• 1.

Social Influence
• The process by which individuals change their thoughts, feelings, or behaviors as a
• result of interaction with others.
• Examples: Peer pressure, advertising, conformity, obedience to authority.
• 2. Social Perception
• The process of interpreting and understanding the behavior, emotions, and intentions
• of other people.
• Examples: Judging someone's mood from facial expressions; forming impressions
• based on someone's appearance or actions.
• 3. Social Interaction
• The dynamic process by which people act and react to those around them is
• important. It includes verbal and non-verbal communication and forms the basis of
• relationships.
• Examples: Conversations, helping others, playing games, or participating in group
• activities.
• 4. Cooperation
• A form of social interaction where individuals or groups work together toward a
• common goal.
• Examples: Students working on a group project; athletes working together to win a
• game.
• 5. Accommodation
• A social process in which individuals or groups adjust or compromise to resolve
• conflict or differences peacefully.
• Examples: A teacher adjusting rules to accommodate a student with a disability; two
• classmates agreeing to take turns using shared resources.
• 6. Competition
• A social interaction where individuals or groups strive against one another to achieve
• a goal that cannot be shared.
• Examples: Competing for the top-class rank; businesses competing for customers.
• 7. Conflict
• A form of social interaction where individuals or groups oppose each other due to
• incompatible goals, interests, or values.
• Examples: Arguments between friends; strikes or protests over unfair treatment.
• 8. Intergenerational Relationships
• Relationships between individuals of different generations, such as between children
• and grandparents, or teens and older adults.
• 9. Intergroup Relationships
• Definition:
• Interactions and relationships between different social, ethnic, religious, or cultural
• groups.
• Examples: Collaborations between schools from different communities; friendships
• across racial or religious lines.

• INTERPERSONAL EFFECTIVENESS
• Definition:
• Interpersonal effectiveness refers to skills that allow individuals to
• interact in a way that promotes positive outcomes and strong
• relationships, while maintaining respect for both them and others.
• Key Aspects Include:
• ● Communication: Expressing needs clearly, active listening,
• assertive but respectful expression.
• ● Empathy and Perspective-Taking: Understanding and
• acknowledging others’ feelings and viewpoints.
• ● Conflict Resolution: Addressing disagreements
• constructively, aiming for win-win solutions.
• ● Building and Maintaining Relationships: Creating healthy
• boundaries and managing social interactions positively.
• ● Self-Awareness: Recognizing one's values, beliefs, emotions,
• and their impact on others.
• WHY IS INTERPERSONAL EFFECTIVENESS IMPORTANT?
• Improved relationships:
• Stronger connections with family, friends, and colleagues lead to
• greater satisfaction and well-being.
• ● Increased self-esteem and confidence:
• Successfully navigating social interactions and achieving desired
• outcomes can boost self-confidence.
• ● Enhanced communication and collaboration:
• Effective communication leads to better understanding and
• cooperation in both personal and professional settings.
• ● Improved problem-solving and conflict resolution:
• Strong interpersonal skills allow individuals to address challenges
• more effectively and find solutions that satisfy everyone involved
• Effective interpersonal relationships are built on clear
• communication, mutual understanding, and trust. However, several
• factors can act as barriers to these relationships, hindering the flow
• of information and leading to misunderstandings or conflicts. These
• barriers can be broadly categorized as psychological, emotional,
• cultural, and physical.
• EXAMPLES OF INTERPERSONAL EFFECTIVENESS IN ACTION:
• Assertively requesting a favor:
• Clearly stating a need and the desired outcome while being respectful
• of the other person.
• ● Negotiating a compromise in a conflict:
• Understanding the perspectives of all parties and finding a solution
• that works for everyone.
• ● Setting a boundary with a colleague:
• Politely declining an unreasonable request while maintaining a
• positive working relationship.
• ● Offering empathy and support to a friend:
• Recognizing and acknowledging their emotions and offering comfort
• or practical assistance.
• PSYCHOLOGICAL BARRIERS: These stem from internal factors such
• as:
• ● Prejudice and bias:
• Existing biases or stereotypes can distort perceptions and prevent
• objective understanding.
• ● Fear of judgment or criticism:
• This can prevent individuals from expressing their true thoughts and
• feelings.
• ● Emotional dysregulation:
• Strong emotions like anger, anxiety, or fear can hinder
• communication and create emotional distance.
• ● Defensiveness:
• This can make it difficult to receive feedback and can lead to
• misunderstandings or conflict.
• Emotional Barriers: These relate to the intensity and management of
• emotions, including:
• ● Emotional overload:
• Being overwhelmed by emotions can make it difficult to communicate
• effectively.
• ● Lack of empathy:
• The inability to understand or share another person's feelings can
• create distance and misunderstandings.
• ● Emotional reactivity:
• Over-reacting to situations can damage relationships and hinder
• communication.
• CULTURAL BARRIERS: These arise from differences in values,
• beliefs, and communication styles:
• ● Language differences:
• Misunderstandings can occur when people don't share a common
• language or have different dialects.
• ● Cultural norms and expectations:
• Different cultures have varying rules for communication, behavior,
• and social interaction, which can lead to misunderstandings.
• ● Lack of cultural awareness:
• A lack of understanding of other cultures can lead to stereotypes,
• biases, and misunderstandings.
• PHYSICAL BARRIERS: These are external factors that impede
• communication:
• ● Noise or distractions:
• Physical noise or other distractions can make it difficult to hear or
• understand what is being said.
• ● Distance:
• Physical distance can create a sense of separation and hinder face-to-
• face communication.
• ● Technology limitations:
• Technical glitches or difficulties with using communication
• technology can also create barriers.
• OVERCOMING THESE BARRIERS REQUIRES PROACTIVE
• EFFORTS, SUCH AS:
• ● Active listening: Pay attention to what others are saying and
• ask clarifying questions.
• ● Emotional regulation: Learn to manage your emotions and
• communicate effectively even when emotions are high.
• ● Cultural sensitivity: Be open-minded and respectful of
• cultural differences.
• ● Clear and concise communication: Use clear language and
• avoid jargon or technical terms.
• ● Seeking feedback: Ask for feedback and be open to
• constructive criticism.
• Why Is Interpersonal Effectiveness Important?
• ● Enhances relationships and collaboration
• ● Builds self-confidence and emotional intelligence
• ● Improves communication and conflict resolution
• ● Promotes mutual respect and understanding
• Examples of Interpersonal Effectiveness in Action:
• ● Asking for help assertively and respectfully
• ● Resolving a misunderstanding by listening actively
• ● Setting healthy boundaries with peers or teammates
• ● Comforting a friend by validating their emotions

• Barriers and Misconceptions in Interpersonal

• Effectiveness
• Factors That Get in the Way:
• 1. Fear of Rejection or Conflict
• ● People may avoid speaking up or setting boundaries because
• they’re afraid of being disliked, rejected, or starting an
• argument.
• 2. Low Self-Esteem
• ● If someone doesn’t value their own thoughts or feelings, they
• may struggle to assert themselves or believe they deserve
• respect.
• 3. Strong Emotions (e.g., Anger, Anxiety)
• ● Intense emotions can cloud judgment and lead to impulsive or
• aggressive communication.
• 4. Lack of Communication Skills
• ● Without training or experience, a person might not know how
• to express themselves clearly and respectfully.
• 5. Poor Listening
• ● Effective interaction isn’t just about talking — not listening well
• can damage trust and cause misunderstandings.
• 6. Cultural or Family Background
• ● Some people grow up in environments where open
• communication isn’t encouraged, making assertiveness feel
• uncomfortable or wrong.
• 7. Desire to Please Others (People-Pleasing)
• ● Always putting others first can lead to neglecting one’s own
• needs, which harms self-respect and builds resentment.
• 8. Negative Past Experiences
• ● If someone was ignored, judged, or punished for being honest
• in the past, they may fear repeating that pain.
• Common Myths That Get in the Way of Interpersonal
• Effectiveness
• Many people struggle with interpersonal skills not because they lack
• ability, but because they believe certain myths that hold them back.
• These false beliefs can prevent effective communication and healthy
• relationships.
• ■ 1. “Being assertive is the same as being rude or aggressive.”
• ● Truth: Assertiveness means expressing your needs
• respectfully — not attacking or dominating others.
• ■ 2. “If I say no, people won’t like me.”
• ● Truth: Setting boundaries actually earns respect. People-
• pleasing can lead to resentment and burnout.
• ■ 3. “I shouldn’t have to ask — if they cared, they’d just know.”
• ● Truth: Others can’t read your mind. Clear, direct
• communication is more respectful and effective.
• ■ 4. “Conflict is always bad and should be avoided.”
• ● Truth: Healthy conflict can lead to growth, understanding, and
• stronger relationships.
• ■ 5. “My needs are less important than others’.”
• ● Truth: Everyone’s needs matter equally. Ignoring your needs
• damages self-respect and trust.
• ■ 6. “If I give in once, I’ll always have to give in.”
• ● Truth: Flexibility isn’t weakness — compromise can build
• cooperation and mutual respect.

• ■ Mental Well-being and Social Interaction

• Conflict is Normal: It naturally arises from differences in perspectives, values, or goals.
• Negative Impact: Unresolved conflict damages mental well-being, leading to anxiety and stress.
• Positive Impact: Collaboration improves mental well-being by fostering a sense of belonging, trust,
and shared purpose, which builds emotional resilience.
• Conflict Sources in a group setting often include differing perspectives, unmet needs, and
communication breakdowns.
• ■ Conflict Negotiation Steps
• An effective approach to negotiating conflicts involves three main steps:
• State the Behavior and Identify the Emotions: Calmly describe the issue and help the individuals
name their feelings (e.g., "I see you are both upset because you wanted the same resource").
• Clarify the Problem: Encourage open-ended questions and active listening to understand each
person's perspective and find the root cause.
• Guide Toward a Solution: Facilitate brainstorming to create fair and mutually agreeable solutions.
Prompt with questions like, "What can we do so everyone feels okay?"
• ■ Simple Steps to Resolve Conflict
• Follow these actions for respectful and effective resolution:
• Pause and Stay Calm: Do not react immediately. Take a deep breath or a short break.
• Listen to Understand: Use active listening (eye contact, nodding) and avoid interrupting.
• Express Yourself Respectfully: Use “I” statements to communicate your feelings without blaming
the other person (e.g., "I felt worried when..." instead of "You made me worry").
• Find Common Ground: Be willing to compromise and look for solutions that address the core
needs of both sides.
• Agree and Move Forward: Confirm the solution, offer an apology if necessary, and commit to
letting the issue go.
• ■■ Thomas-Kilmann Conflict Model (5 Styles)
• This model outlines five ways people typically approach conflict, based on how much they
prioritize their Goal/Outcome versus the Relationship with the other person:
• 1. Competing (High Goal, Low Relationship): A win-lose approach where the focus is on achieving
one's own goal, often at the expense of the other person.
• 2. Accommodating (Low Goal, High Relationship): A lose-win approach where you give in to
preserve harmony or the relationship.
• 3. Avoiding (Low Goal, Low Relationship): Withdrawing from the conflict altogether; the issue
remains unresolved.
• 4. Compromising (Medium Goal, Medium Relationship): Both sides make concessions to find a
solution that is partially satisfying to both. Meeting in the middle.
• 5. Collaborating (High Goal, High Relationship): A win-win approach focused on fully addressing
both parties' concerns to find a creative solution that satisfies everyone. This is often the most
effective long-term strategy.

• I. Interpersonal Effectiveness Defined

• Definition: The ability to interact positively and effectively with others.
• It involves clear communication, empathy, mutual respect, and the ability to maintain relationships
while successfully asserting one’s own needs and boundaries.
• Goal: To achieve social competence through effective collaboration.
• II. Importance of Interpersonal Effectiveness
• It helps maintain healthy relationships with family, friends, and classmates.
• It promotes teamwork, cooperation, and conflict resolution.
• It is essential for leadership, advocacy, and participation in civic activities.
• III. Core Filipino Values (Contextual Awareness)
• Effective interpersonal relationships in the Philippines are heavily influenced by the following
values:
• Pakikipagkapwa-tao: Treating others with respect and compassion; seeing others as fellow human
beings.
• Paggalang: Showing deference, especially to elders and authority figures (e.g., using honorifics
like “po” and “opo”).
• Pakikisama: Maintaining harmony and avoiding conflict in groups; going along with the group.
• Bayanihan: Working together for a common good; community cooperation.
• IV. Components of Effective Communication
• Effective communication is the core skill of interpersonal effectiveness. It is broken down into two
types:
• A. Verbal Communication
• Use of Language: Speak clearly, appropriately, and use Filipino honorifics like “po,” “opo,” “Kuya,”
and “Ate”.
• Clear Messaging: Think before speaking, use organized thoughts, and avoid sarcasm or vague
expressions that lead to misunderstanding. (e.g., Use "I feel tired and need help" instead of "Why do
I always have to do everything?") .
• Mutual Respect: Let others finish speaking, acknowledge differing opinions, and use a polite but
assertive tone.
• Negotiation: Suggest compromises (e.g., “Can we divide the tasks?”) and ask for help respectfully.
• B. Nonverbal Communication
• Sensitivity to Others' Needs: Show empathy through gestures (e.g., nodding, smiling, calm
posture) and sense when someone is upset.
• Recognizing Social Cues: Pay attention to facial expressions, tone, and body language.
• Filipino Nonverbal Gestures: Include Pagmamano (gesture of respect to elders) and the use of
Ngiti (smile) and Tango (nod) as informal greetings.
• Cultural Awareness: Know when to switch between formal (meetings) and informal (friends) tone.
• V. Application in Daily Filipino Settings
• At Home: Use respectful language (e.g., “Ma, pwede po ba akong lumabas?”), express concerns
calmly, and solve sibling issues by listening and compromising.
• At School: Join discussions by raising hands, contribute constructively to group work, and
approach teachers respectfully (e.g., “Sir, may I clarify something?”).
• In the Community: Talk to officials respectfully (e.g., “Kap, maaari po ba kaming humingi ng
tulong?”), collaborate in activities (Bayanihan), and address disputes with diplomacy.

• II. What is Relational Harmony?

• Definition: Relational harmony refers to the state of peaceful and positive interactions between
individuals in any relationship (family, friends, colleagues, communities).
• Key Elements: It involves mutual respect, effective communication, understanding, and a
willingness to support one another.
• Cultural Context (Filipino): In collectivist cultures like the Philippines, relational harmony is highly
valued. It prioritizes avoiding conflict, nurturing connections, and maintaining balance in
relationships over individualism.
• III. Core Principles and Practices of Relational Harmony
• Relational harmony is built upon a set of values, principles, and practices:
• Empathy
• Definition: The ability to truly understand and share the feelings of others; feeling someone else's
emotions as if they were your own.
• Example: Instead of just saying "Cheer up," you try to understand why a sad friend feels that way
and offer comfort.
• Pro-Social Behavior
• Definition: Any action that helps or benefits others.
• Includes: Kindness, sharing, and cooperation.
• Example: Helping a classmate who dropped their books or assisting someone in need without
expecting anything in return.
• Other-Centeredness
• Definition: Putting others before oneself, not in a way that neglects personal needs, but in a way
that promotes mutual respect and care.
• Example: Considering how a decision affects others rather than just yourself.
• Pakikipagkapwa
• Definition: A uniquely Filipino value that means treating others as fellow human beings.
• Involves: Deep connection, respect, and being considerate.
• Example: Helping neighbors during difficult times or treating a janitor or community member with
respect, like an equal part of the community.
• Compassion
• Definition: Understanding someone's struggles and taking action to help. It is more than just
feeling sorry for someone.
• Example: Offering support to a classmate who is feeling down.
• Fairness
• Definition: Treating everyone with equality and respect, giving each person a chance to be heard
and valued.
• Example: Ensuring everyone in a group task gets an equal role or equal time to speak.
• Kindness
• Definition: The simple act of making someone's day better through thoughtful actions, words, or
small gestures.
• Example: Smiling at a friend, sharing notes, or holding the door for someone.
• Collaboration
• Definition: Working together toward a shared goal.
• Teaches: Teamwork, patience, and understanding.
• Example: Dividing tasks equally in a group project and supporting one another to succeed.
• II. Social Interaction in Sports
• * Social interaction in sports refers to how individuals communicate, cooperate, and build
relationships with others.
• * It is demonstrated through teamwork, giving and receiving feedback, strategizing, encouraging
each other, and resolving conflicts.
• * Positive Outcome: Sports foster trust, empathy, respect, and shared goals among participants.
• A. Team Sports and Laro ng Lahi
• * Team Sports (e.g., Basketball, Volleyball) develop skills like communication, trust, strategic
thinking, quick collaboration, and resilience.
• * Laro ng Lahi (Traditional Games) (e.g., Patintero, Tumbang Preso) develop spatial awareness,
turn-taking, verbal cues, inclusivity, and cooperation, promoting friendly competition and community
building.
• III. The DEAR MAN Assertive Communication Strategy
• The DEAR MAN strategy is crucial for helping individuals speak up for themselves clearly,
respectfully, and confidently to resolve conflicts and improve coordination.
• * D – Describe: Clearly state the situation or problem.
• * Example: “In our last game, we struggled to cover the left side of the court.”
• * E – Express: State your feelings constructively.
• * Example: “I felt frustrated when I didn’t get a chance to sub in.”
• * A – Assert: Request what you want or need.
• * Example: “I’d like more opportunities to play in the second half.”
• * R – Reinforce: Explain the positive outcome or benefit of getting what you want.
• * Example: “If I get some playtime, I’ll be more motivated and can help the team with fresh energy.”
• * M – Mindful: Stay focused on the issue and avoid letting conflicts escalate.
• * A – Appear Confident: Use a clear voice and confident body language.
• * N – Negotiate: Offer a compromise or be willing to be flexible.
• * Example: “How about we rotate positions every other game, so everyone gets a fair chance?”
• IV. Exploring Mindfulness in Traditional Games
• * The lesson encourages practicing Mindfulness while playing traditional games.
• * Mindfulness means paying attention on purpose, in the present moment, and without judgment.
• * Application: Students learn to stay calm under pressure, pause, take a deep breath, and be
intentional with their movements, noticing their thoughts and feelings during the game.

• Core Concepts
• Introduction: Recreational and Rhythmic Activities are vital for physical health and play a crucial
role in developing essential social skills like cooperation, communication, and respect. Through
structured movement and group participation, students learn to interact positively and build
essential life skills.
• A. Recreation Defined
• Definition: Activities done for enjoyment and relaxation during free time. These can be individual
or group-based and often include sports, games, and creative arts.
• Types of Recreation:
• Active vs. Passive Recreation:
• Active: Involves physical movement and exertion (e.g., sports, running, swimming, hiking).
• Passive: Focuses on relaxation with minimal physical activity (e.g., reading, fishing, photography,
nature walks).
• Indoor vs. Outdoor Recreation:
• Indoor: Activities done inside (e.g., chess, board games, baking, singing).
• Outdoor: Activities performed outside (e.g., camping, hiking, fishing, biking).
• B. Rhythmic Activities Defined
• Definition: Movements or exercises performed in response to a regular beat or rhythm (e.g., music,
clapping, singing). These activities help develop coordination, timing, creativity, and social skills.
• Types of Rhythmic Activities:
• Fundamental Rhythms: Basic movement patterns to develop rhythm and body coordination (e.g.,
walking, running, skipping, hopping, marching).
• Creative Rhythms: Encourages self-expression and imagination; participants use bodies to imitate
or invent movements to match a rhythm or story (e.g., imitating animals, creating original dance
steps).
• Dramatic Rhythm: Based on stories, poems, or emotions; combines movement with storytelling or
dramatization (e.g., acting out a story, dance dramas).
• Structured Dance and Social Rhythmic Activities: Organized forms of rhythmic movement with
set steps, performed individually, in pairs, or groups (e.g., Folk dances, Ballroom dances, Line
dancing).
• Aerobic Dance: Fitness-oriented rhythmic movements set to energetic music (e.g., Dance
Exercise).
• III. Fostering Interpersonal Effectiveness
• Recreational and rhythmic activities foster social competence through three key areas:
• Cooperation: Many activities require participants to move in sync or complete tasks as a group
(e.g., folk dances, partner routines). Working together teaches students to cooperate and support
one another for group success.
• Communication: Non-verbal cues (gestures, eye contact) are essential, especially when verbal
communication is limited (e.g., during synchronized dance). Group activities enhance skills by
requiring students to listen, observe, and respond to others.
• Respect: Cultivated as students take turns, share space, and appreciate each other's abilities and
contributions. Activities like group ensemble performances require students to value each
participant's role, fostering an inclusive environment.