Personal Development

Mina de Oro Catholic School, Inc. Week:_5_ Quarter: 1

Fr. Peters St., Zone III, Socorro, Oriental Mindoro 5207,
Philippines
“Parochial Schools: Evangelized and Evangelizing Communities Where Hearts
and Minds Meet”
Lesson
No.5
Content Standard:
The learners demonstrate understanding of the concepts about mental health and well being particularly stress and coping strategies in
middle and late adolescence

Performance Standard:
The learners shall be able to identify his/her own vulnerabilities and plan on how to stay mentally healthy while coping with stress

Most Essential Learning Competency:

 Identify causes and effects of stress in one’s life.
 Demonstrate personal ways to cope with stress and maintain mental health.

MY LEARNING TARGETS:
At the end of the lesson, I will be able to:
1. classify various developmental tasks according to developmental stage;
2. show appreciation to the significant person who contributed in their development as an adolescent.; and,
3. evaluate your development in comparison with persons of the same age group .

Prayer before Study

Creator of all things, true source of light and wisdom, origin of all being, graciously let a ray of your light penetrate the darkness of
my understanding. Take from me the double darkness in which I have been born, an obscurity of sin and ignorance.

Give me a keen understanding, a retentive memory, and the ability to grasp things correctly and fundamentally. Grant me the talent
of being exact in my explanations and the ability to express myself with thoroughness and charm. Point out the beginning, direct the
progress, and help in the completion.

I ask this through Jesus Christ our Lord. Amen.

PRELIMINARY ACTIVITY:
MY PERSONAL TIMELINE
A personal timeline portrays the influential events and happenings of a person’s life so that he can understand where
he has gone wrong and right in the past. It helps to plan the future in a better constructive way.
Using a bond paper, write the major events in your life and the significant people in your life. You may add your age, specific
dates and places. You may draw the timeline horizontally, vertically, diagonally or even using ups and down depending on
your imagination. Be creative in your representations. You may also use symbols, figures and drawings. Think of a title for
your personal timeline.
You may use crayons or art materials depending on the available resources or just a simple paper and pen may be
fine. You can also go for the personal timeline website template samples available online. The link is
https://www.template.net/business/timeline-templates/personal-timeline-template/
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-probing-to-create-shift-to-life-
liberating-meanings-2-of-2/
My Personal Timeline with Reflection
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/were the most significant people in your life? How did they influence you?
4. What would you change or add, if you could? How would each of these changes or additions affect your life, or even change
its present course?
5. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future timeline will be?
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-probing-to-create-shift-to-
life-liberating-meanings-2-of-2/

MDOCS, Inc.: ServiceExcellenceRespectVirtuousnessEmpathy Vivireservireest (To live is to serve)

 Learning Module
Personal Development

INTRODUCTION

Do you remember the feeling you had when you finally celebrated your 13th birthday, which symbolized your
crossing over the developmental stage of childhood to teen-hood? There was probably some sadness because you realized you
were not a child anymore. You probably felt some excitement because suddenly you have strong needs and desires to be with
people your age, making friends, and having fun without your family . You also must have felt afraid of the future.
These physical changes mark the onset of puberty, and the beginning of the adolescent stage of the human
development.

Build Your Understanding

DEVELOPMENTAL STAGES
Human Development focuses on human growth and changes across the lifespan, including physical, cognitive,
social, intellectual, perceptual, personality and emotional growth.
The study of human developmental stages is essential to understanding how humans learn, mature and adapt.
Throughout their lives, humans go through various stages of development.
The human being is either in a state of growth or decline, but either condition imparts change. Some aspects
of our life change very little over time, are consistent. Other aspects change dramatically. By understanding these
changes, we can better respond and plan ahead effectively.
Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and sex are fixed and all body features, both
external and internal are developed.
(Conception to birth)

2. Infancy Foundation age when basic behavior are organized and many ontogenetic
maturation skills are developed.
(Birth to 2 years)

3. Early Childhood Pre-gang age, exploratory, and questioning.

(2 to 6 years) Language and Elementary reasoning are

acquired and initial socialization is experienced

4. Late Childhood Gang and creativity age when self-help skills, social skills, school skills, and play
are developed.
(6 to 12 years)

5. Adolescence Transition age from childhood to adulthood when sex maturation and rapid
physical development occur resulting to changes in ways of feeling, thinking
(puberty to 18 years) and acting

6. Early Adulthood Age of adjustment to new patterns of life and roles such as spouse, parent and
bread winner.
(18 to 40 years)

7. Middle Age Transition age when adjustments to initial physical and mental decline are
experienced
(40 years to retirement)

8. Old Age Retirement age when increasingly rapid physical and mental decline are
experienced
(Retirement to death)

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THELIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most systematic and extensive manner.
His main assertion is that development is continuous throughout the entire lifespan, occurring in stages, where the individual
moves from one stage to the next by means of successful resolution of problems or performance of developmental tasks. These
tasks are those that are typically encountered by most people in the culture where the individual belongs. If the person
successfully accomplishes and masters the developmental task, he feels pride and satisfaction, and consequently earns his
Subject Teacher: Sheridan D. Dimaano 09669353461/ sheridandimaano186@gmail.com Page 2
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Personal Development

community or society’s approval. This success provides a sound foundation which allows the individual to accomplish tasks to
be encountered at later stages. Conversely, if the individual is not successful at accomplishing
a task, he is unhappy and is not accorded the desired approval by society, resulting in the subsequent experience of difficulty
when faced with succeeding developmental tasks. This theory presents the individual as an active learner who continually
interacts with a similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the developmental tasks at each stage are
influenced by the individual’s biology (physiological maturation and genetic makeup), his psychology (personal values and
goals) and sociology (specific culture to which the individual belongs).

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)

Childhood (0-5)

 Learning to walk
 Learning to take solid
foods
 Learning to talk
 Learning to control the
elimination of body
wastes
 Learning sex differences
and sexual modesty
 Acquiring concepts and
language to describesocial
and physical reality
 Readiness for reading
 Learning to
distinguishright from
wrong and developing a
conscience
 Learning physical skills necessary for ordinary
games
 Building a wholesome attitude toward oneself
 Learning to get along with age-mates
 Learning an appropriate sex role
 Developing fundamental skills in reading, writing,
and calculating
 Developing concepts necessary for everyday living
 Developing conscience, morality, and a scale of
values
 Achieving personal independence
 Developing acceptable attitudes toward society
THE DEVELOPMENTAL TASKS SUMMARY TABLE
 Achieving mature relations with both
sexes
 Achieving a masculine or feminine social
role
 Accepting one’s physique
 Achieving emotional independence of
adults
 Preparing for marriage and family life
 Preparing for an economic career
 Acquiring values and an ethical system
to guide behavior
 Desiring and achieving socially
responsibility behavior

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)

 Selecting a mate
 Learning to live with a
partner
 Starting a family
 Rearing children
 Managing a home
 Starting an occupation
 Assuming civic
responsibility
 Helping teenage children to become happy
and responsible adults
 Achieving adult social and
responsibility
 Satisfactory career achievement
 Developing adult leisure time activities
 Relating to one’s spouse as a person
 Accepting the physiological changes of
middle age
 Adjusting to aging parent
 Adjusting to decreasing strength
and health
civic  Adjusting to retirement and
reduced income
 Adjusting to death of spouse
 Establishing relations with one’s
own age group
 Meeting social and civic obligations
 Establishing satisfactory living
quarters

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason, Vevian T. (2013).
Psychology: Dimensions of the Human Mind. Mutya Publishing House, Inc.

Subject Teacher: Sheridan D. Dimaano 09669353461/ sheridandimaano186@gmail.com Page 3

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BIBLIOGRAPHY/ REFERENCES:
DEPED COPY
Roldan, Amelia S. 2003. On Becoming a Winner: A Workbook on Personality Development and Character Building. AR Skills Development
and Management Services (SDMS), Paranaque City, Metro Manila.

Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass Your Dreams One Step at a Time. Shepherd’s
Voice Publishing.

Ricardo R. Santos.2016.Personal Development ,Rex Publishing

Internet Sources
Source:http://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-lesson-quiz.html
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.htm
(http://www.binghamton.edu/cnes/docs/gnothi_sauton.pdf)
Sincero, Mae Sarah. "Self-ConceptTheory"Explorable https://explorable.com/self-concepttheory (accessed May 22, 2020) Kendra, Cherry.
"Freud's Id, Ego, and Superego." Verywellmind.https://www.verywellmind.com/the-id-ego-and-superego2795951.(accessed May 22, 2020).

Name: __________________________________________________________ Date: ______________________

Section: _________________________________________________________

ACTIVITY 1 : WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN Grade 11

Using the Developmental Tasks Summary Table below, assess your own level of development as a Grade 11
student. Answer the process questions afterwards.(20 points)

What are the expected tasks you have What are the expected tasks you have partially What are the expected tasks you have not
successfully accomplished? accomplished?
accomplished?

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10 (10 as the highest) on
whether you have accomplished those expected tasks.
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2. As you are in Grade 11, you are in transition from high school to college, from being an adolescent to young adult. How do
you feel about this transition?
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3. Do you think you are ready for this transition which may mean more responsibilities and greater accountability? If no, what
are the expected tasks you need to work on? If yes, what are the ways to take so you can better plan for the future?

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ACTIVITY 2 WHAT’S NEW

Directions: Below is a diagram showing the significant people that may contribute to your development. In
each circle identify by writing the names of those significant people that marks a great impact to your development
as an adolescent.(25 points)
The People who Surrounds Me

Teachers Parents

Community Leader
Peers

ME

Friends
Siblings
Subject Teacher: Sheridan D. Dimaano 09669353461/ sheridandimaano186@gmail.com Page 5
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Personal Development

1. How those people you have identified above influenced you in your development?

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2. What influences they have contributed that makes them significant in your development as an adolescent?

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Mini Task 1
DIRECTIONS:

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Subject Teacher: Sheridan D. Dimaano 09669353461/ sheridandimaano186@gmail.com Page 7