SHS

Personal
Development
Quarter 1 – Module 3:
Evaluating Thoughts, Feelings, and
Actions
Personal Development
Quarter 1 – Module 3: Evaluating Thoughts, Feelings, and Actions

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the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
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effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: Rex Jobert D. Llaneta

Editors: Frankie T. Turalde, Randy P. Bacares, Gloria E. Fontelar
Reviewers: Shiela C. Bulawan
Illustrator:
Layout Artist: Jogene Alilly C. San Juan, Antonio L. Morada
 INTRODUCTION

Every day you wake up and try to be the best version of yourself by means of constantly
improving and taking care of our mind, body, and spiritual self. These three major aspects of
yourself allow you to understand your thoughts, feelings, and actions.

In this module, you will learn that your holistic development is very important in
sustaining a happy and healthy life and that you must see it as a lifelong project that you must
undertake.

OBJECTIVE

At the end of this module, you should be able to evaluate your own thoughts, feelings,
and behaviors.

VOCABULARY LIST

As you journey in this module, bring with you these important terminologies for your
better understanding and grasp of the lesson;

Self-concept – the idea or mental image one has of oneself and one’s strengths, weakness,
status, etc.; self-image.

Thought – the idea, plan, opinion, picture, etc., that is formed in your mind.
– covert symbolic responses to stimuli that are either intrinsic (arising from within)
or extrinsic (arising from the environment). Thought, or thinking, is considered to
mediate between inner activity and external stimuli.

Feeling – a physical or emotional experience or awareness

– in psychology, it is the perception of events in the body, closely related to emotion

Action – an act that one consciously wills and that may be characterized by physical or
mental activity.

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 PRE-TEST

Directions: Read each statement below carefully. Draw a happy face ☺ on the line if you
think a statement is True. Draw a sad face  if you think the statement is untruthful. Write
your responses in your journal.

_______ 1. If I look deeper on the different aspects of myself, I can identify specific areas for
self-regulation, stability and improvement.

_______ 2. Playing songs or writing in a journal help adolescents and teens in identifying their
thoughts and feelings.

_______ 3. I should always believe in everything I think, feel, or see to have a reasonable
action or behavior.

_______ 4. It is important to identify and change unhelpful thinking patterns to avoid negative
emotions and inappropriate behaviors.

_______ 5. The intensity of the emotion that a person has and the situation he is in affect his
ability to think.

THIS IS ME AND EVERY BITS OF ME MATTER

The realization of your full potential as a human being relies on how well you know
yourself; from your strengths and limitations, to the things that you like and hate. Get to know
yourself more in the activity below.

ACTIVITY 1
Directions: In your journal notebook, copy the Aspects of Development Chart from the next
page. Write at least five (5) descriptions of the different aspects of yourself as follows:

1. Physical Self: Describe yourself. Try not to censor any thoughts which come to your
mind. Include descriptions of your height, weight, facial appearance, and quality of
skin, hair and descriptions of body areas such as your neck, chest, waist, legs.

2. Intellectual Self: Include here an assessment of how well you reason and solve
problems, your capacity to learn and create, your general amount of knowledge, your
specific areas of knowledge, wisdom you have acquired, and insights you have.

3. Emotional Self: Write as many words or phrase about typical feelings you have,
feelings you seldom have, feelings you try to avoid, feelings you especially enjoy,
feelings from your past and present, and feelings which are associated with each other.

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 4. Sensual Self: Write how you feel as a sensual person. What sense do you use
most – sight, hearing, speaking, smelling, touching? How do you feel about the
different ways you take in information - through the eyes, ears, mouth, nose, and skin?
In what ways do you let information in and out of your body?

5. Interactional Self: Include descriptions of your strengths and weaknesses in intimate

relationships and relationships to friends, family, classmates and strangers in social
settings. Describe the strengths and weaknesses which your friends and family have
noticed. Describe what kind of son or daughter, brother or sister you are.

6. Nutritional Self: How do you nourish yourself? What foods do you like and dislike?
What do you like and dislike about these?

7. Contextual Self: Descriptors could be in the areas of maintenance of your living

environment: reaction to light, temperature, space, weather, colors, sound and
seasons and your impact on the environment.

8. Spiritual Self or Life Force: Write words or phrases which tell about how you feel in
this area. This could include your feelings about yourself and organized religion,
reactions about your spiritual connections to others, feelings about your spiritual
development and history, and thought about your metaphysical self. Think about your
inner peace and joy. Think about your spiritual regimen or routine.

Now, put a plus sign (+) in the descriptions that make you confident and proud of
yourself. On the other hand, write a minus sign (-) in the descriptions that make you shy or
timid.

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GUIDE QUESTIONS:

Knowing oneself is the key to having a happy life. It means that you understand well
your tolerances and limitations, your needs and aspirations, and your likes and disinclinations.
As you journey to knowing yourself more, write something about the eighth segments of your
development by answering the following questions.

1. What are the items which you consider to be weaknesses or areas for improvement?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

2. What words which are neutral or factual, such as “5 feet 4 inches tall, 120 pounds”?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

3. Do some categories have more minus than plus areas? ________.

The larger proportion of minus to plus areas you have, the more effort will be needed
to achieve positive self-esteem. If the vast majority of your minus responses are in one
or two areas, your self-esteem is likely to be good but has a few self-estimates which
need to be improved.

4. Name some ways in which you can improve the minus areas and further enhance the
positive aspects.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.

The different segments of yourself make you a whole person and you must
continuously work to further enhance your already known strengths and improve your
limitations as a person.

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 DEEPENING

Reading: ASPECTS OF THE SELF

The self-concept is represented by several aspects of the self. It is conceived as

collection of multiple, context-dependent selves. This construct believes that context activates
particular regions of self-knowledge and self-relevant feedback affects self-evaluations. A
deeper look on the different aspects of self can identify specific areas for self-regulation,
stability and improvement.

In a nutshell, an individual is composed of three basic, but very different aspects of the
self. They are the physical or tangible aspects as they relate to the body, the intellectual and
conscious aspects as they relate to the mind, and the emotional and intuitive aspects as they
relate to the spirit. All three aspects of the self work together in perfect harmony when attention
is paid to all three simultaneously.

Many individuals put a strong emphasis on the physical aspect of the self. The body is
tangible, obvious, and we respond to it easily. More time and money is spent on enhancing
the physical component than either of the other two aspects. This does not mean, however,
that the body is healthy or strong. The body provides a place to house the spirit (often
experienced as feelings) and the mind (often experienced as thought).

It may be important to some that their mind can be prominent and well educated. The
mind is important, as it is the part of the self that directs the other two aspects. The mind learns
what to do and communicates the information to the body and the feelings. What the mind
believes, the body manifests or acts on, and the emotions feel, or respond with. People store
both healthy and destructive thoughts and beliefs and responds to life's circumstances in the
most prominent manner. The mind provides access creativity and serenity which are
necessary for such processes as prayer, forgiveness, acceptance, and passion.

The human emotions are the most feared aspect of the self, as individuals are reluctant
and unprepared to manage them. Managing feelings is like trying to hold water in the palm of
your hand. They are illusive and deceptive. A decision made under emotional stress and strain
usually impacts emotions negatively. Negative emotions that are not managed are stored and
repressed. Repression is destructive to a content self since all feelings, not only negative ones
are stored away. Accessing feelings when they are needed now becomes difficult, leaving the
individual numb and hopeless.

For instance, a girl realizes that she is giving much attention on the physical aspects
and less attention on her intellectual self. In this way, she can discover how much money and
time spent maintaining her physique and its consequences in her grades. By this honest
evaluation of herself, she can plan effective actions to improve her study habits. She can start
seeking for help and for related books to read or browse articles to help her improve her study
habits.

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Reading: THE POWER TRIAD – THOUGHTS, FEELINGS, AND ACTIONS

Think about a situation when you get very angry because of someone and you forget
how you behave with people around you. Perhaps, you get negative thoughts about this
person and then, you get bad feelings about him/her which directly impacts the way you
behave in front of that person. Your thoughts, feelings, and actions are interrelated. The
connection between these three is best represented in the diagram below.

Michael Patanella, “The Cognitive Triangle,” June 6, 2018. https://medium.com/real-

life-resilience/the-cognitive-triangle-bdc4eb08a4f5

CBT (Cognitive Behavioral Therapy) emphasizes the relationship between our

thoughts, our feelings, and our behaviors. More specifically, how our thoughts change the way
that we feel, which subsequently changes the way that we act, which then influences our
thoughts. Without intervention, the process continues to repeat.

Here is how the Cognitive Triangle plays out in our day to day life:

• You wake up feeling tired, groggy, and insecure. You have a massive presentation
today and you hate having to speak in front of groups.
• Your thoughts start up: “I’m going to mess up”, “No one is going to like my
presentation”, “I can’t even talk in front of a group, how am I going to achieve
anything?”, “I’m worthless”, “I’m a loser”, “I should just stay home so I don’t make a
fool out of myself”. These thoughts often make up the internal dialogue that we have
with ourselves. How many times have you found yourself saying similar things?
• Now enter feelings. After a morning filled with internal verbal assault, you’re feeling
even worse. You feel extremely anxious about your upcoming presentation (AKA the
now impending doom). Overall, you’re feeling really bad about yourself and the last
thing you want to do is present. Let’s step back for a minute. Is it any surprise that our
thoughts so directly influence our feelings? The things that we tell ourselves matter.

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 • Here comes the behavior. After time spent grappling back and forth and
procrastinating going, you make it out the door and now you’re just starting your
presentation. As you begin, your thoughts are running rampant and you’re feeling as
anxious as ever. Even though you know your presentation subject matter very well,
you can’t seem to articulate your thoughts in the way you want to. You barely scrape
through your presentation, stumbling on your words and failing to connect the points
you worked so hard to create. In common terms, you choked up. How many times
have we done this? Gotten ourselves so worked up that we can barely make it through
something that is typically well within our capabilities.
• This presentation put another dent in your confidence. The event seems to justify all
of those negative thoughts you had about yourself. The cycle repeats. And repeats.
And repeats.

Thoughts are the words that run through your mind. They’re the things you tell yourself
about what is going on around you. There are many different thoughts you could have about
a single situation.

Feelings come and go as different things happen to you, you might feel happy, angry,
and sad, all in one day. Some feelings are uncomfortable, but they are not bad. Everyone has
these feelings from time-to-time.

Actions are the things you do, or the way you behave. Your thoughts and feelings
have a big impact on how you act. If you feel happy, you are likely to do nice things. But if you
feel angry, you might want to act mean.

Just because you have thought does not mean it is true. Your thoughts are guesses
about why something happened, or about something that might happen. Coming up with new
thoughts will help you see a situation differently.

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 ACTIVITY 2 Putting Myself in the Shoes of Emma

If you are in the same situation as the person in the given example, what would be
your new thoughts, new feelings, and new actions? Write your responses in your journal.
Copy the format below, then answer the following guide questions.

Guide question:

In times of adversities, how does creating new thoughts, feelings, and actions, help
you win in life?

_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________.

Hey! Do you want to know more about thoughts, feelings, and behavior?
Watch this video about it. Here’s the link https://youtu.be/PcFmrVZ0e-I.

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WRAP UP! Write your responses in your journal.

1. What concepts have you learned from this module?

________________________________________________________________
________________________________________________________________

2. What have you discovered about yourself in relation to the module?

________________________________________________________________
________________________________________________________________

APPLICATION

You may deny this but as an adolescent, you can become very sensitive to criticism,
even if it is intended to be a constructive one. That is why evaluating your thoughts, feelings,
and actions is important.

In this activity, delve into ocean of your experiences and think of a specific situation
that made you worry or problematic. It can be school-related, a family problem, issues with
one of your friends, or maybe a bittersweet relationship with your crush or lover. Then, come
up with new thoughts to help you see the situation differently. The rubric below shall be used
in grading your output.

Adapted from: http://www.d.umn.edu/~balbert/humandiversity/grading_rubric.html

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EVALUATING MY THOUGHTS, FEELINGS, AND ACTIONS

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 POST TEST

Set A

Directions: Read carefully the statements below. Classify them according to the
aspects of the self in which they belong. Write your answers in your journal.

Example: I go to church and attend masses every Sunday. Spiritual self.

_________________ 1. I like sitting in front of a window watching the rain and the gloomy
weather while listen to my favorite song.

_________________ 2. I have freckles on my face, symmetrical eyebrows, brown eyes, and

a pouty pair of lips.

_________________ 3. I can easily engage and communicate with people, especially people
who are younger or older than me.

_________________ 4. Every time my mother cook adobo for dinner, she always adds the
pork’s liver to give it a different flavor. But, I do not like eating the liver.

_________________ 5. My favorite branch of science is chemistry because it helps me

understand the world around me; from the changing colors of leaves
to cheese manufacturing and soap making.

Set B

Directions: Identify whether the following statements are products of your thoughts,
feelings, or actions. Write your answers in your journal.

_________________ 1. I accidentally hugged the person beside me when I learned that I got
accepted in my dream university.

_________________ 2 I studied hard last night and aced the physics test. It made me happy.

_________________ 3. During the pandemic of 2020, the people were extra cautious in
everywhere they go because they are afraid of getting infected by the
virus.

_________________ 4. During the pandemic of 2020, the people were extra cautious
because they know that the virus is deadly.

_________________ 5. When I finished the test in physics, I told our teacher that one of my
classmates is cheating because it is wrong.

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 ASSIGNMENT

Your brother trusts you so much and listens to you every time he had a problem. One
day, you noticed that he seems problematic and uneasy. Every time he is anxious about
something, he plays mobile games all day and skips his meals. You approached him and
asked what’s wrong. He told you that he failed his chemistry exam and that he is afraid that
your parents will scold him, take his gadgets, and ground him for a week. Thus, to avoid getting
punished, he lied and told your parents he passed in the test.

If you are in his position, what would be your thoughts, feelings, and actions after
knowing that you failed a test? Copy the charts below in your journal, then write your
responses.

How would you see the situation differently? Come up with at least two (2) new
thoughts, feelings, and actions.

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 KEY TO CORRECTION

PRE-TEST

Directions: Read each statement below carefully. Draw a happy face ☺ on the line if you
think a statement is True. Draw a sad face  if you think the statement is untruthful. Write
your responses in your journal.

☺ 1. If I look deeper on the different aspects of myself, I can identify specific areas for self-
regulation, stability and improvement.

☺2. Playing songs or writing in a journal help adolescents and teens in identifying their
thoughts and feelings.

 3. I should always believe in everything I think, feel, or see to have a reasonable action
or behavior.

Explanation: You must identify and dismiss the faulty logic of deceptive brain
messages and believe in ourselves that we begin to break free and change our
behaviors so that they align with our true goals and values in life.

☺4. It is important to identify and change unhelpful thinking patterns to avoid negative
emotions and inappropriate behaviors.

☺5. The intensity of the emotion that a person has and the situation he is in affect his
ability to think.

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 POST TEST
Set A

Directions: Read carefully the statements below. Classify them according to the
aspects of the self in which they belong. Write your answers in your journal.

Example: I go to church and attend masses every Sunday. Spiritual self.

Contextual Self 1. I like sitting in front of a window watching the rain and the gloomy weather
while listen to my favorite song.

Physical Self 2. I have freckles on my face, symmetrical eyebrows, brown eyes, and a pouty
pair of lips.

Interactional Self 3. I can easily engage and communicate with people, especially people
who are younger or older than me.

Nutritional Self 4. Every time my mother cook adobo for dinner, she always adds the pork’s
liver to give it a different flavor. But, I do not like eating the liver.

Intellectual Self 5. My favorite branch of science is chemistry because it helps me understand

the world around me; from the changing colors of leaves to cheese
manufacturing and soap making.

Set B

Directions: Identify whether the following statements are products of your thoughts,
feelings, or actions. Write your answers in your journal.

Feelings 1. I accidentally hugged the person beside me when I learned that I got accepted
in my dream university.

Action 2. I studied hard last night and aced the physics test. It made me happy.

Feelings 3. During the pandemic of 2020, the people were extra cautious in everywhere
they go because they are afraid of getting infected by the virus.

Thought 4. During the pandemic of 2020, the people were extra cautious because they
know that the virus is deadly.

Thought 5. When I finished the test in physics, I told our teacher that one of my classmates
is cheating because it is wrong. (The person knows that cheating is wrong.)

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 REFERENCES

1. Department of Education. Personal Development Teacher’s Guide, First Edition.

Philippines. 2016

2. Department of Education. Personal Development Learners Module, First Edition.

Philippines. 2016

3. Aspects of the Self. (n.d). Retrieved from www.therapistaid.com/therapy-

worksheet/cbt-for-kids

4. CBT for Kids: Thoughts, Feelings, & Actions. (n.d). Retrieved from
www.therapistaid.com/therapy-worksheet/cbt-for-kids

5. Hudson Therapy The Cognitive Triangle. February 10, 2020.

https://hudsontherapygroup.com/blog/cognitive-triangle

6. www.dictionary.com/browse/self-concept

7. www.merriam-webster.com/dictionary/thought

8. www.britannica.com/topic/thought

9. www.cambridge.org/us/dictionary/english/feeling

10. www.britannica.com/science//feeling

11. www.dictionary.com/browse/action

Images:

1. Michael Patanella, “The Cognitive Triangle,” June 6, 2018. https://medium.com/real-

life-resilience/the-cognitive-triangle-bdc4eb08a4f5

Cover page clipart images:

1. https://www.clipartkey.com/mpngs/m/203-2035389_boy-thinking-boy-thinking-
png.png
2. https://www.clipartkey.com/mpngs/m/93-937390_transparent-child-thinking-clipart-
girl-think-cartoon-png.png
3. https://www.clipartkey.com/mpngs/m/316-3168861_how-to-stop-aggressive-
behavior-smiley.png
4. https://i.pinimg.com/736x/17/b3/fd/17b3fd0cb991c0f0e5ffd983edca6826.jpg
5. https://www.google.com/url?sa=i&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fdlpng.com%2Fpng%2F654
0543&psig=AOvVaw3oKdc1_66L0jonM0LIIkQH&ust=1596520499314000&source=i
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