needed to be identified and then developed to be used in a particular subject area (science, literature,

sports, politics, etc.). Experience includes knowledge and skills that we acquire in the process of
cognitive and practical activities. Knowledge is required for setting goals, defining an action plan to
achieve them and risk assessment. Skills also determine whether real actions are performed in
accordance with the plan. If the same ability is used many times in the same situation, then it becomes a
habit that runs automatically, subconsciously. Here are some skills that will greatly increase the
efficiency of any person who owns them: 1. Determination. It allows you to focus only on achieving a
specific goal without being distracted by less important things or spontaneous desires. It may be
developed with the help of self-discipline exercise. 2. Self-confidence. It appears in the process of
personal development, as a result of getting aware of yourself, your actions and their consequences.
Selfconfidence is manifested in speech, appearance, dressing, gait, and physical condition. To develop it,
you need to learn yourself and your capabilities, gain positive attitude and believe that by performing
right actions and achieving right goals you will certainly reach success. 3. Persistence. It makes you keep
moving forward regardless of emerging obstacles – problems, laziness, bad emotional state, etc. It
reduces the costs of overcoming obstacles. It can also be developed with the help of selfdiscipline
exercise. 4. Managing stress. It helps combat stress that arises in daily life from the environment and
other people. Stress arises from the uncertainty in an unknown situation when a lack of information
creates the risk of negative consequences of your actions. It increases efficiency in the actively changing
environment. 5. Problem-solving skills. They help cope with the problems encountered with a lack of
experience. It increases efficiency by adopting new ways of achieving goals when obtaining a new
experience. 6. Creativity. It allows you to find extraordinary ways to carry out a specific action that no
one has tried to use. It can lead to a decrease or an increase of costs, but usually the speed of action is
greatly increased when using creative tools. 7. Generating ideas. It helps you achieve goals using new,
original, unconventional ideas. Idea is a mental image of an object formed by the human mind, which
can be changed before being implemented in the real world. For generating ideas you can use a method
of mental maps, which allows you to materialize, visualize and scrutinize all your ideas, which in turn
contributes to the emergence of new ideas. These are just some, but the most important personal
effectiveness skills which make the achievement of any goal easier and less costly. TABLE OF CONTENTS
INTRODUCTION .............................................................................................................. iii K to 12 BASIC
EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT ............. ix

Unit 1: Self-Development .................................................................................................1 ORIENTATION to

PERSONAL DEVELOPMENT ....................................................................... 1 MODULE 1: Knowing and
Understanding Oneself during Middle and Late Adolescence .... 2 Topic 1: Self-Concept Inventory:
Exploring One’s Strengths and Limitations .................. 2 Topic 2: Personal
Effectiveness......................................................................................... 5 Topic 3: Unfolding One’s Personal
Journey through Journal Writing:.............................. 8 MODULE 2: Developing the Whole
Person ........................................................................... 9 Topic 4: Personal Effectiveness through Holistic
Development ..................................... 10 Topic 5: The Power Triad: Thoughts, Feelings and
Actions ............................................ 12 Topic 6: Applying Power Triad to Daily Life
Situations ................................................... 16 Topic 7: Understanding Development Process, Stages and
Tasks .................................. 19 MODULE 3:Developmental Stages in Middle and Late
Adolescence ................................. 19 Topic 8: Evaluating One’s Own
Development ................................................................ 22 MODULE 4: The Challenges of Middle and Late
Adolescence ............................................ 25 Topic 9: Challenges during
Adolescence ......................................................................... 25 Topic 10:
Affirmations..................................................................................................... 29

Unit 2: Aspects of Personal Development ....................................................................... 33 MODULE 5:

Coping with Stress in Middle and Late Adolescence ....................................... 33 Topic 11:
Stress .............................................................................................................. 33 Topic 12: Stress
Response .............................................................................................. 36 TopiWeek 1 Session 1
Procedure for the Teacher: 1. Introduce yourself to the class. 2. Talk about the course Personal
Development, its content and objectives (first 3 paragraphs of Reader) 3. Conduct Motivation: Nametag
Match Makers 4. Explain Course Content, Course Method, Materials, and Requirements for PERDEV
(found in Reader). 5. Group the class to form 3 or 4 groups and tell them to plan for a variety or talent
show which they will do during the third class session, where they can showcase their talents and
abilities. Give them ample time to prepare and rehearse. They can do the rehearsals during their free
time. 6. Assignment: Each student should have the following materials for Personal Development: (a) a
Journal notebook where they shall write their reflections, assignments, answers to exercises, etc., (b) a
large brown or colored envelope or clear book where they shall store all the portfolio outputs, to be
submitted to their teacher at the end of each unit or as directed; and (c) several sheets of white paper
for drawings or other work assigned. Personalize their Journal notebooks and portfolio in the manner
they like.

Instructions for Talent / Variety Show: 1. Ask each of the 3 or 4 class groups to choose a leader. 2. Tell
them they need to prepare for the talent/variety show during Session 3. 3. The groups can decide what
talent to showcase, it can be singing, dancing, acting or any talent they find interesting and creative. 4.
Remind the class that each group will be given a minimum of 7 minutes and a maximum of 10 minutes
to perform. 5. The leaders of all the groups, including the performing group, will rate the performance
using these criteria: Originality-25%; Creativity/Resourcefulness25%; Teamwork/Coordination-25%;
Audience Impact-25%. (Please note that 5% will be automatically deducted if the performance exceeds
time allotted). 6. Groups have to give qualitative comments too. Tell them that the key to effective
feedback is the sandwich formula. Identify and tell their strong points, then be honest by suggesting
areasHow do you perceive yourself? Look at the results of your self-concept inventory and answer the
following questions. 1. In what areas do you consider yourself strong (with score 14-16 or somewhat
weak (score of 10-13) and very weak (below 10)? 2. Are there qualities you consider as your weakness
but other people consider as your strength? What are these? Check with a partner. Example: A lady can
say “I`m ugly” yet others consider her very charming. Or conversely, one can have the illusion of saying
“I am very intelligent or competent” when most of his ideas sound unreasonable or illogical to most of
the people. There is indeed a big difference between what you see in yourself (real self-image) and
what is projected in the eyes of the others (your social image). How realistic is your self- image? To
what extent does it reflect your real self? Source: 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.
Lecturette: SELF-CONCEPT Imagine yourself looking into a mirror. What do you see? Do you see your
ideal self or your actual self? Your ideal self is the self that you aspire to be. It is the one that you hope
will possess characteristics similar to that of a mentor or some other worldly figure. Your actual self,
however, is the one that you actually see. It is the self that has characteristics that you were nurtured or,
in some cases, born to have. The actual self and the ideal self are two broad categories of self-concept.
Self-concept refers to your awareness of yourself. It is the construct that negotiates these two selves. In
other words, it connotes first the identification of the ideal self as separate from others, and second, it
encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self.
The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that provide
insight into how others react to you. The actual self is who we actually are. It is how we think, how we
feel, look, and act. The actual self can be seen by others, but because we have no way of truly knowing
how others view us, the actual self is our self-image. The ideal self, on the other hand, is how we want to
be. It is an idealized image that we have developed over time, based on what we have learned and
experienced. The ideal self could include components of what our parents have taught us, what we
admire in others, what our society promotes, and what we think is in our best interest. There is
negotiation that exists between the two selves which is complex because there are numerous exchanges
between the ideal and actual self. These exchanges are exemplified in social roles that are adjusted and
re-adjusted, and are derived from outcomes of social interactions from infant to adult development.
Alignment is important. If the way that I am (the actual self) is aligned with the way that I want to be
(the ideal self), then I will feel a sense of mental well-being or peace of mind. If the way that I am is not
aligned with how I want to be, the incongruence, or lack of alignment, will result in mental distress or
anxiety. The greater the level of incongruence between the ideal self and real self, the greater the level
of resulting distress. Personal development modules ultimate aim is greater self-knowledge that will
lead to higher alignment between these two personality domains.
Source:http://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-lesson-
quiz.html; http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any
means - electronic or mechanical including photocopying – without written permission from the DepEd
Central Office. First Edition, 2016.

DEPED COPY

Week 2 Session 3

Topic 2: Personal Effectiveness Introduction / Procedure / Reminders: 1. Tell students that the best way
to develop oneself is to express their talents and gifts in a way they enjoy. 2. Give them 5-10 minutes to
prepare for the Talent or Variety Show. 3. Hold a Talent or Variety Show where students can exhibit
their talents and abilities. 4. Remind the class they will be given a minimum of 7 minutes and a
maximum of 10 minutes to perform. 5. While one group is performing, the other groups will rate the
performance using these criteria: Originality-20%; Creativity/Resourcefulness-20%; Confidence20%;
Teamwork/Coordination-20%; Audience Impact-20% (Please note that 5% will be automatically
deducted if performance time exceeds time allotted). 6. Students have to give qualitative comments too.
Tell them that the key to effective feedback is the sandwich formula. Identify and tell their strong points,
then be honest by suggesting areas for improvement and sandwich it with another strength that you can
see in their performance. 7. All the ratings will be submitted to the teacher to be considered in grading
the group performance. 8. Discuss Reading on Personal Effectiveness to help synthesize this session. 9.
Ask the students to identify two (2) skills they already have and two (2) they want to develop. Write
three (3) ways for them to improve on each of their identified skill.

Activity: SEARCH FOR OUTSTANDING QUALITIES Thi