Personal

Development
 Personal Development
Developing the Whole Person-
Evaluate One’s Personality
Personal Development- Senior High School
Developing the Whole Person-Evaluate One’s Personality
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Angelica P. Rustia, Morena Dela Cruz

Editors: Cesar Chester O. Relleve
Reviewers: Melanie Mae N. Moreno, Joseph Jay Aureada, Darwin D. Bargo,
Illustrator: Salvacion C. Montenegro
Layout Artist: Mark Laurence T. Tapas
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Christopher R. Diaz,
Juan R. Araojo, Jr., Cristina C. Salazar, Priscilla V. Salo, Anselmo C. Celeste Jr.

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

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Week

2
Lesson 3 Developing the Whole Person
Developing oneself holistically may be the goal of everyone. However, there are
times that we lack awareness of our doings and actions that leads to
misunderstanding with others especially our parents. This can also potentially lead
to self-harm. To know oneself is also quite challenging. To start picking the pieces of
ourselves and subsequently develop our individuality completely to be like an “ideal”
person is not easy.

Since you have already obtained a clear understanding of yourself as you have done
all the activities in the previous lesson, understanding the competencies included in
this module will be easy for you. Thus, you will eventually use all the skills developing
the whole person within yourself. So, get ready to unfold the reality by removing the
barriers toward understanding your true self.

What I Need to Know

This material was crafted to give you – learners, the right amount of assistance
for you to absorb and acquire all the necessary concepts and nature comprising
oneself. Lessons are bounded on the performance and content standard, learning
competencies and level of the learners. This also uses languages appropriate to the
understanding of the varied types of students’ learning acquisition. Sequence of the
lessons adheres to the arrangement of the competencies as reflected on the DepEd’s
curriculum guide for this course.

This lesson is entitled Developing the Whole Person-Evaluate One’s Personality

After going through this lesson, you are expected to:

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

What’s In
You are about to discover and share more of yourself. Try answering the
following activity below.

Activity 1: Let us know more about yourself. Recall your childhood and
teenage days. Share your activities, thoughts, feelings, strength, weakness,
and other characteristics that describe you. Write three or more descriptions
each item. Do this on a sheet of paper.

Developmental Childhood Adolescent Plans to

Aspect improve
yourself

Physical Aspect

(Physical)

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 Cognitive Aspect

(Mental)

Psychosocial
Aspect

(Emotional &
Social)

Spiritual Aspect

Processing questions:
1. What aspect did you find difficult to answer? Why
2. How does each aspect influence each other?
3. Can you share a situation or experience that prove your answer?

What’s New
Teenage years give us unfamiliar feelings and put us in situations that form
our personal qualities.

Activity 1: Complete the box by interviewing 5 people and ask them to give 5
emotional adjectives. Take note that it should not be repeated.

Activity 2: Let us see how well you can relate to the situations given. Discuss how
you behaves when you encounter these scenarios.

Scenarios Feelings/ Action Results of

the action
Emotion

You have a classmate who

leads in making your
classmates laugh at you. He
also makes you feel that
you do not belong to their
group. You always choose
to ignore but this time you
cannot stand it.

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 The end of the semester is
near, and most teachers
require you to submit all
the outputs in their
subjects. But you are still
working on them and you
find it difficult to handle the
situation. They particularly
remind you to comply
because you failed in the
previous grading period.
You must pass time
because this is your last
chance.

You experience a pimple

breakout in your face
because of hormonal
imbalance that changed
your appearance. You are
not comfortable with it
because your crush might
not like you.

You always have arguments

with your parents because
of staying less at home. You
spend more time with your
friends because you share
the same interests and
desire for independence.

You and your circle of

friends share the same
interests. One of your
friends asks you to try e-
cigarette but you know from
the start that your parents
have negative opinion about
it and they constantly
remind you not to try it.

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Processing questions:
1. What did you discover about yourself?
2. Which aspect of personality do you give more priority to be dominant
in developing your well-being?
3. How will you improve the weakest aspect of your personality?

What is It
Who would be responsible in developing one’s personality?
Every individual undergoes different phases of development that form his/her
individuality. Our personality is a product of genetic response that we inherit from
our parents and from the influence of our environment. This environment shaped
by the people around us, culture, and practices that we are being raised in
continuously creates social interactions and relationships. This interaction
contributes to who we are today and how we choose and decide for ourselves.
Personality development is complex administration of thoughts, feelings, emotion,
and behavior that influence personal judgement.

As a child, you are dream of a good and satisfying life when you grow up. Your
family becomes your helping hand in nurturing, guiding, and educating yourself.
When you reach adolescence, you experience drastic changes in your physical
appearance, cognitive abilities, social relationship, and emotional behavior. At this
stage, our environment becomes part of our development from which we acquire
knowledge and collect information to organize and interpret different life situations.

According to Erik Erikson, adolescence stage of Psychosocial development, also

known as “identity vs. role confusion” is the stage wherein teens need to develop the
sense of self and personal identity. At this point, teenagers start to have circle of
friends in which they build their trust.

Teenagers also experience adolescence cognitive empathy, known as “theory of

mind,” which is described as having high regards toward the perspective of others
and feeling concern for others. Being adolescents, they tend to foster social
cooperation that prevents problems and leads to avoidance of conflicts with peers.
Teenagers are very careful in understanding the emotions of their friends as they
start to create deep trust with them. Sometimes, this leads to misunderstanding
with their family, abuse of prohibited drugs, pre-marital sex, cigarette smoking and
alcohol intake. Based on research, teenagers are commonly high risk-takers and
impulsive due to incomplete development of frontal lobe during adolescence. The
frontal lobe is responsible for judgement, impulse control, and planning. That is why
they search for their self-identify and independence which requires guidance from
their parents, relatives, and other people like teachers with whom they can share
their struggles. These experiences and challenges are part of a process of personality
development that adolescents need to understand. It is necessary for them to
examine all the circumstances and opportunities so that they can deal with them

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calmly. They must be open-minded to the opinion and advise of other people in order
to shape their future with broader perspective and self-determination.

You cannot escape life challenges so you should know how your thoughts,
feelings, and actions in managing personal agency should be handled. Being an
adolescent, you should be accountable for all your actions because these power
triads can either make or break your motivation to take charge of life. It is up to you
on how you will handle it. Remember, your judgement is based on your views in life
and it is rooted on your upbringing.

Thoughts are impression activated by a stimulus in your mind that is evident

from the environment that you are in. This conscious thought occupies emotions
that give life to thoughts and it expressed through feelings. Sometimes when you
are too emotional, you could not think properly because your emotions occupy your
thoughts, this means there is lesser space to analyze the situation because feelings
occupy it. Behaviors are bodily reaction made based on our feelings that result to
actions.

There are instances when feelings are faster than emotion and thought. This
would result to fast reaction and realizing the emotion and thought afterwards.
Either positive or negative, feelings result to actions. Emotions can direct and
control thoughts that sometimes affect your consciousness. This can also lead to
loss of focus. As a teenager, it is very important to be focused on your goals. A
focused thought will lead to high intelligence. That is why if you are disturbed with
your emotion, try to figure out where the emotion is coming from and it will bring
you back to reality.

Teenagers experience enjoyment and daunting times but it is very important

to stay focused so that they will lead you to the route of your goal. It is not easy to
achieve the goal but if you have self-regulation that will control your emotions,
thoughts, and behavior it will help you to be successful in life. Learning from
mistakes and facing challenges with confidence and faith in God will give you the
power to be successful in life.
Watch : https://www.oercommons.org/authoring/21202-adolesce/1/view

What’s More
There are a lot of challenges that would help us understand ourselves better.
Try answering the activities below to find out the relationship of thoughts, feelings,
and actions to better understand yourself and how to manage conflicts between you
and your family, friends and others. Using the following situation, complete the
conflict management diagram. Write the negative response in letter A and positive
response in letter B.

Conflict Management Diagram

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 Situation 1: You are walking alone on the road that is so dark and you heard
a whimper nearby.
Situation 2: You are working on your research paper and you need to
concentrate on it, but your brother plays his electric guitar despite you calling
his attention many times.
Situation 3: You are about to enter the door of your house then you hear your
father who is drunk shouting sarcastically at you because it is already past
8:00 pm when you class ends at 3:00 pm.
Situation 4: Your teacher tells you that you that you have been selected as
the representative of the school to compete for a division contest and this is
your first time to participate in a competition.
Situation 5: You are the leader of your group but while presenting the
concept that you worked on the whole night, but your ideas fail to impress
one of your classmates which upset you.

What I Have Learned

Recall some important key points in understanding developmental
change experienced by an adolescent like you.

COMPLETE THE CROSS WORD

Vertical
1. growth through social interaction
5. anything that we do
6. uncertainty or lack
of understanding
9. strange and difficult experiences
by adolescents that is part
of developing self-identity.

Horizontal
2. a high regard to perceptions
of others
3. it gives life to our thought
4. it is a transition between
childhood to adulthood
7. ability to control thought,
emotion and behavior
8. the 5th ego of psychosocial
development by Erik Erikson
What I Can Do 10. it is an impression to stimulus

Sharing one’s thoughts and feelings is important, but it should be expressed

with focus and gentleness. Painting is an outlet for the expression of your thoughts,
feelings, and emotion. It is an opportunity to see and hear your feelings and emotions
through a tangible and authentic output.

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Materials:
Poster paint (different colors)
Brush
1/8 Illustration board
Instruction:
Find a place where you can work.
Prepare the materials.
Close your eyes and contemplate for 30 seconds.
While your eyes are closed, try to capture the colors, shades, textures
or shapes of your feelings.
Now, it’s your time to paint your feelings.
Write a short description and title for your output.
My Self Reflection

Assessment
Multiple Choice: To fully understand the lesson, read each
statement/question carefully and choose the best answer. Write the chosen letter on
a separate sheet of paper.
1. This is an important aspect that we need to consider focusing on to be
developed as a strong and healthy individual.
A. Cognitive empathy B. Personality C. Life motivation D. None
2. The following are changes experienced during adolescence stage, EXCEPT
A. Change of interests that lead to have a circle of friends
B. Change in physical characteristics and being more conscious
about their appearance.
C. Change in mood which results to them being risk-takers.
D. Change in their belief and interest for intimate relationship

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3. According to Erik Erikson’s theory of Psychosocial development,
adolescents should able to resolve the conflicts they experience at their age.
What conflict experience of adolescents based on Psychosocial theory needs
to be successfully developed?
A. Trust and Mistrust B. Initiative vs. Shame
B. Intimacy vs. Isolation D. Identity vs. Role Confusion

4. Which of the following characterizes the Psychosocial theory of Erik Erikson

during Identity vs. Role Confusion stage?
A. to develop a sense of direction in life
B. to form a strong identity
C. to develop a personal exploration
D. to remain insecure and confused about the future

5. Adolescence is transition age between childhood and adulthood. What are

the characteristics of adolescence?
A. social cooperation
B. avoidance of conflict
C. high risk takers
D. all of the above

6. Parents continuously guide and support their children during adolescence

stage, yet teenagers tend to have a conflict with their parents. Which of the
following reasons does not explain the cause of this conflict?
A. because of house rules
B. because of strong trust in their friends
C. because of incomplete development of their frontal lobe
D. because of confusion

7. Which of the following is an expression of cognitive empathy?

A. Adolescents dream of a good and satisfying life
B. Adolescents have broader perspective and self determination to reach their
goal.
C. Adolescents show high regards to the perspective of others and they feel
concern for others
D. B&D

8. How does cognitive empathy create a conflict among adolescents?

A. because they are able to develop social relationship
B. because they develop their trust toward their friends more than their
parents.
C. because they test their self-control
D. because they create effective business partner

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9. The following are ways on how to be responsible with our own behavior and
actions, except.
A. Have a focused mind B. manage feelings and emotion
C. Examine the situation D. Make a fast reaction

10. While you are cooking you accidentally touched the hot surface of the pan.
What reaction of your body comes first?
A. feelings, action, thoughts
B. actions, feelings, thoughts
C. thought, feelings, action
D. feelings, thoughts, actions

11. Learning to identify our strength and weakness will help in forming our
individual personality. The following statement are parts of development,
except?
A. We can judge others easily
B. We learn to accept others too.
C. We can understand our selves better
D. We become successful in dealing with

12. You are playing at the covered court with your friends, while playing, you
notice that your crush is looking at you. You want to show that you are good
in playing. What is the best thing for you to do?
A. Stop playing and ask her to watch you.
B. Concentrate on your play while she is watching.
C. Inform your teammate that there are girls watching
D. Stop playing and hide.

13. You are invited to help in organizing a youth event in your church. You
are about to work with other teenagers whom you do not really know. Which
of the following situations shows a social interaction barrier?
A. Show a smile when you have eye contact with them.
B. Show to them that you want to be friends with them, saying Hi for example
C. Show that you are hesitant because you think they are not approachable
D. Show a feeling disgust and discomfort

14. How can you attain your goals in life?

A. Give up when you feel it is hard to live up to expectations
B. Practice self-regulation in every situation
C. Learn from mistakes and face challenges with confidence
D. B&C

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 15. What makes us understand our thoughts, feelings, and action?
A. Handling a thought or information with positive outlook will help us handle
the situation with intense reaction.
B. Handling a thought or perceive information with negative feeling will result
to better outcome
C. Handling the thought or perceive information with too much emotion, we
can understand the situation.
D. Handling the thoughts or perceive information with positive feelings and
focus on the situation can solve the problem with less stress.

Additional Activities
Since you have a wide range of understanding on your thoughts and how you
behaved in the past, recall an instance wherein you became so unfair to your parents,
siblings or friends because you were experiencing adolescence developmental change
which was broadening and refining your characteristics that would help in realizing
your perspective in life.
Kindly write a letter of apology addressed to the person whom you have hurt
the most, but very much deserves to hear your story. Explain to him/her the
difficulties you were undergoing during those days. Make this person remember how
you behaved and tell him/her the reason why. Also, make him/her understand that
you also needed his/her understanding so you would be able to surpass the stage of
development.

Dear_____________,
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

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 Week

2
Lesson 4 Thoughts, Feelings and Behaviors in
Actual Life Situations
While you may notice and feel drastic physical changes within you, it is, too
important to know how these transformations develop you as an individual. Not only
does the physical aspect affect your thoughts and feelings, but this more importantly
positively converts your behaviors---toward yourself and the people around you.

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Personal Development. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The lesson in this module is about Actual Life Situations of the Middle and Late
Adolescence. After going through this module, you are expected to: show the
connections between thoughts, feelings, and behaviors in actual life situations.

What’s In
In the previous module that you have accomplished, you have understood that
every individual experiences certain stages of life that form his or her being a person.
Likewise, you have understood that adolescents tend to experience “cognitive
empathy,” a phenomenon where a person pays high regards to perspective of others
and feeling concerned towards people in the society. In this specific module, you will
be able to aptly appreciate the changes within you that you have evaluated in the
previous module: your thoughts, feelings, and behaviors. Now that you have
enumerated and assessed yourself, it is about time for you to appreciate that
understanding these three elements leads you to better weigh of what is going on
around you, making you a keener observer and a more active participant to the
betterment of your personal goals and others’ individual roles in the society.
To assess yourself further, accomplish the proceeding activity about your
thoughts, feelings, and behavior.
Three things I think the future would be: Three gestures that make me happy:

34
 Three celebrities I can relate myself with:

_________________________________________________________________________________.

What’s New
Read and internalize the poem entitled “I Wandered Lonely as a Cloud” by a notable
romantic poet, William Wordsworth. You may use either your physical dictionary or
electronic dictionary for you to understand the words that may be unfamiliar to
you.

Unlocking of Difficulties
WORD DEFINITION CONTEXTUAL EXAMPLE

(from www.dictionary.com)

daffodil a bulbous plant, Narcissus I really love bright and yellow flowers
pseudonarcissus, of the because they make my day livelier. How
amaryllis family, having I love daffodils, indeed.
solitary, yellow, nodding
flowers that bloom in the
spring

flutter to wave, flap, or toss about Look at the fluttering butterflies in the
garden! They are so happy, aren’t they?

jocund cheerful; merry; blithe; glad I have never seen him sad all along. He
has always been jocund.

oft often Know what, I often see him pray when

things are getting difficult.

pensive expressing or revealing Despite the challenging times, they

thoughtfulness, usually remained pensive all these days.
marked by some sadness:

I Wandered Lonely as a Cloud

by William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

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 The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

What is It
The poem that you have just read manifests how a person can be lonely and
happy at the same time. Likewise, an adolescent like you might be able to transform
your thoughts and feelings onto a positive behavior. For instance, like a cloud, you
might be alone at times, perhaps left behind by the ones you consider as close and
significant to you; thus you might think and feel (hence the thoughts and feelings)
that you are unimportant to them. However, as what Wordsworth wrote, “A poet
could not but be gay,” he did not let the loneliness envelop him, so he found his own
ways, controlling his behavior, to be “gay” or happy even though the situations are
against him.
By analyzing the poem and relating this to your everyday life as an adolescent,
you can now clearly identify the connections between your thoughts, feelings, and
behavior. As discussed above, the three do not necessarily have to be of the same
succeeding level or intensity that one of them may contradict or control the others.
That is the reason that as a responsible adolescent, it is imperative that you evaluate
yourself through self-assessment. Self-assessment is your own assessment of your
thoughts, feelings, and behaviors which is completely necessary for you to arrive to
an informed decision.
However, while decisions may be individual, these are affected by factors like
values, goals, and positive affiliations. In the study of B. Bradford Brown entitled The
Psychology of Adolescence, he wrote that the aforementioned factors are affected by
positive family and community context, emphasizing that skills to deal with anxiety
and adversity are also keys. Hence, an individual must be able to assess himself or
herself accurately prior to making decisions as the outcomes of his or her actions
can be the reflections of how he or she is raised, chooses peers, and deals with the
community.
Meanwhile, in an online article published in carolinapeds.com entitled “The
Connection Between our Thoughts, Feelings, and Behaviors, the author Courtney
Bancroft”, it was discussed that the three are connected with one another in such a
means that when one (e.g. thought) or any two of the three (e.g. thought and feeling)
is/are on negative pole, it may be changed by having the remaining factor/s focused
on the positive pole.
Now that you have seen the connections of the three elements, it is about time
that you share a real situation that you have experienced in the past when your

36
thoughts, feelings, and behaviors either agreed with one another, or otherwise. Please
answer the following questions:
-Have you had an experience when your thoughts, feelings, and behaviors agreed with
one another? What situation was that?
-Have you had an experience when your thoughts, feelings, and behaviors disagreed
with one another? What situation was that? How did you arrive to an informed
conclusion afterwards?
-Why do you think that at times, people tend to have thoughts, feelings, and behaviors
that do not agree with each other?
-Can we control our thoughts, feelings, and behavior? How can we do that?

What’s More
Activity 1.1 Making Connections
Your thoughts, feelings, and behaviors allow you to arrive at certain decisions. These
decisions, however, might be informed or uninformed. In order for you to be able to
arrive at a fruitful and helpful conclusion, you should be able to track the three
elements, so it would be easy for you to show the connections among them. In this
activity, you are given a set of situations where you should track your thoughts,
feelings, and behavior until you reach a decision. Your answer must be in full
sentence or paragraph, depending on your intent. Use a different sheet of paper.

Situation Thought/s Feeling/s Behavior/s Decision/s

1. You saw one of your friends getting something from the teacher’s drawer
without permission. What would your decision be?

2. You felt an urge to help an old man crossing the street, but you are already in
the jeepney. How would you decide on it?

3. One of your neighbors is insulting the religion of your other neighbor by

posting blasphemous articles on social media. How would you decide on it?

37
Activity 1.2 The Golden Circle
This activity gauges the depth of your understanding and appreciation of the module.
Starting from the outside circle, recall the discussions about your thoughts, feelings,
and behaviors that you may want to retain or change in order for you to become a
better individual.
First, write WHAT specific
thought, feeling, or behavior
that you possess you would
like to improve.

Next, write HOW you plan to

change this thought, feeling, or
behavior.

Finally, write WHY you intend

to change this thought, feeling,
or behavior.

Activity 1.3 Reconnect the Connections

Through the tune of “Bahay Kubo,” compose a song with the theme “Millennial
Adolescents: Responsible, Empowered, and Virtuous”. The song must contain the
essential characteristics adolescents must possess when it comes to their thoughts,
feelings, and behavior. Provide a creative title.

What I Have Learned

Complete the statements according to the concepts that you have learned.
Through this module, I have learned that thoughts, feelings, and behaviors
are sometimes not vertically aligned with one another because
________________________________________________________________. I have also
understood that self-assessment is considerably important to an adolescent for the
reason that __________________________________________________________________.
Therefore, in making decisions, it is always necessary to _______________ for an
individual to arrive to an informed decision.

What I Can Do
While it takes effort and time for you to be able to go through the middle and
late adolescent stages, it is important to take one step at a time. Having that said so,
you may begin listing down a monthly plan that will serve as your guide in improving
yourself.
For example, in Day 1, you can write “I will try to reach out to a friend whom
I know I have hurt feelings back then” or “I will research about ways to become a
better individual.”

38
 Note that in your monthly plan, it is acceptable to leave some days blank if
you intend not to include an activity on that day. Be creative, inspired, and enjoy
planning!

MY POSITIVE PLANNER
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

Assessment
Choose the letter of the correct answer. Write the chosen letter on a separate sheet
of paper.
1. Adolescence is the stage when a person transforms from puberty to adulthood.
a. true
b. false
c. perhaps
d. most of the time
2. Thoughts, feelings, and behaviors do not always have the same level and
intensity among one another.
a. true
b. false
c. perhaps
d. most of the time

39
 3. Decision is made out of our thoughts, _________, and behavior.
a. adulthood
b. feelings
c. adolescence
d. situation
4. For us to identify our own strengths and weaknesses, we usually do:
a. groups
b. peer-assessment
c. relative assessment
d. self-assessment
5-7. Identify three (3) incorrect statements:
a. The connection among thoughts, feelings, and behaviors is always
vertically aligned.
b. The connection among thoughts, feelings, and behaviors is always not
vertically aligned.
c. The connection among thoughts, feelings, and behaviors is sometimes
vertically aligned.
d. The connection among thoughts, feelings, and behaviors is never
vertically aligned.
8-9. Identify two (2) statements which are not true to an actual situation:
a. Thoughts may sometimes overpower a person.
b. Our feelings always control our thoughts.
c. Behavior is always the product of thoughts and feelings.
d. Decisions are made by behavior alone.
10. Teacher George saw one of his students cheating in the class. Being so, he
called the attention of the student after the class and said he was sad of what his
student did. When the teacher called the attention of the student after class, he
used his:
a. feelings
b. thoughts
c. behavior
d. all of the above
11-12. A person with disability (PWD) finds it difficult to walk towards an elevator in
a certain shopping mall. You know how she feels because one of your relatives also
has a walking disability, therefore you immediately assist her towards the elevator.
How are thoughts, feelings, or behavior absent in the situation? Choose two (2).
a. When you knew what she was feeling.
b. When you were walking at the mall.
c. When you assisted her towards the elevator.
d. When you saw the person.
13. For us to identify where we have gone wrong in making ________,
it is always important for us to revisit our thoughts, feelings, and behaviors.
a. poems
b. stories
c. decisions
d. assignments

40
14-15. Find two (2) accurate statements:
a. When we make decisions, these may be informed or uninformed.
b. When we make decisions, these are always informed.
c. When we make decisions, these are always uninformed.
d. When we make decisions, these may be products of our own thoughts.

Additional Activities
Using the Activity 1.1 sheet, interview three (3) persons and note their answers.
Prepare to share your answers on the proceeding modules. Copy the table on
separate sheets.

Person 1
Name:
Relationship:

Situation Thought/s Feeling/s Behavior/s Decision/s

You saw one of your friends

getting something from the
teacher’s drawer without
permission. What would your
decision be?

You felt an urge to help an old

man crossing the street, but
you are already in the jeepney.
How would you decide on it?

One of your neighbors is

insulting the religion of your
other neighbor by posting
blasphemous articles on
social media. How would you
decide on it?

Person 2

Name:

Relationship:
Situation Thought/s Feeling/s Behavior/s Decision/s

You saw one of

your friends
getting something
from the teacher’s
drawer without
permission. What
would your
decision be?

You felt an urge to

help an old man
crossing the

41
 street, but you are
already in the
jeepney. How
would you decide
on it?

One of your
neighbors is
insulting the
religion of your
other neighbor by
posting
blasphemous
articles on social
media. How would
you decide on it?

Person 3
Name:

Relationship:
Situation Thought/s Feeling/s Behavior/s Decision/s

You saw one of

your friends
getting something
from the teacher’s
drawer without
permission. What
would your
decision be?

You felt an urge to

help an old man
crossing the street,
but you are
already in the
jeepney. How
would you decide
on it?

One of your
neighbors is
insulting the
religion of your
other neighbor by
posting
blasphemous
articles on social
media. How would
you decide on it?

42
 Personal Development
Developmental Tasks and
Challenges of Adolescence
Personal Development
Developmental Tasks and Challenges of Adolescence
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of 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 agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every 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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Maricel L. Bontigao

Editors: Cesar Chester O. Relleve
Reviewers: Melanie Mae N. Moreno, Joseph Jay Aureada, Darwin D. Bargo,
Illustrator: Salvacion C. Montenegro
Layout Artist: Mark Laurence T. Tapas
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Christopher R. Diaz,
Juan R. Araojo, Jr, Cristina C. Salazar, Priscilla V. Salo, Anselmo C. Celeste Jr.

Department of Education – Region IV-A

Office Address: Gate 2 Karangalan Village 1900, Cainta Rizal

Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]/[email protected]

43
 Week

3
Lesson 5 Developmental Task and Challenges
of Adolescence
In this lesson, we will be focusing on the tasks and challenges that you
experienced during your adolescence stage. Adolescence is the period of
development that begins at puberty and ends at emerging adulthood. During puberty
stage, there are changes that occur in the body of a child. It is a natural process that
everyone goes through. Remember when you started to notice the rapid changes in
your body? Mostly resulted to your being self-consciousness and being overly
emotional. Sometimes, you would want to be accepted and be “in”, but at times, you
would want to be just left alone. These adjustments are part of developmental
changes during adolescence stage -- the time when a child transitions in terms of
physiology and cognition to fulfil a new role as an emerging adult.
We will walk along with you to discover yourself as you take the journey to the
stage of becoming a responsible individual. Knowledge and understanding to oneself
is the key to overcome the challenges in this period of your life. With guidance,
assurance, and a better understanding of the process, you will have an easier time
transitioning yourself in this extraordinary developmental stage.

What I Need to Know

This material was crafted and written to help and guide the learners the
necessary concepts about the developmental tasks and challenges of adolescence.
This module was anchored from the learning competencies, performance and content
standard of the curriculum guide. The content, activities, and assessments were
designed according to learner’s context.

The module is entitled Developmental Tasks and Challenges of Adolescence.

After going through this module, you are expected to:

discuss developmental tasks and challenges being experienced during adolescence.

What’s In
In module 4, you learned that life is full of challenges. Nonetheless, what
matters is how you manage and overcome the challenges that you encounter in your
life. This may be difficult but learning to accept these difficulties may lead you in the
right directions. Your thoughts, feelings, and behavior toward a situation reflects
yourself as a person. Moreover, dealing with circumstances makes you become a
better individual.
Read and express your thoughts, feelings, and ideas on the following
situations.

Situation No. 1
John is an active member of school organizations. He has a lot of talents
to share and ideas to contribute to their club. Aside from that, he is known for
his good looks, neatness, and tidiness. However, these seemingly likeable
characteristics became the very reasons for rumors and gossips-- that he is a
member of the LGBTQ+I community. This hurt him so much that he almost
wanted to drop from schooling. Give your reaction:

44
 Situation No. 2

Erica is a Grade 11 student. Although she is quite plump, she is

undeniably pretty. Since she is sociable, she became popular and gained a lot of
friends in school. She is just an average student but having a crush on her Top
one classmate urged her to spend late nights studying to keep up with him.
However, all her efforts still fell short and she did not make it to the cut of
students with honors. Because of this, she developed an eating disorder that
caused her to lose huge weight. She also started to have breakouts. With these,
the then friendly Erica became aloof and self-conscious. Give your reaction.

Processing Questions:

1. What kind of adolescent did the two students portray in the two situations?

2. What challenges did John and Erica experience?

3. What challenges do Filipino adolescents face most?

What’s New
“Who are you?' said the Caterpillar. This was not an encouraging opening for a
conversation. Alice replied, rather shyly, `I--I hardly know, sir, just at present--
at least I know who I was when I got up this morning, but I think I must have
been changed several times since then.' What do you mean by that?' said the
Caterpillar sternly. `Explain yourself!'

`I can't explain myself, I'm afraid, sir' said Alice,

`because I'm not myself, you see.'
`I don't see,' said the Caterpillar.

`I'm afraid I can't put it more clearly,' Alice replied very politely, `for I can't
understand it myself to begin with; and being so many different sizes in a day
is very confusing.'

Alice in Wonderland-Lewis Carroll

Adolescence is defined as the period between the normal onset of puberty and
the beginning of adulthood. In the Oxford English Dictionary, it was derived from;
late Middle English (as a noun): via French from Latin adolescent- ‘coming to
maturity’, from adolescere, from ad- ‘to’ + alescere ‘grow, grow up’, from alere
‘nourish’. The adjective dates from the late 18th century.”

The transition period between childhood and early adulthood is quite difficult.
This is the most crucial stage because this is the time when teens start defining
themselves. Remember, however, that each adolescent’s experiences, individual
changes, and growth vary.

45
Activity 1:

The following illustrations a boy and a girl adolescent. Let one represent you
and recall the challenges you have experienced during your adolescence stage.
Write your answers inside the box below.

What is It
Example: rapid changes of physical appearance

What is It
Processing Questions:

1. What were the most difficult challenges you have encountered?

2. How were you able to overcome these challenges?
3. How did these challenges help you to be a better person? How do you think
this would prepare you to your adulthood?

Adolescence is a stage in a young person’s life in which they move from

dependency on their parents to independence, autonomy, and maturity. The young
person begins to move from the family as their major social system to his/her peers
as a more appealing social group that might influence his/her adulthood and
independence.
Undeniably, biological, cognitive, psychological, social, moral, and spiritual
changes could be both exciting and daunting for these may affect one’s independence
and perspectives in life. Consequently, oftentimes, it is the members of the family
who take notice of these changes in patterns and behaviors.

Here is the list of the most common challenges that adolescents experience:

Biological Challenges
Adolescence begins with the first well-defined maturation event called
puberty. Included in the biological challenges are the changes that occur due to the
release of the sexual hormones that affect emotions. Mood changes can increase
which can have an impact on relationships both at home with parents and siblings
and peers at school.

Cognitive Challenges
Piaget, in his Theory of Social Development, believed that adolescence is the
time when young people develop cognitively from “concrete operations” to “formal
operations”, so they are able to deal with ideas, concepts, and abstract theories. It

46
takes time to develop confidence using these newly acquired skills, and they may
make mistakes in judgment. Learning through success and failure is part of the
learning process for the adolescent.
Adolescents are egocentric. They can become self-conscious thinking they are
being watched by others, and at other times they behave as if they were on a center
stage and perform for a non-existent audience. For example, acting like a music idol,
singing their favorites songs in their room with all the accompanying dance steps.

Psychological Challenges
The notable psychological challenge that the adolescent must cope with is
moving from childhood to adulthood. A new person is emerging, thus, rules will
change, and more responsibilities will be placed on him/her, so a certain standard
of behavior is now required to be maintained. Accountability is becoming an
expectation from both parental and legal concepts.
As adolescents continue their journey of self-discovery, they continually
adjust to new experiences, even biologically and socially. This can be both stressful
and anxiety-provoking. It, therefore, is not surprising that adolescents can have a
decreased tolerance for change; hence, it becomes increasingly more difficult for
them to modulate their behaviors which are sometimes displayed by inappropriate
mood swings and angry outbursts.

Health Issues of adolescence:

 Eating Disorders
An eating disorder describe illness that are characterized by irregular eating
habits and severe distress or concern about body weight or shape. Eating
disturbances may include inadequate or excessive food intake which can ultimately
damage an individual’s well-being. The most common forms of eating disorders are
the following.

Types of Eating Disorders:

1. Anorexia Nervosa
Teenagers with anorexia may take extreme measures to avoid eating and to
control the quantity and quality of the foods they eat. They may become abnormally
thin and still talk about feeling fat. They typically continue to strict diet even at very
unhealthy weights because they have a distorted image of their body.

2. Bulimia Nervosa
Teenagers with bulimia nervosa typically ‘binge and purge’ by engaging in
uncontrollable episodes of overeating (bingeing) usually followed by compensatory
behavior such as: purging through vomiting, use of laxatives, enemas, fasting, or
excessive exercise. Eating binges may occur as often as several times a day but are
most common in the evening and night hours.

Mental Health Disorder

 Anxiety Disorders
Anxiety disorders are a group of mental disorders characterized by significant
feelings of anxiety and fear. Anxiety is a worry about future events, and fear is a
reaction to current events. These feelings may cause physical symptoms, such as a
fast heart rate and shakiness.

47
  Mood Disorders
The development of emotional or behavioral symptoms in response to
identifiable stressors that occur within 3 months of the onset of the stressors. Here,
low mood, tearfulness, or feelings of hopelessness are predominant.
 Major Depressive Disorder (MDD):
A period of at least 2 weeks during which there is either depressed mood or the
loss of interest or pleasure in nearly all activities. In children and adolescents, the
mood may be irritable rather than sad.
 Bipolar Disorder:
A period of abnormally and persistently elevated, expansive, or irritable mood
and abnormally and persistency increased activity or energy, lasting at least 4
consecutive days and present most of the day, nearly every day, or that requires
hospitalization.
 Attention Deficit Hyperactivity Disorder
Definitions of the symptom complex known as attention-deficit/hyperactivity
disorder (ADHD) differ, but severe problems with concentration or attention and/or
hyperactivity are estimated to affect adolescents. Six times as many boys as girls are
affected.
 School phobia
School phobia, also called school refusal, is defined as a persistent and irrational
fear of going to school. It must be distinguished from a mere dislike of school that is
related to issues such as a new teacher, a difficult examination, the class bully, lack
of confidence, or having to undress for a gym class. The phobic adolescent shows an
irrational fear of school and may show marked anxiety symptoms when in or near
the school.
 Learning disabilities
Learning abilities encompasses disorders that affect the way individuals with
normal or above normal intelligence receive, store, organize, retrieve, and use
information. Problems included dyslexia and other specific learning problems
involving reading, spelling, writing, reasoning, and mathematics. Undiagnosed
learning disabilities are a common but manageable cause of young people deciding
to leave school at the earliest opportunity.

Social Issues
 Sexual Abuse
Sexual abuse is a sexual behavior, or a sexual act forced upon a woman, man,
or child without their consent. Sexual abuse includes abuse by another man, woman,
or child. Sexual abuse in childhood may result in problems of depression and low
self-esteem, as well as in sexual difficulties, either avoidance of sexual contact or, on
the other hand, promiscuity or prostitution. Sexual abuse in children is regarded by
the World Health Organization (WHO) as one of the major public health problems.
 Substance Abuse
Many communities are plagued with problems of substance abuse among
youth. Some children start smoking or chewing tobacco at an early age, aided by
easy access to tobacco products. Many of our youth, with limited supervision or few
positive alternatives, drink too much beer and liquor. Other youth, influenced by
their peers, use other illegal drugs. Our youth suffer from substance abuse in
familiar ways: diminished health, compromised school performance, and reduced
opportunities for development. Our communities also bear a heavy burden for
adolescent substance abuse.

48
  Influence of Mass Media
Adolescents spend a significant amount of time in viewing and interacting with
electronic devices in the form of TV, radio, cellphone, and computers. Mass media
activate and reinforce attitude and contribute significantly in the formation of
new attitudes and will continue to affect children's cognitive and social development.
 Impact of Social Media
Social media is a constant part of our lives: we are bombarded by alerts from
Facebook, Twitter, Snapchat, and Instagram from the time we wake up to the time
we go to sleep. This constant noise is associated with negative mental health
outcomes in younger generations who have grown up with the chatter. This constant
noise is associated with negative mental health outcomes in younger generations
who have grown up with the chatter. In an article by Dr. Shamard Charles (2012),
he summarized that “recent studies have shown that more social media use is
associated with increased reported symptoms of social anxiety, social isolation, and
feelings of loneliness.” Another effect of social media is an intense feeling of isolation.
It is easy to think that checking on what friends are posting on Facebook will lead to
a greater sense of connectedness, but studies have shown that it’s actually the
opposite.

Developmental Tasks

In the eight stages of Psychosocial Developmental Theory of Erik Erikson,

Identity vs. Role Confusion (this stage is the age between 12 to 18 years old) explains
that adolescents would try to explore and figure out their own identity and try to fit
in with social interactions at the same time. According to Erikson, an adolescent’s
main task is developing a sense of self. Adolescents struggle with questions “Who am
I?” and “What do I want to do with my life?” Most of the adolescents try to explore
various roles and ideas and look for a place where they can fit, set goals, and attempt
to discover themselves.

As an adolescent who is entering the stage of adulthood, you are responsible

for your own being. Accepting yourself and ensuring your body’s physical health help
you build stronger personality and sense of identity. Likewise, building a strong
relationship with your family and showing affection and respect to others can
improve interactions with them. Establishing social responsibility, moreover,
develops personal and moral values to guide you on how to react to social issues.

Entering adulthood is undeniably a big challenge. At this stage of your life,

your family, your school, and your community contribute to prepare you in this life-
changing task. You should, in turn, need to be emotionally prepared since you would
need to choose people whom you think would help you fulfill these tasks in order for
you to reach you goals in life.

49
What’s More
Now that you already understood the challenges and tasks you face during
your adolescence years, let us try to answer the following activities to test your
learning.
Actvity1: Read and analyze the situations carefully.

1. Your friends asked you to try to smoke cigarette. They said that if you don’t
try it, you will be out to their group.

What is the problem?

What is your responsibility?

What would be the solution?

2. You have always enjoyed badminton until you found out that your crush liked
it, too. One time during practice, though, your crush watched your training and
that made you conscious. This eventually resulted to errors that your coach
scolded you in front of the audience. You felt embarrassed especially to your crush
who happened to be there in the venue.

What is the problem?

What is your responsibility?

What would be the solution?

3. Your friend invited you to sleep over in their house to finish the research
paper that you need to submit the next day. However, you are anxious because
your classmate’s house is far, and your parents might not allow you to go.
What is the problem?

What is your responsibility?

What would be the solution?

Assessment 1: Identify challenge that is illustrated in the following

situations. Write your answers on a sheet of paper.
____________1. When Rina’s mother died in a car accident, she started to clam up
and stayed most of the time in her room. She lost her appetite and denied any
interaction with anyone. She would spend entire nights crying and mourning for the
loss.

____________2. Miss Ana noticed that Justin was always absent on her class. She
asked Justin’s classmates if they knew what happened and she found out that Justin
was a victim of bullying that is why he rarely went to school.

50
____________3. Amy started limiting her food intake because she thought and felt fat
whenever she looks in the mirror.

___________4. Ken enjoyed being with his friends, but there are times his friends
engage in smoking and drinking liquor. Although he does not want to join, he has no
choice because they will kick him out from the group.

___________5. When Joey was still a child, he always went to bed early, but when he
learned to play online games, he started to spend more time playing gadget at night.

Activity 2: Read and Answer the following

1. What are the implications of the developmental tasks to you as a student?

a.
b.
c.
2. Give at least three of your significant roles in the society.
a.
b.
c.
3. Make a list of your skills that would help you in dealing with things when
you enter adult life.
a.
b.
c.
4. Explain: “Challenges help us to face the reality”

Assessment 2: Asses yourself if by rating yourself according to the following scale.

Check the appropriate column that corresponds to your answer.

5-always 4-often 3-sometimes 2-seldom 1-never

Self-evaluation 5 4 3 2 1
1. I think many times before I make decisions.
2. I do self-assessment when I’m not sure
of my actions.
3. I am responsible of my actions.
4. I tend to do change my decisions every
now and then.
5. I take responsibilities seriously.
6. I accept challenges that comes my way.
7. I think twice before I say something.
8. I spend more time with my friends rather
than my family.
9. I’m shy to show my talent or skills with others.
10. I do my share in the household chores.
TOTAL

51
Activity 3: Answer the following briefly.

1. Write an essay about the topic: “What Kind of Adolescent I am?”

2. Make a “thank you letter” to the most significant person in your life who has
helped you to understand yourself better.
3. Make a weekly plan of your tasks to accomplish.

What I Have Learned

Now that we are done with our topic, check your understanding about the lesson
by filling out the box.

Recall Recall the most important ideas

from the lesson.
Summarize Summarize the ideas in a single
sentence.

Question Ask 1 major question in mind.

Connect Connect the lessons in your life.

What I Can Do
As a Grade 11 student, you are most probably expected to enter the late
adolescence to early adulthood stage. You will encounter different adversities, but as
you go on with your life, you will become more responsible with your decisions and
actions. Now, list some ways on how you have become a more responsible individual.
Then, make a promise to yourself that you will do better in the coming years.

Assessment
Choose the letter of the correct answer. Write the chosen letter on a separate sheet
of paper.

1. Adolescence is a stage _____________.

a. of spending personal and social involvement and responsibly
b. when a child transitions in terms of physiology cognition to fill a new
role as an emerging adult
c. for adjustment to decreasing stretch and health, life review, retirement,
and adjustment to new social roles.
d. of establishing personal and economic independence, career
development, selecting a mate, learning to live with someone in an
intimate way, starting a family and rearing child

2. They are the most significant people who guide an adolescent in their
journey during puberty.
a. family c. teachers
b. friends d. all of the above

3. It is an example of psychological challenges in adolescence.

a. health issues
b. school phobia
c. romantic relationship
d. journey of self-discovery

52
4. It is one of the social challenges an adolescent usually faces ECXEPT one.
a. heartbreak
b. cyberbullying
c. discrimination
d. sexual abuse or violence
5. It is a feeling that one must do the same things as other people of one’s age
and social group to be liked or respected by them.
a. outcast c. parental conflict
b. peer pressure d. racial discrimination
6. It is defined as a persistent and irrational fear of going to school.
a. school phobia
b. school paranoia
c. scholastic pressure
d. vocational challenges
7. The following are some reasons why an adolescent develops the fear of school
EXCEPT one.
a. new friends
b. terror teacher
c. the class bully
d. lack of confidence
8. The following are some of the abilities of teens EXCEPT one.
a. thinks long-term
b. engages in different relationships
c. develops the ability to think abstractly
d. Is concerned with philosophy, politics, and social issues
9. The following are some causes of substance abuse of adolescence ECXEPT
one.
a. social pressure
b. environmental stressors
c. raging hormonal imbalance
d. individual personality characteristics
10. The best person who could help a teenager, when he/she experience severe
depression.
a. teacher
b. physician
c. psychiatrist
d. school counselor
11. It is characterized by the psychological crisis of identity.
a. self-image
b. sexual identity
c. sexual concept
d. self-confidence
12. Egocentric is ________.
a. self-love
b. very sensitive
c. overly confident
d. thinking they are the center of everything

13. Self-identity pertains to _____________.

a. self-centered
b. identifying your sexuality
c. person with different personality
d. trying to explore and figure out their own identity

53
 14. The following are the symptoms of eating disorder in teens EXCEPT one.
a. exercising daily
b. distorted body image
c. skipping most meals
d. extreme weight change
15. This tells that an adolescent is becoming a mature individual.
a. You spend your saving just to buy shoes worth five thousand pesos.
b. You are very persistent to finish the vocational course where
you are enrolled in.
c. You answer back and bad mouth your bashers in the social media.
d. You spend more time with your friends rather than your family,
because they are your source of happiness.

Additional Activities
Using the chain of events, write down some of most the important episodes in
your life during adolescence. Write your aspirations and what will be your actions to
achieve your goals.

13-15 years 16-17 years

old old

Preparing for my Adulthood 18-21 years old

My actions to be a responsible Goals

adult to achieve my…

54
 Personal Development
Development Through
the Help of Significant People
Personal Development
Development Through the Help of Significant People
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of 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 agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every 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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Joneth D. Vibar

Editors: Cesar Chester O. Relleve
Reviewers: Melanie Mae N. Moreno, Joseph Jay Aureada, Darwin D. Bargo,
Illustrator: Salvacion C. Montenegro
Layout Artist: Mark Laurence T. Tapas
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Fe M. Ong-ongowan, Christopher R. Diaz,
Juan R. Araojo, Jr, Cristina C. Salazar, Priscilla V. Salo, Anselmo C. Celeste Jr.,

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

55
 Week

3
Lesson 6 Significant People in Life
Recognizing the significant people in a person’s life is closely related to his
growth and well-being. As adolescence face critical changes and deal with
transitions, it is high time to notice the people who positively influence them to carry
out the tasks expected of them to accomplish. This kind of connection secures a
basis of emotional security and adds to their personal development.

What I Need to Know

This module was designed and written with you in mind. It is here to help you
discover yourself better through the lenses of the people who contribute so much in
your well-being. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Significant People in Life
 Lesson 2 – Evaluating One’s Development through the help of others

After going through this module, you are expected to:

1. identify the significant people in an adolescent life;
2. differentiate their contributory factor on one’s development;
3. identify who among these people influenced an individual the most;
4. assess personal development;
5. evaluate one’s development through the help of others;

What’s In
This module is designed to facilitate learners’ insights into one’s journey
throughout the course of personal development. After knowing the different
developmental tasks and challenges encountered by adolescents, it is also important
to keep track on one’s development as accompanied by the people important in life.
At the end of the module, learners will be able to:

1. Evaluate one’s development through the help of significant people around

him/her (peers, parents, siblings, friends, teachers, community leaders.)

What’s New
Significant People in Life
Being in Senior High School is another stage of life that young adolescents like
you need to prepare with to face the adversaries that challenges your well-being.
With full of confidence and logical thinking, you can be guided with any decisions to
take in life. As you continuously progress in every learning situation, it is fitting to
look back at the people who molded you to become better as a person.

56
  What important role did they play in your life?
 What influences did you get from them?
 How do you choose people who stay in your circle?
 What are the behavioral characteristics do you consider in looking for peers?

These are some of the questions that you need to ponder on as you continue to
explore the content of this module. The discussions covered in this lesson may also
help you improve your relationship with them and instill valuable lessons that could
strengthen your ties among the important people in your life.
`Surrounding yourself with the people who give significant contribution to your
personal development is a good strategy for self-growth. Not only do they give you a
sense of belongingness, but also give a feeling of security for having an extended
family beyond your own. Since, man cannot survive alone, every individual needs
social membership in order to develop different potentials necessary for present and
future success.

What is It
Influential People in My Life
People normally look up to influential personalities who have shown greatness
in terms of leadership, intelligence, creativity, talents, and charisma. They usually
listen to their strong belief system that brings so much inspiration and positive
energy to other’s life.
Adolescents choose their idols whom they have seen in social media and from
the society they get involved with. Because of the examples they model, they get
inspiration and imbibe their positive outlooks in life.
These are some of the people who molded you in many significant ways and
have become part of your existence.

 Parents are the first people who introduce you to life.

 They provide shelter, protection, and sense
Parents of security no matter what happens.
 The concept of home is formed coupled with love and
much sacrifices that either your mother or father
is willing to give.
 When you want to hear honest opinion about the
things you need to improve, they would never
hesitate to tell exactly what needs to be done.
 Parents play the largest role in a person’s mental,
emotional, physical, and social development.
 They teach you the first valuable lessons in life that
became an integral part of your personality as you
continue to discover the world.
 They get involved with your education and happy
to see you achieve and discover potentials.
 Parents advices are far more important than any
other people’s advices in terms of making sound
decisions in life.

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Siblings  Siblings are friends within a family.
 They extend valuable help whenever you are in need
of assistance.
 They teach you the concept of socialization, mutual
understanding, and respect.
 Like friendship, your relationship with your sister
or brother requires communication and acceptance.
 As you grow older you realize their significant part
in your life and continue to establish close
ties among them.
 Although disagreements are normal part among
siblings, it is important to understand that all of you
have sets of differences.
 Sibling bond is nothing compared with any other
bonds in the world if its foundation
is anchored with much love and appreciation.
 Friends are like extended siblings who came from
Friends different families.
 They give us a sense of belongingness for an
individual would always want to be part
of something.
 Friends also teach us the value of love, respect,
understanding, and acceptance.
 They help us improve in our social connection,
emotional stability, and inspires our intellectual
capacity.
 True friends support only what is good and reject
what is not. They refuse to tolerate unacceptable
behavior and seek to correct your shortcomings.
 Friends bring out the best in a person and they share
mutual interest, hobbies, and aspirations.
 Teachers are the second parents in school.
Teachers  They help you improve your intellectual and
emotional capacity to handle difficult situations life.
 They guide you to understand the valuable lessons
about life that would last for a lifetime.
 Their influence does not fade because they provide
exceptional impact towards self-realization
and self-discovery.
 Teachers walk along the progress of the leaners; that
makes it more memorable and enduring for life.
 Good teachers inspire learners to do better
in making decisions.
 Being the role model in class, they set example
to leaners who need much guidance in school.

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  Community leaders provide network connections
Community Leaders and linkages among other parts of the community.
 They inspire adolescents to get involved with
community services through outreach programs,
social activities, and volunteer works.
 They model innovation to help improve the
community whom they serve.
 Effective leaders set inspiration to others by setting a
good example by following the policies that they try
to implement.
 Using their charisma, they tend to persuade others
to follow them; thus, they can generate many
programs to address the needs of the people.
 Adolescents like you can learn from their
accomplishments and may get inspired to become
servant-leaders in the future.

What’s More
Directions: Choose the answer from the pool of words below. Write your answers on
a separate sheet.

E. COMMUNITY
A. PARENTS B. SIBLINGS C. PEERS D. TEACHERS
LEADERS

_________1. They give honest opinions about the things you need and seek only what
is best for your improvement.
_________2. They persuade you to get involved in community outreach programs.
_________3. They are true if they do not agree on misbehavior and seek to correct
your mistakes.
_________4. They facilitate your knowledge acquisition and determine progress.
_________5. You continue to develop close ties with them despite conflicts.
_________6. They give so much influence and support on your education
and career choice.
_________7. They influence you to serve others unselfishly.
_________8. They have an enduring influence in the lives of most adolescents.
_________9. Your connection with them has nothing compared with any
other mutual connection.
_________10. They share mutual understanding, hobbies, and love to discover
common interest.
_________11. They usually use the power of persuasiveness to influence other people.
_________12. They help you understand valuable lesson in life that can be useful
for intelligent decision making.

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_________13. They instill the basic skills and values you have learned in life.
_________14. They extend help in any given circumstances despite arguments.
_________15. They are like sole mates who came from different families.

What I Have Learned

Activity 1.1 What have I learned from others?
There are many opportunities that you can learn from other people; good or
bad, they served as your guide in knowing yourself even more. In this activity, allow
yourself to proudly describe what you have felt from the different situations you
shared with them. Use the table below to indicate your answers.

When my parents see my card grades they said …

_____________________________________________________________________________
I realized that …
_____________________________________________________________________________

I felt very happy when my brother/sister …

_____________________________________________________________________________

Therefore, I decided to …
_____________________________________________________________________________

My friends told me to change my …. (state a sample behavior)

_____________________________________________________________________________

After quite some time, I noticed that ….

_____________________________________________________________________________

My teacher caught me unprepared for the performance, she/he said …

____________________________________________________________________________
I realized that …
_____________________________________________________________________________

The leader in our community advised me to …

_____________________________________________________________________________
I decided to …
_____________________________________________________________________________

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Activity 1.2 How significant are you?
Below is a sample value chart to determine how much you appreciate the significant
people in your life. By coloring the box with RED, you can show how much they
value to you.

1. Name of Mother ___________________________

Less Significant Moderate Very Most

Significant Significant Significant Significant

2. Name of Father ____________________________

Less Significant Moderate Very Most
Significant Significant Significant Significant

3. Name of Sister/Brother __________________________

Less Significant Moderate Very Most
Significant Significant Significant Significant

4. Name of Favorite Teacher ________________________

Less Significant Moderate Very Most
Significant Significant Significant Significant

5. Name of a Community Leader _______________________

Less Significant Moderate Very Most
Significant Significant Significant Significant

 Who is/are the most significant person/s in our life?

 What made him/her very important to you?
 What life lesson/s have you gained from him/her?

What I Can Do
Activity 1.3 A Letter to You!
As you analyze and understand the content of this lesson, write a simple letter of
appreciation to the most significant person in your life. Consider all the challenges
both of you conquered and positive formations they have contributed for your
development.

Lesson 6.1 Evaluating One’s Development

through the Help of Others
A person’s development is always attributed to the influences he/she got from
involving with other people and society. It is important to evaluate personal progress
to get track on the level of skills acquired and to focus on aspects of self that need to

61
be improved. To effectively facilitate this, there is a need to assess oneself through
the help of other people. Their honest feedback means so much to preview plan of
actions and realign them to address the goals you set for yourself.

This lesson guides you to update and evaluate personal development based
on the assistance provided by the significant persons in your life. It can contribute
to personal success and satisfaction on your own achievements.

What’s In
This module is designed to facilitate learners’ insights into one’s journey
throughout the course of personal development. After knowing the different
developmental tasks and challenges encountered by adolescents, it is also important
to keep track on one’s development as accompanied by the people important in life.
At the end of the module, learners will be able to:

1. Evaluate one’s development through the help of significant people around

him/her (peers, parents, siblings, friends, teachers, community leaders.

What’s New
Assessment on Personal Development
The diagram below helps you analyze how much impact each group of people
have given you. Refer to the questions and ponder on your answer for each. Use the
space below for your answer.
 How does each agent influence you as a person?
 How did they contribute to your personal development?
 With their help, to what extent have you improved in terms of emotional,
intellectual, spiritual, and social aspect?

BROTHER/
LEADERS SISTER HOME

COMMUNITY PARENTS FAMILY

PEERS TEACHERS SCHOOL

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 What is It
Significant People in Life Are Also Agents of Socialization
Self-improvement comes with an effective interaction of the different agencies
within the society. The people whom you considered significant in life are also called
agents of socialization. These are your family, siblings, peers, teachers, and
community leaders. They help you discover more of yourself and join you in
exploring what you need to know about the world. As the person continues to
progress, he/she would realize the many potentials that have been influenced by any
of these people.

BROTHER/
LEADERS SISTER HOME

COMMUNITY PARENTS FAMILY

PEERS TEACHERS SCHOOL

Through the process of socialization, adolescents are exposed to many

learning opportunities. As they learn, they would notice additional skills and build-
up of characters under the influence of people whom they look up to. Adjustment of
behavioral display is done so as to fit in the norms of the society where one intends
to join. This process also allows an individual on how to interact with different people
having varied cultural orientation. During such exposure, culture is learned and
acquired, mutual understanding is developed, and a nature of collaboration is
established. There are many benefits that an adolescent can enjoy upon deciding on
socializing with the right kind of people. Since, much of the learning comes within
the environment, young people are always encouraged to search for worthwhile
organization that can bring out the best in them.
Success in social interaction would have a lasting effect on a person’s personal
development. Since human interaction happens as long as you live, it is fitting to
know the proper ways on how to effectively express your thought to reach for others.
These skills in communication must be learned as early as childhood and could be
mastered during adolescence.
 Family, as the most important agent of socialization, has given you the
knowledge of self-care. As you learn to take care of yourself, this is also done
towards the way you deal with other agents in the society. Parents teach the
value of relationship. This is significant because you would develop multiple
relationships as you explore further the world. They give you their system of
belief, traditions, culture, and values that you can use for discernment during
difficult decision making. With the help of your siblings, the early concept of

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 cooperation is fostered. Friendship at this point is also established and can
be nurtured even as you age.

 Peers would always have a great deal of influence in your life. It is rightful;
therefore, for parents to feel worried about the circle of friends you opt to get
involved with. It is difficult for parents to see if adolescents cast astray from
the right path of self-realization; therefore, it is necessary to carefully select
the right set of individuals who would contribute in bringing out the best in
your capabilities. This is a great opportunity to display how much value you
put in a relationship if such friendship would last for a longest time there is.
Peers teach you to develop skills in organizing tasks, working together with
others, giving, and receiving feedback in order to evaluate personal learning
acquisition.

 Teachers are also special agents we see in school, a place where many exiting
memories are forged through time, as we collaborate with peers. They mold
us in so many ways. Their role is not only to teach us the concept of
socialization but gave us opportunities to discover much more about
socializing. School is the appropriate place to formally learn academic skills
like comprehension, analytical thinking, logical reasoning, subject knowledge
transfer, and creative visualization. All of these are learned through the help
of teachers who gave so much inspiration to love learning at all cost. With
their constant guidance and your willingness to learn, your future success is
secured.

 Community Leaders need to develop selfless future leaders, as well. Since

they have an important role in community development, they are extending
so much help in addressing the needs of adolescents particularly in
community involvement and civic responsibility. Because of these selfless
service towards other people, young generations like you can also get inspired
by their examples in reaching out for those who are in need. Youth leadership
opportunities are also provided as means to develop a spirit of volunteerism.
All it takes is get yourself involved with activities that can improve you more
as a person who has a significant contribution in any given society.

What’s More
Activity 1.1 How Do I Define it?
After the readings, define the following terms based on your personal understanding
of the concept.
1. Socialization
2. Agents of Socialization
3. Social Interaction
4. Self-Realization
5. Peer Feedback
6. Spirit of Volunteerism

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 What I Have Learned
Activity 1.2 Expressing My Gratitude
It is rightful to express one’s gratitude to people who have given you inspiration and
growth. This is the chance to tell them how grateful you are for what you have
become and the achievements you reached all these years. Express your
appreciation by writing down your thoughts in the spaces below.

List Five Things You are Grateful Five Valuable lessons you
for about your Sister/ Brother learned from your Teachers
1. 1.
2. 2.
3. 3.
4. 4.
5. Tell how grateful you are for 5.
having your Mother and
Father
Write awesome Lesson learned from
memories you the Leaders who
cherished inspired you
with Peers to serve others.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

What I Can Do
Activity 1.3 Identifying Core Values
Core values are important beliefs of a person or organization from which one is part
of. These are guiding principles that tell the right behavior that an individual may
manifest as he/she deals with human interaction. Core values are normally learned
from people as one continues to engage in socialization. These values help in
personal development towards achieving the set goals in life. In order to be
successful in the future, it is necessary to imbibe important values that would serve
as a guide towards self-fulfillment.
Read the following core values that you may learned from all the significant people
in your life. Share insight for each value that you acquired.

TRUTH COMPASSION INTEGRITY

HONESTY PERSEVERANCE HUMILITY

EXCELLENCE SELFLESSNESS LEGACY

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 BRAVERY WISE KNOWLEDGEABLE

FORTITUDE UPRIGHTNESS FAITH

JUSTICE DILIGENCE HOPE

OBEDIENCE LOVE CARE

TACTFULNESS GOD LOVING LOVE FOR ENVIRONMENT

SERVICE POSITIVE ACCEPTANCE

ACCOUNTABILITY PRUDENCE COMMITMENT

ALERTNESS COMPETENCE EMPOWERING

BALANCE THOUGHTFULNESS FREEDOM

CHARITY SIMPLICITY MATURITY

VIGOR GRATITUDE HONOR

PROFESSIONALISM RESILIENCE PATRIOTISM

DISCIPLINE INNOVATIVE DECISIVENESS

Activity 1.4 Evaluating Personal Development

Refer to the previous table on Core Values and evaluate yourself based on what
values/skills you have learned from the significant people in your life. Then, explain
how significantly they improved you as a person.

Core Values Explain

1.As a student

2.As a brother/ sister

3.As a leader

4.As a son/ daughter

5.As a friend

Activity 1.5 Processing Questions

1. Which value do I live by as the best influence I got from the significant people
in my life?
2. What are the current positive facets in my life?
3. Are there any roadblocks that are preventing me to achieve my personal
advancement?
4. Considering my development now, how far can I go five years from now?
5. What important take away did I learn in this lesson?

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Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.

1. They give us the idea of the existence of home, mutual love, and acceptance.
a. siblings
b. teachers
c. parents
d. peers

2. They generally give important contribution to a person’s personal

development.
a. public servant
b. significant people
c. volunteer workers
d. leaders

3. They share the same interest, wants, membership; often give feedback of the
aspects that you need to improve about yourself.
a. peers
b. parents
c. leaders
d. teachers

4. You realize developing a strong bond with them that is incomparable from any
other type of human connection.
a. teachers b. peers
b. parents d. siblings

5. Most of the influences that an adolescent gets is attributed to the following

kind of activities, except
a. charitable works
b. social isolations
c. community involvement
d. social interaction

6. They try to persuade you to get into community service and join social
organizations to address potential societal problems.
a. mother and father
b. teachers
c. sister/ brother
d. community leaders

7. Which of the following is not a proper definition of a leader?

a. A person who thinks first of himself above others.
b. He/she seeks to solve possible community concerns.
c. He/she provides selfless service towards people.
d. The person in-charge in guiding a group.

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8. A person’s development is further improved with the help of these people.
a. media
b. self-assessment
c. research
d. agents of socialization

9. This is an effective human interaction where an adolescent can best.

a. Observation
b. Organization
c. Socialization
d. Experimentation

10. Which of the following does not belong to the group?

a. environment
b. educators
c. friends
d. FAMILY members

11. Which of the following does not belong to the acquired personal development
of a person?
a. values
b. tradition
c. money
d. culture

12. To foster human understanding within a society a person need to

a. conduct character sketch
b. adjust behavioral pattern
c. do volunteer works
d. expose oneself to the tradition

13. What is the best definition of core values?

a. guiding principles and beliefs profess of a person
b. set of traditions and culture in a place
c. untoward traits and habits of a person
d. guiding rules and set of obligations to fulfill

14. This the most important agent of socialization that adolescents need to
recognize.
a. leaders
b. peers
c. teachers
d. family

15. They teach you to discover inner potential and potential skills to be developed
in both academics and non-academic development.
a. family
b. friends
c. leaders
d. teachers

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 Additional Activities
Activity 1.6 Evaluating my Current Progress
Below is a diagram of a stairs. Evaluate your current and future development in
achieving whatever short- or long-term goal you have set. Alongside, determine the
significant person/people whom you think will contributed so much on your progress
and explain their valuable impact to your personal progress.

GOALS

WORK

SKILLS
DEVELOPMENT

COLLEGE

SKILLS
DEVELOPMENT

GRADE 12

GRADE 11

SIGNIFICANT PEOPLE ALONG YOUR PROGRESS

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