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PERSONAL
DEVELOPMENT
First Quarter
Module 3: Developing the
Whole Person

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 PERSONAL
DEVELOPMENT
First Quarter
Module 3: Developing the
Whole Person
 INTRODUCTION

This module is written in support of the K to 12 Basic Education

Program to ensure attainment of standards expected of you as a learner.

This aims to equip you with essential knowledge on Developing the

Whole Person.

This includes the following activities/tasks:

Expected Learning Outcome - This lays out the learning outcome that you
are expected to have accomplished at the end of the module.

Pre-Test – This determines your prior learning on the particular lesson you
are about to take.

Discussion of the Lesson – This provides you with the important knowledge,
principles and attitude that will help you meet the expected learning
outcome.

Learning Activities – These provide you with the application of the knowledge
and principles you have gained from the lesson and enable you to further
enhance your skills as you carry out prescribed tasks.

Post-test – This evaluates your overall understanding about the module.

With the different activities provided in this module, may you find the
material engaging and challenging as it develops your critical thinking skills.

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 What I Need to Know
At the end of this lesson, you will be able to:

 evaluate your own thoughts, feelings and behaviors.

(EsP-PD11/12DWP-Ib-2.2)

What I Know

A. Write TRUE if the statement is correct, and FALSE if it is incorrect. Write

your answers in your notebook.
_____ 1. An urge for independence is felt during this stage.
_____ 2. Boys usually start their growth spurt earlier than girls.
_____ 3. Widening of the hips is caused by the hormone called
testosterone.
_____ 4. During adolescence, most teenagers gradually seek for their
identity.
_____ 5. Release of spermarche among boys indicates sexual maturity.
_____ 6. Secondary sex characteristics are physical attributes that
distinguish males from females.
_____ 7. Hormones are chemical substances produced by endocrine glands.
_____ 8. Estradiol is an estrogen that is strongly associated with the
physical development of girls, such as deepening of the voice,
widening of the shoulders, and increase in height.
_____ 9. Obesity is commonly associated with hormonalchanges.
_____ 10. Physical attractiveness is one major concern among
adolescents.
_____ 11. The pains brought about by not belonging, unaccepted, and
being alone are influenced by peers and it is called peer pressure.
_____ 12.Testosterone is an androgen that is strongly associated in the
physical maturation of boys.
_____ 13.To be able to cope well with the changes that affect your body,
you need not to make some adjustments.
_____ 14. Social pressures and demands add to the stress and storm of the
adolescence years.
_____ 15. The more you attend social gatherings, the more competent you
become.
_____ 16. Leaders who are admired and respected by others make a good
reflection of the peer group.

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 Key message
The wonders and challenges of what you are
going through as an adolescent add meaning
to who you are and the person you will be in
the future.

What’s In
My Banner- The Treasure Within Me

In the spaces indicated by numbers, write down the following

1 and 2 two things I do very well
3 and 4 my two greatest achievements in life
5 what in myself am I proudest of
6 my happiest moment
7 positive words that my friends use to describe
me
8 a personal goal that I have already achieved
9 three blessings for which I am most thankful to
God
10 three of my positive qualities
11 difficulties, challenges and
problems that I was able to solve
and overcome

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 What’s New
CHECK YOURSELF
This initial activity will help you recall and identify physical changes
that you experience during adolescence and the coping mechanisms that
you used to deal such changes.

Answer this question in your notebook:

What physical changes did you experience when you were 13?

1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________

What is it
Developing the Whole Person
When you hear the word “adolescence,” what word immediately comes
to mind? You may think of words such as “body changes,” “peers,” and
“questions.” There must be a lot of words to describe adolescence; some may
be fun, nut some may also mean responsibility. Puberty which is part of
adolescence has its onset at ages 10-11 for girls and 11-12 for boys.
Adolescence from 13 to 19 years old, is considered as a transition from
childhood to adulthood, a passage from one stage to another (Hurlock,
1982).

Changes regarding sexual maturation and attainment of reproductive

capacity may be overwhelming and catch you off guard, but they are integral
to your personality as they affect your attitude and behaviour. More so,
rejection is a primary issue during adolescence.

The pains brought about by not belonging, unaccepted, and being

alone place a teenager in a different situation. Hence, they are influenced by
peers. Such influence is called peer pressure. All these contribute to the
teenagers’ heightened emotionality. Frustrations and other negative
emotions may make adolescence a problematic a challenging period for
many teenagers. Hence, adults who guide or raise teenagers express having
difficult times with teenagers under their care and see this stage as an
ordeal on their part as well. Yet, all of these wonders and challenges make
adolescence an important crossroad in your journey.

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Physical or Physiological Changes
You started to experience variousbody changes when you were around
13 years old., which is the onset of adolescence for most children. Girls start
their growth spurt earlier than boys, but boys eventually grow taller tha
girls. Also, boys’ muscles grow larger than girls’, so that after adolescence,
boys are usually physically stronger than girls. When you stand in front of a
mirror, you will see that your body size in terms of your height and weight
has rapidly increased and you are approaching to attain your full bodily
growth. Your thin and long trunk when you were an older child has
broadened at the hips and shoulders, and you may notice a pronounced
waistline. You will see your arms and legs to be seemingly in the right
proportion to your hands and feet when you reach puberty.

Moreover, you can notice physical changes in your sex organs, which
are your primary sex characteristics. Boys come to know that there is a
production and release of sperm, spermarche, when they experience
nocturnal emissions or wet dreams. This is an indication that their male
reproductive organs have become mature in function and that they are
capable of reproduction. In girls, the uterus, Fallopian tubes, ovaries, vagina
grow rapidly during puberty. Menarche, or the first menstrual period, marks
as girl’s sexual maturity and is indicative of her capacity to be pregnant.

Furthermore, you have observed a lot of noticeable physical changes

on yourself with the development of the secondary sex characteristics. These
characteristics are your physical features that distinguish males from
females as well as those that gives you sex appeal (Hurlock,1982). For the
boys, their voice becomes husky at first and then eventually lowers in pitch.
Boys hear their voice break, which is not true for girls. Boys’ muscles
markedly grow and give shape to their torso. Body hair appears after the
pubic hair has almost completed its growth. Girls’ hips become wider and
rounder, which resulted from the enlargement of their pelvic regions. Their
breasts also develop and their muscles grow in size and strength, which give
their arms, shoulders, and legs shape. Pubic hair and body hair appear
together with the development of primary sex characteristics.

Both boys and girls experience markedly rapid physical development

because of the hormonal changes that take place in the body. Androgens
and estrogens are hormones or chemical substances produced by endocrine
glands that actively affect physical growth and development. Testosterone is
an androgen that is strongly associated in the physical maturation of boys.
On the other hand, estradiol is an estrogen that is strongly associated in the
physical development of girls, such as widening of hips, and breast and
uterine development. Hormonal changes especially among girls may trigger
weight gain and is often associated with obesity.

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 As more physical changes take place among adolescents, their
concerns about their physical appearance may also increase. Physical
attractiveness is one of the major concerns of teenagers as their social
experiences underline its importance. As an adolescent, you may have
already realized that some people treat those who are attractive better than
those who are less attractive.

On the other hand, you need to remember that it is understandable to

get affected by these body changes. To be able to cope well during this stage,
you need to make some adjustments- on how you view the happenings
inside and outside your body. You may put emphasis in maintaining
physical hygiene to reduce acne and body odor, performing physical
exercises to be fit and avoid becoming fat, and other ways to attain physical
attractiveness. Yet, it is only through self-acceptance that you become brave
enough to face the “whole you”.

Cognitive Changes and Their Implications

Have you ever asked yourself how and why you think the way you do
right now? During adolescence your brain goes through significant
structural development stages as well. At this stage, the neurons in the
corpus callosum thicken and connect the left hemisphere of your brain,
making the brain process information faster and more effectively.
Development is also observed in the prefrontal cortex, which is involved in
decision-making, reasoning, and controlling one’s emotions. Likewise, the
amygdala, the seat of your emotions such as anger, sadness, and
happiness, matures much earlier than the prefrontal cortex. Thus, while
your amygdala is already fully developed to recognize your emotions, your
prefrontal cortex is not yet adequately mature to reason and understand
your experiences objectively and may fail to control intense emotions.
Hence, your feelings or emotions sometimes dominate your capacity to think
logically.

According to Jean Piaget, an adolescent’s cognitive ability for

abstraction and advanced reasoning is the characteristic of the formal
operation period that he explained in his theory of cognitive development.
This means that you can now follow clear logic and reason, such that you
can already process information into meaningful messages and understand
complex situations for you to solve problems.

Further, teenagers begin thinking more often about the process of

thinking itself or metacognition. Cognitive development during this stage is
characterized by thinking which is not anymore limited to a single scope;
rather, thinking means looking at a situation through more complicated
lenses and seeing them as relative. Thus, you tend to ask a lot of questions
not only about yourself but also everything in your environment. You are no
longer comfortable with simple explanations but you look for a deeper
meaning of things.

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 As a transition period, adolescence has often been described as a
period of “storm and stress” (Hurlock,1982). Teenagers like you experience a
lot of emotional ups and downs. You get easily excited with some situations.
However, you tend to easily show your irritation. When confronted by
complicated situations, your emotions can sometimes be really
overwhelming. Your emotional patterns as an adolescent can be
differentiated from those when you were a child. You eventually gain a
degree of control on how you express your emotions.

Emotional maturity should be achieved by the end of adolescence.

One indicator that you have finally attained emotional maturity is when you
know how to express your emotions in a socially acceptable manner.
Another important indicator is when you face difficult situations. You
exercise critical thinking before being emotionally carried away. You become
less reactive to provocations and emotionally heated situations, reflecting
moods that do not swing from one emotion to another. You also realized that
lessons can be learned from each difficult experience, and that you gain
important life skills from each obstacle you conquer. These realizations are
important in your journey toward self-actualization.

Social Changes during Adolescence

Social pressures and demands add to the stress and storm of the
adolescence years. You need to make social adjustments to overcome
challenges. Your attitude, speech, interests, appearance, and behaviour are
heavily influenced by your peers, as you spend more time outside your home
in your teenage years. Peer acceptance become very important. As you go
through adolescence, you may prefer fewer friends and intimate
relationships. You begin to look for a relationship wherein you are
comfortable sharing your feelings and experiences.

Early adolescence is characterized by bias regarding the members of

the opposite sex. As they progress through the years of adolescence, social
insight improves (Hurlock, 1982). You become more capable of judging
members of the opposite sex objectively. Thus, you can now relate with them
and adjust in social situations more easily. Further, the more you
participate in social gatherings, the more socially competent you become,
which is manifested by your ability to carry on conversations, behave
properly in front of people, and have confidence to share your talents.

Moreover, choosing a leader who would represent the peer group is

important for teenagers. As such, leaders who are admired and respected by
others and a good reflection of their peer group.

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 To successfully make social adjustments, you need to enhance your
social skills. Doing so will let you be comfortable in social settings, carry
yourself gracefully in front of others, and enjoy the company of your peers.
To cope well with social pressures, however, you should also learn to clarify
your boundaries so that you maintain self-reliance.

Moral Changes and Their Implications

Moral development starts with obeying your elders when you were a
child to more internal, moral thinking during adolescence. According to
Kohlberg, adolescents should have attained the postconventional reasoning
based on the universal human rights. Also, when faced with a moral
dilemma, adolescents must be able to stand on what their personal
conscience dictates them to do. For example, You know that cheating during
a test is bad and that giving the answers to the test to a classmate is wrong.
However, one of your “friends” sat beside you to copy your answers because
he was unable to study. He whispered that if you do not share your answers
with him, he would “unfriend” you. This person is quite popular in your
school so you know that you would be left out of some social activities
should this person make good on his threat. What would you do? You can
ask yourself these questions: What is more important to you now? What
would your personal conscience tell you to do?

Looking closely at the situation, it would be easier to just let him copy
your answers and not suffer the consequences from doing what is right. Yet
if we judge the situation through postconventional morality reasoning, you
should stand your ground, do what you think is right, and perceive the
situation as a personal decision based on the personal codes you installed
as your own operating system. Adolescents who deviate from their own
general principles and act upon the wishes of others even though these are
wrong are more likely to suffer from self-condemnation.

Hence, having developed sound conscience or the inner force that

makes external controls plays an important role in assuming responsibility
in your life. Your moral judgement becomes clearer when you see your life’s
purpose. Such a personal journey may be a lot smoother when you know
what roads to travel and which crossroads to take, and committing one’s self
to do well.

Key message
Boys and girls experience rapid physical
development brought about by the hormonal
changes that take place in their body during 10
early adolescence.
 What’s More
 Independent Activity 1

You Are Your Thoughts

This activity will help you identify certain beliefs about yourself, which
may be positive or negative. You will also be exploring evidence that
supports such beliefs.

Instructions:
1. In your notebook, draw the table and write the following:
a. In the first column, write one belief about yourself.
b. In the second column, write your experiences that may support
this belief.
c. Finally, in the last column, write the experiences that does not
support this belief.
For example:
Belief: “I am not good in reciting”
Experiences that support your belief:
a. I stutter when I speak.
b. My knees tremble when I stand in front.
c. I cannot establish eye contact with people around me.
Experiences that do not support your belief:
a. When I practiced for an hour everyday for one week, I
was able to deliver my speech well.
b. I got a final grade of 85 in my English class last year.
c. When I am at home, I can speak English fluently.

Experiences That Do
Belief Experiences That Not Support Belief
Support Belief

In your journal, answer these questions:

1. What makes it easy to identify certain beliefs about yourself?

2. Why is it important to list experiences that support your positive or negative
belief about yourself?

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  Independent Activity 2

Emometer

This activity will help you realize that emotions have varying degrees
and that emotions are affected by your thoughts.

Instructions:
1. Think of your favorite feeling. Is it excitement? amazement?
surprise? Then think of a feeling that bothers you often. Is it
anger? fear? disappointment? Choose one that you want to focus
on in this activity.
2. Based on the chosen feeling, identify your thoughts that come to
your mind.
3. Write these thoughts in the box provided (see the enclosed activity
sheet). Align these thoughts with the corresponding intensity of
your chosen feeling indicated by the emometer.

EMOMETER

My Thoughts
Boiling Hot
_____________________________
_____________________________
_____________________________
_____________________________
Warm
_____________________________
_____________________________
_____________________________
_____________________________
Cool and Calm
_____________________________
_____________________________
___________________________

 Independent Assessment 2
In your journal, answer these questions:

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 1. What causes your feelings or emotions? What makes these feelings or
emotions overwhelming for you?
2. How do your thoughts affect your feelings?

What I Have Learned

I have learned that:

 challenges encountered along adolescence add
meaning to who you are and the person you will be in
the future;
 during adolescence, we experience rapid growth
development and;
 changes in our cognitive ability enhances our abstract
mentality allowing us to process information into
meaningful messages.

What I Can Do
This activity aims to help you appreciate your traits, abilities, and
talents as a teenager and analyze the importance of this stage in your life.

Instructions:

1. Prepare the following materials:

a. board paper d. old magazines
b. tissue paper or art paper e. pair of scissors
c. glue or paste
2. Using the materials, create a collage that will illustrate your meaning
and purpose in life as a teenager.
3. Also, you may cut letters, words, and phrases from the used
magazines to add captions and labels to your collage.
4. When you are done, share your thoughts about the following
questions and write it in your notebook:
a. How do you feel about the activity?
b. What is most important in your life right now?
c. What do you think is the purpose of your existence?
d. What kind of life do you want to lead?

Assessment
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Read and understand the questions below. Write the correct
answer in your notebook.

1.What do you think will happen if the corpus callosum thickens?

A. Your brain can now process information faster
B.You can now think more effectively
a. Only letter A is correct.
b. Both A and B are correct.
c. Only letter B is correct.
d. Both statements are incorrect.

2. If you fail to control intense emotions, what will likely happen?

a. Neurons in the corpus callosum are undeveloped.
b. Your prefrontal cortex is not adequately developed.
c. The amygdala failed to control your emotions.
d. The brain needs to heal from injuries.

3. Which is not a characteristic of cognitive development during

adolescence?
a. Tendency to ask a lot of questions
b. Tendency to look for deeper meanings
c. Tendency to question parents’ style of upbringing
d. Tendency to carry intense emotions and break down.

4. When is emotional maturity achieved?

a. puberty
b. adulthood
c. early adolescence
d. end of adolescence

5. Which does not relate to emotional maturity?

a. Acting impulsively
b. Remaining composed despite annoyance
c. Thinking critically before making any decisions
d. Expressing emotions in a socially acceptable manner

6. Adolescents tend to participate more in social gatherings. Which

does not belong?
a. Social competence of teenagers is enhanced.
b. Social insights of teenagers improve.
c. Teenagers become more confident in their talents and abilities.
d. Teenagers tend to go out a lot and often forget responsibilities at
home.

7. Which statement indicates that postconventional reasoning among

adolescents is achieved?

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 a. They can stand for what they believe is right.
b. They conform to the standards of their peers
c. They begin to question their parents’ moral beliefs.
d. They consult their peers about certain acceptable standards.

8. What would adolescents likely suffer from when they act upon
someone’s request or demand even though it goes against their
principles or moral beliefs.
a. Self-blame
b. Self-assurance
c. Self-devaluation
d. Self-condemnation

9. Psychologists believe that our thoughts influence our feelings and

behaviors. Which of the following best illustrates this statement?
a. My parents love me, so I feel frustrated when they do not allow
me to attend parties.
b. If I fail in a quiz, then I should study harder next time.
c. When the teacher calls my attention because I am talkative, it
means that she is concerned with my personal growth.
d. Coming late to class means that I should wake up earlier next
time.

10. Which statement illustrates emotional stability?

a. You can confront people.
b. You can evade certain situations.
c. You can ignore the person who hurt you.
d. You can express emotions in a socially acceptable manner.

11. An urge for independence is felt during what stage?

a. Anal stage
b. Adulthood
c. Adolescence
d. Phallic stage

12. Widening of the hips is caused by the hormone

called?
a. Estradiol
b. Estrogen
c. Testosterone
d. Menarche

13. What does it mean when boys release spermarche?

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 a. Lactose intolerant
b. Sexual maturity
c. Failure to reproduce an offspring.
d. He is considered an adult.

14. Hormones are chemical substances produced by?

a. nerves
b. testes
c. ovary
d. endocrine glands

15. Estradiol is an estrogen that is strongly associated

with the physical development of girls. Which of the following is
an example being reffered to?
a. increase in height
b. widening of the hips
c. deepening of the voice
d. widening of the shoulders

16. Which of the following is commonly associate with hormonal

changes?
a. Obesity
b. Intelligence
c. Kindness
d. Kidney failure

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 RUBRIC FOR INDIVIDUAL WORK (REFLECTION PAPERS)

Exemplary Sufficient Minimal Beginning

4 points 3 points 2 points 1 point
Self- Student demonstrates Student demonstrates a Student demonstrates a Student demonstrates
disclosure / an in-depth reflection general reflection on, and minimal reflection on, and a lack of reflection on,
Depth of on, and personalization personalization of, the personalization of, the or personalization of,
Reflection of the theories, theories, concepts, and/or theories, concepts, and/or the theories,
concepts, and/or strategies presented in strategies presented in concepts, and/or
strategies presented in the course materials. the course materials. strategies presented
the course materials. Viewpoints and Viewpoints and in the course
Viewpoints and interpretations are interpretations are materials. Viewpoints
interpretations are supported. Appropriate unsupported or supported and interpretations
insightful and well examples are provided with flawed arguments. are missing,
supported. Clear, from personal Examples are not inappropriate, and/or
detailed examples from experiences, as provided or are irrelevant unsupported.
personal experiences applicable. to the assignment. Examples are not
are provided, as provided.
applicable.
Connection Student makes in-depth Student goes into some Student goes into little Student merely
to outside synthesis of thoughtfully detail explaining some detail explaining some identifies
experiences selected aspects of specific ideas or issues specific ideas or issues some general
experiences related to from outside experiences from outside experiences ideas or issues from
the topic and related to the topic and related to the topic and m outside experiences
makes clear Makes very few connections related to the topic.
connections between general connections between what is learned
what is learned from between what is learned from outside experiences
outside experiences and from outside experiences and the topic.
the topic. and the topic.
Connection Student makes in-depth Student goes into more Student goes into little Student identifies
to readings synthesis of thoughtfully detail explaining some detail explaining some some general ideas
selected aspects of specific ideas or issues specific ideas or issues or issues from
readings related to the from readings related to from readings related to readings related to
topic and makes clear the topic and makes the topic and makes the topic. Readings
connections between general connections general connections are only those
what is learned from between what is learned between what is learned assigned for the topic.
readings and the topic. from readings and the from readings and the
Includes reference to at topic. Includes reference topic.
least two readings other to at least one reading
than those assigned for other than those assigned
class. for class.
Connection Student synthesizes, Student synthesizes Student attempts to Student has difficulty
to class analyzes and evaluates clearly some directly synthesize some directly restating some
discussions thoughtfully selected appropriate ideas or appropriate ideas or general ideas or
& unit aspects of ideas or issues from the class issues from the class issues from the class
objectives issues from the class discussion as they relate discussion as they relate discussion as they
discussion as they relate to this topic. to this topic. relate to this topic.
to this topic.
Adapted from: http://www.d.umn.edu/~balbert/humandiversity/grading_rubric.html

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 RUBRIC FOR INDIVIDUAL ACTIVITY (Reflection)
Exemplary Sufficient Minimal Beginning
4 points 3 points 2 points 1 point
Connection Student makes in-depth Student goes into some Student goes into little Student merely
to outside synthesis of thoughtfully detail explaining some detail explaining some Identifies
experiences selected aspects of specific ideas or issues specific ideas or issues some general
experiences related to from outside experiences from outside experiences ideas or issues from
the topic and related to the topic and related to the topic and m outside experiences
makes clear Makes very few connections related to the topic.
connections between general connections between what is learned
what is learned from between what is learned from outside experiences
outside experiences and from outside experiences and the topic.
the topic. and the topic.
Rubrics for Collage (What I Can Do)

Skills 4 3 2 1 Scor
e
Pictures/ Pictures Most Few of the The
graphics and pictures pictures students
graphics and and pictures
are clear graphics graphics are not
and are clear are clear clear or
relevant and and relevant
relevant relevant
Required All the Most of Few of the Missing
Elements required the required most or all
elements required elements of the
are clearly elements are clearly required
visible, are visible, elements
organized, clearly organized
and well visible, and well
placed organize placed.
d, and May be
well missing
placed elements.
Visual Clarity The The The project The project
and Appeal project project needs needs
has an has a improveme significant
excellent nice nt in improveme
design design design, nt in
and and layout or design,
layout. It layout. It neatness layout and
is neat is neat neatness.
and easy and easy
to to read.
understan
d the
content

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 EMOMETER
Activity Sheet

My Thoughts
Boiling Hot _____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
___________________________
Warm _____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Cool and Calm
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

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References

Book:
Barbara Wong-Fernandez et.al. Personal Development
Reader (Quezon City: Sunshine Interlinks Publishing
House Inc., 2016).

Myreen P. Cleofe. Personal Development (Makati City: DIWA

LEARNING SYSTEMS INC., 2016).

Photo:

Nosilence. Accessed June 15, 2020,

https://elliotthulse.com/injections-grow-stronger-
juice/nosilence/

Online Sources:
How Mindful I am. Accessed June 15, 2020,
http://www.mindfulteachers.org/2015/04/how-
mindful-am-i-quiz.html

Icons:
Fully Editable Icons. Accessed June 6, 2020,
https://www.allppt.com

Prepared by:
Shane Jay G. Fabugais

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