Republic of the Philippines Department of Education Curriculum Implementation Division March 4, 2021. DIVISION MEMORANDUM No. _4)__S. 2022 5 DIVISION INITIATED SAMPLE LEARNING ACTIVITY SHEETS FOR GRADE 11. PERSONALITY DEVELOPMENT To Assistant Schools Division Superintendent Chief and Personnel of CID Public Secondary School Heads All concerned 1 We commend the working committees who were responsible for the crafting and validation of the attached Sample Learning Activity Sheets for Grade 11 Personality Development for the 1" 8 weeks. ‘ANNEX No. WRITER No. of Pages 1AS-1 ARLENE R. ANDES, RGC - CSNHS G 1AS-2 ARLENE R. ANDES, RGC-CSNHS 1As-3 ARLENE R. ANDES, RGC-CSNHS LAS -4 ‘ARLENE R. ANDES, RGC-CSNHS LAS-5 ARLENE R. ANDES, RGC-CSNHS LAS-6 ARLENE R. ANDES, RGC-CSNHS LAS-7 ARLENE R. ANDES, RGC-CSNHS 1AS-8 "ARLENE R. ANDES, RGC-CSNHS Be These Learning Activity Sheets are samples and may be contextualized and localized at the school level, provided pertinent provisions on Copyright Infringement Law is given due regard. Soft copy shall be provided to LRMDS, School Heads. 3, For immediate dissemination. pe MARIANO B. Dé GUZMAN, CESO VI Office of the Schools Division Soom Gg ‘Address Roxas Ave Tel. Ne. 058) 871.98 Emel ‘nega ci@deped.gov.ph 5. Triangul, Naga CityPersonal oe 1 DepED DEPARTMENT [fl OF EDUCATION PERSONAL DEVELOPMENT LEARNING ACTIVITY SHEET 1 KNOWING ONESELF Bumuo ng Leaming Activity Sheet Writer: ARLENE R. ANDES, RGC (Camarines Sur National High Schoo!) Evaluator: JARME D. TAUMATORGO, Education Program Supervisor, SDO Naga City Project Manager 1|PagePersonal Development_LAS 1 MOST ESSENTIAL LEARNING COMPETENCIES (MELCs): | + Explain that knowing oneself can make @ person accept his/her strengths and limitations and deal with others better. «Share his/her unique characteristics, habits, and experiences. SPECIFIC OBJECTIVE! * Examine how one thinks about, evaluates or perceives him/herself in his/her interaction with other people. * Conduct a review of oneself by examining one’s thoughts, feelings, and attitude using the What is your Attitude Towards worksheet. INTRODUCTION: \ “Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is strength, mastering yourself is true power.” - Lao Tzu The question ‘Who am |?” often lead us to examine and know ourselves more. Knowing oneself means understanding one's strengths and weaknesses, passions and fears, desires and dreams, It means being aware of one’s eccentricities and idiosyncrasies, likes and dislikes, and tolerances and limitations. if you know yourself well enough, you can share relevant information about yourself to improve communication and connection with others. The ‘Self’ has physical, psychological, and spiritual dimensions. To know oneself, one must distinguish the three apart from each other. A key factor in knowing oneself is understanding one's the attitude — a settled way of thinking and feeling about someone or something, typically reflecting in a person's behavior. Attitude manifests itself as behavior, as a representative of personality ‘The self we know is divided into three dimensions — physical, psychological, and spiritual. Knowing oneself would mean being able to distinguish the three apart from each other. The Physical Dimension - This revolves around the physical body of a human being, its processes, functions, mechanisms, and chemistry — from the cellular as the smaller units, the tissues these cells create when united, the organs these tissues give shapes to, to the organ systems that is responsible for giving us the ability to move our muscles, to perceive our surroundings and to think of the ideas and opinions that bring wonders to our lives and of others. The Psychological Dimension — This contains the concepts of stress, cognition, behavior, attitudes, emotions, and personality. As compared to the physical dimension which could be observed directly and measured, the psychological dimension has both internal and external factors that can or cannot be measured, observed, and calculated. It refers to the individual as set of characteristics, behaviors, attitudes, cognition, and emotions. The Spiritual Dimension — This allows us to view ourselves in a spiritual level — as spiritual beings. Compared to physical and psychological dimensions, this dimension cannot ‘observed but can be subjectively altered and perceived by the person. It holds relevance to a perceived existence of God, of a greater good, or a superior Being relating to the humble individual. ACTIVITY 4: DIMENSIONS OF (INSERT YOUR NAME) Make a collage presentation of your self using the format below. Be creative in making a collage dimension of the seff. 2|PagePersonal Development_LAS 1 Race and ‘Nationality (ex. Asian and Disability Filipino) Religious (ex don Tdentity have disability (kun ~one Catholic) Social Class Ethnicity (ex. Upper (ex. Half Middle Class) Tagalog and Half-Bicolana) Age (ex. 17 but feel Tike Pm already 22 years old because...) Gender (ex. Bisexual) Write a brief description of yourself on the 8 sections indicated in the collage: race and nationality, religious identity, ethnicity, gender, sexuality, age, social class, disability. You may wish to add pictures along with the brief description. ACTIVITY IE QUESTIONS ‘How easy or difficult was it to supply the information needed in the 8 sections? Why? + Which among the 8 sections fall under physical, psychological or spiritual dimension? Explain your answer briefly. What did you realize from this activity? Explain your answer briefly.Personal Development_LAS 1 When we come across different people, ideas, things, and situations, we may form a negative or positive view of them in our mind. For example, if | think junk foods are unhealthy as it has ‘sugar and fats, it means | have a negative attitude towards junk food consumption. An attitude is a negative or positive evaluation of an object which influences human's behavior. It is a leamed predisposition to respond in a in a favorable or unfavorable manner towards people, an object, an idea or a situation. For attitudes, to come into existence, it needs three ‘components, namely; affect, cognition, and behavior. Affective Component — It is the emotional or feeling segment of an attitude. It is related to the statement which affects another person. It deals with feelings or emotions that are brought to the surface about something, such as fear or hate. For example: “When the year 2019 is about to end, | am excited at what the year 2020 may bring’. Behavioral Component - It consists of a person's tendencies to behave in a particular way toward an object. It refers to that part of attitude which reflects the intention of a person in the short-run or long run. For example: */ ended up cancelling all the plans | have in store for the year 2020 because of the COVID-19 pandemic’. Cognitive Component — This refers to the beliefs, thoughts, and attributes that we would associate with an object. It is the opinion or belief segment of an attitude. It refers to that part of attitude which is related in general knowledge of a person. For example: “/ believe that our lives will never be the same again as we all face this new “normal” setup that we all have now. This model is known as the ABC model of attitudes. THE ABC MODEL OF ATTITUDES e- ACTIVITY 3: WHAT IS YOUR ATTITUDE TOWARDS... \Write your feelings/emotions, what you want to do, and your thoughts/opinions about the given word/phrase listed below. Give at least two (2) answers each for your feelings/emotions, actions, thoughts/opinions + President Rodrigo R. Duterte * Closure of ABS-CBN 41P«The New ‘Normal” Personal Development_LAS 1 «The Year 2020 «Premarital Sex and Sex Education « Durallex, sed lex (The law may be harsh, but it is the law) « Samgyeopsal, KPOP, Koreanovela «Fake News and Mocha Uson’ + Mobile Legend, PUBG, League of Legend (Online Games) COVID-19 Pandemic Response of the Philippines GUIDE QUESTIONS: + How easy or difficult was it to answer based on what you feel, how you will act, and your thoughts/opinions about the words/phrases listed in the activity? Why? * What did you realize from this activity? Explain your answer briefly. RUBRIC FOR SCORING: RATING CRITERIA ae 7 z 4 The leamer is| The \eamer is |The leamer is|The leamer is able to create @ | able to create a | able to create a | not able to create MEANINGFUL | Shesive and) cohesive cohesive a cohesive nor INTEGRATION OF parprehenen integration of the | integration of the | meaningful CONCEPTS nce: ‘or the | Concepts on the | concepts on the | integration of the Sireruione. or | dimensions of | dimensions of | concepts on the the self atitude, | the self, attitude, | the sel, attitude, | dimensions of 5|PagePersonal Development_LAS 1 feelings, and] feelings, and | feelings, and | the self, attitude, behavior with | behavior but not | behavior with | feelings, and | | | supporting comprehensive. | not so much | behavior. | details. supporting | details. | The leamer The — leamer cannot presented The learner | The learner has | understand the information in | presented difficulty integration of the logical and information in | following _the | concepts ORGANIZATION | teresting logical sequence | integration ofthe | leamed on the CLARITY OF | Sequence _of| of integration of | concepts dimensions of THOUGHT | integration ofthe | the concepts on | learned on the | the self, attitude, concepts on the | dimensions of | dimensions of | feelings, and dimensions of | the self, attitude, | the self, attitude, | behavior the seff, attitude, | feelings, and | feelings, and | because there is feelings, and | behavior. behavior, | no logical behavior. | sequence of | information. The use of|The use of|The use of words, phrases, | words, phrases, | words, phrases, | or photos to|or photos to|or photos to | present the | present the | present —the | integration of the | integration of the | integration of the CREATIVITY _ | concepts on the | concepts on the | concepts on the dimensions of | dimensions of | dimensions _ of the self, attitude, | the self, attitude, | the self, attitude, feelings, and| feelings, and| feelings, and behavior are | behavior are | behavior are exceptionally | satisfactorily | acceptably attractive. attractive. attractive. The use of words, phrases, or photos to present the integration of the concepts on the dimensions of the seff, attitude, feelings, and behavior are poorly selected. REFERENCE: Santos, Ricardo R. 2016. Personal Development. Manila, PH: Rex Book Store. McLeod, Saul. 2018. Attitudes and Behavior. https://www.simplypsychology.org/attitudes. htm! Hogg, M., & Vaughan, G. 2005. Social Psychology (4th edition). London: Prentice-Hall. Eagly, A. H., & Chaiken, S. 1993. The psychology of attitudes. Harcourt Brace Jovanovich College Pubishers. 6|PaPersonal Development_LAS 2 DefED DEPARTMENT lf OF EDUCATION PERSONAL DEVELOPMENT LEARNING ACTIVITY SHEET 2 DEVELOPING ONESELF Pie ——/s 21050266 *) 05 mar 2001 Development of Learning Activity Sheet ARLENE R. ANDES, RGC (Camarines Sur National High Schoo!) JARME D. TAUMATORGO, Education Program Supervisor, SDO Naga City Project Manager Writer: Evaluator: 1|PagePersonal Development_LAS 2 MOST ESSENTIAL LEARNING COMPETENCIES (MELCs): ‘+ Discuss the relationship among physiological, cognitive, psychological, spiritual, and social development. Evaluate his/her own thoughts, feelings, and behaviors. ‘Show the connections between thoughts, feelings, and behaviors in actual life situations. SPECI i Examine one’s thoughts, feelings, and behaviors which is crucial in understanding the holistic self with the help of a Whole "You" World worksheet. Illustrate the interaction of one's thoughts, feelings, and behaviors in actual life situations using the Breaking Down Situation worksheet. INTRODUCTION: Human fe is complex and it consists of many different facets. We have our work/school life, our home life, our social life, our spiritual life, and so on. We tend to think of these areas as separate; after all, they each take place in different settings, they require wholly different tasks, and they include different atmospheres and social interactions. What we often fail to realize is that each of these sectors of our lives impacts one another. By viewing the different aspects of our lives as a whole, rather than separately, we can be fully aware of working on our strengths and weaknesses. Holistic development is a process of self-actualization and leaming that combines and individual's physical (physiological), mental (cognitive), social, and emotional (psychological), and spiritual growth. Physiological — the physical attributes including the five physical senses. Cognitive - the intellectual functions of the mind: thinking, recognizing, reasoning, analyzing, projecting, synthesizing, recalling, and assessing, Psychological - how thinking, feeling, and behaving interact and happen in a person Social - the manner by which an individual interacts with other individuals or groups of individuals. Spiritual — the attribute of a person's consciousness and beliefs, including the values that uide and put meaning into a person's life. ACTIVITY 4: A ILE “YOU” z ARE YOU? ‘When you consciously acknowledge and accept who you are to your core and what you desire most in this world, you find that you can be more open, honest, and truthful to those you surround yourseff with. "Who are you?" is sometimes a really difficult question for many of us to answer. You are on your very own journey to becoming more self-aware, and you deserve to be heard. Fill out these prompts in any way you like, think about the first thing that comes to your mind. | am a person who... 4) loves 2) wants to 3) has the goal of 4) used to be afraid of 5) is driven by 6) is inspired by 7) notices 8) has a habit of 2|PagePersonal Development_LAS 2 9) is happiest when 10) gets disappointed by 14) wishes could 12) believes in 13) would give 14) will one day When you finished writing, think about these wonderful parts (physiological, cognitive, psychological, spiritual, and social characteristics) of who you are by answering the guide questions listed below. ACTIVITY 2: GUIDE QUESTIONS + How easy or difficult was it to complete the sentence listed in the activity? Why? + How did you feel about completing the sentence prompts with answers that enable you to think about the wonderful parts of who you are — physiological, cognitive, psychological, spiritual, and social characteristics? Explain your answer briefly. ‘+ What did you realize from this activity? Explain your answer briefly An individual might sometimes have thoughts or feelings that perpetuate problematic or destructive beliefs and these faulty beliefs can affect functioning and relationships at home, work, school and in the community at large. Simply put, when a situation arises, and we have thoughts about the facts of that situation; those thoughts trigger feelings and based on those feelings we engage in behaviors which in turn impact the situation (either positively or negatively), and the cycle continues. Thus, it is crucial to recognize the connection between thoughts, feelings and behaviors, and develop healthier ways of behaving and coping. ACTIVITY 3: BREAKING DOWN THE SITUATION Describe briefly a situation you recently experienced that was difficult for you (either something that upset you or made you nervous). Fill in boxes 1 to 4 describing what happened in your situation 3|PagePersonal Development_LAS 2 2 ey = ea [enabiees S| GUIDE QUESTIONS: * Looking back on the situation now, were your thoughts reasonable/logical? Why? Explain your answer briefly. + Did your behavior make the situation better, worse, or no difference? Why? Explain your answer briefly. + What did you realize from this activity? Did it help you to appreciate every aspect of yourself? Explain your answer briefly. It is helpful to understand how our thoughts, feelings, and behaviors are linked. The diagram shows how each influences the other. THOUGHTS (what we thin affects how we feeland act) BEHAVIOUR EMOTIONS (What we do affects How we feet offects ‘how we think and fee!) what we think and do)Personal Development_LAS 2 The mind produces thoughts based on two elements: core beliefs and events. Core Beliefs are ideas rooted in our mind as truth; Events are all situations we face in our daily life. When a situation arises, the mind immediately relies on a core belief associated with that event to create a thought accordingly. For instance, a Maria, a grade 7 student, walks into the cafeteria and Martha, a grade 12 student, strongly bumps into Maria driving her sideways onto the wall Maria is in pain and immediately thinks, Martha did it on purpose. There's an event here, but there's also a core belief invoived; Maria might believe that grade 12 students are always aggressive for no reason, or that they always try to pick a fight to get in the line first. Maria's core belief is strong that she does not consider it may have been an accident. The combination of event and core belief makes Maria think that the attack was intended. The mind's natural reaction to thoughts are feelings. Depending on the nature of our thoughts our mind and body feels a certain emotion. Negative thoughts result in negative feelings; positive thoughts result in positive feelings. Maria has a negative thought so it is likely that she feels angry, irritated, and resentful but she can choose to just walk away to avoid trouble because every action has a consequence, She might be sent to the Prefect of Discipline should she chose to attack Martha. But on the other hand, if Maria is able to recognize her feeling as a warming, she would Not retaliate and would just calm down to avoid trouble. RUBRIC FOR SCORING: RATING CRITERIA +7 7 z 7 , The leamer is | The learner is | The Jeamet ,'S| able to create a | The leamer is | ae de lekane | coheve not able to create | | comprehensive | integration of the | Mtegration of the | a cohesive nor | integration of the | concepts on the | Concepts on the | meaningful | concepts on the | relationship relationship integration of the | | relationship acre among concepts on the | among prysiciogical, | Physiological, | relationship | | physiological, oon cognitive, among | MEANINGFUL cognitive, psychological psychological, | physiological, | INTEGRATION | psychological, Spiritual, and | SPifitual, and | cognitive, | |-OF CONCEPTS | spiritual, and | SPU social psychological, | >\ | social Seuclopment to | development to| spiritual, and | \ development to | Sevelopment '© | one's thoughts, | social HI jonetsi; thoughis, | aes feelings, and | development to | feelings, and oe and | sehaviors in| one's thoughts, 2 Be ars a ee nee pe actual life | feelings, and actua as with | etuations but | Stations with | behaviors in aupporana a4 nat 90 much | actual life ‘ye. | Supporting tuations. \ details. comprehensive. | S2pF | The leamer|The leamer| The leamer has |The learner | presented presented difficulty cannot ee) information in | information in | following _the | understand the ‘ORGAWIZATION | logical and | logical sequence | integration of the | integration of the RITY OF | interesting Of integration of | concepts concepts THOUGHT ‘sequence of | the concepts on | learned on the | learned on the integration of the | the relationship | relationship | relationship concepts on the | among among among relationship physiological, _| physiological, _| physiological, 5|PaPersonal Development_LAS 2 | among cognitive, cognitive, cognitive, | physiological, Psychological, | psychological, | psychological, | | cognitive, spiritual, and_| spiritual, and | spiritual, and | psychological, _| social social social | | spiritual, and | development to | development to | development to | | social one's thoughts, | one's thoughts, | one’s thoughts, | development to | feelings, and | feelings, and | feelings, and | one's thoughts, | behaviors in| behaviors. in | behaviors in | feelings, and | actual life | actual life | actual lite | | behaviors in | situations. situations. situations actual lite because there is | situations. no logical | sequence of information. | The use of|The use of words, phrases, | words, phrases, or photos to|or photos to present the | present the integration of the | integration of the concepts on the | concepts on the | i | The use of words, | phrases, or | photos to present the integration of | the concepts on the relationship The use of words, phrases, or photos to present the integration of the concepts on the ee relationship relationship ne ane physiological, among: enon among cognitive, | Physiological, | physiological, | OT ica ;sychological, oouney coos) nitive, CREATIVITY aero and | PSYchological, | psychological, | FON NE Raine spiritual, and spiritual, and tual as development to | Soci! pore! social one's thoughts, | “evelopment to | development to | development to feelings, and | nes thoughts, / one’s thoughts, | one's "thoughts behaviors in | feelings, and | feelings, and | reeiings, and pao lg | Behaviors in| behaviors in| Papago, Str | situations are | Stual pe | ected life | actual life | exceptionally situations are | situations are | situations are | attractive satisfactorily | acceptably poorly selected | : attractive. attractive REFERENCE: Santos, Ricardo R. 2016. Personal Development. Manila, PH: Rex Book Store. McLeod, Saul, 2018. Attitudes and Behavior. https://www.simplypsychology.org/attitudes.htm) Hogg, M., & Vaughan, G. 2005. Social Psychology (4th edition). London: Prentice-Hall. Eagly, A. H., & Chaiken, S. 1993. The psychology of attitudes. Harcourt Brace Jovanovich College Publishers. Beck, J. S. 2011. Cognitive behavior therapy: Basics and beyond (2nd ed.). New York, NY, US: Guilford Press. Regents of the University of Michigan. 2020. Helping Students Connect the Dots: Thoughts, Feelings, and Behaviors. https://classroommentalhealth ora/in-class/thoughts/Personal < 3 De HED DEPARTMENT lif OF EDUCATION PERSONAL DEVELOPMENT LEARNING ACTIVITY SHEET 3 DEVELOPMENTAL STAGE IN MIDDLE AND LATE ADOLESCENCE mz = 05 Mak 2021 Writer: ARLENE R. ANDES, RGC (Camarines Sur National High Schoo!) Evaluator: JARME D. TAUMATORGO, Education Program Supervisor, SDO Naga City Project Manager 1|PagePersonal Development_LAS 3 MOST ESSENTIAL LEARNING COMPETENCIES (MELC: Discuss development tasks and challenges being experienced during adolescence. + Evaluate one's development through the help of significant people around him/her. ‘* Identify ways that help one become capable and responsible adolescent, prepared for adult life SPECIFIC OBJECTIVES: + Assess one's development in the expected developmental tasks in comparison with persons of the same age group using the Many Pieces of Me worksheet. ‘List ways to become capable and responsible adolescent, prepared for adult life by working on the My Stressed-Out List. INTRODUCTION: Adolescence is the period of developmental transition between childhood and adulthood. During adolescence, young people experience many changes as they transition from childhood into young adulthood. These changes include physical, behavioral, cognitive, and emotional-social development. In every stages, adolescents are faced with tasks and challenges such as identity formation and developmental task expected of their stage of development in preparation for adult life. The major undertaking facing adolescents is to establish a stable identity and become complete and productive adults. Over time, adolescents develop a sense of themselves that endures and encompasses the many changes in their experiences and roles. They find their role in society through active searching that leads to discoveries about themselves. The changes that adolescents experience during puberty bring them new awareness of self and influence others’ reactions to them. For example, sometimes adults perceive adolescents to be adults because they physically appear to be adults. However, adolescents are not adults. They need room to explore themselves and their world. Adults such as parents and teachers need to be aware of the adolescents’ needs and provide them with opportunities to grow into adult roles. ACTIVITY 4: THE MANY PIECES OF ME In the adolescence stage, adolescents explore their independence and develop a sense of self. As adolescents transition from childhood to adulthood, teens may begin to feel confused or insecure about themselves and how they fit into society. As they seek to establish a sense of self, teens may experiment with different roles, activities, and behaviors. This is important to the process of forming a strong identity and developing a sense of direction in life. In this activity, you need to list down at least 3 - 5 tasks that you do or expected of you to do in the respective roles listed below, as well as the challenges you experience in that respective roles. You may wish to personalize (change or add) to some of the roles listed below. ‘THe Many Pieces OFPersonal Development_LAS 3 ACTIVITY 2: GUIDE QUESTIONS «How easy or difficult was it to fill out the different roles with the tasks expected of you and the challenges you encountered in performing that role in The Many Pieces of Me worksheet? Why? (t Ss wen @)\ How did you fee! about articulating the different roles with the tasks expected of you | Gand the challenges you encountered in performing that role? Explain your answer briefly \What did you realize from this activity? Explain your answer briefly. During adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. This is a major stage of development where the child has to lear the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out, ‘exactly who he or she is. What should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one's appropriate sex role”. Identity versus role confusion is the fifth stage of ego according to psychologist Erik Erikson's Theory of Psychosocial Development. This stage occurs during adolescence between the ages of approximately 12 and 18. During this stage, adolescents explore their independence and develop a sense of self. Erikson maintained that personality develops in a predetermined ‘order through eight stages of psychosocial development, from infancy to adulthood. Erikson focuses on an individual's identity and how they develop through social experiences. ‘As an adolescent transition from childhood to adulthood, teens may begin to feel confused or insecure about themselves and how they fit into society. As they seek to establish a sense of self, teens may experiment with different roles, activities, and behaviors. According to Erikson, this is important to the process of forming a strong identity and developing a sense of direction in life. ACTIVITY 3: MY STRESSED-OUT LIST Asa follow up activity on The Pieces of Me activity, this My Stressed-Out List worksheet shall require you to write down the different tasks that are stressing you on the roles that you need 3|PagePersonal Development_LAS 3 to perform. In doing so, you will be reflecting on the helpful things that you must do in order to cope with the different roles you need to perform. OAY STRESSED-OUT LIST! rie dow a he tings ha oe stressing you aut na the ctferent areas of youre ine one, LE PPE APOE CAN DO TO COPE? GUIDE QUESTIONS: * Was it easy/hard to write down the things that are stressing you in the different areas/roles in your life that you need to perform? Why? Explain your answer briefly. + Did the activity help you become more aware of the different tasks and roles you need to perform to come up with positive coping strategy about the challenges you encounter in performing the tasks and roles expected of you? Why? Explain your answer briefly. ‘Some years ago, Professor Robert Havighurst of the University of Chicago proposed that stages in human development can best be thought of in terms of the developmental tasks that are part of the normal transition. He identified developmental tasks associated with the adolescent transition. According to Havighurst’s Developmental Tasks Theory, when 4]Personal Development_LAS 3 people successfully accomplish the developmental tasks at a stage, they feel pride and satisfaction. They also earn the approval of their community or society. This success provides a sound foundation that allows these people to accomplish the developmental tasks that they will encounter at later Havighurst developmental stages. Conversely, when people fail to accomplish a developmental task, they're often unhappy and are not accorded the desired approval by society, The many developmental tasks facing adolescents are challenging, but they are achievable. Adolescents are getting their first taste of independence, yet they are not, and do not want to be, totally independent. Parents and adults need to provide a supportive environment in which adolescents may discover and explore their identities. RUBRIC FOR SCORING: | T RATING | CRITERIA ao 7 z 7 The leamer is The leamer is| The leamer is | able to create a : able to create a| able to create a | cohesive ESM ancca : : not able to create cohesive and | cohesive integration of the falicoheaive ior. S comprehensive | integration of the | concepts on the | 2 cones integration of the | concepts on the | development —— eae concepts on the| development | tasks and | integ development tasks ‘and | challenges popeeeaon ane) ; tasks and | challenges being development : challenges being tasks and MEANINGFUL | experienced peng experienced | challenges being INTEGRATION | during erpenien es ae a experienced GF ONCEPTS | adolescence and | “ung adolescence | during 4s ways that help | adolescence | and ways that | aaciescence and |one Become | 2%¢ ways that |help one | waparinchee | | ahs tenet he one | become capable | "Y scat FeScorsiiaa become capable | and responsible | 7°, Pecome adolescent, and responsible | adolescent, Ease prepared for adult | adolescent, Prepared for | Shon life with | prepared for | adultife with not | POSTE fo, supporting adult life but not | so much | Oot life details, comprehensive. | supporting ‘ details. The leamer| The leamer| The leamer has [The learner | presented presented difficulty cannot information in| information in| following _the | understand the | logical and | logical sequence | integration of the | integration of the | interesting of integration of | concepts concepts | | sequence of | the concepts on| learned on the | leamed on the | integration of the | the development | development | development Rea eT Oe. | concepts on the | tasks and | tasks and | tasks and rete. | development | challenges challenges challenges being tasks and | being being experienced | challenges being | experienced | experienced —_| during experienced during during | adolescence and during adolescence | adolescence | ways that help adolescence and| and ways that| and ways that| one become | ways that help | help one | help one | capable and one become | become capable | become capable.| responsible _| 5|PoPersonal Development_LAS 3 [ ‘capable ‘and | and responsible | and responsible | adolescent, | responsible | adolescent, adolescent, prepared for | adolescent, | prepared for | prepared —for | adult life | prepared for adult | adult life. adult life because there is | lite no logical sequence of information. The use of|The use of The use of words, | words, phrases, | words, phrases,|The use of phrases, or|or photos to|or photos to| words, phrases, photos to present | present the present the | or photos to the integration of | integration of the | integration of the | present —_ the the concepts on | concepts on the | concepts on the | integration of the the development | development | development —_| concepts on the tasks and | tasks and | tasks and | development challenges being | challenges challenges tasks and experienced being being challenges being during experienced | experienced _| experienced CREATIVITY | adolescence and | during during during ways that help| adolescence | adolescence _| adolescence and one become | and ways that| and ways that| ways that help capable and | help one | help one| one become responsible become capable | become capable | capable and adolescent, and responsible | and responsible | responsible prepared for adult | adolescent, adolescent, adolescent, life are| prepared for | prepared for | prepared for exceptionally adult life are | adult life are | adult life are attractive. satisfactorily | acceptably poorly selected. attractive. attractive. REFERENCE: Santos, Ricardo R. 2016. Personal Development. Manila, PH: Rex Book Store. McLeod, S. A. 2018. Erik Erikson's Stages of Psychosocial Development. Simply Psychology. https:/www.simplypsycholoay orq/Erik-Erikson. htm! Worksheet Credits: https:/www.pinterest.ph/pin/2669087 15401859110/ Manning, L. M. 2010. Havighurst's Developmental Tasks, Young Adolescents, and Diversity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75-78. http://doi,ora/10.1080/00098650209604953/ 6|PaPersonal — 4 DepED DEPARTMENT If OF EDUCATION PERSONAL DEVELOPMENT LEARNING ACTIVITY SHEET 4 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE 6. a 21,030266 O5 wir 2015 Writer: ARLENE R. ANDES, RGC (Camarines Sur National High Schoo!) Evaluator: JARME D. TAUMATORGO, Education Program Supervisor, SDO Naga City Project ManagerPersonal Development_LAS 4 MOST ESSENTIAL LEARNING COMPETENCIES (MELCs): «Identify ways that help one become capable and responsible adolescent, prepared for adutt life Discuss understanding of mental health and psychological well-being to identify ‘ways to cope with stress during adolescence. ‘SPECIFIC OBJECTIVES: ‘© Discuss the challenges faced during adolescence and enumerate ways on how one ‘can become responsible and capable adolescent, prepared for adult life. «Express appreciation of mental health and psychological well-being in order to come up with ways on how to cope with the challenges faced during adolescence by making a lifestyle management plan INTRODUCTION: While the definition of adolescent can differ from culture to culture, it is generally accepted that the time referred to as adolescence is the period between childhood and adulthood, a ‘sort of “no man’s land.” Geldard and Geldard (2006) explain that adolescence is a time ina young person's life where they move from dependency on their parents to independence, autonomy and maturity. The young person begins to move from the family group being their major social system, to the family taking a lesser role and being part of a peer group becomes a greater attraction that will eventually lead to the young person to standing alone as an adult, Adolescence is a period that extends over a substantial part of a person's life. However, each adolescent experiences individual changes and growth at differing rates, with some moving through the adolescent phase quicker and more smoothly than others. ‘Some adolescents have supportive families, others face this daunting period of their lives, alone. Some adolescents may remain at home with their families, but their families are emotionally distant so the adolescent can feel as if they are “alone in a crowd". No-one can deny that for any one person facing changes in their lives in the biological, cognitive, psychological, social, moral and spiritual sense, could find this time both exciting and daunting. ACTIVITY 4: MY SELF-ASSESSMENT Completing a Self-Assessment take a snapshot of your life, where you are right now, and helps you to determine what's important to you at this moment. In each space, reflect on what's going on in your life in each of these parts of your life. Write a few words/phrases that capture what is happening or what needs to be changed. 2|PagePersonal Development_LAS 4 ACTIVITY 2: GUIDE QUESTIONS © How easy or difficult was it to reflect on and to write about what is happening or what needs to be changed in a certain aspect of your life? Why? + How did you feel about having to reflect and to write about what is going on in that aspect of your life? Explain your answer briefly, ‘© What did you realize from this activity? Explain your answer briefly. During adolescence, children become young adults. They undergo striking physical, intellectual, and emotional changes. However, the path to adulthood is not a straight line. ‘Adolescents do not simply become steadily more and more like adults with time. Rather, adolescents alternate between acting like adults and acting like children. As adolescents develop, they gradually spend more time behaving as adults and less time behaving as children. During adolescence, people develop a sense of who they are and learn to form intimate relationships with people who are not members of the family. Guiding adolescents through this intricate period of development can be a challenge for parents. Risk-taking (such ‘as engaging in violence and binge drinking) is common among adolescents and causes severe health risks. Unhealthy behaviors such as smoking or drug use, which cause serious problems later in life, also typically begin in adolescence. The adolescent period is indeed a crucial time along the spectrum of transitioning between childhood and adulthood. Young people in the adolescent age range are commonly described as rebellious, self centered, troubled, or just plain difficult. It is because Identity vs. Role Confusion is the developmental challenge the adolescents face along with the changes in the physiological aspects because of puberty, cognitive and brain development, social skills, personality and spirituality. While it is true that adolescence can be a tumultuous time for them and their parents/guardians alike, the adolescent can navigate these years successfully to mature into healthy adults when adults work with their teens by providing support in their growth. Thus, seeking help and guidance from parents/guardiansiolder peers can help adolescents by learning from them on how to cope in this challenging time of their lives. The following is a brief summary of the most significant developmental challenges teenagers face: The Attitude and Behavior toward Sexuality and Sexual Relationship, Academic Concems, Group Belongingness, Health and Nutrition, Developing or Regaining Self-Esteem, Roles, Material Poverty, Parents Working Abroad, Relationships, and Values and Beliefs, 3|PagePersonal Development_LAS 4 ACTIVITY 3: LIFESTYLE MANAGEMENT PLAN Between dealing with the changes going on in one’s own body and the social pressures put ‘on adolescents by their classmates and society, the teenage years can be a difficult and confusing time of one's life. Teenagers are in the developmental stage of constant transformation — whether it be physical (growth, sexual development), cognitive (formal operations), moral (values and spirituality), or identity (self-image and self-esteem) development (Eyrich-Garg, 2008). As a result, teens often require a balance between both structure and freedom and independence and dependence in parents/guardians or peers (Veach & Gladding, 2007). Thus, there is a need to plan and manage one's lifestyle to address the different challenges in the many aspects of one’s life. In the Lifestyle Management ‘worksheet, you need to list down the challenges you are experiencing in a particular aspect of your life. On the last column, you will need to enumerate ways (at least three) on how you can manage the challenges you are facing in a certain aspect of your life. s WAYS TO MANAGE ASPECT IN ONE'S LIFE| CHALLENGES LIFE’S CHALLENGES SELF-CONFIDENCE | AND SELF-ESTEEM HEALTH (PHYSICAL | AND MENTAL) | LOVE AND SEXUALITY FRIENDS & PEERS ACADEMIC ONCERNS, | CAREER GOALS AND AMBITIONS VALUES AND BELIEFS ‘SOCIO-ECONOMIC STATUS | RELATIONSHIP WITH SIBLINGS, PARENTS, AND RELATIVES GUIDE QUESTIONS: ‘+ Was it easy/hard to write down and reflect on the challenges you have in a particular aspect of your life? How about finding a solution to the challenges you have in a particular aspect of your life; did you find it easy/hard? Why? Explain your answer briefly. «What did you realize from this activity? Did it help you to appreciate every aspect of yourself? Explain your answer briefly 4|PagePersonal Development_LAS 4 RUBRIC FOR SCORING: RATING 10 7 4 1 The leamer is __| The leamer is | able to create a| The leamer is The leamer is | able to create a | cohesive not able to create able to create | cohesive integration of the | a cohesive nor cohesive and | integration of the | concepts on | meaningful comprehensive peso Trewtion of the | concepts on | understanding of| integration of the Contents on | Understanding of | mental health | concepts on Understanding of | mental health | and understanding of mental health and | and psychological | mental health psychological | psychological | well-being to | and Wellbeing to| wellbeing to | identify ways to | psychological identify ways to | identify ways to | cope with stress | wellbeing to CRITERIA cope with stress | cope with stress | during identity ways to during during adolescence _| cope with stress adolescence and | adolescence and ways that | during ways that help | and ways that | help one | adolescence and | one become | help ‘one | become capable | ways that help capable and | become capable | and responsible | one become. ee and responsible | adolescent, capable and Crepared for adult | 200/502 prepared for | responsible Frewith supporting | Prepared for | adult life wth not | adolescent, detals: adult life _ not | so much | prepared for comprehensive. | supporting adult life, details. 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The use of| The use of The use of words, | words, phrases, | words, phrases, | N@, use __ of words, phrases, phrases, or or photos to |or photos to | NOW, Evans Photos to present | present the | present ‘the present the integration of the concepts ‘on integration of the | concepts on | | understanding of | understanding of | understanding of ‘ Fares dere ral sel ecard See | psychological | and and ae well-being to | psychological _| psychological | 5 ee | identify ways to| wellbeing to| wellbeing to eae to cope with stress | identify ways to | identify ways to | “Ol CREATIVE” during cope with stress | cope with stress | Gent, WAYS. to CRC ed during during sone ways ielp | adolescence adolescence one become | and ways that | and ways that eee ga capable and | help one | help one|| eee responsible become capable | become capable | °"® rs one: adolescent, and responsible | and responsible | “AP@bIe and prepared for adult | adolescent, adolescent, ea life are | prepared for | prepared for | S00\eS0ar exceptionally adutt life are | adutt fe are | BrAaen It | attractive. satisfactorily acceptably ior attractive. _| attractive iesesteceiesiee REFERENCE: Quas, J. 2014, Adolescence: A Unique Period of Challenge and Opportunity for Positive Development. Retrieved from: https://www.apa.org/pifamilies/resources/newsletter/2014/12/ adolescence-development Bennett, E.D., Le. K., Lindahl, K., Wharton, S., & Weng Mak, T. 2017. Five Out of the Box ‘Techniques for Encouraging Teenagers to Engage in Counseling. Ideas and Research You Can Use (Sponsored by American Psychological Association), 1-17. Duthely, L.M., Nunn, S.G., & A., J. T. 2017. A Novel HeartCentered, Gratitude-Meditation Intervention to Increase Well-Being among Adolescents. Hindawi Edu International. 112. /idoi,ora/10.1155/2017/4891892 6|Page jon ResearchPersonal Development_LAS 5 DepED v~lP EDUCATION PERSONAL DEVELOPMENT LEARNING ACTIVITY SHEET 5 COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE 4 Pn 6it> oo Or Fi sara mie \ Oi! | —3) \ so Mo, 6 a od.! a ae & Leos a Writer: ARLENE R. ANDES, RGC (Camarines Sur National High Schoo!) Evaluator: JARME D. TAUMATORGO, Education Program Supervisor, SDO Naga City Project Manager 1|PagePersonal Development_LAS 5 MOST ESSENTIAL LEARNING COMPETENCIES (MELCs): «Identify causes and effects of stress in one's life. ‘© Demonstrate personal ways to cope with stress and maintain mental health SPECIFIC OBJECTIVES: Describe and explain what causes stress and its effects in one's life. + Illustrate personal ways of coping with stress for a healthy well-being through plus and minus w. INTRODUCTION: When we talk about stress, most people think about how we react to problems that are difficult to deal with. Sometimes these problems are major “life events" that are unexpected or unusual like parents who are going through financial difficulty and are always fighting, hence, affecting the children, young teens going through a bad break up with a boyfriend or Girlfriend, or perhaps being hurt in an accident. Other problems are more common day-to- day difficulties. From studies with adolescents, there are two important things about stress: (1) a "pile-up" of many stressful life events in a small amount of time is more difficult for adolescents than dealing with just one event and (2) ongoing, day-to-day stresses and strains are harder on adolescents than major life events. If a major event causes stress, it is often because it sets off a chain of events that changes the on-going, day-to-day conditions of their lives. Adolescents react to stress in much the same ways adults do. Common reactions are excitement, fear, anxiety, sadness, and anger. The behavior of an adolescent who is stressed may change, but each adolescent reacts in a different way. Some adolescents withdraw from others, some lash out at others, and some actively seek the comfort of others. Although adolescents cope with stress in different ways, there are general patterns in their coping behaviors — problem solving and managing emotions. ACTIVITY 4: MY BOILING PAN Stop your pan from boiling over! In the SIMMER column, what was listed were good mood, happy thoughts, and nice behaviors. In the ROLLING OVER column, what was listed were low mood, angry thoughts, and Oops! behaviors. in the BOILING OVER column, what was listed were terrible mood, out-of-control thoughts, and risky/unsafe behaviors. Coping skills are things you do to stay happy, safe, and sane. You use different coping skills, depending on a given situation. In this case, you need to maintain the pan simmering and stop the pan from rolling over to boiling over. As such, you need to list down three (3) coping skills on how you can maintain the pan simmering and stop the pan from rolling over to boiling over. You will also need to be working with your parents/guardians/older siblings/cousins in identifying three (3) helpful coping skills they can help you with to maintain the pan simmering and support you in stopping the pan from rolling over to boiling cover. You will have an opportunity to tell the adults in your life how to help when the pot is starting to boil. For each situation, you can write down things that an adult can do to help maintain your happy mood, calm them down, or help them address some really bad moods. fo. 21.050266 45 onic OS 2|Page