Personal Development (2ndsem)

NOTRE DAME OF TRECE MARTIREZ
MODULE 1: PERSONAL DEVELOPMENT

3RD QUARTER
PERSONAL DEVELOPMENT OBJECTIVES
By the end of the module the students will:
1. Identify their values, skills, and personal strengths and weaknesses

2. Link personal values to their daily lives
3. Identify goals
4. Make a plan to reach their goals
5. Appreciate different learning styles and identify different learning strategies.
MODULE INTRODUCTION
Personal development is a lifetime process marked by laughter, sweat, and tears. It is the
journey of an individual toward self-discovery and self-acceptance. During the adolescent stage
of human development, the individual finds him or herself at a vulnerable spot, which requires
great patience in order for him or her to understand the movement and changes happening
inside and outside a person. Adolescence is the time of discovery and experimentation that
brings joy and freedom to the person. It is the time in our life when we discover, mold, and
chisel our identity that we will bring to the future.
Personal development, being a lifetime process as well as a subject in high school,

should be understood from the bigger context of one‟s development as a person. While the
objective of personal development as an academic subject is to help clarify one‟s career path to
success, the more important facet of personal development is realizing one‟s fullest potentials as
a person. If achieved, this is more than enough to declare one‟s success in life.
This module, therefore, should be seen as a tool in fulfilling one‟s potentials.

Psychological and sociological theories are presented to enable the student to understand the
roots and reasons why persons act, think, and feel the way they do, and these need not be
memorized as this is not about psychology alone. This module focuses on what is relevant to the
Filipino adolescents in general; grants them sufficient knowledge and skills that will help them
understand themselves and their environment; and equip, empower and embolden them as they
progress from adolescence to young adulthood. This module is an aid to the process that the
Filipino adolescent will take through many self-reflections, group discussions and sharing,
journal writing, role playing, video viewing, research work and many more activities that will help
unravel the gem that is within them.
To our senior high school students, may you discover and create the best version of the
person you want to become. We will celebrate and cheer for you as you go through your life
journey.
MODULE OVERVIEW
3rd Quarter
LESSON 1: (Week 1)
 Introduction to Personal Development
LESSON 2: (Week 2)
 Knowing Oneself
LESSON 3: (Week 3)
 Developing the Whole Person
LESSON 4: (Week 4)
 Development Stages in Middle and Late Adolescence
LESSON 5: (Week 5)
 The Challenges of Middle and Late Adolescence
LESSON 6: (Week 6)
 Coping with Stress in Middle and Late Adolescence
4th Quarter
LESSON 7: (Week 1)
 Mental Health and Well-Being in Middle and Late Adolescence
LESSON 8: (Week 2)
 Emotional Intelligence
LESSON 9: (Week 3)
 Personal Relationship
LESSON 10: (Week 4)
 Social Relationships in Middle and Late Adolescence
LESSON 11: (Week 5)
 Understanding Conflict
LESSON 12: (Week 6)
 Career Pathways
REFERENCE:
RBS Personal Development

First Edition
Ricardo Rubio Santos
Objectives:
At the end of this lesson, the student should be able to:
1. Understand and explain in his or her own words what personal development is;
2. Relate the concept of personal development in his or her own experiences as an
adolescent; and
3. Express his or her spiritual and religious beliefs and how these influence his or
her personal development
LESSON 1: INTRODUCTION TO PERSONAL DEVELOPMENT
HUMAN DEVELOPMENT AND PERSONAL DEVELOPMENT
Developmental scientists identified the three aspects or domains of human

development as (Papalia and Feldman 2021):
1. Physical development, which covers the growth of the body and the brain,
motor and sensory skills, and even physical health;
2. Cognitive development, which covers our capacity to learn, to speak, to
understand, to reason, and to create; and
3. Psychosocial development, which includes our social interactions with other
people, our emotions, attitudes, self-identity, personality, beliefs, and values.
While human development covers the whole lifespan of human existence in relation to
the three domains, personal development is one‟s own development and growth within
the context of the three aspects of human development. Human development is also
influenced by:
 Heredity or the inborn traits passed on by the generations of offspring from

both sides of the biological parents‟ families.
 Environment is the world outside of ourselves and the experiences that result
from our contact and interaction with this external world; and
 Maturation is the natural progression of the brain and the body that affects the
cognitive, psychological and social dimension of a person.
WHAT IS PERSONAL DEVELOPMENT?
Personal development may be defined as a process in which persons reflect upon

themselves, understand who they are, accept what they discover about themselves, and
learn (or unlearn) new sets of values, attitudes, behaviour and thinking skills to reach
their fullest potential as human beings.
Zorka Herford defined personal development as “the process of striving to be the best
that you can be in order to reach and realize your full potential. It is a journey of self-
discovery, self-improvement, and self-realization.”
PSYCHOLOGY AND PERSONAL DEVELOPMENT
Psychology, being the study of human thinking and behaviour, serves as a foundation
for personal development.
PROPONENTS OF HUMANISTIC PSYCHOLOGY:
1. ABRAHAM MASLOW – theorized the five stages of human development based on

a hierarchy of needs, peaking in what he termed as “self-actualization”
2. CARL ROGERS – in his psychotherapy practice, theorized that the “individual has
within himself the capacity and tendency, latent if not evident, to move forward
toward maturity.” (On becoming a Person, p.35)
Martin Seligman and Mihaly Csikszentmihalyi (noted psychologists) realized how

psychology, after the Second War, puts more emphasis in diagnosing, treating, and
preventing psychological disorders and therefore focusing on a disease model of a
human nature. They helped refocus this emphasis of psychology from a disease model
toward what is good and positive about human persons and their desire to achieve their
full potentials.
Positive psychology stresses that human nature has its good and positive strengths, as
well as its inadequacies and weaknesses (Peterson, 2006).
PERSONAL DEVELOPMENT IN ADOLESCENCE
While the personal development falls within the realm of psychology, it cannot be
detached from the development of the brain and the rest of the physical body.
Adolescence – is the transition period between childhood and early adulthood. It is

widely believed to be between ages 11 or 12, and lasting to about 18 years of age.
In the Philippine context, authors Corpuz, Lucas, Borabo and Lucido (2010) defined the
three stages of adolescence as:
 Early adolescence – between 10 and 13 years of age

 Middle adolescence – between 14 and 16 years of age
 Late adolescence – between 17 and 20 years of age
Adolescence starts with the biological changes called puberty. The physical body
undergoes growth spurts at this time, for both male and female, leading toward physical
maturity.
Biological changes bring:
1. Cognitive changes – thinking and reasoning

2. Affective changes – feelings and emotions
The child, who has reached adolescence, is now capable of reasoning about abstract
concepts and problems (Piaget). This is also the stage when they begin to ask questions
about their identity, become more inquisitive about philosophy, religion, and politics.
GRADE LEVEL: 12 WEEK 1

SUBJECT: PERSONAL DEVELOPMENT 3rdQUARTER
TOPIC: Introduction to Personal Development LESSON: 1
NAME:___________________________________________ STRAND/SECTION:________________________
ACTIVITY 1.
DIRECTIONS: Read each question carefully and answer what is being asked.
1. In Maslow‟s Hierarchy of Needs, where do you find yourself? What needs are
being met? What needs are not yet being met? What do you have to do to fulfil
your needs to that you can move closer toward self-actualization?
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2. What are your personal experiences as an adolescent in terms of the way you
think, reason, feel and the way you express yourself?
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ACTIVITY 2.
DIRECTIONS: Read each question carefully and encircle the letter that best describe the
answer.
1. Which of the following does not consider as the aspect or domain of human
development (as Papalia and Feldman 2012)?
a. Environmental
b. Cognitive
c. Physical
d. Psychosocial
2. It is the inborn traits passed on by the generations of offsprings from both sides
of the biological parents‟ families.
a. Attitudes
b. Behaviour
c. Heredity
d. Heritage
3. What do we call to the process of reflecting upon oneself, understand who they
are, discover about oneself and learn/unlearn sets of values, attitudes, behaviour
and thinking skills to reach his/her self-actualization?
a. Maturity
b. Self-realization
c. Progress
d. Personal development
4. Which of the following sequence is correct?
a. Physiological, Safety, Esteem, Love/Belonging, Self actualization
b. Self-actualization, Physiological, Safety, Love/Belonging, Esteem
c. Physiological, Safety, Love/Belonging, Esteem, Self-actualization
d. Love/Belonging, Physiological, Esteem, Self-actualization, Safety
5. What do we call when the body of an individual undergoes growth spurts and
has its biological changes?
a. Birth
b. Adolescence
c. Puberty
d. Aged
6. TRUE or FALSE:
Physiology serves as a foundation for personal development. ______________
7. TRUE or FALSE:
Martin Seligman and Mihaly Csikszentmihalyi were against to the idea that
Psychology has been a great impact in diagnosing treating and preventing
psychological disorders. ______________
8. TRUE or FALSE:
Cognitive development covers our capacity to learn, to speak, to understand, to
reason and to create. ______________
9. TRUE or FALSE:
Adolescence is the stage where an individual begin to speak and recognized
symbols. ______________
10. TRUE or FALSE:
Human beings have the sole capacity to develop toward maturity and fullness.
______________
Objectives:
At the end of the lesson, the student should be able to:
1. Conduct self-exploration and simple disclosure

2. Explain that knowing oneself can make a person accept his or her strengths and
limitations, and deal with others better;
3. Share his or her unique characteristics, habits and experiences
LESSON 2: KNOWING ONESELF
DEFINING THE “SELF”
“SELF” – it is the being, which is the source of a person‟s consciousness. It is the agent
responsible for an individual‟s thoughts and actions.
- The essence of a person: his thoughts, feelings, and actions, experiences, beliefs,
values, principles, and relationships.
- Includes a person‟s life purpose, meaning and aspirations.
- Defined as the cognitive and affective representation of one‟s identity, it is also
defined in terms of human characteristics such as behaviour and thought.
PERSONALITY
“PERSONALITY” – is referred to as the set of behaviours, feelings, thoughts and motives

that identifies an individual.
- The essence of who we are and is the embodiment of one‟s physical,

psychological, cognitive, affective, and spiritual self.
Gordon Allport defines personality as “a pattern of habits, attitudes, and traits that
determine an individual‟s characteristics, behaviour and traits (Sanchez, Abad, and Jao
2021).
NATURE, NURTURE, AND PERSONALITY
Personality is influenced by:
1. Nature (heredity or genetic make-up)

2. Nurture (environment)
There is no single gene that creates a trait. It is always a complex combination of genes,
environmental exposure and experiences, and cultural backgrounds.
TRAIT THEORY – is an approach in identifying types of personalities based on certain

traits or attributes, which vary from one person to the other.
 This theory was developed over 60 years, started by D. W. Fiskie (1949) and later
pursued by other researchers including Norman, Smith, Goldberg and McCrae
and Costa.
Psychologists Costa and McRae (1992) developed a categorized scheme that

described personality.
They discovered the existence of five universal and widely agreed upon dimensions of
personality called the BIG FIVE or FIVE-FACTOR MODEL. It uses the acronym, OCEAN.
These are: Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism.
PERSONALITY TRAIT – is a disposition to behave consistently in a particular way while

personality alone is a broader term that comprises of traits, motives, thoughts, self-
concept, and feelings.
THE MYERS-BRIGGS TYPE INDICATOR
Katherine Briggs and Isabel Briggs Myers developed the Myers-Briggs personality based
on four preferences of individuals. These are:
1. E or I (Extraversion or Introversion) – is how an individual prefers to channel his or

her energy when dealing with people, whether it is inward or outward.
2. S or N (Sensing or Intuition) – is how one prefers to process information, whether
through the use of senses such as being able to describe what one sees, or
intuitively like dealing with ideas.
3. T or F (Thinking or Feeling) – is how an individual prefers to make decisions,
either thinking or using logic and analysis, or feeling which uses the cognitive
senses based on values or beliefs.
4. J or P (Judgment or Perception) – how an individual prefers to manage one‟s life,
whether through judging, which means a planned and organized life, versus
perception, which has a more flexible approach to living.

TOPIC: Knowing Oneself LESSON: 2
ACTIVITY 1.
Directions: On the box presented below, draw a symbol or symbols of what represents
your “SELF”. Then give a short description of your illustration below.
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ACTIVITY 2.
Directions: Write your thoughts and feelings about what you have discovered about
your “self”, your personality and personality traits, and your reflection regarding the
questions, “Who am I?”
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PERFORMANCE TASK (LESSON 1&2).
Based on the Big Five, list your own strengths and limitations. Then answer the question
given below.
STRENGTHS LIMITATIONS
Explain how these strengths and limitations will help you to develop toward
maturity and fullness.
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Objectives:
1. Discuss the relationship among physiological, cognitive, psychological,

spiritual, and social development to understand his or her thoughts, feelings
and behaviour;
2. Evaluate his or her thoughts, feelings and behaviour
LESSON 3: DEVELOPING THE WHOLE PERSON
WHAT IS HOLISTIC DEVELOPMENT?
The key phrase that you have to pay attention to is whole person –
emphasizing the complete aspects of a person or his totality.
THE VARIOUS ASPECTS OF HOLISTIC DEVELOPMENT OF PERSONS
Five aspects come to mind when we consider a human person and what various
aspects make up this complex organism:
 Physiological – or the physical attributes including the five physical senses

 Cognitive – or the intellectual functions of the mind: thinking, recognizing,
reasoning, analysing, projecting, synthesizing, recalling and assessing.
 Psychological – or how thinking, feeling, and behaving interact and happen in a
person.
 Social – or the manner by which an individual interacts with other individuals or
groups of individuals; and
 Spiritual – or the attribute of a person‟s consciousness and beliefs, including the
values and virtues that guide and put meaning into a person‟s life.
FEELINGS AND EMOTIONS
Feelings, moods and emotions do not exactly mean one and the same.
PAUL EKMAN (University of California) – identified sex basic emotions that human
beings experience:
1. Happiness
2. Sadness
3. Fear
4. Anger
5. Surprise
6. Disgust
Emotion is taken from the Latin verb, movare, which means to move or be upset or
agitated.
 It is defined by Smith (1973) as a descriptive term referring to variations in level

of arousal, affective state or mood, expressive movements, and attitudes.
Are feelings the same as emotions?
 According to Dr. Damasio, from a neuro-scientific approach, feelings arises from

the brain as it interprets an emotion, which is usually caused by physical
sensations experienced by the body as a reaction to a certain external stimulus.
(An example of this would be the emotion of being afraid, which produces a
feeling of fear).
ATTITUDES – are a person‟s thoughts, feelings, and emotions about another person,
object, idea, behaviour or situation.
 It is also a result of a person‟s evaluation of an experience with another person,

object, idea, behaviour or situation based on his or her belief systems.
BEHAVIOR – is a manifestation or acting out of the attitudes an individual has.
VALUES AND VIRTUES
At the core of every person lies a system of beliefs that adheres to the highest ideals of
human existence. These ideals create meaning and purpose in a person‟s life. These
ideals are called values.
Values – are usually nouns, this refers to the human values that transcend culture and
race.
Robert L. Dilenschneider, founder of Dilenschneider Group titled Five Core Values for
the Workplace:
1. Integrity 4. Perseverance
2. Accountability 5. Discipline
3. Diligence
Shalom H. Schwartz, a psychologist and cross cultural researcher conducted a research
which covered many different peoples and cultures to identify the ten common values
people have regardless of their racial and cultural backgrounds. Here are the Ten Basic
Values:
1. Self-Direction 6. Security
2. Stimulation 7. Conformity
3. Hedonism 8. Tradition
4. Achievement 9. Benevolence
5. Power 10. Universalism
The motivational goals that characterize the ten values he identified were:
1. Openness to change 3. Self-enhancement

2. Self-transcendence 4. Conservation
Virtues – are adjectives that describe positive and desirable qualities which usually
mirror a value it represents.
Here are some examples:
VALUES VIRTUES
Peace Peaceful. Calm
Integrity Reputable, Responsible, Believable, Honest, Trustworthy
Love Loving, Caring, Compassionate, Gentle, Affectionate

Values are usually reflected through these virtues, which in turn become eminent in the
attitude and behaviour of a person.

TOPIC: Developing the Whole Person LESSON: 3
ACTIVITY 1.
Directions: Answer the following questions.
1. As an adolescent, which if the five aspects are you having most difficulty with?
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2. How do your feelings and emotions affect the way you think and behave? Cite
some personal examples.
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3. Describe the difference between emotion and feeling.
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ACTIVITY 2.
Directions: Read each item carefully. Choose the answer on the box provided.
1. This is considered as the complete aspects of a person or his totality.

________________
2. There are five aspects of development of persons are physiological, cognitive,
psychological, spiritual and ________________.
3. Who identified six basic emotions that human beings experience? ________________
4. What does the term “morave” means? ________________
5. It is a manifestation or acting out of the attitudes an individual has.
________________
(Social) (to move or be upset) (Paul Ekman) (Dr. Antonio R. Damasio)
(Behavior) (Attitudes) (Whole Person) (to response)

Objectives:
1. Classify various developmental tasks according to developmental stage;

2. Evaluate one‟s development in comparison with persons of the same age group;
and
3. List ways on how to become a responsible adolescent prepared for adult life.
LESSON 4: DEVELOPMENT STAGES IN MIDDLE AND LATE

ADOLESCENCE
ADOLESCENCE – BETWEEN CHILDHOOD AND ADULTHOOD
The ages during adolescence may be bracketed as follows: (Corpus et al. 2010):
 Early adolescence – ages around 10-13

 Middle adolescence – ages from 14-16
 Late adolescence – ages from 17-20
American psychologists differ slightly with their age definitions of adolescence. Feist
and Rosenberg (2012) pegged early adolescence at age 11 or 12, and late adolescence
at about 18. Hence, in America, a child is usually out of the house by the age 18 because
this is the age on how they define young adulthood.
This age definition of adolescence is not a cut-and-dried rule as some persons mature
ahead of others, or some experience delayed maturity due to many factors like genetics,
environment, or even economic conditions.
ERIKSON’S EIGHT STAGES OF PERSONALITY DEVELOPMENT
Erikson’s eight (8) stages of personality development define each stage of human
development with a crisis or conflict.
 Each crisis or conflict gets resolved or may be left unresolved, resulting in

favourable or unfavourable outcomes.
 In referring to these eight stages of development espoused by Erikson, it is
important to know that the stages are borderless and flowing, not strictly fixed
and definite.
 An adolescent who is experiencing identity issues may also be experiencing
intimacy issues (young adulthood) or may still be struggling with inferiority (of
school age), depending on whether or not they were able to resolve each stage
crisis.
SKILLS AND TASKS APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE
What do Filipino adolescents need to learn in terms of developmental tasks and skills in
order for them to grow into well-rounded young adults?
A study conducted by the Work-Life Center at the Massachusetts Institute of

Technology, titled Raising Teens Project enumerated ten desirable developmental
tasks every adolescent in America should develop:
1. Adjust to sexually maturing bodies and feelings

2. Develop and apply abstract thinking skills
3. Develop and apply a new perspective on human relationships
4. Develop and apply new coping skills in areas such as decision-making, problem
solving and conflict resolution.
5. Identify meaningful moral standards, values, and belief systems
6. Understand and express more complex emotional experiences
7. Form friendships that are mutually close and supportive
8. Establish key aspects of identity
9. Meet the demands of increasingly mature roles and responsibilities.
10. Renegotiate relationships with adults in parenting.
Filipino authors Corpuz et al. (2010) identified similar developmental tasks Filipino
adolescent needs to learn. These are:
1. Developing occupational skills 2. Self-reliance

3. Ability to manage their finances 6. Personal responsibility

4. Social responsibility 7. Positive attitude toward work
5. Mature work orientation
Here is an additional list of developmental skills and tasks a Filipino adolescent
should acquire:
1. Being courageous in standing up and being different from your friends

2. Developing self-esteem
3. Being true to you and avoiding the tendency to please others
4. Learning how media and advertising are trying to influence your thinking and
feelings
5. Becoming aware, critical, and being involved with social issues
6. Embracing a healthy lifestyle
7. Developing your spirituality

TOPIC: Development Stages in Middle and Late Adolescence LESSON: 4
ACTIVITY 1.
Directions: List ways on how you can become a more responsible adolescent and
develop into responsible adults and better person.
HOW CAN I
BECOME A
RESPONSIBLE
ADOLESCENT?
ACTIVITY 2.
Directions: Answer the questions given below.
Which developmental task and skill do you want to develop for yourself? How will you
develop them?
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PERFORMANCE TASK (LESSON 3&4).
Directions: Create a Project Plan. Choose one common responsibility you can do for
your community. Explain as to how it will help you to become a more responsible and
better individual of your community.
PROJECT TITLE:
RESPONSIBILITY:
ACTION TO BE DONE:
HOW WILL YOU BECOME

A BETTER INDIVIDUAL IN
THIS PROJECT?
Objectives:
At the end of the lesson, the student should be able to:
1. Discuss that facing the challenges during adolescence may clarify and manage
the demands of teen years;
2. Express his or her feelings on the expectations of the significant people around
him or her; and
3. Make affirmations that help one become more lovable and capable as an
adolescent.
LESSON 5: THE CHALLENGES OF MIDDLE AND LATE

ADOLESCENCE
CHALLENGES DURING ADOLESCENCE
LIST OF COMMON CHALLENGES NORMAL ADOLESCENTS ENCOUNTER:
1. Attitudes and behaviour toward sexuality and sexual relationships

 Puberty drives the adolescent to experience surges of sexual desires, which often
lead them to experimentation and exploration.
2. Academic concerns
 The role of a student is the primary role of an adolescent who is still in school.
Being a student takes primary importance.
 Many adolescents become problematic with their academic studies, what is most
important is the attitude that they need to embrace when studying.
 Being responsible is called for when dealing with academic challenges.
3. Group belongingness
 An adolescent wants to belong.
 While there is an urge to be independent and autonomous from his family and
parents, there is also an urge to seek a replacement of this support system, this
time in the form of social groupings.
4. Health and nutrition
 A healthy mind and body is what every adolescent should strive for.
 Lack of sleep and poor eating habits often result in disaster.
 Drink plenty of water and have a proper diet
 Long exposures to television and screen gadgets are also unhealthy.
5. Developing or Regaining Self-Esteem
 Adolescents who are creating their self-identity should be objective and balanced
when viewing themselves.
 Being objective means seeing one‟s self as having both strengths and weaknesses
or having positive and negative characteristics.
 Related to self-esteem is one‟s perception of one‟s body type – at this stage they
are very self-conscious, and often view themselves as unattractive, lacking the
kind of physical look that is often dictated by the advertising and the image
business.
6. Roles
 Roles are part of one‟s identity, such as being a son or daughter to your parents,
being a brother or sister to your siblings, being a student in your school, or a
member of your organization.
 Adolescents must learn to integrate all these roles and it should be clear that
these roles are related to the tasks expected of them by others.
 A healthy adolescent whose self-identity is clear and whose roles are integrated
will understand and accept difficulties and hard situation.
7. Parents Working Abroad
 Another social phenomenon experienced by many Filipino families today linked
to poverty are parents who leave their families to work abroad to support the
needs of the families.
8. Career Choice
 The adolescent who is creating identity for himself is faced with an urgent need
to identify what course to take in college and establish a career path for the
future.
9. Material Poverty
 There are many stories about school children and adolescent students who live in
far-flung areas, students who could not go to school because they do not have
money for food and transportation.
10. Relationships
 Maintaining healthy relationship s requires a certain level of maturity. An
adolescent who is still in the process of acquiring maturity may often find
maintaining relationships challenging.
11. Values and Beliefs
 The adolescent is hereby invited to ask themselves these questions in order to
find out what are important to them and their lives: “What will I fight against?” or
“What can I not afford to lose?”, What can I not live without?”.
THREE FILIPINO ADOLESCENTS, THREE HEROES
 GREGORIO DEL PILAR (“Goyong” , “Boy General”)

- Youngest ever to be commissioned as such by the Filipino revolutionary forces
that fought the Spaniards abd the Americans
- Born in Bulacan on November 14, 1875
- Graduated from the Ateneo Municipal de Manila with a
degree in Bachelor of Arts.
- At the age of 20, he joined the revolutionary forces
against the Spaniards headed by Bonifacio.
- He was killed in the batted of Tirad Pass in Ilocus Sur
fighting the American colonialist forces and died on
December 2, 1899 at the age of 24.
 EDGAR JOPSON (“Edjop”)
- born on September 1, 1948 of middle class parents who owned a small grocery
store in Sampaloc, Manila.
- Graduated as the valedictorian of his high school class
- An active student, joining organizations.
- During martial law years under Marcos, he became a
moderate activist. He joined the revolutionary forces of
the underground movement.
- In 1979, he was arrested and tortured in prison. He
managed to escape imprisonment and continued his
underground work.
- In 1982, while eluding arrest, he was gunned down on his way out.
 EFREN PEÑAFLORIDA (“Efren”

- Started an organization called Dynamic Teen
Company comprised of his fellow students to
keep adolescents like him away from trouble
when he was just 16 years old.

TOPIC: The Challenges of Middle and Late Adolescence LESSON: 5
ACTIVITY 1.
Directions: Fill up the blank boxes with your thoughts and feelings about what your
responsibilities and what others expect from you. You may use separate sheet of paper
to fill up this table.
My Roles The Values I Need My Responsibilities What are Expected

to Fulfil My Role Based on My Role of Me Based on My
Effectively Role
A Citizen of the
World and of the
Philippines
A Resident of My
City or Town
A Member of my
Family
A Student
A Friend to
Someone
A Member of a
Group or
Organization
I am a Child of the
Universe
I Am Me
Objectives:
1. Discuss that understanding stress and its source during adolescence may help
in identifying ways to cope and have a healthy life;
2. Identify sources of one‟s stress and illustrate the effects of stress on one‟s
system; and
3. Demonstrate personal ways of coping with stress for healthful living.
LESSON 6: COPING WITH STRESS IN MIDDLE AND LATE

ADOLESCENCE
DEFINING STRESS
STRESS – is defined as a reaction of the mind and body to a stimulus that disturbs the
well-being, state of calm, or equilibrium of a person.
There are several points of view about stress:
1. Stress as Stimulus, Response, and Relational

 Aside from being a reaction (or response), stress is also a stimulus, as well as a
relational condition between persons and the situations they are in.
 As a stimulus, stress is caused by situations that may be life threatening or life
changing, such as separation, moving into a new home, or having a new job.
These situations or events are often called stressors.
 Stress as a response, is the way the body reacts to challenging situations. This
involves the interactions between the hormones, glands, and nervous system
where the adrenal gland drives the production of cortisol or better known as
“stress hormone”.
 Stress as relational, is when a person experiencing stress takes a step back to
look at the situation that is causing the stress, and assesses it. (Assessment here
means that the person allows reasoning to prevail and weigh the relevance or
irrelevance of the situation).
2. Healthy Stress
 This type of stress can motivate, energize, and spur an individual into fruitful
action.
3. School Demands and Expectations
 Quizzes and tests, home works and projects, oral recitation, quarterly and final
exams, and grades most especially, epitomize the kind of stressors adolescents
have when it comes to studying.
4. Selecting a School, College Course, or Career
 It is the situation of what will happen after graduation.
5. Separation Anxiety
 Graduation, to some, means a temporary ending or separation from some of
their friends. There is a possible scenario that a best friend might move to
another place to study or move to another school.
6. College Life
 The unfamiliarity of a new environment can bring stress to adolescents as they
set their foot in college (the prospect of being by themselves in a new school,
meeting and adjusting to new people).
7. Romantic Relationships or the Lack of It
 Adolescents have a tendency to feel awkward when they are not in a special
relationship with someone.
 Somehow, having an intimate relationship is a status symbol that says one is
good looking, interesting, and attractive.
8. Family Demands and Expectations
 The adolescent is still learning and yearning for independence and autonomy, but
parents may not be ready to relinquish control over their “baby”. This is why
conflicts set in.
 There is a rebellion in the mind of adolescents
9. Health Concern
 Health problems may run a gamut of varieties, such as unwanted pregnancy, HIV
and other sexually transmitted diseases, unhealthy lifestyles such as poor eating
and sleeping habits that often lead to lifetime diseases, and so on.
10. Demands of Social Life
 Forming groups or joining one makes an adolescent feel safe and secure because
to belong to a social group is an affirmation that they are acceptable to others.
11. Bullying
 This can be very stressful and may cause emotional and psychological trauma to
the individual experiencing it.
 Some individuals learn to deal with bullying by fighting back with the right
attitude and the right words.
COPING WITH STRESS
Coping is a very important mechanism in dealing with stress. It can help in avoiding
the damages that may be brought about by severe or chronic stress to your health and
well-being. Coping can be problem-focused, when remedies or solutions are thought of
to change the situation to lessen the stress, or emotion-focused, when the objective is to
lessen the emotional impact caused by the stressful situation.
Here are some examples of coping:
1. Conduct creative imagery of the problem

2. Seek group or social support
3. Get into relaxation activities
4. Learn to manage your time
5. Eat properly by selecting nutritious, healthy food
6. Seek spiritual growth through prayer and meditation
7. Have a worthwhile hobby
8. Watch a movie with friends
9. Have a nice, quiet walk with your family member
10. Assess the stressor and see if it is doable and realistic or not
11. Believe in yourself that you are courageous and strong.

TOPIC: Coping with Stress in Middle and Late Adolescence LESSON: 6
ACTIVITY 1.
Directions: Share your thoughts about the scenario given.
1. Share a personal experience about a stressful situation you were in and what kind
of coping mechanism helped you manage the situation.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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________________________________
2. If you see someone who is stressed out and needs help, what do you do?
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________________________
3. What possible things can happen to a person who experiences chronic and acute
stress, if the situation continues over a long period of time?
______________________________________________________________________________________
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GRADE LEVEL: 12 LONG TEST

TEST I. True or False. Write T if the statement given is correct, otherwise write F.
___________1. Pyschosocial development includes our social interactions with other

people, our emotions, attitudes, self-identity, personality, beliefs and values.
___________2. Human is defined as the cognitive and affective representation of one‟s

identity.
___________3. There are 5 aspects of Holistic development of persons that make up this
complex organism.
___________4. The first stage in Erikson‟s Stages of Personality is infancy which lead a child
to develop self-control and physical skills.
___________5. An adolescent don‟t want to feel belong especially if they are independent
and autonomous.
___________6. Anxiety is defined as a reaction of the mind and body to a stimulus that
disturbs the well-being, state of calm, or equilibrium of a person.
___________7. Coping is the human organism‟s way of bringing itself back to a state of
equilibrium.
___________8. Edjop is one of the three Filipino adolescents who joined different
organizations and during the martial law years he became a moderate activist.
___________9. Maintainig healthy relationships require a less level of maturity.
___________10. Puberty involves the mental changes that happen during the adolescent
stage.
TEST II. Identification. Read each item carefully. Write what is being asked.
1. Who is the proponent of Maslow‟s Hierarchy of Needs?

________________________________
2. In Philippine context, what ages does late adolescence ranges?
________________________________
3. Personality is both influenced by both nature and ________________________________.
4. This is one of the Myers-Briggs Type indicator that shows how an individual
prefers to channel his or her energy when dealing with people
________________________________
5. It arises from the brain as it interprets an emotion, which is usually caused by
physical sensations experienced by the body as a reaction to a certain external
stimulus. ________________________________
TEST III. Multiple Choice. Read each item carefully. Write only the letter that best
describes the answer on the space provided.
__________1. Which of the following does NOT belong to the various points of view about
stress?
a. Bullying b. Self-identity c. Demands of Social Life d. Healthy Stress

__________2. He started an organization called Dynamic Teen Company comprised of his

fellow students.
a. Efren Peñaflorida b. Edgar Jopson c. Gregorio del Pilar d. Dr. Diomasio
__________3. This is one of the challenges of adolescents wherein parents leave their
families to sustain the needs of their loved ones.
a. Material Poverty b. Roles c. Parents Working Abroad d. Career Choice
__________4. Which of the following DOES NOT belong to the group?
a.Self-reliance b. Social responsibility c. Positive attitude d. Extroversion
__________5. It is the manner by which an individual interacts with other individuals or

groups of individuals.
a.physiological b. social c. spiritual d. cognitive
__________6. What do we call to a disposition to behave consistently in a particular way?
a.Extroversion b. Agreeableness c. Openness d. Personality trait
__________7. It is the essence of a person.
a. Intellect b. Affective domain c. Self d. Soul
__________8. These two were the ones who realized that psychology puts more emphasis
in diagnosing, treating, and preventing psychological disorders.
a. Martin&Michael b. Seligman&Csikzentmihalyi c. Sy&Tiu d. Martin&Selgiman
__________9. It is defined as a process in which persons reflect upon themselves.
a.Personal Maturity b. Personal Progress c. Personal development d. Personality
__________10. What crisis or conflict does Erikson emphasized in stage of Adolescence

needs to be resolved?
a.Identity vs. Role Confusion
b. Industry vs. Inferiority
c. Initiative vs. Guilt
d. Intimacy vs. Isolation
TEST IV. Each statement is incorrect, underline the word/phrase that makes it incorrect
and write the correct word/phrase.
1. There are three views in understanding stress: as stimulus, as reaction, and as

relational. ________________________________
2. Gregorio del Rosario was the youngest ever to be commissioned as such by the
Filipino revolutionary to fought over Spaniards and Americans. __________________
3. Values are descriptions or adjectives that reflect value itself. ______________________
4. Feelings are usually caused by physical sensations experienced by the body as a
reaction to external stimulus. _______________
5. An individual who prefers to make decisions, either thinking or using logic and
analysis is what we called the Judgment of Perception.
________________________________.
MODULE 2: PERSONAL DEVELOPMENT

4th QUARTER
LESSON 7: MENTAL HEALTH AND WELL-BEING IN MIDDLE AND

LATE ADOLESCENCE
CONCEPTS OF MENTAL HEALTH AND WELL-BEING
Mental health (US National Institutes of Health) includes our emotional, psychological,
and social well-being. It affects how we think, feel, and act as we cope with life.
 It also helps determine how we handle stress, relate to others, and make choices.
 It is important at every stage of life, from childhood and adolescence through
adulthood.
Mental health (1999 US Surgeon General’s Report) defined it as “successful performance

of mental function, resulting in productive activities, fulfilling relationships with other
people, and the ability to change and to cope with adversity.
The World Health Organization’s (WHO) released in 2001 a Report that “mental health is
defined differently by different experts from different cultures.
CONCEPT OF MENTAL HEALTH INCLUDES:
1. subjective-well being
2. perceived self-efficacy
3. autonomy
4. competence
5. intergenerational dependence
6. self-actualization of one‟s intellectual and emotional potential, among others
HEALTHY SELF-CONCEPT AT THE CORE OF MENTAL HEALTH & WELL-BEING
Good Physical Health is good for Mental Health
 The World Health Organization clearly noted that poor mental health plays a
significant role in diminished immune functioning and the development of
certain illnesses, and eventually premature death.
Healthy Self-Concept + Healthy Mind and Body = Good Mental Health and Well-
Being
 When all of these elements are in balance, then general well-being is

experienced.
 Well-being is a state of wellness where every aspect of a person is in balance.

 Being well and feeling well means that there is a general sense of contentment,
happiness, calmness, and peace within.
CHALLENGES TO MENTAL HEALTH AND WELL-BEING
A mental health problem is a short term and temporary change in a person‟s thoughts,
feelings or behaviour that upsets one‟s well-being, interpersonal relationships and
productivity.
The WHO enumerated possible mental health challenges faced by adolescents

worldwide. These include:
 Conduct or behaviour disorders  Sexual behaviour

 Anxiety  Substance abuse
 Depression  Violent behaviour
 Eating disorders
SUPPORT FOR MENTAL HEALTH AND WELL-BEING
There are FIVE popular steps to improve mental health and well-being propositioned
around the world (National Health Service of the United Kingdom).
1. Connect – with the people around you. Spend time developing different
interpersonal relationships.
2. Be Active – physical activity generates a positive sense of wellness.
3. Keep Learning – learning new skills or obtaining new knowledge can give you a
sense of achievement and a new confidence.
4. Give to others – giving to others is not limited to money or other material things
but also those intangible aspects.
5. Take Notice – this is also referred to as “mindfulness” and being mindful can
positively change the way you feel about life and how you approach challenges.

SUBJECT: PERSONAL DEVELOPMENT 4thQUARTER
TOPIC: Mental-Health and Well-Being in Middle and Late Adolescence LESSON: 7
ACTIVITY 1.
Directions: Create a slogan that emphasizes the importance of mental health and well-
being.
Objectives:
1. Discuss that understanding the intensity and differentiation of emotions may

help in expressing them;
2. Explore one‟s positive and negative emotions and how one expresses or hides
them;
3. Understand other people‟s emotions and how to manage them.
LESSON 8: EMOTIONAL INTELLIGENCE
WHAT IS EMOTIONAL INTELLIGENCE?
Daniel Goleman defines emotional intelligence as “the ability to motivate oneself and
persist in the face of frustrations, to control impulse and delay gratification, to regulate
one‟s moods and keep distress from swamping the ability to think, to empathize, and to
hope.”
Peter Salovey identified FIVE domains of emotional intelligence, namely:
1. Knowing one‟s emotions or self-awareness.

2. Managing emotions
3. Motivating oneself
4. Recognizing emotions in others
5. Handling relationships
 Organizing groups
 Negotiating solutions
 Personal connection
 Social analysis
BENEFITS OF EMOTIONAL INTELLIGENCE
Emotional intelligence is important as it directly affects:
1. Physical and mental health – emotional intelligence equips one with tools in
managing stress; and stress, which usually brings discomfort and illness, can be
avoided. For mental health, emotional intelligence works well when dealing with
frustrations and challenges, providing the individual with plenty of healthy coping
mechanisms.
2. Work performance – either in school if you are still a student, or at work, if you
are already employed. EI helps in understanding people and situations more
objectively and with more understanding and compassion. Emotions that are
managed well relieve one from stressful situations and misunderstanding with
others.
3. Relationships – interpersonal relationships are enhanced because emotions are
expressed in a more positive way, and with empathy, genuine caring is expressed
and shared. EI also builds trust so that conflicts are managed better.
VARIANCES OF EMOTIONS
Robert Plutchik is a psychologist who theorized that emotions are multi-dimensional,

or having various intensities, identified these as: adoration, ecstasy, anticipation, rage,
disgust, grief, surprise and fear.
Daniel Goleman also refers to 8 main families of emotions and their corresponding
members:
1. Anger – fury, outrage, resentment, wrath, annoyance, irritability, hostility; and to

its extremes, hatred and violence.
2. Sadness – grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness,
dejection, despair; and in extreme depression.
3. Fear – anxiety, apprehension, nervousness, concern, misgiving, wariness, qualm,
dread, fright, terror; and in extreme, phobia and panic.
4. Enjoyment – happiness, joy, relief, contentment, bliss, delight, amusement, pride,
sensual pleasure, thrill, rapture, gratification, satisfaction, euphoria; and to its
extreme mania
5. Love – acceptance, friendliness, trust, kindness, affinity, devotion, adoration
infatuation, and agape.
6. Surprise – shock, astonishment, amazement, and wonder
7. Disgust –contempt, disdain, scorn, abhorrence, aversion, distaste, and revulsion
8. Shame – guilt, embarrassment, chagrin, remorse, humiliation, regret,
mortification, and contrition.

TOPIC: Emotional Intelligence LESSON: 8
ACTIVITY 1.
Directions: Share your thoughts and give what is being asked.
1. List down the possible emotions that a bullied person experiences. If you were
the person being bullied, how would you manage your emotions?
2. Share a personal story where you experienced strong emotions. What were these
emotions? What do you think triggered the emotions that you experienced? How
did you handle these emotions?
______________________________________________________________________________________
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______________________________________________________________________________________.
Objectives:
1. Discuss an understanding of teenage relationships

2. Express his or her ways of showing attraction, love, and commitment
3. Identify ways to become responsible in a relationship; and
4. Appraise one‟s relationships and make plans for building responsible future
relationships
LESSON 9: PERSONAL RELATIONSHIP
WHAT IS PERSONAL RELATIONSHIP?
Personal relationship – refer to close connections between people, formed by emotional

bonds and interactions. These bonds often grow from and are strengthened by mutual
experiences.
OTHER DEFINITION:
 It is the way in which two or more people, groups, countries, etc., talk to, behave
toward, and deal with each other. (Merriam-Webster Online Dictionary)
Privacy and Intimacy are two characteristics that define personal relationship.
HOW ARE ATTACHMENTS DEVELOPED?
There are three (3) attachment styles as defined by Ainsworth, Blekar, Waters, and Wall
(1978) these are:
1. Secure attachment – it is when the primary caregiver is most of the time present
and available and when all the emotional needs of an infant are met, providing a
sense of security to the infant.
2. Avoidant attachment – it is when the primary caregiver is cold and detached,
and even unresponsive to a child‟s needs. The child senses rejection and this
often leads to premature detachment and self-reliance.
3. Anxious-ambivalent attachment – when the primary caregiver is not consistent
in terms of presence and in meeting a child‟s emotional needs. Often, a person
who experienced this style of attachment may develop separation anxieties.
WHAT DRIVES ATTRACTION?
According to Fisher, there are three stages of falling in love:
1. Lust – is driven by sex hormones, testosterone, and estrogen. These hormones

affect both sexes.
2. Attraction – is described as the lovestruck phase, this is the stage when a person
loses sleep and appetite over someone, and swoons while daydreaming of this
special person.
3. Attachment – when the couple in love decides to continue with the relationship,
they enter the attachment stage where long-lasting commitments are exchanged,
and may lead to raising a family.
LOVE AND INTIMACY
Is love a feeing? Is love a thought? Is love physical? The definition of love is a feeling of
deep affection, passion, or strong liking for a person or thing
(https://www.yourdictionary.com/love). The American Heritage Dictionary defines love
as:
 A strong feeling or affection and concern toward another person, as that arising
from kinship or close friendship;
 A strong feeling or affection and concern for another person accompanied by
sexual attraction;
 A feeling of devotion or adoration toward God or a god;
 A feeling of kindness or concern by God or a god toward humans; and
 Sexual desire or activity: the pleasures of love; a night of love
ROBERT STERNBERG’S THEORY OF LOVE
1. Intimacy – it is about being open and vulnerable to that person whom we deeply
trust, who we feel connected with, and who values us with unconditional positive
regard, which is viewing the other person with complete trust and devoid
suspicion or negative thought.
2. Commitment – is an act of deciding to consistently fulfil and live by agreements
made with another person, entity, or cause, and where the values of integrity and
respect serve as a guide to one‟s behaviour and thinking.
3. Passion – it is the intense state of being that drives and consumes a person to
pursue an interest, a vision, or a person.
RESPONSIBILITIES IN A RELATIONSHIP
Important responsibilities that is necessary in a relationship to make it flourish and stay

beneficial for the parties involved.
1. Be responsible for what you think and say to the other person. Emotions
should be considered when dealing with other people. Being sensitive to these
emotions will make a person responsible for what is said, and accept the
consequences of how the other party will receive the message.
2. Be responsible for what you promise to do or not do. Integrity is a key factor
in relationships. Coupled with trust, integrity in one‟s word means that you are
reliable and trust-worthy.
3. Ensure the relationship is mutually beneficial. Balanced relationships are
always mutually beneficial to both parties. It is always good to have a give and
take attitude for this assures fairness and equality.
4. Respect the other party or parties involved. Giving respect to each other and
other‟s perception and view is a common responsibility of any party involved in a
relationship.
5. Be ready to provide support when needed. Providing support, either
financially, emotionally, spiritually, or physically, strengthens the bond in a
relationship, as this is an expression of one‟s commitment to the other party.

TOPIC: Personal Relationship LESSON: 9
ACTIVITY 1.
Directions: Create a love letter. Write how you would express your attraction
towards him/her and what he/she must expect from you on how you will show
your responsibility in your relationship.
____________________________,
______________________________________________________________________________________
______________________________________________________________________________________
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______________________________________________________________________________________
______________________________,
Objectives:

1. Distinguish the various roles of different individuals in society and how they
can influence people through their leadership or followership;
2. Compare one‟s perception of himself or herself, and how others see him or
her
LESSON 10: SOCIAL RELATIONSHIPS IN MIDDLE AND LATE

ADOLESCENCE
WHAT IS SOCIAL RELATIONSHIP?
Social relationships – tend to be less intimate, with lesser self-disclosure

involved, but may still be exclusive, and may demand certain levels of loyalty as in
fraternities or religious organizations.
SOCIAL INFLUENCE
Social influence is defined as things such as behaviour, actions, attitude, concepts, ideas,
communications, wealth, and other resources that bring about changes in the beliefs,
attitudes, and/or behaviour of persons as a result of the action/s of another person
(Rashotte).
TYPES OF SOCIAL INFLUENCE (Herbert Kelman, Harvard Psychologist):
1. Compliance – is when a person seems to agree, and follows what is requested or

required of him or her to do, but does not necessarily have to really believe or
agree to it;
2. Identification – is when a person is influenced by someone he or she likes or
looks up to, like a movie star, a social celebrity, or a superhero; and
3. Internalization – is when a person is able to own a certain belief or act, and is
willing to make it known publicly and privately.
Social scientists and psychologists identified other types of social influence as:
 Conformity – is a type of social influence that involves change in behaviour,

belief, or thinking to be like others.
 Conversion – occurs when an individual whole-heartedly changes his or her
original thinking and beliefs, actions, and attitudes to align with those of the
other members of a group.
 Minority influence – happens when a bigger number of people are influenced by
a much smaller number of people and when the minority‟s way of looking at and
doing things are accepted.
 Reactance – is when there is a willing rejection of social influence being exerted
on an individual or group. This is also known as anti- or non-conformity.
 Obedience – is another form of social influence wherein a person follows what
someone tells him or her to do.
 Persuasion – is used by one person or group to influence another to change their
beliefs, actions, or attitudes by appealing to reason or emotion.
LEADERSHIP AND THEORIES
Chester Barnard (1938) defined leadership as the ability of a person in position of

authority to influence others to behave in such a manner that goals are achieved.
Theories of Leadership:
1. Trait Theory –defines leadership based on certain personality traits which are
generally suited for all leaders, such as decisiveness, persistence, high level of
self-confidence and assertiveness, among others.
2. Behavioural Theory – presupposes that leadership is learned behaviour, and that
leaders are defined according to certain types of behaviour they exhibit.
3. Participative Theory – the opposite of an autocratic leader, the participative
leader involves other people to make common decisions.
4. Situational Theory – assumes that there is no one style of leadership and that
leadership behaviour is based on the factors present in a situation, and usually
takes into consideration how followers behave.
5. Transactional Theory – states that leadership involves a transaction or negotiation
of resources or position, and usually employs reward and punishment.
6. Transformational Theory –involves a vision, which a leader uses to rally support
from followers, and the role of the leader is in motivating others to support the
vision and make it happen.

TOPIC: Social Relationship LESSON: 10
ACTIVITY 1.
Directions: Answer the following questions.
1. What kind of influence would you like to have on others? How do you use social
media to influence other people?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. Describe your own type of leadership or the type of leadership you would like to
own and practice. What made you decide on this type of leadership?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Objectives:
1. Appreciate that conflict is a fact of life and a key ingredient in human

interaction;
2. Understand the nature of conflict and how interpersonal relationships are
affected by it;
3. Develop a positive attitude about conflict as important to personal
development
LESSON 11: UNDERSTANDING CONFLICT
WHAT IS CONFLICT?
Conflict – is a dynamics when two or more people, organizations, or nations

perceive one another as a threat to their needs or interests. It is a perceived
incompatibility of actions or goals between people or nations and happens when there
is an imbalance between concern for oneself and those of others.
THE NATURE OF CONFLICT
Conflict inflicts so much pain and negative emotions on those involved. Reasoning is
often clouded and miscommunication occurs especially at the height of an emotional
argument when words are exchanged to inflict or harm on the other.
Conflict follows a cycle of “retaliation”. It is started by what is known as a “triggering

event,” which happens when an act of one party is perceived as a threat by the other
party.
The triggering event produces a threatening feeling on the other party and this is often
followed by a strong negative emotion like anger or contempt.
CONFLICT STAGES
There are four stages of conflict that do not necessarily happen exclusively at any single
time, but may happen simultaneously:
1. Intrapersonal – with oneself, like when one is indecisive about things

2. Interpersonal – among two or more individuals. Like having a misunderstanding
between friends, family members, or lovers.
3. Intragroup – within the same interest group, like a student organization
4. Intergroup – between two or more groups, like fraternities
CAUSES OF CONFLICTS (according to Christopher W. Moore)
 Relationship – this develops between individuals when there is imbalance in

recognizing and providing for the needs or interests of other party.
 Data – conflict also arise in the lack of misinterpretation of data, like someone
quoting research figures that may be questionable to others.
 Interest – it is usually driven by needs, and when needs are not met, conflict
happens.
 Structural causes – usually involve human organizations, social structures, or
processes and procedures.
 Values – when prioritization of these values varies from one party to another. „
CONFLICT MANAGEMENT STYLES
There are five modes in dealing with conflict. These are:
1. Competing – an individual‟s interests are above all else, power and authority are
often using to win against others.
2. Accommodating – an individual is willing to neglect his or her interests or needs
for the sake of the other person, allowing other person to pursue his or her
position at the other‟s expense.
3. Compromising – an individual is neither here nor there, prefers to split whatever
is at stake in half to partly satisfy both parties just to get over the problem.
4. Avoiding – an individual prefers to stay out of the situation either by postponing
a decision, taking a wait and see position, or withdrawing completely until
conditions are better.
5. Collaborating – an individual seeks a mutually satisfying solution by
understanding the needs and interests of the other person, and expanding the
resources rather than competing over them.
NEGOTIATING THROUGH A PERSONAL CONFLICT SITUATION
Here are the steps when trying to negotiate or resolve a personal conflict:
1. Understand the nature of the conflict – is the conflict caused by somebody else‟s
behaviour? Were your expectations met? Did the person promise you something
but did not fulfil it? Did someone fail to uphold something very important to
you?
2. Acknowledging your feelings and emotions – be aware of the stirrings of
emotions within you. Express this in a constructive way like verbalizing the
emotion with the other person.
3. Examine your relationship with this person – how important is your relationship
with the person?
4. Clarify your intentions – do you want to continue your relationship with this
person or not? If yes, then proceed to undertake a dialogue. If not, decide if you
want to keep the relationship or not.
5. If you wish to keep the relationship, have a talk with the person involved stating
that you value your relationship and would like to express your feelings about
what was done or not done to you, then ask for an explanation as to other
person‟s actions.
6. Once the dialogue is accomplished to your and the other person‟s mutual
satisfaction, then grant a reconciliatory act like shaking hands, embracing each
other. Grant or request for forgiveness or apology if necessary, then promise to
move on.

TOPIC: Understanding Conflict LESSON: 11
ACTIVITY 1.
Directions: Share your personal experience in terms of conflict that has happened in
your life.
1. Recall the last time you were in conflict with another person. What created the
conflict between you and the other person?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. How would you handle a conflict situation between you and a friend or family
member?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
ACTIVITY 2. (PERFORMANCE TASK)
Directions: Name at least three kinds of conflict you observed in your community and
identify how these could have been handled by the persons involved to resolve it.
THREE CONFLICT OBSERVED
BEST SOLUTION BY PERSONS INVOLVED:

Objectives:
1. Discuss the external factors influencing career choices that may help in career-
decision making;
2. Identify the pros and cons of various career options with the guidance of a
parent, teacher, or counsellor; and
3. Prepare a career plan based on his or her personal goal and external factors
influencing career choices.
LESSON 12: CAREER PATHWAYS
EXTERNAL FACTORS INFLUENCING A FILIPINO ADOLESCENT’S CAREER

CHOICES
Some possible external factors that may influence one‟s career choice are:
1. Parental Preferences 5. School location

2. Family Consideration 6. Peer pressure
3. Financial Constraints 7. Gender bias
4. Job market preference 8. Language limitation
(Immediate employment) 9. Academic Performance
PLAN YOUR CAREER
Planning one‟s career takes several steps. It includes an awareness of many things about
us like our personal core values, passions, life goals, strengths and challenges,
personality characteristics and traits, and the internal and external factors in our
circumstances, including our limitations. See the things to consider in planning your
career:
1. Values Clarification: What are your personal core values?

 These values are personal because we own them and they are in our innermost
core that define us as persons. Our personal core values are what we will stand
up and fight for.
2. What are your passions?
 What do you enjoy doing that always puts a smile on your face?
 What things do you find easy to perform or do?
 What brings out the creativity in you?
 What will you do for other people that you will not receive any payment or
compensation for?
 What things are you sure you will not fail on?
 What gets you all so excited you can talk about it all the time?
 What do you want to be recognized for?
3. What are your personal traits?
 These include self-identity or self-concept; personality traits; duties and
responsibilities, or roles; stress and stressors and others.
4. What are your strengths and challenges?
 List down your strengths and challenges, and add special skills you think you
have.
5. What are your limitations?

 List down the external and internal factors that influence career choices, your
personal factors and limitations in choosing your career.
6. What are your life goals?
 Put together your personal core values and craft your life goals based on them.

TOPIC: Career Pathways LESSON: 12
ACTIVITY 1. (PERFORMANCE TASK)
Directions: Start making your career plan by completing the table given below. Make
sure to assess yourself and be able to show your career plan. Be guided by the lecture
discussed.
CAREER PLAN
Personal Core Passions Personality

Strengths Challenges Limitations
Values (Interests) Traits
LIFE GOALS:
GRADE LEVEL: 12 LONG TEST

TEST I. Matching Type. Read each item carefully. Match column A to column B. Write
only the letter.
ANSWER COLUMN A COLUMN B
_____________ 1. This includes our emotional, psychological, and a. Emotional

social well-being. It affects how we think, feel, and Intelligence
act as we cope with life.
_____________ 2. He is the proponent of what we called pyramid of b. Robert

human hierarchy of needs. Plutchik
_____________ 3. It is the ability to motivate oneself and persist in c. Personal

the face of frustrations, to control impulse and relationship
delay gratification.
_____________ 4. He is a psychologist who theorized that emotions d. Maslow

are multi-dimensional, or having various intensities.
_____________ 5. It is define as the way in which two or more people, e. Privacy

groups, countries, etc., talk to, behave toward, and
deal with each other.
f. Mental
Health
TEST II. True or False. Write the word TRUE if the statement/description is correct,
otherwise write FALSE.
_____________1. Privacy and Intimacy are two characteristics that define personal
relationship.
_____________2. According to US National Institutes of Health, “mental health is defined

as successful performance of mental function, resulting in productive activities, fulfilling
relationships with other people.
_____________3. In Maslow‟s human hierarchy of needs self-actualization must come first

to finally reach personal development.
_____________4. As an adolescent, the first thing to remember when dealing conflict is by

understanding the nature of the conflict.
_____________5. Christopher Moore identified that there are 7 causes of conflict.
_____________6. Conflict can happen anywhere whenever there are people.
_____________7. Participative theory presupposes that leadership is a learned behaviour.
_____________8. One of the possible factors that may influence one‟s career choice is
financial constraints.
_____________9. In creating and planning your career, it is a must to know your strengths
and challenges.
_____________10. Compliance is a type of social influence wherein a person agrees and

follows what is requested or required of him or her to do/believe.
TEST III. Differentiate. Using Venn Diagram, compare and contrast Personal Relationship
to Social Relationship. (15 pts.)
SIMILARITIES
PERSONAL SOCIAL
TEST IV. Multiple Choice. Read each item carefully. Encircle the letter that best describes
the answer.
1. It is one of the three attachment styles wherein the primary caregiver is most of
the time present and available.
a. Secure attachment c. Anxious attachment
b. Avoidant attachment d. Ambivalent attachment
2. Which of the following stages of falling in love is not included to Fisher‟s?
a. Lust c. Attraction
b. Infatuation d. Attachment
3. There are five popular steps to improve mental health and well-being, these are:
connect, be active, keep learning, give to others and ?
a. Subjective well-being c. Competence
b. Autonomy d. Take Notice
4. The WHO enumerated possible mental health challenges faced by adolescents
worldwide, EXCEPT:
a. Anxiety c. Disruptive behaviour
b. Depression d. Eating disorders
5. In Planning your career, which of the following factor is less essential?
a. Your Core Values c. Your Personality Traits
b. Your Passions d. Your Parental Preferences
BONUS QUESTION: Write one thing you realized.
Because of this subject, I realized ___________________________________________

_____________________________________________________________________________________________
______________________________________________________________________________.

Personal Development (2ndsem)

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NOTRE DAME OF TRECE MARTIREZ

MODULE 1: PERSONAL DEVELOPMENT

PERSONAL DEVELOPMENT OBJECTIVES

By the end of the module the students will:

1. Identify their values, skills, and personal strengths and weaknesses

Personal development, being a lifetime process as well as a subject in high school,

This module, therefore, should be seen as a tool in fulfilling one‟s potentials.

 Introduction to Personal Development

 Developing the Whole Person

 Development Stages in Middle and Late Adolescence

 The Challenges of Middle and Late Adolescence

 Coping with Stress in Middle and Late Adolescence

 Mental Health and Well-Being in Middle and Late Adolescence

LESSON 10: (Week 4)

 Social Relationships in Middle and Late Adolescence

LESSON 11: (Week 5)

LESSON 12: (Week 6)

RBS Personal Development

At the end of this lesson, the student should be able to:

LESSON 1: INTRODUCTION TO PERSONAL DEVELOPMENT

HUMAN DEVELOPMENT AND PERSONAL DEVELOPMENT

Developmental scientists identified the three aspects or domains of human

 Heredity or the inborn traits passed on by the generations of offspring from

WHAT IS PERSONAL DEVELOPMENT?

Personal development may be defined as a process in which persons reflect upon

PSYCHOLOGY AND PERSONAL DEVELOPMENT

PROPONENTS OF HUMANISTIC PSYCHOLOGY:

1. ABRAHAM MASLOW – theorized the five stages of human development based on

Martin Seligman and Mihaly Csikszentmihalyi (noted psychologists) realized how

PERSONAL DEVELOPMENT IN ADOLESCENCE

Adolescence – is the transition period between childhood and early adulthood. It is

 Early adolescence – between 10 and 13 years of age

Biological changes bring:

1. Cognitive changes – thinking and reasoning

GRADE LEVEL: 12 WEEK 1

1. Conduct self-exploration and simple disclosure

LESSON 2: KNOWING ONESELF

DEFINING THE “SELF”

“PERSONALITY” – is referred to as the set of behaviours, feelings, thoughts and motives

- The essence of who we are and is the embodiment of one‟s physical,

NATURE, NURTURE, AND PERSONALITY

Personality is influenced by:

1. Nature (heredity or genetic make-up)

TRAIT THEORY – is an approach in identifying types of personalities based on certain

Psychologists Costa and McRae (1992) developed a categorized scheme that

PERSONALITY TRAIT – is a disposition to behave consistently in a particular way while

THE MYERS-BRIGGS TYPE INDICATOR

1. E or I (Extraversion or Introversion) – is how an individual prefers to channel his or

GRADE LEVEL: 12 WEEK 2

PERFORMANCE TASK (LESSON 1&2).

1. Discuss the relationship among physiological, cognitive, psychological,

LESSON 3: DEVELOPING THE WHOLE PERSON

WHAT IS HOLISTIC DEVELOPMENT?

THE VARIOUS ASPECTS OF HOLISTIC DEVELOPMENT OF PERSONS

 Physiological – or the physical attributes including the five physical senses

FEELINGS AND EMOTIONS

 It is defined by Smith (1973) as a descriptive term referring to variations in level

Are feelings the same as emotions?

 According to Dr. Damasio, from a neuro-scientific approach, feelings arises from

 It is also a result of a person‟s evaluation of an experience with another person,

BEHAVIOR – is a manifestation or acting out of the attitudes an individual has.

VALUES AND VIRTUES

1. Openness to change 3. Self-enhancement