PerDev Quarter 1 Module 1 4

Senior High School
Personal
Development
Quarter 1 – Module 1:
Knowing Oneself
Personal Development – Grade 12 Quarter 1 – Module 1: Knowing Oneself First
Edition, 2020
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Published by the Department of Education

Secretary: Leonor Magtolis Briones Undersecretary:
Diosdado M. San Antonio
Development Team of the Module
Developer/ Contextualizer: Anna Hazel A. Vasaya and John Paul J. Kapuno
Editors/Reviewers: Alice Ganar, Roy Guarin, John Paul Lesondato,

Marilou de la Cuesta, Daisy Von Dy and
Florinda Geyrozaga
Management Team:
Dr. Rhea Mar A. Angtud, Ed.D
Schools Division Superintendent
Grecia Bataluna
Chief, Curriculum Instruction Division
Dr.Luis Derasin Jr.

EPS-Araling Panlipunan/ Division SHS Coordinator
Mrs. Vanessa Harayo, LLB.

Division EPS In-Charge of LRMDS
Department of Education – Schools Division of Cebu City, Region VII
Office Address: New Imus Road, Day-as, Cebu City

Philippines
Telefax: 032-2551516
E-mail Address: cebu.city@deped.gov.ph
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Personal
Development
Knowing Oneself
Introductory Message
For the facilitator:
Welcome to the Personal Development Module on Knowing Oneself!
This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
Welcome to the Personal Development Module on Knowing Oneself!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.
What I Know This part includes an activity that aims to check what
you already know about the lesson to take. If you get all the answers
correct (100%), you may decide to skip this module.
What’s In This is a brief drill or review to help you link the current lesson
with the previous one.
What’s New In this portion, the new lesson will be introduced to you in
various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the lesson. This

aims to help you discover and understand new concepts and skills.
What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.
What I Have Learned This includes questions or

blank sentence/paragraph to be filled in to process what you
learned from the lesson.
What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of mastery

in achieving the learning competency.
Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the module.
At the end of this module, you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
FIRST QUARTER MODULE 1, WEEK 1 KNOWING
ONESELF
Content Standard : The learner demonstrates an understanding of himself

or herself during middle and late adolescents.
Performance Standard : The learner shall be able to conduct self- exploration
and simple disclosure.
Learning Outcomes : Upon completion of the module, the student is expected
(Syllabus) to conduct a self-concept inventory and share their unique
characteristics, habits and experiences.
Competencies : 1. Explain that knowing oneself can make a person
(MELC) accept his/her strengths and limitations and dealing
with others better.
2. share his/her unique characteristics, habits, and
experiences.
Competency Code : Esp-PD11/12KO-Ia-1.1, EsP-PD11/12-Ia-1.2
What I Know
Let us try to check how far you have known about yourself in the past by answering
these few questions. You may write your answers in any size of paper.
Just write the letter of your correct answer.
1. The following are elements of self except ___________.
a. body b. curiosity c. emotions d. sensations
2. The philosopher who said that the beginning of knowledge is
selfknowledge___________.
a. Plato b. Rumi c. Socrates d. Walt Whitman
3. The transition period from childhood to adulthood is _________.
a. adolescence b. adulthood c. childhood d. puberty
4. The union of different elements that constitute individuality and identity of a
person is ______.
a. body b. emotion c. self d. sensation
5. It is the ability to reflect and think about your own thoughts, feelings, actions
is called ________.
a. actualization b. awareness c. introspection d. reflection
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6. The following are the characteristics of a teenager who is aware of his or her
strengths except __________.
a. competent b. dependable c. emotionally mature d. shy
7. Which is not a characteristic of a self-actualized person?
a. open-minded b. pessimistic c. concern d. realistic to self and others
8. You may further develop your knowledge and skills through ________
a. effective time management c. effective study habits
b. stress management programs d. all of the above
9.Physical attributes and the psychological make-up of a person are due to ___
A. environmental factors B. heredity
a. Only letter A is correct c. Either A or B is correct
b. Only letter B is correct d. Both letters A and B are correct
10. Listening to the feedback of others is important because ______.
a. their ideas are better than yours
b. it is difficult to describe who you really are
c. you cannot trust your own judgement about yourself
d. it allows you to validate your perception about yourself
Time is up..! Let us see if your answers are correct as you explore
this module. And your journey starts now…..
What I Need to Know
Welcome Senior High School students to this module…your journey towards

knowing yourself better as a person. This module will guide you in recognizing your
strengths and weaknesses and soon after acquiring self-confidence that you need for
self-development.
Isn’t it exciting, right? So, for you to further understand the entire lesson of
the module, let me share to you the learning objectives of this module. At the end of
this lesson, you can:
 explain that knowing yourself can make you accept your strengths and
limitations and deal with other people better
 share your unique characteristics, habits, and experiences.
What’s In
Hello senior high school students! It is time to know each other. I would like you to
write about yourself by answering the following basic questions:
1. What is your name?
2. Where do you live?
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3. When is your birthday?
4. Who are your parents?
5 minutes is given for you to answer those questions. Your answers to those
questions would tell who you are based on the basic information. But, do you really
know more about who you are as a person? Let us start your journey towards knowing
yourself better.
What’s New
Activity 1: My Unique Self-Draw a Symbol
Before you discover yourself more, I would like you to know yourself first by
doing this first activity. Just follow the instructions given below .
In a short bond paper, draw and label your individual uniqueness.
Suggested rubric for grading the activity:

Components/
5 3 2
Score
Reflection and The drawing The drawing The student clearly
Knowledge represents a clear represents a did not understand
understanding of somewhat clear the information. The
the information understanding of drawing is not a
presented the material representative of the
knowledge gained
Basic Skills The drawing Drawing contains Drawing lacks

exhibits attention many strong detail. Little effort in
to detail and a elements but work and appears
variety of drawing needs further improvised and
techniques refinement and looks incomplete. No
fine-turning. Only variety in drawing
a few drawing techniques.
techniques used.
Shading/Realism Shading is well Drawing is shaded Shading is not

done with defined but need a few complete or not
attention to detail. finishing touches present at all. The
Objects in order for the drawing has an
appear real. drawing to be incomplete look.
realistic looking.
3
Layout/ Layout and The drawing has a Elements of the
Proportion proportion are few areas that material are out of
properly sketched. need further place and/or out of
refinement in proportion.
order for the
material to look
proportional/
natural.
Score 20 12 8
Taken from: https://www.scribd.com/document/164851874/Drawing-Rubrics-General
What is It
Adolescence period is considered as a challenging stage in one’s life because

it is the transition phase from childhood to adulthood. Although most individuals
pass through adolescence without excessively high levels of "storm and stress," many
have experience trouble or difficulty. Why? Is there something unique about this
developmental period that puts adolescents at risk for difficulty? Some of the negative
psychological changes associated with adolescent development result from a
mismatch between the needs of developing adolescents and the opportunities
afforded them by their social environments (Eccles, et al.) In this note, it is important
to know better yourself so as not to experience such trouble.
Defining the Concept of the Self
According to Plato, the

beginning of knowledge is
selfknowledge. Other ancient philosophers
define self in many ways but today, let us
talk about the concept of the self. Self is
the union of elements that constitute
individuality and identity of a person,
namely:
• body- constitute your
physical attributes, your Photo retrieved 07/20/2020 @ https://medium.com/the-
ascent/the-importance-of-knowing-oneself-and-3-ways-to-do-
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health, and your posture so-bcbfac002aed and poise;
• thoughts- the way you think, and how you perceive things around you; •
feelings or emotions- how you feel about the things around you; and
• sensations- a widespread reaction of interest and excitement about
something.
The union of these elements makes up your character or personality and
essentially distinguishes you from others. No two individuals are exactly alike thus,
YOU are UNIQUE...! and that makes you special. Self-awareness starts with
assessing yourself so, to further know yourself, it is important to pause for a while
and analyze what you feel, think, and do. Your ability to reflect and think about your
own thoughts, feelings, actions is called introspection which is essential in
understanding and improving yourself.
Your physical attributes such as height, skin complexion, temperament and
the likes may be inherited from your parents. On the other hand, the environment
where you grow and the people around you may contribute as well in your attitude
like how you behave on a given situation. Furthermore, environment and hereditary
factors have contributed in the physical attributes and psychological makeup of a
person.
Identifying Your Strengths and Weaknesses

No one is perfect. Everyone has their
weaknesses and limitations just like you
right? Thus, it is never good to compare
oneself with others because it will only
cause frustrations as there will always
individuals gifted with more traits and
qualities. To avoid discontentment and
dissatisfaction, it is better to focus on what
one has. As
Photo retrieved 07/20/2020 @ others would say “positive
lang bawal https://www.canstockphoto.com/illustration/weakn ess.html ang nega”.
Identifying your strength and weaknesses can provide you with more
information about yourself. In determining your strengths, you will become:
1. more empowered to do developmental tasks such as capable of establishing
mature relationships with others, emotional independent, demonstrate
responsible behaviors;
2. equipped with skills essential in making wise decisions in life;
3. able to analyze complex situations logically and sensibly; and finally
4. more confident in doing your tasks and become more competent in achieving
your goals.
On the other side, knowing your weaknesses gives you the chance to know
your limitations and so you can identify situations where you have to say no to a
certain situation you are into. Perhaps you can already identify your weaknesses,
but the challenge is, what do you do with these limitations? Remember that becoming
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more aware of your weaknesses is just a starting point of self-development. You must
find ways to enhance your capabilities and transforming your weaknesses into
strength. How? Read some tips below:
1. accept your weaknesses and limitations as a person;
2. keep on trying especially on the things you think you are weak;
3. develop your knowledge and skills by improving your study habits and keep
doing the skills you are good at;
4. acknowledge your little successes and achievements; and
5. develop positive attitudes or outlook in dealing with life’s challenges.
Please read the text below for you to work on your weaknesses and build your
strengths.
BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES
Most failures emanate from weaknesses that are not recognized or probably
recognized but not given appropriate attention or remedy. This could be a weakness in
communications, personality or ability. Instead of giving up or indulging in selfpity, take
action. Go for speech lessons, get skills upgrading, attend personality development
sessions or whatever appropriate remedies to your perceived weakness.
Instead of simply focusing on your weaknesses, recognize your own talents and
abilities, build on them, utilize them to your greatest advantage. This is where you can
build your name and popularity. Handicapped people like Jose Feliciano and other blind
singers did not brood over their physical handicap. They recognized that they have a
golden voice so they search for ways to enrich that talent and now they have won international
fame in the field of music.
Source: Roldan, Amelia S. 2003. On Becoming a Winner: A Workbook on Personality Development and Character
Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila. (DepEd Personal
Development Module page 5-6)
Remember that it is in understanding yourself that you become more capable of

actualizing your potentials to the fullest.
What’s More
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Activity 2: SELF-CONCEPT INVENTORY
Instruction: Take a look at your own self-concept and answer the following
selfconcept inventory in your journal. Give yourself a rating using the scale: 0 = very
weak; 1 = weak; 2 = somewhat weak or somewhat strong; 3 = strong; 4 = very strong.
Write your answers in your journal notebook.
___1. I have strong sex appeal.

___2. I am proud of my physical figure.
___3. I am physically attractive and beautiful/handsome.
___4. I exude with charm and poise.
___5. I am easy to get along with.
___6. I can adjust to different people and different situations.
___7. I am approachable; other people are at ease and comfortable with me.
___8. I am lovable and easy to love.
___9. I am a fast learner, can understand with one instruction.
___10. I am intelligent.
___11. I have special talents and abilities.
___12. I can easily analyze situations and make right judgments. ___13.
I can be trusted in any transaction.
___14. I have a clean conscience and carry no guilty feeling.
___15. I have integrity and good reputation.
___16. My friends and classmates can look up to me as a model worth emulating.
___17. I can express my ideas without difficulty.
___18. I talk in a persuasive manner that I can easily get people to accept what I say.
___19. I can express my ideas in writing without difficulty.
___20. I am a good listener.
___21. I am emotionally stable and not easily rattled when faced with trouble.
___22. I am logical and rational in my outlook and decisions.
___23. I feel and act with confidence.
___24. I am a mature person.
Scoring: Copy this table in your journal. Write your score opposite to each number and
get the subtotal.
Physical appeal Human Relations Intelligence
1 __________ 5 __________ 9 __________
2 __________ 6 __________ 10 __________
3 __________ 7 __________ 11 __________
4 __________ 8 __________ 12 __________
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
13 __________ 17 __________ 21 __________
14 __________ 18 __________ 22 __________
15 __________ 19 __________ 23 __________
16 __________ 20 __________ 24 __________
Subtotal: Subtotal: Subtotal:
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Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and Character
Development Module page 1-2)
What I have Learned
Activity 3: SELF- REFLECTION
From the result of your self-concept inventory, interpret your own result by
considering the information below.
How do you perceive yourself?
Look at the results of your self-concept inventory and answer the following
questions.
1. In what areas do you consider yourself strong (with score 14-16) or somewhat
weak (with score of 10-13) and very weak (with score below 10).
2. Are these qualities you consider as your weakness, but to other people
consider as your strength? What are these?
Development Module page 2)
Suggested rubric for grading reflection/essay activity.

Component/ 4 3 2
Score
Organization Information in Information Reader has the
logical, interesting presents a logical difficulty following
sequence which sequence which work because student
reader can follow. reader can follow. jumps around.
Content Student Student is at ease Content and concepts
Knowledge demonstrate full with the content are not well
knowledge (more but fails to demonstrated.
than required). elaborate.
Grammar Presentation has Presentation has no Presentation has no
and Spelling no misspelling or more than two more than three
grammatical error. misspellings and/or misspellings and/or
grammatical errors. grammatical errors.
Neatness Work is neatly Work has one or Work has three or four
done. two areas that sloppy.
sloppy.
Score 20 12 8
Taken from https://sites.google.com/a/une.edu/hgeo/home/2-the-middleeast/tuesdayfebruary23/middle-
east-project/rubric/Picture%207.png
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What I can Do
Activity 4: SELF- IMAGE
Instruction: Read the text below and write your answers to the questions in your
journal notebook. Please refer the rubric above.
Example: A lady can say “I`m ugly” yet other consider her very charming. Or
conversely, one can have the illusion of saying “I am very intelligent or competent”
when most of his ideas sound unreasonable or illogical to most of the people. There
is indeed a big difference between what you see in yourself (real self-image) and
what is projected in the eyes of the others (your social image).
1. How realistic is your self- image?
2. To what extent does it reflect your real self?
Development Module page 2)
Assessment
How are you Senior High Students? I hope that you have unlocked yourself after
exploring the module. Now, you will answer the questions below and be careful
because this is a formative assessment meaning this is graded test. Read and analyze
each item and carefully select the correct answer by writing the letter on your journal
notebook.
1. Which of the following is not an element of the self?
a. body b. curiosity c. emotions d. sensations
2. Who said that the beginning of knowledge is self-knowledge?
a. Aristotle b. Plato c. Rumi d. Socrates
3. What do you call to the transition period from childhood to adulthood?
a. Adolescence b. adulthood c. childhood d. puberty
4. What do you call to union of different elements that constitute individuality and
identity of a person?
a. body b. emotion c. self d. sensation
5. What do you call to the ability to reflect and think about our own thoughts,
feelings, actions?
a. actualization b. awareness c. introspection d. reflection
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6. Which of the following is not a characteristic of a teenager who is aware of his
or her strengths?
a. competent b. dependable c. emotionally mature d. shy
7. Which is not a characteristic of a self-actualized person?
a. open-minded b. pessimistic c. concern d. realistic to self and others
8. How can you may further develop your knowledge and skills?
a. effective study habits c. none of these
b. effective time management d. both statements a and b
9. Which is not a way to enhance your capabilities?
a. develop positive outlook or attitudes
b. accept your weaknesses and limitations
c. you need to think of how others see you
d. develop your knowledge and skills by improving study habits
10. Why is listening to the feedback of others important? Because________
a. their ideas are better than yours
b. it is difficult to describe who you really are
c. you cannot trust your own judgement about yourself
d. it allows you to validate your perception about yourself
11. What do you mean to the line “No two individuals are exactly alike”?
a. twins have the same characteristics and talents
b. you can do what your father can exactly do because you have similar
characteristics
c. Your mother has fair skin complexion, and so you inherited this physical
characteristic from her
d. You may have the same qualities as your brother or sister, but there are
certain things that only you or he can do
12. What are the indications that you are capable of identifying your weaknesses?
A. you are more equipped with finding solutions to your problems
B. you become more capable of actualizing your potentials to the fullest
C. you can find ways to further improve your personality
a. Only statements A and B are correct c. All statements are incorrect
b. Either statement B or C is correct d. All statements are correct
13. What do you mean by assessing oneself?
A. Identifying your strengths and your weaknesses
B. Finding ways to overcome your weaknesses
a. Both statements are false c. the first statement is incorrect
b. Both statements are correct d. only the second statement is correct
14. What factors that affects the physical attributes and the psychological makeup
of a person?
A. environmental factors B. hereditary factor
a. Only letter A is correct c. Either A or B is correct
b. Only letter B is correct d. Both letters A and B are correct
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15. How can we say that you know yourself more? You _____
a. tend to easily give up
b. can be easily influenced by your peers
c. can better cope with the demands of life
d. find it difficult to change your practices
Additional Activities
Activity 5: EXPRESS YOURSELF
Kudos Senior High Students you are almost done with module 1. After knowing
yourself better in this module, express yourself by writing a reflection paper.
Please see the suggested rubric under What I have Learned part for your score guide.
References
Books:
Cleofe, Myreen P. (2016). Personal Development. Makati City, Philippines: Diwa

Learning Systems Inc.
Caparas, Maria Vida G. 2018. Personal Development Discovering the Key to

Success. Quezon City, Philippines: Abiva Publishing House Inc.
Personal Development Module from the Department of Education. First Edition

2016.
Citation:
Eccles, Jacquelynne S., Carol Midgley, Allan Wigfield, Christy Miller
Buchanan, David Reuman, Constance Flanagan, and Douglas Mac Iver. n.d.
"Development during adolescence: The impact of stage-environment fit on
young adolescents' experiences in schools and in families." American
Psychologist 48 (2): 90–101. Accessed 7 2, 2020.
http://psycnet.apa.org/journals/amp/48/2/90/.
Internet:
www.canva.com
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https://medium.com/the-ascent/the-importance-of-knowing-oneself-and-3ways-to-
do-so-bcbfac002aed
https://www.scribd.com/document/164851874/Drawing-Rubrics-General
https://sites.google.com/a/une.edu/hgeo/home/2-the-
middleeast/tuesdayfebruary23/middle-east-project/rubric/Picture%207.png
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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12
Personal
Development
Developing The Whole Person
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FIRST QUARTER MODULE 2, WEEK 2 DEVELOPING THE
WHOLE PERSON
Content Standard : The learner demonstrates an understanding of the

various aspects of holistic development: physiological,
cognitive, psychological, spiritual, and social
development.
Performance Standard : The learner shall be able to illustrate the connections
between thoughts, feelings, and behaviors in a
person’s holistic development.
Learning Outcomes : Upon completion of the module, the student is
(Syllabus) expected to write the physiological, cognitive,
psychological or emotional, social, moral or spiritual
changes and its implications to life.
Competencies : 1. evaluate his/her own thoughts, feelings, and
behaviors.
2. show the connections between thoughts, feelings, and
behaviors in actual life situations.
Competency Code : EsP-PD11/12DWP-Ic-2.2, EsP-PD11/12DWP-Ic-2.3
What I Know
But…let us start first with a short pre-test to assess your previous knowledge.
You may write again your answers in any size of paper. Write TRUE if the statement
is correct, and if incorrect change the underline word/s to make the statement
correct.
1. Boys usually start their growing spurt earlier than girls.
2. Obesity is commonly associated with hormonal changes.
3. An urge of independence is felt during adolescence stage.
4. Release of spermarche among boys indicates sexual maturity.
5. Widening of the hips is caused by the hormone called estradiol.
6. Physical attractiveness is one major concern among adolescents.
7. During adolescence, most teenagers gradually seek for their identity.
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8. Psychologists believe that our thoughts influence our feelings and behaviors.
9. Hormones are chemical substances produced by endocrine glands that actively
affect physical growth and development.
10. Testosterone is an estrogen that is strongly associated with the physical
development of girls, such as widening of hips, and breast and uterine
development.
What I Need to Know
Hello Senior High School students and welcome back to the second wave of
your journey towards knowing yourself more. This module will help you to become
more aware of the various changes that you have encountered in your adolescence
life. With these changes you will be directed to find ways in coping with the challenges
of growing up and understand further its implications to you as a person.
So, are you excited now in acknowledging the fact that you have grown up as
a teenager? Then, please read the learning objectives of this module 2 before you will
start again the journey. At the end of this lesson, you can:
 write the physiological, cognitive, psychological or emotional, social,
moral or spiritual changes; and
 share your personal ways on how to cope with these changes in life as a
teenager.
What’s In
Welcome back senior high school students in your next journey of knowing
yourself better! You have learned in the previous module that the concept of self is a
result of the interplay of the different elements of your personality namely; body,
thoughts, emotions, and sensations. The challenges that you are going through today
as a teenager will serve as your motivation of becoming the person you will be in the
future.
Activity 1: WORD ASSOCIATION

When you hear the word adolescence, what word or phrase directly comes into
your mind? Give at least 5 words (You may write your answers in your journal)
What’s New
Activity 2: THE CHANGES IN YOU

It is now time to explore the world of the adolescence stage. Get your journal
and write at least two (2) changes of the different aspects of holistic development that
you have observed with yourself.
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Aspects of Holistic Development:
1. Physical/Physiological 4. Social
2. Cognitive 5. Moral/Spiritual
3. Psychological/Emotional
What is It
Adolescence is referred to as the teenage years, which start at the age of twelve (12)
and end at the age of twenty-one (21). The beginning of the physiological development
is shown by the onset of puberty. There are children who experience puberty as early
as the age of nine (9). What is puberty then? Puberty refers to the physical
transformation that a child experiences as sexual maturity is reached. It is at this
stage that the child may be overly concerned with appearance and body image (Lewis
2015).
The life stage of the teenagers is very crucial because it is a transition from
one stage to another (Hurlock, 1982). Teenagers usually strive to establish their
personalities to prove that they are adults already however immediately and
disappointingly. More so, rejection is a primary issue during adolescence.
The sense of belongingness is a struggle, the feeling of being unaccepted, and
being alone place the teenagers to a difficult situation which may result to peer
pressure, easily influenced by peers. Proper guidance and constant follow-up from
their support system like parents and other special people around them is very
important. But all of these wonders and challenges make an important crossroad in
your journey in life. Now, let us understand the different aspects of development of
adolescence.
Physical or Physiological Changes

What would a person look like when he/she
grows up? That depends on heredity. The
genes he/she got from his/her parents
contribute in the physical appearance of a
person. Changes among boys; eventually
grow larger than girls, muscles grow, testes
or gonads rapidly grow bigger for a year
during early pubescence, the penis also
grows markedly, voice becomes husky, and
there is production and release of
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 Photo retrieved 07/20/2020 @https://tinyurl.com/y5tzdjaz already
capable of reproduction.
While the changes among girls; start their growth spurt earlier than boys, 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, more melodious voice, hips become wider and rounder
16
which resulted in the enlargement of their pelvic region, and breasts also develop
and muscles grow in size and strength.
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 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. Estradiol An estrogen that is strongly associated in the
physical development of girls such as widening of hips, and breast and uterine
development. These hormonal changes especially among girls may trigger weight gain
and is often associated with obesity.
Physical attractiveness is one of the major concerns of teenagers. According
to Stice and Shaw (2002), only few adolescents experience body-cathexis or
satisfaction with their bodies. They do things to prove that they are attractive.
Further, below are the implications of physical changes among teenagers:
 Their concerns about their physical appearance may also increase
 May realize that some people treat those who are attractive better than those
who are less attractive.
 It also explains why some teens are shy and cumbersome in appearing in public
as well as in expressing their ideas.
 Some are too conscious to do even simple activities such as walking along the
school corridor, and even sensitive to criticisms.
 Some teenagers have low self- esteem and lack of self-confidence.
Remember that it is in understandable to get affected by these body changes.
The challenge is how to cope with these changes? You just need to have some
adjustments- on how you view the things that are happening in your body both inside
and outside. You may put emphasis on personal hygiene to reduce acne and body
odor. Perform physical exercises and activities to avoid being fat and be fit instead.
Yet, it is only through self-acceptance that you become brave enough to face the
“whole new you”.
Cognitive Changes
Cognitive development refers to the progression of one’s ability to think ang
reason out, adolescents develop the ability to think and interconnect things in
relation to problem solving. During adolescence, your brain goes through significant
structural development stages as well. The neurons in the corpus callosum thicken
and connect the left hemisphere and the right hemisphere of the brain, making the
brain process information faster and more effectively.
Development is also observed in the prefrontal cortex, which is involved in
decision-making, reasoning, and controlling one’s emotions. Likewise, amygdala, the
seat of your emotions such as anger, sadness, and happiness, matures much earlier
than the prefrontal cortex. The cognitive apparatuses develop, teenagers become
more capable of thinking abstractly, instead of thinking only of today which may lead
to:
• ask a lot of questions, not only about yourself but also about everything around
you
17
• no longer comfortable with simple explanations but you look for a deeper
meaning of things
• express their doubts about their parents parenting style as well as the principles
and beliefs of their family
• compare the parenting styles at home and that of the peers.
These may result to being pickle-minded or tendency of being undecisive and
leads you to explore and experiment. Moreover, the fast-changing decisions prompt
teenagers to engage in risky behaviors such as cutting classes, cheating, smoking
and or drugs, drinking alcoholic beverages, lying, computer game addiction, and even
stealing. In this manner, you are encouraged to pause and study your situation
before making any unnecessary actions or decisions. It is of great help if you consult
a trusted adult like your parents, brothers or sisters, your teachers, or any confidant
regarding your situation.
Psychological or Emotional Changes

According to Hurlock (1982), adolescence, as a transition period, has often been
described as a period of “storm and stress”. You get easily excited with some
situations, but you also tend to easily show your irritation. Emotional maturity
should be achieved by the end of adolescence. The indicators that you have finally
achieved emotional maturity are:
a. You know how to express your emotions in a socially acceptable manner
b. When you face difficult situations, you exercise critical thinking and not
being emotionally carried away
c. You realize that lessons can be learned from each challenging experience
d. You become less reactive to provocations and emotionally heated situations.
These realizations are important in your journey toward self-actualization.
Social Changes
One of the key concepts crucial in the study of adolescence is identity crisis. Based
on Erikson’s Theory of Psychosocial Development, the period of adolescence is the
most challenging and turbulent stage in the framing of the identity of an individual.
He espouses that the struggle in forming one’s identity and the confusion of roles
attached to it occurs around the time when adolescence happens. On the other hand,
social pressures and demands add to the stress and storm of the adolescence stage.
Here are some of the social changes you may experience please
take note:
2.
Photos retrieved 07/20/2020 @

https://thinking.umwblogs.org/2020/04/2
4/cocktail-party effect-with-children/
1.
18
Your attitude, speech, interests, appearance, and become curious about
behavior are greatly influenced by your peers, as relationships with the opposite
you spend more time outside your home. You may sex and experience physical
prefer fewer friends and intimate relationship and attraction.
3. You are more socially competent and tend to participate more in social
gatherings which is manifested in your ability to carry on conversations, behave
properly in front of people, and have confidence to share your talents. 4. Your
need for belongingness is manifested in this stage.
However, the need of belongingness if not handled well, this may lead to peer
pressure, you conform to the standards of your peers or the expectation that you
need to comply to the standards of your peer groups without considering the
consequences. This is shown when you are easily influenced by others like giving in
to drinking alcoholic beverages, playing computer games, and strolling in the mall.
Worst cases is when you give in for cutting classes, smoking, taking illegal drugs,
and perform sexual activities because of peer pressure, the fear of being labelled as
“kill joy” and the fear that they may “unfriend” you in the group.
You need to make social adjustments to overcome challenges. What do you need to
do to successfully make social adjustments? Enhance your social skills by carrying
yourself gracefully in front of others, and just enjoy the company of your peers. To
cope up with social pressures, you should also learn to clarify your limitations, and
learn to say no so that you maintain self-reliance.
Moral or Spiritual Changes

Morality means “a set of guiding principles that direct a person in the pursuit of
what of right or wrong and what is good or bad.” The development of the adolescent
in the moral aspect shows the fruition of these guiding principles and is manifested
by the concrete application of these guidelines in daily life (Oswalt 2015). Moral
development starts with obeying your elders when you are still 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. This means that adolescents must
be able to stand on what their personal conscience dictates them to do. For example,
you already know that cheating is bad and that giving answer to your classmate
during test is wrong. But your classmate who is your friend and popular in the school
ask an answer from you during the test. And even whisper to you that if you will not
give the answer, he would “unfriend” you. You know that if you will not give the
answer, you will be left out in the social activities in school. What would you do?
What would your personal conscience tell you to do?
Assessing the given situation, teenager would easily give in and just give the answer
right away. However, if we base our judgement through the post conventional
morality reasoning, you should stand on your ground, do what you think is right,
and perceive the situation as a personal decision based on the personal codes you
instill in your mind. According to Hurlock (1982), adolescents who deviate from their
general principles and act upon the wishes of others even though these are wrong
are more likely to suffer from self-condemnation. Therefore, 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.
19
Moreover, being focused will assist you in your journey on how you want to live your
life. Your moral judgement becomes clearer when you see your purpose in
life.
What’s More
Activity3: YOU are YOU

Please go back to your answers in the What’s New part of this module. I would like
you to continue that activity following the format below .
Changes You Have Your Coping Mechanism
Aspects of Holistic Development Experienced (How did you cope with those
(at least two) changes in you?
1. Physical/Physiological
2. Cognitive
3. Psychological/Emotional
4. Social
5. Moral/Spiritual
What I have Learned
Activity 4: REFLECTION
I want you to share your learnings/realizations from this module by answering
the following in your journal notebook:
1. I learned that _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. I realized that _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
20
Taken from https://sites.google.com/a/une.edu/hgeo/home/2-the-
What I can Do
Activity 5: THE PAPER COLLAGE
To further appreciate your traits, abilities, and talents as a teenager do this

activity! This activity will help provide you the opportunity to look deeper into your
role as a teenager and analyze the importance of this stage in your life.
Instructions:
1. Prepare the following materials:
a. Board paper d. old magazines or newspaper
b. Tissue or art paper e. pair of scissors
c. Glue or paste f. and other materials you need
2. Using the materials, create a collage that will illustrate your meaning and
purpose in life as a teenager.
3. You may also cut letters, words or phrases from the used magazines or
newspapers to add captions and labels to your collage.
Enjoy the activity..!
Please see the rubric below for your score guide of this activity.
Category/ 5 3 2
Score
Creativity All of the graphics or Most of the graphics Only a few graphics
objects used in the or objects used in the or objects reflect
collage reflect a degree collage reflect student creativity,
of student creativity in student creativity in but the ideas were
their display. their display. typical rather than
creative.
21
Design Graphics are cut to an 1-2 graphics are 3-4 graphics are
appropriate size, lacking in design or lacking in design or
shape and are placement. There placement. Too
arranged neatly. Care may be a few much background is
has been taken to smudges or glue showing. There are
balance the pictures marks. noticeable smudges
across the area. or glue marks.
Items are glued neatly
and securely.
Time & Much time and effort Some time and effort Student did do some
Effort went into the planning went into the collage. work at home.
and design of the Student could have
collage. put in more time and
effort at home.
Title & The title is catchy and The title provided Title and labels are
Explanation creative and related relates to the collage. incomplete.
to the collage.
Score 20 12 8
Taken from https://studylib.net/doc/25196985/collage-rubric
Assessment
I. Read the statement carefully and write the letter of the correct answer in your
journal notebook.
1. It refers to the physical transformation that a child experiences as sexual
maturity is reached.
a. Adolescence b. Adulthood c. Childhood d. Puberty
2. It is referred as the teenage years which starts at the age of 12 and end at the
age of 21.
a. Adolescence b. Adulthood c. Childhood d. Puberty
3. Emotional maturity is achieved during _________.
a. adulthood b. early adolescence c. end of adolescence d. Puberty
4. What would adolescents likely suffer from when they act upon someone’s
request or demand even though it goes against their principles or moral
beliefs?
a. self- assurance c. self – condemnation
b. b. self- blame d. self- devaluation
5. Which is a characteristic of cognitive development during adolescence?
a. Tendency to ask a lot of questions about many things
b. Tendency to question their parents’ style of upbringing
c. Tendency to look for deeper meanings about the things around them
d. All of the above
6. Which does not relate to emotional maturity?
a. Acting impulsively
22
b. Remaining composed despite annoyance
c. Thinking critically before making any decisions
d. Expressing emotions in a socially acceptable manner
7. Which statement indicates that post conventional reasoning among
adolescents is achieved?
a. They follow to the standards of their peers.
b. They can stand for what they believe is right.
c. They consult their peers about certain decisions.
d. They begin to question their parents’ beliefs and style.
8. Which statement best illustrates emotional stability?
a. You can face many people.
b. You can escape certain situations.
c. You can ignore the person who hurt you.
d. You can express your emotions in a socially acceptable manner.
II. Write CORRECT if the statement is correct and if not change the underline
word/s to make the statement correct.
9. Obesity is commonly associated with hormonal changes.
10. Release of spermarche among boys indicates sexual maturity.
11. Widening of the hips is caused by the hormone called estradiol.
12. Physical attractiveness is one major concern among adolescents.
13. Hormones are chemical substances produced by endocrine glands.
14. During adolescence, most teenagers gradually seek for their identity.
15. Testosterone is an estrogen that is strongly associated with the physical
development of girls, such as deepening of the voice, widening of the
shoulders, and increase in height.
Activity 6: ESSAY
Very good Senior High Students you are almost done with module 2.
Using your journal, answer the following questions:
1. Why is adolescence considered a turning point in life of a growing child?
2. How do people in the child’s surroundings influence his/her life?
23
Taken from https://sites.google.com/a/une.edu/hgeo/home/2-the-middleeast/tuesdayfebruary23/middle-
east-project/rubric/Picture%207.png
References
Books:


Internet:
https://tinyurl.com/y5tzdjaz
https://thinking.umwblogs.org/2020/04/24/cocktail-party-effect-with-children/
https://studylib.net/doc/25196985/collage-rubric
24

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
25
12
Personal
Development
Developmental Stages in Middle
and Late Adolescence
26
FIRST QUARTER MODULE 3, WEEK 3
DEVELOPMENTAL STAGES IN MIDDLE AND LATE
ADOLESCENCE
Content Standard : The learner demonstrates an understanding of the skills and

tasks appropriate for middle and late adolescence, and
preparatory to early adulthood.
Performance Standard : The learner shall be able to make a list of ways to become
responsible adolescents prepared for life.
to classify various developmental tasks according to the
developmental stage.
Competencies : 1. Discuss developmental tasks and challenges being
experienced during adolescence
2. Evaluate one’s development through the help of
significant people around him/her (peers, parents,
siblings, friends, teachers, community leaders).
Competency Code : EsP-PD11/12DS-Ic03.1, EsP-PD11/12DS-Id-3.2
What I Know
Again… to assess your previous knowledge, let us start first with a short pre-test.
You may write your answers in your journal notebook. Write the letter of the correct
answer.
1. The ability to accept one’s body and the ability to think more responsively of
one’s body are developmental tasks during which stage?
a. Early adolescence c. Middle adolescence
b. Late adolescence d. Puberty
2. Achieving new and more mature relations with age mates of both sexes is what
stage in the developmental task of an adolescent?
27
b. Late adolescence d. Puberty
3. 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 is what stage in the developmental task of an
adolescent?
b. Late adolescence d. puberty
4. Which is the most important building block of responsibility?
a. Self-regulation b. Self-esteem c. self-control d. self-discipline
5. What do you call to the term referred to as the ability to put oneself in
another’s shoes?
a. Empathy b. Self- esteem c. Sympathy d. Value
6. Which statement best describes the developmental tasks of adolescents?
a. They follow a sequential order
b. Girls matures faster than boys
c. Rapid growth is experienced by adolescents
d. Boys differ from girls in terms of developmental task
7. Which statement shows that you become more adept in social settings?
a. You can make new friends.
b. You can find support from others.
c. You can establish intimate relationships.
d. All of the above
8. Which is a characteristic of the adolescents of today?
a. Having an “instant” culture c. Being materialistic
b. Has the culture of hard work d. All of the above
9. The following are the developmental tasks during adolescence according to
Robert Havighurst except _________. a. preparing for economic career
b. preparing for marriage and family life
c. achieving a masculine or feminine role
d. Desiring but not achieving socially responsible behavior
10. Which is not true about middle adolescence?
a. It is from 13-16 years old
b. You become more independent
c. You put away your childish ways
d. You achieve feminine or masculine role
What I Need to Know
Good day Senior High School students and welcome back to the third wave of
your journey towards knowing yourself beyond. As you move on in your journey of
28
personal development, you will be able to know the developmental tasks of the stages
in adolescence here in this module 3, which will guide you on what society expects
from you. Knowing the typical personalities of adolescents in the 21 st century will
make you understand yourself better and be guided to become a responsible
teenager.
So now, are you ready to conquer the responsibilities expected of you? Before
that, let us read first the learning objectives of this module. At the end of this module,
you can:
 classify various developmental tasks according to the developmental
stage; and
 list ways on how to become responsible adolescents prepared for life.
What’s
In
Senior high school students are you still okay? Welcome back to your next
journey of knowing yourself well! You have learned in the previous module the
various changes of the different aspects of your holistic development like
physical/physiological, social, cognitive, moral/spiritual, and
psychological/emotional. Those various changes may have help you in
understanding better yourself. From the previous lesson, you have gained insights
on how to effectively cope with these changes, Now, you will learn the various
developmental tasks in adolescence.
Growing up is never easy considering the various developmental tasks that
you need to learn to prepare yourself to the challenges of life. According to Robert
Havighurst, 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 certain periods in his or her life. Knowing your tasks is very important
for this will serve as your guide in doing things that are expected of you. Now, please
reflect to the following questions below:
a. What are your tasks at home?
b. At school?
c. At the community?
You can reserve your answers as you explore this 3rd wave of knowing more of
yourself.
What’s New
Activity1: BEFORE AND NOW…

The objective of this activity is to help you discover what life was before and compare
it with your present life as a teenager. By uncovering the differences, you may be
able to understand how generations evolve and be able to describe the characteristics
of the modern generations. Your answers may be based from their life style, courting
style, playing, studying and others. Write your answers below .
29
What Your Parents Did Before How You Do Things Now
1. ____________________________ 1. ___________________________ 2.
____________________________ 2. ___________________________ 3.
____________________________ 3. ___________________________ 4.
____________________________ 4. ___________________________
5. ____________________________ 5.
___________________________
What is It
The Developmental Tasks in Adolescence

According to Robert Havighurst, the developmental tasks during adolescence 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 economic career
7. Acquiring a set of values and an ethical system as a guide to
behaviordeveloping ideology
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 (this happens when you are 12-13 years old)
At this stage you may experience rapid growth and various changes. Your primary
developmental tasks at this stage involves the following:
 Adapting to biological and mental development
 Accept one’s physique and use one’s body effectively
 Embrace the fact that you are physically maturing already and know how to
take care of your body
 Already sexually capable of reproduction
 You need to be comfortable with the way you look.
 Middle Adolescence (this occurs around 14-16 years old)

Your primary tasks as a teenager in this period are as follows:
 Achieving new and more mature relations with age mates of both sexes
 Achieving a masculine or feminine social role
 Achieving emotional independence from parents and other adults
 Becoming more adept in social settings and more capable of establishing
intimate relationship
 Attraction that you feel to another person- learning to handle heterosexual
relationships, dating, and sexuality.
30
 Late Adolescence
This starts when you are 17 years old until you have shown a sense of consistency
in your personal identity in relation to people around you, and you have begun to
form some fairly definite social roles, value systems, and life goals (Kimmel and
Weiner, 1995). The tasks expected of you at this stage are the following:
 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.
 Focused on planning and preparing for marriage and family life, preparing for
an economic career, on acquiring a set of values and an ethical system as a
guide to behavior or ideology, and on desiring and achieving socially
responsible behavior.
It is true that growing up has never been easy and adolescence is full of challenges
because it is a stage of “becoming” rather than of “being”. You need to work hard
to master these developmental tasks and the challenge is to maintain a positive
attitude towards those responsibilities that you will be taking into. Do not take it as
a difficult task but rather take it as an opportunity for you to grow. What is important
is you are learning in each task, improve the things that are not well done, and
embrace the things undone.
Adolescents in the 21st Century

Your parents and grandparents lived in a world characterized by a culture of hard
work. To illustrate further this said culture, imagine how your parents or
grandparents cook for food before, the ways and preparations in cooking is never
easy since there was no stove available. Imagine cooking before with a long process
from getting woods to producing heat. Unlike today, where there are available stove,
oven or butane for easy cooking process. You also have instant noodles, instant coffee
mix, and instant sauces. More so, you have fast food outlets, computers, gadgets,
internet, e-books, and among others that make things easier and more convenient
and accessible.
Another observation in today’s

generation is in the courtship style.
Unlike before that there was harana,
the boys will really go to the house of
the girl to ask permission from the
parents to allow the boy to court the
girl. Now, because of the onset of
telecommunication, it seems that
courtship is done instantly, and virtual
relationship come into existence. Having
a relationship through text or
computer is now embraced by the new
31
generation. Hence, the culture of instant
result in today’s generation is Photos retrieved 07/20/2020 @
https://www.cartoonstock.com/directory/f/fashion.asp
visible.
In addition, materialism characterizes the youth of today. How do you react when
you see your classmate having the latest gadget, having a new pair of branded shoes,
bag, or apparel? Are you not admiring that person? Are you not envious of him or
her? Do you also wish that hopefully you have those things as well? These material
possessions become status symbols for adolescents nowadays. According to Hurlock
(1982), status symbol 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. That is one thing that
teenagers should be extra careful because they might be too materialistic and forget
self- respect self- value.
Taking charge or assuming responsibility is the ability to choose your own
responses (Convey, 2004) to encountered circumstances. This means that you are
responsible and accountable of your behavior, without making excuses or blaming
others for your mistakes. Successful people take full responsibility of their actions.
They take charge to realize their goals, act with motivation and determination, and
correct their mistakes to stay on track of their goals. Now, listen to this call for
responsibility! Start looking yourself and work on the following building blocks of
responsibility by Feiden (1991):
1. A strong sense of self-esteem. The most important building block of
responsibility is high self-esteem, which should be a positive belief in oneself.
2. The capacity for empathy. The ability to put oneself in another’s shoes so that
you understand what he/she is going through.
3. Knowing right from wrong. Taking accountability of your actions means
facing the consequences of your actions.
4. Developing good judgement. Ability to make good decisions make you rooted
to integrity and strong personal values.
Hey Senior High School students, we want to see you successful in the future..!
What’s More
Activity 2: MY PERSONAL TIMELINE
A personal timeline portrays the influential events and happenings of a

person’s life so that he can understand where he has gone wrong and right in the
past. It helps to plan the future in a better constructive way.
Using a bond paper, write the major events in your life and the significant
people in your life. You may add your age, specific dates and places. You may draw
the timeline horizontally, vertically, diagonally or even using ups and down
32
depending on your imagination. Be creative in your representations. You may also
use symbols, figures and drawings. Think of a title for your personal timeline.
You may use crayons or art materials depending on the available resources or
just a simple paper and pen may be fine. You can also go for the personal timeline
website template samples available online. The link is
https://www.template.net/business/timeline-templates/personal-timeline-template/
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-storyprobing-to-create-shiftto-life-
liberating-meanings-2-of-2/(DepEd (retrieved from: Personal Development Module page17)
What I have Learned
Activity 3: MY SELF-ASSESSMENT
Complete the table below to assess your own level of development as a senior high
school student.
What are the expected What are the expected What are the expected
tasks you have tasks you have partially tasks you have not
successfully accomplished? accomplished?
accomplished?
Write at least three (3)

tasks…
Source: DepEd Personal Development Module page 20
What I can Do
Activity 4: REFLECTION UPON
1. As a teenager today, what makes your generation different from the generation
of your parents?
2. How do you feel about those differences?
33
3. As a teenager, what would you do to reconcile the gap between your generation
and the older generation?
Use graphic organizer for your answer in # 1-3.
Assessment
I. Write the letter of the correct answer in your journal notebook.

1. What do you call to the ability to understand how others feel?
a. Accountability b. Conscience c. empathy d. sympathy
2. Which is considered as the most important building blocks of responsibility?
a. Self-regulation b. self-control c. self-esteem d. self-discipline 3. Which
is the most important building block of responsibility?
a. Self-regulation b. Self-esteem c. self-control d. self-discipline
4. The ability to accept one’s body and the ability to think more responsively of
one’s body are developmental tasks during which stage?
a. Middle adolescence c. Early adolescence
b. Late adolescence d. puberty
5. Which statement best describes the developmental tasks of adolescents?
a. They follow a sequential order
b. Rapid growth is experienced by adolescents
c. Girls matures faster than boys
d. Boys differ from girls in terms of developmental task
6. Which statement shows that you become more adept in social settings?
a. you find support from others
b. You are able to make new friends
c. You are capable of establishing intimate relationships
d. all of the above
7. Which is a characteristic of the adolescents of today?
a. Having an “instant” culture c. Being materialistic
b. Has a culture of hard work d. All of the above 8. Which is
not true about middle adolescence?
a. It is from 13-16 years old c. You become more independent
b. You achieve feminine or masculine role d. You put away your childish ways
9. Because of modern technology, teenagers can easily access information.
Which of the following illustrates the possible negative side effects of modern
technology?
a. Access to pornography c. instant relationships
b. Limited social interaction d. all of the above
10. How does today’s generation differ from older generations?
a. Style of living c. values and belief systems
b. Courtship rituals d. all of the above
II. Write YES if the statement is correct and NO if the statement is incorrect.
34
11. Growing up is just very easy.
12. The older generations lived in a world characterized by a culture of instant
results.
13. You need the support of significant persons in your life to self-reliant and
independent.
14. Achieving new and more mature relations with age mates of both sexes is a
developmental task in the late adolescence.
15. materialism are prestige symbols that tell others that the owner is of higher
status than other people according to Hurlock.
Great Senior High Students you are almost done with module 3. Using your journal,
answer the following questions:
1. Name one (1) challenge you have encountered in growing up as a teenager.
2. How do you cope with that challenge?
References
Books:


Personal Development Module from the Department of Education. First

Edition 2016.
Internet: https://www.cartoonstock.com/directory/f/fashion.asp
35

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
12
36
Personal
Development
The Challenges of Middle and
Late Adolescence
FIRST QUARTER MODULE 4, WEEK 4 THE CHALLENGES

OF MIDDLE AND LATE ADOLESCENCE
Content Standard : The learner demonstrates an understanding of the

developmental changes in middle and late adolescence, and expectations of and
from adolescents. Performance Standard : The learner shall be able to clarify
and manage the
demands of the teen years (middle and late adolescence)
to identify the different pitfalls and challenges that teen-
agers have encountered.
37
Competencies : 1. Identify ways that help one become capable and
responsible adolescent prepared for adult life. Competency Code : EsP-
PD11/12DS-Id-3.3
What I Know
Once Again … Let us start first with a short pre-test to assess your previous
knowledge. You may write your answers in your journal notebook. Write the letter
of the correct answer.
1. DOH data on HIV indicate that the most number of persons infected are ____.
a. adults b. females c. males d. teenagers
2. Who said that biological, psychological, and social factors interplay and
contribute to create problems that teenagers need to overcome during
adolescence?
a. Casey b. Connolly c. Havighurst d. Santrock
3. Which is a characteristic symptom of a marked diminished in interest or
pleasure in all, or almost all activities of the day?
a. anxiety b. depression c. drug abuse d. social disorder
4. The following are the social factors that contribute to the emergence of an
adolescent except ___________.
a. barangay hall b. family c. peers d. school
5. Rejection during adolescents is inevitable. What is likely the result of this

rejection if not handled well?
a. Low self-esteem c. depression
b. negative attitude towards self d. all of the above
6. Common causes of suicide include ___________________.
a. hopelessness c. low self-esteem
b. self-blame d. all of the above
7. Teenagers who drop out from school are more prone to except________
a. drug addiction c. computer addiction
b. drinking alcoholic beverages d. being successful in life
8. Which is considered as one of the most difficult challenges during
adolescents?
a. Finding a sense of identity
b. Becoming academically successful
c. Proving yourself to your parents that you are independent
d. Finding friends who can positively influence your behaviors
9. The following are the strategies that a teenager may do to cope with the
challenges they encountered according to Sevilla except_________. a. identifies
your vulnerabilities
38
b. learns to accept what you feel
c. develops your talents and interests
d. no need to ask for help to avoid disclosure
10. What happens when adolescents fail to master self-control?
a. They can negatively influence others
b. They may not be able to pursue a career
c. They are likely to engage in risky behaviors
d. They may not able to express their ideas well
Okay…! Time is up… you can still answer this pre-test during your vacant time.
What I Need to Know

You are in your module 4 Senior High School students and embrace the 4th
wave of your journey towards knowing yourself further. As you continue in your
journey towards personal development in this module, you will be able to conquer
the challenges in your life as a teenager. In this module you will learn strategies and
ways on how to cope with the demands of teenage life thus, you are expected to
unleash your challenges in life and later on think of ways on how to deal with those
challenges and pitfalls in life.
Before we begin with our lesson, please consider the following learning
objectives of this module. At the end of the lesson, you can:
 Discuss that facing the challenges during adolescence may able to
clarify and manage the demands of teen years; and
 Identify strategies to cope with the challenges of teenage years.
What’s In
How are you senior high school students? Welcome again to your journey of
knowing yourself well! You have learned in the previous module the developmental
tasks expected of an adolescent like you. Those developmental tasks are considered
preparatory to adulthood thus, knowing all of those can help you become more
responsible in the next stage of life. The completion of such tasks would bring about
fulfilment and success in your teenage life however, inability to do the tasks expected
of you would also result to disappointment, depression, and struggles in the future
undertakings.
In this module, you will learn the challenges and pitfalls among adolescence
and its strategies to cope with those challenges. According to David Geldard and
Kathryn Geldard (2006) adolescence is a time in young people’s lives when they move
toward independence, autonomy, and maturity. Along in that journey are the
challenges and difficulties that a teenager may experience for according to others
that problems and difficulties are considered “spices of life” which means that life is
worth living if you have taken those difficulties as an opportunity for you to grow. So,
let us start exploring this module.
39
What’s New
Activity 1: RISKY BEHAVIORS ON THE GO

The objective of this activity is to help you identify risky or dangerous behaviors that
you usually observe among adolescents. Write risky behaviors and identify the
causes of such risky behavior through a graphic organizer (GO).
What is It
What causes risky behavior? 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, hormones and brain
development cause challenges that
adolescents need to face. According to
Casey et.al., (2011) the development of
the prefrontal cortex after amygdala has
been linked to risk-
taking behaviors and sexual
experimentation. While the prefrontal
cortex is still developing, your brain may
not be able to process what you feel and
control your actions. In this case, it may cause Photos retrieved @ problems.
https://markarmstrongillustration.com/8253-2/
Accordingly, one of the most difficult challenges that you encounter as a

teenager is finding a sense of identity. The absence of concrete self-identity causes
heightened emotionality that usually causes problems. Later, you get irritated and
have mood swings easily. Sometimes, mood swings become too erratic and negative,
resulting in relationship problems and depressions. If you have become used to
getting what you want, then self-control may become an issue. If self-control is not
mastered, concerns like drug abuse, computer gaming, other delinquent acts may
emerge.as cited by Anderson et. Al., (2007) low conscientiousness has been
associated with drug abuse and behavior problems. Hence, your emotions can
influence your actions and decisions; so, you become less objective, and your actions
may not be effective.
There are social factors that contribute to the emergence of an adolescent

namely family, peers, school, socio-economic status and immediate environment.
You spend most of your time with your peers during adolescence which may have
negative effects on your attitudes and behavior especially when your friends are not
so good influencer. For example, if you are fond of going out with friends who are
40
smokers and drinkers of alcoholic beverages, there is a great possibility that you will
also learn to smoke and drink. On the other hand, if you will not go with them, you
might be rejected by them. Furthermore, if you experience rejection, it may cause
depression if not handled well. Today, adolescents engage in romantic relationships
at an early age and may suffer various consequences which may also lead to
rejection. Connolly and McIsaac (2009) cited that early dating is linked to substance
abuse, and that unsuccessful romantic
relationships lead to depression.
Additionally, teenagers who drop

out from school are more prone to drug
addiction and other delinquent activities.
Also, there are studies that proves that
poverty is linked to many problems
that adolescents are vulnerable to
(Santiago, et,al., 2011). And Chen et.al.
(2011) also mentioned that adolescents
who live in an
unhealthy environment are in higher
Photos retrieved @ http://familybootcamp.org/video-
risks for developing problems. game-addiction
Moreover, those who came from non-intact families due to nonmarriage,

separation, parents’ working abroad, and death usually experience problems. To sum
up everything these are the challenges that every teenager may encounter:
– Finding a sense of identity
– Self-control
– Romantic relationship at an early age
– Engage in activities that put their health and dignity at risk
– Drop-out from school are more prone to drug addiction and other delinquent
activities
– Non-intact families due to non-marriage, separation, parent/s working
abroad, and death usually experience problems.
Pitfalls and Challenges of Adolescents

The following are some of the common pitfalls and challenges that adolescent
may experience:
1. using and abusing drugs – this is often due to peer pressure which means
that the more your friend use illegal drugs the greater the possibility that you
will become involved with drugs.
2. being addicted to computer games – teenagers are hooked to these recreational
activities merely because this is not just for fun rather this gives opportunities
for the teenagers to express what they feel, create their own world, and most
importantly, find their identity in the characters of the game. However,
because adolescents have created their own world in the game, they are
sometimes unable to distinguish reality from the virtual one. With amusement
41
that these computer games have offered to them, this would result to cutting
classes and worst stop schooling.
3. running away from home – some of the reasons of running away from are their
parents are hurting them physically, feeling unhappy at home, a means of
getting what they want. 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.
4. being sexually promiscuous – due to hormonal changes, teenagers normally
experience heightened sexual activities during this stage. Thus, becoming
teenage parent is possible. Based on the data of the Department of Health
(DOH) on the transmission of the human immune deficiency virus (HIV)
(2014), the most number of persons who become infected with HIV are
teenagers.
5. being depressed - According to the Diagnostic and Statistical Manual of Mental
Disorders, 5th edition (DSM 5 ed.), at least 5 of the 9 symptoms represent a
change in the individual’s functioning (observed during a 2week period): a.
Depressed mood most of the day
b. Markedly diminished interest or pleasure in all, or almost all, activities
most of the day
c. Significant weight loss or weight gain, or decrease or increase in appetite
nearly every day
d. Insomnia or hypersomnia nearly every day
e. Psychomotor agitation or retardation nearly every day
f. Fatigue or loss of energy nearly every day
g. Feelings of worthlessness or excessive or inappropriate guilt nearly every
day
h. Diminished ability to think or concentrate, or indecisiveness, nearly every
day
i. Recurrent thoughts of death, recurrent suicidal ideation without a specific
plan, or a suicide attempt or a specific plan for committing suicide
6. committing suicide – is usually associated with depression which is closely
related with a sense of hopelessness, low self-esteem, and high self-blame
(O’Donnell et.al., 2004).
After knowing these pitfalls and challenges, it will help you avoid being trapped
to difficult situations. Sometimes teenagers put themselves into these situations
mainly because of their inability to express their feelings or emotions especially when
their significant people have high expectations from them. But do not worry because
there are strategies to cope with these challenges…
Strategies to Cope with Challenges
The challenges that you will encounter might cause pain and stress on your part.
While you are capable to handle such situations, it may cause pressures that would
42
affect your well-being. So, here are some of the 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.
2. Identify your vulnerabilities – knowing when you feel intense emotions is
important to acknowledge. For instance, 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 angry and you see these
signs, you excuse yourself from the discussion and walk away.
3. Develop your talents and interests – know your interests or things that you
enjoy. After doing so, then develop those competencies, talents, and skills in
you. With these, you do not allow negative thoughts or feelings conquer your
heart.
4. Become more involved with others – as they say no one is an island so, we need
others to support us. Do not just focus on yourself but rather live your life
with other people that can give you happiness and influence you to become a
good person.
5. Seek help when needed – most of the adolescents would feel shy and are
hesitant to ask for help because they might feel that they add burden to the
person they are asking help for. But you must remember that teenager still
must learn a lot of ways of being effective and psychologically healthy. Thus,
you still seek for help to your support system.
So Senior High School students, do not be afraid to experience difficulties in life

it is just normal. However, you just have to ask for help in order to cope with those
challenges in life…Remember that a life without challenges is a life not worth living.
What’s More
Activity 2: THE FREEDOM WALL

Expressing your feelings is very important when you feel pressured due to
high expectations. The aim of this activity is to help you express your thoughts and
feelings to authority figures like your parents.
Instructions:
1. Think of an expectation that your parents expressed recently or in the past
wherein you felt really pressured.
2. Think about these questions: How do you feel about these expectations? What
would you like to say?
3. Collect your feelings and thoughts about their expectations where you feel
really pressured. Write them down on a piece of paper.
43
4. Paste it to a wall or any place in your area.
5. After gathering your thoughts and feelings, organize them and prepare a script
that will allow you to express these thoughts and feelings to your parents.
6. Read the script or say it gently to them if you can. Write your script in your
journal notebook.
What I have Learned
Activity 3: KWL CHART: Answer the table below.

K What I know about the W What I wonder about L What I learned about
topic? the topic? the topic?
What I can Do
Activity 4: SLOGAN OR PERSONAL DECLARATION ON BEING HAPPY

Instructions:
1. Read the essay on “Being Happy” below.
2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan or personal declaration on how you can be committed to your
self-development in a short bond paper. Be creative!
4. Explain your thoughts and feelings about it. Include specific ways in which
you will develop yourself further.
Reading: BEING HAPPY
You may have defects, be anxious and sometimes live irritated, but do not
forget that your life is the greatest enterprise in the world. Only you can prevent it
from going into decadence. There are many that need you, admire you and love you.
I would like to remind you that being happy is not having a sky without storms, or
roads without
accidents, or work without fatigue, or relationships without disappointments.
Being happy is finding strength in forgiveness, hope in one’s battles, security at
the stage of fear, love in disagreements.
44
Being happy is not only to treasure the smile, but that you also reflect on the
sadness. It is not just commemorating the event, but also learning lessons in failures.
It is not just having joy with the applause, but also having joy in anonymity.
Being happy is to recognize that it is worthwhile to live, despite all the
challenges, misunderstandings, and times of crises.
Being happy is not inevitable fate, but a victory for those who can travel
towards it with your own being.
Being happy is to stop being a victim of problems but become an actor in
history itself. It is not only to cross the deserts outside of ourselves, but still more,
to be able to find an oasis in the recesses of our soul. It is to thank God every morning
for the miracle of life.
Being happy is not being afraid of one's feelings. It is to know how to talk
about ourselves. It is to bear with courage when hearing a "no". It is to have the
security to receive criticism, even if is unfair. It is to kiss the children, pamper the
parents, have poetic moments with friends, even if they have hurt us.
Being happy means allowing the free, happy, and simple child inside each of
us to live; having the maturity to say, "I was wrong"; having the audacity to say,
"forgive me". It is to have sensitivity in expressing, "I need you"; to have the ability of
saying, "I love you." So that your life becomes a garden full of opportunities for being
happy...
In your spring-time, may you become a lover of joy. In your winter, may you
become a friend of wisdom. And when you go wrong along the way, you start all over
again. Thus, you will be more passionate about life. And you will find that happiness
is not about having a perfect life but about using tears to water tolerance, losses to
refine patience, failures to carve serenity, pain to lapidate pleasure, obstacles to open
the windows of intelligence.
Never give up ... Never give up on the people you love. Never give up from being
happy because life is an incredible show. And you are a special human being!
Source: https://www.facebook.com/mcspa/posts/10153625162832490 (DepEd Personal Development Module pages 27-28)
Suggested rubric for grading the activity.

Category/ 10 8 5
Score
Craftmanship The slogan is The slogan is better The slogan is
exceptionally well constructed. acceptably
constructed. constructed.
45
Creativity A lot of thoughts and Slogan is creative and Slogan is creative
efforts were used to a good amount of and only few
make the banner/ thought was put into. thoughts were put
material. into.
Originality Exceptional use of Good use of new Average use of new
new ideas and ideas and originality ideas and originality
originality to create to create slogan. to create slogan.
slogan.
Score 30 24 15
Taken from https://www.scribd.com/document/332637070/Slogan-Making-Rubrics
Assessment
I. Write C if the statement is correct and INC if the statement is incorrect.

Write your answers in your journal notebook.
1. Feeling sad or angry is not normal for teenagers.
2. Engaging in sports may contribute to your stressors.
3. When you accept your feelings, you acknowledge what you feel.
4. In helping others, you allow yourself to appreciate what you have.
5. Asking help from others is a measure in preventing things from being
complicated.
II. Read each statement below and write the letter of the correct answer in your
journal notebook.
6. Who said that biological, psychological, and social factors interplay and
contribute to create problems that teenagers need to overcome during
adolescence?
a. Casey b. Connolly c. Havighurst d. Santrock
7. What group of individuals are most infected of HIV based on DOH data?
a. adults b. females c. males d. teenagers
8. Rejection during adolescents is inevitable. What is likely the result of this
rejection if not handled well?
c. Low self-esteem c. depression
d. negative attitude towards self d. all of the above
9. Common causes of suicide include ___________________.
a. hopelessness c. low self-esteem
b. self-blame d. all of the above
10. Which is a characteristic symptom of a marked diminished in interest or
pleasure in all, or almost all activities of the day?
a. anxiety b. social disorder c. drug abuse d. depression
11. The following are the social factors that contribute to the emergence of an
adolescent except __________.
46
a. family b. peers c. school d. barangay hall
12. Teenagers who drop out from school are more prone to except________
a. drug addiction c. being successful in life
b. drinking alcoholic beverages d. computer addiction
13. Which is considered as one of the most difficult challenges during
adolescents?
a. Finding a sense of identity
b. Becoming academically successful
c. Proving yourself to your parents that you are independent
d. Finding friends who can positively influence your behaviors
14. The following are the strategies that a teenager may do to cope with the
challenges they encountered according to Sevilla except_________. a. identifies
your vulnerabilities
b. learns to accept what you feel
c. develops your talents and interests
d. no need to ask for help to avoid disclosure
15. What happens when adolescents fail to master self-control?
a. They can negatively influence others
b. They may not be able to pursue a career
c. They are likely to engage in risky behaviors
d. They may not able to express their ideas well
Activity 5: REFLECTION…
Excellent Senior High Students you are almost done with module 4. Using your
journal, reflect and answer the following questions:
1. What do you think is the role of the family in the development of risky
behaviors?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. In your own opinion, what are the possible ways to avoid being trapped in
risky behaviors?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
47
Taken from https://sites.google.com/a/une.edu/hgeo/home/2-the-
48
Answer Key
References
Books:


Personal Development Module from the Department of Education. First

Edition 2016.
Internet: https://markarmstrongillustration.com/8253-2/
http://familybootcamp.org/video-game-addiction
https://www.scribd.com/document/332637070/Slogan-Making-Rubrics
49
50

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
51

PerDev Quarter 1 Module 1 4

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Senior High School

Published by the Department of Education

Development Team of the Module

Developer/ Contextualizer: Anna Hazel A. Vasaya and John Paul J. Kapuno

Editors/Reviewers: Alice Ganar, Roy Guarin, John Paul Lesondato,

Dr.Luis Derasin Jr.

Mrs. Vanessa Harayo, LLB.

Department of Education – Schools Division of Cebu City, Region VII

Office Address: New Imus Road, Day-as, Cebu City

Welcome to the Personal Development Module on Knowing Oneself!

Notes to the Teacher

For the learner:

Welcome to the Personal Development Module on Knowing Oneself!

This module has the following parts and corresponding icons:

What is It This section provides a brief discussion of the lesson. This

What’s More This comprises activities for independent practice to

What I Have Learned This includes questions or

Assessment This is a task which aims to evaluate your level of mastery

Additional Activities In this portion, another activity will be given to

Answer Key This contains answers to all activities in the module.

At the end of this module, you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

Content Standard : The learner demonstrates an understanding of himself

What I Need to Know

Welcome Senior High School students to this module…your journey towards

Activity 1: My Unique Self-Draw a Symbol

Suggested rubric for grading the activity:

Basic Skills The drawing Drawing contains Drawing lacks

Shading/Realism Shading is well Drawing is shaded Shading is not

Adolescence period is considered as a challenging stage in one’s life because

Defining the Concept of the Self

According to Plato, the

Identifying Your Strengths and Weaknesses

BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES

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

___1. I have strong sex appeal.

What I have Learned

Activity 3: SELF- REFLECTION

Suggested rubric for grading reflection/essay activity.

Activity 4: SELF- IMAGE

Activity 5: EXPRESS YOURSELF

Cleofe, Myreen P. (2016). Personal Development. Makati City, Philippines: Diwa

Caparas, Maria Vida G. 2018. Personal Development Discovering the Key to

Personal Development Module from the Department of Education. First Edition

For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

Content Standard : The learner demonstrates an understanding of the

What I Need to Know

Activity 1: WORD ASSOCIATION

Activity 2: THE CHANGES IN YOU

Physical or Physiological Changes

Psychological or Emotional Changes

Photos retrieved 07/20/2020 @

Moral or Spiritual Changes

Activity3: YOU are YOU

What I have Learned

Activity 5: THE PAPER COLLAGE

To further appreciate your traits, abilities, and talents as a teenager do this

Enjoy the activity..!

Cleofe, Myreen P. (2016). Personal Development. Makati City, Philippines: Diwa