Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga
Peninsula

11
Zest for Progress
Z Peal of artnership

Personal Development
QUARTER 3- MODULE 1
REVEAL MYSELF

Name of Learner: ___________________________

Grade & Section: 1 ___________________________
Name of School: ___________________________
 What I Need to Know

‘Knowing Ourselves”, in the process, is necessary to know some similar

aspects and topic that pertains in the study of self. This may include individuals in
seeing our “self” as a growing person inside the society, and this may cross-section
ally tackle the philosophical, bio-psycho-social aspect of the self, including the Self-
Concept and its relation to the social norms or our society.

The module shall discuss namely the following:

• Lesson 1 – Limitations and Strengths of the Individual; and how the

uniqueness of the individual can be accepted by others.
• Lesson 2 – Understanding unique characteristics, habits and experiences of
individual as a part of development and knowledge of the self.

Most Essential Learning Competency:

After going through this module, you are expected to:
1. Explain that knowing oneself can make a person accept his/her strengths and
limitations and dealing with others better.
2. Share his/her unique characteristics, habits, and experiences.

What I Know

Instruction: Write the word TRUE if the statement is correct; otherwise, write FALSE.

1. _________Our self-knowledge cannot be influenced by social interactions.

2. _________In determining our ideal self in the society, we must be learned and
experienced.
3. _________Your actual self, however, is how we think, how we look, and act.
4. _________Additionally, one's social norms and cultural identities have a large effect
on self-concept and mental well-being.
5. _________Everyone has the same way of learning new skills.
6. _________Values and skills are same thing.
7. _________We can change our behavior; hence our destiny does not come to familial
or hereditary inclination.
8.__________Staying connected to other means always knowing yourself to others.
9.__________In the early stages of development among children, oftentimes, they are
independent. Hence, they do not let their behavior be influence, neither do they need
approval from their parents.
10._________The self has privacy, as often depicted in social media, we do not allow
ourselves to be seen as who we are and what we do.

One's self-concept is a collection of beliefs about oneself. Generally, self-concept

embodies the answer to "Who am I". Self-concept is distinguishable from self-
awareness, which refers to the extent to which self-knowledge is defined, consistent,
and currently applicable to one's attitudes and dispositions (Anonymous, 2018).

Their social media profiles give a new meaning to who they are as a person living
in this digital age. However, this does not answer the most and perhaps the

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fundamental question, “Do you know yourself?” Often, this question deals into the
fundamental entity of ourselves, the basic question of understanding ourselves, not
just through our expressions in social platforms and the like but, deals in more “How
much do we know about our self?” in the process.

What’s In?

Exploring One’s Strengths and limitations, may not be easy because of their tendency
to be self-conscious and fear of being judge or rejected. The teacher is strongly
encouraged to set the mood of acceptance and non-judgmental atmosphere.

ACTIVITY 1.1: SELF-CONCEPT INVENTORY

Instruction: Take a look at your own self- concept and answer the following self-
concept inventory in your journal. Give yourself a rating using the scale: 0= very
weak: 1= weak :2= somewhat weak /somewhat strong.,3=strong;4=very strong

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 can easily 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 instruction easily.
10. I am intelligent.
11. I have special talents and abilities.
12. I can easily analyze situations and make 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 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 fact with confidence.
24. I am a mature person.

Scoring: Copy this table in your journal. Write your score opposite each number
and get the subtotal.
Physical Appeal Human Relations Intelligence
1.____________ 1. ____________ 1. ____________
2. ____________ 2. ____________ 2. ____________
3.____________ 3.____________ 3.____________
4. ____________ 4. ____________ 4. ____________
Subtotal Subtotal Subtotal

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 Character Communication Maturity
1. ____________ 1. ____________ 1. ____________
2. ____________ 2. ____________ 2. ____________
3.____________ 3.____________ 3.____________
4. ____________ 4. ____________ 4. ____________
Subtotal Subtotal Subtotal

Follow up Questions:
1. How do you perceive yourself?
________________________________________________________________________
__________________________________________________________________________

2. In what areas do you consider yourself strong (with score 14-16) or somewhat weak
(score of 10-13) and very weak (below 10) ?
__________________________________________________________________________
__________________________________________________________________________

3. Are there qualities you consider as your weakness, but other people consider as
your strength? What are these?
__________________________________________________________________________
__________________________________________________________________________

What’s New?

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Follow up Questions:
1. What do you consider as your weaknesses, abilities, and talents?
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________

2. What are the remedies you will take to improve or compensate for your
weakness?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. How can you further enrich your assets and strengths?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. What and how do you use it your best advantage?

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________

We judge ourselves by what we feel capable of doing while others judge us by what
we have already done -Henry Longfellow. One great way of assessing the self and
know how much the individual knows the self is by asking the people around them.
Though this may be awkward, particularly when asking someone straightforwardly.
Know that even your friends can be a great source of information, whether it be
positive or negative about the self. To avoid being awkward and extract the best
possible self-assessment without compromising the individual, psychologists Joseph
Luft (1916-2014) and Harrington Ingham (1916-1995) devised a technique to help
people better understand themselves as well as their relationship with others. As
used frequently in groups (group dynamics), this activity helps understand people to
develop teamwork. Below are some post-activities to challenge yourself on how much
you know about your
“self”.

ACTIVITY 1.2 Self- concept map

Instruction: Think of a symbol that you think represents you. This could be
anything — an animal, object or other representation that you think defines and
describes you.
Draw me.

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List some of the qualities or characteristics that the symbol represents for you.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Self-esteem
• The way you feel about yourself, or how you rate yourself is called self-esteem. Self-
esteem is to do with accepting yourself, feeling confident, and liking yourself.
• Everyone’s feelings about themselves can change from day to day, and are affected
by many different situations and events.
• Nobody feels good about themselves all the time.
• People sometimes respond differently to the same event — how we feel about
ourselves is partly affected by the expectations we have of ourselves.

What is It?

Self-Concept
"Self-construction" redirects here. For other uses, see Self-
construction (disambiguation). Not to be confused with Self-awareness, Self-
consciousness, Self-esteem, Self-image, or Self-perception.
One's self-perception is defined by one's self-concept, self-knowledge,
self-esteem, and social self.
One's self-concept (also called self-construction, self-identity, and self-
perspective or self-structure) is a collection of beliefs about oneself.
Generally, self-concept embodies the answer to "Who am I?".
One's self-concept is made up of self-schemas, and their past, present, and
future selves.
Self-concept is distinguishable from self-awareness, which
refers to the extent to which self-knowledge is defined, consistent,
and currently applicable to one's attitudes and dispositions.[4] Self-
concept also differs from self-esteem: self-concept is a cognitive or
descriptive component of one's self (e.g. "I am a fast runner"), while
self-esteem is evaluative and opinionated (e.g. "I feel good about being
a fast runner").
Self-concept is made up of one's self-schemas, and interacts
with self-esteem, self-knowledge, and the social self to form the self as a whole. It
includes the past, present, and future selves, where future selves (or possible selves)
represent individuals' ideas of what they might become, what they would like to
become, or what they are afraid of becoming. Possible selves may function as
incentives for certain behavior.

History
Psychologists Carl Rogers and Abraham Maslow had major influence in
popularizing the idea of self-concept in the west. According to Rogers, everyone
strives to reach an "ideal self." He believed that a man gets to self-actualize when
proves himself that he is capable to achieve his goals and desires, but in order to

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attained his fullest potential, the person must have been raised in healthy
surroundings which consist of "genuineness, acceptance, and empathy", however,
the lack of relationships with people that have healthy personalities will stop the
person to grow "like a tree without sunlight and water" and affect the individual's
process to accomplish self- actualization.[9] Rogers also hypothesized that
psychologically healthy people actively move away from roles created by others'
expectations, and instead look within themselves for validation. On the other
hand, neurotic people have "self-concepts that do not match their experiences. They
are afraid to accept their own experiences as valid, so they distort them, either to
protect themselves or to win approval from others." [10]
Abraham Maslow applied his concept of self-actualization in his hierarchy of
needs theory. In this theory, he explained the process it takes for a person to achieve
self-actualization. He argues that for an individual to get to the "higher level growth
needs", he must first accomplish "lower deficit needs". Once the "deficiency needs"
have been achieved, the person’s goal is to accomplish the next step, which is the
"being needs". Maslow noticed that once individuals reach this level, they tend to
"grow as a person" and reach self-actualization. However, individuals who
experienced negative events while being in the lower deficit needs level prevents them
from ascending in the hierarchy of needs.

Model
The self-concept is an internal model that uses self-assessments in order to
define one's self-schemas. Features such as personality, skills and abilities,
occupation and hobbies, physical characteristics, gender, etc. are assessed and
applied to self-schemas, which are ideas of oneself in a particular dimension
(someone that considers themselves a geek will associate "geek-like" qualities to
themselves). A collection of self-schemas makes up one's overall self-concept. For
example, the statement "I am lazy" is a self-assessment that contributes to self-
concept. Statements such as "I am tired", however, would not be part of someone's
self-concept, since being tired is a temporary state and therefore cannot become a
part of a self-schema. A person's self-concept may change with time as reassessment
occurs, which in extreme cases can lead to identity crises.
According to Carl Rogers, the self-concept has three different components:
• The view you have of yourself (Self-image)
• How much value you place on yourself (Self-esteem or self-worth)
• What you wish you were really like (Ideal self)

Development
Researchers debate over when self-concept development begins. Some assert
that gender stereotypes and expectations set by parents for their children affect
children's understanding of themselves by approximately age 3. However, at this
developmental stage, children have a very broad sense of self, typically, they use
words such as big or nice to describe themselves to others. While this represents the
beginnings of self-concept, others suggest that self-concept develops later, around
age 7 or 8. At this point, children are developmentally prepared to interpret their own
feelings and abilities, as well as receive and consider feedback from peers, teachers,
and family. In adolescence, the self-concept undergoes a significant time of change.
Generally, self-concept changes more gradually, and instead, existing concepts are
refined and solidified. However, the development of self-concept during adolescence
shows a "U"-shaped curve, in which general self-concept decreases in early
adolescence, followed by an increase in later adolescence.
Despite differing opinions about the onset of self-concept development,
researchers agree on the importance of one's self-concept, which influences people's

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behaviors and cognitive and emotional outcomes including (but not limited to)
academic achievement, levels of happiness, anxiety, social integration, self-esteem,
and life-satisfaction.

Academic
Academic self-concept refers to the personal beliefs about their academic
abilities or skills. Some research suggests that it begins developing from ages 3 to 5
due to influence from parents and early educators. By age 10 or 11, children assess
their academic abilities by comparing themselves to their peers. These social
comparisons are also referred to as self-estimates. Self-estimates of cognitive ability
are most accurate when evaluating subjects that deal with numbers, such as math.
Some researchers suggest that to raise academic self-concept, parents and
teachers need to provide children with specific feedback that focuses on their
particular skills or abilities.

Physical
Physical self-concept is the individual's perception of themselves in areas of
physical ability and appearance. Physical ability includes concepts such as physical
strength and endurance, while appearance refers to attractiveness. Adolescents
experience significant changes in general physical self-concept at the on-set of
puberty, about 11 years old for girls and about 15 years old for boys. The bodily
changes during puberty, in conjunction with the various psychological of this period,
makes adolescence especially significant for the development of physical self-
concept. It has even been suggested that adolescent involvement in competitive
sports increases physical self-concept.

Gender identity
A person's gender identity is their internal sense of their own gender. It is
usually formed by age three. According to the International Encyclopaedia of
Marriage and Family, gender identity is developed at an early age when the child
starts to communicate; by the age of eighteen months to two years is when the child
begins to identify himself as a girl or a boy. After this stage, gender identity is difficult
to change, but the psychologist Lawrence Kohlberg revealed in her theory gender
constancy that by the age of five to six, a child becomes well-aware of their gender
identity and it becomes permanent. Both biological and social factors have been
suggested to influence its formation. After long study, research shows that women
are more caring towards the environment than their counterparts. Kuwait University
did a study on 102 males with gender identity disorder, where they looked for their
self-concept, masculinity and femininity Findings were that children who grew up on
lower family bonds had lower self-concept. They also found that individuals with
Gender Identity Disorder had more personality, and other mental disorders.

Cultural differences
Western cultures place particular importance on personal independence
and on the expression of one's own attributes (the self is more important than the
group). This is not to say those in an independent culture do not identify and support
their society or culture, there is simply a different type of relationship. Non-Western
cultures favor an interdependent view of the self: Interpersonal relationships are
more important than one's individual accomplishments, and individuals experience
a sense of oneness with the group. Such identity fusion can have positive and
negative consequences. Identity fusion can give people the sense that their existence
is meaningful provided the person feels included within the society (for example, in
Japan, the definition of the word for self (jibun) roughly translates to "one's share of

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the shared life space"). Identity fusion can also harm one's self-concept because one's
behaviors and thoughts must be able to change to continue to align with those of the
overall group. Non-interdependent self-concepts can also differ between cultural
traditions.
Additionally, one's social norms and cultural identities have a large effect on
self-concept and mental well-being. When a person can clearly define their culture's
norms and how those play a part in their life, that person is more likely to have a
positive self-identity, leading to better self-concept and psychological welfare. , and
overall self-concept. Buddhists emphasize the impermanence of any self-concept.
The kibbutz managers followed the interdependent culture. They used hobbies
and preferences to describe their traits, which is more frequently seen in
interdependent cultures as these serve as a means of comparison with others in their
society.
Along with viewing one's identity as part of a group, another factor that
coincides with self-concept is stereotype threat. Many working names have been used
for this term: "stigmatization", "stigma pressure", "stigma vulnerability" and
"stereotype vulnerability". The terminology that was settled upon Claude Steele and
Joshua Aronson to describe this "situational predicament was 'stereotype threat.'
The same prejudice that exists in stereotype threat also exists in the education
system as it serves its communities, families, and individuals.
"A primary source of stereotyping is often the teacher’s education program
itself. It is in these programs that teachers learn that poor students and students of
color should be expected to achieve less than their 'mainstream' counterparts.

Gender differences
A study from 1999 showed that, while men and women do not differ in terms
of independence or interdependence, they differ in their types of interdependence.
Women utilize relational interdependence (identifying more with one-to-one
relationships or small cliques), while men utilize collective interdependence (defining
themselves within the contexts of large groups)
Boys and girls become involved in different social interactions and
relationships. Girls tend to prefer one-on-one (dyadic) interaction, forming tight,
intimate bonds, while boys prefer group activities. One study in particular found that
boys performed almost twice as well in groups than in pairs, whereas girls did not
show such a difference. In early adolescence, males are more likely to have a positive
physical self-concept. During this developmental stage, boys who develop early tend
to have a more positive view of themselves as opposed to early developing females
who view themselves more negatively. their appearance. It is assumed at this age
that a more attractive person has more social The largest difference during this
developmental stage between males and females is the way they view power. By the
time they reach college-age, females continue to have lower physical self-concepts
than males.

Media
According to the Galileo Model, there are different forms of media spread
throughout three-dimensional space. The closer one form of media is to another the
more similar the source of media is to each other. The farther away from each form
of media is in space, the least similar the source of media is. For example, mobile
and cell phone are located closest in space where as newspaper and texting are
farthest apart in space. The study further explained the relationship between self-
concept and the use of different forms of media. The more hours per day an individual
uses a form of media, the closer that form of media is to their self-concept.

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Self-concept is related to the form of media most used. A 2007 study was done on
adolescents aged 12 to 18 to view the ways in which social media affects the
formation of an identity. The study found that it affected the formation in three
different ways: risk taking, communication of personal views, and perceptions of
influences. In this particular study, risk taking behaviour was engaging with
strangers. When it came to communication about personal views, half of the
participants reported that it was easier to express these opinions online, because
they felt an enhanced ability to be creative and meaningful. When it came to other's
opinions, one subject reported finding out more about themselves, like openness to
experience, because of receiving differing opinions on things such as relationships

What’s More

Activity 1.3: A “ME” Tree

Instruction:
1. On the picture provided, write/ draw symbols/ or paste pictures of all of your
strengths and talents/abilities- one strength or talent per root.
2. On the branches/ write/ draw symbols or paste pictures of all your
accomplishments and successes- one per branch.
3. Some roots and branches should be left empty so that new elements can be added
as they happen in the future.
4. Lastly, write your name on the trunk of the “Me Tree”.

Activity 1.4: Enrichment

Instruction: Answer the following in a separate sheet of paper.
1. How are you going to use the “Me” tree in this time of Covid-19 Pandemic?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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2. What are your self-realizations?
_______________________________________________________________________________
_________________________________________________________________
________________________________________________________________________
3. How does your self-realization affect your family? You may ask them in answering
this?
__________________________________________________________________________________
__________________________________________________________________________________

Activity 1.5: My Reflection through my Experiences

Instruction: Share your experience(s) on the following statement. Write your
answers in a separate sheet of paper.

1. People need to compare themselves with others in order to gain insights of

their own behavior.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. “Kung ano ang puno ay siyang bunga.”

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Corruption is also shaped by our tolerance or our approach to answering
societal problems.”
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What I Have Learned

1. The Self has several distinctive characteristics that separate from other
“selves.”
2. The Self has its own experiences and emotions, which is very different and
unique in any other way.
3. Self-Concept is a combination of both our actual-self (present) and ideal-self
(future self).
4. Self-Concept can also be our comparison to others, even our people who have
a direct and indirect influence.
5. Our observation of ourselves and others, the feedback from others, our
historical or cultural perspective also play a role in shaping our self-concept.
6. Having self-knowledge in our aspects and historical beginnings also provide
essential information shaping our actual self, which is very much closer or far
from our ideal self.
7. In the process of merging our actual self and ideal self, our social roles provide
us the adjustment in the changing and conflicting development of our society.
8. The actual and ideal self can’t be confused in defining the “self”. It must be
collated and defined according to its aspects and its development and even

11
 lapses, of the self is very unique in every individual in which they have unique
definition and expression.

What I Can Do

Activity 1.6: Knowing yourself better

Instruction: How much do you know of yourself? How does your “self” fair from
others in responding in our changing times, especially in adjusting to our “new
normal”? The exercise below is a simple activity in affirming what our “self” in relation
to our reaction and feedback in our environment.

Questions Answers

1. How would you characterize yourself?

2. What makes you stand out from the

rest? What makes yourself special?

3. How has yourself transformed itself?

4. How is your self-connected to your

body?

Assessment

SET A
Instruction: Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. According to __________________, every one strives “ideal self”. He believe
that a man gets to self-actualize when he proves himself that he is capable
to achieve his goals.
A. Joseph Luft
B. Blind Spot
C. Carl Roger
D. Social Right
2. Which of the following applied his concept of self-actualization in his
hierarchy of needs theory. In this theory, he explained the process it takes
for a person to achieve self-actualization
A. Abraham Maslow
B. Sigmund Freud
C. Kohberg Lawrence
D. Steel

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 3. The largest difference during this developmental stage between male and
female is the way they view their appearance. It is assumed at this age that
a more attractive person has more social power. By the time they reach
college-age. Which of the following gender continue to have lower physical
self-concepts?
A. Male
B. Female
C. Lesbian
D. Both
4. When we are talking about “Self-contained” we mean that ___.
A. Our own description of how we hide our true self to the people.
B. Having our own privacy, contained in our own house or space.
C. This pertains to the image or aspiration of what you want to become.
D. It is the existence of the individual, having its own independent
character and behavior.
5. Your value is reflected in the following:
A. Your interest
B. How you spend your time
C. Choices you make
D. All the above
6. The Self-Concept is the collection of ___.
A. hardships and sufferings that we experience inside of society
B. our compelling comparison of ourselves to the future and present
self.
C. our beliefs, unique qualities and typical behavior that manifest to
that unique individual
D. our feelings inside and constant re-assessment of these emotions as
we respond to our environment.
7. There are two categories of the self that makes up the Self-Concept. These
are ___.
A. the factual and false Self
B. the authentic and fake Self
C. the present and future Self
D. behavior and character
8. Cedie tries his best to show to her classmates and that her project is far
different from others. What do you call Cedie’s doing?
A. Revenue model
B. Tag name
C. determination and enthusiasm for his homework.
D. Company/team name
9. Rosa dislike it when people are not treated fairly. As Rosa knows this about
herself, it is part of her _____?
A. Self -concept
B. Belief system
C. personality
D. self-understanding
10. Which is danger signal of adolescent mal-adjustment!
A. Inappropriate body build.
B. Irresponsibility as shown in neglect of studies in favor of having a
good time.
C. Attraction to the opposite sex.
D. Prolonged treatment as children.

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 SET B
Instruction: Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. Which of the following does adolescence shows “U”-shaped curve, in which
general concept decreases in early adolescence ,followed by ;
A. consistent in middle adolescence
B. an increase in later adolescence
C. Decrease in later adolescence
D. An increase in adulthood
2. Jasmin is able to focus on her studies even distracted by her little brother.
A. Creativity
B. Managing Stress
C. Determination
D. Generating ideas
3. The terminology that was settled upon Claude Steele and Joshua Aronson to
describe this situational predicament. This term captures the idea of a
situational predicament as a contingency of their group identity, a real threat
of judgment or treatment in was,
A. Stereotype
B. feedback
C. congruent
D. stigma
4. The “ideal -self” is synonymous with what psychological word?
A. the future self
B. the authentic self
C. the present self
D. the false self
5. Which of the following self- concept does not belong to the group?
A. self-schemas
B. past self and present self
C. future and possible selves
D. false self
6. Diana got sick but keep moving forward regardless of covid-19 pandemic.
A. persistence
B. generating ideas
C. determination
D. self-confidence
7. Which of the following Except One are the strengths of Filipino character?
A. Pakikipagkapwa tao
B. family orientation
C. frankness
D. joy of humor
8. 2007 study was done on adolescents aged 12 to 18 to view the ways in which
social media affects the formation of an identity. The study found that it
affected the formation in three different ways. Which of the following does not
belong to the group?
A. risk taking behavior engaging with strangers
B. Perceptions of influence
C. Communication of personal views
D. lose of interest
9. Katrin was invited in a Wedding party as a facilitator. She manifested in
speech, appearance, dressing gait and physical condition. It is said to have
A. develop determination

14
 B. develop self- confidence
C. develop persistence
D. develop creativity
10. It is said that our level of achievement is always lower than over level of
aspiration. This suggest that,
A. we should aim high
B. we should not be over ambitious
C. we should think and act local
D. we should set over aspirations because it is damaging if we cannot
realized them

15
 16
Pretest Assessment Assessment
Set A Set B
1. False 1. C 1. B
2. True 2. A 2. B
3. True 3. B 3. A
4. True 4. D 4. A
5. False 5. D 5. A
6. False 6. C 6. C
7. True 7. D 7. D
8. True 8. C 8. D
9. True 9. C 9. B
10. True 10. D 10. B
KEY ANSWERS
References
Book
Teacher’s Guide (2016). Personal Development, Sunshine Interlinks Publishing
House, Inc., pp. 2-7

Website
https://link.gale.com/apps/doc/CX3456300032/GVRL?u=lincclin_pbcc&sid=GVR
L&xid=123255e1
https://journals.sagepub.com/doi/10.1177/001872675400700202
https://psycnet.apa.org/record/1991-
97723-000
https://trove.nla.gov.au/work/22017195?q&versionId=45645003
https://philpapers.org/rec/STEUTS
https://www.toppr.com/guides/business-communication-and-ethics/intro-to-
businesscommunication/johari-window/
https://www.selfawareness.org.uk/news/understanding-the-johari-window-model
www.habitsforwellbeing.com
https://www.pinterest.ph/grandmabetty53/stationaryborders-for-any-age/
https://www.pinterest.ph/pin/524880531549786148/
https://go.openathens.net/redirector/palmbeachstate.edu?url=https%3A%

Development Team of the Module

Author: AURELIA D. GUHITIA TII

PAGADIAN CITY SCIENCE HIGH SCHOOL, Pagadian City Division

Editor/s: JAIME V. CUSTODIO TIII

CO TEK CHUN NATIONAL TRADE SCHOOL, Pagadian City Division

Proofreader:

Management Team:
DANNY B. CORDOVA, CESO VI
OIC-Schools Division Superintendent

MARIA COLLEEN L. EMORICHA, EdD, CESE

OIC-Assistant Schools Division Superintendent

MARIA DIOSA Z.PERALTA

CID-CHIEF

JOVITA S. DUGENIA
EPS-Esp

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 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom
Here the breezes gently Blow,
Here the birds sing Merrily,
The liberty forever Stays,
Here the Badjaos roam the seas
Here the Samals live in peace
Here the Tausogs thrive so free
With the Yakans in unity
Gallant men and Ladies fair
Linger with love and care
Golden beams of sunrise and sunset
Are visions you’ll never forget
Oh! That’s Region IX
Hardworking people Abound,
Every valleys and Dale
Zamboangueños, Tagalogs, Bicolanos,
Cebuanos, Ilocanos, Subanons, Boholanos,
Ilongos,
All of them are proud and true
Region IX our Eden Land

Region IX
Our..
Eden...
Land...

The Footprints Prayer Trees by Joyce Kilmer

One night I had a dream. I dreamed that I
was walking along the beach with the
LORD.
In the beach, there were two (2) sets of
footprints – one belong to me and the
other to the LORD.
Then, later, after a long walk, I noticed
only one set of footprints.
“And I ask the LORD. Why? Why? Why did
you leave me when I am sad and
helpless?”
I think that I shall never see
A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain; Who
intimately lives with rain.

And the LORD replied “My son, My son, I Poems are made by fools like me,
have never left you. There was only one (1) But only God can make a tree.
set of footprints in the sand, because it
was then that I CARRIED YOU!

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