Per Dev Activity

DIOCESAN SCHOOLS OF PAGADIAN
SANTA TERESITA ACADEMY , INC.

Aurora, Zamboanga del Sur
sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
STUDENTS’ LEARNING ACTIVITY IN GRADE 11 PERSONAL DEVELOPMENT
Name:_______________________________________ Date:______________________ Score:___________
Activity No: 1
Activity Title: Introduction to Personal Development
Learning Targets:
Reference:
Values:
I. Essential Ideas
Human Development and Personal Development
Developmental scientists identified three aspects of domains of human development as (Papalia and Feldman
2012)
1. Physical development –covers the growth of the body and brain, motor and sensory skills, and
even physical health
2. Cognitive development –covers our capacity to learn, to speak, to understand, to reason, and to
create
3. Psychosocial development –includes our social interactions with other people, our emotions,
attitudes, self-identity, personality, beliefs, and values
3 Factors influencing Human Development
 heredity or the inborn traits passed on by the generations of off springs from both sides of the
biological parents’ families
 environment is the world outside of ourselves and the experiences that result from our contact and
interaction with this external world
 maturation is the natural progression of the brain and the body that affects the cognitive (thinking and
intelligence), psychological (emotion, attitude, and self-identity), and social (relationships) dimensions
of a person. The influence of physical maturation over a person’s development is most pronounced
during his childhood and adolescence stages.
Personality development has given birth to many related businesses that span the globe. It includes image
enhancement such as skin care and make-up, fashion and clothing, and even body contouring;
modeling and beauty pageants, many others.
The definition of the words “personal”, “personality”, and “development” according to Merriam Webster
Online Dictionary
The word “personal” is defined as:

 belonging or relating to a particular person;
 made or designed to be used by one person;
 someone whose job involves working for or helping a particular person;
 of, relating to, or affecting a particular person
Example: This is my personal opinion.
The word “personality” on the hand, is defined as:

 the set of emotional qualities, ways of behaving, etc. that makes a person different from other people
 attractive qualities (such as energy, friendliness, and humor) that make a person interesting or pleasant
to be with;
 attractive qualities that make something unusual or interesting;
 a person of importance, prominence, renown, or notoriety
Example: He has a very pleasant personality.

The word :development is defined as:
 the act or process of growing or causing something to grow or become larger or more advanced;
 the act or process of creating something over a period of time;
 the state of being created or made more advanced
Personal development may be defined as a process in which persons reflect upon themselves, understand
who they are, accept what they discover about themselves, and learn (or unlearn) new sets of values,
attitudes, behavior, and thinking skills to reach their fullest potential as human beings.
\
Zorka Herefoird in her book, 9 Essential Life Skills – A Guide for Personal Development and Self
Realization, defined personal development as “the process of striving to be the best that you can be in order
to reach and realize your full potential. It is a journey of self-discovery, self-improvement, and self-realization.”
Psychology, being the study of human thinking and behavior, serves as a foundation for personal
development
Two proponents of Humanistic Psychology
1. Abraham Maslow – theorized the five stages of human development based on a

hierarchy of needs, peaking in what he termed as “self-actualization”
2. Carl Rogers – in his psychotherapy practice, theorized that “the individual has within
himself the capacity and the tendency, latent if not evident, to move forward
toward maturity”
The Positive Psychology Center of the University of Pennsylvania defines Positive Psychology as the
scientific study of the strengths and virtues that enable individuals and communities to thrive.
Adolescence is the transition period between childhood and early adulthood. Although scientists and
psychologists may slightly differ in pegging the exact age of adolescence, it is widely believed to be between
ages 11 or 12, and lasting to about 18 years of age (Feist and Rosenberg 2012)
In the Philippine context, authors Corpuz, Lucas, Borabo and Lucida (2010) defined the three stages of
adolescence as:
 Early adolescence – between 10 and 13 years of age

 Middle adolescence – between 14 and 16 years of age
 Late adolescence – between 17 and 20 years of age
Adolescence starts with the biological changes called puberty. The physical body undergoes growth
spurts at this time, for both male and female, leading toward physical maturity.
Biological changes bring about cognitive (thinking and reasoning) and affective (feelings and emotions)
changes.
Spiritual and religious beliefs influence personal development. Research shows that the formation of
one’s personal identity includes attitudes about religion.
II. Learning Experiences

A. Clarifying Understanding
Directions:
III. Mastery Exercise
IV. Lifelong Learning

Directions:
“Knowing yourself is the beginning of all wisdom.”

- Aristotle
sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 2: Knowing Oneself

Activity Title: Defining the “Self”
Learning Targets: At the end of the lesson, the students should be able to:
1. explain that knowing oneself can make a person accept his/her strengths and limitations and
dealing with others better;
2. share his/her unique characteristics, habits, and experiences.
Reference: Santos, Ricardo R. , Personal Development, Rex Bookstore, Sampaloc, Manila 2016
Values: loving oneself
I. Essential Ideas
KNOWING ONESELF
Have you ever asked yourself this questions: Who am I? if you have, you are not alone. Adolescence is
the time when young people start to ask questions about themselves, about their future, and even about their
religious and political beliefs. During the adolescent stage of development, the young person grapples with his
or her identity. This may seem very philosophical to some but to know oneself is the first step in personal
development.
The “Self” can be defined in different ways: philosophically, psychologically, spiritually, and also in
thoughts, actions, or behavior.
The “Self”, in philosophical terms, it is the being, which is the source of a person’s consciousness. It is
the agent responsible for an individuals’ thoughts and actions. Based on this definitions, the “Self” is an
intangible entity that directs a person’s thoughts and actions. It is outside the physical realm of the person.
The “Self” is identified in various contexts, such as in psychology, sociology, or religion. The “Self” is
the essence of a person: his thoughts, feelings, and actions, experiences, beliefs, values, principles, and
relationships. The “Self” includes a person’s life purpose, meaning, and aspirations.
If the “Self” is defined as the cognitive and affective representation of one’s identity, it is defined in
terms of human characteristics such as behavior and thought.
(If you have internet connection at home you can refer this link:
http://www.ted.com/talks/hetain_patel_who_am_i_think_again)
Self-concept is an individual’s knowledge of who he or she is. According to Carl Rogers, self-concept
has three components: self-image, self-esteem, and the ideal self. Self-concept is active, dynamic, and
malleable.
Your self is your sense of who you are, deep down – your identity. When you let someone else know
you well, you reveal your true self to them. If the subject of your thoughts is you, you’re thinking about your
self – or, alternately, yourself. …Self come from the Old English, in which it means “one’s own person”
In psychology, the term personality is referred to as the set of behaviors, feelings, and motives that
identifies an individual. Personality is the essence of who we are and is the embodiment of one’s physical,
psychological, cognitive, affective, and spiritual self.
Goldon Allport defines personality as “a pattern of habits, attitudes, and traits that determine an
individual’s characteristics, behavior and traits:. (Sanchez, Abad and Jao 2012)
Personality is influenced by both nature (heredity or genetic make-up) and nurture (environment).
There is no single gene that creates a trait. It is always a complex combination of genes, environmental
exposure and experiences, and cultural backgrounds.
One general point of view explains that personality deals with traits, and that trait or disposition is a
major factor in personality. Trait theory is an approach in identifying types of personalities based on certain
traits or attributes, which vary from one person to the other.(traittheory.com)
This theory was developed over the past 60 years, started by D. W. Fiske (1949) and the later pursued
by other researchers including Norman (1967), Smith (1967), Goldberg (1981) and McCrae and Acosta (1987)
(http://psychology.about.com/od/personalitydevelopment/a/bigfive.htm) and Paradigm Shift to Big Five
Trait Taxonomy https://www.ocf.berkeley.edu?~johnlab/pdfs/2008chapter.pdf)
Psychologists Costa and McRae (1992) developed a categorized scheme that described personality.
Based on their research, they discovered the existence of five universal and widely agreed upon dimensions of
personality. They called it the Big Five or Five-Factor Model. For it to be easily remembered, it uses the
acronym OCEAN
 Openness to experience – curiosity, interest, imagination, and creativity to new ideas

- appreciation for a variety of experiences
 Conscientiousness – planning, organizing, hardworking, controlling, persevering, and punctuality
-planning ahead rather than being spontaneous
 Extraversion – sociable, talkative, active, outgoing, and fun-loving, energetic
 Agreeableness – friendly, warm, trusting, generous, and kind-hearted/being kind, sympathetic, and
happy to help
 Neuroticism – calm, relaxed, and comfortable
-inclined to worry or be vulnerable or temperamental
Personality trait – is a disposition to behave consistently in a particular way, while a personality is a broaden
term that comprises of traits, motives, thoughts, self-concept, and feelings.
There are different ways to measure personality. One is by observing people’s behavior. This is quite
limited as other people may not be able to observe all aspects of personality such as loneliness, which is
internal and is observed by others very subjectively.
The Myers-Briggs Type Indicator
Katherine Briggs and Isabel Briggs Myers developed the Myers-Briggs personality model based on four
preferences of individuals. These are:
 E or I (Extraversion and Introversion) is how an individual prefers to channel his or her energy when
dealing with people, whether it is inward (introversion) or out ward (extraversion).
- We are extraverting when we:
* Talk to other people
* Listen to what someone is saying
- We are introverting when we:

* Think about what we want to say or do
* Are aware of how we feel
 S or N (Sensing and Intuition) is how one process information, whether through the use of senses
such as being bale to describe what one sees, or intuitively like dealing with ideas.
-The “Sensing” preference absorbs data in a literal, concrete fashion.
-The “Intuitive” preference generates abstract possibilities from information that is generated.
We all use both Sensing and Intuition in our lives, but to different degrees of effectiveness and with
different levels of comfort.
 T or F ( Thinking or Feeling) is how an individual prefers to make decisions, either thinking or using
logic and analysis , or feeling which uses the cognitive senses based on values or beliefs.
-When someone makes a decision that is based on logic and reason, they are operating in
Thinking mode.
-When someone makes a decision that is based on their value system, or what they believe to
be right, they are operating in Feeling mode.
A “Thinker” makes decisions in a rational, logical, impartial manner, based on what they believe to be fair and
correct by pre-defined rules of behavior.
A “Feeler” makes a decisions on the individual case, in a subjective manner based on what they believe to be
right within their own value systems.
 J or P (Judgment or Perception) is how an individual prefers to manage one’s life, whether through
judging, which means a planned and organized life, versus perception, which has s more flexible
approach to living.
- Judging and Perceiving preferences, within the context of personality types, refers to our attitude
towards the external world, and how we live our lives on a day-to-day basis.
People with the Judging preference want things to be neat, orderly, and established.
The Perceiving preference wants things to be flexible and spontaneous.

The combination of the four preferences produces 16 types of combinations of personality types,
usually represented by their first letter.
The diagram of popular persons indicated in the Myers-Briggs Type Indicator
Image source: http://lighthouse8.com/wp-content/uploads/2012/12/myers-briggs-test.jpg

Directions: Match the statements in column A with the personality preferences in column B. Write the
letter of the correct answer on the space provided before the number.
____1. Talk to other people

____2. Read a book
____3. Taste food a. Extraversion
____4. Come up with a new way of doing things b. Sensing
____5. Notice a stoplight has changed c. Introversion
____6. Listen to what someone is saying d. Intuitive
____7. Think about future implications for a current action e. Judging
____8. Make a list of things to do f. Perceiving
____9. Do things at the last minute
____10. Schedule things in advance
____11. Act spontaneously
____12. Memorize a speech
____13. Cook dinner, or make a cup of coffee
____14. Follow steps in a plan
____15. Postpone decisions to see what other options are available
B. Processing Questions
Directions: Answer the following questions
1. How does knowing oneself better make a person accept his strengths and limitations, and improve the
way he/she deals with others?
2. Explain the quotation by Oscar Wilde: “To love oneself is the beginning of a lifelong romance.”
III. Framing Concepts
Directions: Complete the “Three Stars and a Wish” organizer below. On each of the stars write down what
you have learned about the lesson. On the space for wish, write down what you still wish to learn
about the lesson.
Wish:
IV. Mastery Exercise

Directions: Draw a symbol or symbols that represents your “Self”. Below your drawing write your unique
characteristics, habits, and experiences as an individual.
V. Lifelong Learning
Directions: Write a short reflection about the statement below:
“Knowing yourself is the beginning of all wisdom.”

- Aristotle

sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 3: Developing the Whole Person

Activity Title: Holistic Development
1. evaluate his/her own thoughts, feelings, and behaviors;
2. show the connections between thoughts, feelings, and behaviors in actual life situations.
Reference: Santos, Ricardo R. , Personal Development, Rex Bookstore, Sampaloc, Manila 2016
Values: openness
I. Essential Ideas
Holistic Development
Holistic development refers to human development that is meant to involve all the parts of a person. This is
development designed to accommodate physical development, mental growth, emotional
development and social development.
Holism is about seeing things as a whole and as something that is bigger than the sum of its parts.
 To understand people better is to see them in their totality.
Five aspects of a whole person:
a. Physiological or the physical attributes including the five physical senses

-refers to the physical body and how this affects the other aspects of a person
Physical development can be defined as the progress of a child's control over his own body.
-this includes control over muscles, physical coordination, ability to sit or stand.
Physical development is the process of physical growth in which (height, length, mass etc.) of an
individual increases.
b. Cognitive or the intellectual functions of the mind: thinking, recognizing, reasoning,

analyzing, projecting, synthesizing, recalling, and assessing
-refers to the thinking process of a person
- deals with thinking and mental process.
- It is further divided into six Classes.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
c. Psychological or how thinking, feeling, and behaving interact and happen in a person
- refers to a person’s way of thinking, feeling, and behaving
d. Social or the manner by which an individual interacts with other individuals or groups of individuals
-refers to the relationships a person has with other people
-refers to the process by which a child learns to interact with others around them. As they
develop and perceive their own individuality within their community, they also gain skills to
communicate with other people and process their actions.
Social development most often refers to how a child develops friendships and other relationships, as
well how a child handles conflict with peers.
Importance of social development

Develop language skills
Build self esteem
Strengthen learning skills
Resolve conflicts
Establish positive attitude
Communication skills
Links with others
e. Spiritual or the attribute of a person’s consciousness and beliefs, including the values and virtues that
guide and put meaning into a person’s life
- refers to the higher ideals, beliefs, and values a person adheres to which help guide the
person in achieving personal happiness and self-fulfillment
Feeling and Emotions
Feelings, moods, and emotions do not exactly mean one and the same.
Paul Ekman of the University of California identified six basic emotions that human beings experience:
happiness, sadness, fear, anger, surprise, and disgust.
In a recent research study (2014) conducted by the Institute of Neuroscience and Psychology at the
University of Glasgow and published in a journal, Current Biology, ahs conducted that there are only four basic
emotions, these are: happy , sad, afraid or surprised, and angry or disgusted
Emotion – is taken from the Latin verb, movare, which means to move or to be upset or agitated
-it is defined by Smith (1973) as a descriptive term referring to variations in level of arousal, affective
state or mood, expressive movements, and attitudes, (Sanchez, Abad, and Jao 2012).
Emotions-are usually caused by physical sensations experienced by the body as a reaction to a certain
external stimulus
In a state of strong emotion, the person’s physical responses include faster heartbeat, profuse sweating, and
dilation of the eye pupils, higher blood pressure, and muscle tremors, affecting the nervous system in general.
Feelings – are result from the emotions that were expected
Attitudes –are a person’s thoughts, feelings, and emotions about another person, object, idea, behavior, or
situation.
Attitude – is a result of a person, object, idea, behavior, or situation based on his or her values and belief
systems.
Behavior – is a manifestation or acting out of the attitudes an individual has

- is an outward manifestation or acting out of the attitudes an individual has
Shalom H. Schwartz – a psychologist and cross-cultural researcher from the Hebrew University of Jerusalem,
conducted a research which covered many different peoples and cultures to identify the ten common
values people have regardless of their racial and cultural backgrounds
- wrote in his report, Basic Human Values: Theories, Methods and Applications, the findings of his
research, which identified the ten basic values that can be characterized by describing their central
motivational goals. These ten basic values are:
1. Self-Direction – independent thought and action–choosing, creating, exploring

2. Stimulation – excitement, novelty, and challenge in life
3. Hedonism – pleasure or sensuous gratification for oneself
4. Achievement – personal success through demonstrating competence according to social standards
5. Power – social status and prestige, control or dominance over people and resources
6. Security – safety, harmony, and stability of society, of relationships, and of self
7. Conformity – restraint of actions, inclinations, and impulses likely to upset or harm others and violate
social expectations or norms.”
8. Tradition – respect, commitment, and acceptance of the customs and ideas that one’s culture or
religion provide the self
9. Benevolence – preserving and enhancing the welfare of those with whom one is in frequent personal
contact (the ‘in-group’)
10. Universalism – understanding, appreciation, tolerance, and protection for the welfare of all people
and for nature
The motivational goals that characterize the ten values he identified were:
1. openness to change
2. self-transcendence
3. self-enhancement
4. conservation
Values - are a system of beliefs that adhere to the highest ideals of human existence. These ideals create
meaning and purpose in a person’s life that often result in personal happiness and self-fulfillment
Values are usually nouns, while virtues are adjectives that describe positive and desirable qualities which
usually mirror a value it represents
Some examples:
Values Virtues
Peace Peaceful , calm
Integrity Reputable , responsible , believable , honest , trustworthy
Love Loving , caring , compassionate , gentle , affectionate
Respect Respectful , civil
Balance Objective , fair , harmonious
Values are usually reflected through this virtues, which in return become eminent in the attitude and
behavior of a person.
(If you have internet connection at home Watch this video: Ted Talks-Rick Warren, On Life of Purpose
http://www.ted.com/talks/rick_warren_on_a_life_of_purpose )

Directions: Identify what is being referred to by each of the following statements.
___________1. It refers to human development that is meant to involve all the parts of a person. This is
development designed to accommodate physical development, mental growth, emotional
development and social development.
___________2. It is about seeing things as a whole and as something that is bigger than the sum of its parts.
___________3. It is the process of physical growth in which (height, length, mass, etc.) of an individual
increases.
___________4. It is taken from the Latin verb, movare, which means to move or to be upset or agitated.
___________5. Usually caused by physical sensations experienced by the body as a reaction to a certain
external stimulus.
___________6. Result from the emotions that were expected.
___________7. These are a person’s thoughts, feelings, and emotions about another person, object, idea,
behavior, or situation.
___________8. It is a result of a person, object, idea, behavior, or situation based on his or her values and
belief systems.
___________9. It is a manifestation or acting out of the attitudes an individual has.
___________10. They are a system of beliefs that adhere to the highest ideals of human existence.
Directions: Answer the following questions.
1. What things are important to you? Are these things worthy enough for you to risk your future, your
relationships, your career, or even your own life? Why?
2. What are the things that are important to you that when taken away from you, or were not honored by
other people, will make you angry or feel hurt? Justify.

Directions: Reflect on the following.
. What are the equivalent terms of these emotions in our language? Happy is masaya or maligaya;
sad is malungkot or malumbay; afraid or surprised is natakot, nasindak, nagulat, or nabigla; and
angry or disgusted is galit, suklam, or rindi. Do you think our interpretations of these four basic
emotions capture their real meaning?
sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 4: Development Stages in Middle and Late Adolescence

Activity Title: Adolescence – Between Childhood and Adulthood
1. discuss developmental tasks and challenges being experienced during adolescence;
2. evaluate one’s development through the help of significant people around him/her (peers,
parents, siblings, friends, teachers, community leaders)
Reference: Santos, Ricardo R. ,Personal Development, Rex Bookstore, Sampaloc, Manila 2016 pp.40-50
Values: openness
I. Essential Ideas
The period between childhood and young adulthood is a period of rapid change – physical, emotional,
cognitive and social. During this time, children’s bodies change in different ways at different times. No two
teenage bodies are the same.
 Physical changes during adolescence 
 For girls, you might start to see early physical changes from about 10 or 11 years, but they might start
as young as 8 years or as old as 13 years. Physical changes around puberty include:  breast
development  changes in body shape and height  growth of pubic and body hair  the start of periods
(menstruation). Changes during Adolescence
 For boys, physical changes usually start around 11 or 12 years, but they might start as young as 9
years or as old as 14 years. Physical changes include:  growth of the penis and testes (testicles) 
changes in body shape and height  erections with ejaculation or Masturbation  growth of body and
facial hair  changes to voice.
Adolescence is the period of developmental transition between childhood and adulthood. It involves changes in
personality, as well as in physical, intellectual and social development. During this time of change, teens are
faced with many issues and decisions.
The following addresses some of the key issues that can have an impact on a teen’s social development.
1. Self-esteem is how you feel about yourself.
2. Peer pressure- as children grow, they begin to spend more time with their friends and less time with their
parents.
3. Teens and sex-Talking with your teenager is important to help him or her develop healthy attitudes toward
sex and to learn responsible sexual behavior. Adolescence and Social Behavior
As adolescents develop physically, they also develop cognitively, psychology, socially, and spiritually.
The ages during adolescence may be bracketed as follows (Corpus et. al. 2010):
 Early adolescence – ages around 10 to 13
 Middle adolescence – ages from 14 to 16
 Late adolescence – ages from 17 to 20
Erik Erikson is a German-born American develop[mental psychologist and psychoanalyst known for his theory
on psychosocial development of human beings.
- he maybe most famous for coining the phrase identity crisis
Erik Erikson’s Eight Stages of Personality Development

Stage Influential Conflict or Possible Results from Resolving Conflict or Crisis
Figure Crisis to be
Resolved
Favorable Results Unfavorable Results
Infancy  Being able to trust  Mistrusting others,
(from birth to Parents Trust vs. others when primary withdrawal or
18 months) Mistrust caregiver (usually the estrangement
mother) provide
caring, attention and
love
Early  Develops self-control  Compulsive self-
Childhood Parents Autonomy vs. and physical skills, restraint or compliance
(18 months to Shame and and sense of
3 years) Doubt independence  Willfulness and
without losing self- defiance
esteem
 Ability to cooperate  Failure will result in
and to express feelings of shame and
oneself doubt
 Develops feeling and
autonomy
Late Childhood Parents and  Learns that being  When using too much
(Pre-School) Teachers Initiative vs. assertive, using power and control,
Guilt power, and being might experience
(3-5 years) purposeful can disapproval resulting
influence their in lack of self-
environment confidence and sense
 Develops a sense of of guilt
purpose  Pessimism, fear of
 Starts to evaluate being wrongly judged
one’s behavior
School Age Parents and  Learns how to cope  Loss of hope, sense of
(6-12 years) Teachers Industry vs. with the school being mediocre
Inferiority environment and its  Develops feeling of
demands inferiority
 Learns how to  Withdrawal from
create, develop, and school and peers
manipulate
 Develops a sense of
competence and
perseverance
 Develops a sense of  Feeling of confusion,
Adolescence Teachers and Identity vs. Role self and identity indecisiveness, and
(12-20 years) Significant Confusion  Plans to actualize anti-social behavior
Others one’s abilities  Weak sense of self
 Develops the ability
to stay true to oneself
Young  Develops a strong  Impersonal. Weak
Adulthood Friends need to form intimate, relationships
(20-25 years) loving relationships  Avoidance of
with a group of relationship, career, or
people or with lifestyle commitments
another person  May result in isolation
 Develops strong and loneliness.
relationships
 Learns commitment
to work and with
another person or
group
Adulthood Generativity vs.  Creates or nurtures  Self-indulgence, self-
(25-65 years) Community Stagnation things that will outlast concern, or lack of
them, either by interests and
having children or commitments
creating a positive  Shallow involvement
change that benefits in the world,
others. pessimism
 Creativity,
productivity, feeling of
usefulness and
accomplishment, and
concern for others.
Maturity Integrity vs.  Sense of fulfillment  Sense of loss,
(65 years to Community Despair as one looks back in contempt for others
death) one’s life and  May result in regret,
develops feeling of bitterness and despair
wisdom
 Acceptance of worth
and uniqueness of
one’s own life
 Acceptance of the
inevitability of death
and transitioning
Identity is the concept of an individual about himself and is often referred to as “self-identity”, molded through
various interactive experiences around himself, such as their family and community, and his responses
in terms of thinking, attitude, and behavior to external stimuli.
-is a self-belief of what the individual thinks and feels about himself.
-is also influenced by how others perceive an individual
Roles oftentimes form part of this self-identity, such as birth order in the family, the nature of the work,
occupation or title, and academic and social standing
Role confusion is the negation of self-identity, in a sense that there is confusion over one’s self-concept or the
absence or lack of such a concept.
-affects an individual’s relationship with others because there is no clear definition of what he is
and how he relates to others.
Puberty involves the physical changes that happen during the adolescent stage. During puberty, the
adolescent body matures sexually.
Cognitive development happens during adolescence when adolescence as the brain continues to grow and
develop. New cognitive skills develop such as reasoning, abstract thinking, and increased intelligence.
Social development happens during adolescence when adolescents desire for more autonomy and
independence from their families; and as their friends and peers become their primary influence, taking
over the previous roles their parents had.
Idealism and experimentation are hallmarks of the adolescence stage. Beliefs and values are formed at this
stage, sometimes even questioning the existing and accepted social norms. With puberty, the
adolescent also goes into experimentation of their bodies, exploring their sexuality, as well as
substances such as alcoholic drinks or drugs, which may result in addiction or crime.
There are certain developmental tasks and skills adolescents have to learn and imbibe so that they can
prepare themselves in becoming more responsible adolescents and mature toward young adulthood. These
tasks and skills will also help adolescents in defining their career preferences while preparing them for more
meaningful and productive lives.
Self-identity or self-concept evolves from an individual’s own set of beliefs and value system, in the roles he
has identified for himself, the responsibilities be recognizes and owns, and the expectations others have
on him.
According to a study conducted by the Work-Life Center of the Massachusetts Institute of Technology, titled
Raising Teens Projects (http://hrweb.mit.edu/worklife/raising-teens). The study enumerated ten desirable
developmental tasks every adolescent in America should develop:
1. Adjust to sexually maturing bodies and feelings

2. Develop and apply abstract thinking skills
3. Develop and apply a new perspective on human relationships
4. Develop and apply new coping skills in areas such as decision-making, problem solving, and conflict
resolution
5. Identify meaningful moral standards, values, and belief systems
6. Understand and express more complex emotional experiences
7. Form friendships that are mutually close and supportive
8. Establish key aspects of identity
9. Meet the demands of increasingly mature roles and responsibilities
10. Renegotiate relationships with adults in parenting roles
Filipino authors Corpus et. al. (2010) in their book Child and Adolescent Development, identified similar
developmental tasks a Filipino adolescent needs to learn. These are:
1. Developing occupational skills

2. Self-reliance
3. Ability to manage their finances
4. Social responsibility
5. Mature work orientation
6. Personal responsibility
7. Positive attitude toward work
Additional list of developmental tasks and skills a Filipino adolescent should acquire:
1. Being courageous in standing up and being different from your friends.

2. Developing self-esteem.
3. Being true to yourself and avoiding the tendency to please others,
4. Learning how media and advertising are trying to influence your thinking and feelings.
5. Becoming aware, critical, and being involved with social issues.
6. Embracing a healthy lifestyle.
7. Developing your spirituality.

Directions: Answer the following.
1. What are the changes happen during adolescence?
2. Which of these changes are you experiencing now?

Directions: Answer the following:
1. Which developmental task and skill do you want to develop for yourself? How will you develop them?
2. Observe the patterns of thoughts and behavior of some of your peers. What do you notice about them?
What developmental tasks and skills do you think they need to learn in order for them to grow as
persons and as young adults?

Directions: Say something about the statement below:
“Be who you want to be. Be what you want to be.”
Rhona D. Benologa
Teacher
(09978344552)
sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 5: The Challenges of Middle and Late Adolescence

Activity Title: Challenges During Adolescence
1. identify ways that help one become capable and responsible adolescent prepared for adult
life;
Reference: Santos, Ricardo R. , Personal Development, Rex Bookstore, Sampaloc, Manila 2016 pp.56-72
Values: openness
I. Essential Ideas
There are special challenges faced by adolescents which result from the changes that are happening to
others.
 These challenges are also related to the crisis during the adolescence phase as theorized by Erik
Erikson concerning identity and role confusion. If this crisis is not resolved. It will continue to persist and
may continue even into adulthood.
List of common challenges normal adolescents encounter:
1. Attitudes and behavior toward sexuality and sexual relationships
Attitudes plays an important role in facing challenges

 The attitude of being responsible for one’s actions is the guiding principle toward a healthy sexuality.
 Responsibility implies dealing with one’s sexuality as part of establishing a healthy self-concept or self-
identity.
2. Academic concerns
 The role of a student is the primary role of an adolescent who is still in school.
 Being responsible is called for when dealing with academic challenges.
 Be aware that academic grades are not only indicators of learning.
Some of the important skills and values that an adolescent student learned while in school:
a. discipline i. understanding
b. openness j. cooperation and team work
c. perseverance k. respecting other people’s opinions and beliefs
d. diligence l. social interactions
e. excellence m. leadership
f. curiosity n. followership
g. analytical and critical thinking
h. memory
Memorization and comprehension – are necessary elements in obtaining knowledge
3. Group belongingness
 An adolescent wants to belong. While there is an urge to be independent and autonomous from his
family and parents; there is also an urge to seek a replacement of this support system, this time in the
form of social groupings such as school friends, memberships in organizations, and community.
 Avoiding organizations that adhere to violence and other anti-social behaviors is a responsibility of the
adolescent because he is responsible for his own welfare, his family, his family, his friends, and his
school.
 When joining informal groups or organizations be very aware of peer pressure that says, “Do this or
you cannot join the group because you are not like us”.
4. Health and nutrition
 A healthy mind and body is what every adolescent (and everybody else) should strive for.
 Avoid unhealthy food such as items laden with bad oils and fat often served in fast foods chains and
drinks that contain high amount of processed sugar.
 Long exposure to television and screen gadgets are also unhealthy
 Dieting might work for some but the long term results are not commendable because more often than
not, the person returns eventually to his bad eating habits.
 Lack of sleep and poor eating habits often result in disaster. Learn to listen to your body.
 Drink plenty of clean water and regulate intakes of rich foods, such as desserts and animal meat and
fat.
 Read books and take time to exercise.
 Embrace a sport that you enjoy playing, either by yourself or with others.
 Start a hobby to serve as an expression or outlet for your creative impulses.
 Embrace a healthy lifestyle for yourself.
5. Developing and Regaining Self-Esteem
Adolescents who are creating their self-identity should be objective and balanced when viewing
themselves. Being objective means seeing one’s self as having positive and negative characteristics.
 Grooming is also an important aspect of an adolescent’s lifestyle, which can affect his self-esteem.
 Proper grooming and self-care can help improve one’s feeling and attitude about self.
6. Roles
All human beings have roles to play in their lives.
 Roles are part of one’s identity, such as being son or daughter to your parents, being a brother or sister
to your siblings, being a student in your school, or a member of your organization.
 Although these roles seem separate and different from each other, adolescent must learn to integrate
all these roles and it should be clear that these roles are related to the tasks expected of them by
others.
7. Material Poverty
 There are many stories about school children and adolescent students who live in far-flung areas where
infrastructure is not available and of those who do not have much choice but to walk when going to
school.
 Some walk for hours, some cross rivers and streams, and others go up the hills and mountains, before
they will be able to reach their school.
8. Parents Working Abroad
 Another social phenomenon experienced by many Filipino families today linked to poverty are parents
who leaved their families to work abroad to support the needs of their families.
 In a particular study titled Migration and Filipino Children Left Behind: A Literature Review by Professor
Melanie Reyes of the Miriam College Women and Gender Institute, Professor Garcia said that “several
studies showed how migration of parents is indeed heart-breaking for children, making them long for
parental care, get confused over gender roles, be vulnerable to abuse, and even develop consumerist
attitudes”.
9. Career choice
 The adolescent who is creating identity for himself is faced with an urgent need to identify what course
to take in college and establish a career path for the future.
 Many private schools provide career counseling and guidance which involves testing and interviews,
the adolescent can be more proactive in accessing many resource materials found in the internet to
help him identify his capabilities and skills and the wide choices of work that he can take.
(http://www.futureyou.ph/) is a career exploration portal called futureyou.ph is now locally available by the
Philippine Business for Education (PBEd)
- It offers information on jobs that are in demand and what courses or
programs can lead to these jobs.
-
 When finding the right career, adolescents need to know their interests are, what things they find
exciting and challenging, and what their skills are. It has often been said that in pursuing a career, look
at what you love to do and are passionate about, and the money will just follow.
But here is a word of caution: be ready to make sacrifices before you can attain the kind
of wealth and fane that may come in doing what you love to do.
10. Relationships
Maintaining healthy relationships require a certain level of maturity. An adolescent who is still in the
process of acquiring maturity may often find maintaining relationships challenging.
11. Values and Beliefs
Ask a typical adolescent what he believes in o what he upholds, and often you get a shrug of the
shoulders as a reply.
 The adolescent is still developing his cognitive skill that he can use in thinking of abstract concepts and
asking critical questions.
12. Other challenges

 There are many other challenges facing adolescents, and some may not even be aware that they are
experiencing them, like depression. There are telltale signs of depression an adolescent should be
aware of.
 If you suspect that you are experiencing depression, talk to your parents, guardian, or school guidance
counselor.
 Be open about it. Experiencing depression is nothing to be ashamed of. It happens even to the best of
us.
Expectations are tied to one’s roles and responsibilities. People’s expectations of you are clarified and
can become manageable if your roles and responsibilities are well defined.
THE THREE FILIPINO ADOLESCENTS, THREE HEROES
Gregorio del Pilar

• Gregorio Hilario del Pilar y Sempio (November 14, 1875 – December 2, 1899) was one of the
youngest generals in the Philippine Revolutionary Forces during the Philippine Revolution and the
Philippine–American War. He is most known for his successful assault on the Spanish barracks of
Cazadores in the municipality of Paombong, his victory on the first phase Battle of Quingua and his last
stand at the Battle of Tirad Pass. during the Philippine-American war. Because of his youth, he became
known as the "Boy General"
Edgar Jopson
• Edgardo Gil Jopson, or more popularly known as Edjop Jopson (September 1, 1948 - September 20,
1982), was a labor rights activist and active member of the Communist Party of the Philippines (CPP)
during the reign of former President Ferdinand E. Marcos. Jopson studied in Ateneo de Manila High
School, and later proceeded to Ateneo de Manila University where he graduated under the
Management Engineering program, garnering Latin Honors. He was active in politics since his years in
college, even becoming the president of the National Union of Students of the Philippines (NUSP). He
later went underground with the CPP when President Marcos declared Martial Law in 1972. He was
killed during a military raid on his house in 1982.
Efren Peñaflorida
• Currently known for the “pushcart classroom” program, Efren and his friends started the Dynamic
Teen Company youth group in 1997 to promote education in the slum areas of Cavite. Graduating from
college with honors, Efren pursued with his advocacy, (taking Kesz Valdez under his wings in the
process) which eventually earned him the prestigious CNN Hero of the Year award in 2009.

1. What do you think are the challenges faced by Filipino middle and late adolescents today?
2. What will you fight for or die for? Why?

1. As Filipino adolescents, what do you perceive as your responsibilities? What do you think are the
expectations of your parents, teachers, friends, and community?
2. Identify other ways on how to deal with the 12 challenges enumerated in this chapter.
a.
b.
c.
d.
e.
“Be someone whom you’ll be proud to become”.
Rhona D. Benologa
Teacher
(09978344552)
sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 6: Coping with Stress in Middle and Late Adolescence

Activity Title: Defining Stress
1. identify causes and effects of stress in one’s life;
2. demonstrate personal ways to cope with stress and maintain mental health
Values: openness
I. Essential Ideas
Stress
- not all stress is bad
- affects everyone differently and too much STRESS can cause serious health issues
- is a part of life and needs to be managed in order to be HEALTHY and HAPPY
- is your body response to certain situations
- can help you act quickly in an emergency or help you meet a deadline
- also can affect your physical and mental health and your behavior
- is defined as the reaction of the mind and body to a stimulus that disturbs the well-being, state of
calm, or equilibrium of a person
It’s not stress that kills us, it is our reaction to it. (Hans Selye)
Psychologists have agreed that small and sporadic amounts of stress can be helpful and beneficial to
individuals, while excessive amounts of stress sustained over s lengthy period of time can be destructive to
both physical and mental health.
Several points of view about stress:

Stress as Stimulus, Response, and Relational
Aside from being a reaction (or response), stress is also a stimulus, as well as a relational condition
between persons and the situations they are in (Feist and Rosenberg 2012).
As a stimulus, stress is caused by situations that may be life threatening or life changing, such as
separation, moving into a new home, or having a new job. These situations or events are often called
stressors.
Stress as a response is the way the body reacts to challenging situations. This involves the
interactions between the hormones, glands, and nervous system where the adrenal gland drives the
production of cortisol or better known as “stress hormone”. The production of cortisol enables a person’s
body to produce the energy it needs to gear it toward action.
Another response to the body similar to the production of cortisol is the release of a substance called
norepinephrine, which triggers the body’s reaction, such as an increased heart rate, higher blood pressure,
and respiration, to prepare the body for action.
Stress as relational is when a person experiencing stress takes a step back to look at the situation
that is causing the stress, and assesses it. Stress is seen as a situation that a person interacts with. The
person can assess whether the situation is relevant or not, and if the relevance is positive or negative. If it is
positive, the person will see the stress as a challenge, can change the effect the situation, and then take the
necessary course of action to lessen the stress. If it is negative, the person will develop negative emotions,
which will aggravate the stressful situation even more.
There are certain types of stress that can benefit a person. Stress that is short and sporadic can propel
a person to necessary action. These types of stress can motivate, energize, and spur an individual into fruitful
action.
Example: speaking in front of an audience is a healthy type of stress as it pushes the speaker to
prepare and be an effective speaker.
The Mayo Clinic in the United States identified two sources of stressors as external and internal source.
External stressors are those that come outside of you like situations, people, and experiences.
Internal stressors are those coming from within you, like thoughts that you have caused you to feel
fearful, uncertainties about the future, lack of control over situations, and even your personal beliefs, which
include your own expectations.
Coping is a very important mechanism in dealing with stress
-is a way for a person to deal with stress in a healthy, acceptable manner
-is necessary to avoid psychological trauma and mental diseases. It can be a problem-
focused, by dealing with the problem and finding ways to solve it or avert further stress;
or emotion-focused, by lessening the emotional impact of stress through positive
imagery or thoughts.
Coping may also be a combination of both problem-focused and emotional-focused remedies. Here are some
examples:
1. Conduct creative imagery of the problem – look at the stressor as a relational situations where you can
assess and change the way you look at the stressful situation.
2. Seek group or social support – talk to people you know and trust, surround yourself with friends who
can offer you sincere understanding and empathy. Talk to an adult and share your thoughts and
feelings.
3. Get into relaxation activities like breathing exercise, regular physical exercise, meditation, yoga, self-
hypnosis, reading a good book, or listening to relaxing music.
4. Create a situation where you can feel more relaxed like a quiet environment or a comfortable position,
and project a passive attitude toward the stressor.
5. Learn to manage your time – analyze how much time you are spending for studying, for being online,
for texting or calling, foe watching TV, and see where you are spending more time. If you spend one
hour for studying or doing homework but you spend two hours watching TV and four hours visiting
social networking sites, then you can immediately tell that there is definitely an imbalance in your
priorities and time management. Setting your priorities id important when managing time. As a student
your priority is your studies.
6. Eat properly by selecting nutritious, healthy food. Eat regularly and avoid skipping meals.
In addition to the coping mechanisms suggested above, you may also wish to do the following:
1. Seek spiritual growth through prayer and meditation. Be mindful of the presence of the Divine in your
life, and interpret the events and people in it as part of a bigger plan not even you can comprehend for
now.
2. Have a worthwhile hobby like cross-stitching, singing, dancing, drawing, or collecting items.
3. Watch a movie with friends.
4. Have a nice, quiet walk with a member of your family after dinner.
5. If the stressor is one of your expectations, assess it and see if it is doable and realistic or not. Then
adjust the expectations to what you are capable of doing one step at a time.
6. Believe in yourself that you are strong and courageous, that you are capable of overcoming the
challenges that you are facing, and that any stressful situation will bring out the best in you and will
make you stronger.
If you have internet connection at home watch this video:
Ted Talks – Kelly McGonigal on How to Make Stress Your Friend
http://video.ted.com/talk/podcast/2013G/None/KellyMcGonigal_2013G-480.mp4

Directions: Put a check ( √ ) on the blank before the number if the statement is a cause and effect of stress and
( x) if is not.
____1.having a heavy workload or too much responsibility
____2. the death of a loved one
____3. happily married
____4. taking care of an elderly or sick family member
____5. moving to a new home
____6. blessed with three kids
____7. organizing a complicated event, like a group holiday
____8. losing your job
____9. problems with neighbors
____10. successful in taking the board exam
1. If you see someone who is stressed out and needs help, what will you do? Why?
2. List some ways on how a person can cope with stress.
a.
b.
c.
d.
e.
Nothing is permanent.
Don’t stress yourself too much because no matter how bad the
situation is…
it will change.
Performance Task: On a one sheet of short bond paper share a personal experience about a stressful situation
you were in and what kind of coping mechanism helped you manage the situation.

sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 7: The Power of the Mind: The Whole Brain Theory

Activity Title: The Whole Brain Theory
1. discuss that understanding the different parts of the brain, processes and functions may
help in improving thoughts, behavior and feelings;
2. explore ways on how to improve brain functions for personal development;
3. develop a personal plan to enhance brain functions
Values: acceptance
I. Essential Ideas
Neuroscientists and psychologists proposed several theories about the brain and its functions. Dr.
Roger Sperry expounded the “Split-Brain Theory.” He stated that the brain has two hemispheres, the left and
the right hemispheres. Sperry further proposed that the left brain hemisphere is where analytical and rational
thinking resides, while the right brain hemisphere represented the creative and synthesizing part.
Ned Herrmann theorized that the brain has four parts, after putting together Sperry’s “Split-Brain Theory” and
MacLean’s “Triune Brain Theory.”
Herrmann’s theory was that the four brain quadrants represent the dominant characteristics of a
person’s thinking.
Quadrant A learners are very much into logical thinking. They enjoy analyzing information and
understand better when presented with numbers and quantities, and they are also good at theorizing or
concluding based on facts and information that support their theories.
Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess
situations and information, and apply what they have learned into practice. They always demand for clear
instructions or directions and would rather apply what they have learned in practical situations rather than just
theories.
A and B learners are often characterized as practical, reality-based, and down-to-earth persons.
Quadrant C learners are very sociable learners who enjoy learning with a group with whom they share
ideas and projects. They are very focused and involved when trying to learn something. They also tend to
reflect on what they have understood and acquired in terms of knowledge, and most of the time use their
bodies and movement while learning.
Quadrant D learner are curios ones who enjoy discovering, experimenting, and exploring activities.
They are strong thinkers when it comes to conceptualizing and putting all the seemingly unrelated parts and
connecting these parts together, synthesizing, and in creating new ideas and concepts.
C and D learners are often characterized as fun, flexible, and open-minded persons.
QUADRANT KEYWORDS PREFERRED RESPONSE VULNERABILITIES TYPICAL

ACTIVITIES WELL TO OCCUPATIONS
A Logical, Collecting Technical or Too focused, may CEO of

factual, data, listening financial miss synergistic technical
Analytical critical, to information, opportunities, organizations,
Thinking technical, informational theories, charts favors individual stock market
quantitative, lectures, and graphs, vs. group work, broker, chemist,
abstract, reading formal tends to place facts computer
impersonal textbooks, approach, data over people, programmer,
judging ideas heavy content problems with finance
based on delegating manager
facts, criteria,
and logical
reasoning
B Conservative, Following Agendas, goals Reluctant to Technical

structured, directions, and objectives, changes, tends to manager,
Sequential organized, repetitive simple graphs miss the big operations
Thinking detailed, detailed and picture, does not manager,
planned homework presentations, appreciate bookkeeper, drill
problems, time stickler for time, innovative ideas, sergeant,
management step-by-step avoids dynamic supervisory
and procedures situations nurse,
schedules, before construction
planning and concluding engineer
organizing
C Emotional, Listening to Creative and Dislike for routine Marketing sales,

spiritual, and sharing free flowing and structure real estate,
Interpersonal feeling, ideas, looking activities, activities, tendency elementary
Thinking sensory, for personal experiential to be impulsive and school teacher,
kinesthetic meaning, activities like emotional, often social worker,
sensory input, music and art, misses out on counselor,
teamwork, people-centered details secretary
win-win activities and
situations discussions
D Visual, Looking at the Fun activities, Can be impractical, Artist,

holistic, big picture, humor, future tend to overlook entertainer,
Imaginative intuitive, taking oriented details, may tend to musician,
Thinking innovative, initiative, activities, procrastinate entrepreneur,
conceptual simulations experimentation, especially if they strategic
(“what if” thought do not like what planner,
questions), provoking and they are doing like creative writer,
visual aids, challenging repetitive tasks, film director
appreciate situations, difficulty in
beauty of a visuals prioritizing
problem,
brainstorming,
visionary
References:
R. J. Morris (2006) Left Brain, Right Brain, Whole Brain? An examination into a theory of brain
lateralization, learning styles and the implications for education. PGCE Thesis, Cornwall College St. Austell,
http://singsurf.org/brain/rightbrain.html
Dr. Joan Cassidy, Whole Brain Presentation – A Brief Introduction to Whole Brain Learning and
Teaching, www.drjoancassidy.com
Simple Test for Dominant Learning Style to find out which quadrant your dominant traits are found.
Quadrant A Learner Quadrant D Learner
analyzes data vivid imagination

down-to-earth explores
critical curious
logical thinker experiments
understands money flexible
works with numbers conceptualizes
uses visual to learn
risk-taker
Quadrant B Learner Quadrant C Learner
get things done tactile

submits on time sensitive
creates procedures emotional
plans and organizes sociable
neat and organized expressive
reliable in getting things shares knowledge
done uses physical movement
Mind Maps
A Powerful Approach to Note-Taking
(Also known as Mind Mapping, Concept Mapping, Spray Diagrams, and Spider Diagrams)
Mind Mapping is a useful technique that supports learning, improves information recording, shows how
different facts and ideas are related, and enhances creative problem solving.
Mind Maps are useful for:
 Brainstorming – individually, and as a group.

 Summarizing information.
 Taking notes.
 Consolidating information from different sources.
 Thinking through complex problems.
 Presenting information clearly.
 Studying and memorizing information.
Mind Maps are also good for refreshing information in your mind. When you commit the shape and structure of
a Mind Map to memory, you can often get the cues you need to remember the information it contains just by
glancing quickly at the Map. Studies have shown that this makes them highly valuable when you're learning a
language
According to Dictionary.com.
“A mind map is a diagram used to represent ideas and information branching from a central key
word or idea and used as an aid in study, organization, problem solving, decision-making, and writing.
Mind maps are useful visual tools that help in linking together concepts and information in such a way
that the interconnection and interrelation of these are clearly laid out and easily accessible to help in problem
solving and for reference and review. (MindTools.com)
Minds maps are useful during brainstorming sessions, making decisions, organizing information,
simplifying complex ideas, note-taking, and even for personal use.
According to the website www.mindmapping.com there are five essential characteristics of mind
mapping:
1. The center image represents the main idea, subjects, or focus.
2. The main branches radiate from the central image.
3. The branches comprise a key image or word drawn or printed on its line.
4. Twigs represent the lesser topics.
5. The branches form a connected nodal structure.
MindTools.com proposes the following steps in creating basic mind maps:
Step 1. Write the title of the subject or project that you are exploring in the center of a page and draw a circle
around it.
Step 2. Draw lines out of the center circle to label major subject matters about making presentations like:
Audience, Topic, Visual Aids, Location, and Delivery..
Step 3. Draw additional lines that will connect to the lines for major topics. For example, under Audience, you
would like to describe and list some background information about them such as their demographic,
expectations, knowledge levels, concerns, and benefits required.
Step 4. Repeat the process for the next level of facts, tasks and ideas. Draw lines out from the appropriate
headings and label them..
Examples of Mind Map
If you have internet connection at home, you may watch the video on how to make a mind map at :
https://www.com/watch?v=wDOYaRu8EsE
Using Mind Maps Effectively
 Use Single Words or Simple Phrase – Keep things simple. In Mind Maps, single strong words and
short, meaningful phrases can convey the same meaning more potently. Excess words just clutter a Mind
Map.
 Print Words – They will be easier to read than joined-up or indistinct writing.
 Use Color to Separate Different Ideas – Color can help to show the organization of the subject. It can
also make your Mind Map a more appealing document, and help you to visualize the different sections of
your Mind Map for future recall.
 Use Symbols and Images – Pictures can help you to remember information more effectively than
words, so use symbols or pictures that mean something to you, use it. (You can use photo libraries
like iStock to source images inexpensively.)
 Using Cross-Linkages – Information in one part of a Mind Map may relate to another part, so draw
lines to show these cross-linkages. This will help you to see how one part of the subject affects another.
Directions: True or False: Write TRUE if the statement is correct and FALSE if is not.
_____1. Quadrant A learners are very much into logical thinking.

_____2. C and B learners are often characterized as practical, reality-based, and down-to-earth persons.
_____3. Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess
situations and information, and apply what they have learned into practice.
_____4. Quadrant C learners are curios ones who enjoy discovering, experimenting, and exploring activities.
_____5. Quadrant D learners are very sociable learners who enjoy learning with a group with whom they share
ideas and projects.
_____6. C and D learners are often characterized as fun, flexible, and open-minded persons.
_____7. Mind Mapping is a useful technique that supports learning, improves information recording, shows
how different facts and ideas are related, and enhances creative problem solving.
_____8. Mind Maps are also good for searching information in your mind.
_____9. A mind map is a diagram used to represent ideas and information branching from a central key word
or idea and used as an aid in study, organization, problem solving, decision-making, and writing.
_____10. Minds maps are useful during brainstorming sessions, making decisions, organizing information,
simplifying complex ideas, note-taking, and even for personal use
1. How does whole brain theory affect the learning process of a person?
Directions: Say something about the statement of Deepak Chopra, an Indian-American author.
One should prioritize developing the mind rather than the brain.
Performance Task:
Directions: Create your own mind map using your favorite weekend activities as the main topic.
(1 short bond paper)
sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 1: Mental Health and Well-being in Middle and late Adolescence

Activity Title: Concepts of Mental Health and Well-Being
1. discuss understanding of mental health and psychological well-being to identify ways to
cope stress during adolescence;
Values: openness
I. Essential Ideas
According to The US National Institutes of Health, “mental health includes our emotional, psychological,
and social well-being. It affects how we think, feel, and act as we cope with life. It also helps determine how we
handle stress, relate to others, and make choices. Mental health is important at every stage of life, from
childhood and adolescence through adulthood”. (http://www.nlm.nih.gov/medline plus/mentalheath.html)
The 1999 US Surgeon General’s Report on Mental Health defined mental health as “successful
performance of mental function, resulting in productive activities, fulfilling relationships with other people, and
the ability to change and to cope with adversity” (Knopf, Park, and Muyle 2008)
The World Health Organization’s (WHO) World Health Report released in 2001 stated that “mental
health is defined differently by different experts from different cultures. Concepts of mental health include the
following:
1. subjective well-being;
2. perceived self-efficacy;
3. autonomy;
4. competence;
5. intergenerational dependence and
6. self-actualization of one’s intellectual and emotional potential, among others”.
Subjective Well-being
- maybe defined as one’s personal thoughts and feelings about one’s overall state of being.
- mental health denotes positive and healthy interpretations of a person’s self-concept, and how a
person feels about himself
- good mental health is tied to the individual’s self-concept and emotions about him
-. a person with a healthy self-concept or self-identity exudes charm and confidence, is usually
sociable, productive, and can maintain healthy relationships.
 A positive warm regard for oneself serves as a foundation of mental health.

 A negative self-concept will have a negative effect on one’s mental health and well- being.
These types of thinking, feelings, and behavior can trigger mental disorders if not properly addressed
immediately.
Perceived Self- Efficacy

- is one’s perception of one’s value and worth, effectiveness, and ability in performing a task or activity.
- mental health and well-being is also anchored on one’s self worth and value or self-esteem.
- a person with a low self-esteem may exhibit types of behavior that are self-destructive or self-
sabotaging.
- this thought then produces emotions such as anger or hopelessness, pushing the addiction, sexual
promiscuity, social isolation, extreme emotional swings, unhealthy dependency on others, and
mental disorders.
- a person with a healthy self-concept will move toward self-fulfillment, and self- actualization, have
healthy relationships, and live happier and fulfilling lives.
Autonomy
- deals with one’s capacity to separate one’s identity from other significant persons like parents, lovers,
and special friends.
- it is the capacity for self-direction and having a clearly defined role identity.
- lack of autonomy, on the other hand, can lead to co-dependence among those who cannot define
themselves as separate entities from people they depend on either emotionally, physically, socially,
spiritually, or even financially.
- this can lead to relational conflicts as some people stay away from overly dependent or “clingy”, needy
individuals.
Competence
- is related to self-esteem and self-identity.
- it is the perception of one’s capacity to effectively perform a function or activity using specifics skills
and knowledge, and achieving the desired results at a given time.
- responsibility is a major underlying factor for competence.
- an individual who is competent will always assume full responsibility for the actions and results of his
behavior.
- it also produces trust among other people. The ability to accept changes and being resilient is also
part of being competent.
Intergenerational Independence
- refers to the relationships between individuals who belong to different generations but may be living
separately as independent, autonomous persons during a specific period of time.
- empty nest phenomena – “When the children have all grown up, are pursuing their own dreams, and
Are forming their own “nests” their parents, who may already be retired then, are usually left at home.”
- taking care of our parents and grandparents vs. sending old parents to retirement homes
- todays technology has helped intergenerational independence thrive as it closes the gap of time and
space so that even physically separated family members can still be in touch easily.
Self-Actualization of One’s Intellectual and Emotional Potential

- Maslow’s pyramid of human hierarchy of needs places self-actualization at the peak.
- the fulfillment of these needs does not have to be in sequence or progression.
- self-actualization is about fulfilling one’s perceived potentials, becoming the person that one has
always aspired for.
- self-actualized individuals: they have acceptance of their reality, and have compassion to help solve
problems of other people and the society in general. They are spontaneous with their thoughts and
behavior, and are open to change. They have a strong need for privacy and solitude as they continue
to strive in fulfilling their potentials. They are highly appreciative of events and people and maintain
their awe and wonder if the things around them.
- Individuals who are self-actualizing nurture good mental health and well- being.
Another example of mental health and well-being model we can look onto is the one developed in 1991
by Witmer and Sweeney (http://wellness-research.org/wellness/docs/wheel.html)
The model includes what is referred to as the five life tasks:

1. essence or spirituality
2. work and leisure
3. friendship
4. love
5. self-direction
Related to these five tasks are twelve sub-tasks as major components of wellness or well-being that
comprise the Wheel of Wellness espoused by Myers, Witmer, and Sweeny in 2020.
These are:
1. sense of worth
2. sense of control
3. realistic beliefs
4. emotional awareness and coping
5. problem solving and creativity
6. sense of humor
7. nutrition
8. physical exercise
9. self-care
10. stress management
11. gender identity
12. cultural identity (Note: This may or may not apply to every Filipino, but we do have
cultural and regional differences that need to be understood and accepted)
Maintaining good mental health and well-being requires resiliency and adaptability, two important skills
that need to be developed in every person particularly the adolescent.
1. Resiliency – is the capacity to establish and maintain one’s balance and well-being in the face
of adversity.
2. Adaptability – is the capacity to adjust to changes necessary for one’s survival and balance
.
HEALTHY SELF-CONCEPT AT THE CORE OF MENTAL HEALTH & WELL-BEING
- Having a positive regard for oneself means looking at oneself as someone who is worth loving and worth
caring for, regardless of physical flaws, and defects, regardless of what other people perceive him to be and
in spite of the thoughts, feelings, and behavior one experiences.
- It is about understanding, and accepting one’s personality, uniqueness, and individuality.
- Having a positive warm regard for oneself is also about seeing one’s strengths, challenges and successes, as
well as the stumbling blocks that come along the way in one’s search for meaning and happiness.
- Having a wonderful self-concept is about having a spirituality that provides philosophical and existential
meaning to one’s life and about one’s relationship with his perceived Supreme Being.
- Embracing meaningful universal human values that define who you are, and how these values form your set
of healthy attitudes about other people, situations, and things.
Good Physical Health is Good for Mental Health

- Poor mental health plays a significant role in diminished immune functioning, and the development of
certain illnesses, and eventually premature death.
- Sleep and nutrition.
Healthy Self-Concept + Healthy Mind and Body = Good Mental Health and Well Being
- When all of these elements are in balance, then general well-being is experienced.
- Well-being is a state of wellness where every aspect of a person is in balance.
- Developing one’s good mental health and well-being is very important to the adolescent because this
serves as a strong foundation toward a happy and healthy adulthood.
CHALLENGES TO MENTAL HEALTH & WELL-BEING
Mental health problem – is a short term and temporary change in a person’s thoughts, feelings, or behavior
that upsets one’s well- being, interpersonal relationships, and productivity.
Mental illness – refers to diagnosable mental disorders characterized by changes in one’s thinking, feeling
and behavior as well as in one’s relationships and productivity. There is usually distress or
impaired functioning during mental illness (Knopf, Park and Muyle 2008)
WHO possible mental health challenges faced by adolescents worldwide:
1. conduct or behavior disorders

2. anxiety
3. depression
4. eating disorders
5. risks behaviors including that relates to sexual behavior
6. substance abuse
7. violent behavior
SUPPORT FOR MENTAL HEALTH AND WELL-BEING
- It is very important for an adolescent who may be facing serious difficulties at home or in school to have a
reliable adult to talk to.
- The home is an ideal place for solace and comfort. Parents and siblings can offer guidance as well as love,
and care to adolescent who may need it.
- Schools also provide such services through the Guidance Counselor. Peer group can also provide the
support needed by an adolescent in distress.
FIVE POPULAR STEPS TO IMPROVE MENTAL HEALTH & WELL-BEING
1. Connect – with the people around you: your family, friends, classmates, schoolmates, and neighbors.
Spend time developing these relationships.
2. Be Active – physical activity generates a positive sense of wellness. Engage in some sports or
physical activity like playing basketball, badminton, bowling, biking, or swimming. Take a
walk if you do not have enough time for some sports. It is important to find an activity you
can enjoy and integrate in your daily life.
3. Keep Learning – learning new skills or obtaining new knowledge can give you a sense of achievement
and a new confidence. Some recommend doing something new every day. It can be a short
program in cooking or baking, joining an acting or writing workshop, learning to play a
musical instrument, or fixing a car problem.
4. Give to Others - giving to others is not limited to money or other material things. A smile or a warm and
sincere greeting or thank you can brighten up the day for both the giver and receiver. Social
involvement such as volunteering during disasters or helping out in your communities is also
good for developing mental health.
5. Take Notice – be in the here and now, be in the present moment, be aware of what is happening
around you, your own thoughts and feelings, and the physical sensations that you
experience. This awareness is also referred to as “mindfulness”, and being mindful can
positively change the way you feel about life and how you approach challenges.
(http://www.nhs.uk/Conditions/stress-anxiety-depression/Pages/improve-mental-wellbeing.aspx)

Directions: True or False: Write TRUE if the statement is correct and FALSE if is not.
_____1. Mental health is defined differently by different experts from different cultures.
_____2..Mental health is important at every stage of life, from childhood and adolescence through adulthood.
_____3. Competence is related to low self-esteem and self-identity.
_____4. Self-efficacy is one’s perception one’s value and worth, effectiveness, and ability in performing a task
or activity.
_____5. A person with healthy self-concept or self-identity exudes charm and confidence.
_____6..Self-efficacy deals with one’s capacity to separate one’s identity.
_____7. Autonomy is the capacity for self-direction and having a clearly defined role identity.
_____8..Responsibilty is a major underlying factor for competence.
_____9. Intergenerational independence refers to the relationships between individuals who belong to different
generations but may be living separately as independent, autonomous persons during a specific
period of time.
_____10..It is very important for an adolescent who may be facing serious difficulties at home or in school to
have a reliable adult to talk to.

1. How does a healthy self-concept or self-identity influence or affect one’s mental health?
2. List some ways to cope with stress and maintain mental health
a.
b.
c.
d.
e.
Directions: Say something about the statement below.
.
Be careful of how you think; your life is shaped by your thoughts..
Proverbs 4: 23
Rhona D. Benologa
09978344552

sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 2: Emotional Intelligence

Activity Title: The Neurological Basis of Emotions
Values:
I. Essential Ideas

sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 3 : Personal Relationships

Activity Title : Personal Relationships
Values: acceptance
I. Essential Ideas
Relationships are necessary for our survival as species and as an individual

- define our own humanity, because through our interaction with others, we learn about human behavior
and emotions, and how to communicate with each other
Researchers have found that relationships are essential to one’s happiness (Berscheid 1985:
Berscheid and Reis 1998; Larsen, Ommundsen, and van der Veer).
Merriam-Webster Online Dictionary defines relationship as “the way in which two or more people,
groups, countries, etc., talk to, behave toward, and deal with each other”. The definition is extended to include
“the way in which two or more people or things are connected”.
Personal relationship this type of relationship which is closely associated with a person and which can only
have meaning to this person. Privacy and intimacy are two characteristics that define personal
relationship
- also involves a degree of commitment to another person or persons
Our attachment to our parents can predict the kind of relationships we will have in the future.
There are three attachment styles as defined by Ainsworth, Blekar, Waters, and Wall (1978), these are:
1.) Secure attachment – is when the primary caregiver is most of the time present and available and
when all the emotional needs of an infant are met, providing a sense of
security to the infant.
2.) Avoidant attachment – is when the primary caregiver is cold and detached, and even
unresponsive to a child’s needs. The child senses rejection and this often
leads to premature detachment and self-reliance
3.) Anxious-ambivalent attachment – when the primary caregiver is not consistent in terms of
presence and in meeting a child’s emotional needs.
3 Stages of falling in Love according to according to Fisher
1. Lust
2. Attraction
3. Attachment
Several Theories of attraction and liking according to Rozenberg
1. Transference Effect
2. Propinquity Effect
3. Similarity
4. Reciprocity
5. Physical Attractiveness
6. Personality Characteristics and Traits
LOVE - is a feeling of deep affection, passion, or strong liking for a person or thing
America Heritage Dictionary define love as:
 a strong feeling of affection and concern toward another person, as that arising from kinship or close
friendship;
 a strong feeling of affection and concern for another person accompanied by sexual attraction;
 a feeling of devotion or adoration toward God or a god;
 a feeling of kindness or concern by God or a god toward humans; and
 sexual desire or activity: the pleasure of love; a night of love
3 Components of love according to Robert Sternberg’s Triangular Theory of Love
1. Passion
Passion can be associated with either physical arousal or emotional stimulation. Passion is defined in
three ways:
A strong feeling of enthusiasm or excitement for something or about doing something
A strong feeling (such as anger) that causes people to act in a dangerous way
Strong sexual or romantic feeling for someone
2. Intimacy
Intimacy is described as the feelings of closeness and attachment to one another. This tends to
strengthen the tight bond that is shared between those two individuals. Additionally, having a sense of
intimacy helps create the feeling of being at ease with one another, in the sense that the two parties are
mutual in their feelings.
Intimacy is primarily defined as something of a personal or private nature; familiarity.
3. Commitment
Unlike the other two blocks, commitment involves a conscious decision to stick with one another. The
decision to remain committed is mainly determined by the level of satisfaction that a partner derives from
the relationship. There are three ways to define commitment:
A promise to do or give something.
A promise to be loyal to someone or something.
The attitude of someone who works very hard to do or support something.
"The amount of love one experiences depends on the absolute strength of these three components, and the
type of love one experiences depends on their strengths relative to each other. Different stages and types of
love can be explained as different combinations of these three elements; for example, the relative emphasis of
each component changes over time as an adult romantic relationship develops. A relationship based on a
single element is less likely to survive than one based on two or three elements.
Forms of Love
Combinations of intimacy, passion, commitment
Intimacy Passion Commitment
Non-love
Liking/friendship x
Infatuated love x
Empty love x
Romantic love x x
Companionate love x x
Fatuous love x x
Consummate love x x x
The shape of the triangle functions to represent the "style" of love, which may vary over the course of the
relationship:
Non love - The absence of any of the three types of love. No connection. Indifferent to relationship
Liking/friendship - This type of love is intimacy without passion or commitment. This includes friendships and
acquaintances.
Infatuated love - Infatuated love is passion without intimacy or commitment. This is considered "puppy love"
or relationships that have not become serious yet. Romantic relationships often start out as
infatuated love and become romantic love as intimacy develops over time. Without
developing intimacy or commitment, infatuated love may disappear suddenly.
Empty love - Is characterized by commitment without intimacy or passion. A stronger love may deteriorate into
empty love. In an arranged marriage, the spouses' relationship may begin as empty love and
develop into another form, indicating "how empty love need not be the terminal state of a long-
term relationship...[but] the beginning rather than the end".
Romantic love - This love is passionate and intimate but has no commitment. This could be considered a
romantic affair or could be a one-night stand.
Companionate love- Is an intimate, non-passionate type of love that is stronger than friendship because of
the element of long-term commitment. "This type of love is observed in long-term
marriages where passion is no longer present" but where a deep affection and
commitment remain. The love ideally shared between family members is a form of
companionate love, as is the love between close friends who have a platonic but strong
friendship.
Fatuous love - can be exemplified by a whirlwind courtship and marriage—it has points of passion and
commitment but no intimacy. An example of this is "love at first sight”.
Consummate love - Is the complete form of love, representing an ideal relationship which people strive
towards. Of the seven varieties of love, consummate love is theorized to be that love
associated with the "perfect couple". According to Sternberg, these couples will continue
to have great sex fifteen years or more into the relationship, they cannot imagine
themselves happier over the long term with anyone else, they overcome their few
difficulties gracefully, and each delight in the relationship with one other.

sta_azds@yahoo.com
Senior High School
S.Y. 2020-2021
Name:_______________________________________ Date:______________________ Score:___________
Lesson 4: Social Relationship in Middle and Late Adolescence

Activity Title : Social Relationship
Values:
I. Essential Ideas
Social relationship is a broad definition of how we interact and behave with other people, and how
they interact and behave with us. In social relationships, we learn to cooperate with others in achieving a
common objective. What differentiate personal relationship with social relationship is the degree of intimacy
and vulnerability we offer to other people. The more intimate and vulnerable we are with another, the more
personal our relationship is with this person.
Social influences are things that change people’s behavior, belief, and attitude as a result of an action of
another person or group. There are several varieties of social influence:
a. Compliance is when a person seems to agree and follows what is required or required of him or her to
do or believe in, but does not necessarily have to really believe or agree to it.
b. Identification is when a person is influenced by someone he or she likes or looks up to, like a movie
star, a social celebrity, or a superhero.
c. Internalization is when a person is able to own a certain belief or act, and is willing to make it known
publicly and privately.
d. Conformity is a type of social influence that involves a change in behavior, belief, or thinking to be like
others to obtain their friendship and acceptance.
e. Conversion occurs when an individual wholeheartedly changes his or her original thinking and beliefs,
actions, and attitudes to align with and accept those of the other members of a group.
f. Minority influence happens when a bigger number of people are influenced by a much smaller number
of people to accept the minority’s way of looking at and doing things.
g. Reactance is a reverse reaction to some social influence that is being imposed by a person or a group
on another to accept a certain belief, behavior, or attitude.
h. Obedience is another form of social influence that involves someone in a position of authority.
i. Persuasion is used by one person or group to influence others to change their beliefs, actions, or
attitudes by appealing to reason or emotion.
Several Leadership Theories
a. Trait Theory states that there are certain personality traits inherent in and suited for all leaders such as
decisiveness, persistence, high level of self-confidence and assertiveness, among others.
b. Behavioral Theory presupposes that leadership is learned behavior, and that leaders are defined
according to certain types of behavior they exhibit.
c. Participative Theory is the opposite of an autocratic leader; a participative leader involves other
people in making common decisions.
d. Situational Theory assumes that there is no one style of leadership and that leadership behavior is
based on the factors present in the situation, and usually takes into consideration how followers
behave.
e. Transactional Theory states that leadership involves a transaction or negotiation of resources or
positions, and usually employs reward and punishment.
f. Transformational Theory involves a vision in which a leader uses to rally support from followers, and
the role of the leader is in motivating others to support the vision and make it happen
Authentic Leadership has three characteristics or actions:
I. Leadership is situational. This means that a leader’s behavior influenced by the situation.
II. Leadership is non-hierarchical. The exercise of leadership is not based on one’s position in an
organizational chart alone but also dependent on other factors such as characteristics, skills, and
even connections.
III. Leadership is relational. Leaders have followers, and both establish a relationship where their
interests are mutually met.
An authentic leader has the following critical elements present:

I. They walk their talk. They are consistent in what they say and what they do, practicing what they
are preaching.
II. They adjust to situations and display adaptability and flexibility but are consistent with their values
and real selves even when they take on different roles during different situations.
III. They have a high level of comfort being themselves, even if they come from backgrounds that are
different from the people or situations they deal with.
Heroic Leadership is based on four principles:
I. Self-awareness
II. Ingenuity
III. Love
IV. Heroism
Leader-Member Exchange (LMX) Theory states that leader’s effectiveness is measured by the quality of
their relationship with their followers, and that different types of relationships can evolve between leader
and follower in a certain work situation.
According to Rob Goffee and Gareth Jones, there are four elements followers want from a leader:
 Authenticity – the leader is not afraid to show his or her weakness, reveals his human side without
fear, and uses these together with his strengths to lead others;
 Significance – a leader provides the reason or meaning for followers to believe in;
 Excitement – a leader provides motivation and inspiration to his or her followers and excites them to
pursue their vision; and
 Community – a leader builds a community of followers with whom they can associate and forge
relationships.
Other types of leaders are:
a. The “Why” type of leader is usually the visionary, the one who believes results can be achieved;
b. The “How” type of leader is the realist who is able to see how to work out a vision; and
c. The “What” type of leader is the builder who provides the details on how to get things done.

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DIOCESAN SCHOOLS OF PAGADIAN

SANTA TERESITA ACADEMY , INC.

STUDENTS’ LEARNING ACTIVITY IN GRADE 11 PERSONAL DEVELOPMENT

Name:_______________________________________ Date:______________________ Score:___________

Human Development and Personal Development

3 Factors influencing Human Development

The word “personal” is defined as:

Example: This is my personal opinion.

The word “personality” on the hand, is defined as:

Example: He has a very pleasant personality.

Two proponents of Humanistic Psychology

1. Abraham Maslow – theorized the five stages of human development based on a

 Early adolescence – between 10 and 13 years of age

II. Learning Experiences

III. Mastery Exercise

IV. Lifelong Learning

“Knowing yourself is the beginning of all wisdom.”

STUDENTS’ LEARNING ACTIVITY IN GRADE 11 PERSONAL DEVELOPMENT

Name:_______________________________________ Date:______________________ Score:___________

Lesson 2: Knowing Oneself

 Openness to experience – curiosity, interest, imagination, and creativity to new ideas

The Myers-Briggs Type Indicator

- We are introverting when we:

The Perceiving preference wants things to be flexible and spontaneous.

II. Learning Experiences

____1. Talk to other people

IV. Mastery Exercise

“Knowing yourself is the beginning of all wisdom.”

DIOCESAN SCHOOLS OF PAGADIAN

STUDENTS’ LEARNING ACTIVITY IN GRADE 11 PERSONAL DEVELOPMENT

Name:_______________________________________ Date:______________________ Score:___________

Lesson 3: Developing the Whole Person

 To understand people better is to see them in their totality.

Five aspects of a whole person:

a. Physiological or the physical attributes including the five physical senses

b. Cognitive or the intellectual functions of the mind: thinking, recognizing, reasoning,

Importance of social development

Feeling and Emotions

Feelings – are result from the emotions that were expected

Behavior – is a manifestation or acting out of the attitudes an individual has

1. Self-Direction – independent thought and action–choosing, creating, exploring

II. Learning Experiences

IV. Lifelong Learning

STUDENTS’ LEARNING ACTIVITY IN GRADE 11 PERSONAL DEVELOPMENT

Name:_______________________________________ Date:______________________ Score:___________

Lesson 4: Development Stages in Middle and Late Adolescence

Erik Erikson’s Eight Stages of Personality Development

1. Adjust to sexually maturing bodies and feelings

1. Developing occupational skills

1. Being courageous in standing up and being different from your friends.

II. Learning Experiences

1. What are the changes happen during adolescence?

2. Which of these changes are you experiencing now?

III. Mastery Exercise

IV. Lifelong Learning

“Be who you want to be. Be what you want to be.”

STUDENTS’ LEARNING ACTIVITY IN GRADE 11 PERSONAL DEVELOPMENT

Name:_______________________________________ Date:______________________ Score:___________

Lesson 5: The Challenges of Middle and Late Adolescence

List of common challenges normal adolescents encounter:

1. Attitudes and behavior toward sexuality and sexual relationships

Attitudes plays an important role in facing challenges

Memorization and comprehension – are necessary elements in obtaining knowledge

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