LEARNING PACK: PERSONAL DEVELOPMENT
Course Description
A senior high school student has now entered a new educational level, as well as a new
psychological and social level, called the middle and late adolescence. 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. 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.
Finally, the Personal
Development course helps take stock of where one is in his career development and how to get to where
one wants to be.
This course is designed to assist you in your journey to success in life. It will equip you with the
needed skills, attitudes, and values important in your personal development. This module is filled with
activities and real-life situations that will concretize these life skills, think critically and solve problem
logically, and be holistically armed with tools important to be successful in various aspects of life.
With the NDU core values, this course shall be your gauge, map, and toolkit toward a successful
life.
Content Standards
The learners demonstrate an understanding of…
 Himself/herself during middle and late adolescence.
 The various aspects of holistic development: physiological, cognitive, psychological, spiritual,
and social development.
 The skills and tasks appropriate for middle and late adolescence, and preparatory to early
adulthood.
 Stress and its Retrieved forms; various stress responses; and coping strategies for healthful
living in middle and late adolescence.
 The whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and
linear (left-dominant).
 The different type of emotions and how they are expressed.
 The dynamics of attraction, love and commitment.
 The concepts about social influence, group leadership and followership.
Performance Standards
The learners shall be able to:
 Conduct self-exploration and simple disclosure.
 Illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic
development.
 Make a list of ways to become responsible adolescents prepared for adult life.
 Identify personal ways of coping for healthful living.
 Identify ways to improve learning using both the left and right brain.
 Identify ways to communicate and manage emotions in a healthy manner.
 Appraise one’s present relationships and make plans for building responsible future
relationships.
 Identify the different roles of leaders and followers in society.
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LEARNING PACK: PERSONAL DEVELOPMENT
Most Essential Learning Competencies
Week 2
 Explain that knowing oneself can make a person accept his/her strengths and limitations and
dealing with others better.
 Share his/her unique characteristics, habits, and experiences.
Week 3
 Discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand his/her thoughts, feelings, and behaviors.
 Evaluate his/her own thoughts, feelings, and behaviors.
 Show the connections between thoughts, feelings, and behaviors in actual life situations.
Week 4
 Discuss developmental tasks and challenges being experienced during adolescence.
 Evaluate one’s development through the help of significant people around him/her (Peers,
parents, siblings, friends, teachers, community leaders).
 Identify ways that help one become capable and responsible adolescent prepared for adult life.
Week 6
 Discuss understanding of mental health and psychological well-being to identify ways to cope
with stress during adolescence.
 Identify the causes and effect of stress in one’s life.
 Demonstrate personal ways to cope with stress and maintain mental health.
Week 7
 Discuss that understanding the different parts of the brain, process and functions may help in
improving thoughts, behaviors and feelings.
 Explore ways on how to improve brain functions for personal development.
 Develop a personal plan to enhance brain functions.
Week 8
 Discuss that understanding the intensity and differentiation of emotions may help in
communicating emotional expressions.
 Explore one’s positive and negative emotions and how one expresses or hides them.
 Demonstrate and create ways to manage various emotions.
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LEARNING PACK: PERSONAL DEVELOPMENT
Performance Task
Journal Writing (Notebook, MS Word, or Online Vlogging)
The life we have contains a bundle of insights and knowledge, and no single day left unneedful
for us. Ever more, the most recent events in our life contain the most useful insights and knowledge for
personal development. The hidden lessons in life are already in us, and they carry a great impact on how
we are doing at a moment. The challenge is, how do we get access to these lessons and insights?
Preachers, Psychologists, teachers, spiritual directors, successful persons, professionals, great persons,
they are all saying for journal writing, as ways for us to record our thoughts, feelings and actions that we
may keep tract of ourselves and evaluate where we are leading our self.
Goal:
You are to write or illustrate your thoughts, feelings, responses
in every journal entry you are tasked to do.
Role:
You will be an author, the main character, and the recipient of your own
writing. You will be telling stories of yourself. Use your skills in
writing, illustrating, graphic designing, drawing, etc., in completing the task.
Audience:
Your target audience will be those people who need to listen to your own
success story in life someday. They could be your future sons and daughters,
grandsons and granddaughters, community members, etc.
Technically, this task will be submitted to your Per Dev teacher, as person who will
accompany to your self-journey.
Situation:
In a time of pandemic where everything becomes partial and temporary
and with technocratic era where one’s experience is manipulated for the sake
of exposure in social media, you are challenge to become authentic and
discover the intimate ingredients of your own daily journey, finding meaning
with people around you and ways to become a holistic person.
You could write your journal through;
Notebook/ Portfolio - Have your own personal notebook where you write all
what is asked in every journal entry. Up to date submission would be capturing the
pages of your notebook and send via google classroom, or through private message in
particular social media account. However, submission of the Journal notebook will be
during the 1st quarter exam.
MS word
- For those equipped with Microsoft skills and had access on
computers, they could do journal writing through MS word. Their up to date submission
would be sending the PDF file of their writing via google classroom or private message
on a particular social media account.
Online Vlogging - To maximize cybernetic skills of some students, they could
do their journal writing through online vlogging, particularly in their own vlogging site.
However, be informed that this could be viewed by anyone. Submission of journal entry
would be done by providing link to the subject teacher.
Product:
The product would be a collections of journal entry provided by this course
and other personal entry whereas students wish to add. This could be done
through Journal Notebook, MS Word, or Website Vlogging.
Standard:
The product will be rated from the given criteria:

Compliance of every journal entry (5 points each entry)

Presentation
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LEARNING PACK: PERSONAL DEVELOPMENT
Criteria for
presentation
Exemplary
4 Points
Sufficient
3 points
Minimal 2 points
Beginning1 point
Self disclosure /
Depth of reflection
Student
demonstrates an
in-depth reflection
on, and
personalization of
the theories,
concepts, and/or
strategies
presented in the
course materials.
Viewpoints and
interpretations are
insightful and well
supported. Clear,
detailed examples
from personal
experiences are
provided, as
applicable.
Students
demonstrates a
general reflection
on, and
personalization of,
the theories,
concepts, and/or
strategies
presented in the
course materials.
Viewpoints and
interpretations are
supported.
Appropriate
examples are
provided from
personal
experiences, as
applicable.
Student
demonstrates a
minimal reflection
on and
personalizes of,
the theories,
concepts, and/ or
strategies
presented in the
course materials.
Viewpoints and
interpretations are
supported or
unsupported with
flawed arguments.
Examples are not
provided or are
irrelevant to the
assignment.
Student
demonstrates a
lack of reflection
on, or
personalization of,
the theories,
concepts, and/or
strategies
presented in the
course materials.
Viewpoints and
interpretations are
missing,
inappropriate,
and/or
unsupported.
Examples are not
provided.
Connection to
outside
experiences
Student makes indepth synthesis of
thoughtfully
selected aspects
of experiences
related to the topic
and makes clear
connections
between what is
learned from
outside
experiences and
the topic.
Student goes into
more detailed
explaining some
specific ideas or
issues from
readings related to
the topic and
makes general
connections
between what is
learned from
readings and the
topic. Includes
reference to at
least one reading
other than those
assigned for class.
Student goes into
little detail
explaining some
specific ideas or
issues from
outside
experiences
related to the topic
and m very few
connections
between what is
learned from
outside
experiences and
the topic
Student merely
identifies some
general ideas or
issues from
outside
experiences
related to the topic
Connection to
readings and
objectives
Student makes indepth synthesis of
thoughtfully
selected aspects
of readings related
to the topic and
makes clear
connections
between what is
learned from
readings and the
topic. Includes all
reference
Student goes into
more detail
explaining some
specific ideas or
issues from
readings related to
the topic and
makes general
connections
between what is
learned from
readings and the
topic. Includes
reference to at
least one reading
other than those
assigned for class.
Student goes into
little detail
explaining some
specific ideas or
issues from
readings related to
the topic and
makes general
connections
between what is
learned from
readings and the
topic.
Student identifies
some general
ideas or issues
from readings
related to the
topic. Readings
are only those
assigned for the
topic
Creativity
The journal is
unique and very
creative.
The journal is
creative and
appealing.
The journal is
common and plain.
The journal is not
creative.
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LEARNING PACK: PERSONAL DEVELOPMENT
Scope and Sequence
Week/Date
Week 1
Session
Number
Orientation/
Preliminaries
Week 2
Sessions 1-4
Week 3
Sessions 1-4
Week 4
Sessions 1-4
Week 5
Assessment
Topics/Activities
Introducing Personal Development
Diagnostic test
Personality test
Knowing oneself
Self-concept inventory
My Banner- the treasure within me
Developing the whole person
Aspects of the Self
Success Story
Developmental Task and Challenges of Adolescence
My Personal timeline
Worksheet on the developmental task at home
First Unit Test
Week 6
Sessions 1-4
Week 7
Sessions 1-4
Stress and Mental Health
Stress Bingo
What causes to lose your cool
Stress signals and Survival Kit
Consultation session on how to make the performance task
The Powers of the mind
Lateral thinking puzzle
Mind Mapping
Sessions 1-4
Consultation session on how to make the performance task
Emotional Intelligence
Emotional expressions
Am I assertive?
Responsible action sheet
Week 8
Consultation session on how to make the performance task
Week 9
Transfer
Consultation session on how to make the performance task
First Quarter Examination
Week 10
Assessment
Submission of the Permission Task
(which may extend to first week of the Second Quarter)
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LEARNING PACK: PERSONAL DEVELOPMENT
6
Week 1: Introduction
Personal
Development
refers
to
activities
that
improve self-knowledge
and
identity, develop talents and potential, build human capital and employability, enhance quality of life and
contribute to the realization of dreams and aspirations.
Activity A. Puzzle
To recognize different terms associated with personal development through this course, you are
expected to locate the given words in the grid, running in one of eight possible directions horizontally,
vertically, or diagonally by encircling.
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U
Y
F
emotional intelligence
brainpower
self development
knowing self
family
friends
stress management
health
career
teenager adolescence
leader personal development
whole person
relationship
LEARNING PACK: PERSONAL DEVELOPMENT
In taking up this course, just like how we go on with life, there are two types of mindsets we can
cultivate. One that embraces problems as opportunities to learn, and one that avoids them, often out of
fear to fail. People avoid conflicts can be described as having a fixed mindset. Those who see problems
as interesting challenges have a growth mindset.
Activity B. Drawing
Draw and color an object that describes how you think, and explain below why.
There are a lot of challenges in a journey towards self-knowledge, it is an experience that we
sometimes ignore. However, if you wish to overcome obstacles in life, focus on what this subject offers to
you rather than reducing this course as a mere academic subject.
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LEARNING PACK: PERSONAL DEVELOPMENT
Activity C. True Color Personality Test
Why Personality Test?
A personality test is completed to yield a description of an individual’s distinct personality traits.
In most instances, your personality will influence relationships with your family, friends, and classmates
and contribute to your health and well-being. Teachers can administer a personality test in class to help
your children discover their strengths and developmental needs. The driving force behind administering a
personality test is to open up lines of communication and bring students together to have a higher
appreciation for one another. A personality test can provide guidance to teachers of what teaching
strategies will be the most effective for their students.
Personality test can benefit your students by:
• Increasing productivity
• Get along better with classmates
• Help students realize their full potential
• Identify teaching strategies for students
• Help students appreciate other personality types
Exploring Your Colors
Below are 11 incomplete sentences that describe people. Each sentence has four possible endings. Give
four points to the phrase that is “most like you,” three points to the phrase that is “next most like you,” two
points to the next phrase, and one point to the phrase that is “least like you.” In words, rate each
sentence from 4 as highest and 1 as lowest.
Use the sentences below to describe your personality.
1. When I make decisions:
______ a. I do it quickly and go with the first impressions.
______ b. I think about it, consider the options and then decide.
______ c. I listen to my feelings and consider how my decisions will affect others.
______ d. I take it seriously and always try to make the right decision.
2. The best way for others to show me they care about me is to:
______ a. Do fun things with me.
______ b. Give me space to be myself.
______ c. Spend time with me doing whatever.
______ d. Do what I want to do; not let me down or go back on their word.
3. When I’m with my friends, I like to provide:
______ a. The excitement; the fun; the jokes.
______ b. Questions; answers; a logical way of looking at things.
______ c. Concern for others; a lot of caring.
______ d. The planning; a sense of security; a good standard.
4. I like to:
______ a. Act on a moment’s notice; do risky things.
______ b. Provide answers or give thought to people’s questions.
______ c. Help maintain a sense of harmony and togetherness.
______ d. Be responsible, dependable, and helpful to others.
5. One thing I am really good at is:
______ a. Acting courageously.
______ b. Thinking.
______ c. Being sensitive.
______ d. Organizing.
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LEARNING PACK: PERSONAL DEVELOPMENT
6. Friends who know me best would say that I am:
______ a. Competitive.
______ b. Reserved, thoughtful.
______ c. Emotional, friendly.
______ d. Neat, prepared
7. My basic approach to life is:
______ a. To take one day at a time and have fun.
______ b. To figure out what life is all about.
______ c. To help others and be happy and succeed.
______ d. To plan for the future and make it as good as possible.
8. When I am feeling discouraged or “down in the dumps”:
______ a. I often become rude, mad, or sometimes even mean.
______ b. I withdraw, don’t talk very much, and try to think my way out of the problem.
______ c. I feel emotional, am sad, and usually like to talk it over with someone close to me.
______ d. I try to figure out what’s causing the problem and fix it.
9. I feel good about myself when:
______ a. I can do things that are difficult.
______ b. I can solve problems or figure things out.
______ c. I can help other people.
______ d. I am appreciated or rewarded for things I do.
10. Teachers at school who saw me when I wasn’t on my best behavior might describe me as:
______ a. Rowdy or a little wild.
______ b. Arrogant.
______ c. Talkative.
______ d. Someone who wants things my way; dominant; worrying.
11. Teachers at school (who like me and in whose class I do pretty well) would probably describe me as:
______ a. Charming, a natural leader, clever, someone who is fun to have around.
______ b. Thoughtful, someone who has good answers, someone who likes to figure out
problems.
______ c. Nice, friendly, someone who gets along with other students and is helpful to the
teacher and others.
______ d. Neat, organized, prepared, someone who does assignments and is a good student.
Summarize your answer from the table below.
NUMBER
1
2
3
4
5
6
7
8
9
10
11
TOTAL
A
B
C
D
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LEARNING PACK: PERSONAL DEVELOPMENT
Total your columns and place your results in the blanks below.
______ a. Orange
______ c. Blue
______ b. Green
______ d. Gold
What is your first color?
______________________________________________________________________________
What is your second color?
______________________________________________________________________________
Are you…Blue?
Enthusiastic…Sympathetic…Personal? Warm…Communicative…Compassionate?
Idealistic…Spiritual…Sincere? Peaceful…Flexible…Imaginative?
At school…
I have a strong desire to be a role model for my classmates.
I am skilled at motivating and interacting with others – I make friends easily and like having
friends.
I respond well to encouragement rather than competition.
I like being artistic, communicating with people, and helping people.
Are you…Green?
Analytical…Global…Conceptual? Cool…Calm…Collected? Inventive…Logical…Problem
Solver? Abstract…Creative…Investigative?
At school…
I am conceptual and am an independent thinker. For me, work is play.
I am drawn to constant challenge.
I like to develop models and explore ideas.
Are you…Gold?
Loyal…Dependable…Prepared? Thorough…Sensible…Punctual? Faithful…Stable…Organized?
Caring…Concerned…Helper?
At school…
I am stable and organized.
I am detailed oriented and predictable.
I believe that work comes before play, even if I must work overtime to complete the job.
I understand and respect authority and am comfortable with how school goes.
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LEARNING PACK: PERSONAL DEVELOPMENT
Are you…Orange?
Witty…Charming…Spontaneous? Impulsive…Generous…Impactful? Optimistic…Eager…Bold?
Physical…Immediate…Courageous?
At school…
I learn by doing and experiencing, rather than by listening and reading.
I like being physically involved in the learning process and am motivated by my own natural
competitive self and sense of fun.
I am a natural performer.
I like doing tasks that allow me to be independent and free.
Retrieved from: https://fsd157c.org/Documents/TeacherFiles/TrueColorsPersonalityTestfreebie_8_25_20
17_2_20_45_PM.pdf
Knowing yourself is a journey. It is about discovering who you are as a human being - yes, the
real you. The journey is unpredictable and engages you deeply as it brings you face to face with your
deepest fears, self-doubts, vulnerabilities and insecurities. On the journey you question how you are
living your life and whether or not it is in alignment with your highest purpose. And if you don’t yet know
your highest purpose, allow yourself to live in that space of not knowing.
The journey around knowing yourself can be challenging and scary, however it is also changing
over time. Knowing yourself means giving yourself permission to not knowing whilst unraveling the
deeper truth of who you are. It is about listening to a deeper calling and wisdom within, whilst following
your heart. Knowing yourself is about being aware of your core values, priorities and dreams.
Knowing yourself means respecting your strengths and weaknesses, your passions and fears,
your desires and dreams, your thoughts and feelings, your likes and dislikes your tolerance and
limitations.
It is up to us to decide the importance of knowing yourself and whether you want to go on the journey. It
takes courage and a willingness to peel back the layers bit by bit. As the Tao the Ching say
“Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is strength;
mastering yourself is true power. If you realize that you have enough, you are truly rich. And the cost of
not following your heart, is spending the rest of your life wishing you had. - J Paulsen.
If you are ready to take yourself on a journey of getting to know yourself, why not take this
course seriously, a course where shared tools and skills are opened for personal development.
11
LEARNING PACK: PERSONAL DEVELOPMENT
Week 2
Objectives

Explain that knowing oneself can make a person accept his/her strengths and limitations and
dealing with others better.

Share his/her unique characteristics, habits, and experiences.

Topic: KNOWING ONESELF
Values Integration
 Knowing and understanding yourself pave the way to self-acceptance and better relationship with
others.
ACTIVATE Prior Knowledge (Pagbibigay ng Dating Kaalaman)
A. Activity - Journal entry #1: Self-concept Inventory
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 or 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 am easy to 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 with one instruction. _
__10. I am intelligent.
___11. I have special talents and abilities.
___12. I can easily analyze situations and make right 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 to 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 act with confidence.
___24. I am a mature person.
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LEARNING PACK: PERSONAL DEVELOPMENT
13
Scoring: Copy this table in your journal. Write your score opposite each number and get the subtotal.
Physical Appeal
Human Relations
Intelligence
1.
5.
9.
2.
6.
10.
3.
7.
11.
4.
8.
12.
Subtotal:
Subtotal:
Subtotal:
Character
Communications
Maturity
13.
17.
21.
14.
18.
22.
15.
19.
23.
16.
20.
24.
Subtotal:
Subtotal:
Subtotal:
How do you perceive yourself?
Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score 14-16 or somewhat weak (score of 1013) and very weak (below 10).
2. Are there qualities you consider as your weakness but other people consider as your strength?
What are these? Check with a partner.
Example: A lady can say “I`m ugly” yet other consider her very charming. Or conversely, one can have the
illusion of saying “I am very intelligent or competent” when most of his ideas sound unreasonable or
illogical to most of the people. There is indeed a big difference between what you see in yourself (real selfimage) and what is projected in the eyes of the others (your social image).
3. How realistic is your self- image?
4. To what extent does it reflect your real self?
Retrieved from: 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.
ACQUIRE New Knowledge
B. Discussion/Input
Reading: SELF-CONCEPT
Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your
actual self? Your ideal self is the self that you aspire to be. It is the one that you hope will possess
characteristics similar to that of a mentor or some other worldly figure. Your actual self, however, is the
one that you actually see. It is the self that has characteristics that you were nurtured or, in some cases,
born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to
your awareness of yourself. It is the construct that negotiates these two selves. In other words, it
connotes first the identification of the ideal self as separate from others, and second, it encompasses all
the behaviors evaluated in the actual self that you engage in to reach the ideal self.
The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that
provide insight into how others react to you. The actual self is who we actually are. It is how we think,
how we feel, look, and act. The actual self can be seen by others, but because we have no way of truly
knowing how others view us, the actual self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we have
developed over time, based on what we have learned and experienced. The ideal self could include
components of what our parents have taught us, what we admire in others, what our society promotes,
and what we think is in our best interest.
LEARNING PACK: PERSONAL DEVELOPMENT
There is negotiation that exists between the two selves which is complex because there are
numerous exchanges between the ideal and actual self. These exchanges are exemplified in social roles
that are adjusted and re-adjusted, and are derived from outcomes of social interactions from infant to
adult development. Alignment is important. If the way that I am (the actual self) is aligned with the way
that I want to be (the ideal self), then I will feel a sense of mental well-being or peace of mind. If the way
that I am is not aligned with how I want to be, the incongruence, or lack of alignment, will result in mental
distress or anxiety. The greater the level of incongruence between the ideal self and real self, the greater
the level of resulting distress. Personal development modules ultimate aim is greater self-knowledge that
will lead to higher alignment between these two personality domains.
Retrieved from: http://study.com/academy/lesson/what-is-self-concept-in-psychologydefinitionlesson-quiz.html http://study.com/academy/lesson/ideal-self-vs-real-self-definitionlesson-quiz.html
Reading: PERSONAL EFFECTIVENESS
Personal effectiveness means making use of all the personal retrieved forms – talents, skills,
energy and time, to enable you to achieve life goals.
Your knowledge of yourself and how you manage yourself impacts directly on your personal
effectiveness. Being self-aware, making the most of your strengths, learning new skills and techniques
and behavioral flexibility are all keys to improving your personal performance.
Our personal effectiveness depends on our innate characteristics – talent and experience
accumulated in the process of personal development. Talents first are needed to be identified and then
developed to be used in a particular subject area (science, literature, sports, politics, etc.).
Experience includes knowledge and skills that we acquire in the process of cognitive and
practical activities.
Knowledge is required for setting goals, defining an action plan to achieve them and risk
assessment.
Skills also determine whether real actions are performed in accordance with the plan. If the same
ability is used many times in the same situation, then it becomes a habit that runs automatically,
subconsciously. Here are some skills that will greatly increase the efficiency of any person who owns
them:
1. Determination. It allows you to focus only on achieving a specific goal without being
distracted by less important things or spontaneous desires. It may be developed with the help
of self-discipline exercise.
2. Self-confidence. It appears in the process of personal development, as a result of getting
aware of yourself, your actions and their consequences. Self-confidence is manifested in
speech, appearance, dressing, gait, and physical condition. To develop it, you need to learn
yourself and your capabilities, gain positive attitude and believe that by performing right actions
and achieving right goals you will certainly reach success.
3. Persistence. It makes you keep moving forward regardless of emerging obstacles – problems,
laziness, bad emotional state, etc. It reduces the costs of overcoming obstacles. It can also be
developed with the help of self-discipline exercise.
4. Managing stress. It helps combat stress that arises in daily life from the environment and other
people. Stress arises from the uncertainty in an unknown situation when a lack of information
creates the risk of negative consequences of your actions. It increases efficiency in the actively
changing environment.
5. Problem-solving skills. They help cope with the problems encountered with a lack of
experience. It increases efficiency by adopting new ways of achieving goals when obtaining a
new experience.
6. Creativity. It allows you to find extraordinary ways to carry out a specific action that no one
has tried to use. It can lead to a decrease or an increase of costs, but usually the speed of
action is greatly increased when using creative tools.
7. Generating ideas. It helps you achieve goals using new, original, unconventional ideas. Idea
is a mental image of an object formed by the human mind, which can be changed before being
implemented in the real world. For generating ideas, you can use a method of mental maps,
which allows you to materialize, visualize and scrutinize all your ideas, which in turn contributes
to the emergence of new ideas. These are just some, but the most important personal
effectiveness skills which make the achievement of any goal easier and less costly.
Retrieved from: http://www.chrysalisdevelopment.com/page6/page4/page4.html
http://www.learning-mind.com/7-basic-personal-effectiveness-skills/
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Reading: BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES
Most failures emanate from weaknesses that are not recognized or probably recognized but not
given appropriate attention or remedy. This could be a weakness in communications, personality or
ability. Instead of giving up or indulging in self-pity, act. Go for speech lessons, get skills upgrading,
attend personality development sessions or whatever appropriate remedies to your perceived weakness.
Instead of simply focusing on your weaknesses, recognize your own talents and abilities, build
on them, utilize them to your greatest advantage. This is where you can build your name and popularity.
Handicapped people like Jose Feliciano and other blind singers did not brood over their physical
handicap. They recognized that they have a golden voice so they search for ways to enrich that talent
and now they have won international fame in the field of music.
Retrieved from: 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.
Reading: Story: YOU NEED TO TAKE CHARGE OF YOUR FUTURE
There are three kinds of people in this world:
The first is the Moviegoer. This person watches the movie of their lives, admires some parts and
criticizes others. Aside from that, they do nothing else. All she says the whole day is, “I like this thing and
but I don’t like that thing.” The Moviegoer feels she has absolutely no control of their lives --- except to
comment about it. Moviegoers are the most pathetic, miserable people in the world.
The second is the Actor. This person does not only watch the movie of her life. She actually
realizes she’s the Actor – and can control a big part of her life. She can actually make or break the movie
– by how well she delivers her lines and how she portrays her character. Actors are a happy bunch,
realizing they’re the start of the show and enjoy some level of control. But many times, they wish the
movie would end in another way – but realize that they have no say in such things.
The third is the Scriptwriter. This person does not only watch, and she doesn’t only act, but she
actually creates the entire movie from her mind. She determines what she will say, what she will do, and
how the movie will end. She realizes she has enormous control over her life, and sees to it that the movie
of her life will turn out beautiful.
Who are you among these three people?
Do you merely watch your life go y?
Or do you act out a script that you feel has been handed to you?
Or do you write the script and make your life beautiful?
By the way, the Producer of the movie is God. He tells you, “Make the movie beautiful, and I will
give you all that you need for success.”
Retrieved from: 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.
APPLY New Knowledge
C. Deepening - Journal entry #2: My Banner - The treasure within me
Fill up the following spaces in the banner accordingly to what is asked in each number. The
banner depends on your creativity. Make sure that your Banner is not kept to yourself, rather, expose to
your siblings, parents, or persons in family. Hence, for them to be notified that you had created your own
Banner, below that banner is a list of their signatures indicating that they see accept your Banner.
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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LEARNING PACK: PERSONAL DEVELOPMENT
Processing: answer the following in your journal;
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. Where and how do you use it to your
“The more you know yourself, the more patience you have for what you see in others.”
–Ericson.
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LEARNING PACK: PERSONAL DEVELOPMENT
Week 3
Objectives

Discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand his/her thoughts, feelings, and behaviors.

Evaluate his/her own thoughts, feelings, and behaviors through reflective writing.

Show the connections between thoughts, feelings, and behaviors in actual life situations
Topic: DEVELOPING THE WHOLE PERSON
Value/s Integration

To deal life situations equipped with wholesome character.
ACTIVATE Prior Knowledge
A. Activity - Journal entry # 3: Assess aspects of your development
Draw a large circle on a blank sheet of paper. Divide the circle into 8 segments. In each
segment, write some descriptions of the different aspects of yourself as follows:
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LEARNING PACK: PERSONAL DEVELOPMENT
1. Physical Self. Describe yourself. Try not to censor any thoughts which come to your mind. Include
descriptions of your height, weight, facial appearance, and quality of skin, hair and descriptions of body
areas such as your neck, chest, waist, legs.
2. Intellectual Self. Include here an assessment of how well you reason and solve problems, your
capacity to learn and create, your general amount of knowledge, your specific areas of knowledge,
wisdom you have acquired, and insights you have.
3. Emotional Self. Write as many words or phrase about typical feelings you have, feelings you seldom
have, feelings you try to avoid, feelings you especially enjoy, feelings from your past and present, and
feelings which are associated with each other.
4. Sensual Self. Write how you feel as a sensual person. What sense do you use most – sight, hearing,
speaking, smelling, touching? How do you feel about the different ways you take in information through the eyes, ears, mouth, nose, pores, and skin? In what ways do you let information in and out of
your body?
5. Interactional Self. Include descriptions of your strengths and weaknesses in intimate relationships
and relationships to friends, family, co-students and strangers in social settings. Describe the strengths
and weaknesses which your friends and family have noticed. Describe what kind of son or daughter,
brother or sister you are.
6. Nutritional Self. How do you nourish yourself? What foods do you like and dislike? What do you like
and dislike about these?
7. Contextual Self. Descriptors could be in the areas of maintenance of your living environment:
reaction to light, temperature, space, weather, colors, sound and seasons and your impact on the
environment.
8. Spiritual Self or Life Force. Write words or phrases which tell about how you feel in this area. This
could include your feelings about yourself and organized religion, reactions about your spiritual
connections to others, feelings about your spiritual development and history, and thought about your
metaphysical self. Think about your inner peace and joy. Think about your spiritual regimen or routine.
Answer this in your journal:
What are your realizations knowing that you have different aspects of the self?
ACQUIRE New Knowledge
B. Discussion/Input
Reading: ASPECTS OF THE SELF
The self-concept is represented by several aspects of the self. It is conceived as collection of
multiple, context-dependent selves. This construct believes that context activates particular regions of
self-knowledge and self-relevant feedback affects self-evaluations and affect. A deeper look on the
different aspects of self can identify specific areas for self-regulation, stability and improvement.
In a nutshell, an individual is composed of three basics but very different aspects of the self.
They are the physical or tangible aspects as they relate to the body, the intellectual and conscious
aspects as they relate to the mind, and the emotional and intuitive aspects as they relate to the spirit. All
three aspects of the self-work together in perfect harmony when attention is paid to all three
simultaneously.
Many Individuals put a strong emphasis on the physical aspect of the self. The body is tangible,
obvious, and we respond to it easily. More time and money are spent on enhancing the physical
component than either of the other two aspects. This does not mean, however, that the body is healthy or
strong. The body provides a place to house the spirit (often experienced as feelings) and the mind (often
experienced as thought).
It may be important to some that their mind be prominent and well educated. The mind is
important, as it is the part of the self that directs the other two aspects. The mind learns what to do and
communicates the information to the body and the feelings. What the mind believes, the body manifests
or acts on, and the emotions feel, or respond with. People store both healthy and destructive thoughts
and beliefs and responds to life's circumstances in the most prominent manner. The mind provides
access creativity and serenity which are necessary for such processes as prayer, forgiveness,
acceptance, and passion.
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The human emotions are the most feared aspect of the self, as individuals are reluctant and
unprepared to manage them. Managing feelings is like trying to hold water in the palm of your hand.
They are illusive and deceptive. A decision made under emotional stress and strain usually impacts
emotions negatively. Negative emotions that are not managed are stored and repressed. Repression is
destructive to a content self since all feelings, not only negative ones are stored away. Accessing
feelings when they are needed now becomes difficult, leaving the individual numb and hopeless.
For instance, a girl realizes that she is giving much attention on the physical aspects and less
attention on her intellectual self. In this way, she can discover how much money and time spent
maintaining her physique and its consequences in her grades. By this honest evaluation of herself, she
can plan effective actions to improve her study habits. She can start seeking for help and for related
books to read or browse articles to help her improve her study habits.
Retrieved from: http://www.innerwisdom.com/aspect-of-the-self.htm
Reading: The Five Holistic Development
1. Physiological development
You started to experience various body 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 than 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 the 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 will set 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 is your primary sex
characteristics. Boys come to know that there is a production and release of sperm ‘spermache’, when
they experience nocturnal emissions or wet dreams. In girls, the uterus, fallopian tubes, ovaries, and
vagina, grow rapidly during puberty. ‘Menarche’ or the first menstrual period, marks the girls’ sexual
maturity and is indicative for girls’ capacity for pregnant.
Furthermore, there are other changes of physical characteristics. For the boys, their voice
becomes husky at first and then eventually lowers in pitch. Boys hear their boys break, which is not true
for girls. Boys’ muscles grow and gives shape to their torso. Body hair appears after the pubic hair has
almost completed its growth. Girls, on the other hand, come to have a fuller and more melodious voice.
Girls’ hips become wider and rounder, which resulted from the enlargement of their pelvic regions. Their
breast also develops.
Both boys and girls experience rapid physical development because of the hormonal changes in
the body. Testosterone is the androgen responsible for the physical maturation of boys, while estradiol is
an estrogen responsible maturation of girls, such as widening of hips, breast and uterine development.
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. Some proves themselves they are attractive and some
remains shy and cumbersome in appearing in public as well as expressing their ideas, having low selfesteem.
You need to remember that it is understandable to get affected by body changes. To cope up,
you need to make some adjustments. You may put your emphasis on maintaining physical hygiene to
reduce acne and body odor, performing physical exercises to be fit and avoid becoming fat, and doing
other ways to maintain physical attractiveness. Yet, it is only through self-acceptance that you become
brave enough to face the ‘whole you.’
2. Cognitive development
During your adolescence your brain goes through significant structural development stages as
well. Cognitive development means the growth of a child’s ability to think and reason. This growth
happens differently from ages 6 to 12, and from ages 12 to 18.
Ages 12 to 18 is called adolescence. Kids and teens in this age group do more complex thinking. This
type of thinking is also known as formal logical operations. This includes the ability to:




Do abstract thinking. This means thinking about possibilities.
Reason from known principles. This means forming own new ideas or questions.
Consider many points of view. This means to compare or debate ideas or opinions.
Think about the process of thinking. This means being aware of the act of thought processes.
How cognitive growth happens during the teen years
From ages 12 to 18, children grow in the way they think. They move from concrete thinking to formal
logical operations. It’s important to note that:
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LEARNING PACK: PERSONAL DEVELOPMENT
 Each child moves ahead at their own rate in their ability to think in more complex ways.
 Each child develops their own view of the world.
 Some children may be able to use logical operations in schoolwork long before they can use
them for personal problems
 When emotional issues come up, they can cause problems with a child’s ability to think in
complex ways.
 The ability to consider possibilities and facts may affect decision-making. This can happen in
either positive or negative ways.
Types of cognitive growth through the years
A child in early adolescence:
 Uses more complex thinking focused on personal decision-making in school and at home
 Begins to show use of formal logical operations in schoolwork
 Begins to question authority and society's standards
 Begins to form and speak his or her own thoughts and views on many topics. You may hear
your child talk about which sports or groups he or she prefers, what kinds of personal appearance is
attractive, and what parental rules should be changed.
A child in middle adolescence:
 Has some experience in using more complex thinking processes?
 Expands thinking to include more philosophical and futuristic concerns
 Often questions more extensively
 Often analyzes more extensively
 Thinks about and begins to form his or her own code of ethics (for example, what do I think is
right?)
 Thinks about different possibilities and begins to develop own identity (for example, who am I?)
 Thinks about and begins to systematically consider possible future goals (for example, what do I
want?)
 Thinks about and begins to make his or her own plans
 Begins to think long-term
 Uses systematic thinking and begins to influence relationships with others
A child in late adolescence:
 Uses complex thinking to focus on less self-centered concepts and personal decision-making
 Has increased thoughts about more global concepts, such as justice, history, politics, and
patriotism
 Often develops idealistic views on specific topics or concerns
 May debate and develop intolerance of opposing views
 Begins to focus thinking on making career decisions
 Begins to focus thinking on their emerging role in adult society
Retrieved from: https://www.stanfordchildrens.org/en/topic/default?id=cognitive-development-90-P01594
3. Psychological development
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 (e.g. Seeing your crush, receiving gifts). However, you also tend to see your
irritation (e.g. When someone stop you from playing games, when request is not granted). When
confronted by complicated situations, your emotions can sometimes be really overwhelming.
Although there are adolescents who experience the emotional storm and stress in this period,
most adolescents are emotionally unstable from time to time. For example, adolescents may be happy
with their relationships with their boyfriends or girlfriends, but they would get easily affected with just the
lightest problem. Also, being envious of others who possess more material things is common among
adolescents. According to Hurlock (1982) teenagers use these material possessions as status symbols.
Nonetheless, as you approach the end of this developmental stage, emotional stability is gradually
attained. 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
realize that lessons can be learned from each difficult experience, and that you again important life skills
from each obstacle you conquer. These realizations are important in your journey toward selfactualization.
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LEARNING PACK: PERSONAL DEVELOPMENT
4. Social development
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 behavior are heavily influenced by your peers,
as you spend more time outside your home in your teenage years. Peer acceptance becomes very
important. As you go through adolescence, you may prefer fewer friends and intimate relationships. Also,
you become curious about relationship with opposite sex and experience physical attraction to them. You
begin to look for a relationship wherein you are comfortable sharing your feeling and experiences.
However, if not handled well, your need for belongingness may lead to your conforming to the
standards of your peers without considering the consequences. Thus, PEER PRESSURE is commonly
experienced. This is shown when you are easily influenced by others. You give in to drinking alcoholic
beverages and lean to smoke to avoid being labeled as “kill joy.” Also, instead of studying your lessons,
you may join your friends to play computer games or stroll in the mall. They may unfriend you on social
media if you do not join them in a drinking session. At an extreme, some adolescents no longer attend
classes, take illegal drugs and perform sexual activities with their peers because of peer pressure. It is,
therefore, important that you should choose your friends wisely.
Early adolescences 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 to 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 reader who would present the peer group is important for teenager. 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.
Retrieved from: Personal Development: DIWA Senior High School Series
5. Spiritual development
Spiritual development is the development of the personality towards a religious or spiritual desired better
personality (Wikipedia). This is also associated with moral development.
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 retained the postconventional reasoning or have developed moral reasoning based on the universal human rights. Also,
when faced with moral dilemma, adolescents must be able to stand on what their personal conscience
dictates them to do. Decisions should be personal, base from personal conscience.
During this stage, you come to think critically about how the world is usually run by adults, and
you want to validate established norms by experimenting on them yourself. You want to build your own
moral codes, which you will use as bases in judging what is right and what is wrong. These moral codes
include your own personal and social codes that guide you to control your behaviors and act accordingly.
Your values as well as your religious and spiritual views affect your commitment to this set of codes,
which also influence the clarity of your values.
However, you will definitely agree that building and sticking with moral code is difficult for
adolescents. Doing a wrong act becomes socially accepted especially when sound logic and reason are
used to justify it by its end. Through mass media, children and teenagers see inconsistencies in
upholding these moral standards, which add up to the confusion.
Hence, having developed a sound conscience or the inner force that makes external controls
unnecessary (Hurlock, 1982) plays an important role in assuming responsibility in your life. Moreover,
being focused will assist you in your journey on how you want to live your life. Your moral judgment
becomes clearer when you see your life purpose. Such a personal journey may be a lot smoother when
you know what road to travel and which crossroads to take, and committing one’s self to do good.
APPLY New Knowledge
Journal entry #4: Success Story
Identify a successful person that you idolized. Write your reasons that make you think why this
person becomes successful.
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LEARNING PACK: PERSONAL DEVELOPMENT
Journal entry #5: Personal Recipe for Success with Reflection
Review the success stories of Manny Pacquiao and Pia Alonzo. What do you think was the
recipe for the success of these well-featured individuals? Now make your personal recipe for achieving
personal goals. Identify your goal (you may refer to the previous activity of aspects of self-inspired by the
success stories) and break it down into a recipe. Here is an example.
RECIPE FOR SUCCESS
INGREDIENTS:
1 TEASPOON OF IDEAS
½ CUP OF GOODWILL
¾ CUP OF IMAGINATION
2 SPOONFULS OF TEAMWORK
1 PINCH OF POSITIVITY
1 CUP OF MARKET VISION
3 TABLESPOONS OF CHALLENGE
1 LB OF LEADERSHIP
AND 1 BAG OF HOPE!
Retrieved from: http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-forssuccess-inschool/
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LEARNING PACK: PERSONAL DEVELOPMENT
Week 4
Objectives

Discuss developmental tasks and challenges being experienced during adolescence.

Evaluate one’s development through the help of significant people around him/her (Peers, parents,
siblings, friends, teachers, community leaders).

Identify ways that help one become capable and responsible adolescent prepared for adult life.
Topic: DEVELOPMENTAL TASKS AND CHALLENGES OF
ADOLESCENCE
Values Integration

Cultivate a sense of obligation to character formation and openness to overcome challenges as
seeds and fruits of adult life.
ACTIVATE Prior Knowledge
A. Activity - Journal Entry #5: 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.
In your journal, 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 retrieved from or just a simple
paper and pen may be fine. You can also go for the personal timeline website template samples
available online.
Retrieved from: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-lifestoryprobing-to-create-shift-to-life-liberating-meanings-2-of-2/
Example of a personal timeline below;
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LEARNING PACK: PERSONAL DEVELOPMENT
You may cut and paste this in your journal or create your own template or format of your timeline,
as long as it illustrates the major events of your life.
My Personal Timeline with Reflection
Write about your Personal Timeline which you made. Answer the following questions in your
journal:
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?
Retrieved from: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-ofyour-life-storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/
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25
ACQUIRE New Knowledge
B. Discussion/Input
Reading: Developmental task (adapted from Havighurst, R.)
A developmental task is a task that arises at or about a certain period in life, unsuccessful
achievement of which leads to inability to perform tasks associated with the next period or stage in life.
There are 8 developmental stages according to Havighurst. However, in this lesson we will
merely deal on the developmental task and its challenges during the stage of adolescence.
Table 1. Developmental Task of Adolescence
Developmental Task
Nature of Task
1. Learning to get along with friends of both sexes
2. Accepting one's physical body and keeping it
healthy.
3. Becoming more self-sufficient.
4. Making decisions about marriage and family life.
5 Preparing for a job or career.
6. Acquiring a set of values to guide behavior.
7. Becoming socially responsible.
To learn to look upon girls as women and boys as
men; to become an adult among adults; to learn to
work with others for a common purpose,
disregarding personal feelings; to lead without
dominating.
To accept one's body; to keep it healthy through
good nutrition, exercise, disease prevention, and
other health practices.
To develop affection for parents without
dependence upon them; to develop respect for
older adults without dependence upon them.
To explore attitudes toward family life and having
children; to acquire the knowledge necessary for
home management and, if desired, child rearing.
To develop career/vocational goals and ways to
reach these goals; to be able to make a living.
To develop an outlook toward life based on what is
important.
To participate as a responsible person with friends
at home, and in the community; to develop personal
moral values to guide behavior.
Retrieved from: http://www.wvdhhr.org/bph/modules/man/man-res3.htm
Table 2: The challenges for Young People
• Challenging authority
• Seeking spiritual paths (organized or cult religions)
• Taking risks
• Getting a job
• Experimenting with drugs, alcohol,
and sex
• Changing schools and educational environment
• Challenging the moral and social
structure of society
• Developing relationships
• Demanding rights
• Understanding sexuality
• Taking responsibility for self and
others
• Renegotiating rules at home
LEARNING PACK: PERSONAL DEVELOPMENT
Social changes
Adolescence is usually described as a period in which independence is achieved. It is more
accurate, however, to talk about a change in the balance of independence and dependence with other
parts of the young person's system (parents, peers, community, and even health professionals). The
timing of these changes depends on the different social and cultural expectations of the environment in
which the young person lives.
Whereas puberty and cognitive development are largely biologically determined, the greater part
of psychological and social development will depend on environmental and sociocultural influences. In
non-Western cultures, the social and psychological domains may be markedly truncated
It may be hard to remember our childhood accurately, but few people forget their adolescence
As adolescents start to redefine themselves in relation to others, they begin to move to a position
where they define other people in relation to themselves. This way of thinking about oneself means that it
can be hard to understand the impact of behavior on others or to feel concern for how others might be
affected by behavior. Knowledge that has been “handed down” by adults is given little value. Adolescents
may also strongly believe that no other person can have a clear understanding of how a young person
feels.
Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC548185/
Reading: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE
Physical Development
 Most girls have completed the p

Boys are still maturing and gaining strength, muscle mass, and height and are completing the
development of sexual traits.
Emotional Development
 May stress over school and test scores.
 Is self-involved (may have high expectations and low self-concept).
 Seeks privacy and time alone.
 Is concerned about physical and sexual attractiveness.
 May complain that parents prevent him or her from doing things independently.
 Starts to want both physical and emotional intimacy in relationships.
 The experience of intimate partnerships.
Social Development
 shifts in relationship with parents from dependency and subordination to one that reflects the
adolescent’s increasing maturity and responsibilities in the family and the community,

Is more and more aware of social behaviors of friends.
 Seeks friends that share the same beliefs, values, and interests.
 Friends become more important.
 Starts to have more intellectual interests.
 Explores romantic and sexual behaviors with others.
 May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).
Mental Development
 Becomes better able to set goals and think in terms of the future.
 Has a better understanding of complex problems and issues.
 Starts to develop moral ideals and to select role models.
Retrieved from: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf
Reading: LIVING MINDFULLY
Living mindfully is like being an artist: you need the right tools to practice your craft, and you
need to constantly refine your technique to achieve your creative potential. In the same way, using the
present moment tools below will help you to hone a consistent mindfulness practice that will in time lead
to a more aware, compassionate and fulfilling way of life.
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LEARNING PACK: PERSONAL DEVELOPMENT
Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring your focus back to
the present moment.
Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and focus on
understanding how they think and feel.
Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an opportunity for learning.
Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let tenderness, kindness
and empathy be your guides.
Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause, breathe, and
choose a skillful response based on thoughtful speech and nonviolence under every condition.
Tool 6: Express Gratitude. Practice gratitude daily and expand it outward, appreciating everyone and
everything you encounter.
Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value different perspectives as
well as your own.
Tool 8: Build Integrity. Cultivate constructive values and consistently act from respect, honesty and
kindness.
Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique talents and
generosity so that others can also be inspired.
Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for compassionate action and
social good.
Processing questions:
Which tools do you use most often? Which tools do you use least often? Can you think of ways
to incorporate those tools into your life? Which one could you try today?
APPLY New Knowledge
C. Deepening - Journal entry #6: Mindfulness
Analyze each case on How Mindful Am I? Answer the following questions:
1. Has someone ever asked you a question that you really didn't want to answer?
How did you respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment?
How did you feel afterwards?
3. Did you ever do something to be helpful that turned out badly? What happened?
What do you wish had happened?
4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)?
Did you say anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating (or thought
you were cheating)? What happened? What do you wish had happened?
(Retrieved from: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
)
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Journal Entry #7. WORKSHEET ON DEVELOPMENTAL TASKS AT HOME
Using the Developmental Tasks Summary Table above, assess your own level of development
at home. The same assessment shall be asked from your family. List answers as many as possible.
What are the expected tasks you
have successfully accomplished?
What are the expected tasks you
have partially accomplished?
What are the expected tasks you
have not accomplished?
According to you;
According to you;
According to you;
According to your family;
According to your family;
According to your family;
Processing questions:
1. Being at your stage, what are the developmental tasks expected of you? Rate yourself from 110 (10 as the highest) on whether you have accomplished those expected tasks.
2. You are in transition from high school to college, from being an adolescent to young adult.
How do you feel about this transition?
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?
LEARNING PACK: PERSONAL DEVELOPMENT
Week 5
FIRST UNIT EXAM
Second Semester, SY 2020-2021
Journal writing entries for First Unit:
 Journal entry #1. Self-concept inventory
 Journal entry #2. Activity: My Banner - The treasure within me
 Journal entry # 3. Assess aspects of your development
 Journal entry #4. Success Story
 Journal entry #5. Personal Recipe for Success with Reflection
 Journal Entry #5. My Personal Timeline
 Journal entry #6. Mindfulness
 Journal entry #7. WORKSHEET ON DEVELOPMENTAL TASKS
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30
Week 6
Objectives

Discuss understanding of mental health and psychological well-being to identify ways to cope with
stress during adolescence.

Identify the causes and effect of stress in one’s life.

Demonstrate personal ways to cope with stress and maintain mental health.
Topic: STRESS AND MENTAL HEALTH
Values Integration
 Becoming a transformative person through the ability to avoid, alter, adapt, and accept different
stressors
ACTIVATE Prior Knowledge
A. Activity - Journal entry #8: Stress Bingo
Copy the bingo card in your journal. Find someone who regularly participates in one of these
activities. Ask him/her to sign his/her name in the appropriate box. Find a different person for each box.
Write the list of names of person in your journal with their regular activities.
STRESS BINGO
Listen to music
Keeps a journal or
a diary
Plays a musical
instrument
Makes ‘to do lists’
Went to hiking
Eats breakfast
Enjoys baking
cookies
Plays with an
electronic device
Iikes to laugh and
does so a lot
Has a fish tank/
aquarium
Plays outside after
school
Talks to family
about problems
Your favorite
activity
Enjoys nature
Sleeps 9-11 hours
a night
Goes for walks/bike
riding
Volunteer works
Practices a martial
arts
Daydreams
Does yoga or
pilates
Enjoys going for a
drive
Goes window
shopping
Works out at a gym/
at home
Skis/ skateboards
Watch movies
ACQUIRE New Knowledge
B. Discussion/Input
Reading: STRESS MANAGEMENT
Dictionary definitions do not quite capture the meaning of stress as it is seen and experienced in
the world of work. One of the Webster’s definitions describes it as an “…emotional factor that causes
bodily or mental tension.”
A practical way of defining stress is the feeling one gets from prolonged, pent-up emotions. If the
emotions you experience are pleasant and desirable – joy, elation, ecstasy, delight – you usually feel free
to let them show. They are not suppressed. Therefore; positive emotions do not usually cause stress.
Negative emotions, on the other hand, are more often held inside. They are hidden. You suffer quietly
and you experience stress.
LEARNING PACK: PERSONAL DEVELOPMENT
Do not confuse positive situations with positive emotions. A wedding, for example, is a positive
situation that often brings about the negative emotions of anxiety and tension. So stress can exist in
great situations.
Causes and Effects of Stress
Just as there is great variety in the range of emotions you might experience, there are many
possible manifestations of stress – in your private life and in your working life. Here are some words that
describe the emotions associated (as cause and effect) with stress;









Anxiety
Pressure
Misery
Strain
Desperation
Tension
Anger
Panic
Dejection
Prolonged stress can be devastating; burnout, breakdown, and depression are some of the
potential results of long-term, unmanaged stress. By wearing a mask, you may expect to hide stress
caused by problems in your personal life and not let them influence your performance on the job. This
will probably not work. The more you try to hold your emotions in, the greater the pressure build-up will
be.
Everyday frustrations cause stress build-up
From the time you wake up until you go to sleep, you may be confronted with a succession of
stressful situations. Managing to get yourself (and possibly a spouse and children) out of bed and ready
to face the day can be a challenge to your patience and ingenuity. Driving to school or work can be
harrowing – especially if you’re running late. You may experience frustration in arranging to get the car
repaired. You may face conflicts in school or at work, such as coping with unrealistic deadlines,
equipment failures, or unexpected bad weather. If part of your job is selling, you may experience feelings
of rejection when most of your customers say “no.”
A series of stressful and frustrating experiences throughout the day can cause you to lie awake
at night in an emotional turmoil – unable to get needed rest. You face the next day with less emotional
and physical stamina. After another stressful day and another night without rest, you may have even less
emotional strength and stability. Therefore, stress build-up, if not resolved, continues day after day
Problems in our personal life can be devastating. Surviving the normal, everyday stress
described above can be difficult. But far more serious and painful circumstances can create long-term
stress. More serious stressful circumstances may include separation from loved ones, personal illness, or
illness of a loved one, death of someone you care about, or conflict with a spouse or close friend. Other
major causes of stress are problems with drug and alcohol abuse, domestic violence, care of children
and elderly relatives, chronic mental illness, injury, physical handicaps, even moving to a new home, if
you’ve lived in the same place for more than 10 years. The list goes on and on.
Managing your personal finances can be another stressful experience. This can be a problem no
matter what your income level, but it is especially difficult if you must support a family and do not earn
enough to live comfortably. Unpaid bills, unwise use of credit, and budget limitations can make life
difficult.
A common cause of stress is dealing with life’s transitions
This is especially true when a person must cope with too many transitions all at once. For
example, Ellen has just completed a program in fashion merchandising. She is eager to get started on
her new job. Her mother is ill and requires care. Her father died a few months ago. Ellen’s new job
requires that she relocate to a town 100 miles from home. The move, a new career, and a change in
family relationships may cause excessive stress for her. Too many changes have arrived at the same
time.
Retrieved from: Personal Development for Life and Work, 8th Ed., by Wallace, H.R. & Masters, L.A.,
2001.
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Reading: STRESS RESPONSE
Your stress response is the collection of physiological changes that occur when you face a
perceived threat—when you face situations where you feel the demands outweigh your retrieved forms to
successfully cope. These situations are known as stressors.
When your stress response is triggered, a series of changes occur within your body. They include:

 The release of cortisol and other hormones, which bring other short- and long-term
 The stress response is intended to give you a burst of energy so you’re able to fight off attackers
or run away from them effectively.
This helped our ancestors, who faced numerous physical threats, to stay safe. However, now
our threats tend to be less physical and more associated with our way of life—a challenge to our status, a
demand for performance, etc. In addition to giving us a set of changes that may not match our needs as
well (it might be more effective for us to have a burst of mental clarity or wisdom than a burst of physical
strength, for example), the stress response can actually cause harm if it leads to a state of chronic
stress—that is, if our stress response is triggered, and then our body doesn’t go back to its normal state
via the relaxation response.
Retrieved from: “What is a stress response?” by Scott, E. (2016)
Reading: KEEP STRESS UNDER CONTROL
There are many effective ways to handle stress. Of course, you can’t avoid stress—in fact, you
wouldn’t want to avoid all stress, because you’d never grow. However, you can manage your life so that
you survive the emotional down times without allowing stress to engulf you. Also, you can work to
eliminate controllable stress factors, such as running late or not getting enough sleep. But when stress is
constant or too great, your wisest option is to find ways to reduce or control it. You need not, and should
not, live your life in emotional stress and discomfort. Stress can be successfully managed. Here are
some suggestions that may help.
Understand the Causes of Stress
Understanding why you are under stress is important. This may seem obvious, but it requires
deliberate, conscious effort to pause and simply ponder your situation. By now, you are familiar with the
stress response, the emotional or physical symptoms of uncontrolled stress. Now you need to try to
discover the stressors, the factors of which create the stress in your life.
Analyze your Stress Factors and Write Them Down
Write down your response to stress. For example, you may write down, “I feel tired most of the
time. My lower back seems to ache all through the day and night. I miss deadlines and run behind
schedule.” Analyze stress responses and consequences, and consider each item, and ask why. “Why am
I feeling tired? Why does my back ache? Why do I run behind schedule? Carefully consider each
answer, because the answers will reveal stressors, such as deadlines, anxieties, trying to do so much,
managing time or money poorly, or poor health habits.
Deal with the Stressors
Develop techniques to deal with the causes of stress. The longer you avoid dealing with the
stress factors, the more the stress will build up. If tension comes because you have put off an unfinished
task, restructure your priorities so you can get the task that you have been avoiding out of the way and
off your mind.
Learn to Work under Pressure or Unusual Conditions
When you can’t reduce the stressors, you need to manage your stress response. Almost
everyone, at least at some point, has to meet deadlines, keep several jobs going at once, resolve
problems that come up, and do extra work when necessary. However, when the pressure mounts, you
can relieve it. Relaxation is key—but most people must train themselves to relax when the pressure is
on.
Some tips to relax when under pressure are the following:
 Stop for a moment (especially when you feel your muscles tightening up) and take a few deep
breaths.
 Do a relaxing exercise. Swing your hands at your sides and stretch.
 Take a “power nap.” Lie down and totally relax for a few minutes.
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





Find time to do the things you enjoy.
Leave your study area for a while to take a brisk walk.
Find a quiet place to read a magazine or novel during break or at lunch.
If possible, look at some peaceful images such as forests, beaches, etc. These images can initiate a
relaxation response.
Look up.
Keep something humorous on hand, such as a book of jokes.
Retrieved from: The Nemours Foundation, available from kidshealth.org
Unhealthy ways of coping with stress
These coping strategies may temporarily reduce stress, but they cause more damage in the long
run:
 Smoking
 Drinking too much
 Overeating or under eating
 Zoning out for hours in front of the TV or computer
 Withdrawing from friends, family, and activities
 Using pills or drugs to relax
 Sleeping too much
 Procrastinating
 Filling up every minute of the day to avoid facing problems
 Taking out your stress on others (lashing out, angry outbursts, physical violence)
Retrieved from:
https://shodhganga.inflibnet.ac.in/bitstream/10603/111123/14/second%20paper%20need%20of%20stres
s%20management.pdf
Reading: Stress Management Strategies
Stress management strategy #1: Avoid unnecessary stress
Not all stress can be avoided, and it’s not healthy to avoid a situation that needs to be
addressed. You may be surprised, however, by the number of stressors in your life that you can
eliminate.
 Learn how to say “no” – Know your limits and stick to them. Whether in your personal or
professional life, refuse to accept added responsibilities when you’re close to reaching them. Taking
on more than you can handle is a surefire recipe for stress.
 Avoid people who stress you out – If someone consistently causes stress in your life and you can’t
turn the relationship around, limit the amount of time you spend with that person or end the
relationship entirely.
 Take control of your environment – If the evening news makes you anxious, turn the TV off. If
traffic’s got you tense, take a longer but less-traveled route. If going to the market is an unpleasant
chore, do your grocery shopping online.
 Avoid hot-button topics – If you get upset over religion or politics, cross them off your conversation
list. If you repeatedly argue about the same subject with the same people, stop bringing it up or
excuse yourself when it’s the topic of discussion.
 Pare down your to-do list – Analyze your schedule, responsibilities, and daily tasks. If you’ve got too
much on your plate, distinguish between the ―should‖ and the ―musts.‖ Drop tasks that aren’t truly
necessary to the bottom of the list or eliminate them entirely.
Stress management strategy #2: Alter the situation
If you can’t avoid a stressful situation, try to alter it. Figure out what you can do to change things
so the problem doesn’t present itself in the future. Often, this involves changing the way you
communicate and operate in your daily life.
 Express your feelings instead of bottling them up. If something or someone is bothering you,
communicate your concerns in an open and respectful way. If you don’t voice your feelings,
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LEARNING PACK: PERSONAL DEVELOPMENT



Be willing to compromise. When you ask someone to change their behavior, be willing to do the
same. If you both are willing to bend at least a little, you’ll have a good chance of finding a happy
middle ground.
Be more assertive. Don’t take a backseat in your own life. Deal with problems head on, doing your
best to anticipate and prevent them. If you’ve got an exam to study for and your chatty roommate
just got home, say up front that you only have five minutes to talk.
Manage your time better. Poor time management can cause a lot of stress. When you’re stretched
too thin and running behind, it’s hard to stay calm and focused. But if you plan ahead and make sure
you don’t overextend yourself, you can alter the amount of stress you’re under.
Stress management strategy #3: Adapt to the stressor
If you can’t change the stressor, change yourself. You can adapt to stressful situations and
regain your sense of control by changing your expectations and attitude.
 Reframe problems. Try to view stressful situations from a more positive perspective. Rather than
fuming about a traffic jam, look at it as an opportunity to pause and regroup, listen to your favorite
radio station, or enjoy some alone time.
 Look at the big picture. Take perspective of the stressful situation. Ask yourself how important it will
be in the long run. Will it matter in a month? A year? Is it really worth getting upset over? If the
answer is no, focus your time and energy elsewhere.
 Adjust your standards. Perfectionism is a major Retrieved from of avoidable stress. Stop setting
yourself up for failure by demanding perfection. Set reasonable standards for yourself and others,
and learn to be okay with ―good enough.
 Focus on the positive. When stress is getting you down, take a moment to reflect on all the things
you appreciate in your life, including your own positive qualities and gifts. This simple strategy can
help you keep things in perspective.
Adjusting Your Attitude: How you think can have a profound effect on your emotional and
physical well-being. Each time you think a negative thought about yourself, your body reacts as if it were
in the throes of a tension-filled situation. If you see good things about yourself, you are more likely to feel
good; the reverse is also true. Eliminate words such as "always," "never," "should," and "must." These
are telltale marks of self-defeating thoughts.
Stress management strategy 4: Accept the things you can’t change
Some retrieved forms of stress are unavoidable. You can’t prevent or change stressors such as
the death of a loved one, a serious illness, or a national recession. In such cases, the best way to cope
with stress is to accept things as they are. Acceptance may be difficult, but in the long run, it’s easier than




Don’t try to control the uncontrollable. Many things in life are beyond our control— particularly the
behavior of other people. Rather than stressing out over them, focus on the things you can control
such as the way you choose to react to problems.
Look for the upside. As the saying goes, ―What doesn’t kill us makes us stronger.‖ When facing
major challenges, try to look at them as opportunities for personal growth. If your own poor choices
contributed to a stressful situation, reflect on them and learn from your mistakes.
Share your feelings. Talk to a trusted friend or make an appointment with a therapist. Expressing
what you’re going through can be very cathartic, even if there’s nothing you can do to alter the
stressful situation.
Learn to forgive. Accept the fact that we live in an imperfect world and that people make mistakes.
Let go of anger and resentments. Free yourself from negative energy by forgiving and moving on.
Stress management strategy #5: Make time for fun and relaxation
Beyond a take-charge approach and a positive attitude, you can reduce stress in your life by
nurturing yourself. If you regularly make time for fun and relaxation, you’ll be in a better place to handle
life’s stressors when they inevitably come.
 Set aside relaxation time. Include rest and relaxation in your daily schedule. Don’t allow other
obligations to encroach. This is your time to take a break from all responsibilities and recharge your
batteries.
 Connect with others. Spend time with positive people who enhance your life. A strong support
system will buffer you from the negative effects of stress.
 Do something you enjoy every day. Make time for leisure activities that bring you joy, whether it be
stargazing, playing the piano, or working on your bike.
 Keep your sense of humor. This includes the ability to laugh at yourself. The act of laughing helps
your body fight stress in a number of ways.
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Stress management strategy #6: Adopt a healthy lifestyle





Exercise regularly. Physical activity plays a key role in reducing and preventing the effects of stress.
Make time for at least 30 minutes of exercise, three times per week. Nothing beats aerobic exercise
for releasing pent-up stress and tension.
Eat a healthy diet. Well-nourished bodies are better prepared to cope with stress, so be mindful of
what you eat. Start your day right with breakfast, and keep your energy up and your mind clear with
balanced, nutritious meals throughout the day.
Reduce caffeine and sugar. The temporary "highs" caffeine and sugar provide often end in with a
crash in mood and energy. By reducing the amount of coffee, soft drinks, chocolate, and sugar
snacks in your diet, you’ll feel more relaxed and you’ll sleep better.
Avoid alcohol, cigarettes, and drugs. Self-medicating with alcohol or drugs may provide an easy
escape from stress, but the relief is only temporary. Don’t avoid or mask the issue at hand; deal with
problems head on and with a clear mind.
Get enough sleep. Adequate sleep fuels your mind, as well as your body. Feeling tired will increase
your stress because it may cause you to think irrationally.
APPLY New Knowledge
C. Deepening - Journal entry #9: WHAT CAUSES YOU TO “LOSE YOUR COOL”?
We all have certain things, situations, or people that cause us to lose our composure from time to
time. Determine what causes YOU to “lose your cool” by completing this activity. When you begin to
identify your stressors, you can become skilled at preventing negative consequences. Place an X before
to each factor that causes you stress. You can add your own list of stressors.
______ being late
______ too much homework
______ speaking in public
______ babysitting
______ going to the dentist
______ arguments with friends
______ restrictions at home
______ chores
______ lack of sleep
______ no date for a dance
______ pimples
______ physical education class
______ math class
______ English class
______ other class
______ boredom
______ rude people
______ no money
______ no transportation
______ playing on a sports team
______ not being included in a sports team
______ losing something valuable
______ parents fighting
______ getting detention
______ your job
______ taking tests
______ video games
______ using a computer
______ closed-in spaces
______ commercials
______ interruptions while busy
______ getting an injection
______ arguments with parents
______ fight with boyfriend/girlfriend
______ losing
______ careless drivers
______ slow drivers
______ loud people
______ baby crying
______ disrespectful children
______ a friend betrays you
Retrieved from: Emotional Intelligence Activities for teens 13-18.
Journal entry #10. STRESS SURVIVAL KIT
1. Choose 3 objects or symbols that make you feel relaxed to include in your kit.
2. You can make the symbols.
3. You can use words or pictures.
4. You can bring an object from home.
5. Think about how the symbol helps you when you are dealing with stress and stressful situations.
6. Write a paragraph for each symbol or object in your kit and how it helps you cope with stress in
your everyday life. You may add this to your journal.
7. If possible, share your survival Kit to your friends and family.
Retrieved from: Mental Health Kit, Junior High School, Alberta Health Services
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LEARNING PACK: PERSONAL DEVELOPMENT
Journal entry #11: STRESS SIGNALS
Take a look at the warning signs of stress listed below. Put check and write down in your Journal
all of the warning signs that apply to you.
Physical
Emotional
Behavioral
______ headaches
Mood Changes
______ smoking
______ stomach aches
Lack of concentration
______ nail biting
______ dizziness
Nightmares
______ tapping
______ back pain
Panic attacks
______ pulling hair
______ neck stiffness
Anxiety
______ grinding hair
______ ulcer sores on mouth
Anger
______ use of alcohol
______ jaw pains
Irritability
______ weight loss
Crying
______ use of medication
______ compulsive dieting
______ hair chewing
______ weight gain
Thoughts of suicide
______ twitches (eyelids, face)
Depression
______ weakness
Confusion
______ nausea
Feeling helpless
______ indigestion
Restlessness
______ excessive sleeping
Racing thoughts
______ not caring about
physical appearance
______ overeating
Aggressiveness
______ compulsive overeating
______ nervous laughter
______ pacing
______ lateness
______ putting things off
______ loss of appetite
______ inability to sleep
______ skin problems
______ constant fatigue
______ cold hands or feet
______ excessive sweating
______ chest pains
______ High blood pressure
Rapid or Difficulty in
breathing
Write about your stress signals. Answer the following questions:
1. How do you know that you are stressed?
2. How are your stress signals different for different types of stressors?
3. What are some ways that you usually remove or reduce the stress that cause you physical,
emotional or behavioral difficulties?
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LEARNING PACK: PERSONAL DEVELOPMENT
Week 7
Objectives

Discuss that understanding the different parts of the brain, process and functions may help in
improving thoughts, behaviors, and feelings.

Explore ways on how to improve brain functions for personal development.
 Develop a personal plan to enhance brain functions.
Topic: THE POWERS OF THE MIND
Values Integration
A person of excellence, loaded with strategies and skills in work and understanding oneself.
ACQUIRE New Knowledge
Discussion/Input
Reading: Exterior parts of the brain
The exterior parts of the brain are the following: frontal lobes, temporal lobes, occipital lobes,
parietal lobes, and motor cortex and somatosensory cortex. The frontal lobe is involved in planning and
thinking. It is the rational and executive control center of the brain, which plays an important role in
monitoring higher-order thinking, direct problem solving, and regulating the excesses of the emotional
system. It also contains the self-will are or what others call as personality.
Your frontal lobe slowly matures until adulthood, which reveals that your capacity to control
excesses of the emotional system during teenage years is not yet fully functional during adolescence.
This implies that adults are more likely to control their emotions. Hence, the tendency to resort to risky
behaviors is high. Trauma to the frontal lobe causes dramatic and sometimes permanent behavior and
personality changes.
Your temporal lobes, on the other, are found above the ears. They deal with sound, music, face,
and object recognition, and some parts of the long-term memory. The speech centers are located at the
left of the temporal lobe. Located at the back of your head are the paired occipital lobes, which function
for visual processing. At the top of your occipital lobes are the parietal lobes, which are involved mainly
with spatial orientation, calculation, and certain types of recognition.
The motor cortex is the part of your brain that controls your body movement; it also works with
the cerebellum to coordinate the learning motors skills. The somatosensory cortex processes the signals
of touch, which are received from other parts of the body.
Reading: Interior Parts of the Brain
The brain also has distinct interior parts. Your brain stem resembles the entire brain of a reptile;
hence, it is sometimes referred to as the reptilian brain. It consists of the midbrain, pons, and medulla
oblongata. Of the 12 cranial nerves (olfactory, optic, oculomotor, trochlear, trigeminal, abducens, facial,
vestibulocochlear, glossopharyngeal, vagus, and accessory nerves), only the olfactory and optic nerves
do not end in the brain stem. Thus, your vital body functions, such as heartbeat, respirations, body
temperature, and digestion, are monitored and controlled by your brain stem. Also, the reticular activating
system (RAS) is located in the brain stem, and it is responsible for your brain’s alertness.
Located above your brain stem and below the cerebrum is the limbic system, composed of the
structures that have different functions such as generation of emotion and processing of emotional
memories. Its location allows the interplay of emotion and reason. The four parts of the limbic system
which are important to learning and memory are (1) thalamus, (2) hypothalamus, (3) hippocampus, (4)
amygdala. Most sensory information goes through the thalamus and directed to other parts of the brain
for more processing. The thalamus is involved in many cognitive activities, including memory. Further, as
part of the limbic system, the hypothalamus is in charge of monitoring the internal systems to maintain
homeostasis or the normal state of the body. It moderate different body functions, which include sleep,
body temperature, and food intake, by controlling the release of some hormones.
The hippocampus, on the other hand, does an important role in consolidating learning and
converts information to the long-term storage regions. It is significant in creating the meaning of
information by comparing those that are at working memory and those that are stored experiences. The
hippocampus is capable of neurogenesis, the production of new neurons, which has significant effect on
the learning and memory. Another brain structure include in the limbic system is the amygdala, which is
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38
known to take part in emotions, especially fear. It plays an important role in regulating your interactions
with your environment that can help you survive, such as whether you attack, escape, mate or eat. It
encodes the emotion whenever the experienced is remembered. This implies that you remember
situations more when your emotions are triggered by them.
The cerebrum is the largest part of the brain structure, representing nearly 80 percent of the
brain weight. It has folded bulges called gyri, and it is marked by deep furrows called fissures and
shallow ones called sulci. The cerebrum is divided into two halves, called the cerebral hemispheres, by a
sulcus that goes front to back. The two hemispheres are connected by the corpus callosum, which made
up of more than 200 million nerve fibers that function as the bridge by which the hemisphere
communicate with each other and coordinate activities. Your right cerebral hemisphere is in charge of the
left side of your body, where you left cerebral hemisphere is in charge to the right side. The hemispheres
are covered by thin but tough laminated cortices, the brain’s gray matter. This is where most of the
actions of the brain take place such as though, memory, speech, and muscular movement. The neurons
in the cortices form columns that branch and extend through the cortical layer into a dense web below
known as the white matter, where neurons connect with each other to form neural networks that carry out
specific functions.
Located just below the rear part of the cerebrum and right behind the brain stem is the
cerebellum. It accounts for 11 percent of the weight in your brain. It is a convoluted and highly organized
brain structure that contains more neurons than all the other brain parts put together. It is the cerebellum
that coordinates movement. It monitors impulses from the nerve endings in the muscles; hence, it plays a
key role in the performance and timing of complex motor tasks. It controls your movement when you
shoot or bat the ball, when you do your dance movements. Your performance in doing your tasks is
improved by enhancing your speed and accuracy with lesser effort through automation. It is also involved
in mental rehearsal of motor tasks, which is essential in improving performance and becoming more
skilled.
Reading: Brain Lateralization
One of the wonders of the human brain is its characteristic ability to integrate dissimilar and
seemingly unconnected activities that are happening in specialized areas of your brain into a meaningful
experience. The corpus callosum, which acts like a bridge between two cerebral hemispheres, allows the
unification of awareness and shares memory and learning. There are pieces of evidence showing that
certain activities are mainly limited to only one hemisphere of your cerebrum. Such operation is called
specialization. On the other hand, each hemisphere stores and processes information in different ways or
functions separately from each other. This is called laterality.
The table below shows the specific functions of the hemispheres.
Left Hemisphere functions
Connected to the right side of the body
Processes input in a sequential and analytical
manner
Is time sensitive
Right Hemisphere functions
C
O
R
P
U
S
Generates spoken language
Does invariable and arithmetic operations
Specializes in recognizing words and numbers
(as words)
Is active in constructing false memories
Seeks explanations for why events occur
Is better at arousing attention to deal with outside stimuli
Connected to the left side of the body
Processes input more holistically and abstractly
Is space sensitive
Interprets language through gestures, facial
movements, emotions, and body language
C
A
L
L
O
S
U
M
Does relational and mathematical operations
Specializes in recognizing
objects, and music
Is more truthful in recall
Puts events in special patterns
Is better at internal processing
faces,
places,
LEARNING PACK: PERSONAL DEVELOPMENT
Characteristics of Left Brain Dominant Students
















You probably work with a daily task list
You like to be the critic in class
You feel you're naturally good at math or science
You are rational and logical
Your research is precise and well-documented
You set goals for yourself
You can listen to a long lecture without losing patience
You don’t let feelings get in your way
You like action movies
You read sitting up
Your words are precise
You can interpret information well
Your room is tidy
You can answer questions spontaneously
You follow directions and you do read directions (unlike some people)
You aren't touchy-feely
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LEARNING PACK: PERSONAL DEVELOPMENT
Your Classes
 In history class, you are able to remember dates and processes.
 In math class, you enjoy going through a long calculation.
 You like the order of science.
 In English class, you have a good understanding of grammar and sentence structure.
Advice for Left Brain Students
 Study in a quiet room to avoid distraction
 You can do math but get impatient trying to explain it to someone who struggles—so don’t
volunteer to be a tutor unless you know you have the patience
 You like to take the lead in a study group, so go ahead and volunteer
 Join a debate team or academic competition
 Try to excel at the science fair; you can be a winner
 Take advantage of your skills in math and science
 Choose non-fiction reading
 You prefer factual questions and assignments, as opposed to open-ended questions
 You can organize your notes well, so you should
 Keep your room organized
 Don’t argue with the teacher too much
 Choose to do analytical essays
 Work alone when you have a choice; you get frustrated with others who “clown around”
 Avoid “free thinking” teachers if they confuse you
 Take more risks; don’t be afraid to be creative
Characteristics of Right-Brain Students
 You take notes but lose them. You may have a hard time keeping track of your research.
 You might have a hard time making up your mind.
 You are good with people.
 You don't fall for practical jokes as easily as some.
 You seem dreamy, but you're really deep in thought.
 You like to write fiction, draw, or play music.
 You might be athletic.
 You like mystery stories.
 You take time to ponder and you think there are two sides to every story.
 You may lose track of time.
 You are spontaneous.
 You’re fun and witty.
 You may find it hard to follow verbal directions.
 You are unpredictable.
 You get lost.
 You are emotional.
 You don't like reading directions.
 You may listen to music while studying.
 You read lying down.
 You may be interested in “the unexplained.”
Your Classes and Your Brain
 In history class, you enjoy the social aspects most. You like to explore the effects of events that
happened in history. You also enjoy essays.
 You can do well in math class if you apply yourself, but you get bored by long, complex problems.
Keep at it! You'll be great with math if you practice enough.
 Science? Boring at first. But once you start learning more, you become intrigued.
 You do well in English class, especially when it comes to reading literature and writing essays
about books. You also do well in creative writing assignments.
 Strong grammar skills may come naturally to you.
Advice for Right Brain Students
 Choose to do personal essays when you have the option. You're great when you use anecdotal
stories!
 Watch your daydreaming—keep it under control and don't let it become a procrastination tool.
 Let your imagination work for you in the arts.
 Let your intuition work for you in social situations. Use that gut instinct to your advantage.
 Let your deep thinking work for you during essay tests—but don’t ponder too long. Make a quick
outline, then start to fill in the topics.
 Be creative with essays. You can use colorful language well.
 Use images and charts when you study.
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LEARNING PACK: PERSONAL DEVELOPMENT
 Write down directions to help you remember.
 Try to be more organized!
 Don’t be overly suspicious of others.
 Make outlines to organize your thoughts.
 Choose fiction in reading assignments.
 Try to avoid teachers who lecture a lot; choose teachers who use activities.
 You tell stories well, so write some!
 Put information into categories for better understanding.
 Avoid getting bogged down by thinking of all possibilities when answering questions. Go with your
first instinct on a multiple-choice exam!
 Finish things! You have so much talent, but you don’t always complete things.
Retrieved from: Personal Development: DIWA Senior High School
APPLY New Knowledge
C. Deepening - Journal Entry # 12: “Mind Mapping”
Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the way the brain
works, and was invented by Tony Buzan. Mind mapping helps to make thinking visible. Most people make
notes using lined paper and blue or black ink. Making notes more attractive to the brain by adding color
and rhythm can aid the learning process, and can help to make learning fun. The subject being studied is
crystallized in a central image and the main theme radiates out from the central image on branches. Each
branch holds a key image or a key word. Details are then added to the main branches and radiate further
out. Mind maps have a wide variety of uses, for example, note taking, revision planning, planning for
writing and problem solving can all be successfully carried out using the technique. The colors and the
graphics used will help children to organize their ideas and thoughts. They can be very simple or, quite
detailed depending upon the age of the children and the complexity of the subject. Because creating the
mind map involves the use of the left and right brain, remembering the information becomes easier!
Below is an example template of a simple mind map linked to the information above.
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LEARNING PACK: PERSONAL DEVELOPMENT
Week 8
Objectives

Discuss that understanding the intensity and differentiation of emotions may help in communicating
emotional expressions.

Explore one’s positive and negative emotions and how one expresses or hides them.

Demonstrate and create ways to manage various emotions.
Topic: EMOTIONAL INTELLIGENCE
Value/s Integration

Transforming emotions towards productivity
ACTIVATE Prior Knowledge
Activity - Journal Writing #13: Exploring Emotions
Emotions are what you feel on the inside when things happen. Emotions are also known as
feelings.
1. Afraid: feeling fear and worry
9. Excited: feeling happy and aroused
2. Angry: feeling mad with a person, act,
10. Glad: feeling joy and pleasure
or idea
11. Jealous: feeling upset when someone
3. Ashamed: feeling bad after doing
has something that you would like to have
wrong
or they get to do something you wanted
4. Confident: feeling able to do something
12. Lonely: feeling alone and that nobody
5. Confused: feeling unable to think clear
cares
6. Depressed:
feeling
sad,
blue,
13. Proud: feeling pleased for doing well
discouraged, and unhappy
14. Relaxed: feeling at ease and without
7. Embarrassed: feeling worried about
worry, calm
what others may think
15. Stressed: feeling tense, tired, uneasy,
8. Energetic: feeling full of energy
and overwhelmed
Retrieved from: www.DannyPettry.Com
Emotions
What was happening when you felt this emotion?
Afraid
Angry
Ashamed
Confident
Confused
Depressed
Embarrassed
Energetic
Excited
Glad
Jealous
Lonely
Proud
Relaxed
Stressed

What are the top three feelings that you do not like the most?
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LEARNING PACK: PERSONAL DEVELOPMENT
ACQUIRE New Knowledge
B. Discussion/Input
Reading: EMOTIONAL INTELLIGENCE
More Than One Kind of Intelligence. You may have heard people mention "IQ" when talking
about intellect and how smart someone is. (For example, "My brother doesn't need to study as much as I
do because he has a really high IQ.") IQ stands for "intellectual quotient." It can help predict how well
someone may do academically. IQ is just one measure of our abilities, though.
There are many other kinds of intelligence in addition to intellect. For example, spatial intelligence
is the ability to think in 3D. Musical intelligence is the ability to recognize rhythm, cadence, and tone.
Athletic, artistic, and mechanical abilities are other types of intelligence.
One important type of intelligence is emotional intelligence.
What Is Emotional Intelligence?
Emotional intelligence is the ability to understand, use, and manage our emotions.
Emotional intelligence is sometimes called EQ (or EI) for short. Just as a high IQ can predict top
test scores, a high EQ can predict success in social and emotional situations. EQ helps us build strong
relationships, make good decisions, and deal with difficult situations.
One way to think about EQ is that it's part of being people-smart. Understanding and getting
along with people helps us be successful in almost any area of life. In fact, some studies show that EQ is
more important than IQ when it comes to doing well in school or being successful at work.
Improving Your EQ
Emotional intelligence is a combination of several different skills:
Being Aware of Your Emotions
Most people feel many different
emotions throughout the day. Some feelings
(like surprise) last just a few seconds. Others
may stay longer, creating a mood like
happiness or sadness. Being able to notice
and accurately label these everyday feelings is
the most basic of all the EQ skills. Being
aware of emotions — simply noticing them as
we feel them — helps us manage our own
emotions. It also helps us understand how
other people feel. But some people might go
through the entire day without really noticing
their emotions. Practice recognizing emotions
as you feel them. Label them in your mind (for
example, by saying to yourself "I feel grateful,"
"I feel frustrated," etc.). Make it a daily habit to
be aware of your emotions.
Understanding How Others Feel and Why
People are naturally designed to try to understand others. Part of EQ is being able to imagine
how other people might feel in certain situations. It is also about understanding why they feel the way they
do. Being able to imagine what emotions a person is likely to be feeling (even when you don't actually
know) is called empathy. Empathy helps us care about others and build good friendships and
relationships. It guides us on what to say and how to behave around someone who is feeling strong
emotions.
Managing Emotional Reactions
We all get angry. We all have disappointments. Often it's important to express how you feel. But
managing your reaction means knowing when, where, and how to express yourself. When you
understand your emotions and know how to manage them, you can use self-control to hold a reaction if
now is not the right time or place to express it. Someone who has good EQ knows it can damage
relationships to react to emotions in a way that's disrespectful, too intense, too impulsive, or harmful.
Choosing Your Mood
Part of managing emotions is choosing our moods. Moods are emotional states that last a bit. We
have the power to decide what mood is right for a situation, and then to get into that mood. Choosing the
right mood can help someone get motivated, concentrate on a task, or try again instead of giving up.
People with good EQ know that moods aren't just things that happen to us. We can control them by
knowing which mood is best for a particular situation and how to get into that mood.
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LEARNING PACK: PERSONAL DEVELOPMENT
EQ: Under Construction
Emotional intelligence is something that develops as we get older. If it didn't, all adults would act
like little kids, expressing their emotions physically through stomping, crying, hitting, yelling, and losing
control!
Some of the skills that make up emotional intelligence develop earlier. They may seem easier:
For example, recognizing emotions seems easy once we know what to pay attention to. But the EQ skill
of managing emotional reactions and choosing a mood might seem harder to master. That's because the
part of the brain that's responsible for self-management continues to mature beyond our teen years. But
practice helps those brain pathways develop.
We can all work to build even stronger emotional intelligence skills just by recognizing what we
feel, understanding how we got there, understanding how others feel and why, and putting our emotions
into heartfelt words when we need to.
Retrieved from: http://kidshealth.org/en/teens/eq.html
Reading: TYPES OF RESPONSES
Passive response: Behaving passively means not expressing your own needs and feelings, or

If Geneva behaves passively, by standing in line and not saying anything, she will probably feel
angry with the girls and herself. If the ticket office runs out of tickets before she gets to the head
of the line, she will be furious and might blow up at the girls after it's too late to change the

A passive response is not usually in your best interest, because it allows other people to violate
your rights. Yet there are times when being passive is the most appropriate response. It is
important to assess whether a situation is dangerous and choose the response most likely to
keep you safe.
Aggressive response: Behaving aggressively is asking for what you want or saying how you feel in a

If Geneva calls the girls names or threatens them, she may feel strong for a moment, but there
is no guarantee she will get the girls to leave. More importantly, the girls and their friend may
also respond aggressively, through a verbal or physical attack
 An aggressive response is never in your best interest, because it almost always leads to
increased conflict
Assertive response: Behaving assertively means asking for what you want or saying how you feel in an
honest and respectful way that does not infringe on another person's rights or put the individual

If Geneva tells the girls they need to go to the end of the line because other people have been
waiting, she will not put the girls down, but merely state the facts of the situation. She can feel
proud for standing up for her rights. At the same time, she will probably be supported in her
statement by other people in the line. While there is a good chance the girls will feel
embarrassed and move, there is also the chance that they will ignore Geneva and her needs will

An assertive response is almost always in your best interest, since it is your best chance of
getting what you want without offending the other person(s). At times, however, being assertive
can be inappropriate. If tempers are high, if people have been using alcohol or other drugs, if
people have weapons or if you are in an unsafe place, being assertive may not be the safest
choice.
APPLY New Knowledge
C. Deepening - Journal entry #14: Am I assertive?
Assertiveness is the ability to express your wishes and beliefs in a positive way. Too little
assertiveness can make you a doormat. Too much, and you can be bossy and aggressive.

Think of a time when you were a doormat (Weakling, wimp).
1. What happened?
.
2. What did you do?
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LEARNING PACK: PERSONAL DEVELOPMENT
3. How did you feel?
Now think of a better way to handle that situation in the future. Write a better response and practice it.

Think of a time when you were too bossy.
1. What happened?
2. What did you do?
3. How did you feel?
Now think of a better way to handle that situation in the future. Write a better response and practice it.

Sometimes people use anger to get their way. Being assertive doesn’t mean getting your way; it
means that you can express your wishes and beliefs in a nondestructive way. Some examples of
how people deal with anger are listed below. Brainstorm some ways that are used to deal with anger.
Include both good and bad methods. When you have finished with a list, decide on the methods that
are healthy ways to deal with anger.
Throw things

Scream

Count 1 to 10





Journal entry #15: Responsible Action Sheet
I am the boss of my feelings!
1. When I get angry, it helps me better if I
2. When I am sad, it helps me better if I
3. When I feel sad, it helps me feel better if I____________________________________
______
4. When I feel anxious or nervous, it helps me feel better if _____________________________
5. When I feel grumpy, it helps me if I ____________________________________
____________.
6. When I feel lonely, it helps me if I _________________________________________________.
7. When I feel embarrassed, it helps if I ______________________________________________.
8. When I feel sick, it helps me feel better if I ________________________________________
__.
9. When I feel silly, I like to ________________________________________________________.
10. When I feel disappointed, it helps me if I __________________________________
_________.
11. When I am honest, I feel ________________________________________________________.
12. When I feel ______________________, it helps me feel better if I ______________________.
Retrieved from: © 2011 by Education World®.
http://www.educationworld.com/sites/default/files/Responsible-Action-handout.pdf
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LEARNING PACK: PERSONAL DEVELOPMENT
Week 9
CONSULTATION OF PERFORMANCE TASK
Journal writing entries:
 Journal entry #1. Self-Concept Inventory
 Journal entry #2. My Banner - The treasure within me
 Journal entry # 3. Assess aspects of your development
 Journal entry #4. Success Story
 Journal entry #5. Personal Recipe for Success with Reflection
 Journal Entry #5. My Personal Timeline
 Journal entry #6. Mindfulness
 Journal entry #7. Worksheet on Developmental Task
 Journal entry #8. Stress Bingo
 Journal entry #9. What Causes You to “Lose Your Cool?”
 Journal entry #10. Stress Signals
 Journal entry #11. Stress Survival Kit
 Journal entry #12. Mind Mapping
 Journal entry #13. Exploring Emotions
 Journal entry #14. Am I assertive?
 Journal entry #15. Responsible Action Sheet
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LEARNING PACK: PERSONAL DEVELOPMENT
Week 10
SECOND UNIT TEST
Second Semester, SY 2020- 2021
47