual orientation; and
• Sexual attitude and behaviors.
 KEY MESSAGES
• The biological and physical aspects of sexuality largely
concern the human reproductive functions.
• At puberty, the sex hormones the body produces bring
about sexual feelings, urges, or desires.
• Some boys may have sexual feelings for boys like
themselves.
 KEY MESSAGES
• Gender identity is the personal sense of one's own
gender.
• Sexual feelings, fantasies, and desires are natural and
occur throughout life.
• Sexual relationships require physical and emotional
maturity
 KEY MESSAGES
• Some aspects of sexuality are matters of human rights.
These are often called SEXUAL RIGHTS.
• When a person forces (or attempts to force) another
person to engage in a sexual activity, it is called SEXUAL
COERCION and/or ABUSE!
 MYTHS FACTS
A real male • Masculinity is not dependent on the number of
always wants one’s sexual partners or on how frequently one
and is ready to experiences sex.
have sex. • Some males simply don’t want to have sex. They
may think that sex before marriage is wrong or
know that they are not yet ready for it. Such
decision should be respected.
• Not all males who have sex are “always” ready
for it especially for its unintended consequences.
 MYTHS FACTS
There is • Engagement in sex is not at all a measurement of
something a healthy, mature, or normal individual. It is a
wrong with a choice that needs to be carefully made because
guy if he has of its life-long consequences. Anybody can
not engaged in choose not to have sex.
sex by the time
he is 15.
 MYTHS FACTS
Males have stronger • Males and females are both sexual in nature. No
sex drives and are one is more sexual than the other. The female
more interested in sexual drive can be just as strong as the male.
sex than females. • However, Philippine society has traditionally
allowed males to express their interest in sex
Females expressing more openly. This is attributed to the prevailing
their sexual feelings stereotype that males are more sexually
are “malandi” or aggressive than females and must “release”
promiscuous. these desires as part of their being “normal”
males.
 MYTHS FACTS
Males have stronger • Females have the right to express their sexuality
sex drives and are in safe, consensual, and nurturing way.
more interested in
sex than females.

Females expressing
their sexual feelings
are “malandi” or
promiscuous.
 MYTHS FACTS
Being lesbian, • There is nothing unnatural about being attracted
gay or bisexual to or loving someone regardless of their sex or
is unnatural. gender identity.
Gay men are • A person’s sexual orientation or gender identity
promiscuous has nothing to do with how many or how few
and will try partners a person will have or their sexual
and jump into behaviors. It is wrong and unfair to be
bed with every judgmental about one’s sexual behavior by
man they reason of his or her sexual orientation or gender
meet. identity.
 MYTHS FACTS
Sex creates • Sex can be an expression of intimacy but it is not
intimacy. the means to intimacy. True intimacy is not built
through sexual encounters. True intimacy is built on
trust, respect, understanding, honesty and
commitment.
“You don’t love • While we often use the term “making love” for
me if you don’t sexual intercourse, love and sex are not the same
have sex with thing. There are many ways to show love besides
me.” having sex.
 MYTHS FACTS
It is always safe • Friends may be comforting and loyal. But parents
to share feelings and other trusted adults have more knowledge and
or ask questions experience that they can share to help you with
about sexuality your concerns or problems.
with peers
rather than with
parents or other
adults.
 CLOSING ACTIVITY
Bad Touch, Good
Touch
 INSTRUCTIONS
1. You will be given several strips of red and green sticky
papers (or green and red papers and adhesive tape).
2. Identify and paste “red” strips of paper on body parts
that you do not want others to touch and “green”
strips of paper on body parts you can allow others to
touch.
 INSTRUCTIONS
3. Explain why you do
not want others to
touch the parts with
“red” strips of paper
and why you can
allow others to touch
the parts with “green”
strips of paper.
 END OF
SESSION 2.3.
SESSION 2.4.
JOURNEYING THROUGH
MY ADOLESCENCE
 SESSION OBJECTIVES
1. Explain the various developmental tasks and
expectations that adolescents go through during
adolescence period; and
2. Identify and explain life skills that can enable
adolescents to go through these tasks and expectations
in healthy and empowering ways.
 OPENING ACTIVITY
(OPTION 1) Endings and
Beginnings
 INSTRUCTIONS
1. An easel sheet or large paper divided into
two columns marked as “endings” and
“beginnings” along with a set of metacards
and markers where you will write your
inputs will be provided to each group.
 INSTRUCTIONS
2. Reflect on your experiences during our childhood and now
as adolescent.
3. Identify the things, activities, hobbies, interests, and
behaviors that you used to like or do during childhood that
you don’t like or do anymore at present. Write them in the
metacard and post them in the column for “endings”.
 INSTRUCTIONS
4. Proceed to the identification of new things or
activities that you are now doing or beginning to
enjoy or do as adolescents that you did not do or
like during your childhood. Write and post these
activities or things under the column for
“beginnings.”
 INSTRUCTIONS
5. After finishing your group outputs, post them in the
designated place.
6. Select a participant who can explain some of the
outputs to the other participants if needed.
 OPENING ACTIVITY
(OPTION 2) Selfie Before and
After
 INSTRUCTIONS
1. Make two collages using an application from
their cellphone – a collage of your childhood
pictures (or five years ago) and another
collage of your latest pictures (within one
year ago).
 INSTRUCTIONS
2. Project the collages using PowerPoint or other applications
that can project the image for everybody to see.
3. Describe the differences you can observe between the two
collages.
 KEY MESSAGES
• Adolescence is a period of transition from childhood to
adulthood. It is marked by puberty which refers to the
physiological or bodily changes that result in
development of sexual and reproductive capacity. It is a
time of rapid physical growth that brings about
confusion, insecurities, and even fear among many
adolescents.
 KEY MESSAGES
• As a transition stage, adolescence is also characterized by
“endings” and “beginnings.”
• Developmental tasks and expectations are what a person
goes through and try to accomplish to be more prepared
for the next stage of development.
 KEY MESSAGES
• Developmental tasks during adolescence is summarized
into four “I’s,” namely, Identity and Individuality,
Independence, Intimacy, and Intellectual Ability.
 KEY MESSAGES
IDENTITY AND INDIVIDUALITY
• Identity is a set of attitudes and beliefs about who we are.
• Forming an identity is a lifelong process, but crucial aspects of your
identity are typically formed especially during middle adolescence,
including developing an identity that reflects a sense of individuality
as well as connection to valued people and groups.
 KEY MESSAGES
IDENTITY AND INDIVIDUALITY
• Important aspects of the identity you are forming pertain to your
gender, physical attributes, sexuality, and ethnicity, among others.
• In the search for identity, you may experience role confusion in
balancing or choosing among identities, taking on negative or
undesirable identities.
 KEY MESSAGES
IDENTITY AND INDIVIDUALITY
• Adolescents usually try to form their identities through their
peers and role models such as celebrities or persons they admire
or they can relate with.
• For you to nurture your own identity and individuality,
continuously DEVELOP yourself and evolve into someone that
you aspire to be.
D Develop and pursue your own life goals and aspirations
Enhance your strengths, interests, passions, and potentials by seizing
E opportunities where you can further develop them
Value things that are aligned with your own established principles and
V aspirations
Emulate good role models who have positive influence on your values,
E attitude, and behaviors
Learn about your heritage or the cultural background and stories of your
L parents so you can have a sense of your cultural roots as part of the
process of forming your identity
O Open yourself to constructive feedback and criticisms
P Promote equality and individuality
 KEY MESSAGES
INDEPENDENCE
• Adolescents may yearn to keep a safe, secure, supportive,
dependent relationship with their parents as they used to
during childhood but they start to realize the need for
independence, autonomy, and being one's own person.
 KEY MESSAGES
INDEPENDENCE
• As adolescents pursue their independence, they gravitate
towards their friends with whom they identify with and
find belongingness.
 KEY MESSAGES
INDEPENDENCE
• In an attempt to assert their need for independence and
individuality, adolescents may respond in seemingly
hostile and uncooperative manner particularly towards
their parents or family.
 KEY MESSAGES
INDEPENDENCE
• Adolescents begin to ask for an equal voice in decisions
affecting their lives. When they are not consulted, they
tend to sulk and or withdraw.
• In nurturing your independence, be FREE in life.
 KEY MESSAGES
F Foster accountability and responsibility in your own actions and decisions
R Recognize and respect parental guidance as expression of their love for
you rather than threat to your independence
E Express your opinions and ideas in an engaging and enabling dialogue
E Enhance confidence and self-esteem in doing new and challenging tasks
 KEY MESSAGES
INTIMACY
• As part of their sexual maturation, adolescents feel sexual
attraction to others and start to feel the desire to be close and
intimate with someone.
• Sometimes, having a special friend or being “on” with
someone, makes them feel “loved” and it boosts one's
confidence.
 KEY MESSAGES
INTIMACY
• Young people value the support, trust, and closeness they
experience in romantic relationships.
• Healthy relationships can support sexuality development,
an important part of growing to adulthood.
 KEY MESSAGES
INTIMACY
• Relationships can have other psychological down sides.
• It is also normal for children to have no interest in romantic
relationships until their late teens.
• In nurturing intimacy, express your love in a healthy way and
open yourself to BE LOVED.
B Be discerning and critical in engaging into romantic relationships
Experience and nurture the happy thoughts and positive impact of
E romantic relationships
L Love yourself
Open-up with your parents about your sexual feelings and relationships
O so you can be properly guided
Voice-out or strongly express objection against abusive, violent, and
V unhealthy relationships
E Express intimacy in healthy and responsible ways
Do not be pressured to enter or engage into intimate or romantic
D relationships
 KEY MESSAGES
INTELLECTUAL ABILITY OR COGNITIVE DEVELOPMENT
• Cognitive development means the growth of an adolescent’s
ability to think and reason
• Adolescents develop more mature intellectual abilities that
includes the following:
 KEY MESSAGES
INTELLECTUAL ABILITY OR COGNITIVE DEVELOPMENT
• Thinking of more complex concepts or formal logical operations.
• Do abstract thinking.
• Reason from known principles.
• Consider many points of view.
• Think about the process of thinking.
 KEY MESSAGES
INTELLECTUAL ABILITY OR COGNITIVE DEVELOPMENT
• Adolescents experience a sudden increase in their ability to
think about their world.
• Adolescents become more socially conscious.
• In fostering your cognitive development be CRITICAL of things
around you – thinking before doing.
 KEY MESSAGES
• Each individual has different capabilities and paces in
achieving these developmental tasks. Do not compare
yourself with others. Take your own time and means to
develop your own potentials.
C Critically think by solving simple problems on your own
Reflect and generate learning and insights from poorly made decisions or
R actions
I Instill a learning attitude

T Think creatively and objectively

I Inquire and seek advice about concerns that you cannot understand
Create opportunities for healthy discussion about various concerns with
C your friends and family so you could learn together
A Apply learning

L Listen
CLOSING ACTIVITY
Commitment
Statement
 INSTRUCTIONS
1. Reflect on the key messages discussed during the session.
2. Complete the following statement: “Today I learned
______________. From now on, I will ______________.”
3. Write the sentences on the metacard provided.
4. Read and reflect on the following poem.
 Within You is the Promise of the Future

Within you is an ideal,

a voice of strength, and a promise of achievement
still to come.
Within your hands
are special gifts and talents.
Within your mind is
the source of your dreams.
Within you is the strength to carry
your dreams to completion.
 Within your heart is the desire
to meet the world on your own terms.
You are strong; you are wise;
you have a dream.
You have spirit and confidence;
you have faith.
You are your own person,
and you always will be.
Within you is something so precious and rare.
Within you is the promise of the future.
POST-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.
 THANK YOU!
Commission on Population and Development VI
Gonzaga St., Pavia, Iloilo
Tel. No.: (033) 329-2747
Fax: (033) 320-0047
Website: [Link]
Facebook: /popcomregion6
Email: popcom_r6@[Link]