PERSONAL DEVELOPMENT

Quarter 1– Module 2:

Developing the Whole Person

Department of Education ● Republic of the Philippines

Personal Development
Alternative Delivery Mode
Quarter 1– Module 2: Developing the Whole Person
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author/s: Emily A. Tabamo

Reviewer: Mary S. Gales
Illustrator and Layout Artist: Emily A. Tabamo
Design and Layout Evaluator: Joyce Ann M. Amores

Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director

Cherry Mae L. Limbaco, PhD, CESO V

Schools Division Superintendent

Rowena H. Para-on, PhD

Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot Jr., EPS-ADM
Lorebina C. Carrasco, OIC-CID Chief
Eduardo T. Cartel, EPS-Values Education
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II

Printed in the Philippines by

Department of Education – Division of Cagayan de Oro
Office Address: Fr. William F. Masterson Ave. Upper Balulang, Cagayan de Oro City
Telefax: (08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov
PERSONAL DEVELOPMENT
Quarter 1 – Module 2:

Developing the Whole Person

This instructional material was collaboratively developed

and reviewed by educators from public and private schools,
and/or universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

 Table of Contents
What This Module is About………………………………………………………….... 1
What I Need to Know………………………………………………………………….. 1
How to Learn from this Module……………………………………………………….. 1
Icons of this Module ............................................................................................. 2
What I Know ........................................................................................................ 3

Lesson 1: Your Own Thoughts, Feelings and Actions

What’s In………………………………………………………………… 5
What’s New: The Story of the Two Wolves………………………….. 7
What’s More: Managing your Own Thoughts……………………….. 8
What Is It: Thoughts, Feelings and Actions ..................................... 9
What’s More: Thoughts, Feelings and Actions ................................ 10
What I Can Do: Thoughts, Feelings and Actions ............................. 11
What’s More: Thought or Feeling? .................................................. 12

Lesson 2: Connections between Thoughts, Feelings, and Behaviors in Actual

Life Situations

What’s In: Whose Thoughts Are These Anyway? .......................... 13

What Is It: Identifying Automatic Thoughts…………………………... 14
What’s More: Using Helpful Thoughts ............................................ 15
What’s More: Linking Thoughts and Feelings ................................. 16
What’s More: The Role of Helpful Thoughts ................................... 18
What’s More: Link between Pain, Feelings, Thoughts and Actions 19

What I Have Learned/Generalization .................................................................. 20

Additional Activities ............................................................................................. 21
Assessment: Post-Test ....................................................................................... 22
Answer Key......................................................................................................... 24
References ......................................................................................................... 25
 Welcome to
PERSONAL
DEVELOPMENT
MODULE 2
Developing the Whole
Person

To the Student of Personal Development:

Welcome to this course, PERSONAL DEVELOPMENT. This is a

very interesting course and can become the most personally
rewarding for you because this is all about YOU!

As a new senior high school student, you have now entered a

new educational level, as well as a new psychological and social
level, called the middle and late adolescence. You may feel that
you are no longer the rapidly growing and awkward teenager, but
you also feel you are not quite ready to call yourself a mature
adult either.

Personal development is the process of improving yourself.

However, you can only improve yourself if you get to know who
you are. How well you know yourself? Developing oneself opens
you to new discoveries and new growth. The journey may be
long but it is worth taking. Taking your tiny steps to start building
your life now determines a brighter future ahead of you.

This course will make you take a deeper look at yourself and
analyze your developmental changes, your skills and traits which
can help you meet the various tasks that you must undertake at
this point in your life. It will provide you with techniques to meet
stress and other mental health issues with strength and healthy
coping mechanisms. The course shall also give you the chance
to analyze your relationships with your family, friends and
significant others. Finally, this course shall help you grasp the
reality career development and how to get to where you want to
be.
What This Module is About
This module deals about the things that define our life. Have you ever had
thoughts and feelings that make you act in ways that were unacceptable to yourself
but felt powerless to control? The purpose of this module is to help you find ways to
manage your mind so that you can live your life in accordance to what your own
judgment says is best for you.

As you grow up, gradually, you will encounter things far beyond your ability to
control. These may include your peers, parents, family or friends. Some of which are
your own thoughts, feelings, and actions. How do you deal with this? Start by
evaluating yourself. Show connections between thoughts, feelings, and behaviours in
actual life situations.

What I Need to Know

After going through this module, you are expected to:

1. Evaluate his/her own thoughts, feelings, and behaviors

EsP-PD11/12DWP-Ib-2.2

2. Show the connections between thoughts, feelings, and behaviors in actual life
situations
EsP-PD11/12DWP-Ic-2.3

How to Learn from this Module

To attain the goals of this module, please do the following;

1. Take your time to read and understand the concepts in this module.
2. Follow the instructions carefully in every given task.
3. Answer all the given test and exercise.
4. Work on the activities in this module and in every Performance Task given.
5. Take the Post-Test after you are done with all the lessons and activities in the
module.
6. Familiarize yourselves with the given terms.
7. Meet with your teacher. Ask him/her about any difficulty or confusion you have
encountered in this module.
8. Prepare and gather all your outputs and submit them to your teacher.
9. Finally, write all your answers of the tests, activities, exercises, and others on
your separate activity notebook.

1
ICONS OF THIS MODULE
ICON LABEL IN THE MODULE DETAILS

What I Need to Know This part contains learning

objectives that are set for you to
Learning Objectives
learn as you go along the module.

What I Know This is an assessment as to your

level of knowledge to the subject
Pre-Assessment matter at hand, meant specifically
to gauge prior related knowledge.
What’s In This part connects the current
lesson with the previous lesson by
Review Activity going over points that were taught
or learned previously.
What’s New This part introduces the new
lesson through various activities
Motivational Activity like story, an activity, a poem, a
song, or a situation.
What Is It This a brief discussion of the
lesson as a way to deepen your
Lesson Proper discovery and understanding of the
concept.
What’s More These are follow-up activities that
are intended for you to practice
Performance Task further in order to master the
competencies.
What I Have Learned Activities designed to process what
you have learned from the lesson.
Generalization

What I Can Do These are tasks that are designed

to showcase your skills and
Application knowledge gained and applied into
real life concerns and situations.
Assessment This part evaluate your level of
mastery in achieving the learner’s
Post-Assessment objectives.

Additional Activities Thus are activities in any form that

can increase the strength of the
Enrichment response and tends to induce
repetitions of actions/learning.

2
 What I Know
PRE-ASSESSMENT

As an initial activity, you will be assessed on your prior knowledge about finding the
answers to the following questions. This is to find out the things that you need to
learn more about the subject matter.

Multiple Choice: Encircle the letter of the best answer.

For numbers 1-3 refer to this situation. One Saturday night, I’m alone. I was sad. I
isolated myself. I did not call my friends. I did not pick up my phone either.

1. Which of the following statement best represents you thought.

A. I feel alone.
B. I feel sad.
C. I isolate myself.
D. I do not call my friends.

2. Which part of the situation represents your feelings?

A. I feel alone.
B. I feel sad.
C. I isolate myself.
D. I do not call my friends.

3. Which of the statements does NOT represents an action?

A. I isolate myself.
B. I did not call my friends.
C. One Saturday night, I feel alone.
D. I did not pick up my phone either.

4. These are words that run through your mind.

A. Actions C. Thoughts
B. Feelings D. Behavior

5. Which of the following is NOT an example of feelings?

A. Anger C. Happiness
B. Fear D. Playing

6. It is a description of yourself, which include your height, weight, facial

appearance, and quality of skin, hair and descriptions of body areas such as
your neck, chest, waist, and legs.
A. Emotional Self C. Physical Self
B. Intellectual Self D. Spiritual Self

7. It Include descriptions of your strengths and weaknesses in intimate

relationships and relationships to friends, family, co-students and strangers in
social settings
A. Interactional Self C. Nutritional Self
B. Intellectual Self D. Sensual Self

3
8. It is about typical feelings you have, feelings you seldom have, feelings you try
to avoid, feelings you especially enjoy, feelings from your past and present, and
feelings which are associated with each other.
A. Emotional Self C. Physical Self
B. Intellectual Self D. Spiritual Self

9. These descriptions of yourself could be in the areas of maintenance of your

living environment: reaction to light, temperature, space, weather, colors, sound
and seasons, and your impact on the environment.
A. Contextual Self C. Intellectual Self
B. Emotional Self D. Spiritual Self

10. This could include your feelings about yourself and organized religion,
reactions about your spiritual connections to others, feelings about your spiritual
development and history, and thought about your metaphysical self.
A. Contextual Self C. Intellectual Self
B. Emotional Self D. Spiritual Self

11. These are things you do or the way you behave.

A. Actions C. Feelings
B. Emotions D. Thoughts

12. Which of the following statement are considered coping thoughts?

A. I’m going to fail
B. My Average Grade is going to go way down
C. My parents are going to be so pissed
D. I should go talk to my teacher about the test.

13. Which of the following statement represents feelings?

A. Emma must be mad at me
B. I feel sad and hurt.
C. I ignored Emma and avoided her at school
D. My friend Emma hasn’t spoken to me over the past week

14. Which of the following statement is not an important concepts or ideas implied
in the story of the two wolves:
A. The mind seems to be a unitary entity
B. The “you” has the ability to decide which wolf it will feed.
C. The two wolves fight for dominance over our mind and behavior.
D. Having made a choice, “you” can decide specifically how to “feed” or
nurture the selected wolf.

15. Which of the following statement is NOT true?

A. Feelings can be described in one word and come from inside you
B. Thoughts are the words or pictures that go through your mind
C. You can change the way you feel by changing the way you think.
D. Automatic thoughts help you cope with difficult events and emotions.

4
 Lesson YOUR OWN THOUGHTS, FEELINGS AND
1 ACTIONS

What’s In
ASSESS ASPECTS OF YOUR
ACTIVITY 1 DEVELOPMENT

Draw a large circle on a blank sheet of paper. Divide the circle into 8
segments. In each segment, write some descriptions of the different aspects
of yourself as follows:

1. Physical Self
 Describe yourself. Try not to censor any thoughts.
 Include descriptions of your height, weight, facial appearance, and quality of
skin, hair and descriptions of body areas such as your neck, chest, waist, and
legs.

2. Intellectual Self
 Include an assessment of how well you reason and solve problems, your
capacity to learn and create, your general amount of knowledge, your
specific areas of knowledge, wisdom you have acquired, and insights you
have.

3. Emotional Self
 Write as many words or phrase about typical feelings you have, feelings you
seldom have, feelings you try to avoid, feelings you especially enjoy, feelings
from your past and present, and feelings which are associated with each
other.

4. Sensual Self
 Write how you feel as a sensual person. What sense do you use most: seeing,
hearing, speaking, smelling, touching? How do you feel about the different
ways you take in information – through the eyes, ears, mouth, nose, pores,
and skin? In what ways do you let information in and out of your body?

5. Interactional Self
 Include descriptions of your strengths and weaknesses in intimate
relationships and relationships to friends, family, co-students and strangers in
social settings. Describe the strengths and weaknesses which your friends
and family have noticed. Describe what kind of son or daughter, brother or
sisters you are.

5
6. Nutritional Self
 How do you nourish yourself? What foods do you like and dislike? What do
you like and dislike about these?

7. Contextual Self
 Descriptions could be in the areas of maintenance of your living environment:
reaction to light, temperature, space, weather, colors, sound and seasons,
and your impact on the environment.

8. Spiritual Self or Life Force

 This could include your feelings about yourself and organized religion,
reactions about your spiritual connections to others, feelings about your
spiritual development and history, and thought about your metaphysical self.

PORTFOLIO OUTPUT NO. 1

6
 What’s New The Story of the Two Wolves:
Managing your thoughts, feelings and
actions

One evening an old Cherokee told his grandson about a battle that goes on inside
people. He said, "My son, the battle is between two wolves inside us all.”

"It is a terrible fight and it is between two wolves. One is evil - he is anger,
envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority,
lies, false pride, superiority, and ego." He continued, "The other is good - he is
joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy,
generosity, truth, compassion, and faith. The same fight is going on inside you
- and inside every other person, too."

The grandson thought about it

for a minute and then asked his
grandfather, "Which wolf will
win?"

The old Cherokee simply replied,

"The one you feed.”

The grandfather’s answer, "The

one you feed"
is deceivingly simple. There are
at least four important concepts
or ideas implied by the answer:

The mind is not the unitary entity it seems to us but consists of different parts. For
example in the story there are the two wolves and the “you” that chooses between
them.

These parts of the mind/brain can interact and be in conflict with each other i.e. the
two wolves fight for dominance over our mind and behaviour.

The “you” has the ability to decide which wolf it will feed.

Having made a choice, “you” can decide specifically how to “feed” or nurture the
selected wolf.

7
 What’s More

The Story of the Two Wolves:

ACTIVITY 2: JOURNAL WRITING Managing your thoughts, feelings and

actions

PORTFOLIO OUTPUT NO. 2

The four ideas from the story of the two wolves give rise to a number of
questions. Knowing which wolf to feed is the first step towards recognizing you have
control over your own self. The purpose of this story is to help you find ways how to
manage your mind so that you can live your life in accordance to your sound
judgment. Share your thoughts, feelings, and opinions on the following questions in
your Journal.

Questions to help improve your control over your own mind, feelings, and
actions:

1. Are you aware of two different opposing “wolves” operating within your mind,
one of which leads to pain and a diminished sense of life and the other to a
joyous, meaningful, and fulfilling life?
2. Have you ever experienced times when you noticed a conflict or fight
between parts of yourself that brought confusion to you?
3. When was the last time you were disappointed by the choice/s you made?
4. What techniques do you use to strengthen yourself in order to increase your
ability to make wise decisions?
5. How do you feed the negative wolf?
6. How do you feed the positive wolf?
7. Being aware how these wolves within you are fed, how would you nurture it
in yourself?

8
 What Is It
Thoughts, Feelings and Actions

Everyone has problems, both big and small. To better solve these problems it is
important to learn how your thoughts, feelings, and actions are connected.

Imagine you have an upcoming test, and you think you are going to fail. Because of
this thought, you start to worry. You are so worried that you feel sick just of thinking
about the test. It made you uncomfortable, so you decided not to study.

The thought of failing led to overthinking which resulted to your inability to study. This
negative process could have been avoided if you have a positive train of thought.

Thoughts

Actions Feelings

Thoughts are words that run through you mind. They the ones you tell yourself
about what is going on around you. There are many different situation.
thoughts you have in a single situation.

Feelings come and go as different things happen to you. You might feel happy,
angry, and sad, all in one day. Some feelings are uncomfortable but they are not
bad. Everyone
bad. Everyone has
maythese
feel this from time
feelings from to time.
time -to-time.

Actions are the things you do and the ways in which you behave. Your thoughts
and feelings have a big impact on how you act. If you feel happy, you are likely
to do nice things. However, if you feel angry, you likely to act differently.

9
 What’s More
Thoughts, Feelings and Actions

What happened?

My friend Emma hasn’t spoken to me as much as usual over the past week

My Thoughts

I thought: “Emma hasn’t talked to me much

this week. She must be mad at me.”

Because I was upset I ignored

I felt sad and hurt
Emma and avoided her at school

My Actions My Feelings

Just because, it is how you think it is, doesn’t mean it is true. Your thoughts are
guesses about why something happened or about something that might happen.
Coming up with new thoughts will help you see a situation differently.

New Thoughts New Feelings New Actions

1 “Emma might be upset Concerned that Emma Ask Emma if she is mad
with me, but maybe not. might be upset, but I’m at me, or if she has
I don’t know”. not as sad as I was. another problem.

2 “Emma has probably I am disappointed that I’ll stay friendly with

been busy with school I haven’t talked to Emma as usual. I’ll be
or something else.” Emma, but I sure to say “hi”
understand. whenever possible.

3 “Maybe Emma is upset Worried about how Ask Emma what’s going
about something Emma is feeling. on, and if she needs
unrelated to me.” help.

10
 What I Can Do

Thoughts, Feelings and Actions

ACTIVITY 3: DIAGRAM

Recall an experience that happened to you recently in which you felt sad, stressed,
worried, anxious, etc. Then, reflect on that situation or event, map out their thoughts,
feelings, and behaviors using the Diagram below.

What happened?

My Thoughts

My Actions My Feelings

New Thoughts New Feelings New Actions

11
 What’s More

THOUGHT OR FEELING?
ACTIVITY 4

Put a tick in the column to show whether you think each statement is a thought
or a feeling.

Thought Feeling

I am a good person.

Angry

Guilty

I can do this.

I am too fast.

Happy

I am quite good at soccer.

Sad

I have several friends.

I don’t like eating eggs.

Afraid

I enjoy watching TV.

Love

I am hopeless at tennis.

Nobody likes me.

That dog is going to bite

me.

Feelings can be described in one word and come from inside you. Thoughts are the
words or pictures that go through your mind.

12
 Lesson Connections between Thoughts, Feelings, and
2 Behaviors in Actual Life Situations

What’s In

WHOSE THOUGHTS ARE THESE

ANYWAY?
ACTIVITY 5

Think about each of the three situations listed in the chart below. For each,
write down all of the messages that come into your head in the column “message.” In
the column “source”, write down where you think these messages came from. Are
they messages you receive from others: friends, family, teachers, or are they your
own thoughts? An example is provided for each to get you started.

This activity is designed to help you dissect the messages you receive both
externally: from parents, teachers, and peers and internally from your own self-talk.

#1: You feel pressure to do whatever it takes to earn a top grade.

MESSAGE SOURCE
Only the very best performers get into the top colleges parents

#2: Your friends want you to join them in experimenting with drinking or drugs, or
sex.

MESSAGE SOURCE
I’ll do just about anything to fit in. me

#3: Prom is just around the corner.

MESSAGE SOURCE
To look great, I need to get down to a size “zero”. magazines

13
 What Is It IDENTIFYING AUTOMATIC
THOUGHTS

In this example, imagine you are thinking about an upcoming test or exam in a
challenging class. In the left column are examples of thoughts that you might notice
coming into your mind automatically. You can counter these negative thoughts with
more productive, positive thoughts like those in the right column.

By paying attention to your thoughts and replacing the negative thoughts that can
sometimes pop up automatically with positive thoughts, you may find it easier to cope
with worrisome or stressful situations.

Automatic Thoughts Coping Thoughts

 I’m going to fail.
 I’m not prepared at all.
Why didn’t I study more?
 My average grade is going to
go way down
 My teacher is going to think
I’m a slacker.
 My parents are going to be
so pissed.
 Why should I even bother
taking the test?
 I should just skip class.
 This school is too hard. This
class is too hard for me. I
can’t do this.
 Everyone else gets this stuff
done perfectly. I’m such an
idiot. I bet I’m not even in the
top 10% of my class. I can’t
ever do anything right.
 I probably won’t get an A, but maybe I’ll do
okay.
 Next time, I’ll try to be more organized and
start studying earlier.
 Given how much I had on my plate, I studied
as much as I could have.
 I had to choose between sleeping and
studying, and I chose sleeping.
 I made a good choice to sleep even if I am
not prepared for the test at all..
 I’ll have to work really hard to get my grades
back up. I can do it.
 I should go talk to my teacher about the test.
 My family (and I) should be happy with my
best performance. There’s nothing else I can
do but try hard.
 I should at least see if there is any way to
reschedule the test.
 I can do this! I’ve been stressed before and
I’m generally a good student.
 I’m at a demanding school. Expectations are
high, but I know I’m getting an amazing
education.
 I have strengths other than being the highest
achieving kid in school.

14
 What’s More

Using Helpful Thoughts to Cope

with Something Stressful
ACTIVITY 6

This exercise provides students with tangible examples of how damaging automatic
thoughts can be. Mindfulness can replace automatic thoughts with more positive and
constructive coping thoughts.

Write down a difficult or stressful situation that you might have to face this week or
one that always seems to happen to you.

Now, name two or three automatic thoughts that have occurred to you when facing
this or similar situations in the past. For each of those automatic thoughts, list a
feeling or feelings that will trigger it.

Thought Feeling/s

Now, list five coping thoughts that will help you feel better if this situation happens:

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

Source: https://classroommentalhealth.org/exercises/materials/identifying-automatic-
thoughts/thought-feeling.pdf

15
 What’s More
Linking Thoughts and Feelings
ACTIVITY 7

In pairs, read through the list of situations below.

For each situation, discuss and identify how you would feel in the same situation.
Write the feeling in Part A. You and your partner may have different answers.

Remember, people often feel differently about the same situation.

Then, read the two of the thoughts in Part B of each situation. In pairs, discuss how
you would feel if you had these different thoughts in relation to the situation. Write
your feeling/s below each thought.

List of situations:

Situation 1. As you walk past a group of people in your class, they start
laughing.

PART A: How would you feel if the situation happened to you?

Record your emotions in the space below:
_____________________________________________________________________________________________
PART B:
Thought 1: Someone must have shared a joke. I’d like to hear it.
Discuss how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________
Thought 2: I bet they’re laughing at me. I’ll never fit in in this class. Discuss
how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________

Situation 2. You’ve arranged to meet your friend at the shopping centre, but
you’ve been waiting for half an hour.

PART A: How would you feel if this situation happened to you?

Record your emotions in the space below:
______________________________________________________________
PART B: Thought 1: I bet my friends are not going to turn up. I knew they
didn’t really want to meet me. Discuss how you might feel if you had this
thought.
Record the emotion below:
______________________________________________________________
Thought 2: My friends must have missed the bus. Discuss how you might feel
if you had this thought. Record the emotion below:
______________________________________________________________

16
Situation 3. A teacher you like walks past in the corridor and you say good
morning, but she didn’t reply.

PART A: How would you feel if this situation happened to you?

Record your emotions in the space below:
______________________________________________________________
PART B: Thought 1: She just ignored me. I must have done something that
upsets her. Discuss how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________
Thought 2: She must have a lot on her mind this morning. Discuss how you
might feel if you had this thought. Record the emotion below:
______________________________________________________________

Situation 4. You train really hard to get into a school sports team, but come
second-last in the selection trials.

PART A: How would you feel if this situation happened to you?

Record your emotions in the space below:
______________________________________________________________
PART B: Thought 1: That was not good. I am going to have to work really hard
in the next trial if I really want to be part of the team. Discuss how you might
feel if you had this thought.
Record the emotion below:
______________________________________________________________
Thought 2: I’m not good at anything. I don’t know why I bothered training.
Discuss how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________

Key message: You can change the way you feel by changing the way you think.

17
 What’s More
The Role of Helpful thinking

ACTIVITY 8

1. Read through the list of situations below.

2. Underneath each situation is an example of a negative thought someone might
have if the situation/event happened to them.
3. For each negative thought: a. identify how the thought would make you feel; b.
think of a more positive or helpful alternative thought; and c. identify how the
more helpful thought would make you feel.

Situation 1. The teacher asks you to wait behind to discuss your Maths
homework. You found the homework difficult.
Negative thought: I can’t do anything right. I am probably going to be in real trouble. I
may as well give up.
How would this thought make you feel? ____________________________________
Write a more positive/helpful thought.
___________________________________________________________________
How would this thought make you feel? ___________________________________

Situation 2. You buy a new outfit for a party and a friend says, “Wow, that’s
really different! “
Negative thought: He/she hates my new outfit! Everyone will laugh at me at the party.
How would this thought make you feel? ____________________________________
Write a more positive/helpful thought.
___________________________________________________________________
How would this thought make you feel? ____________________________________

Situation 3. You ask your friends if they would like to go with you to the movies
on Friday night, and they say they can’t come.
Negative thought: I should have never asked. They probably don’t like to be with me.
Now, they will tell everyone about this and I will look really stupid.
How would this thought make you feel? ____________________________________
Write a more positive/helpful thought.
___________________________________________________________________
How would this thought make you feel? ____________________________________

Situation 4. You want to go out to the movies with some friends but your
parents said that you can’t go because you have to stay in and finish a school
project that is due in tomorrow.
Negative thought: This is terrible. I hate my parents. They never let me do things.
They are always interfering in my life. I will lose all my friends if I don’t go.
How would this thought make you feel? ____________________________________
Write a more positive/helpful thought._____________________________________
___________________________________________________________________
How would this thought make you feel? ____________________________________

18
 What’s More
Link between pain, feelings,
thoughts, and actions
ACTIVITY 9

This activity is about noticing the link between pain, feelings, thoughts, and actions.
This activity is about noticing that the way we feel and think about things will
influence the level of pain.

Instruction

Think about when you have a situation that involves pain. Your feelings in that
situation can influence the thoughts and actions that you take. An example is given to
you in the table below.

EVENT FEELING THOUGHT ACTION EFFECT ON

YOU
Flare up of Alarmed, Something is Lay down on Pain is
pain when scared terribly wrong the couch and worse.
getting ready with me. stay home You feel sad
for school from school for and angry.
the day.
Annoyed It’s a flare up, Accept the Pain is
but a level I’ve pain, and present, but
had to deal continue with you are
with before. I plans to go to happy to go
can still go to school for the to school to
school. day. see your
friends.

In the tables below, type in three different feelings, thoughts, and actions that can
occur when you experience the pain. Try to include examples that can be helpful.

EVENT FEELING THOUGHT ACTION EFFECT ON

YOU

It is normal to experience feelings of sadness from time to time especially when life is
not going according to plans. However, if your sadness has become so intense and
uncontrollable, it is important to find someone to talk to. An adult whom you can trust
can make a difference.

19
 What I Have Learned

GENERALIZATION

MESSAGE BANK

Task 1: PORTFOLIO Journal Writing

 You can change the way you feel by changing the way you think.

 Helpful thoughts help you cope with difficult events and emotions.

Task 2: My activities and feelings and thoughts diary.

Best Feeling of the Day Worst Feeling of the Day

Day What What What What What What

were you were you were you were you were you were you
Doing? Feeling? Thinking? Doing? Feeling? Thinking?
Rating
Rating
(1-10)
(1-10)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

20
 Additional Activities

MY PERSONAL TIMELINE

ACTIVITY 7: REFLECTION

Write about your Personal Timeline which you made in class. Answer the
following questions:

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a
title for your timeline what would it be and why?
______________________________________________________________
______________________________________________________________
2. Identify the turning points in your timeline. What were the thoughts, feelings
and actions that you experienced?
______________________________________________________________
______________________________________________________________
3. Who are the most significant people in your life? How did they influence you?
______________________________________________________________
______________________________________________________________
4. Where do you want to be in 5 years to 10 years from now? What do you
expect your future timeline will be?
______________________________________________________________
______________________________________________________________

21
For inquiries or feedback, please write or call:

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

Department of Education – Division of Cagayan de Oro
Office Address: Fr. William F. Masterson Ave. Upper Balulang,
Cagayan de Oro City
Telefax: (08822) 855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph

26