Personal Development 12

Learning Activity Sheet

Week 1
KNOWING ONESELF

Name:______________________________ Q1W1
Section: ____________________________ Score: __________

Brief background
Before you can start to lead others, you must first know how to lead yourself. This has been the
key to becoming a leader since the days of Socrates and Aristotle. "Know thyself" was the inscription
over the Oracle at Delphi, the Greek mecca of wisdom. It is by this principle that the great leaders of
the past, present, and future gain effective followership and achieve their goals. Leadership guru,
Warren Bennis, states, "Know thyself means separating who you are and who you want to be from
what the world thinks you are and wants you to be. One important aspect of knowing oneself is self-
exploration.”

Self-exploration involves looking at your thoughts, feelings, behaviors, and motivations and
asking why. It is looking for the roots of who we are — answers to all the questions we have about
ourselves. Having a deeper understanding of ourselves has many benefits. It helps people understand
and accept who they are and why they do what they do, which improves self-esteem, communication,
and relationships.
Learning Competency with code
Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing
with others better (EsP-PD11/12KO-Ia-1.1)

Activity 1: Who Am I?
Write three words describing who you are (example, student, son/daughter, Christian)

Activity 2: MASKS
Draw two masks: The first mask will show what you look like on the outside, which may include what other
people see in you. The second mask will show what you look like on the inside.

Activity 3: REFLECTION

Why do you think it is necessary to know yourself?

__________________________________________________________________________
___________________________________________________________________________

References:
Margarita Tartakovs. “Self-Exploration: Getting To Know Thyself”. Last Modified on July 8, 2018, https://psychcentral.com/blog/self-exploration-getting-to-
know-thyself/
“MODULE 1: Self-Awareness and Self Knowledge”. Accessed on July 25, 2020. https://www.aspira.org/sites/default/files/U_III_M_1_SA.pdf
“Requiring Self-Exploration and Self-Disclosure in Coursework” Accessed on July 17, 2020. https://twu.edu/counseling/resources-for-faculty-and-staff/requiring-
self-exploration and-self-disclosure-in-coursework/
S.R. Asher, K.L. McDonald. “Children’s Friendship”. Last modified in 2010., https://www.sciencedirect.com/topics/psychology/self-
disclosure
USAID. “Mindanao Youth for Development Project – Module 1: Personal Development”. Accessed on July 25, 2020. https://www.deped.gov.ph/wp
content/uploads/2020/04/FM_Module-1-Personal-Development-1.pdf
Prepared:
JEANNIEFFER R. DAVID
Master Teacher I
 Personal Development 12
Learning Activity Sheet
Week 2
CONDUCTING SELF-EXPLORATION AND SIMPLE DISCLOSURE
Name : _____________________________ Q1-W2
Section: ____________________________ Score: _______

Background Information:
One of the important aspects of knowing oneself is self- disclosure. Self-disclosure involves sharing
personal information with someone. It is a central feature of many friendships, particularly in adolescence.
This is consistent with a major concern that arises at this stage of self-exploration and the development of
identity.
Sharing high levels of intimate information can be risky unless the person/s you shared it with can be
trusted to treat information as confidential. Through reciprocal self-disclosure, children form a sense of
emotional closeness and acquire extensive knowledge about each other. Part of a shared history of
friendship is not just the activities or events that friends share but the detailed and intimate knowledge they
have of the other person. As a result, friends created a stronger bond than those considered as
acquaintances.
Learning Competency with code
Share his/her unique characteristics, habits, and experiences (EsP-PD11/12KO-Ia-1.2).

Directions/ Instructions:
Activity 1: IN MY TEENS
Complete the statement below based on your development milestone. Write your answers on the blank.

1. I thought about relationships when ___________________________________________

2. I think the most valuable or satisfying experience is __________________________________
3. What I value now is ___________________________________________________
4. My family plans and goals are _______________________________________________
5. The most important decision I must make is ________________________________________________
6. I spend my time ______________________________________________________
7. The new skills and interests I learned are ___________________________________________________
8. My goals for the next ten years are ________________________________________________________

Activity 2:

For this learning activity, watch three different talk shows on television/Youtube, where guests are disclosing very
personal aspects of their lives. Then, answer the following questions.

Question 1: What topics were discussed in each show?

Question 2: What kind of information did people disclose in each show?
Question 3: How did the show host get the people to self-disclose?
Question 4: How did the audience respond to the host's attempts at getting people to self-disclose?
Question 5: How did they respond to the self-disclosures?
Question 6: Do you think this kind of disclosure is useful? Why? Why not?

Activity 3: Reflection: Why is it important that everyone should have a self-disclosure

References:
Margarita Tartakovs. “Self-Exploration: Getting To Know Thyself”. Last Modified on July 8, 2018, https://psychcentral.com/blog/self-exploration-getting-to-know-thyself/
“MODULE 1: Self-Awareness and Self Knowledge”. Accessed on July 25, 2020. https://www.aspira.org/sites/default/files/U_III_M_1_SA.pdf
“Requiring Self-Exploration and Self-Disclosure in Coursework” Accessed on July 17, 2020. https://twu.edu/counseling/resources-for-faculty-and-staff/requiring-self-exploration-and-self-disclosure-in-coursework/
S.R. Asher, K.L. McDonald. “Children’s Friendship”. Last modified in 2010., https://www.sciencedirect.com/topics/psychology/self-disclosure
“Self-Disclosure” Accessed on July 26, 20202. https://wps.prenhall.com/ca_ab_beebe_intercomm_4/48/12319/3153799.cw/content/index.html
USAID. “Mindanao Youth for Development Project – Module 1: Personal Development”. Accessed on July 25, 2020. https://www.deped.gov.ph/wp-content/uploads/2020/04/FM_Module-1-Personal-Development-
1.pdf
Prepared: JEANNIEFFER R. DAVID / Master Teacher I - Angeles City Senior High School
 Personal Development
Learning Activity Sheet
Week 3
UNDERSTANDING DEVELOPMENT PROCESS, STAGES AND TASKS
And EVALUATING ONE’S OWN DEVELOPMENT

Name: _________________________________ Q1-W3

Section: ___________` Date: ____________

Brief Discussion of the lesson

A developmental task is a task that arises at, or about a certain period in life unsuccessful
achievement of which leads to inability to perform task associated with the next period or stage in life. The
concept of developmental task assumes that human development in modern societies is characterized by a
long series of task that individuals have to learn throughout their lives. Some of these tasks are located in
childhood and adolescence, whereas other arises during adulthood and old age. Successful achievement of
certain task is expected to lead to happiness and success with later task, while failure may result to
unhappiness of an individual, disapproval by the society, and difficulty with later task.

ACTIVITY 1: MY ADOLESCENT JOB WORKSHEET

Directions: Complete the My Adolescent Job Worksheet. Identify your duties and responsibilities as an
adolescent. Reflect on the roles that you play as an adolescent at home, school and in your community.
Write them down below in a paragraph form.

DEVELOPMENTAL TASKS OF ADOLESCENTS

1. Adjust to sexually maturing bodies and feelings - Adolescents look less like children and more like
physically and sexually mature adults. The effect of this rapid change is that 'adolescents often become
focused on their bodies. They are faced with adjusting to growing bodies and newly obtained sexual
characteristics. They must learn to manage sexual feelings and to engage in healthy sexual behaviors. This
task includes establishing a sexual identity and developing the skills for romantic relationships. With their
increased physical and sexual maturity, adolescents should integrate into their personal identity, a set of
attitudes about what it means to be male or female. Their self-image must house their personal sense of
masculinity and femininity. Additionally, they must fit in values concerning their sexual behavior.
2. Develop and apply abstract thinking skills- In addition to a sudden spurt in physical growth, adolescents
experience a sudden increase in their ability to think about their world. As a normal part of maturity, they
are able to think about more things. However, they are also able to visualize their world with a new level of
awareness. Prior to adolescence, children's thinking is occupied by a necessity to have a tangible example
for any problem that they resolve. Their thinking is guarded by what is real and physical. As they grow,
adolescents normally experience reflective changes in their way of thinking during adolescence. This new
way of thinking allows them more effectively to understand and coordinate abstract ideas. They start to
think about possibilities, test hypotheses, plan forward, reflect about thinking, and create philosophies. The
growth in ability to handle abstractions speeds up during the middle adolescence stage.

3. Develop and apply new perspective on human relationships – Adolescents on average get hold of a
powerful new ability to comprehend human relationships. They initiate to take into consideration both their
viewpoint and other persons at the same time having learned to "put themselves in another person's shoes".
They learn to make use of this new ability to resolve problems and disagreements in relationships.
4. Develop and apply new coping skills in areas such as decision making, problem solving, and conflict
resolution – Adolescents initiate to obtain new abilities to reflect about and prepare for the future, to employ
more refined strategies for decision-making, problem solving, and conflict resolution, and to minimize their
risk-taking to serve goals rather than jeopardize them.
5. Identify meaningful moral standards, values, and belief systems – During the early stages of moral
development, parents equipped their child with a structured set of rules of what is correct and incorrect,
what is proper and improper. In due course, the adolescent questions and make assessment of the parents'
values as they come into inconsistency with values expressed by peers and other sectors of society. In order
to patch up inconsistencies, the adolescent reorganizes those beliefs into a more personally meaningful
values, religious views, and belief systems to guide their decisions and behavior. Adolescents in general,
develop increasingly complex knowledge systems. They also understand a more integrated set of values and
morals and adopt them. They can also recognize fundamental principles of justice and compassion for others
and adopt them.
6. Understand and convey more complex emotional experiences -Adolescents move to an ability to spot and
communicate more complex emotions, to appreciate the emotions of others in more complicated ways, and
to consider about emotions in abstract ways.
7. Form friendships that are mutually close and supportive – Adolescents develop peer relationships that
engage into powerful roles in giving support and connection in their lives. They are inclined to change from
friendships based that mostly shared interests and activities to those based on giving out ideas and feelings,
mutual trust, and understanding. Although peer interaction is not distinctive to adolescence, peer
interaction appears to strike a climax of importance during early and middle adolescence. The extent to
which an adolescent is able to create friends and have an accepting peer group is a foremost gauge of how
well the adolescent will successfully adjust in other aspects of social and psychological development.
8. Establish key aspects of identity - Prior to adolescence, one's identity is an extended image of one's
parents? During adolescence, young people begin to distinguish their distinctiveness and separation from
parents. Although, establishing an identity is a lifetime process, but essential and fundamental features of
identity are normally forged during adolescence. It includes developing an identity that mirrors a sense of
individuality plus connection to treasured people and groups. Another part of thistask is developing an
optimistic identity around gender, physical attributes, sexuality, ethnicity, and adoption as well as sensitivity
to the diversity of groups that compose the society. As element of the process of ascertaining a personal
identity, the adolescent must also embark on the process of focusing on the question "What do I plan to be
when I grow up?" Adolescents must discover, at least at a groundwork level what their adult vocational goals
are and how they are going to accomplish those goals.
9. Meet the demands of increasingly mature roles and responsibilities Most adolescents engage in one or
more behaviors that place them at physical, social, or educational risk as they move to adulthood. Risky
behaviors are sufficiently pervasive among adolescents which make risk taking a common developmental
process of adolescence. Risk taking is mostly obvious during early and middle adolescence. Slowly,
adolescents build up a set of behavioral self- controls through which they judge what behaviors are up to
standard and adult-like. Little by little, adolescents take on the roles that will be expected of them in
adulthood, they study to gain the skills and administer the numerous demands that let them move into the
labor market in addition to meeting the prospects of the future about commitment to family, community,
and citizenship.
10. Renegotiate relationships with adults in parenting roles - The task of adolescence has at times been
expressed as "separating" from parents. Nowadays, it is more broadly observed since adults and adolescents
are making joint effort to settle on a change in the relationship that balances independence and constant
bond.
Here are more specific developmental tasks in middle adolescence:
1. Achieving new and more mature relations with age-mates of both sexes.
2. Achieving gender-based or a masculine or feminine social role.
3. Accepting one's physique and using the body effectively.
4. Achieving emotional independence of parents and other adults.
5. Acquiring a set of values and an ethical system as a guide to behavior, developing an
ideology.
6. Desiring and achieving socially responsible behavior.
7. Equipping self with skills needed for productive occupation.
8. Establishing mature relationships with peers A both sexes.
9. Preparing for marriage and family life.
Here are more specific developmental tasks in late adolescence to make a successful
transition to adulthood:
1. selecting a mate
2 achieving a masculine or feminine social role
3. learning to live with a marriage partner
4 starting a family
5. rearing children
6. managing a home
7. getting started in an occupation
8. taking on civic responsibility

Competency and Code

Discuss Developmental tasks and challenges being experienced during adolescence. EsP-PD11/12DS-Ic-3.1

ACTIVITY 2: CHALLENGES IN LIFE

List down three (3) major challenges that you experienced during adolescence. Explain on
how you accomplish from the challenges.
 Challenges being experienced during Accomplished Task
Adolescence

Personal mission statements

Personal mission statements are an important component of leadership and personal development. They
force you to think deeply about your life, clarify its purpose, and identify what is truly important to you. Personal
mission statements also force you to clarify and express as briefly as possible your deepest values and aspirations. It
imprints your values and purposes in your mind so they become a part of you. Integration of your personal mission
statement into your weekly planning is also a way to keep your vision constantly in front of you.

A personal mission statement is your chance to articulate your values, who you are, and how you define
success. You can use a personal mission statement to guide your decisions, and ensure your professional career path
remains aligned with your personal goals.

Competency and Code

Evaluate one’s development through the help of significant people around him/her (peers, parents, siblings, friends,
teachers, community leaders) EsP-PD11/12DS-Id-3.2

ACTIVITY 3: DRAFTING YOUR PERSONAL MISSION STATEMENT

 References:
∙ Dr. Barbara Wong-Fernandez, RGC et.al : “Developmental Team of the Personal Development Readers”: QuezonCity: Sunshine Interlinks
Publishing House,Inc.: 2016
∙ Cristopher G. Reyes, MAED : “Personal Development for SHS”: Quezon City : Great Book Trading : 2018
∙ Prof. Angelita OngCamilar-Serrano- DBA (candidate) : “Personal
Development” : Intramuros Manila :Unlimited books Library Services &
Publishing Inc. :2016

Prepared By:
Ramil A.Rodriguez
Name of Writer
 Personal Development
Learning Activity Sheet
Week 4
BECOME CAPABLE AND RESPONSIBLE ADOLESCENT PREPARED FOR ADULT LIFE
AND THE CHALLENGES OF ADOLESCENCE

Name: _________________________________________ Q1-W4

Section:_____________________ Date: _________

Brief Discussion of the lesson

Being able to make good choices and becoming responsible are essential traits no matter what
developmental stage you are in. It holds true particularly for adolescents like you, especially now, that you
are just beginning to internalize and imbibe virtues, values, and other essential qualities ("Ways to become
a responsible adolescent," 2015).
There may be lots of things going on in various facets of your lives as adolescents. The demands and
expectations of your parents and other people around you can also be stressful. Hence, it may not be easy
to be a teenager. But the good news is, you can treat those 'difficulties' as 'challenges' which can make
your life exciting. Having that mindset is also an indication of becoming a responsible and mentally
mature adolescent,
In addition, with accountability comes self-assurance. When an adolescent fulfills responsibilities
entrusted to him/her, he/she gains a sense of empowerment. His/her self-esteem grows, his/her confidence
grows and he/she knows within him/herself that he/she is capable and learning more all the time. The
praise he/she receives for his/her accomplishments is authentic, and he/she knows it's real.

The following are eight (8) simple rules which could help you, teenagers, to become a responsible
adolescent prepared for adult life:
1. Focus on your studies and do well in all of your endeavors. There is time for everything.
2.Take care of your health and hygiene. Healthy body and mind are important as you journey through
adolescence.
3.Establish good communication and relation with your parents or guardian. Listen to them. This may be
easier said than done at this stage, but creating good relationship with them will do you good as they are
the ones you can lean on especially in times of trouble.
4.Think a lot before doing something. Evaluate probable consequences before acting. Practice self-control
and self-discipline.
5.Choose to do the right thing. There are plenty of situations in which it is better to use your mind rather
than your heart.
6.Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a responsible
adolescent.
7.Respect yourself. You are an adult in the making. Do not let your teenage hormones get into you. If you
respect yourself, others will respect you too.
8.Be prepared to be answerable or accountable for your actions and behavior. It is a part of growing up
and becoming an adult.

Competency and Code

Identify ways that help one become capable and responsible adolescent prepared for adult life EsP-
PD11/12DS-Id-3.3

Activity 1: ‘I CAN BE A RESPOSIBLE ADOLESCENT’

Directions: Complete the following templates below based on your understanding on the eight (8) simple
rules to become a capable and responsible adolescent prepared for adult life. Write your answer in
sentence and/or paragraph form.
 Adolescence is a period that extends greater than a considerable fraction of a person’s life.
Adolescence can be a very confusing and hard time, even for the well-adjust adolescent. In this
lesson, the students will demonstrate an understanding of the concept of stress, its sources and
responses to it, including the coping mechanisms of middle and late adolescents toward a healthy
living.
 Teen stress is an important health issue. The early teen years are marked by rapid changes
— physical, cognitive, and emotional. Young people also face changing relationships with peers,
new demands at school, family tensions, and safety issues in their communities. The ways in which
teens cope with these stressors can have significant short-and long-term consequences on their
physical and emotional health.

Definition of stress
By definition from Merriam-Webster dictionary: “Stress is a force exerted when one
body or body part presses on, pulls on, pushes, or tends to compress or twist another body
part.” It is a constraining force or influence. In simple terms, stress is a kind of pressure,
force or influence that moves us to action, either physical, emotional or mentally.
(Macabasco, L.)
Stress is a reaction to a changing, demanding environment. Properly considered,
stress is a really more about our capacity to handle changes that it is about whether
that change makes us feel good or bad. It involves the “set of emotional, physical, and
cognitive (i.e., thought) reaction to a change” (Mills, H. et.al.2008)
Eustress vs. Distress (Mill, H. et.al 2008)
Generally, there are two kinds of stress: eustress and distress. Dr. Lazarus (building
on Dr. Selye‟s work) suggested that there is difference between eustress, which is a term
for positive stress and distress with refers to negative stress.

EUSTRESS:
It produces positive feelings of excitement, fulfillment, meaning, satisfaction, and
wellbeing, a moderate or normal psychological stress interpreted as being beneficial
for the experiencer.
Eustress, or positive stress, has the following characteristics:
∙ Motivates, focuses energy ∙ Is short-term
∙ Is perceived as within our coping abilities
∙ Feels exciting
DISTRESS
∙ Improves performance
∙ Falling in love with someone ∙ Participating in a ball game you love ∙ Seeing your crush
∙ Getting into relationship

Is defined as any condition in which there exists an emotional or physical state of pain, sorrow, misery,
suffering or discomfort.
In contrast, distress, or negative stress, has the following characteristic:
∙ Causes anxiety or concern ∙ Can be short-or long-term
∙ Is perceived as outside of our coping abilities
∙ Feels unpleasant
∙ Decreases performance
∙ Can lead to mental and physical problems ∙ Death of a love one
∙ Loss from a contest
∙ Financial difficulties
∙ Injury or abuse
TYPES OF STRESSORS
1. External - these are events and situations that happen to you.
A. Physical Environment • Noise
• Bright Lights
• Heat
• Confined Spaces
B. Social Interaction
• Rudeness • Aggressiveness by others
• Bossiness • Bullying
C. Organizational
• Rules
• Regulations
• Deadlines
D. Major Life Events • Birth
• Death
• Lost job
• Promotion
• Marital status change
E. Daily Hassles
• Commuting
• Misplaced keys
• Mechanical breakdowns

2. Internal include our feelings and expectations.

A. Lifestyle choices
• Caffeine
• Lack of sleep
• Overloaded schedule
B. Negative self -talk
• Pessimistic thinking
• Self -criticism
• Over analyzing
SYMPTOMS OF STRESS

⮚ PHYSICAL SYMPTOMS
• Sleep pattern changes • Headaches
• Fatigue • Aches and pains
• Digestion changes • Infections
• Loss of sexual drive • Indigestion
⮚ MENTAL SYMPTOMS
• Lack of concentration • Confusion
• Memory lapses • Disorientation
• Difficulty in making decisions • Panic attacks
⮚ BEHAVIOURAL SYMPTOMS • Appetite changes - too much or too little
• Eating disorders - anorexia, bulimia • Increased smoking
• Increased intake of alcohol & other drugs • Restlessness

C. Mind traps
• Unrealistic expectations • All or nothing thinking
• Taking things personally • Exaggeration
• Rigid thinking

D. Personality traits
• Perfectionists • Palpitations
• Workaholics • Missed heartbeats
• Dizziness • Fidgeting
• Fainting • Nail biting
• Sweating & trembling • Tingling hands & feet • • Hypochondria
Breathlessness

⮚ EMOTIONAL SYMPTOMS
• Bouts of depression • Tearfulness
• Impatience • Deterioration of personal hygiene and
• Fits of rage appearance

Managing stress is all about taking charge: taking charge of your thoughts, your
emotions, your schedule, your environment, and the way you deal with problems. Stress
management involves changing the stressful situation when you can, changing our
reaction when you can’t, taking care of yourself, and making time for rest and relaxation.

Remember the four A’s: avoid, alter, adapt, or accept.

⮚ Avoid unnecessary stress. Not all stress can be avoided, but by learning how to say no,
distinguishing between “should” and “musts” on your to-do list, and steering clear of
people or situations that stress you out, you can eliminate many daily stressors.

⮚ Alter the situation. If you can’t avoid a stressful situation, try to alter it. Be more assertive
and deal with problems head on. Instead of bottling up your feelings and increasing your
stress, respectfully let others know about your concerns. Or be more willing to
compromise and try meeting others halfway on an issue.

⮚ Adapt to the stressor. When you can’t change the stressor, try changing yourself.
Reframe problems or focus on the positive things in your life. If a task at work has you
stressed, focus on the aspects of your job you do enjoy. And always look at the big
picture: is this really something worth getting upset about?

⮚ Accept the things you can’t change. There will always be stressors in life that you can’t do
anything about. Learn to accept the inevitable rather than rail against a situation and
making it even more stressful. Look for the upside in a situation—even the most stressful
circumstances can be an opportunity for learning or personal growth. Learn to accept that
no one, including you, is ever perfect.

You can also better cope with the symptoms of stress by strengthening your physical health.
⮚ Set a relaxation time. Relaxation techniques such as yoga, meditation, and
deep breathing activate the body’s relaxation response, a state of restfulness that is
the opposite of the stress response.

⮚ Exercise regularly. Physical activity plays a key role in reducing and preventing the
effects of stress. Nothing beats aerobic exercise for releasing pent-up stress and
tension.
⮚ Eat a healthy diet. Well-nourished bodies are better prepared to cope with stress.
Start your day with a healthy breakfast, reduce your caffeine and sugar intake, and cut
back on alcohol and nicotine.
⮚ Get plenty of sleep. Feeling tired can increase stress by causing you to think irrationally.
Keep your cool by getting a good night’s sleep.

Competency and Code

Discuss understanding of mental health and psychological wellbeing to identify ways to cope
with stress during adolescence (EsP-PD11/12CA-Id-4.1)

ACTIVITY 2: A SONG THAT SOOTHES

Directions: Listen to one of your favorite songs that you feel calmer when you are under stress. Complete
the templates below. Reflect on your personal thoughts

ACTIVITY 3: Reflection:
As an adolescent in your community, how can you share your strategies or ways on how to combat stress
to other people?
________________________________________________________________________
_________________________________________________________________________

References:
• Dr. Barbara Wong-Fernandez, RGC et.al : “Developmental Team of the Personal Development Readers”: QuezonCity: Sunshine Interlinks Publishing House,Inc.:
2016
• Ma. Theresa M. Cruz ; Eugene B. Cruz II: “Personal Development”: Mandaluyong City: Book Atbp. Publishing Corp.: 2016
• Cristopher G. Reyes, MAED : “Personal Development for SHS”: Quezon City : Great Book Trading : 2018
• Jens Micah De Guzman ; Maria Liza Samonte Nicolas : “Personal Development a Textbook and a Workbook for SHS Student” : Malabon City : Mutya Publishing
House Inc. : 2016

Prepared By:
Ramil A.Rodriguez
Name of Writer
 Personal Development
Learning Activity Sheet
Week 5
COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

Name of the Learner: ___________________________________________ Q1W5

Section : ___________________________ Date :_____________

Background information for learners:

In our everyday life, you often have tasks that pull you in many directions. However, you should
always remember the things that matter to your health.
A piece of paper (e.g. exam paper, love letter, cards, medical result, etc.) that is given to you can
sometimes have tremendous effect on you. And at times, this effect can be stressful especially when that
piece of paper is critical and important to you. But understanding the nature of the tasks and even properly
managing them help you to deal with them.
Stress is a survival mechanism in which our body response quickly when danger appears or get you
in a trouble. At this time, our heart can pound fast and our breathing quickens. Our muscles get tense and
beads of sweat appear. This combination of reactions to stress is also
known as the "fight-or-flight" response because it enables people and other mammals to react quickly to
life-threatening situations.
A stressor is anything that can bring feelings of stress. Nowadays, many of us often face
many stressors – in our private life and in our working life.

In schools, some of the things students commonly cite as causes of stress may include the following:
1. Examinations 10. Overcrowding
2. Deadlines 11. Noise
3. Returning to study 12. Adjusting to life in a new environment
4. Pressure of combining paid work and study or place
5. Difficulty in organizing work 13. Difficulties with personal relationships
6. Poor time management (e.g. splitting up)
7. Leaving assignments to the last minute 14. Balancing the demands of a family
8. Out of control debts with studying
9. Poor housing 15. Parents or problems at home

The accumulation of many different pressures which build up gradually without noticing
can result stress. Too much stress or prolonged stress can have effects on us physically, mentally
and emotionally.

Physically:
The heart pumps faster, making the heart pound and blood pressure rise. Some
people experience palpitations. Muscle tensions increases, leading to headaches, dizziness, jaw
ache and even insomnia. The mouth goes dry. Digestion slows causing “butterflies” in the
stomach. Breathing is faster and less efficient which can lead to over-breathing
(hyperventilation) and breathlessness. Changes in the flow of blood to the skin can cause
sweating, blushing or clammy hands and feet.
Mentally:
A certain amount of stress can be mentally stimulating but too much can affect our
thinking ability. Thoughts may become jumbled and confused. Thinking becomes focused on
worrying. We may become preoccupied with problems. It becomes much harder to make
decisions or find solutions to problems. Thinking negatively and fearing the worst increases
worry and stress.
Emotionally:
People respond to stress in many different ways. Common emotional effects are
irritability, impatience, anger, frustration, fear, anxiety, self-doubt, panic, despondency, feelings
of inadequacy, insecurity, hopelessness, unhappiness, emotional withdrawal, and depression.

Practical stress management can help you, as a student, deal with your worries and
become more productive, competent, and efficient. A general rule of thumb is to moderate your
workload and avoid taking on too much. Here are a few tips for managing stress:
1. Manage your time timely
2. Exercise regularly and get some air
3. Always stay positive
4. Be organized, especially in your academic life.
5. Stop procrastinating
6. Accomplish one task at a time
7. Spend time with friends
8. Drink lots or enough water
9. Do something you love like listening to music, painting or doing something you enjoy
can cheer up your mood and distract you from a stressor

Learning Competency
- Identify causes and effects of stress in one’s life (EsP-PD11/12CS-If-5.2)
- Demonstrate personal ways to cope with stress and maintain mental health (EsPPD11/12CS-If-5.3)

Activity 1: What stresses you out? Draw a violin or guitar and write about what kinds of stressful situations
start to make your string snap!
____________________________________________________
____________________________________________________

Activity 2: STRESS SURVIVAL KIT

In this activity, you will make your own survival kits that will help you to cope with stress within your
everyday lives..
1. Choose 3 objects or symbols that make you feel relaxed to include in your kit.
2. You can make the symbols.
3. You can use words or pictures.
4. You can bring an object from home.
5. Think about how the symbol helps you when you are dealing with stress and stressful situations.
6. Write a paragraph for each symbol or object in your kit and how it helps you cope with stress in your
everyday life.
7. Sharing a part of your kit with peers may be a follow up activity
 STRESS SURVIVAL KIT

Talk about why you put certain things into your kit and how it helps you cope with stress?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

GUIDE QUESTIONS MY STRESS SIGNAL

1. What is a stressor?
2. How important to you to have your own survival stress kit?
3. What are some ways that you usually remove or reduce the stress that cause you physical, mental or
emotional difficulties?

REFERENCES
Personal development Reader First Edition 2016 (p.p, 29-33)
“Managing Stress”. Accessed on August 27, 2020.
https://www.standrews.ac.uk/students/advice/leaflets/stress/
“Causes and Effects of Stress”. Accessed on August 27, 2020.
https://www.fairview.org/patient- education/85163
“Understanding the Stress Respone”. Accessed on August 27,
2020.https://www.health.harvard.edu/staying-healthy/understanding-the-
stressresponse#:~:text=Muscles%20tense%20and%20beads%20of,quickly%20to%20life%2D
thre atening%20situations.
“Stress Management Tips for Students”. Accessed on August 27,
2020. https://psychcentral.com/blog/stress-management-tipsfor-students/

Prepared by:
Jhon Mark M. Ocampo
BVRHS-SH
 Personal Development
Learning Activity Sheet
Week 6
UNDERSTANDING THE POWER OF THE MIND
Name: _________________________________________ Q1-W6
Section: _____________________ Date: _________

Brief Discussion of the lesson

Mind power is one of the strongest and most useful powers you possess. This power, together with
your imagination, can create success or failure, happiness or unhappiness, opportunities, or obstacles. ...
The thoughts that pass through your mind are responsible for almost everything that happens in your life.
This lesson will focus and understand the different parts of the brain, its purposes, and functions.
It will help you to identify ways to improve brain functions which will be manifested in thoughts, behavior,
and feelings.
It is designed to provide you 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.

WHAT I NEED TO KNOW

This activity was designed and written with you in mind. It is here to help you know and improve brain
functions. The scope of this activity permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be changed to correspond
with the textbook you are now using.
1. Describe the brain.
2. Identify the sections of the brain and its functions.
3. Understand the left and right brain functions may help in improving one’s
learning.
4. Explore mind-mapping techniques suited to right brain of left brain- dominant
thinking styles.

Activity 1: WHAT’S NEW

“What’s in your Brain?” During the current pandemic, families have been thrust into extraordinary
circumstances that may be life-changing, with short- and long-term effects on adolescent’s well-being.
Helping them learn to be smart about feelings can help alleviate their emotional stress, improve
concentration, boost their immune system, and enhance brain development. Inside the brain below, list
the things you think about the most during this time of pandemic
Activity 2: WHAT I CAN DO
Looking after yourself during this pandemic is very important. Needless to say, we are all under a
tremendous amount of stress which releases the stress hormone cortisol into our brains. This can
dampen our immune systems making us more susceptible to sickness. Incorporating some of the
following activities can help you stay mentally and physically strong.

What I Can Do Directions: Given the brain illustration below:

1. color the downstairs brain a LOUD color
2. color the upstairs brain a CALM color
3. Decorate the downstairs with FEELINGS
4. Decorate the downstairs with COPING STRATEGIES
 Personal Development
Learning Activity Sheet
Week 7
MIND MAPPING AND EMOTIONAL INTELLIGENCE
Name: _________________________________________ Q1-W7
Section: _____________________ Date: _________

Brief Discussion of the lesson

The Mind Map breaks down how emotions impact our daily life and work, including acknowledging
and responding to our emotions and those of others, plus methods for confronting and processing emotions
from awareness and discussion through to action.
The great thing about mind mapping is that you can put your ideas down in any order as soon as they
pop into your head. You are not constrained by thinking in order. Simply, throw out all ideas, then worry
about reorganizing them later.
The mind map is the external mirror of your own radiant or natural thinking facilitated by a powerful
graphic process, which provides the universal key to unlock the dynamic potential of the brain.

Mind Mapping and Emotional Intelligence

Mind mapping is a highly effective way of getting information in and out of your brain. Mind mapping
is a creative and logical means of notetaking and note-making that literally "maps out" your ideas.
All mind maps have some things in common. They have a natural organizational structure that
radiates from the center and use lines, symbols, words, color, and images according to simple, brain-friendly
concepts. Mind mapping converts a long list of monotonous information into a colorful, memorable, and
highly organized diagram that works in line with your brain's natural way of doing things.
Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the way the brain
works and was invented by Tony Buzan. Mind mapping helps to make thinking visible. Most people make
notes using lined paper and blue or black ink. Making notes more attractive to the brain by adding color and
rhythm can aid the learning process and can help to make learning fun. The subject being studied is
crystallized in a central image and the main theme radiates out from the central image on branches. Each
branch holds a key image or a key word. Details are then added to the main branches and radiate further
out. Mind maps have a wide variety of uses, for example, note taking, revision planning, planning for writing
and problem solving can all be successfully carried out using the technique. The colors and the graphics used
will help children organize their ideas and thoughts. They can be very simple or, quite detailed depending
upon the age of the children and the complexity of the subject. Because creating the mind map involves the
use of the left and right brain, remembering the information becomes easier! Below is an example of a simple
mind map linked to the information above.
How to create a mind map:
1. Use a plain paper. Turn the page on its side (landscape). And then create a central idea. - The central
idea is the starting point of your Mind Map and represents the topic you are going to explore. - This should
be in the center of your page and can include an image or color that fits with your Mind Map’s topic. This
draws attention and triggers associations, as our brains respond better to visual stimuli.
2. Add the branches representing the subject’s main topics or themes using key words or images. - Make
sure to write the words clearly. Additional details with more key words and drawn images may be added,
too. To make it more artistic, use color.
3. Use arrows to connect these branches from the central idea

Activity 1: WHAT’S MORE

Make a Mind Map

1. Choose a subject or an activity where you perform well (examples: solving Math puzzles, playing
basketball, playing musical instruments, painting, cooking, etc.).
2. Make a mind map of the chosen topic by following the procedures described earlier.
3. Explain your mind map and how you worked on it.

Activity 2: WHAT I HAVE LEARNED

It is time to reflect on what you have learned in this module by completing the sentences below:
In this module, I have learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity 3: WHAT I CAN DO

As a student, how will you manage to keep yourself informed and educated this time of pandemic?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Emotional Intelligence

Emotional intelligence refers to the ability to identify and manage one’s own emotions, as well as
the emotions of others.
Emotional intelligence is generally said to include at least three skills: emotional awareness, or the
ability to identify and name one’s own emotions; the ability to harness those emotions and apply them to
tasks like thinking and problem solving; and the ability to manage emotions, which includes both regulating
one’s own emotions when necessary and helping others to do the same.

Activity 4: WHAT’S MORE

EXPLORING EMOTIONS
The following are some of the different types of emotions that are tackled above:

Afraid Lonely Excited

Depressed Ashamed Relaxed
Jealous Energetic Confused
Angry Proud Glad
Embarrassed Confident Stressed

Identify three types of emotions you most likely wouldn’t want to experience. Explain each one in a brief
statement.
 Personal Development
Learning Activity Sheet
Week 8
EMOTIONAL INTELLIGENCE
Name: _________________________________________ Q1-W8
Section: _____________________ Date: _________

Brief Discussion of the lesson

Emotional intelligence has been defined, by Peter Salovey and John Mayer, as "the ability to monitor
one's own and other people's emotions, to discriminate between different emotions and label them
appropriately, and to use emotional information to guide thinking and behavior".
Emotional intelligence (EI), emotional leadership (EL), emotional quotient (EQ) and emotional
intelligence quotient (EIQ), is the capability of individuals to recognize their own emotions and those of
others, discern between different feelings and label them appropriately, use emotional information to guide
thinking and behavior, and manage and/or adjust emotions to adapt to environments or achieve one's goals.
Understanding the powers of the minds: 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.
The term emotional intelligence – also called emotional quotient or EQ – might sound complicated
but it is something anyone can develop. It has nothing to do with how smart you are – referred to as your
intelligence quotient or IQ – or how many facts you know. In short, EQ is a person’s ability to recognize and
manage their emotions.
An emotion is an inner realization or feeling of, for example, joy anger, fear, or sadness. It can either
occur spontaneously (without a clear reason) or can be caused by a certain situation. Our emotions often
influence our actions or reactions.
To follow the model of Daniel Goleman, a leader in the field of Emotional Intelligence, there are four
(4) components of Emotional Intelligence:
The most important skills for Adolescents to learn as part of their EQ:
Emotional intelligence is a combination of several skills and here are some tips to improve it:
1. Be aware of one’s emotions. - Recognize how you react to specific situations
2. Understand how others feel and why. - Practice “empathy”, putting oneself in the shoes of other
people; this prevents you from being judgmental and bias.
3. Manage emotional reactions. - Before displaying emotions, it is best to think how such emotions
will impact others and if it will bring adverse reactions.
4. Choose own moods. - The choice of improving one’s emotional intelligence depends on YOU.

Activity 1: WHAT I CAN DO

Directions: Write an ESSAY about the topic:

“My Journey towards Personal Growth”

Your essay will be checked using the criteria below:

Content 15 points
Structture, Logic and Transititons 15 points
Vocabulary/Word Choice 10 points
Grammatical Accuracy 5 points
Punctuation, Spelling, and
Presentation 5 points
Total 50 points

Activity 2: IDENTIFICATION:
Directions: Choose the word of the best answer. Write the answer on the space provided.

Emotional Daniel Goleman Intelligence Robert Plutchik Self-control

Intelligence Quotient
Empathy Emotions Self confidence Self - evaluation High EQ

_________________ 1. The ability to understand your own and other people’s emotions and craft a
functional behavior that is suitable to the context.
_________________ 2. The capacity to recognize the emotions in other people.
_________________ 3. He defines emotional intelligence as the “ability to motivate oneself and
persist in the face of frustrations, to control impulse and delay gratification,
to regulate one’s moods and keep distress from swamping the ability to
think, to emphasize, and to hope”.
_________________ 4. It is defined as a descriptive term referring to variations in level of arousal,
affective state or mood, expressive moments, and attitudes.
_________________ 5. It is conducted to indicate the logical thinking and systematic intelligence
of an individual.
_________________ 6. It is where you have a strong and positive sense of self-worth.
_________________ 7. He theorized that emotions are multi-dimensional or having various
intensities.
_________________ 8. The ability to keep troublesome emotions and impulses under control.
_________________ 9. It is about the persons will in discovering his/her weaknesses.
_________________ 10. People with _____ tend to use fun and humor to make themselves and
others feel safer and happier.

Activity 3: REFLECTION:
Based on what you have learned in this module, share your personal story by where you
experienced strong emotions. What are these emotions? What were your thoughts while you were
experiencing the emotions? How did you express these emotions? How did you handle these
emotions?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O.,
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Personal Development (Teacher’s Guide)
Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality
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Dulewicz, V. and Higgs, M. (1999), "Can emotional intelligence be measured and
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Prepared by:
EMMY A. EBUENGA
Writer