Personal Development

Our Lady of the Pillar College – San Manuel, Inc.
District 3, San Manuel, Isabela, Philippines, 3317
PERSONAL DEVELOPMENT
Our Lady of The Pillar College San Manuel, Inc. nuestrasenioradelpilar@gmail.com

SUBJECT DESCRIPTION
This course makes senior high school students aware of the developmental stage
that they are in, for them to better understand themselves and the significant
people around them as they make important career decisions as adolescents. The
course consists of modules, each of which addresses a key concern in personal
development. Using the experiential learning approach, each module invites
students to explore specific themes in their development. Personal reflections,
sharing, and lectures help reveal and articulate relevant concepts, theories, and
tools in different areas in psychology.

Culminating Performance Standard

The learner is expected to be able to know oneself,
think critically and make a concrete plans and
decisions on the different aspects of his/her
personal development; life and significant
relationships and career pathways.

PERFORMANCE TASKS
 CHAPTER 1: Introduction to Personal Development
• REFLECTION
 CHAPTER 2: Knowing Oneself
• JOURNAL ENTRY
 CHAPTER 3: Developing the Whole Person
• SHORT VIDEO PRESENTATION
 CHAPTER 4: Development Stages in Middle and Late Adolescence
• PROJECT PLAN
 CHAPTER 5: The Challenges of Middle and Late Adolescence
 CHAPTER 6: Coping with Stress in Middle and Late Adolescence
 CHAPTER 7: Mental Health and Well-Being in Middle and Late Adolescence
• ROLE PLAY
• SEMINAR

PERFORMANCE TASK
CULMINATING PERFORMANCE TASK
GOAL Your task is to create a Personal Profile (Portfolio)
ROLE You are now a SHS Graduate who pursues career choice.
AUDIENCE You need to convince your parents about your chosen career pathway.
SITUATION You are now trying to make your parents understand your life and choices. To evaluate your decision,
you are required to create a Personal Profile (Portfolio) that includes:
1. a position statement justifying your career choice;
2. comprehensive reflection of the personality tests; and
3. personal inventories taken in the course.
PRODUCT Personal Profile (Portfolio)
STANDARDS The output will be evaluated according to its Thinking Skills, Self-Management,Life Skills, and
Communication and Technology Skills

 CHAPTER 1: Introduction to Personal Development
 CHAPTER 2: Knowing Oneself
 CHAPTER 3: Developing the Whole Person
 CHAPTER 4: Development Stages in Middle and Late Adolescence
 CHAPTER 5: The Challenges of Middle and Late Adolescence
 CHAPTER 6: Coping with Stress in Middle and Late Adolescence
 CHAPTER 7: Mental Health and Well-Being in Middle and Late Adolescence

 CHAPTER 8: The Power of the Mind: The Whole Brain Theory
 CHAPTER 9: Emotional Intelligence
 CHAPTER 10: Personal Relationship
 CHAPTER 11: Family Structures and Legacies
 CHAPTER 12: Social Relationship in Middle and Late Adolescence
 CHAPTER 13: Persons and Careers
 CHAPTER 14: Career Pathways
 CHAPTER 15: Insights Into One’s Personal Development

GRADING SYSTEM
 Written Works – 25%
 Activity
 Assignment
 Performance Task – 50%

 Product (Brochure, Portfolio, Reflection Writing, Oral and Written Outputs)
 Recitation and Attendance
 Performance-Based
 Quarterly Assessment – 25%

 Preliminary Examination
 Final Examination
CHAPTER 1: INTRODUCTION
 Objectives:
At the end of this chapter, the student should be able to:
1. understand and explain in his or her own words what personal development
is;
2. understand and explain the psychological basis of personal development;
3. relate the concept of personal development in his or her own experiences as
an adolescent; and
4. express his or her spiritual and religious beliefs and how these influence his
or her personal development.

WHO AM I?
What do you understand

about personal
development?
Cite an example of how

personal development
happens in real life.
Human Development
and
Personal Development
Developmental scientists identified the three aspects or domains of human

development as (Papalia and Feldman 2012):
1. physical development, which covers the growth of the body and the brain,
motor and sensory skills, and even physical health;
2. cognitive development, which covers our capacity to learn, to speak, to

understand, to reason, and to create; and
3. psychosocial development, which includes our social interactions with

other people, our emotions, attitudes, self-identity, personality, beliefs, and
values.

Human development is also influenced by:
 heredity or the inborn traits passed on by the generations of offspring from both
sides of the biological parents' families;
 Environment is the world outside of ourselves and the experiences that result from
our contact and interaction with this external world; and
 maturation is the natural progression of the brain and the body that affects the
cognitive (thinking and intelligence), psychological (emotion, attitude, and self-
identity), and social (relationships) dimensions of a person. The influence of
physical maturation over a person's development is most pronounced during his
childhood and adolescence stages.

Is it Personality Development or Personal Development?

Personality development has given birth to many related
businesses that span the globe. It includes image enhancement
such as skin care and make-up, fashion and clothing, and
even body contouring; modeling and beauty pageants; and
many others.

If personality development is all

about these things mentioned
above, then what is personal
development?

The word personal is defined as:

 belonging or relating to a particular person;
 made or designed to be used by one person;
 someone whose job involves working for or helping a
particular person; and
 of, relating to, or affecting a particular person.

Here are some examples given for the word personal:

 This is just my personal opinion.
 I can only tell you what I know from personal experience.
 We do not accept personal checks.

The word personality, on the other hand, is defined as:
 the set of emotional qualities, ways of behaving, etc., that makes a person different
from other people;
 attractive qualities (such as energy, friendliness, and humor) that make a person
interesting or pleasant to be with;
 attractive qualities that make something unusual or interesting;
 distinction or excellence of personal and social traits; also a person having such
quality; and a person of importance, prominence, renown, or notoriety.

Some examples that are given for the word personality are:
 He has a very pleasant personality.
 We all have different personalities.
 He has many personalities.
 He wants to buy a car that has personality.
 She has met many television personalities.
 He was an influential personality in genetic engineering.

And finally, the word development is defined as:

 the act or process of growing or causing something to grow
or become larger or more advanced;
 the act or process of creating something over a period of
time; and
 the state of being created or made more advanced.

Psychology and

Psychology, being the study of human thinking and behavior,

serves as a foundation for personal development.
The school of thought that gave birth to the contemporary
understanding of personal development started during the
flourishing of Humanistic and Positive Psychology in the 1950s
which dealt with personal growth and meaning as a way of
reaching one's fullest potentials.

The two proponents of Humanistic Psychology were Abraham

Maslow and Carl Rogers. While Maslow theorized the five stages
of human development based on a hierarchy of needs, peaking in
what he termed as "self-actualization," Carl Rogers, in his
psychotherapy practice, theorized that "the individual has within
himself the capacity and the tendency, latent if not evident, to
move forward toward maturity." (On Becoming a Person, p. 35)

in Adolescence

Adolescence is the transition period between

childhood and early adulthood. Although scientists
and psychologists may slightly differ in pegging the
exact age of adolescence, it is widely believed to be
between ages 11 or 12 and lasting to about 18 years of
age (Feist and Rosenberg 2012).

In the Philippine context, authors Corpuz, Lucas, Borabo,

and Lucido (2010) defined the three stages of adolescence as:
 Early adolescence-between 10 and 13 years of age
 Middle adolescence-between 14 and 16 years of age
 Late adolescence-between 17 and 20 years of age

Adolescence starts with the biological

changes called puberty. The physical body
undergoes growth spurts at this time, for
both males and females, leading toward
physical maturity.

Biological changes bring about cognitive (thinking and reasoning) and

affective (feelings and emotions) changes. The child who has reached
adolescence, is now capable of reasoning about abstract concepts and
problems (Piaget). At this point, the adolescent become more inquisitive
about things like philosophy, religion, and politics. This is also the stage
when they begin to ask questions about their identity. Relationships with
family and friends are also affected by puberty during adolescence.
Friends become the center of relationships more than family.

Spirituality and Religious

Beliefs in Personality
Development

Personal development in the psychological, social, and biological

contexts, it is also important to consider the spirituality and religious
beliefs of a person, and how these influences personal development.
According to a research study conducted among US teens, the formation
of one's identity includes attitudes about religion. This reflection is left
to the student to find out how his or her religious beliefs influence one's
identity development and understanding of personal development.

EXPLAIN
1. How is personal development linked to psychology?
2. Give some popular slogans or phrases that are attributable to Positive Psychology
such as "Think Positive.“
3. How does the age and stage of development of a person influence his or her
personal development?
4. Relate your spiritual and/or religious beliefs to personal development. How does
this manifest in terms of your day to-day behavior at home? in school?

EVALUATE
1. In Maslow's Hierarchy of Needs, where do you find yourself? What

needs are being met? What needs are not yet being met? What do you
have to do to fulfill your needs so that you can move closer toward
self-actualization?
2. What are your concerns as an adolescent?
3. What is your definition of happiness? How is this related to your

personal development?

EXTEND
In your module, there is a blank section named "Reflection Page"

where you can write down what you have learned and your reflections on the
topics discussed. This will serve as your journal entry, which you will continue
to do throughout the year. In the journal, write down your thoughts, feelings,
and realizations about the lesson. Pay special attention to what kinds of
emotions you are feeling and how these are affecting your thoughts about
yourself. List down things about yourself that you would like to improve on
and create a work plan on how to do this.

EXTEND
Write an "Agreement with Myself" document where you will write

your commitment for your personal development for the semester and for the
next year or so. List down the things you want to learn and change about
yourself. Sign this document and submit it to the
Facilitator/Instructor/Teacher of your class. At the end of the semester, this
document will be returned to you so that you can compare your
accomplishments with what you wrote down at the start of the semester.

EXTEND
In addition, ask three persons (friends, family members, classmates, or

neighbors) on what they understand about personal development and compare
this with your own understanding and experiences in class.

CHAPTER 2: KNOWING ONESELF

 Objectives:
1. conduct self-exploration and simple disclosure;
2. explain that knowing oneself can make a person accept his or her strengths
and limitations, and deal with others better;
3. share his or her unique characteristics, habits, and experiences; and
maintain a journal.

ELICIT
What is your understanding

of the "Self"?

ENGAGE
How do you describe

yourself as a person?

Defining the
"Self"
Have you ever asked yourself this question: Who am I? If you

have, you are not alone, Adolescence is the time when young
people start to ask questions about themselves, about their future,
and even about their religious and political beliefs. During the
adolescent stage of development, the young person grapples with
his or her identity. This may seem very philosophical to some, but
to know oneself is the first step in personal development.

It is believed that the words "Know Thyself," which were written at the
entry of the oracle at Delphi by seven Greek philosophers, statesmen,
and lawgivers, became the cornerstone of Western philosophy. Socrates,
who came decades after these two words were scripted at Delphi, said
that it seems ridiculous for him to investigate other unimportant things
when he has not known his self yet. For Socrates, the most important
thing to pursue was self-knowledge, and admitting one's ignorance is the
beginning of true knowledge.

For Plato, one of Socrates’ students, the beginning of knowledge is self-

knowledge. Other ancient philosophers from other cultures saw the
wisdom in knowing oneself. Upanishads’ ancient Hindu writings
confirmed, "Enquiry into the truth of the "Self" is knowledge." The
Persian poet Rumi ruminated, "Who am I in the midst of all this
thought traffic?" and the American poet Walt Whitman celebrated his
"Self" as "a simple, separate person."

Before we discuss how to know oneself, we have to define first the

concept of the "Self." In philosophical terms, it is the being, which is the
source of a person's consciousness. It is the agent responsible for an
individual's thoughts and actions. Based on this definition, the "Self" is
an intangible entity that directs a person's thoughts and actions. It is
outside the physical realm of the person.

The "Self" is identified in various contexts, such as in

psychology, sociology, or religion. The "Self" is the
essence of a person: his thoughts, feelings and actions
experiences beliefs values principles, and
relationships. The "self" includes a person's life
purpose meaning, and aspirations.

If the "Self" is defined as the cognitive and

affective representation of one's identity, it
is then defined in terms of human
characteristics such as behavior and
thought.

Personality
Personality psychologists have different viewpoints. One definition

states, "personality refers to the unique and relatively enduring set of
behaviors, feelings, thoughts, and motives that characterize an
individual" (Feist and Rosenberg 2012). Two key components of
personality are highlighted in this definition: the uniqueness of an
individual's thoughts, feelings, and behavior; and their being relatively
enduring, or being consistent, over different situations and over time.

Gordon Allport defines personality as "a pattern of

habits, attitudes, and traits that determine an
individual's characteristics, behavior, and traits"
(Sanchez, Abad, and Jao 2012). This definition does
not emphasize uniqueness and consistency,
nevertheless. still captures aspects of personality.

Reflection:
What is the equivalent of "personality"
in our culture? How would you define
it?

Nature, Nurture,
and Personality
Nature, Nurture, and Personality

Personality is influenced by both nature (heredity or genetic make up) and
nurture (environment). There is no single gene that creates a trait. It is
always a complex combination of genes, environmental exposure and
experiences, and cultural backgrounds. There are common personality
traits that cross many cultures. Agreeableness and openness to experiences
are some examples of these cross-cultural traits. There are, however, other
personality traits that are more prominent in one culture than another.

Traits Theories
One general point of view explains that personality deals with traits, and
that trait or disposition is a major factor in personality. Trait theory is an
approach in identifying types of personalities based on certain traits or
attributes, which vary from one person to the other (traittheory.com). This
theory was developed over the past 60 years, started by D. W. Fiske (1949)
and later pursued by other researchers including Norman (1967), Smith
(1967), Goldberg (1981), and McCrae and Costa (1987).

Traits Theories
Psychologists Costa and McRae, (1992) developed a

categorized scheme that described personality. Based on their
research, they discovered the existence of five universal and
widely agreed upon dimensions of personality. They called it
the Big Five or Five-Factor Model. These dimensions may be
described using its most positive traits:

Traits Theories
 Openness to experience - curiosity, interest, imagination, and creativity to new
ideas
 Conscientiousness-planning, organizing, hardworking, controlling,

persevering, and punctuality
 Extraversion-sociable, talkative, active, outgoing, fun-loving and
 Agreeableness - friendly, warm, trusting, generous, and kind-hearted

Neuroticism-calm, relaxed, and comfortable

Personality Traits
Personality trait is a disposition to behave consistently

in a particular way, while personality is a broader
term that comprises of traits, motives, thoughts, self-
concept, and feelings. An example of personality trait
is shyness or social awkwardness.

Measuring Personality
There are different ways to measure personality. One

is by observing people's behavior. This is quite limited
as other people may not be able to observe all aspects
of personality such as loneliness, which is internal and
is observed by others very subjectively.

Measuring Personality
Personality can be measured using different kinds of tests like the

Rorschach Inkblot Test, the Myers-Briggs Type Indicator (MBTI),
and the Keirsey Temperament Sorter. Many online tests are
provided for free, particularly for those who seek to find out their
personality to establish their career paths. One example of this is
the Alberta Learning Information Service of the Government of
Alberta in Canada.

The Myers-Briggs Type Indicator
Katherine Briggs and Isabel Briggs Myers

developed the Myers-Briggs personality model
based on four preferences of individuals. These
are:

The Myers-Briggs Type Indicator

 E or I (Extraversion or Introversion) is how an individual prefers to channel his or her energy when
dealing with people, whether it is inward (introversion) or outward (extraversion).
 S or N (Sensing or INtuition) is how one prefers to process information, whether using senses such as
being able to describe what one sees, or intuitively like dealing with ideas.
 T or F (Thinking or Feeling) is how an individual prefers to make decisions, either thinking or using logic
and analysis, or feeling which uses the cognitive senses based on values or beliefs.
 J or P (Judgment or Perception) is how an individual prefers to manage one's life, whether through
judging, which means a planned and organized life, versus perception, which has a more flexible
approach to living.


CHAPTER 3: DEVELOPING THE WHOLE PERSON

 Objectives:
1. discuss the relationship among physiological, cognitive, psychological,
spiritual, and social development to understand his or her thoughts, feelings,
and behavior:
2. evaluate his or her thoughts, feelings, and behavior; and
3. show the connection between thoughts, feelings, and behaviors in actual life
situations.

WHAT IS HOLISTIC DEVELOPMENT?
The key phrase in this chapter that you have to pay

attention to is whole person, emphasizing the complete
aspects of a person or his totality. In order to understand
what it means to perceive a person as a whole organism, we
will discuss philosophical theories such as dualism and
holism.
Mind and Body Dualism of Descartes
Rene Descartes, one of the modern philosophers of our time,

influenced much of mankind's thinking with his theory of duality
or understanding the nature of things in a simple, dual mode.
Hence, you are familiar with the separation of body and spirit in
western religion, and of the mind and body in the study of human
sciences. People perceive things as dual in character.

Holism and Gestalt
In 1926, General Jan C. Smuts, a South African statesman,

military leader, and philosopher, wrote about holism in his book
Holism and Evolution. He introduced the academic terminology
for holism as "the tendency in nature to form wholes which are
greater than the sum of the parts through creative evolution.

The Various Aspects of Holistic Development of Persons
1. physiological or the physical attributes including the five physical senses;

2. cognitive or the intellectual functions of the mind: thinking, recognizing, reasoning,
analyzing, projecting, synthesizing, recalling, and assessing;
3. psychological or how thinking, feeling, and behaving interact and happen in a person;
4. social or the manner by which an individual interacts with other individuals or groups
of individuals; and
5. spiritual or the attribute of a person's consciousness and beliefs, including the values
and virtues that guide and put meaning into a person's life.

How do these five aspects

interrelate and affect each other?
The following example illustrates
this;
For the past three nights, Therese has not been getting enough sleep from her usual eight hours
because of her forth coming final exams. Today is the day of her final exams. She wakes up
feeling drowsy and with a headache. Her body feels like a ton, and she has to literally drag herself
out of bed to get up and prepare for school. She takes a shower, dresses up quickly, bypasses and
ignores her sister Christine, who is looking at her, quizzically, and her parents at the breakfast
table. Immediately, the family gets affected by Therese's behavior. Christine is thinking her sister
is having a bad mood; she thinks Therese woke up on the wrong side of the bed, and therefore
ignores her as well. Her mom thinks she is uptight about the final exams, mentions about it, but
was just given a stare by Therese who mumbles that she is okay but just tense about the exams.
Her dad simply looks at her, gives some comforting words of support, and continues with his
breakfast.

In school, all the noise and chatter, and the pressure of taking the finals so early in the morning
agitated Therese. She is not smiling today, which is very unlike her usual self. Her temper is short,
irritable, and she is giving nasty looks at people who continue to annoy her. She goes over her notes and
book, tries to memorize some phrases and concepts, but her throbbing headache makes it almost
impossible to cram. She thought of taking some pain reliever earlier, but decided a can of her favorite
caffeine-laden carbonated cola drink would help, but this is providing her very little relief. She slams
the book and lays her head on the table. Therese feels miserable. She feels unsure of herself and
unhappy. She is tense and nervous. Her seatmate stays away from although her seatmate tries to strike
up a conversation, Therese just moves her head in response. However, deep inside, she knows what is
affecting her and tries to put things under control. She starts to pray silently, and when the bell rang,
she raises her head and faces the day, and the final exams. Although still feeling drowsy, she calms
herself down and mentally prepares for what is up ahead.

Analyze and Reflect:

1. If you were one of Therese's classmates, how would you
feel and how would you react to what you are
witnessing?
2. Identify and explain the five aspects of a whole person in
relation to the details of Therese's story.
3. What is your conclusion?

BATTLE OF THE BRAINS

It is the time when young people start to ask

questions about themselves, about their future,
and even about their religious and political
beliefs.
1 ADOLESCENCE
It is the essence of a person: his thoughts,

feelings and actions experiences beliefs values
principles, and relationships.
1 Our Lady of The Pillar College San Manuel, Inc.

SELF
nuestrasenioradelpilar@gmail.com
It is defined as the cognitive and affective

representation of one's identity, it is then defined
in terms of human characteristics such as
behavior and thought.
SELF
It is referred to as the set of behaviors, feelings,

thoughts, and motives that identifies an
individual.
1 PERSONALITY
It is the essence of who we are and is the

embodiment of one's physical, psychological,
cognitive, affective, and spiritual self.
1 PERSONALITY
How thinking, feeling, and

behaving interact and happen in a
person.
1 PSYCHOLOGICAL
The attribute of a person's consciousness

and beliefs, including the values and
virtues that guide and put meaning into a
1 person's life.
SPIRITUAL
It is defined as an understanding
or belief of who you are as a
person.
2 SELF-CONCEPT
The following are considered as the description of self, EXCEPT?

A. Self is the essence of a person.
B. Self is an intangible entity that directs a person’s thoughts and actions.
C. Self is defined as the cognitive and affective representation of one’s identity.
D. Self is referred to as the set of behaviours, feelings, thoughts, and motives that
identifies an individual.

D.
Are you shy? Are you confident? Are you friendly? These questions are
categorized what aspect of self-concept?
A. Physical self
B. Social self
C. Competent self
D. Inner self

B.
What is self-concept?
2 Beliefs about himself/herself

Your best friend is a hard worker and is able to achieve many things in school.
She feels like she is knowledgeable. What aspect or part of her self-concept is
mostly dominant?
A. Physical self
B. Social self
C. Competent self
2
D. Inner self
C.
He defines personality as "a pattern of habits,

attitudes, and traits that determine an individual's
characteristics, behavior, and traits"
3 GORDON ALLPORT
During this stage, the infant’s primary source of

interaction occurs through the mouth, so the rooting
and sucking reflex is especially important.
3 ORAL STAGE
During this stage of psychosexual development, the

individual develops a strong sexual interest in the
opposite sex.
3 GENITAL STAGE
According to Erikson, children at this stage are

focused on developing a sense of personal control
over physical skills and a sense of independence.
3 EARLY CHILDHOOD
According to Piaget, children learn that things

continue to exist even when they cannot be seen.
3 SENSORIMOTOR STAGE
According to Kohlberg, at this stage, people follow

these internalized principles of justice, even if they
conflict with laws and rules.
3 STAGE 6: Universal Principles

EMOTicons
Your best friend moves away.

You are lost.

It’s your birthday and you

have a party.
Your mother yells at you for not

helping with house chores

It’s the day before you and your

family are going on an outing.

You find out someone you love

is sick.

You make the winning point in

a game.

you win a prize in a contest.

No one chooses you to be on

their team at PerDev.

Yung mahal mo may mahal ng

iba!

Yung katabi mo ay ang future

mo.

Wala kang magagawa kasi

activity ito.


What was it like to act out

various feelings?

What did you learn about

yourself as reacted to different
situations?
What did you learn about your

peers’ feelings in different
situations?
How can we support each

other especially during difficult
times?
Basic Drives and Affect
Psychologists often refer to basic human drives as those

that are biologically related such as hunger and thirst.
Affect, on the other hand, is the various emotional
experiences such as emotions, moods, and affective traits
(Feist and Rosenberg 2012).

Feelings and Emotions
Feelings and emotions do not exactly mean one and the same. Paul Ekman of
the University of California identified six basic emotions that human beings
experience; happiness, sadness, fear, anger, surprise, and disgust. However, a
recent research study (2014) conducted by the Institute of Neuroscience and
Psychology at the University of Glasgow and published in a journal, Current
Biology, has concluded that there are only four basic emotions, these are:
happy, sad, afraid or surprised, and angry or disgusted.

Emotion is taken from the Latin verb, movare, which means to

move or be upset or agitated. It is defined by Smith (1973) as a
descriptive term referring to variations in level of arousal, affective
state or mood, expressive movements, and attitudes (Sanchez, Abad,
and Jao 2012). In a state of strong emotion, the person's physical
responses include a faster heartbeat, profuse sweating and dilation
of eye pupils, higher blood pressure, and muscular tremors,
affecting the nervous system in general.

Reflection: What are the equivalent terms of these

emotions in our language? Happy is masaya or maligaya;
sad is malungkot or malumbay; afraid or surprised is
natakot, nasindak, nagulat, or nabigla; and angry or
disgusted is galit, suklam, or rindi. Do you think our
interpretations of these four basic emotions capture their
real meaning?

Are feelings the same as emotions? In an online article in Scientific

American titled Feeling our Emotions, the author interviewed noted
neurologist, Dr. Antonio R. Damasio (2005) about the distinction between
feelings and emotions. According to Dr. Damasio, from a neuro-scientific
approach, feeling arises from the brain as it interprets an emotion, which is
usually caused by physical sensations experienced by the body as a reaction
to a certain external stimulus. An example of this would be the emotion of
being afraid, which produces a feeling of fear.

As an example, imagine yourself sitting alone inside a car or taxi along EDSA during daytime.
Traffic is bad and literally crawling. Suddenly, you notice a man standing at a distance and
staring at you. Then he starts to walk toward your vehicle holding a black bag strapped around his
shoulder. Your mind begins to race. You tell yourself your life or property might in danger, or this
man might hurt you. Your body begins to react by sweating and feeling cold. Your pulse beats
faster as the man with the black bag slowly approaches the direction of your vehicle. You notice he
is opening the bag and reaching out for something inside. You look around and not even your
driver seems to notice him except you. You check on the door locks making sure they are secured,
you reach out for your cellphone, your hands are sweaty and shaking. You feel like shouting for
help. You begin to panic and begin to shake the shoulder of your driver to take notice of the man
coming closer and closer.

Analyze and Reflect:

1. What was the external stimulus that you experienced?
What emotion did you get from this stimulus?
2. What were you thinking? What feeling were you getting
from this emotion?
3. What was your response to the feeling you experienced?

QUESTION:
Describe the difference between

emotion and feeling.

QUESTION:
How do your feelings and emotions affect

the way you think and behave? Cite some
personal examples.

Attitudes and Behavior
Attitudes are a person's thoughts, feelings, and emotions about

another person, object, idea, behavior, or situation. Attitude is a
result of a person's evaluation of an experience with another person,
object, idea, behavior, or situation based on his or her values and
belief systems. Beliefs and certain values, therefore, affect the
attitude of a person.

Behavior is a manifestation or acting

out of the attitudes an individual has.
Take a look at the following situation to
illustrate how attitude and behavior are
related:
Riding an overcrowded MRT couch and experiencing all sorts of physical sensations
such as heat, smell, and body contact can create an unfavorable attitude that riding the
MRT is an unpleasant and abhorring experience. As a result, the individual with this
attitude will express this disgust by either avoiding the MRT, totally shutting down, and
becoming oblivious to the distasteful experience, or becoming aggressive and unpleasant
to other people while onboard the train.
If this individual continues to ride the MRT with the same attitude and corresponding
behavior, other people will be affected by this individual's behavior, who in turn, will act
out a similar aggressive or uncivil behavior onboard the train. This may affect other
commuters and a chain reaction will follow.

EXERCISE
1.Identify some behaviors (positive or negative,

pleasant or unpleasant) that you see every day
around you. Describe the behavior and figure out
what could possibly be the attitude behind the
behavior.

Form a group among your classmates and produce a short role-play (three to five minutes in length
only) on one of the following topics selected by lottery. Note that this project may take some time to
accomplish.
1. Role-playing the physiological, cognitive, psychological, social, and spiritual aspects of a person
and how these aspects affect a person's attitudes and behavior. You may use the stories in this
chapter as your references.
2. Filipino Values and Virtues

a. A negative behavior or set of behaviors that you think needs to be corrected. An example of a
negative behavior is the crab mentality among some Filipinos.
b. A set of values that will help improve our society that Filipinos need to own and uphold.
c. A message to our public servants on how we expect them to behave based on values we would like
to see in them. An example would be integrity.

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Our Lady of the Pillar College – San Manuel, Inc.

District 3, San Manuel, Isabela, Philippines, 3317

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Our Lady of The Pillar College San Manuel, Inc. nuestrasenioradelpilar@gmail.com

Culminating Performance Standard

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 Performance Task – 50%

 Quarterly Assessment – 25%

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What do you understand

Cite an example of how

Developmental scientists identified the three aspects or domains of human

2. cognitive development, which covers our capacity to learn, to speak, to

3. psychosocial development, which includes our social interactions with

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Human development is also influenced by:

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Is it Personality Development or Personal Development?

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If personality development is all

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The word personal is defined as:

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Here are some examples given for the word personal:

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 attractive qualities that make something unusual or interesting;

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 We all have different personalities.

 He has many personalities.

 He wants to buy a car that has personality.

 She has met many television personalities.

 He was an influential personality in genetic engineering.

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And finally, the word development is defined as:

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Psychology, being the study of human thinking and behavior,

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The two proponents of Humanistic Psychology were Abraham

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Adolescence is the transition period between

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In the Philippine context, authors Corpuz, Lucas, Borabo,

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Adolescence starts with the biological

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Biological changes bring about cognitive (thinking and reasoning) and

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Spirituality and Religious

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