Saint Columban College: Student'S Learning Module

PERSONAL DEVELOPMENT 1
Saint Columban College

SENIOR HIGH SCHOOL DEPARTMENT
7016 Pagadian City
S T U D E N T ’ S L E A R N I N G M O D U L E
Student’s Name: ________________________ Date: ____________________

Grade & Section: ______________ Subject: Personal Development
Content Standard: The learners demonstrate an understanding of…

1. Himself/herself during middle and late adolescence
2. The various aspects of holistic development: physiological, cognitive, psychological,
spiritual, and social development
3. The skills and tasks and challenges appropriate for middle and late adolescence, and
preparatory to early adulthood
4. The developmental changes in middle and late adolescence, and expectations of and from
adolescents
Performance Standard: The learners shall be able to...

1. Conduct self-exploration and simple disclosure
2. Illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic
development
3. Make a list of ways to become responsible adolescents prepared for adult life and manage
the demands of teen years
4. Clarify and manage the demands of the teen years (middle and late adolescence)
Learning Competencies: The learners...

1.1.Explain that knowing oneself can make a person accept his/her strengths and limitations
and dealing with others better
1.2.Share his/her unique characteristics, habits, and experiences
2.1.Discuss the relationship among physiological, cognitive, psychological, spiritual, and
social development to understand his/her thoughts, feelings, and behaviors
2.2.Evaluate his/her own thoughts, feelings, and behaviors
2.3.Show the connections between thoughts, feelings, and behaviors in actual life situations
3.1.Classify various developmental tasks according to developmental stage
3.2.Evaluate one’s development in comparison with persons of the same age group
3.3.List ways to become a responsible adolescent prepared for adult life
4.1.Discuss that facing the challenges during adolescence may able to clarify and manage the
demands of teen years
4.2.Express his/her feelings on the expectations of the significant people around him/her
(parents, siblings, friends, teachers, community leaders)
4.3.Make affirmations that help one become more lovable and capable as an adolescent
Learning Contents:
1. Knowing oneself
2. Developing the Whole Person
3. Developmental Stages in Middle and Late Adolescence
4. The Challenges of Middle and Late Adolescence
Learning Resources:
Cleofe, M. (2019). Personal Development – 2nd Edition. Diwa Learning Systems Inc.
www.ngfl-cymru.org.uk
Core Values: Self-awareness
Module No. 1.1: Knowing Oneself Time Frame: 1 week

Learning Targets: At the end of the lesson, I can:
a. Explain that knowing myself can make me accept my own strengths and limitations and deal
with other people better.
b. Share my unique characteristics, habits, and experiences.
c. Appreciate and value myself
I. INTRODUCTION:
Panagdait sa Diyos ug sa tanang kabuhatan! I will

be your life coach and let me help you on your
journey towards Personal Development. Fasten your
seat belt for we are about to embark on a journey
towards understanding yourself. Let’s Go!
A. Motivation
My Unique Self
This activity aims to gather some of your thoughts and feelings about who you are
and how perceive yourself. This also aims to give an opportunity for you to express your
thoughts and feel about yourself and hopes to promote creativity by expressing yourself
in a unique way. In this activity, the concept of self-actualization, which may lead to the
achievement of your potential through creativity, independence, and an understanding of
the real world, will also be introduced.
Materials: Crayons or markers, activity sheet Instructions:
1. Think of a time when you were “at your best” or confidently happy with yourself.
2. Recall what you were doing and the circumstances of that particular moment.
Remember what you were thinking and feeling at that time. Take note of the positive
traits or strengths that you manifested at that time. In the left box of the activity sheet,
draw a picture of yourself that would best represent that memory.
3. Reminisce about the time when you were "not at your best” or when you were self-
conscious and unsure of yourself. Recall where you were and what you were doing at
that time. Recall your thoughts and feelings triggered by the situation. Take note of the
negative traits or weaknesses that you exhibited at that time. In the right box of the
activity sheet, draw a picture of yourself that would appropriately show your reactions to
that particular situation.
Answers will be written on the answer sheet on page 1.
Understanding oneself can be done by assessing yourself like knowing what you want do,
what you think and what you feel. Another way is through understanding your weaknesses
and strength as what you have done on the first activity. Now let us explore more things
about understanding oneself through some concepts. Let’s Go!
KEY CONCEPT
Read me!
Self is the union of elements, namely: body, thoughts, feelings or emotions, and
sensations that constitute the individuality and your identity of a person. The body
constitutes your physical attributes, your health, and your posture and poise. Your
thoughts, the way you think, and how you perceive things around you affect how you feel
about them and bring about sensations. These emotions and sensations that you
experience prompt you to act and behave the way you do. The union of these elements
makes up your character or personality and essentially distinguishes you from others.
If you were asked to describe yourself, you may probably talk about your physical
characteristics, your interests, your hobbies, your skills or abilities, or even your beliefs.
Physical attributes such as height and skin complexion, as well as psychological
characteristics such as temperament, may be inherited from your parents; some attributes
and traits, however, may be brought about by environmental factors. Some of your traits
may be similar to your other siblings or to some of your peers, but no two individuals are
exactly alike. Thus, you are unique, and that makes you special. One way of
understanding yourself is by knowing the concept of the Johari window.
JOHARI WINDOW
The Johari window was named after the first names of its inventors: Joseph Luft and
Harry Ingham. It is useful models describing the process of human interaction. A four
paned "window," dividing personal awareness into four different types as represented by
its four quadrants: open, hidden, blind, and unknown. The lines dividing the four panes
are like window shades, which can move as an interaction progresses.
Known to Self Unknown to Self
OPEN BLIND SPOT

Known to Others
HIDDEN UKNOWN
Unknown to Others
The "open" quadrant represents things that both I know about myself, and that you know
about me. The "blind" quadrant represents things that you know about me, but that I am
unaware of. The "hidden" quadrant represents things that I know about myself, that you
do not know. The "unknown" quadrant represents things that neither I know about
myself, nor you know about me.
One way of enlarging the open quadrant is through self-disclosure. A give and take
process between me and the people I interact with. As I share something about myself (I
move information from my hidden quadrant into the open.
Known to Self Unknown to

Self
Known to Others BLIND

OPEN
SPOT
Unknown to Others
HIDDEN UKNOWN
If the other party is interested in getting to know me, they will reciprocate, by similarly
disclosing information in their hidden quadrant. We also gain knowledge about ourselves
by receiving feedback from others this enables me to learn more about aspect of myself
that I am unaware of and therefore moving information from my BLIND quadrant into the
OPEN. As I share more and gain more information about myself, I begin to gain insights
through introspection about aspects of myself that both I and others were unaware of,
things like impulses that drive us, motives and instincts, those less tangible things that we
just accept but haven’t given much thought to. These insights help move information
from the unknown quadrant into the OPEN.
Identifying Your Strengths and Weaknesses
Being aware of how you look, think, feel, and act helps you to know more about yourself.
You gather more information about yourself when you identify your strengths and
weaknesses. In knowing your strengths, you are more empowered to do developmental
tasks. These tasks include your capacity to establish mature relationships with others,
emotional independence, and your ability to demonstrate responsible behaviors. Also, in
becoming more aware of your strengths, you are equipped with skills essential in making
wise decisions in life; you are able to analyze complex situations logically and sensibly.
Finally, when you know your capabilities, you can be more confident in doing your tasks
and become more competent in achieving your goals.
On the other hand, determining your weaknesses gives you the opportunity to know your
limitations or boundaries. In doing so, you can identify situations where you have to say
no. Yes, perhaps you know and you can actually identify your weaknesses but the next
question is, what do you do about these limitations? Becoming more aware of your
weaknesses is not the end goal of self-development; rather, it is its starting point. You
must find ways to enhance your capabilities. You must develop your knowledge and skills
through better skills through better study habits, and develop positive attitudes in dealing
with life’s challenges.
Remember that it is in understanding yourself that you become more capable of

actualizing your potentials to the fullest. When you understand yourself, you do not only
come to appreciate and value who you are; understanding yourself also helps you to
respect others and relate with them more meaningfully. When you know yourself more,
you are empowered to cope well with the demands in school, at home, and of your
relationships with others.
The Importance of Valuing One’s Self
We come to value ourselves more as we understand

ourselves better. Self-awareness starts with assessing
yourself. Based on the previous activity, you were able to
assess and write your personal observations about
yourself. These components are important in assessing
ourselves. More so, these components require you to pause
and analyze what you think, feel, and do. Thus, you were
also encouraged to use your journal and reflect on some
questions about who you are. Introspection, or your ability
to reflect and think about your own thoughts, feelings, and actions, is essential in
understanding and improving yourself. But aside from your self-assessment, you have to
listen and accept positively the feedback you get from others, as well as their opinions
about you. Listening to the feedback of others is important because it allows you to
validate your perceptions of who you are. More so, the activity utilized the so-called
activity of affirmation, or the process of encouraging or motivating others through positive
statements.
When you listen to positive feedback, you feel energized and you become more
enthusiastic because you are affirmed, your worth as a person was recognized and, in
this way, you feel more confident of yourself. However, not all kinds of feedback are
positive. We call this kind as criticism or negative feedback. When you hear criticisms,
you tend to get angry and may even deny what others have observed about you. Thus,
you have to be smart to determine the accuracy of the feedback that you receive from
others, which you can do by consulting a trusted friend or classmate. Also, you may see
your guidance counselor whom you can share your thoughts and feelings and discuss
your experiences.
By becoming aware of yourself, you are more equipped to accept yourself and be more
open for self-improvement. Also, a deeper understanding of who you are allows you to
see your potentials, thus utilizing them to the fullest. Becoming self-aware helps
create your own individuality and promotes wiser decision-making when confronted with
critical issues in life such as setting goals, making career choices, and relating with
significant others. Further, awareness of your strengths boosts your self-confidence;
hence, you are able to do what others realistically say that you can do. As your self-
awareness increases, so does your sense of security because you trust yourself and you
feel secure as to who you are. This, in turn, promotes your capacity to establish healthy
relationships with others. Finally, self-awareness gives you a clearer direction
in achieving your goals in life.
Great job! After studying the concept notes, let’s try to answer
these activities!
INTERACTION
A. Learning Activities:
My Window
The Johari Window is a simple technique that allows people to identify their strengths,
weaknesses, and blind spots.
1. You will select a set of adjectives from a list that you feel best describe yourself
2. You will then ask someone from your house (maybe your father, mother, sibling or
anyone that you think knows you better) to select, from the same set of adjectives, the
characteristics that, they think, best describe you.
• Able • Dignified • Introverted • Powerful • Shy

• Accepting • Empathetic • Kind • Proud • Silly
• Adaptable • Energetic • Knowledgeable • Quiet • Spontaneous
• Bold • Extroverted • Logical • Reflective • Sympathetic
• Brave • Friendly • Loving • Relaxed • Tense
• Calm • Giving • Mature • Religious • Trustworthy
• Caring • Happy • Modest • Responsive • Warm
• Cheerful • Helpful • Nervous • Searching • Wise
• Clever • Idealistic • Observant • Self-assertive • Witty
• Complex • Independent • Organized • Self-conscious • Religious
• Confident • Ingenious • Patient • Sensible • Responsive
• Dependable • Intelligent • Knowledgeable • Sentimental • Searching
Once the adjectives are selected, you will write those adjectives on your windows based
on the following:
OPEN – attributes that you selected for BLIND SPOT – attributes that others
yourself, and other people also selected selected for you, but you did not select for
for you. yourself
• Typically a person’s most prevalent or • Subconscious characteristics, or

obvious characteristics external perceptions that you don’t
• “Everyone knows that I am X…” identify with
• “I didn’t know that I am seen as X…”
HIDDEN – attributes that you selected for UNKNOWN – attributes that neither you
yourself, but others did not select for you nor others selected for you
• Characteristics that are not externally • Irrelevant characteristics

present or obvious • “I’m not X…”
• “I feel like X… but I don’t share that”;
“You don’t see X in me?”
Answers will be written on the answer sheet on page 2. After answering this
activity proceed to the reflection on the answer sheet on page 3.
Module No. 1.2: Developing the Whole Person Time Frame: 1 week
a. Discuss the relationship among physiological, cognitive, psychological, spiritual,
and social development to understand my thoughts, feelings, and behaviors.
b. Evaluate my own thoughts, feelings, and behaviors.
c. Show the connections between thoughts, feelings, and behaviors in actual life situations.
I. INTRODUCTION:
Hey there! Here I am again. I hope you have learned something

about yourself, like your strength and weaknesses and some of
your characteristics, on the first lesson. But still, it is not enough
for you to be personally developed which is our goal as we embark
on this journey. Now we are going to understand the different
aspect of a person. Let’s go!
A. Transition/ Linking Statements:

You have learned that your unique self is a result of the interplay of the different
components of your personality, namely, your body, thoughts, feelings, experiences, and
spirituality. The wonders and challenges of what you are going through now, as an
adolescent, add meaning to who you are and to the person you will be in the future. Thus,
in this lesson, you will be given the opportunity to learn and understand the elements of self,
including physiological, cognitive, psychological, emotional, social, moral, and spiritual, as
well as their implications to you. Let us start with understanding what adolescence means.
KEY CONCEPT
Read me!
When you hear the word “adolescence,” what word immediately comes to mind?
You may think of words such as “body changes," "peers," and "questions." There must
be a lot of words to describe adolescence; some may be fun, but some may also mean
responsibility. Puberty which is part of adolescence has its onset at ages 10-11 for girls
and 11-12 for boys. Adolescence, from 13 to 19 years old, is considered as a transition
from childhood to adulthood, a passage from one stage to another (Hurlock, 1982).
Physical or Physiological Changes and their Implications
The physical and psychological changes, as well as rapid mental development changes,
take place inevitably. To prove that they are adults already, they
strive to establish their personalities however instantaneously and
frustratingly. Looking through rose-tinted glasses, teenagers see
things around them as they want to see them, which can also be
disappointing. Changes regarding sexual maturation and
attainment of reproductive capacity may be overwhelming and
catch you off guard, but they are integral to your personality as they
affect your attitude and behavior. More so, rejection is a primary
issue during adolescence. The pains brought about by not
belonging, unaccepted, and being alone place a teenager in a difficult situation. Hence,
they are easily influenced by peers. Such influence is called peer pressure. All these
contribute to the teenagers' heightened emotionality. Frustrations and other negative
emotions may make adolescence a problematic or challenging period for many
teenagers. Hence, adults who guide or raise teenagers express having difficult times with
teenagers under their care and see this stage as an ordeal on their part as well. Yet, all
of these wonders and challenges make adolescence an important crossroad in your
journey.
You started to experience various body changes when you were around 13 years old,
which is the onset of adolescence for most children. Girls start their growth spurt earlier
than boys, but boys eventually grow taller than girls. Also, boys' muscles grow larger than
girls', so that after adolescence, boys are usually physically stronger than girls. When you
stand in front of a mirror, you will see that your body size in terms of your height and
weight has rapidly increased and you are approaching to attain your full bodily growth.
Your thin and long trunk when you were an older child has broadened at the hips and
shoulders, and you may notice a pronounced waistline. You will see your arms and legs
to be seemingly in the right proportion to your hands and feet when you reach puberty.
Moreover, you can notice physical changes in your sex organs, which are your primary
sex characteristics. The boys' testes or gonads rapidly grow bigger for a year during early
pubescence. Similarly, shortly after the rapid change in the testes, the penis also grows
markedly. Boys come to know that there is production and release of sperm, spermarche,
when they experience nocturnal emissions or wet dreams. This is an indication that their
male reproductive organs have become mature in function and that they are already
capable of reproduction. In girls, the uterus, fallopian tubes, ovaries, and vagina, grow
rapidly during puberty. Menarche, or the first menstrual period, marks a girl's sexual
maturity and is indicative of her capacity to be pregnant.
Furthermore, you have observed a lot of noticeable physical changes on yourself with the
development of the secondary sex characteristics. These characteristics are your
physical features that distinguish males from females as well as those that give you sex
appeal (Hurlock, 1982). For the boys, their voice becomes husky at first and then
eventually lowers in pitch. Boys hear their voice break, which is not true for girls. Boys'
muscles markedly grow and give shape to their torso. Body hair appears after the pubic
hair has almost completed its growth. Girls, on the other hand, come to have a fuller and
more melodious voice. Girls hips become wider and rounder, which resulted from the
enlargement of their pelvic regions. Their breasts also develop and their muscles grow in
size and strength, which give their arms, shoulders, and lens shape. Pubic hair and body
hair appear together with the development of primary sex characteristics.
Both boys and girls experience markedly rapid physical development because of the
hormonal changes that take place in the body. Androgens and estrogens are hormones
or chemical substances produced by endocrine glands that actively affect physical growth
and development. These hormones are present in both males and females; however,
each of them functions more strongly in one sex than the other. Testosterone is an
androgen that is strongly associated in the physical maturation of boys. Increased level
of testosterone in males is related to changes in height, deepening of voice,
and development of genitals, as well as sexual desires and activities. On the other hand,
estradiol is an estrogen that is strongly associated in the physical development of girls,
such as widening of hips, and breast and uterine development. More so, sebaceous
glands and apocrine glands become more active during this stage; the former cause acne
and other skin problems, and the latter produce perspiration that results, at times, in body
odor. These hormonal changes especially among girls may trigger weight gain and is
often associated with obesity.
As more physical changes take place among adolescents, their concerns about their
physical appearance may also increase. According to Stice and Shaw (2002), only few
adolescents experience body-cathexis or the degree of satisfaction or dissatisfaction with
one's body. This may be so because physical attractiveness is one of the major concerns
of teenagers as their social experiences underline its importance. As an adolescent, you
may have already realized that some people treat those who are attractive better than
those who are less attractive. As such, many adolescents do various things to prove to
themselves that they are attractive which may put their safety, health, and even their life
goals at risk. This also explains why some teens are shy and cumbersome in appearing
in public as well as in expressing their ideas. Some teenagers are too self-conscious to
do even simple activities such as walking along the school corridor, and they may even
be sensitive to criticisms. As such, some teenagers have low self-esteem and lack self-
confidence.
On the other hand, you need to remember that it is understandable to get affected by
these body changes. To be able to cope well during this stage, you need to make some
adjustments-on how you view the things that are happening inside and outside your
body. You may put emphasis in maintaining physical hygiene to reduce acne and body
odor, performing physical exercises to be fit and avoid becoming fat, and doing other
ways to attain physical attractiveness. Yet, it is only through self-acceptance that you
become brave enough to face the “whole you.”
Cognitive Changes and Their Implications
Have you ever asked yourself how and why you think the way
you do right now? During adolescence your brain goes through
significant structural development stages as well. At this stage,
the nerve fibers in the corpus callosum thicken, making the brain
process information faster and more effectively. The corpus
callosum connects the left hemisphere and the right hemisphere
of your brain. Development is also observed in the prefrontal
cortex, which is involved in decision-making, reasoning, and
controlling one's emotions. Likewise, the amygdala, the seat of your emotions such as
anger, sadness, and happiness, matures much earlier than the prefrontal cortex. Thus,
while your amygdala is already fully developed to recognize your emotions, your
prefrontal cortex is not yet adequately mature to reason and understand your experiences
objectively and may fail to control intense emotions. Hence, your feelings or emotions
sometimes dominate your capacity to think logically.
However, as the cognitive apparatuses develop, teenagers become more capable of

thinking abstractly, instead of thinking only of the here and now. According to Jean Piaget,
an adolescent's cognitive ability for abstraction and advanced reasoning is
a characteristic of the formal operation period that he explained in his theory of cognitive
development. This means that you can now follow clear logic and reason, such that you
can already process information into meaningful messages and understand complex
situations for you to solve problems.
Further, teenagers begin thinking more often about the process of thinking itself or
metacognition. This results in increased introspection, but may also lead to some sort of
egocentrism or preoccupation with the self. Hence, you may have thoughts that the
people around you are constantly watching you and making you feel self-conscious.
Moreover, cognitive development during this stage is characterized by thinking which is
not anymore limited to a single scope; rather, thinking means looking at a situation
through more complicated lenses and seeing them as relative. Thus, you tend to ask a
lot of questions, not only about yourself, but also about everything in your environment.
You are no longer comfortable with simple explanations but you look for a deeper
meaning of things. This is why you begin to question policies, rules, and norms. At home,
some of the adolescents express their doubts about their parents' ways of raising them
as well as the principles and beliefs of their families. You may tend to compare the
parenting styles at home and that of your peers'. As such, you get confused with a lot of
things and your curiosity to prove things to yourself increases. This also results to being
pickle-minded or tendency to be indecisive and leads you to explore and experiment.
Moreover, the lack of clear plans or fast-changing decisions prod a teenager to engage
in risky behaviors such as cutting classes, cheating, smoking and/ or taking drugs,
drinking alcoholic beverages, lying, computer game addiction, and stealing.
As such, you are encouraged to pause and study the situation before making decisions.
It will be helpful to consult a trusted adult such as your parent(s), your teacher(s), or your
guidance counselor in your school regarding your situation.
Psychological or Emotional Changes and

Their Implications
As a transition period, adolescence has often been described as a

period of “storm and stress” (Hurlock, 1982). Teenagers like you
experience a lot of emotional ups and downs. You get easily
excited with some situations (e.g., you giggle when you see your
crush pass by, you jump for joy when you receive a tablet
computer from your parents). However, you also tend to easily
show your irritation (e.g., you feel upset when your parents ask
you to stop playing a game on your computer, you easily get
depressed when your request is not granted). When confronted by complicated situations,
your emotions can sometimes be really overwhelming.
Although there are adolescents who experience the emotional storm and stress in this
period, most adolescents are emotionally unstable from time to time. For example,
adolescents may be happy with their relationships with their boyfriends or girlfriends, but
they would get easily affected with just the slightest problem. Also, being envious of others
who possess more material things is common among adolescents. According to Hurlock
(1982), teenagers use these material possessions as status symbols. Nonetheless, as
you approach the end of this developmental stage, emotional stability is gradually
attained. Your emotional patterns as an adolescent can be differentiated from those when
you were a child. You eventually gain a degree of control on how you express your
emotions.
Social Changes during Adolescence

Emotional maturity should be achieved by the end of adolescence. One indicator that you
have finally attained emotional maturity is when you know how to express your emotions
in a socially acceptable manner. Another important indicator is when you face difficult
situations. You exercise critical thinking before being emotionally carried away. You
become less reactive to provocations and emotionally heated situations, reflecting moods
that do not swing from one emotion to another. You also realize that lessons can be
learned from each difficult experience, and that you gain important life skills from each
obstacle you conquer. These realizations are important in your journey toward self-
actualization.
Social pressures and demands add to the stress and storm of the adolescence years.
You need to make social adjustments to overcome challenges.
Your attitude, speech, interests, appearance, and behavior are heavily influenced by your
peers, as you spend more time outside your home in your teenage years. Peer
acceptance becomes very important. As you go through adolescence, you may prefer
fewer friends and intimate relationships. Also, you become curious about relationships
with the opposite sex and experience physical attraction to them. You begin to look for a
relationship wherein you are comfortable sharing your feelings and experiences.
However, if not handled well, your need for belongingness may lead to your conforming
to the standards of your peers without considering the consequences. Thus, peer
pressure, or the expectation that you comply with the norms of your peer group, is
commonly experienced. This is shown when you are easily influenced by others. You give
in to drinking alcoholic beverages and learn to smoke to avoid being labeled as “kill joy”
or “KJ.” Also, instead of studying your lessons after class, you may join your friends to
play computer games or stroll in the mall. They may even "unfriend” you on the social
media if you do not join them in a drinking session. At an extreme, some adolescents
even cut classes, take illegal drugs, and perform sexual activities with their peers because
of peer pressure. It is, therefore, important that you should choose your friends wisely.
Early adolescence is characterized by bias regarding the members of the opposite sex.
As they progress through the years of adolescence, social insight improves (Hurlock,
1982). You become more capable of judging members of the opposite sex objectively.
Thus, you can now relate with them and adjust in social situations more easily. Further,
the more you participate in social gatherings, the more socially competent you become,
which is manifested by your ability to carry on conversations, behave properly in front of
people, and have confidence to share your talents.
Moreover, choosing a leader who would represent the peer group is important for
teenagers. As such, they want leaders who are admired and respected by others and a
good reflection of their peer group.
To successfully make social adjustments, you need to enhance your social skills. Doing
so will let you be comfortable in social settings, carry yourself gracefully in front of others,
and enjoy the company of your peers. To cope well with social pressures, however, you
should also learn to clarify your boundaries so that you maintain self-reliance.
Moral/Spiritual Changes and Their Implications

Moral development starts with obeying your elders when you were a child to more internal,
moral thinking during adolescence. According to Kohlberg, adolescents should have
attained the postconventional reasoning or have developed moral reasoning based on
the universal human rights. Also, when faced with a moral dilemma, adolescents must be
able to stand on what their personal conscience dictates them to do. For example, you
know that cheating during a test is bad and that giving the answers to the test to a
classmate is wrong. However, one of your "friends” sat beside you to copy your answers
because he was not able to study. He whispered that if you do not share your answers
with him, he would “unfriend” you. This person is quite popular in your school so you know
that you would be left out of some social activities should this person make good on his
threat. What would you do? You can ask yourself these questions: What is more important
to you now? What would your personal conscience tell you to do?
Looking closely at the situation, it would be easier to just let him copy your answers and
not suffer the consequences from doing what is right. Yet, if we judge the situation through
postconventional morality reasoning, you should stand your ground, do what you think is
right, and perceive the situation as a personal decision based on the personal codes you
installed as your own operating system. Adolescents who deviate from their own general
principles and act upon the wishes of others even though these are wrong are more likely
to suffer from self-condemnation (Hurlock, 1982).
Further, during this stage, you come to critically think about how the world is usually ran
by adults, and you want to validate established norms by experimenting on them yourself.
You want to build your own moral codes, which you will use as bases in judging what is
right and what is wrong. These moral codes include your own personal and social codes
that guide you to control your behaviors and act accordingly. Your values as well as your
religious and spiritual views and your commitment to this set of codes, which also
influence the clarity of your values.
However, you will definitely agree that building and sticking with a moral code is difficult
for adolescents. Doing a wrong act becomes socially accepted especially when sound
logic and reason are used to justify it by its end. Through mass media, children and
teenagers see inconsistencies in upholding these moral standards, which add up to the
confusion.
Hence, having developed a sound conscience or the inner force that makes external
controls unnecessary (Hurlock, 1982) plays an important role in assuming responsibility
in your life. Moreover, being focused will assist you in your journey on how you want to
live your life. Your moral judgment becomes clearer when you see your life purpose. Such
a personal journey may be a lot smoother when you know what roads to travel and which
crossroads to take, and committing one's self to do good.
Relationship of Thoughts, Feelings, and Behaviors
Your thoughts, feelings, and actions interplay with one another. Your thoughts determine
your mood or emotions. You act upon what you think and feel. Your way of thinking is
influenced by your personal, familial, and social experiences, which may not all be
positive. These experiences contribute to the thoughts that we automatically think in
response to an experience. Let's take a closer look on your automatic negative thoughts
(ANTs) or anxiety-provoking thoughts that just seem to come into our mind without any
basis, which can make you feel sad, hopeless, and angry. Consider this example. You
failed in a math quiz and your automatic negative thought was, “I can't do math. I'm just
not good in this course.” As a result, you feel sad about the result and afraid of the subject;
you also feel demotivated to study your math lessons. Hence, you skip attending the
subject.
Further, you may also be nurturing ANTs unconsciously. The more you believe them, the
more pessimistic and unhappy you become. The more you believe that you are dumb
because you failed a math quiz, the more you become anxious and afraid to learn the
lessons. Or you do not have the confidence to talk to your math teacher. More pitifully,
such thoughts may stop you from solving other problems.
Hence, the way to overcome these negative feelings is to challenge your negative
thoughts. Remember that ignoring your negative thoughts would not drive them away. To
be able to challenge your negative thoughts, you need to acknowledge them first. In being
aware of them, you will know how they affect you. You can use your emotions to identify
your negative thoughts. Notice the thoughts that come to your mind when your mood
changes. Write these thoughts in your journal. Once you are fully aware of your negative
thoughts, you may start challenging them. Here are some of the questions that will help
you do so:
• What are your experiences that support such thoughts?
• What are your experiences that disprove them?
• Are you confusing facts with your thoughts?
• Are you only paying attention to the sad part of your experience?
• Are you expecting yourself to be perfect?
As your thoughts and feelings fuel your whole body, you will act accordingly. Positive
dispositions bring about good-natured feelings, which are reflected in your facial
expressions and your body movements.
Likewise, when you recently just encountered a sad experience such as the death of a
friend, your feelings generate sad thoughts and you may notice that your body feels heavy
menu move slowly. On the other hand, pleasant feelings are elicited when you receive a
reward rom your parents for getting an excellent grade, or when you consciously think of
happy thoughts.
Last, your bodily reactions influence your thoughts and feelings. When you are tired, your
body produces sluggish thoughts and you may get easily irritated or sad about petty
things.
Thus, the interplay of your thoughts, feelings, and actions significantly affects your
attitudes, behavior, and personality. Further, this influence is an underlying factor
contributing to your uniqueness as a person. When you take charge of the way you think
and deliberately choose what thoughts to entertain, you control your emotions and how
you express them. An emotionally stable teenager knows how to let off emotional steam
in a socially acceptable manner (Hurlock, 1982). Taking control of your thoughts and your
emotions is an indicator that you are slowly maturing.
Great job! After studying the concept notes, let’s try to

answer these activities!
INTERACTION
Spot It!
This activity will help you identify certain beliefs about yourself, which may be
positive or negative. You will also be exploring how these thoughts affect you.
Materials: Pens, activity sheet
Instructions:
1. Think of a recent experience when you were so emotional. Write a brief description of
it at.
2. The center of the activity sheet.
3. Recall all the thoughts that you had during that situation. Write them in the callouts.
4. Take a closer look at your thoughts. Spot the negative and the positive ones.
5. List the effects of the negative thoughts to how you reacted to the situation and the
effects of the positive ones.
Module No. 1.3: Developmental Stages in Middle and Late Adolescence

Time Frame: 1 week
a. Classify various developmental tasks according to the developmental stage.
b. Evaluate one's development in comparison with persons of the same age group.
c. List ways on how to become responsible adolescents prepared for life.
I. INTRODUCTION:
Hello there once again! I hope you have learned a lot of things
about yourself. Maybe right now you’re thinking about the
other things that you want to develop. If you are thinking that
way, you’re on the right path onto your journey towards
personal development. So, buckle up and learn some more!
Let’s go!
Having learned the various changes that take place in your body during
adolescence may have aid you in understanding better your own mental processes
and bodily and psychological responses regarding each of your developmental
experiences. You have also learned the various challenges that this developmental
stage poses to you as a teenager and how to effectively deal with such changes. Now,
you will learn the various developmental tasks in adolescence.
KEY CONCEPT
Read me!
Growing up is never easy. You need to master various developmental tasks to
cope with challenges and to prepare yourself for the next developmental stage. According
to Robert Havighurst, one of the pioneers in human development studies, these
developmental tasks refer to the specific knowledge, skills, attitudes, and functions that a
person needs to acquire and, in turn, be able to demonstrate at particular periods in his
or her life. Knowing these tasks is very useful. They are your guide to know what is
expected of you. They show you the things that you will encounter in the next stage. Thus,
you become motivated to do what society expects you to.
In this module, we will focus on the developmental tasks during adolescence. Havighurst's
developmental tasks during adolescence will be the focus of this module. These tasks
are as follows: (1) achieving new and more mature relations with age mates of both sexes;
(2) achieving a masculine or feminine social role; (3) accepting one's physique and using
one's body effectively; (4) achieving emotional independence from parents and other
adults; (5) preparing for marriage and family life; (6) preparing for an economic career;
(7) acquiring a set of values and an ethical system as a guide to behavior-developing
ideology; and (8) desiring, accepting, and achieving socially responsible behavior
These developmental tasks are mastered by teenagers in a sequential order, following

three stages in the adolescence period, namely: early adolescence, middle adolescence,
and late adolescence (Kimmel and Weiner, 1995). Early adolescence happens when you
are 12-13 years old. At this stage, you experience rapid growth and various changes.
Your primary developmental task at this stage involves adapting to biological and mental
development. An adolescent need to accept one's physique and use one’s body
effectively. As you are still awkward with your body due to rapid physical changes that
take place at this stage, you have to embrace the fact that you are physically maturing
already and know how to take care of your body. Also at this stage, you have to accept
the fact that you are already sexually capable of reproduction. This acceptance will help
you start to think more responsibly of your body. Knowing that hormonal changes
increase your sexual desire will aid you to understand that this is part of your growth;
however, it does not mean that you have to succumb to it. Also, you need to be
comfortable with the way you look. Accepting these facts imply that you experience less
emotional tension and learn ways to handle challenges, as you grow more comfortably in
this developmental stage.
In middle adolescence, which is around 14-16 years old, the primary tasks of a teenager
are achieving new and more mature relations with age mates of both sexes, achieving a
masculine or feminine social role, and achieving emotional independence from parents
and other adults. Your mastery of these tasks suggests that you need to be physically
self-reliant and psychologically independent from your parents, which is not that easy.
Still, you need to put away your childish ways and start doing things by yourself. However,
you need not be shy to ask for help with things that you cannot do by yourself. Being self-
reliant and independent does not happen overnight; you need the support of significant
persons in your life to be so. Mastering this developmental task means hard work and
patience; yet, you have to always remember that you can do it!
Further, another task during the middle adolescence stage is becoming settings and more
capable of establishing intimate relationships. You now enjoy going to school more
because of your friends. You can ask the support of your friends to nep your problems.
The ups and downs of adolescence are more meaningful when shared with people who
care for you. However, you should only disclose things about yourself with persons whom
truly trust. At this stage, rejection and peer pressure may be inevitable. Hence, you should
learn to conform to social demands without sacrificing your own identity.
One of the exciting features of teenage years is the attraction that you feel to another
person. You tend to have crushes, and you discover that dating is usually a fun activity.
However, one developmental task important at this stage is learning to handle
heterosexual relationships, dating, and sexuality. This means that you are challenged to
be careful in handling your relationships, particularly heterosexual intimacy. Teenage
pregnancies are now becoming more common than before.
At this stage, even though you may still get bothered with your physical appearance and
your capabilities, you are also more concerned with knowing who you are, not only as a
person who can do things independently but also as a person who is interdependent. This
personal realization suggests that you can work just by yourself, as well as living
harmoniously with others.
The third stage (during adolescence) is late adolescence, which is when you are roughly
17 years old. This continues until you have shown a sense of consistency in your personal
identity in relation to the people around you, and you have begun to form some fairly
definite social roles, value systems, and life goals (Kimmel and Weiner, 1995). At this
stage, you should have already formed attitudes. learned skills, and established
relationships that will give you bases of ascertaining what kind of a person you are or
what kind of life you want to lead. Late adolescents should be focused on planning and
preparing for marriage and family life, on preparing for an economic career, on
acquiring set of values and an ethical system as a guide to behavior or ideology, and on
desiring and socially responsible behavior.
Yes, growing up has never been easy. Yes, adolescence is full of challenges because it
is a stage of “becoming” rather than of “being.” So you need to work hard to master these
developmental tasks by maintaining a positive attitude toward the changes you go
through. Convert each difficulty into opportunities to learn and grow! Be firm with your
resolve that you are a good person! Be brave to improve the things that you can and
embrace the things that you cannot.
Adolescents in the 21st Century
There are a lot of factors that shape today's adolescents. Social development has effects
on your personality. Personality and behavioral factors, which are prominently noticed
about adolescents of this generation, may have already been present before, but they
have been emphasized by modern social developments, such as the culture of “instant
results," value placed on materialism, technology, and family structure.
Your parents and grandparents lived in a world characterized by a culture of hard work.
To illustrate this, imagine cooking sinampalukang manok. Before, your parents and
grandparents needed to pick tamarind fruits from the tree, wash them, and then boil them
until they are soft. After which, they ground the tamarind using their hands before mixing
it with the chick ingredients. Today, we just pick out a brand of ready-to-cook tamarind
mix, mix it with the me and serve it! We also have instant mami noodles, instant coffee
mix, and instant sauces. You have fast food outlets, microwave ovens, computers,
gadgets, internet, e-books, and other gadgets that make things easier and more
accessible. With all these technological developments, adolescents are less likely to be
as patient and productive as their parents and grandparents. They are so accustomed to
having what they want right away that delaying gratification may be a farfetched idea.
Thus, you sometimes feel bad when you do not get what has been promised to you.
The culture of instant results can also be observed in today's courtship rituals. As a result
of advancements in telecommunications, today's Romeos and Juliets do not write love
letters anymore. instead, they merely text, “I luv u. Tayo na ba?” (I love you. Are we in a
romantic relationship already?") This implies that entering into a romantic relationship is
easy. Yet, adolescents may not value such relationships as they should be. This is seen
in the typical duration of romantic relationships nowadays. Before, romantic relationships
last for 7-10 years before. moving on the next one. Now, some relationships just end after
a few days.
Materialism characterizes the youth today. Observe your reactions when driving his or
her own car. Are you not admiring that person? Are you not envious of him or her? How
do you feel when you see your classmate using the latest gadget? Do you now have the
urge to borrow it from him or her and try to use it? How do you react when you see a
classmate dressed very well in a party? Do you not want to ask where he or she bought
such fine clothes or ask how much they cost? These material possessions become status
symbols for adolescents nowadays. Status symbols, according to Hurlock (1982), are
prestige symbols that tell others that the owner is of higher status (e.g., in socioeconomic
and in achievements) than other people. These symbols become the bases of their
security, of being accepted, and of their personality. However, being materialistic results
in prioritizing image rather than working on one's inner beauty and holistic value as a
person. Also, self-respect and respect of others may not be deeply rooted but only
selective and shallow.
Modern teenagers are described as digital natives, who are tech-savvy, capable of easily
accessing information, and capable of multitasking. Technology has brought knowledge
to our fingertips. In just one click, information about a topic that we want to know is given
to us. However, because you can access everything on the internet, you can easily
discover things that you are still not ready for, such as pornography. According to
Catherine Wood, founder and president of Relationships under Construction,
pornography destroys the person and the family, and it can be accessed freely on the
internet. Also, technology can distract today's learners. Although social media bring family
members closer to each other, teenagers may get distracted from studying their
lessons well. There are various online games, which some teenagers can get addicted
to. When young people get hooked to playing online games and the internet, they think
and learn school lessons differently.
An equally important factor that contributed to the shaping of the personality of today's
adolescents is family structure. Before, mothers could still stay at home and take care of
the children, while fathers work to financially support their families. However, in today's
generation, both parents usually need to work and help each other to earn. The cost of
living nowadays is very high, and your parents spend much in sending you to a good
school. To be able to give you what you want and to help you realize your goals in life,
both your parents need to work hard. Consequently, they have lesser time to be with you
and guide you as you grow. With the social pressure that you have to deal with, you may
sometimes feel alone because they may come home late in the evening already. Thus,
to fill your need for belonging and attention, you usually turn to your peers. As a
consequence, you may engage in romantic relationships earlier, which may lead to
premarital sex and teenage pregnancy.
Also, you may be tempted to abuse the freedom you have when your parents are not
around. You may also feel neglected by your parents because you see them very
infrequently because of their busy work schedules. Hence, you may feel sad and angry,
and you sometimes rebel against the rules and regulations set by your parents. You
misinterpret their ways of correcting your mistakes as being too imposing and too strict.
Alarmingly, many adolescents do not realize that they play an integral role in the family.
In your family, your parents depend on you to fulfill your responsibilities and obligations.
Doing so will help you realize your life goals.
Are You a Responsible Person?
Now that you are more aware of the developmental tasks of the stages in adolescence,
you are guided on how people expect you to think, feel, and behave. You also know the
various factors that may have contributed to shaping today's adolescents and how they
affect your attitudes a behavior. Such factors may be uncontrollable and inevitable to
occur at this stage in your life. However, their influence on your personality will mainly
depend on how you take charge. Taking charge or assuming responsibility is the ability
to choose your own responses (Covey, 2004) to encountered circumstances. It is taking
ownership or accountability of your behaviors, without making excuses or blaming others

for your mistakes. You have to remember that successful persons take full responsibility
of their actions. In doing so, they take charge to realize their goals, they act with motivation
and determination, and they correct their mistakes to stay on track of their goals.
Now, heed this call for responsibility! Start looking into yourself and work on these building
blocks of responsibility (Feiden, 1991). We want to see you successful someday.
1. A strong sense of self-esteem. According to Feiden (1991), the most important

building block of responsibility is high self-esteem, which should be a positive belief in
oneself.
2. The capacity for empathy. It is the ability to put oneself in another's shoes, understand
what he or she is going through. It is an ingredient in being responsible because it is
a foundation of your concept of what is right and wrong, you understand your actions
affect others, and a basis of your awareness of the consequences of your actions.
3. Knowing right from wrong. Being responsible means abiding with what is right and
avoiding what is wrong. Taking accountability for your actions means facing the
consequences of your actions.
4. Developing good judgment. Your ability to make good decisions make you rooted to
integrity and strong personal values. Hence, you are not easily swayed to do things
that you do not like doing. Even when your peers tease you as being a “square” or
“KJ” when you say that you do not smoke, you still hold your ground because you
know the effects of your actions.

The next activity is on page 6 of the answer sheet. After answering this activity
proceed to the reflection on the answer sheet on page 7.
Module No. 1.4.: The Challenges in Middle and Late Adolescence

Time Frame: 1 week
a. Discuss that facing the challenges during adolescence may be able to clarify and manage
the demands of teen years.
b. Express my feelings on the expectations of the significant people around me
(parents, siblings, friends, teachers, community leaders).
c. Make affirmations that help me become more lovable and capable as an adolescent.
I. INTRODUCTION:
Hello there! This might be the last stop for our journey
towards knowing yourself, but there are still things that
we need to know. At this point, we are going to explore
the challenges that you might experience in adolescence.
Let’s go!
KEY CONCEPT
Read me!
What causes risky behaviors? Santrock (2012) cited the biopsychosocial approach in
emphasizing that biological, psychological, and social factors interplay and contribute to
create problems that you need to overcome during adolescence.
Biological or physical factors such as genes, puberty, hormones, and brain development
cause challenges that adolescents need to face. Hormonal changes that teenagers go
through during puberty challenges that adolescents need to face. Hormonal changes that
teenagers go through a have been linked to higher rates of depression and heightened
sex drives the prefrontal cortex after amygdala has been linked to risk-taking behaviors
and sexual experimentation (Casey et al., 2011). While the prefrontal cortex is still
developing, your brain may not be able to process what you feel and control your actions.
This mental inability in turn, may cause problems.
One of the most difficult challenges that you encounter as a

teenager is finding a sense of identity. Successful formation
of your identity will lead to healthy academic, social, and
psychological functioning. Adjustments to the various
changes being experienced in this stage are facilitated by
having a more coherent individuality, which becomes a buffer
to difficult or painful experiences. The absence of concrete
self-identity causes heightened emotionality that usually causes problems. Hence, you
get irritated and have mood swings easily. Sometimes, mood swings become too erratic
and negative, resulting in relationship and other related problems. Your views about your
experiences get affected by your feelings, leading to difficulties in understanding them. If
you have become used to getting what you want, then self-control may become an issue.
If self-control is not mastered, concerns regarding drug abuse, computer gaming, and
other delinquent behaviors may emerge. Low conscientiousness has been associated
with drug abuse and behavior problems (Anderson et al., 2007). Further, your decisions
can be influenced by your emotions; hence, you become less objective, and your actions
may not be effective.
There are social factors that contribute to the emergence of an adolescent. These factors
include the family, peers, school, socioeconomic status, and immediate environment.
During adolescence, you spend more time with your peers, which may have negative
effects on your attitudes and behavior. Rejection may cause depression if not handled
well. Hanging out with friends who have negative attitudes has a big influence on your
personality development. For example, going out with friends who smoke and drink
alcoholic beverages entails a greater possibility of you having the same unhealthy habits.
Also, your friends may tell you to just cut your classes to go malling. Similarly, you
encounter difficulties when you do not have friends or cannot get along well with your
classmates. Moreover, engaging in romantic relationships poses challenges to
teenagers. Nowadays, adolescents start romantic relationships at an earlier age and thus
suffer various consequences. Rejection causes low self-esteem, which leads teenagers
to engage in activities that put their health and dignity at risk. For example, an adolescent
girl with low self-esteem goes out with any boy just to prove to herself that she is beautiful.
She engages in risky behaviors, such as drinking alcohol and smoking to look cool and
popular. She does what her dates would want her to do because she is afraid of being
dumped. This proves that early dating is linked to substance abuse, and that unsuccessful
romantic relationships lead to depression (Connolly and McIsaac, 2009).
Further, teenagers who drop out from school are more prone to drug addiction and other
delinquent activities. Also, there are studies that prove that poverty is linked to many
problems that adolescents are vulnerable to (Santiago et al., 2011). Adolescents who live
in an unhealthy environment are in higher risk for developing problems (Chen et al.,
2011). Moreover, adolescents who came from non-intact families due to non-marriage,
separation, parent(s) working abroad, and death usually experience problems.
Pitfalls and Challenges of Adolescents
At this point, you will learn about some of the common pitfalls and challenges that
adolescents encounter, namely, using and abusing drugs, being addicted to computer
games, running away from home, being sexually promiscuous, becoming a teenage
parent, and being depressed and committing suicide.
The use of drugs is often due to peer pressure. Sequentially, it starts with drinking
alcoholic beverages, smoking cigarettes, smoking marijuana, and eventually using or
abusing other illegal drugs. This means that the more your friends use illegal drugs, the
more likely you become involved with drugs.
Computer gaming is really a popular recreational activity. Adolescents get hooked to them
not only because they are fun but also because these games provide opportunities for
adolescents to express what they feel, create their own world, and, most importantly, find
their identity in the characters in the game. However, because adolescents have created
their own world in the game, they are sometimes unable to distinguish reality from the
virtual one. Computer game addicts neglect time orientation because they are virtually
living inside the electronic world. It is not uncommon to observe some adolescents stay
awake the whole night just playing games. They come so engrossed with this virtual world
that they even sometimes forget to take a bath or brush their teeth before attending their
classes. The more some adolescents feel pressured at home and in school, the more
they find themselves in front of their computers. Their truancy is rampant because they
prefer to stay in computer shops rather than learn their lessons. As a consequence, they
may fail in their subjects.
Some teenagers today run away from home for different reasons. Their reasons range
from their parents hurting them physically, feeling unhappy at home, to using it as a
means to get what they want. There are different reasons why teenagers run away.
According to Kimmel and Weiner (1995), runaways who anticipate to finding something
pleasant at home return home sooner and manifest that they are less traumatized than
those who run away from something unpleasant, such as being physically hurt or violated
at home.
As teenagers normally experience heightened sexual desire, due to hormonal changes

that occur in their body during this stage, they try to engage in sexual activities and sexual
explorations accentuated by the prodding of their peers. Based on data from the
Department of Health (DOH) on the transmission of the human immunodeficiency virus
(HIV) (2014), the most number of persons who become infected with HIV are teenagers.
As a result, teenage pregnancy becomes rampant nowadays. Combined with social

media which expose sexual exploitations, teenage pregnancies have increased. At this
stage, teenagers have yet to master life skills relevant to being responsible in raising
children.
Another challenge that you may encounter is depression. According to the Diagnostic and
Statistical Manual of Mental Disorders, fifth edition (DSM 5 ed.), at least five of the nine |
symptoms represent a change in the individual's functioning (observed during a two-week
period): (1) depressed mood; (2) markedly diminished interest or pleasure in all, or almost
all, activities; (3) significant weight loss or weight gain, or decrease or increase in
appetite; (4) insomnia or hypersomnia; (5) psychomotor agitation or retardation; (6)
fatigue or loss of energy; (7) feelings of worthlessness or excessive or inappropriate guilt;
(8) diminished ability to think or concentrate, or indecisiveness, and (9) recurrent thoughts
of death, recurrent suicidal ideation without a specific plan, or a suicide attempt or a
specific plan for committing suicide. High rates of depression may be accounted to
heightened emotionality of adolescents.
Suicide is usually associated with depression. It is closely related with a sense of

hopelessness, low self-esteem, and high self-blame (O'Donnell et al., 2004). Reasons for
committing suicide have changed significantly. In the past, an individual had serious
reasons before he or she can contemplate committing suicide, such as being a rape
victim, being left behind by a lover, and experiencing multiple life stressors. Nowadays,
however, reasons for attempting and committing suicide have become less serious, such
as being reprimanded by parents, having his or her request denied, and having his or her
gadget taken away. Alarmingly, the rate of suicide has increased in the past years.
Knowing these pitfalls and challenges will help you avoid being trapped to difficult
situations However, teenagers sometimes unknowingly put themselves in these
situations mainly home of their inability to express their feelings or emotions especially
those toward the expectations of significant others from them. To learn more on how to
express your feelings or emotions, perform the activity that follows.
Strategies to cope with Challenges
The challenges that you normally face may be stressful and painful. Although you have
the capability to handle them, everyday stress and pressures may still cause some strain
in your psychological well-being. To be able to cope well and make sure to emerge in this
journey victoriously, here are some strategies that may help you do so (Sevilla, 2000).
1. Learn to accept what you feel. When you feel sad, angry, or envious, you need to
embrace these feelings because they are real emotions. They are only reflective of
who you are-a human being. Accepting your feelings means allowing yourself to feel
and express them. This means that you acknowledge what you feel. This also helps
in understanding the feeling, which is oftentimes rooted in childhood experiences and
triggered by similar situations that may or may not be connected to each other. You
can choose ways not only on how to express your feelings, but on how you
acknowledge them as well. Trying to understand your feelings will give you a venue
to study your experience and express feelings in a more socially accepted manner.
2. Identify your vulnerabilities. Knowing when you feel intense emotions is important
to acknowledge. For example, you know that you get irritated when your mother
speaks to you as if you were a young child. You have told her about your feeling when
she does this, but she still would not listen. Acknowledging that you feel negatively
about her manner of talking to you would help you to think of ways to handle it. Also,
it is beneficial when you know the warning signs or red flags of your emotions because
they tell you when to walk away or let go before you do or say things that you will just
regret later on. For example, you have noticed that before you flare up in anger, you
first feel your face getting hot, your knees trembling, and your heart pounding very
fast. The next time you feel anger and you see these signs; you excuse yourself from
the discussion and walk away.
3. Develop your talents and interests. Attaining positive self-esteem helps boost
your psychological well-being. You can do this when you exert efforts to develop your
talents and interests. Doing so needs patience and perseverance, because mastering
skills and honing talents do not happen overnight. Further, confidence is not simply
gained by just believing you have it; rather, you see yourself growing with confidence
when you have enhanced your competencies, seen the things that you can do, and
figured out how far you can go. Know your interests or things that you enjoy doing.
Engaging in sports may divert your attention from the challenges of life and will prevent
you from feeding your negative thoughts. Negative thoughts when nursed and
nourished become monstrously unhealthy.
4. Become more involved with others. Happy people do not just live for themselves and
do not think of themselves alone. They attain happiness through helping others and
sharing what they have with others. They express fulfillment when they have shared
with and helped others. Involvement with others allows you to appreciate what you
have and gives you lesser time to think of what you do not have.
5. Seek help when needed. Asking for help is as beneficial as helping others. Many
adolescents are shy and hesitant to ask for help because they feel that they only add
weight to the problems of others when they do. Also, they think that they would look
silly when they ask for help. However, you should know that a teenager still has to
learn a lot of ways of being effective and psychologically healthy. As adolescence is
a transition from childhood to adulthood, you are still not used to solve problems alone.
Thus, asking for help or assistance is a measure to prevent things from being
complicated or getting worse. You may ask help from any trusted adult such as a
parent, a teacher, and a guidance counselor.

INTEGRATION
Dear Mom and Dad
This activity aims to help you express your thoughts and feelings to authority
figures such as your parents. Expressing your feelings is important, especially in
situations when you feel pressured due to high expectations.
Instructions:
1. Think of an expectation about you that your parents expressed recently wherein you
felt really pressured. For example, your parent said, “I know you can still do better in
your academic work."
2. Recall what you were thinking and feeling at that time. Remember what you wanted
to say to them.
3. Write a letter to your parents about this particular expectation on you. You can choose
to follow this sequence:
a. Your thoughts and feelings about what your parents said
b. How the expectation affects you
c. How you understand your parent's side of the story
d. What you can do to meet your parent's expectation
e. What support you need from them.
Great job! We are finally done with the module! I hope

you enjoyed your first avenue towards your journey into
Personal development! If you have questions, you can
ask me through my Messenger account Ronrie Untay
Constantino or text/call me through +639752496178.
See you in our next journey! May god bless you
Prepared by: Ronrie U. Constantino
PERDEV 11 Instructor

Saint Columban College: Student'S Learning Module

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PERSONAL DEVELOPMENT 1

Saint Columban College

Student’s Name: ________________________ Date: ____________________

Content Standard: The learners demonstrate an understanding of…

Performance Standard: The learners shall be able to...

Learning Competencies: The learners...

Module No. 1.1: Knowing Oneself Time Frame: 1 week

Panagdait sa Diyos ug sa tanang kabuhatan! I will

Materials: Crayons or markers, activity sheet Instructions:

Known to Self Unknown to Self

OPEN BLIND SPOT

Known to Self Unknown to

Known to Others BLIND

Identifying Your Strengths and Weaknesses

Remember that it is in understanding yourself that you become more capable of

The Importance of Valuing One’s Self

We come to value ourselves more as we understand

• Able • Dignified • Introverted • Powerful • Shy

• Typically a person’s most prevalent or • Subconscious characteristics, or

• Characteristics that are not externally • Irrelevant characteristics

Hey there! Here I am again. I hope you have learned something

A. Transition/ Linking Statements:

Physical or Physiological Changes and their Implications

However, as the cognitive apparatuses develop, teenagers become more capable of

Psychological or Emotional Changes and

As a transition period, adolescence has often been described as a

Social Changes during Adolescence

Moral/Spiritual Changes and Their Implications

• What are your experiences that support such thoughts?

• What are your experiences that disprove them?

• Are you confusing facts with your thoughts?

• Are you expecting yourself to be perfect?

Great job! After studying the concept notes, let’s try to

Materials: Pens, activity sheet

Module No. 1.3: Developmental Stages in Middle and Late Adolescence

These developmental tasks are mastered by teenagers in a sequential order, following

Adolescents in the 21st Century

Are You a Responsible Person?

ownership or accountability of your behaviors, without making excuses or blaming others

1. A strong sense of self-esteem. According to Feiden (1991), the most important

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Module No. 1.4.: The Challenges in Middle and Late Adolescence

One of the most difficult challenges that you encounter as a

Pitfalls and Challenges of Adolescents

As teenagers normally experience heightened sexual desire, due to hormonal changes

As a result, teenage pregnancy becomes rampant nowadays. Combined with social

Suicide is usually associated with depression. It is closely related with a sense of

Strategies to cope with Challenges

Great job! After studying the concept notes, let’s try to

Dear Mom and Dad

Great job! We are finally done with the module! I hope

Prepared by: Ronrie U. Constantino

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