PERSONAL DEVELOPMENT

Quarter 1- Module 2:
Developing the Whole Person

Department of Education ● Republic of the Philippines

Personal Development– Grade 12
Alternative Delivery Mode
Quarter 1– Module 2: Developing the Whole Person 12
First Edition, 2020
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Published by the Department of Education – Division of Cagayan de Oro
Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author/s: Emily A. Tabamo
Reviewers:
Illustrator and Layout Artist: Emily A. Tabamo
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director
Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Alicia E. Anghay, PhD, CESE
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot, Jr., EPS-ADM
Lorebina C. Carrasco, OIC-CID Chief
Eduardo Cartel, EPS-Values Education
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II

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PERSONAL DEVELOPMENT
Quarter 1 – Module 2:
Developing the Whole Person

This Instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback.,
comments and recommendations to the Department of Education at
[email protected]

We value your feedback and recommendations. developed

and reviewed by educators from public and private schools,
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We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

 Table of Contents
What This Module is About ..................................................................................... 1
What I Need to Know .............................................................................................. 1
How to Learn from this Module .............................................................................. 1
Icons of this Module ............................................................................................... 2
What I Know .......................................................................................................... 3
Lesson 1: Your Own Thoughts, Feelings and Actions
What’s In ........................................................................................... 5
What’s New: The Story of the Two Wolves ....................................... 7
What’s More: Managing your Own Thoughts .................................... 8
What Is It: Thoughts, Feelings and Actions ....................................... 9
What’s More: Thoughts, Feelings and Actions .................................. 10
What I Can Do: Thoughts, Feelings and Actions .............................. 11
What’s More: Thougts or Feeling? .................................................... 12
Lesson 2: Connections Between Thoughts, Feelings, and Behaviors in Actual
Life Situations

What’s In: Whose Thoughts Are These Anyway?............................ 13

What Is It?: Identifying Automatic Thoughts… ................................ 14
What’s More: Using Helpful Thoughts ............................................. 15
What’s More: Linking Thoughts and Feelings ................................. 16
What’s More: The Role of Helpful Thoughts ................................... 18
What’s More: Link Between Pain, Feelings, Thoughts and Actions 19
Summary/What I Have Learned ........................................................................... 20
Additional Activities .............................................................................................. 21
Assessment: (Post-Test) ...................................................................................... 22
Key to Answers .................................................................................................... 24
References ........................................................................................................... 25
 Welcome to
PERSONAL
DEVELOPMENT
MODULE 1
Knowing and
Understanding Oneself
during Middle and Late
Adolescence

To the Student of Personal Development:

Welcome to this course, PERSONAL DEVELOPMENT, or

PERDEV for short. This is a very interesting course, and can
become the most personally rewarding for you, because the
subject matter for this course is YOU!

As a new senior high school student, you have now entered a

new educational level, as well as a new psychological and social
level, called the middle and late adolescence. You may feel that
you are no longer the rapidly growing and awkward teenager, but
you also feel you are not quite ready to call yourself a mature
adult either.

Personal development is the process of improving yourself. But

you can only improve yourself if you know who you are. How well
you know yourself? Developing oneself opens you to new
discoveries and new growth. The journey may be long but it’s
worth taking. Taking your tiny steps to start building your life now
determines a brighter future ahead of you.

This course shall make you take a deeper look at yourself and
analyze your developmental changes, your skills and traits which
can help you meet the various tasks that you must undertake at
this point in your life. It shall provide you with some techniques to
meet stress and other mental health issues with one’s strengths
and coping powers. The course shall also give you the chance to
analyze your relationships with your family, friends and
significant others. Finally, the PERDEV course shall help you
take stock of where you are in your career development and how
to get to where you want to be.
What This Module is About

This module deals about the things that define our life. Have you ever had
thoughts, feelings or acted in ways that were unacceptable to yourself but felt
powerless to control? The purpose of this module is to help you find ways to manage
your mind so that you can live your life more in accordance with what your own
judgment says is best for you.

As you grow up, gradually you will encounter things which are beyond your
ability to control. These may include your peers, parents, family or friends. Some of
which are your own thoughts, feelings and actions. How to deal with it? Start by
evaluating your own self. Show connections between thoughts, feelings, and
behavior in actula life situations. Start by viewing the different aspects of our lives as
a whole, rather than separately, we can set ourselves up for a balanced and
prosperous life. The holistic development is not an overnight project but instead it
must be seen as a lifelong project a person has to undertake.

What I need to know

After going through this module, you are expected to:

1. evaluate his/her own thoughts, feelings, and behaviors

EsP-PD11/12DWP-Ib-2.2

2. show the connections between thoughts, feelings, and behaviors in actual life
situations
EsP-PD11/12DWP-Ib-2.3

How to learn this module

To attain the goals of this module, please do the following;

1. Take your time to read and understand the concepts in this module.
2. Follow the instruction carefully in every given task.
3. Answers all the given test and exercise
4. Work on the activities in this module and in every performance task given.
5. Take the Post-Test after you are done with all the lessons and activities in the
module
6. Familiarize yourselves with the given terms.
7. Meet with your teacher. Ask him/her about any difficulty or confusion you have
encountered in this module.
8. Finally, prepare and gather all your outputs and submit them to your teacher.
9. Please write all your answers of the tests, activities, exercises, and others on
your separate activity notebook.

1
ICONS OF THIS MODULE

ICON LABEL IN THE MODULE DETAILS

What I Need to Know This part contains learning

objectives that are set for you to
Learning Objectives learn as you go along the module

What I Know? This is an assessment as to your

level of knowledge to the subject
Pre-Assessment matter at hand, meant specifically
to gauge prior related knowledge
What’s In? This part connects the current
lesson with the previous lesson by
Review Activity going over points that were taught
or learned previously
What’s New This part introduces the new
lesson through various activities
Motivational Activity like story, an activity, a poem, a
song, or a situation
What is it This a brief discussion of the
lesson as a way to deepen your
Lesson Proper discovery and understanding of the
concept
What’s More These are follow-up activities that
are intended for you to practice
Performance Task further in order to master the
competencies
What I Have Learned Activities designed to process what
you have learned from the lesson
Generalization

What I Can Do? These are tasks that are designed

to showcase your skills and
Application knowledge gained and applied into
real life concerns and situations
Assessment This part evaluate your level of
mastery in achieving the learners
Post-Assessment objectives

Additional Activities Thus are activities in any form that

can increase the strength of the
Enrichment response and tends to induce
repetitions of actions/learning

2
 What I know PRE-ASSESSMENT

As an initial activity, you will be assessed on your prior knowledge about finding the
answers to the research questions. This is to find out what are the things you need to
learn more about the subject matter.

Multiple Choice: Encircle the letter of the best answer

For numbers 1-3 refer to this situation. One Saturday night, I’m alone. I was sad. I
isolated myself. I did not call my friends. I did not pick up my phone either.

1. Which of the following statement best represents you thought.

A. I’m alone.
B. I was sad.
C. I isolated myself.
D. I did not call my friends.

2. Which part of the situation represents your feelings?

A. I’m alone.
B. I was sad.
C. I isolated myself.
D. I did not call my friends.

3. Which of the statements does NOT represents an action?

A. I isolate myself
B. I did not call my friends
C. One Saturday night, I’m alone
D. I did not pick up my phone either

4. These are words that run through you mind.

A. Actions C. Thoughts
B. Feelings D. Behavior

5. Which of the following is NOT an example of feelings?

A. Anger C. Happiness
B. Fear D. Playing

6. It is a description of yourself, which include your height, weight, facial

appearance, and quality of skin, hair and descriptions of body areas such as
your neck, chest, waist, and legs.
A. Emotional Self C. Physical Self
B. Intellectual Self D. Spiritual Self

7. It Include descriptions of your strengths and weaknesses in intimate

relationships and relationships to friends, family, co-students and strangers in
social settings
A. Interactional Self C. Nutritional Self
B. Intellectual Self D. Sensual Self

3
8. It is 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.
A. Emotional Self C. Physical Self
B. Intellectual Self D. Spiritual Self

9. These descriptions of your self 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.
A. Contextual Self C. Intellectual Self
B. Emotional Self D. Spiritual Self

10. 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
A. Contextual Self C. Intellectual Self
B. Emotional Self D. Spiritual Self

11. These are things you do or the way you behave.

A. Actions C. Feelings
B. Emotions D. Thoughts

12. Which of the following statement are considered coping thoughts?

A. I’m going to fail
B. My Average Grade is going to go way down
C. My parents are going to be so pissed
D. I should go talk to my teacher about the test.

13. Which of the following statement represents feelings?

A. Emma must be mad at me
B. I feel sad and hurt.
C. I ignored Emma and avoided her at school
D. My friend Emma hasn’t spoken to me over the past week
14. Which of the following statement is not an important concepts or ideas implied
in the story of the two wolves:
A. The mind seems to be a unitary entity
B. The “you” has the ability to decide which wolf it will feed.
C. The two wolves fight for dominance over our mind and behavior.
D. Having made a choice, “you” can decide specifically how to “feed” or
nurture the selected wolf.
15. Which of the following statement is NOT true?
A. Feelings can be described in one word and come from inside you
B. Thoughts are the words or pictures that go through your mind
C. You can change the way you feel by changing the way you think.
D. Automatic thoughts help you cope with difficult events and emotions.

4
 Lesson YOUR OWN THOUGHTS, FEELINGS AND

1
ACTIONS

ASSESS ASPECTS OF YOUR

What’s In DEVELOPMENT

ACTIVITY 1

Draw a large circle on a blank sheet of paper. Divide the circle into 8
segments. In each segment, write so me 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 our your height, weight, facial appearance, and quality
of skin, hair and descriptions of body areas such as your neck, chest, waist,
legs.

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

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

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

5. Interactional Self
 Include descriptions of your strengths and weaknesses in intimate
relationships and relationships to friends, family, co-students and strangers in
social settings. Describe the strengths and weaknesses, which your friends
and family have noticed. Describe what kind of son or daughter, brother or
sisters you are.

5
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
 Descriptions 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

 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.

PORTFOLIO OUTPUT NO. 1

6
 The story of the two wolves:

Managing your thoughts, feelings and

What’s New actions

One evening an old Cherokee told his grandson about a battle that goes on
inside people.
He said, "My son, the battle is between two wolves inside us all"

"It is a terrible fight and it is between two wolves. One is evil - he is anger,
envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority,
lies, false pride, superiority, and ego." He continued, "The other is good - he is
joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy,
generosity, truth, compassion, and faith. The same fight is going on inside you
- and inside every other person, too."

The grandson thought about it

for a minute and then asked his
grandfather, "Which wolf will
win?"

The old Cherokee simply replied,

"The one you feed".

The grandfather’s answer "The one you feed" is deceivingly simple. There are at
least four important concepts or ideas implied by the answer:

The mind is not the unitary entity it seems to us but consists of different parts.
For example in the story there are the two wolves and the “you” that chooses
between them.

These parts of the mind/brain can interact and be in conflict with each other i.e.
the two wolves fight for dominance over our mind and behavior.

The “you” has the ability to decide which wolf it will feed.

Having made a choice, “you” can decide specifically how to “feed” or nurture the
selected wolf.

7
 The story of the two wolves:
What’s More Managing your thoughts, feelings and
actions

ACTIVITY 2: JOURNAL WRITING

PORTFOLIO OUTPUT NO. 2

The four ideas from the story of the two wolves give rise to a number of
questions. Knowing which wolf to feed is the first step towards recognizing you have
control over your own self. The purpose of this story is to help you find ways to
manage your mind so that you can live your life more in accordance with what your
judgment says best for you. Share your thoughts, feelings, and opinions on the
following questions in your Journal.

Questions to help improve your control over your own mind, feelings, and actions

1. Are you aware of two different opposing “wolves” operating within your
mind, one of which leads to pain and a diminished sense of life and the
other to a joyous, meaningful, and fulfilling life?
2. Have you ever experienced times when you noticed a conflict or fight
between parts of yourself so that you did not know which way to turn?
3. When was the last time you feel disappointed by the choice of
behavior made by “you” because you knew that there was a more
positive option but you just didn’t choose it?
4. What ways or techniques or exercises do you use to strengthen
yourself so as to increase its potency to choose and hence control your
life?
5. In what specific ways do you feed the negative wolf?
6. What specific ways do you use to feed the positive wolf?
7. Having become aware of how you feed the wolves within, can you
think of ways to better nurture you

8
 What is It Thoughts, Feelings and Actions

Everyone has problems, both big and small. To better solve your big problem it helps
to learn how your thoughts, feelings, and actions are connected.

Imagine you have an upcoming test, and you think “I’m going to fail”. Because of this
thought, you start to worry. You are so worried that you feel sick just thinking about
the test. Because It’s uncomfortable, you decide not to study.

The thought (“I’m going to fail’) led to a feeling (worry), which led to an action (not
studying. What might have changed if you had a different thought?

Thoughts

Actions Feelings

Thoughts are words that run through you mind. They’re the things you
tell your self about what’s 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.

9
 Thoughts, Feelings and Actions

What’s More

What happened?

My friend Emma hasn’t spoken to me as much as usual over the past week

My Thoughts

I thought: “Emma hasn’t talked to me much

this week. She must be mad at me.”

Because I was upset I ignored

I felt sad and hurt
Emma and avoided her at school

My Actions My Feelings

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

New Thoughts New Feelings New Actions

1 “Emma might be upset Concerned that Emma Ask Emma if she is mad
with me, but maybe not. might be upset, but I’m not at me, or if she has
I don’t know” as sad as I was another problem.

2 “Emma has probably Disappointed I haven’t I’ll stay friendly with

been busy with school talked to Emma, but I Emma, as usual. I’ll be
or something else.” understand sure to say “hi” anyway

3 “Maybe Emma is upset Worried about how Emma Ask Emma what’s going
about something is feeling on, and if she needs
unrelated to me.” help.

10
 Thoughts, Feelings and Actions
What I can Do

ACTIVITY 3: DIAGRAM

Recall an experience that happened to you recently, in which they felt sad, stressed,
worried, anxious, etc. Then, reflecting on that situation or event, map out their
thoughts, feelings, and behaviors using the Diagram below.
What happened?

My Thoughts

My Actions My Feelings

New Thoughts New Feelings New Actions

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 THOUGHT OR FEELING?
What’s More

ACTIVITY 4

Put a tick in the column to show whether you think each statement is a thought or a
feeling.

Thought Feeling

I am a good person

Angry

Guilty

I can do this

I am too fast

Happy

I am quite good at soccer

Sad

I have several friends

I don’t like eating eggs

Afraid

I enjoy watching TV

Love

I am hopeless at tennis

Nobody likes me

That dog is going to bite

me

Feelings can be described in one word and come from inside you
Thoughts are the words or pictures that go through your mind

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 Lesson Connections Between Thoughts, Feelings, and
2 Behaviors in Actual Life Situations

What’s In WHOSE THOUGHTS ARE THESE

ANYWAY?

ACTIVITY 5

Think about each of the three situations listed in the chart below. For each,
write down all of the messages that come into your head in the column “message.” In
the column “source” write down where you think these are messages came from. Are
they messages you receive from others (friends, family, teachers), or are they your
own thoughts? An example is provided for each to get you started.

This activity is designed to help you dissect the messages they receive – both
externally (from parents, teachers, peers) and internally from their own self-talk.

#1: You feel pressure to do whatever it takes to earn a top grade.

MESSAGE SOURCE
Only the very best performers get into the top colleges parents

#2: Your friends want you to join them in experimenting with drinking (or drugs, or
sex)
MESSAGE SOURCE
I’ll do just about anything to fit in. me

#3: Prom is just around the corner

MESSAGE SOURCE
To look great, I need to get down to a size “zero”. magazines

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 IDENTIFYING AUTOMATIC THOUGHTS
What is It

In this example, imagine you are thinking about an upcoming test or exam in a
challenging class. In the left column are examples of thoughts that you might notice
coming into your mind automatically. You can counter these negative thoughts with
more productive, positive thoughts like those in the right column.

By paying attention to your thoughts and replacing the negative thoughts that can
sometimes pop up automatically with positive thoughts, you may find it easier to cope
with worrisome or stressful situations like tests.

Automatic Thoughts Coping Thoughts

 I’m going to fail  I probably won’t get an A, but maybe I’ll do
okay
 I’m not prepared at all –  Next time, I’ll try to be more organized and
Why didn’t I study more? start studying earlier
 Given how much I had on my plate, I studied
as much as I could have.
 I had to choose between sleeping and
studying, and I chose sleeping.
 That’s an okay choice to make even if it
means I’m less prepared.
 My Average Grade is going  I’ll have to work really hard to get my grades
to go way down back up, but I can do it.
 My teacher is going to think  I should go talk to my teacher about the test.
I’m a slacker
 My parents are going to be  My family (and I) should be happy with my
so pissed best performance – there’s nothing else I
can do but try hard.
 Why should I even bother  I should at least see if there is any way to
taking the test – reschedule the test.
 I should just skip class  I can do this! I’ve been stressed before, and
I’m generally a good student.
 This school is too hard - This  I’m at a demanding school – expectations
class is too hard for me - I are high, but I know I’m getting an amazing
can’t do this education
 Everyone else gets this stuff  I have strengths other than being the highest
- I’m such an idiot - I bet I’m achieving kid in school
not even in the top 10% of
my class - I can’t ever do
anything right

14
 Using Helpful Thoughts to Cope with
What’s More Something Stressful

ACTIVITY 6

This exercise provides students with tangible examples of how damaging automatic
thoughts can be, and how, by being more mindful of their thoughts, they can replace
automatic thoughts with more positive, constructive coping thoughts.

Write down a difficult or stressful situation that you might have to face in this week, or
one that seems to happen to you often:

Now, name two or three automatic thoughts that have occurred to you when facing
this or similar situations in the past. For each of those automatic thoughts, list a
feeling or feelings that it will trigger.

Thought Feeling/s

Now, list five coping thoughts that will help you feel better if this situation happens:

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________
https://classroommentalhealth.org/exercises/materials/identifying-automatic-thoughts/thought-
feeling.pdf

15
 Linking Thoughts and Feelings

What’s More

ACTIVITY 6

In pairs, read through the list of situations below.

For each situation, discuss and identify how you would feel in the same
situation. Write the feeling in Part A. You and your partner may have different
answers. That’s OK. Remember, people often feel differently about the same
situation.
Then read the two thoughts in Part B of each situation. In pairs, discuss how
you would feel if you had these different thoughts in relation to the situation.
Write your feeling below each thought.

List of situations

Situation 1. As you walk past a group of people in your class, they start
laughing.

PART A: How might you feel if the situation happened to you?

Record your emotions in the space below:
_____________________________________________________________________________________________
PART B:
Thought 1: Someone’s just told a good joke. I’d like to hear it.
Discuss how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________
Thought 2: I bet they’re laughing at me. I’ll never fit in in this class. Discuss
how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________

Situation 2. You’ve arranged to meet your friend at the shopping centre, but
you’ve been waiting for half an hour.

PART A: How might you feel if the situation happened to you?

Record your emotions in the space below:
______________________________________________________________
PART B: Thought 1: I bet Claire/John’s not going to turn up. I knew she/he
didn’t really want to meet me. Discuss how you might feel if you had this
thought.
Record the emotion below:
______________________________________________________________
Thought 2: Claire/John must have missed the bus. Discuss how you might feel
if you had this thought. Record the emotion below:
______________________________________________________________

16
Situation 3. A teacher you like walks past in the corridor and you say good
morning, but she doesn’t say anything.

PART A: How might you feel if the situation happened to you?

Record your emotions in the space below:
______________________________________________________________
PART B: Thought 1: She just ignored me. I must have done something really
wrong. Discuss how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________
Thought 2: She must have a lot on her mind this morning. Discuss how you
might feel if you had this thought. Record the emotion below:
______________________________________________________________

Situation 4. You train really hard to get into a school sports team, but come
second-last in the selection trials.

PART A: How might you feel if the situation happened to you?

Record your emotions in the space below:
______________________________________________________________
PART B: Thought 1: That was not good. I am going to have to work really hard
in this next trial if I am going to make the team. Discuss how you might feel if
you had this thought.
Record the emotion below:
______________________________________________________________
Thought 2: I’m no good at anything. I don’t know why I bothered training.
Discuss how you might feel if you had this thought.
Record the emotion below:
______________________________________________________________

Key messages You can change the way you feel by changing the way
you think.

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 The Role of Helpful thinking

What’s More

ACTIVITY 7

1. Read through the list of situations below.

2. Underneath each situation is an example of a negative thought someone
might have if the situation/event happened to them.
3. For each negative thought: a. identify how the thought would make you
feel; b. think of a more positive or helpful alternative thought; and c.
identify how the more helpful thought would make you feel.

Situation 1. The teacher asks you to wait behind to discuss your Maths
homework. You found the homework difficult.

Negative thought: I can’t do anything right. I am probably going to be in real trouble. I

may as well give up.
How would this thought make you feel?____________________________________
Write a more positive/helpful thought.
___________________________________________________________________
How would this thought make you feel? ___________________________________

Situation 2. You buy a new outfit for a party and a friend says, Wow, that’s
really different!
Negative thought: He/she hates my new outfit! Everyone will laugh at me at the party.
How would this thought make you feel? ____________________________________
Write a more positive/helpful thought.
___________________________________________________________________
How would this thought make you feel? ____________________________________

Situation 3. You ask a boy/girl you like if they would like to go with you to the
movies on Friday night, and they say sorry — they’re busy on Friday.
Negative thought: I should never have asked. He/she probably doesn’t even like me.
Now he/she will tell everyone about this and I will look really stupid.
How would this thought make you feel? ____________________________________
Write a more positive/helpful thought.
___________________________________________________________________
How would this thought make you feel? ____________________________________

Situation 4. You want to go out to the movies with some friends but your
parent(s) say that you can’t go because you have to stay in and finish a school
project that is due in tomorrow.
Negative thought: This is terrible. I hate my mother/father. They never let me do
things. They are always interfering in my life. I will lose all my friends if I don’t go.
How would this thought make you feel? ____________________________________
Write a more positive/helpful thought._____________________________________

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 Link between pain, feelings,
thoughts, and actions
What’s More

ACTIVITY 7

This activity is about noticing the link between pain, feelings, thoughts, and
actions. This activity is about noticing what we do can influence the way we feel and
think, and in turn, how this can affect pain levels.

Instruction

Think about when you have a situation that involves pain. Your feelings in that
situation can influence the thoughts and actions that you take. An example has been
given to you in the table below.

EVENT FEELING THOUGHT ACTION EFFECT ON

YOU
Flare up of Alarmed, Something is Lay down on Pain is worse
pain when scared terribly wrong the couch and Feel sad and
getting ready with me stay home angry
for school from school for
the day
Annoyed It’s a flare up, Accept the Pain is
but a level I’ve pain, and present, but
had to deal continue with you happy to
with before. I plans to go to go to school to
can still go to school for the see your
school day friends

In the tables below, type in three different feelings, thoughts, and actions that can
occur when you experience the pain. Try to include examples that can be helpful.

EVENT FEELING THOUGHT ACTION EFFECT ON

YOU

Please remember it is normal to experience feelings of sadness from time to time

especially when life is not going, as you would like. However, if you are feeling sad a
lot of time, or if there are times that the sadness is so intense that it is hard for you to
cope, then it is very important that you talk with someone. Tell your parents or an
adult that you trust, about how you are feeling.

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 What I Have Learned

GENERALIZATION

MESSAGE BANK

Task 1:PORTFOLIO Journal Writing

 You can change the way you feel by changing the way you think.

 Helpful thoughts help you cope with difficult events and emotions.

Task 2: My activities and feelings and thoughts diary

Best Feeling of the Day Worst Feeling of the Day

Day What What What What What What

were you feeling were you were you feeling were you
Doing? Rating (1- Thinking Doing? Rating (1- Thinking
10) 10)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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 MY PERSONAL TIMELINE
Additional Activities

ACTIVITY 7: REFLECTION

Write about your Personal Timeline which you made in class. Answer the following
questions

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a
title for your timeline what would it be and why?

2. Identify the turning points in your timeline. What were the thoughts, feelings
and actions that you experienced?

3. Who are/were the most significant people in your life? How did they influence
you?

4. What would you change or add, if you could? How would each of these
changes or additions affect your life, or even change its present course?

5. Where do you want to be in a year, 5 years, and 10 years? What do you

expect your future timeline will be?

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 Assessment

Multiple Choice: Encircle the letter of the best answer

1. These are things you do or the way you behave.

C. Actions C. Feelings
D. Emotions D. Thoughts

2. Which of the following statement are considered coping thoughts?

A. I’m going to fail
B.My Average Grade is going to go way down
C. My parents are going to be so pissed
D. I should go talk to my teacher about the test.

3. Which of the following statement represents feelings?

A. Emma must be mad at me
B. I feel sad and hurt.
C. I ignored Emma and avoided her at school
D. My friend Emma hasn’t spoken to me over the past week

4. Which of the following statement is not an important concepts or ideas implied

in the story of the two wolves:
A. The mind seems to be a unitary entity
B. The “you” has the ability to decide which wolf it will feed.
C. The two wolves fight for dominance over our mind and behavior.
D. Having made a choice, “you” can decide specifically how to “feed” or
nurture the selected wolf.

5. Which of the following statement is NOT true?

A. Feelings can be described in one word and come from inside you
B. Thoughts are the words or pictures that go through your mind
C. You can change the way you feel by changing the way you think.
D. Automatic thoughts help you cope with difficult events and emotions.

6. These descriptions of your self 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.
A. Contextual Self C. Intellectual Self
B. Emotional Self D. Spiritual Self

7. 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
A. Contextual Self C. Intellectual Self
B. Emotional Self D. Spiritual Self

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For numbers 8-10 refer to this situation. One Saturday night, I’m alone. I was sad. I
isolated myself. I did not call my friends. I did not pick up my phone either.

8. Which of the following statement best represents you thought.

A. I’m alone.
B. I was sad.
C. I isolated myself.
D. I did not call my friends.

9. Which part of the situation represents your feelings?

A. I’m alone.
B. I was sad.
C. I isolated myself.
D. I did not call my friends.

10. Which of the statements does NOT represents an action?

A. I isolate myself
B. I did not call my friends
C. One Saturday night, I’m alone
D. I did not pick up my phone either

11. It Include descriptions of your strengths and weaknesses in intimate

relationships and relationships to friends, family, co-students and strangers in
social settings
A. Interactional Self C. Nutritional Self
B. Intellectual Self D. Sensual Self

12. It is 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.
A. Emotional Self C. Physical Self
B. Intellectual Self D. Spiritual Self

13. These are words that run through you mind.

A. Actions C. Thoughts
B. Feelings D. Behavior

14. Which of the following is NOT an example of feelings?

A. Anger C. Happiness
B. Fear D. Playing

15. It is a description of yourself, which include your height, weight, facial

appearance, and quality of skin, hair and descriptions of body areas such as
your neck, chest, waist, and legs.
A. Emotional Self C. Physical Self
B. Intellectual Self D. Spiritual Self

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 Answer Key

Pre-Assessment Post Assessment

1. A 1. A

2. B 2. D

3. C 3. B

4. C 4. A

5. D 5. D

6. C 6. A

7. A 7. D

8. A 8. A

9. A 9. B

10. D 10. C

11. A 11. A

12. D 12. A

13. B 13. A

14. A 14. D

15. D 15. C

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 References

http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-your-
thoughts-feelings-and-actions.html

https://www.therapistaid.com/worksheets/cbt-for-kids.pdf

https://classroommentalhealth.org/exercises/materials/whose-thoughts-are-these-anyway-
worksheet.pdf

https://classroommentalhealth.org/exercises/materials/whose-thoughts-are-these-anyway-
worksheet.pdf

https://classroommentalhealth.org/in-class/thoughts/

https://www.aci.health.nsw.gov.au/chronic-pain/painbytes/pain-and-feelings/how-are-feelings-
thoughts-and-actions-connected

https://www.beyondblue.org.au/docs/default-source/secondary-school-program/bw0026-sec-sch-
prog-year-8-student-man-6.pdf?sfvrsn=6d80a6e9_3

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