Ijaslm-Pd 12-Q1-01-Final PDF

IJA-SLM PD12-Q1 Duration: FIRST QUARTER
Kevin Cyril Maraño

Dear _________________________,
This is your first Self-Learning Module (SLM) in Personal Development

12 for the First Quarter which contains two units. The topics to that we will
discuss will guide you towards your self-development and discover the
aspects of your personal development.
Read the lessons and answer the activities/exercises on this
module. If you have questions or any clarifications, I am available Monday
to Friday from 7 am – 4 pm. You may contact me via email or by sending
me a message in my FB account. You can also ask me when we go
online. Have fun learning!
UNIT
SELF-DEVELOPMENT
1
In this unit, you will acquire the essential concepts about Self-development, specifically you are
expected to:
 explain that knowing oneself can make a person accept one’s strengths and limitations
 share ways on how to take care of the self
 share one’s unique characteristics, habits, and experiences
 discuss the factors that affect ones thoughts, feelings, and behavior
 determine what constitutes a person’s holistic development
 identify one’s developmental stage in terms of physical, cognitive, and moral
development
 recognize various developmental stages based on different theories
 evaluate one’s development in comparison with persons of the same age group
This unit contains the following lessons:
Suggested Number
Lesson
of Days to Study
1. Knowing Oneself 3 days
2. One’s Holistic Development 2 days This module will
also serve as your
3. Developmental Skills and Tasks among
3 days learning reference.
Adolescents
• iNT EGRI TY • R ESPONSI BI LI TY • E XCELLENCE • DI SCI PLI NE •

IJA-SLM-PD12-Q1 Page 2 of 74
“The most difficult thing in life is to know yourself” – Thales
This lesson aims to help you discover and understand who

you are as a person which in turn will guide you towards
your self-development.
How well do you know yourself? How do you think others perceive
you? Are there times that you feel you are misunderstood or judged?
How do you deal with criticisms?
i just ignored them because it will just turn into a big fight or issue if i talk back.
Values Integration
recognizing, accepting, and respecting

individual differences
`
In this part of the lesson, you are expected to:
 identify the four dimensions of the self

 share your unique characteristics, habits, and
experiences
Before we proceed, kindly answer this activity.
1. List down the things you know about yourself – personality, characteristics, attitudes, skills
and the like.
2. One side is for your positive traits and the other side is for your negative ones.
POSITIVE NEGATIVE
quiet person good at playing video games lazy doenst do much house chores
good guy not good at approaching people

gentleman i respect women
i don't know what my talent is
friendly
moody overthinker
3. Ask the people at home or your friends/classmates (you can do this online) to describe
you (either positive or negative). Make sure to list down the description.
4. Compare the description that you have written about yourself with others’ description of
you.
 On the Open Area, write the similar descriptions you and others have of you.
`
On the Hidden Area, write the characteristics that you have of yourself that others

failed to notice.
 On the Blind Spot, write others’ description of you that you did not include in your
list.
5. Write an assessment of yourself based on your own and other’s perspective of you.
OPEN AREA HIDDEN AREA BLIND SPOT
good at playing games doesnt do much house chores fun to talked with.
lazy
friendly good at making funny jokes
overthinker
good guy good at giving advices
moody
gentleman always treat a friend
not good at approaching people
quiet person
`
Enrich your knowledge
Self
 This is how an individual sees, perceives, and defines

oneself apart from others.
 Self is the essence of a person.
 There are Four Dimensions of the Self – Physical, Emotional
, Psychological, and Spiritual
THE FOUR DIMENSIONS OF THE SELF
Physical
“The Body” – to live, move, and breathe
emotional
“The Heart” – to love, care and be in
relationship with self and others
psychological
“The Mind” – to learn, think, and grow
spiritual
“The Spirit” – to connect with essence,
purpose, and meaning
You cannot give what you do not have. See to it that you maintain
a positive relationship with yourself so that you can transmit pleasant
emotions to others.
`
Due to the threat of COVID-19, community quarantine was imposed to keep people
at the safety of their homes. However, as days stretched into weeks and weeks into
months, staying at home became stressful not only in the financial aspect but also in
the four dimensions of the self. How were you able to cope-up with the stresses
brought about by this pandemic? What are your self-care tips on the four dimensions
of the self? Cite two self-care tips for each dimension.
physical emotional phychological spiritual
always exercise dont be to dramatic stop overthinking sit and relax

enjoy the quietness
eat properly always find someone to talk to change your sleeping habit of your place
Attitude
 A key factor in personality development is attitude – a settled
way of thinking and feeling about someone or something.
 Attitude has three components – Affective, Behavioral, and
Cognitive also known as the ABC model of attitude.
THE STRUCTURES OF ATTITUDE
is the emotion that someone evokes

about the attitude object. Ex: “I am scared of rats”
`
is the way one behaves when exposed to

an attitude object. Ex: I will avoid rats and scream if I see one”.
is a person’s belief or knowledge about an

attitude object. Ex: I believe rats are disgusting”.
 Attitude objects are what you make a judgment about and/or what you have feelings
toward something. This is the stimulus that drives or gives response to the attitude.
 Attitudes can form consequently through experiences, either from personal encounters
or observed consequences.
What are the factors that influence your attitude? Explain how these factors affect your
attitude? Write them here:
the factor that influence my attitude is video game sometimes, because video games makes me more aggressive because
of the internet problem it gave me hard time playing and stressed me out.
SELF-CONCEPT
 Self-concept is a term used to refer to how someone thinks about,

evaluates or perceives themselves.
 This is the individual’s belief about oneself.
 There are two types of self-concept – the ideal self and the actual self.
`
 How we want to be.

 Real self, who we actually are.
 An idealized image that we have
 It is how we think, look, feel, and
developed over time.
act.
 Based on what we have learned
 Self-image
and experienced.
SELF-ESTEEM
 Self-esteem does not focus on how we know ourselves but rather

our attitude towards ourselves.
 Self-worth or how we value ourselves.
Compare and contrast the two venn diagrams below. Write your answer on the space provided
below.
actual self ideal self actual self ideal self

a person who good at playing games a person who will acknowledge
A person who likes playing games a succesful business man by many pro gamers band be the
and can battle with the pros
gamer that represent philippines
`
To achieve self-actualization, a person

must be in a state of congruence which
means that a person’s ideal self should
be congruent with their actual self.
Incongruent
 The actual self is different or

farther from the ideal self.
 The little overlap equates to
lower self-esteem.
Congruent
 The actual self is similar or

closer to the ideal self.
 The bigger the overlap, the
higher the self-esteem.
How would you describe your current self? Are you incongruent or congruent? Why?
congruent, because i deal self is currently close to my ideal self i met a lot of pros in mobile legends they play with me sometime and i battle them sometime
im slowly being know as a pro in games.
`
Now, log-in to your Aralinks account and answer “The

Harrill Self-esteem Inventory”. Once you are done mark it
complete to proceed to the Post-test.
check for understanding
After completing the questionnaire, answer Quiz #1.1 in

your Aralinks account. If you cannot access your
account, you may answer this instead.
Direction: Identify what is being asked in each item. Write your answer on the space provided.
self
_______________1. This is the essence of a person.
self concept
_______________2. A term used to refer to how someone thinks about, evaluates or perceives
themselves.
cognitive
_______________3. This is a person’s belief or knowledge about an attitude object.
actual self
_______________4. Real self or self-image, who we actually are.
attitude
_______________5. This is a person’s opinion or standpoint of something.
_______________6.
spiritual An aspect of the self that deals with the essence, purpose, and meaning of
life.
affective
_______________7. This is the emotion that someone evokes about the attitude object.
self-esteem
_______________8. This is also referred to as self-worth or how we value ourselves.
_______________9.
phychological The thinking and learning dimension of the self.
_______________10. This is the stimulus that drives or gives response to the attitude.
attitude
attitude
_______________11. This helps form attitudes either form personal encounters or observed
consequences.
ideal self
_______________12. An idealized image that we have developed over time.
behavior
_______________13. This is the way one behaves when exposed to an attitude object.
physical
_______________14. The biological aspect of the self.
Check your answers using the Answer Key in the Appendices of this module
`
Items 15-20. Think of an attitude object and cite a real-life experience wherein the three
structures of attitudes are manifested. Ex: Affective: I am anxious for the upcoming long test.
cognitive: i believe the upcoming long test is challenging
my Journal
Write a journal entry that explains that knowing oneself can make a person
accept his or her strengths and limitations and helps one to deal with others
better. Cite your personal experiences in doing so.
`
self-check
Log-in to your account and answer the “Self-check

Questionnaire”.
Which of these have you already accomplished:
 explain that knowing oneself can make a person accept

one’s strengths and limitations
 share one’s unique characteristics, habits, and experiences
What constitutes the wholeness of a person? In this lesson

we will discuss the developmental stages that an
individual has to go through and the factors that
influence one’s feelings, thoughts and behavior.
1. What do you think is your purpose in life?

2. Have you fulfilled this purpose or are you in your way to fulfil this purpose? What are your
plans to achieve this?
3. What trials or challenges have you experienced to get to where you are now?
4. What is your motto or principle in life?
5. What makes you unique from others?
`
1.I think my my purpose in life is to help people, me and my family.
2.Im on my way to fulfil my purpose in other for me to do that is to work hard/study hard.
3.Many problems like to myself and to my family.
4.My motto in life is "everyone can be anyone".
5.I don't give up easily and i put everything in a positive ways.
Values Integration
understanding oneself and one’s unique

characteristics
 discuss the factors that affect ones thoughts, feelings, and

behavior.
 determine what constitutes a person’s holistic
development
 identify one’s developmental stage in terms of physical,
cognitive, and moral development
`
Before you proceed, kindly answer this activity.
Describe or illustrate yourself in terms of your physical, emotional, psychological, and

behavioural aspects.
Physical Emotional
im bad at physical work Im good at lifting my emotion up.

black hair sometimes moody
white skin
5'8 height
Psychological Behavioural
lacking of confidence Quiet person

overthinker Sometimes do things only when forced
`
If the previous lesson was about the parameters individuals need to

level up, this lesson is about how to level up.
Are you aware of your attitude with yourself and with the people and environment
around you? In the last lesson, we discussed about the structures of attitudes (Affective,
Behaviorial, Cognitive). In this lesson we will refer to them using these terms: Thoughts
(Cognitive), Feelings (Affective), Behavior (will represent itself).
HOLISTIC DEVELOPMENT:
Thoughts, feelings, and behaviors
Have you ever felt inadequate as you grew up? Or have

you been subject to the expectations of the people around
you or yourself? These are examples of how thoughts affect
our attitude and thus, our life. Thoughts usually originate
from things we have learned both in the right way and
wrong way.
Emotions work like an amplifier which determines how our

cognition is experienced, thus expressed. If thoughts start a
concept inside your mind, emotions will bloat the perception
of the thought or minimize it. What is your emotional pace? It
is important to understand your emotions so you could face
it, manage it, and express it in a right way.
Behavior is the primary output of our attitude. This is also the

outlet of our thoughts and emotions.
`
Our thoughts, feelings, and behavior are interrelated.

We may act out what we feel or feel pleasant or
unpleasant after an action. Also, we act according
to what we think. Once action has been done, our
thought analyzes the reaction of the environment to
the action.
Cite a personal experience explaining the interrelatedness of your thoughts, feelings, and
behavior.
Me and my friend are in mcdonalds then we're thinking the same meal that we want.
when it's our turn to order we both say it out loud and lot of people look at us.
after what happen that time we feel embarrassed because it's really embarrassing.
OVERVIEW ON THE ASPECTS OF DEVELOPMENT
 Physical and Neurobiological Development

 Cognitive and Moral Development
 Socio-emotional Development
NEUROBIOLOGICAL DEVELOPMENT
PHYSICAL DEVELOPMENT
Brain development continues to mature
The most significant change that a and develop throughout childhood and
human being has to go through occurs adolescence and into early adulthood.
during the stage of puberty. The stage of The brain goes through various stages of
puberty is when the body matures in all building connections with neurons to
aspects, with its sexual characteristics – allow functionalities. Furthermore, the
primed for the natural process of brain also has the ability to re-wire or
reproduction. modify its connections as a result of
experiences. This ability of the brain is
called brain plasticity.
`
STAGES OF COGNITIVE DEVELOPMENT

by: Jean Piaget
stage 1
sensorimotor (Birth to 2 years)
The infant explores the world through

direct sensory and motor contact.
stage 2
preoperational (2-7 years)
The child uses symbols to represent objects. At

this stage, the child is egocentric
stage 3
concrete operational (7-11 years)
The child can think logically about

concrete objects.
stage 4
Formal Operational (11 years & up)
The adolescent can reason abstractly and

think in hypothetical terms.
Cognitive development
 The development of our cognitive abilities range from the time

we are born to what we are now.
 Developmental delays can also happen during each stage
because of several factors such as environment, upbringing,
nutrition, and genetic factors.
 Not everyone goes through the same pace at the same time.
Everyone has their particular paces.
`
LEVELS OF MORAL DEVELOPMENT

by: Lawrence Kohlberg
level 1
pre-conventional morality
 children see rules as fixed

and absolute
 obedience of set rules
level 2
Conventional morality
 focused on living up to social

expectations and roles
 maintaining social order
 respecting authority

level 3
Post- conventional morality
 personal set of morals and ethics

are used to drive behavior
 acts in an independent and
ethical manner
moral development
 Moral is the individual’s perceived sense of right from

wrong
 Morality, on the other hand, is the Individual’s ability to
distinguish between right or wrong, and be able to act
on this distinction
`
socio-emotional development
 The connection between social and emotional aspects

strengthens as an individual matures.
 However, things spiral a bit more out of control when
puberty starts as hormones spike up causing mood swings,
growth spurts, emotional variations, and the like.
DURING THIS PHASE ADOLESCENTS:
become conscious with looks and

actions
start to develop own identity
tend to have misunderstanding with

parents and other adults
have different ways of handling and

coping with rejection
start to build relationships
Log in to you Aralinks account and answer Quiz #1.2 If

you cannot access your account, you may answer this
instead.
`
Directions: Write true if the statement is correct. If not, underline the word/s that make the
statement wrong and write the correct answer on the space provided.
Puberty
_________________1. Maturation is when the body matures in all aspects.
Plasticity
_________________2. The ability of the brain to change, make new connections, and learn is
called brain elasticity.
true
_________________3. Jean Piaget developed cognitive stages of development.
_________________4.
true Egocentrism is prevalent during the concrete operational stage.
true
_________________5. Moral is the perceived sense of right from wrong.
thought
_________________6. Emotions usually originate from things we have learned both in the right way
and wrong way.
true
_________________7. Behavior is the primary output of our attitude
true
_________________8. In preoperational stage, the child uses symbols to represent objects.
_________________9.
Post Formal conventional level, the adolescent acts in an independent and
ethical manner.
true
_________________10. Things spiral a bit more out of control when puberty starts as hormones
spike up
Directions: Compare and Contrast the Stages of Cognitive Development and the Levels of Moral
Development using the Venn Diagram below
COGNITIVE DEVELOPMENT MORAL DEVELOPMENT

Moral development is the process
throught which children develop
both were proper attitudes and behaviors
Cognitive development means constructivist toward other people in society,
how children think, explore and figure based on social and cultural norms,
things out.
It is the development of both believed that social rules, and laws.
knowledge, skills, problem solving forces set the limits of
and dispositions, developement
which help children to think about PRECONVENTIONAL LEVEL
and understand the world around them.
CONVENTIONAL LEVEL
POST-CONVENTIONAL LEVEL
`
my Journal
Write a journal entry that explains how your development (physical,

neurobiological, cognitive, moral, and socio-emotional) affects your
thoughts, feelings, and behavior as an adolescent? Cite your personal
experiences in doing so.
Last year i hate when someone is talking to much about his/her problem i really
hate it because for me its just a waste of time but things change this year. It turns
out i like when someone tell more about them about their problem and ill do my best
to help them.
self-check

Questionnaire”.
`
 discuss the factors that affect ones thoughts, feelings,

and behavior.
 determine what constitutes a person’s holistic development
 identify one’s developmental stage in terms of physical,
cognitive, and moral development
As an adolescent, what should you be doing by now?

Are you in the right track in terms of developmental skills
and tasks?
What will you do if you are in the following situations:
 Feeling hungry during a class.

 You’d be late in class but you are stuck in traffic.
 Poor customer service in a restaurant
 Your relationship with your significant other is on the rocks.
 You badly need to pass the exam but you did not study.
first, if im hungry during class matbe ill take my biscuit or any kinf of food and ill tell my
teacher i need to get to bathroom then i will eat my food in there because if im hungry
i may not understand the topic that my teacher is explaining about.
`
Values Integration
understanding own development and

being responsible with one’s choices
in this part of the lesson, you are expected to:
 recognize various developmental stages based on

different theories
 evaluate one’s development in comparison with persons
of the same age group
Create a timeline of your life from grade school, junior high school, and senior high school.
Include the milestones or changes that occur during each period of your life in terms of
physical, emotional, psychological, and social development. Use the space below.
GRADE SCHOOL JUNIOR HIGHSCHOOL SENIOR HIGH SCHOOL

somewhat tall, moody,quite tall, moody, friendly prefer
short, energetic, friendly, energetic, friendly, introvert to stay at home rather than
happy, have a lot of friend, going outside, somewhat
extrovert introvert
`
The developmental changes and challenges in the period of

adolescence are quite endless. This lesson will help you
understand the skills and tasks appropriate for adolescents and
how you can develop and acquire these skills to prepare you in
your adult life.
Who we are now is the result of all the experiences that we have accumulated through
the years. Life is an upward hill and not a stagnant plateau.
Sigmund freud’S pSychoanalytic theory of perSonality
 Personality develops from the interactions among the three basic

structures of the human mind – Id, Ego, and Superego.
 Conflicts and effort to find balance among these three structures
would determine how we behave in this world.
id: Instinct
 Present at birth  Pleasure principle

 Most primitive  Egocentric
ego: reality
 Decision-making  Reasonable
component  Rational/Logical
superego: morals
 Social rules and morals

 Conscience
`
The Ego serves as the sounding board of the Id

and the Superego
Sigmund freud’S pSychoSexual theory development
 Children go through a series of psychosexual stages that lead to

the development of the adult personality
 According to this theory, there are five stages with Identified
erogenous zones.
Stages Erogenous zones
ORAL STAGE (Birth to 1 year) activities are

mouth-oriented such as sucking, biting and
MOUTH
breastfeeding
ANAL STAGE (1 to 3 years)

the libido now becomes focused on the BOWEL &
anus, and the child derives great pleasure BLADDER
from defecating
PHALLIC STAGE (3 to 6 years)

the child becomes aware of anatomical
GENITALS
sex differences
LATENCY STAGE (6 years to 6 puberty)

no further psychosexual development
takes place during this stage (latent INACTIVE
means hidden)
GENIRAL STAGE (Puberty to Adult)

it is a time of adolescent sexual SEXUAL
experimentation INTERESTS
Visit this link to know more about Freud’s Psychosexual Theory:

https://www.simplypsychology.org/psychosexual.html
`
Log-in to your Aralinks account and answer Exercise

#1.1. If you cannot access your account, you may
answer this instead.
Direction: What do you think are the important events that an individual should achieve in every
stage of his/her life? Answer this by matching Column A (Stages of Life) with Column B
(Milestones). Write the letter your answer on space provided.
F
_______1. Infancy A. Exploration
D
_______2. Early Childhood B. Reflection on Life
_______3.
A Preschool C. Identity
G
_______4. School Age D. Toilet Training
C
_______5. Adolescence E. Work and Parenthood
H
_______6. Young Adulthood F. Feeding and Comfort
_______7.
E Middle Adulthood G. School Activities
B
_______8. Maturity H. Intimate Relationships
erik erikSon’S pSychoSocial theory of development
 The Psychosocial Theory of Development is one of the most well-known and influential
theories of development.
 Like Sigmund Freud, Erikson believed that personality developed in a series of stages.
 However, Erikson focused on psychosocial development rather than psychosexual
development.
 The theory by Erikson defined the effect of social experience and interaction across
the whole lifespan.
 Erikson was interested in how social engagement and relationships played a role in
human development and growth. (Cherry, 2020)
 Each stage in Erikson’s theory is anchored on preceding stages and paves the way
for the subsequent developmental stages.
 Erikson believed that in each stage people encounter a conflict centered on either
developing psychological quality or failing to develop that quality.
`
erik erikSon’S pSychoSocial theory of development
 If an individual has successfully dealt with a conflict, he/she will gain psychological
strengths that would help him/her for the rest of his/her life.
 On the other hand, the individual may not develop the essential skills needed for a
strong sense of self if he/she fails to deal with the conflict. (Cherry, 2020)
Stages of psychosocial development
age conflict milestone outcome
Trust vs. Feeding &

Hope
Mistrust Comfort
Infancy
Autonomy vs. Toilet Training Will

Early Shame/Doubt & Dressing
Childhood
Initiative vs. Exploration & Purpose

Guilt Play
Preschool
Industry vs. School

Confidence
Inferiority Activities
School Age
Identity vs. Social Relationships Fidelity

Adolescence
Role Confusion & Identity
Intimacy vs. Intimate Love

Young Adult
Isolation Relationships
Generativity vs. Work & Care

Stagnation Parenthood
Adulthood
Integrity vs. Reflection on Wisdom

Despair Life
Maturity
Visit this link to know more about Erikson’s Psychosocial Theory:

https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-
2795740
`
1. As an adolescent, what do you thinks are the tasks/milestones that

you are supposed to acquire at this point in terms of:
 Physical  Morals
 Cognitive  Behavior
 Identity  Relationships
 Career goals
2. Cite examples/ real life situations of these developmental tasks. Write
your answer below.
1.
Physical – new abilities
Cognitive – critical thoughts
Morals – knowing what is best for oneself
Behavior – quiet person, somewhat aggressive
Identity – fully knowing oneself
Career goals – be the best pro gamer
Relationships – create productive and stable relationships
2.
for me some of the example that shown in development task where faced when im being provoked
by someone, and for me i need to control my self and emotion, be matured and calm to make decision
that you wont regret
robert havighurSt’S developmental taSkS for

adolescents
 Havighurst identified 11 developmental tasks associated with the

adolescent transition.
 Each of the task can also be seen as elements to form the
overall sense of self.
 Adolescents will carry out these tasks as they move toward and
into young adulthood.
`
Check for understanding
Log in to you Aralinks account and answer Quiz #1.3 If

instead.
`
Direction: Identify what developmental theory is being described in each item. Write your answer
on the space provided.
Developmental Tasks The study by Robert Havighurst.

____________________1.
____________________2.
Psychoanalytic and Psychosocial The theories by Sigmund Freud
Psychosocial
____________________3. Erik Erikson’s well-known developmental theory
Psychoanalytic
____________________4. This theory argued that personality develops from the interactions among
the three basic structures of the human mind.
Psychosocial
____________________5. This defined the effect of social experience and interaction across the
whole lifespan.
Developmental Tasks This study proposed that adolescents will carry out specific tasks as they
____________________6.
move toward and into young adulthood.
Psychosocial
____________________7. Each stage in this theory is anchored on preceding stages and paves the
way for the subsequent developmental stages.
Psychosocial
____________________8. This theory explains that each stage of an individual’s have specific
conflicts, milestones, and outcome.
Psychosexual
____________________9. This theory has five distinct stages with Identified erogenous zones.
Developmental Tasks Each of the task as argued by this study can also be seen as elements to
____________________10.
form the overall sense of self.
Which of the theories discussed in this lesson can you identify yourself with? Why? Cite a personal
experience to answer this question.
for me, its would me psychosocial because all the problem, mental breakdown etc, that i encounter help
me realize that it will be possible for me to put those problem into positive way and be happy when those
things happen because it may have a purpose for mo or opportunity for me to became strong and free will
person.
`
my Journal
Write a journal entry that evaluates your own development in comparison

with persons of the same age group. Elaborate as well what makes you
unique compared to your peers. Cite your personal experiences in doing so.
self-check

Questionnaire”.
`
 recognize various developmental stages based on different

theories
 evaluate one’s development in comparison with persons of
the same age group
for
successfully finishing Unit 1 of the
First Quarter! You did well!
UNIT
ASPECTS OF SELF-DEVELOPMENT
2
In this unit, you will acquire the essential concepts about The Aspects of Personal Development,
specifically you are expected to:
 recognize and discuss that understanding the brain (parts of the cerebrum, brain
dominance theory, whole brain model, and multiple intelligences) can help improve
learning
 discuss that understanding the intensity and differentiation of emotions may help in
communicating emotional expressions
 demonstrate and create ways to manage various emotions
 identify the sources of my stress and illustrate the effect of stress to yourself
 demonstrate personal ways of coping with stress for healthful living
 interpret the concepts of mental health and psychological well-being in everyday
observations about mental health problems during adolescence
This unit contains the following lessons:
Suggested Number of Days

Lesson
to Study
1. he Brain, Intelligence, and Thinking in Adolescence 3 days
3 Emotions and Emotional Intelligence 3 days
3 Coping with Stress 2 days
2 Mental Health and Well-being in Adolescence 3 days
`
Individuals vary in many ways including their

thinking patterns. In this lesson, you will
discover the different theories and studies
associated with an individual’s brain, thinking
and intelligence.
1. If you were to illustrate your brain, how would it look like? Why does it look as such?
2. What are the things that you usually think about?
3. What are the skills that you are good at or you are proud of?
1. if i were to ilustrate my brain it would look like a normal brain with a veins.
2.the things that i usually think about is myself and tactics and strategy for my games.
3. i think it would be my gaming skills i usually earn money from my winning tournaments to help my
family.
`
Values Integration
recognizing, accepting, and respecting individual

differences, adaptability, being analytical/logical,
open-mindedness, decisiveness, being solutions-
focused
Subject Integration
functions of the brain
 recognize and discuss that understanding the brain

(parts of the cerebrum, brain dominance theory,
whole brain model, and multiple intelligences) can
help improve learning
 determine and assess one’s way of thinking (critical or
creative) and how to enhance these thinking patterns
Before we proceed, answer this activity.
Compare and contrast the Brain Dominance Theory and the Whole Brain Theory using the venn
diagram below.
Brain Dominance Theory Whole Brain Theory
there are two types of

the brain the left brain and involve the capacity of
the right brain they're the brain to critically and be
totally look alike but creative at the same time
they're opposite when cognitive
giving information
`
 The brain controls our mental processes and behaviors.

 Every component of the brain must work together in order
to keep its body functioning.
 In this lesson you will discover about the structure of the
brain, how it functions, and why we think the way we do.
CEREBRUM
 The largest and uppermost portion of the brain.

 Responsible for most of the brain’s function such as
thought and movement
 It is the brain’s control center.
 It is divided into four lobes – frontal, parietal, occipital,
and temporal.
The FOUR LOBES OF THE BRAIN
FRONTAL LOBE Parietal LOBE
The frontal lobe is the frontmost The parietal lobe is located near
region of brain located right the back and top of the head.
under the forehead. Its main Its main function includes:
function includes:
 Processing of tactile sensory
 Reasoning information such as pressure,
 Motor skills touch, and pain
 Higher level cognition  processing of the body's
 Expressive language senses
`
Temporal LOBE occipital LOBE

The temporal lobe is located on
the side of the head above the The occipital lobe is located at
ears. Its main function includes: the rear of the cerebrum. Its main
function includes:
 Hearing ability and auditory
 Reasoning
perception
 Motor skills
 Interpreting sounds and the
 Higher level cognition
language we hear
 Expressive language
 Understanding spoken
(CBC News, 2012)
language and rhythm
The brain dominance theory
 The Brain Dominance Theory popularized by Roger Sperry argued

that the brain has two sides – the right hemisphere and the left
hemisphere.
 Each side of the brain controls different types of thinking.
 People are either left-brained or right-brained, meaning that one side
of their brain is dominant.
Now, log-in to your Aralinks account and answer “The

Right and Left Brain Dominance Test”. Once you are done
mark it complete and answer the Forum “Brain
Dominance”
`
left brain RIGHT BRAIN

The left brain dominant The right-brain dominant
people are the critical people are the creative
thinkers. They collect thinkers. They gather
information using logic and information using feelings and
sense. The abilities associated intuition. Other abilities
with the left brain include: associated with right brain
 details include:
 numbers  imagination
 language  arts
 reasoning  colors
 analysis  reading and expressing
emotions
 Our brain may be divided into two hemispheres but that doesn’t mean that
these halves work independently of each other.
 In fact, the two sides of the brain communicate with each other via the
corpus callosum.
 The two sides function differently but they work together and complement
each other.
 Furthermore, this theory has been debunked and that the right-brain/left-
brain theory is a myth
The whole brain model
 The Whole Brain Theory,

popularized by Ned Herrmann
argued that the brain is
divided into four quadrants
where each part is responsible
for particular abilities.
 The quadrants do not work
independently but rather
functions cooperatively by
integrating information.
https://docplayer.net/docs-
images/55/9439242/images/page_
3.jpg
`
A D
B C
 The Whole Brain Model provides an overview of the varying styles of thinking that people
usually have, use, and apply.
 The model also represents the thinking preference of each individual. Although, people
may have a thinking preference, still they have access to all four quadrants.
 Furthermore, different situations require the use of different styles of thinking and may be
used in varying degrees.
 However, these thinking preferences may change overtime due to several factors such
as one’s phase of life, emotional experiences, insights, education etc. (Mulder, 2019)
1. What is your thinking preference based form the Whole Brain Model?
Why?
2. Cite a personal experience that required you to use different styles of
thinking.
1.Based on the Whole Brain Model, my thinking preferences is mostly what and how, it depends on a
on the context. but yes i ask either 4 of the quadrants
2. some of my personal experience is when im being ask by a teacher, im thinking how can i answer
the question or what can i answer to that question.
`
Now, log-in to your Aralinks account and download “The

Multiple Intelligences Worksheet”. Once you are done
accomplishing the worksheet, answer the activity below.
Directions: Plot each score that you got in “The Multiple Intelligences Worksheet” as a bar chart.
Color in the block up to your total for each section. You should score between 0-18 for each
section.
Caution: The result of this

activity does not indicate a
concrete outcome of your
multiple intelligences. An
accurate evaluation should be
handled by an expert on the
field.
Source:
https://cf.ltkcdn.net/kids/files/3
239-Multiple-Intelligences-
Worksheet1.pdf
Do you agree with outcome of this activity? Why or why not?
im not quite sure, because i don't you can measure someones intelligence on how low or high is the
result this is just a guide for us some people are good in other ways.
`
Intelligence multiple Intelligences
• Intelligence is something • Howard Gardner, the

that can be measured proponent of multiple
usually through an IQ test intelligences believed that
• This is the intellectual people have different kinds
potential of a person or of intelligence.
one’s ability to understand • Each person has different
and think rationally. ways of learning.
• This is something we are • MI has eight distinct
born with. intelligences.
multiple intelligences
`
How would you relate multiple intelligences with the brain dominance theory and the
whole brain theory?
All of us had different ways of thinking and learning new things. when we do simple multiple task
we apply the whole brain. and the brain dominance have their own job like the left brain is for
word, logical, or picture smart while people who are body, musical, or nature smart use their right
brain
THINKING
Creative thinking CRITICAL THINKING
This the way of looking at This is the logical and

situations using a variety of sequential process of
approaches to solve analyzing, evaluating, and
problems and come up with interpreting information to
new solutions. make judgements or
CR EA TI VE
CRI TI C A L
(The Peak Performance Center, n.d.)
`
Are you a critical thinker or a creative thinker? How do you use this type of thinking to solve
problems and analyze a situation?
i think im a creative thinker since i always think for possibilities whenever i solve problem and i always
imagine things like art and strategy and apply it to real life.
Log in to your Aralinks account and answer Quiz #1.4. If

instead.
Direction: Write A if the item refers to Brain Dominance Theory, B if the item refers to the Whole
Brain Model, and C if the item refers to Multiple Intelligences. Write your answer on the space
provided.
A
_________1. Hemispheres C
_________6. Roger Sperry
C
_________2. Word Smart B
_________7. Thinking Preference
A_________3. Left-brain and Right-brain C

_________8. Eight Distinct Intelligences
B
_________4. Howard Gardner C
_________9. Picture Smart
A
_________5. Ned Herrmann B
_________10. Quadrants
`
Directions: Identify what is being asked in each item. Write your answer on the space provided.
Brain
______________11. This Is the part of the body that controls our mental processes and behaviors.
Intelligence
______________12. This is the intellectual potential of a person or one’s ability to understand and
think rationally.
4 quadrants
______________13. This provides an overview of the varying styles of thinking that people usually
have, use, and apply.
cerebrum
______________14. This is the largest and uppermost portion of the brain.
Multiple intelligence
______________15. Each person has different ways of learning.
my Journal
Write a journal entry that explains how you can improve your learning and thinking patterns
through the theories and topics discussed in this lesson. Cite your personal experiences in doing
so.
`
self-check

Questionnaire”.
 recognize and discuss that understanding the brain (parts of

the cerebrum, brain dominance theory, whole brain model,
and multiple intelligences) can help improve learning
 determine and assess one’s way of thinking (critical or
creative) and how to enhance these thinking patterns
Can you handle your emotions well? Are you

emotionally intelligent? In this lesson, you will
acquire a deeper understanding of the different
types of emotions and how to properly express
and manage your emotions.
People vary in many ways which includes how we express and

regulate our emotions. We express our emotions through our
gestures, actions, words, and facial expressions. There are also
several factors that influence how we deal with our emotions such
as our experiences, the environment, the people around us, and
our thinking patterns.
`
Values Integration
handling a variety of emotions in a responsible

manner, showing respect, tolerance, and self-control
 discuss that understanding the intensity and

differentiation of emotions may help in
communicating emotional expressions
 demonstrate and create ways to manage various
emotions
Direction: Identify the emotions that you will feel/elicit in the following situations?
____________1. Passing the entrance exam in your dream university.
____________2. Reading hurtful comments about you on social media.
____________3. Death of a pet.
____________4. You were caught cheating during an exam.
____________5. Presenting or talking in front of an audience.
____________6. Going on vacation.
____________7. You learned that your friends are talking behind your back.
____________8. You were not invited to a friend’s birthday party.
____________9. Distribution of cards.
____________10. Walking in a dark alley.
`
People feel a multitude of emotions and it could be

overwhelming especially if we do not know how to properly
handle and manage them. Therefore, it is important that we
understand the nature of our emotions so that we will be able
to properly act depending on the emotion that we feel. Once
we can understand our emotion then, we can also relate well
with others.
EMOTIONS AND ITS COMPONENTS
Emotions can be complicated. We can experience several things at once with just
one emotion. For example, we sweat profusely, our heart beats faster, our facial
expression changes, and we feel like running for the hills. What makes us feel that
way? Let us look at the three components of emotions – the biological,
behavioral, and cognitive aspect. Understanding these components will help us
interpret the emotions that we experience.
`
Which of the two theories do you usually experience? Cite a personal experience of this
theory.
`
Directions: Refer to you answer in the first activity. After identifying your emotions, what would be
your physiological response to these situations:
____________1. Passing the entrance exam in your dream university.
____________2. Reading hurtful comments about you on social media.
____________3. Death of a pet.
____________4. You were caught cheating during an exam.
____________5. Presenting or talking in front of an audience.
____________6. Going on vacation.
____________7. You learned that your friends are talking behind your back.
____________8. You were not invited to a friend’s birthday party.
____________9. Distribution of cards.
____________10. Walking in a dark alley.
BEHAVIROAL COMPONENT: EMOTIONAL EXPRESSION
The most common way of communicating our emotions is

through our facial expression. For example, a smile is an
indication of happiness, a frown indicates sadness, or we
roll our eyes when we feel annoyed.
Direction: Identify the emotion portrayed by these facial expressions.
`
Cognitive COMPONENT: subjective Experience
While there are basic universal emotions that people from all walks of life may
experience such as joy, sadness, fear, and anger still, each individual differs in the
level of intensity of experiencing these emotions, thus it becomes subjective. For
example, when watching a horror film you become tensed but the person next to
you is bored while watching the movie.
Directions: Give three words associated/synonymous with the given emotions. Arrange the words
based on their level of intensity and give a concrete example of experiencing these emotions.
Ex: Joy Satisfied - Finishing the exam on time and answering all the
questions confidently.
Happiness - Getting the highest score on the exam
Excitement - Landing on the Honors’ List for the 1 st Quarter
Associated/Synonymous
Emotion Example of an Experience
Word
1. Sadness
2. Anger
3. Fear
`
Emotional intelligence
Emotional Intelligence is the ability to:
 understand and express oneself in positive ways

 understand, relate, and empathize well with others
 successfully cope with the demands of daily life
THE FIVE COMPONENTS OF EMOTIONAL INTELLIGENCE
Self-awareness
This is the ability of a person to understand and

recognize his own emotion and its effect on others.
Self-regulation
This is the ability to control and manage disruptive and

negative emotions.
Motivation
An emotionally competent person has the ability to

motivate himself especially during setbacks.
Empathy
This is the ability of putting oneself in the shoes of others,

recognizing and understanding how other people feel.
Social Skills
Also referred to as “people skills”, the ability to work well

with others
1. Think of someone who is emotionally intelligent. Who is that person? Why do you
consider that person to be emotionally intelligent? Does he/she possess the 5
components of an emotionally intelligent person?
2. How were you influenced by this person in terms of your emotions?
`

instead.
Directions: Identify the component of an emotionally intelligent person on each item. Write your
answer on the space provided.
Jennie and her group were able to finish and submit their thesis on time
_______________1.
despite working with someone she doesn’t get along very well.
Every time Rose feels down-hearted; Lisa will lend a listening ear to her
_______________2.
friend and try to understand the root cause of her melancholy.
When Mina and her little sister have an argument, she will calm herself
_______________3.
down by taking a deep breath and assessing the situation.
Jeff was not accepted in the job he was applying for. Instead of mulling
_______________4. over it, he decided to look for another company that will best suit his
abilities.
`
_______________5. Marc knows the reason behind his anger and frustration.
Irene immediately rushed to Wendy’s house when she learned that

_______________6.
Wendy’s pet cat died.
_______________7. Everyone in Jessica’s school admires her for her excellent leadership skills.
Jianne is annoyed at drivers who cut her in traffic, instead of honking she
_______________8.
will just listen to her favorite playlist and continue on with her driving.
Chris feels optimistic about the result of his exam because he is well-aware
_______________9.
of his capabilities.
Tiffany is committed to study her lessons and submit all her requirements on
_______________10.
time so she can finish senior high school with flying colors.
Direction: Give an emotion and cite a concrete example where the three components of
emotion are present.
Emotion Example
Physiological – Cry
Ex: Sadness Expression – Frown
Subjective – Death of a Pet
1.
2.
3.
my Journal
Write a journal entry that explains how you can communicate your emotional
expressions better. How can you demonstrate and create ways to manage
various emotions from yourself and others.
`
Self-check

Questionnaire”.
 discuss that understanding the intensity and differentiation of

emotions may help in communicating emotional expressions
 demonstrate and create ways to manage various emotions
`
People from all walks of life, of varying age

experience stress. In this lesson, we will discuss the
causes and effects of stress and the strategies of
coping with them.
Stress is a natural phenomenon that individuals experience every

single day. Adolescents, like you, may be subjected to face
challenges and difficulties in life. People feel different intensities of
stress and have varying ways of dealing with them.
1. As an adolescent, what are the usual and current causes of your

stress?
2. What do you experience when you are stressed?
3. How do you manage your stress?
`
Values Integration
effective communication, being assertive, and

being solutions-focused
respecting individual differences
 explain that understanding stress and its sources

during adolescence may help in identifying ways to
cope and have healthy life
 explain the physiological and psychological
mechanisms underlying stress
 demonstrate personal ways of coping with stress for
healthy living
We cannot escape stress, it is everywhere. However, there are ways

on how we can cope with them in a healthy way. This lesson will help
you to better understand the nature of your stress, the factors that
contribute to your stress, and how to effectively manage your stressful
experiences.
STRESS AND STRESSORS
STRESS
 A natural response to the demands of our environment.
 The body’s reaction to a challenge, demand or threat.
 It is a feeling of emotional and physical tension. When we are
stressed we usually feel nervous, frustrated, and angry.
 There are two types of stress – Acute Stress and Chronic Stress
`
STRESSors
 Something that causes a state of strain or tension.
 Anything that induces a stress response.
Cite a personal stressor for each type of stressor. What are the effects of these stressors to
your body, emotions, and behavior?
`
EFFECTs OF STRESS
BODY EMOTIONS/MOOD BEHAVIOR
Headache Anxiety Over or under-eating
Muscle tension Restlessness Angry outburst
Chest pain Lack of motivation or focus Using vices
Fatigue Feeling overwhelmed Social withdrawal
Sleep problems Irritability or anger
High blood pressure Sadness or depression
MANAGING STRESS
After you identify the causes of your stress and its harmful effects to your
body, emotions and behavior, how do you think you can manage them?
Reflect on your usual stressors, what are your coping strategies to these
stressors? Do you think they are effective? Is there a need to change these
coping mechanisms?
Coping strategies
Coping is a cognitive or behavior response to stress aimed at managing or
reducing stress. A situation is stressful depending on the perception of an
individual. People perceive stress differently which means varying coping
strategies.
Emotion-focused coping Problem-focused coping
 This type of coping involves trying  This type of coping addresses the
to reduce emotional responses causes of stress in practical ways
related to stress such as shame to resolve the stress-causing issue
and embarrassment, fear, or stressful condition, thus directly
anxiety, excitement, and reducing the stress.
frustration.
 Problem focused coping
 This is used when a person has no strategies aim to remove or
capacity to deal with the source reduce the cause of the stressor.
of the problem.
`
Emotion-focused coping
behavior
 Eating more or eating less
 Sleeping more or sleeping less
 Excessive playing of computer games
 Crying
 Shouting, angry outbursts
 Distraction, e.g. keeping yourself busy to take your
mind off the issue
 Using vices
 Emotional disclosure
 Journaling
Problem-focused coping
behavior
 Talking with the person concerned

 Researching about the topic
 Talking with friends about their opinion
 Strategizing
 Problem-solving.
 Time-management.
 Obtaining instrumental social support.
Evaluate your coping mechanisms to different stressors. Which coping behavior do you
use? Are they effective? Why or why not?
`

instead.
Direction: Write true if the statement is correct. If not, underline the word/s that make/s the
statement correct and write the answer on the space provided.
Stress is our body’s natural response to the demands of our

_____________________1.
environment.
Coping is a cognitive or behavior response to stress aimed at

_____________________2.
managing or reducing stress.
Symptoms of chronic stress include fatigue, irritable for no good

_____________________3.
reason, and unable to concentrate.
Emotion-focused coping behavior is also known as fight-or-flight

_____________________4.
response
Self-harm is used when a person has no capacity to deal with the

_____________________5.
source of the problem.
Problem focused coping strategies aim to remove or reduce the

_____________________6
cause of the stressor.
_____________________7. Keeping oneself busy is an emotion-focused type of coping.
_____________________8. Anger is an effect of stress to our behavior.
_____________________9. A stressor is short-term stress that goes away quickly.
_____________________10. Anything that induces a stress response is a coping strategy.
`
my Journal
When talking about stress, we immediately think of all the negative effects it
brings with it. Is there a positive side to feeling stressed? Cite a concrete or
personal experience about a positive effect of stress. Share, as well, your
personal ways of coping with stress for a healthy living.
`
self-check

Questionnaire”.
 explain that understanding stress and its sources during

adolescence may help in identifying ways to cope and
have healthy life
 explain the physiological and psychological mechanisms
underlying stress
 demonstrate personal ways of coping with stress for healthy
living
Mental health has become a prevalent topic

nowadays. What do you think are the factors that
influence mental issues among your age group?
How do you cope and prevent these mental
health issues?
Joy is a consistent honor student from elementary to senior high school. She is a student
leader and a member of different organizations in her school.
`
Her peers and teachers admire her for her leadership skills, talents, good academic
standing, and deportment. Since she will be graduating from senior high school this
year, she has started to apply to different universities. But her main goal is to pass the
entrance test and be admitted to UP- her dream school. People around her have high
hopes for her. After taking the entrance exam, she was confident that she will pass.
After months of waiting, the results came in – unfortunately, she did not make the cut.
This setback took a toll on her – she cried hard, could not sleep, lost her appetite and
lost motivation and focus. She even contemplated committing suicide because of the
thought that she disappointed a lot of people.
1. How serious do you think is Joy’s problem?

2. What were Joy’s coping patterns in dealing with her situation?
3. What advice would you give Joy?
4. If you were in Joy’s position, what will you do and feel?
Values Integration
communicating one’s feelings and problems

effectively, being assertive, and being solutions-
focused, open-mindedness, respecting individual
differences
`
 interpret the concepts of mental health and well-

being among adolescents
 discuss mental health issues and challenges faced by
the adolescents
 create a plan to stay mentally healthy during
adolescence
 discuss one’s own vulnerabilities
How can people overcome problems that can maintain their mental health and well-
being despite difficulties in life? In our previous lesson, we discussed about stress and the
coping strategies that we could use to manage them. This lesson will focus on a topic that
is prevalent especially among adolescents. This will also help you to be more aware of the
different factors that influence mental health and how to achieve a sense of well-being.
The concept of mental health and well-being
A state of emotional and psychological

well-being in which an individual is able
to use his or her cognitive and
emotional capabilities, function in
society and meet the ordinary
demands of everyday life.
This is a general feeling of satisfaction

with oneself. It is also described as a
condition of good health, happiness,
and prosperity.
`
It is crucial that you understand yourself, that you're conscious of your

strengths and limitations and that you thrive in an atmosphere where
things are treated well, because you have control over the situation. A
sense of well-being will not only benefit yourself but it will also
transcend to people around you. The diagram below show the various
areas covered by having a sense of well-being
Physical
1. What are the
manifestations of well-
being in the following
Psychological Social areas: physical, social,
environment, economic,
and psychological?
2. How can these areas
contribute to your mental
Economic Environment
health?
`
Mental health issues and challenges
 may see oneself as overweight, even when they are

dangerously underweight
 typically weigh oneself repeatedly, severely restrict the
amount of food eaten, often exercise excessively, and/or
may force themselves to vomit or use laxatives to lose
weight
 it has the highest mortality rate of any mental disorder
 unusual eating of large amounts of food in a short

period of time
 this eating disorder is followed by forced vomiting,

excessive use of laxatives, fasting, excessive exercise
Anxiety is an overwhelming worry or stress. It is a nervous disorder characterized by a state of

excessive uneasiness and apprehension.
 increased heart rate

 rapid breathing
 restlessness
 trouble concentrating
 difficulty falling asleep
`
Depression is a feeling of sadness, despair, or hopelessness

that does not go away. It is a medical illness that can
interfere with someone’s ability to handle daily activities,
such as sleeping, eating, or managing school work.
 Persistent sad, anxious, or “empty” • Feelings of hopelessness, or pessimism

mood • Decreased energy or fatigue
 Difficulty concentrating, remembering, • Irritability
or making decisions • Difficulty sleeping, early-morning
 Feelings of guilt, worthlessness, or awakening, or oversleeping
helplessness • Appetite and/or weight changes
 Loss of interest or pleasure in hobbies • Thoughts of death or suicide, or suicide
and activities attempts
These symptoms may vary from person to person. Do not self-diagnose, it is

still best to seek for professional help
People who self-harm do not wish to kill themselves; whereas suicide is a way of ending
life.
 The intentional and deliberate hurting of  A suicidal person sees no other way out
oneself. and wants to end his or her life.
 People who self-harm view hurting  An attempt to escape pain and
themselves as a way of coping with life. suffering, and not burdening loved ones
 The self-infliction of pain reassures them any longer.
they are still alive.  Suicidal acts usually come from a place
of hopelessness, depression and
`
1. What is your personal take about mental disorders? Why is it prevalent

among adolescents, nowadays?
2. What do you think are the factors that contribute to poor mental health?
3. How can you address the mental health issues and challenges that
adolescents face?
risk factors, resilience, and prevention
 A person with a family history of mental illness

is more susceptible to developing mental
health disorders.
 Fetal development is crucial. Pregnant
women should not be exposed to
environmental toxins such as chemicals
inhaled, alcohol or drug ingested, or second-
hand smoke.
 Emotional stress should also be avoided.
`
 Ability to recover and bounce back readily

from illness and adversity.
 Can adapt well to the demands and
difficulties in life.
 Can change one’s perspective and find
meaning from his bad experience.
 Social support coming from one’s own family

and friends.
 Seeking help
 Physical exercise, balanced diet
 Journaling
Mental Health Act of 2017 aims to establish a public mental health system accessible and affordable to
all Filipinos.

instead.
Directions: Identify what is being asked on each item. Write the answer on the space provided.
_______________________1. A state of emotional and psychological well-being.
_______________________2. An overwhelming worry or stress.
`
_______________________3. A general feeling of satisfaction with oneself.
May see oneself as overweight, exercise excessively or use

_______________________4.
laxatives to lose weight.
An attempt to escape pain and suffering, and not burdening

_______________________5.
loved ones any longer.
The ability to recover and bounce back readily from illness and
_______________________6.
adversity.
A medical illness that can interfere with someone’s ability to

_______________________7.
handle daily activities.
This aims to establish a public mental health system accessible

_______________________8.
and affordable to all Filipinos.
Unusual eating of large amounts of food in a short period of

_______________________9.
time.
_______________________10. The intentional and deliberate hurting of oneself.
my Journal
What makes you vulnerable? Who do you turn to when things get out-of-
hand? How can adolescents like you develop and maintain mental health
and well-being?
`
self-check

Questionnaire”.
 interpret the concepts of mental health and well-being

among adolescents
 discuss mental health issues and challenges faced by the
adolescents
 create a plan to stay mentally healthy during adolescence
discuss one’s own vulnerabilities
for
successfully finishing Unit 2 of the
First Quarter! You did well! See
you next quarter.
`
Answer key
Quiz #1.1
1. Self 6. Spiritual 11. Attitude
2. Self-Concept 7. Affective 12. Ideal Self
3. Cognitive 8. Self-Esteem 13. Behavioural
4. Actual Self 9. Psychological 14. Physical
5. Attitude 10. Attitude Object
Quiz #1.2
1. Maturation – Puberty 6. Thoughts
2. Elasticity - Plasticity 7. True
3. True 8. True
4. Concrete-Operational-Pre Operational 9. Formal – Post
5. True 10. True
Exercise # 1.1 Quiz #1.3

1. F 1. Developmental Tasks
2. D 2. Psychoanalytic and Psychosexual
3. A 3. Psychosocial
4. G 4. Psychoanalytic
5. C 5. Psychosocial
6. H 6. Developmental Tasks
7. E 7. Psychosocial
8. B 8. Psychosocial
9. Psychosexual
10. Developmental Task
Quiz # 1.4 Lesson 4 –Emotions Activity

1. A 9. C 1. Joy
2. C 10. B 2. Contempt
3. A 11. Brain 3. Surprise
4. C 12. Intelligence 4. Sadness
5. B 13. Whole Brain Model 5. Anger
6. A 14. Cerebrum 6. Disgust
7. B 15. Multiple Intelligences 7. Fear
8. C
`
Quiz # 1.5 Quiz #1.6

1. Social Skills 1. True
2. Empathy 2. True
3. Self-regulation 3. True
4. Motivation 4. Emotion-focused coping - Acute stress
5. Self-awareness 5. Self-harm – Emotion-focused coping
6. Empathy 6. True
7. Social Skills 7. True
8. Self-regulation 8. Anger - Emotion/Mood
9. Self-awareness 9. Stressor - Acute stress
10. Motivation 10. Coping strategy - Stressor
Quiz # 1.7
1. Mental Health 6. Resilience
2. Anxiety 7. Depression
3. Well-Being 8. Mental Health Act of 2017
4. Anorexia 9. Bulimia
5. Suicide 10. Self-Harm
references
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July 6, 2020, from www.apa.org: https://www.apa.org/topics/stress-health
Attitude Object in Psychology: Definition & Overview. (2015, February 18). Retrieved from
https://study.com/academy/lesson/attitude-object-in-psychology-definition-lesson-
quiz.html
CBC News. (2012, December 6). CBC News Health. Retrieved July 4, 2020, from www.cbc.ca:
https://www.cbc.ca/news2/interactives/brain/
Cherry, K. (2020, April 10). Very Well Mind. Retrieved July 4, 2020, from
www.verywellmind.com: https://www.verywellmind.com/left-brain-vs-right-brain-
2795005
Cherry, K. (2020, June 26). Very Well Mind. Retrieved June 30, 2020, from
www.verywellmind.com: https://www.verywellmind.com/erik-eriksons-stages-of-
psychosocial-development-2795740
Mayo Clinic. (n.d.). Mayo Clinic. Retrieved July 6, 2020, from www.mayoclinic.org:
https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-
management/art-20044151
Healthline. (n.d.). Healthline. Retrieved July 4, 2020, from www.healthline.com:

https://www.healthline.com/health/left-brain-vs-right-brain
`
Lohmann, R. C. (2012, October 28). Psychology Today. Retrieved July 7, 2020, from
www.psychologytoday.com: https://www.psychologytoday.com/us/blog/teen-
angst/201210/understanding-suicide-and-self-harm
Mcleod, S. (2008). Simply Psychology. Retrieved June 28, 2020, from

www.simplypsychology.org: https://www.simplypsychology.org/self-concept.html

www.simplypsychology.org: https://www.simplypsychology.org/carl-
rogers.html#:~:text=Carl%20Rogers%20believed%20that%20for,behavior%20(self%2Di
mage).
Mcleod, S. (2015). Simply Psychology. Retrieved July 6, 2020, from

www.simplypsychology.org: https://www.simplypsychology.org/stress-
management.html
Mcleod, S. (2018, May 21). Simply Psychology. Retrieved June 28, 2020, from
www.simplypsychology.org/: https://www.simplypsychology.org/attitudes.html

www.simplypsychology.org:
https://www.simplypsychology.org/psychosexual.html#:~:text=Freud%20proposed%2
0that%20psychological%20development,different%20area%20of%20the%20body.
Medline Plus. (n.d.). Medline Plus. Retrieved July 6, 2020, from www.medlineplus.gov:
https://medlineplus.gov/ency/article/003211.htm
Matsumoto, D. (2020, May 11). Humintell. Retrieved July 5, 2020, from www.humintell.com:
https://www.humintell.com/tag/seven-basic-emotions/
Mulder, P. (2019, September 27). Toolshero. Retrieved July 4, 2020, from www.toolshero.com:
https://www.toolshero.com/psychology/herrmann-whole-brain-model/
Monk, L. (N/A). CTRI Crisis and Trauma Resource Institute. Retrieved June 26, 2020, from
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care/
National Institute of Mental Health. (n.d.). National Institute of Mental Health. Retrieved July 7,
2020, from www.nimh.nih.gov:
https://www.nimh.nih.gov/health/topics/depression/index.shtml
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2020, from www.nimh.nih.gov: https://www.nimh.nih.gov/health/topics/eating-
disorders/index.shtml
`
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IJA-SLM PD12-Q1 Duration: FIRST QUARTER

Kevin Cyril Maraño

This is your first Self-Learning Module (SLM) in Personal Development

This unit contains the following lessons:

• iNT EGRI TY • R ESPONSI BI LI TY • E XCELLENCE • DI SCI PLI NE •

“The most difficult thing in life is to know yourself” – Thales

This lesson aims to help you discover and understand who

recognizing, accepting, and respecting

In this part of the lesson, you are expected to:

 identify the four dimensions of the self

Before we proceed, kindly answer this activity.

good guy not good at approaching people

OPEN AREA HIDDEN AREA BLIND SPOT

not good at approaching people

Enrich your knowledge

 This is how an individual sees, perceives, and defines

THE FOUR DIMENSIONS OF THE SELF

physical emotional phychological spiritual

always exercise dont be to dramatic stop overthinking sit and relax

THE STRUCTURES OF ATTITUDE

is the emotion that someone evokes

is the way one behaves when exposed to

is a person’s belief or knowledge about an

 Self-concept is a term used to refer to how someone thinks about,

 How we want to be.

 Self-esteem does not focus on how we know ourselves but rather

actual self ideal self actual self ideal self

To achieve self-actualization, a person

 The actual self is different or

 The actual self is similar or

Now, log-in to your Aralinks account and answer “The

check for understanding

After completing the questionnaire, answer Quiz #1.1 in

cognitive: i believe the upcoming long test is challenging

Log-in to your account and answer the “Self-check

Which of these have you already accomplished:

 explain that knowing oneself can make a person accept

What constitutes the wholeness of a person? In this lesson

1. What do you think is your purpose in life?

1.I think my my purpose in life is to help people, me and my family.

3.Many problems like to myself and to my family.

4.My motto in life is "everyone can be anyone".

5.I don't give up easily and i put everything in a positive ways.

understanding oneself and one’s unique

In this part of the lesson, you are expected to:

 discuss the factors that affect ones thoughts, feelings, and

Before you proceed, kindly answer this activity.

Describe or illustrate yourself in terms of your physical, emotional, psychological, and

im bad at physical work Im good at lifting my emotion up.

lacking of confidence Quiet person

If the previous lesson was about the parameters individuals need to

Enrich your knowledge

Have you ever felt inadequate as you grew up? Or have

Emotions work like an amplifier which determines how our

Behavior is the primary output of our attitude. This is also the

Our thoughts, feelings, and behavior are interrelated.

OVERVIEW ON THE ASPECTS OF DEVELOPMENT

 Physical and Neurobiological Development

STAGES OF COGNITIVE DEVELOPMENT

The infant explores the world through

The child uses symbols to represent objects. At

The child can think logically about

The adolescent can reason abstractly and