DALTA EXECUTIVE ACADEMIC ACCREDITATION AND AUDIT CENTER

STUDY GUIDE TEMPLATE

(Note to Teachers: The study guide is developed by the teacher to help students navigate
through the course materials in the I-MS. This template is designed to help teachers
construct study guide that is both textual and visual which will enable students to make
meaningful connections among concepts within the course material as well as acquire and
demonstrate higher levels of learning)

CONTENT DESCRIPTION
Course Title Personal Development

Course This course makes senior high school students aware of the developmental stage that they
Description are in, for them to better understand themselves and the significant people around them as
they make important career decisions as adolescents. The course consists of modules,
each of which addresses a key concern in personal development. Using the experiential
learning approach, each module invites students to explore specific themes in their
development. Personal reflections, sharing, and lectures help reveal and articulate relevant
concepts, theories, and tools in different areas in psychology.
Learning The learners demonstrate an understanding of…
Outcomes
himself/herself during middle and late adolescence
the various aspects of holistic development: physiological, cognitive, psychological,
spiritual, and social development
 the skills and tasks appropriate for middle and late adolescence, and preparatory to
early adulthood
 the developmental changes in middle and late adolescence, and expectations of and
from adolescents
 stress and its sources; various stress responses; and coping strategies for healthful
living in middle and late adolescence
 the whole brain theory, or two hemispheres of the brain: artistic (right-brain
dominant) and linear (left-brain dominant)
 the concepts about mental health and wellbeing in middle and late adolescence
 the different types of emotions and how they are expressed
 the dynamics of attraction, love, and commitment
 the concepts about social influence, group leadership and followership
 the impact of one’s family on his/her personal development during middle and late
adolescence
 the concepts of career development, life goals, and personal factors influencing
career choices
 the external factors influencing career choices
 his/her personal development as an important component of setting career and life
goals
Contents Quarter I
By Unit, or Unit 1: Self-Development (20 hours)
By Chapter, or
By topic Topic 1: Knowing Oneself
Learning Outcomes:
At the end of the lesson, the students should be able to:

1. explain that knowing oneself can make a person accept his/her strengths and
limitations and dealing with others better
2. share his/her unique characteristics, habits, and experiences
3. maintain a journal

Practice Exercise: Each student will take the personality test using this link :
https://www.16personalities.com/free-personality-test

Topic 2: Developing the Whole Person

Learning Outcomes:
At the end of the lesson, the students should be able to:
1. discuss the relationship among physiological, cognitive, psychological, spiritual, and
social development to understand his/her thoughts, feelings, and behaviors
2. evaluate his/her own thoughts, feelings, and behaviors
3. show the connections between thoughts, feelings, and behaviors in actual life
situations

Practice Exercise: Video Reaction (https://youtu.be/86JdtGfYFLI)

• What are your thoughts about the video?

• How did you feel after watching the video?
• What are the behaviors expressed in the video that should be applied in life?
• How does someone achieve holistic personal development?

Holistic Development

Topic 3: Developmental Stages in Middle and Late Adolescence

Learning Outcomes:
1. classify various developmental tasks according to developmental stage
2. evaluate one’s development in comparison with persons of the same age group
3. list ways to become a responsible adolescent prepared for adult life

Practice Exercise: “Agreement with Yourself”

Directions: Student will construct an agreement with himself/herself regarding the things
they want to accomplish to have a holistic personal development. They have to pay
attention to the inclusion of the things they’ve learned in the discussion
Sample Output:

Topic 4: The Challenges of Middle and Late Adolescence

Learning Outcomes:
1. discuss that facing the challenges during adolescence may able to clarify and manage
the demands of teen years
2. express his/her feelings on the expectations of the significant people around him/her
(parents, siblings, friends, teachers, community leaders)
3. make affirmations that help one become more lovable and capable as an adolescent

Practice Test: “Have you, Have you not”

a) Are you certain that you are honest with yourself in terms of your struggles in
adolescence period?
b) Have you analyzed the why’s of your struggles as an adolescent?
c) How can you change them into wiser choices?

PHYSICAL APPEARNCE
SOCIAL COGNITION
IDENTITY DEVELOPMENT

GENDER IDENTITY SEXUAL BEHAVIORS

ANTI-SOCIAL AND
DELIQUENCY BEHAVIOR
IMPULSIVITY AND RISK-
TAKING/ THRILL-SEEKING
BEHAVIORS
Unit 2: Aspects of Personal Development (20 hours)

Topic 5: Coping with Stress in Middle and Late Adolescence

Learning Outcomes:
1. discuss that understanding stress and its sources during adolescence may help in
identifying ways to cope and have a healthful life
2. identify sources of one’s stress and illustrate the effect of stress on one’s system
3. demonstrate personal ways of coping with stress for healthful living

Practice Exercise: Video Reaction https://www.youtube.com/watch?v=hnpQrMqDoqE

Stress and Stressor

Stress Factors
Managing Stress
Practice Exercise:
Directions: Each student will come up with five coping strategies that best suit them.
They are expected to do the activity over the weekend and provide documentation.

Topic 6: The Powers of the Mind

Learning Outcomes:
1. discuss that understanding the left and right brain may help in improving one’s
learning
2. explore two types of mind-mapping techniques, each suited to right brain- or left
brain-dominant thinking styles
3. make a plan to improve learning using left and right brain through mind-mapping
activities

Practice Exercise: Watch this video link: http://youtu.be/feAikjPqOq8

Focus Question: Are you right brained or left brained?

Mind Mapping Sample (www.mindmapping.com)

Topic 7: Mental Health and Well-being in Middle and Late adolescence
Learning Outcomes:
1. interpret the concepts of mental health and psychological well-being in everyday
observations about mental health problems during adolescence
2. identify his/her own vulnerabilities
3. make a mind map on ways of achieving psychological well-being
4. create a plan to stay mentally healthy during adolescence

Practice Exercise:
Watch this video about Youth Mental Health and Well- Being using this link:
https://youtu.be/DxIDKZHW3-E

Topic 8: Emotional Intelligence

Learning Outcomes:
1. discuss that understanding the intensity and differentiation of emotions may help
in communicating emotional expressions
2. explore one’s positive and negative emotions and how one expresses or hides them
3. demonstrate and create ways to manage various emotions

Practice Exercise:

“What is the difference between emotions and feeling?”

Quarter II
Unit 3: Building and Maintaining
Relationships (20 hours)

Topic 9: Personal Relationships

Learning Outcomes:
1. discuss an understanding of teen-age relationships, including the acceptable and
unacceptable expressions of attractions
2. express his/her ways of showing attraction, love, and commitment
3. identify ways to become responsible in a relationship

Three Attachment Style (Ainsworth, Blekar, Waters and Wall)

Topic 10: Social Relationships in Middle and Late Adolescence
Learning Outcomes:
1. distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership
2. compare one’s perception of himself/herself and how others see him/her
3. conduct a mini-survey on Filipino relationships (family, school, and community)

Practice Exercise
Directions: Conduct a mini-survey on Filipino relationships using either online tool
Survey Monkey or through interviews. Identify how Filipino understands leadership and
followership, social influence, and social relationship. Discuss the result in the class.

Topic 11: Family Structures and Legacies

Learning Outcomes:
1. appraise one’s family structure and the type of care he/she gives and receives,
which may help in understanding himself/herself better
2. make a genogram and trace certain physical, personality, or behavioral attributes
through generations
3. prepare a plan on how to make the family members firmer and gentler with each
other

Practice Exercise: Genogram Making

 Visualize your client’s medical, social, psychological and family relationship
history
 Gather medical and psychological information for solving medical problems
 Explore the quality of relationships and behavioral patterns of patients

Unit 4: Career Development (20 hours)

Topic 12: Persons and Careers

Learning Outcomes:
1. explain that through understanding of the concepts of career and life goals can
help in planning his/her career
2. identify the personal factors influencing career choices
3. take a self-assessment tool to know his/her personality traits and other personal
factors in relation to his/her life goals
Practice Exercise:
Directions: Take some online tests from the following sites to find out more about
yourself and your career preference. Please note that these tests should not be treated as
prescriptive, but instead are just indicators of your preferences.

a. Government of Alberta, Canada- Alberta Learning Information Service :

https://careerinsite.alberta.ca/careerinsite/know-your-self.aspx
b. The Keirsey Temperament Sorter: http://www.keirsey.com/sorter/register.aspx
c. Multiple Intelligence:
http://www.businessballs.com/howardgardnermultipleintelligences.htm
d. The Myers-Briggs Personality Type Indicator: http://www.humanmetrics.com/cgi-
win/JTypes2.asp

Topic 13: Career Pathways

Learning Outcomes:
1. discuss the external factors influencing career choices that may help in career
decision making
2. identify pros and cons of various career options with the guidance of parent,
teacher, or counselor
3. prepare a career plan based on his/her personal goal and external factors
influencing career choices

Topic 14: Insights into One’s Personal Development

Learning Outcomes
 1. explain the factors in personal development that may guide him/her in making
important career decisions as adolescents
2. share insights that make him/her realize the importance of personal development in
making a career decision as adolescent
3. construct a creative visualization of his/her personal development through of the
various stages he/she went through, stressors, influences, and decision-making
points, and a personal profile analysis

Practice Exercise:
Create a Career Plan

Alabang-Zapote Road, Pamplona 3, Las Piñas City, 1740 Philippines • Tel. No.: (02) 871-0639
www.perpetualdalta.edu.ph
Las Piñas Campus