PDPR

PERSONAL DEVELOPMENT
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 1 DAY 1-2
PART 1: LESSON
LESSON 1: KNOWING ONESELF
OBJECTIVES: At the end of the lesson, the student should be able to:
1. Realize that knowing oneself can aid in accepting one’s strengths and weaknesses;
2. Recognize and analyze one’s unique characteristics, habits and experience; and
3. Understood oneself in order to develop the capacity to interact with others better.

PART 2: TERMINOLOGIES
1. Vivid - producing powerful feelings or strong, clear images in the mind.
2. Overindulge - gratify the wishes of (someone) to an excessive extent.
3. Antisocial - not sociable; not wanting the company of others.

PART 3: DISCUSSION

KNOWING ONESELF
“It’s not who you are that holds you back, it’s who you think you’re not” – Denis Waitley

Knowing oneself can assist you in achieving total development. You get to appreciate the time to look more closely into self, have the
opportunity to understand yourself by identifying your strengths and limitations and eventually share them to others. This allows us to understand
and deal with other people in the long run.

A. Rate yourself in the following areas to help you identify your strength and weaknesses.
Describe yourself as honest as possible.

MYSELF YES NO UNCERTAIN

I am a “worrier”
I make friends easily
I have a vivid imagination
I trust others
I complete tasks successfully
I get angry easily
I really enjoy large parties
I think art is important
I like to take charge of situation
I don’t like being messy
I love to help others
I can solve my problems
I keep my promises
I find it difficult to approach others
I am always busy
I prefer variety to routine
I work hard
I overindulge

1|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

I love excitement
I enjoy reading challenging books
I believe that I am better than others
I am always prepared
I panic easily
I am a really cheerful person
I act without thinking
I get irritated easily
SELF- AWARENESS OR
I always chat to different people
SELF-
EMPOWERMENT - recognizing one’s inner strengths and weaknesses gives a person the capability to empower oneself.
• Acknowledging one’s assets and limitations is never easy- it is a lifelong process.

SELF-CONCEPT
• Person’s perceptions and beliefs about him/herself. It is what you understand about yourself.
• It includes your physical appearance and your body image, social character or abilities and your thinking.

EMPATHY - refers to the ability to recognize and feel emotions of others .

THREE COMPONENTS OF SELF-CONCEPT ACCORDING TO CARL ROGER:

CARL ROGER (Humanist psychologist and well-known for client centered therapy)

1. SELF-WORTH - Also called self-esteem, it is a set of beliefs we hold about ourselves.

• For positive self-worth, one has to receive unconditional positive regard.
i. Unconditional positive regard is acceptance no matter what a person says or does and support in spite of mistakes
and shortcomings.
2. SELF-IMAGE - is how we see ourselves, such as whether we see ourselves as being attractive and unattractive.
3. IDEAL-SELF - is the person we would like to be.

WHO AM I? For many people, answering the question “Who Am I?” is not very easy because finding a solid understanding of who
they are is a big part of their lives.

• SELF-CONCEPT - Understanding of who you are as a person.

• SELF-UNDERTANDING - What your motives are when you act.

SELF-CONCEPT AND ITS ASPECTS

There are many aspects of yourself that can make up who you are and who you believe yourself to be. Among them are:

1. THE PHYSICAL SELF - the physical aspects.

Example: Are you tall? Are you fat? Are you handsome?

2. THE SOCIAL SELF - this is part of your social self; that is, how you, as a person, relate to others.
Example: Are you shy? Are you confident? Are you sociable?

3. THE COMPETENT SELF - It is the ability of a person to provide for the basic needs. It is your strengths.
Example: Are you good at sports? Can you swim? Can you draw?

4. THE INNER SELF - also sometimes called the psychological self, this is made up of the feelings and thoughts that person has
deep inside them.

2|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

Example: Are you happy? Can you make decisions easily? Are you pessimistic or optimistic?
‘I VERSUS ME’

THE I THE ME
• The person deep inside • Part of the person that is about being in society.
• Antisocial • Best way to act
• Part of the person that is about understanding and obeying
• Just about how you feel
the rules of the society

PART 4: ACTIVITY/ APPLICATION

ACTIVITY # 1 MY OWN PERSONAL INVENTORY

Draw an object that would best describe yourself in the space provided below. Make sure
INSTRUCTION
that the object you have chosen possess that qualities that you also have. Explain it briefly.

OBJECT THAT WOULD BEST DESCRIBE MYSELF

3|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

EXPLANATION:
__________________________________________________________________________________________________________
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ACTIVITY # 2 MY BOOK COVER

Pretend that you are a writer and you just finished your first book about the story of your life. It is now
INSTRUCTION ready to be published, except that you still have not decided on the design of the book cover. Put your
creativity into action and create the cover for your first book.

BOOK COVER OF THE STORY OF MY LIFE

4|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

EXPLANATION:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

PART 5: QUIZZES/ EVALUATION

TEST I: IDENTIDICATION. Identify the following. Write your answer on the given space provided.

_______1. He is a humanist psychologist and well-known for client centered therapy.

_______2. It is your motives when you act.
_______3. It is the understanding of who you are as a person.
_______4. Also called as self-esteem, it is the set of beliefs we hold about ourselves.
_______5. A person we would like to be.
_______6. It is how we see ourselves, such as whether we see ourselves as being attractive and unattractive.
_______7. Inner self is also called as the ______.
_______8. This is how you, as a person, relate to others.
_______9. It is the ability of a person to provide for basic needs.
_______10. The person deep inside you.

TEST II: IDENTIFICATION. Identify what self-concept and its aspects are the following. Write your answer on the space provided.

EXAMPLE SELF-CONCEPT
1. Are you good at basketball?
2. Are you a happy person?
3. Are you confident to be with others?
4. Can you play any musical instruments?
5. Can you make decisions easily even in the difficult situation?
6. Are you tall?
7. Is your skin complexion dark?
8. Do you like to be with others or be alone?
9. Are you good at cooking?
10. Are you a pessimistic or optimistic person?

PART 6: CONCLUSION/ SUMMARY

• Acknowledging one’s assets and limitations is never easy – it is a lifelong process. Even adults find this very challenging process. The
technique to make the process a little easier is by making a choice. One has to choose to realize how valuable he/she as a person because
if one is in denial about the thoughts, feelings, beliefs and characteristics that he/she has, there will be nothing in one’s life but failure.
• If you let go of the victim role in your life today, you tend to lose your energy and your thoughts will spread out. First step that you need to
do is to start self-awareness is to choose recognize not just your gifts but your flaws as well because when you do, you will begin to live a
happy and stable life.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Self-Concept: https://www.youtube.com/watch?v=TZJhfPxzdm0
5|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 2 DAY 1-2
PART 1: LESSON
LESSON 2: DEVELOPING THE WHOLE PERSON
OBJECTIVES: At the end of the lesson the student should be able to:
1. Examine the relationship among physiological, cognitive, psychological, spiritual and social development of a person.
2. Recognize and describe the relationships between thoughts, feelings and behaviors in real-life situations.
3. Assess his/her thoughts, feelings and behaviors.

PART 2: TERMINOLOGIES
1. Hypothetically - by imagining a possibility rather than reality; as a hypothesis.
2. Physiological - the way in which a living organism or bodily part functions.
3. Inanimate - showing no sign of life; lifeless.
4. Conformity - compliance with standards, rules, or laws.

PART 3: DISCUSSION

DEVELOPING THE WHOLE PERSON

“Perhaps we shall learn, as we pass through this age, that the other self is more powerful than the physical self we see when we look
into a mirror.” – Napoleon Hill

Everyone grows and changes throughout their lives. Human Development is the
way people change and grows across their life span. There are many types of development
that people go through. As a person age, there are bodily changes. As he or she learns
problem-solving skills, his/her cognitive development grows. When people grow older, they
gain wisdom which allows them to deal with more complex situations- this is a process that
is part of emotional development.

What does it mean to be a whole person?

You are a whole person with unique physical, social, emotional, spiritual,
intellectual needs and experiences. You have to understand that you are still growing,
changing and developing as a whole person .

PHYSIOLOGICAL DEVELOPMENT

• PUBERTY - Physiological changes involved in the sexual maturation of a child, including other changes that occur in one’s body during
this period of time.

• ADOLESCENCE - The stage from puberty to adulthood and it includes the psychological experiences of the child during this period.

• The period between childhood and young adulthood is a period of rapid change- physical, emotional, cognitive and social.

6|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PHYSICAL CHANGE DURING ADOLESCENCE

Girls might start to see early physical changes from about 10 to 11 years, but they might start
as young as 8 years or as old of 13 years.

PHYSICAL CHANGES AROUND PUBERTY INCLUDES:

✓ Breast development
✓ Growth of pubic and body hair

GIRLS ✓
✓
Changes in body shape and height
Start of period (menstruation)
The physical changes that occur to boys usually start around 11 or 12 years, but they might
start as young as 9 years or as old as 14 years.

THE PHYSICAL CHANGES AROUND PUBERTY INCLUDES:

✓ Growth of the penis and testes (testicle)
✓ Changes in body shape and height

BOYS
✓ Erections with ejaculation
✓ Growth of body and facial hair
✓ Changes to voice

OTHER PHYSICAL CHANGES: INSIDE AND OUT

1. BRAIN - Adolescence important time for a child’s brain development. It may affect behavior and social skills.
2. BONES, ORGAN, BODY SYSTEM - Your organs change in size and capacity as well.

BROADER CHEST AND SHOULDER WIDER HIPS AND PELVIS

3. CLUMSINESS AND COORDINATION - Changes in center of gravity. The brain adjusts at times which might affect your sense of
balance.
4. PHYSICAL STRENGHT AND SPORTS SKILLS - Muscles strength and size increase during this period. They have body image concerns
(Self-Conscious).

COGNITIVE DEVELOPMENT

• COGNITION - In developmental psychology, it refers to the thought process of a person.

• COGNITIVE DEVELOPMENT - It deals with how people’s thoughts develop.

COGNITIVE DEVELOPMENT THEORY OF JEAN PIAGET

JEAN PIAGET (1896-1980) outlined specific stages of mental growth in children and adolescence.

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

A. SENSORIMOTOR STAGE (0 -2 years old) also known as “EXPLORATION AGE.”

• CURIOSITY BEGIN - they start realizing how things work and operate.

B. PREOPERATIONAL STAGE (2-7 years old)

• The mental representation for object is essential. Children at this age are too curious about things.
• It is the time in our life when we gain an understanding of the world around us.
• EGOCENTRISM - think only from one’s own point of view.

2 SUB-STAGES OF PREOPERATIONAL STAGE:

1. SYMBOLIC FUNCTION (2-4) - It refers to the use of mental representation. The child plays “make believe.”
Example: The girls used to gather around the table pretending to be having tea with friends while holding their invisible tea cups. Inanimate
objects have human feelings.

2. INTUITIVE THOUGHT (4-7) - Refers to growth of curiosity and basic reasoning.

Example: “Daddy, why is the moon following us?”

C. CONCRETE OPERATIONAL STAGE (7-11) - The child began to think logically.

• CONSERVATION - an understanding that quantities don’t change when the appearance is altered.
Example: Ability to group objects according to shapes. Children begin to think logically .

D. FORMAL OPERATIONAL STAGE (11-Up) - We begin to think in more complex manner. Our thoughts become to more abstract and
more detailed. We start considering different ideas and point of view.
Example: Can generate predictions. Can think hypothetically.

THEORY OF MORAL DEVELOPMENT OF LAWRENCE KOHLBERG

LAWRENCE KOHLBERG - He is the proponent of Moral Development Theory.

MORAL DEVELOPMENT - Refers to the way we distinguish right from wrong as we grow and mature.

LEVEL STAGE
STAGE 1. OBEDIENCE AND PUNISHMENT
✓ Obeying the rules is important because it is a means to avoid
punishment.
LEVEL 1. PRE-CONVENTIONAL ✓ The concern is for self.
People at this stage do not really understand the STAGE 2. INDIVIDUALISM AND EXCHANGE
conventions/rules of society. ✓ Children account for individual points of view and judge actions
based on how they serve individual needs.
✓ RECIPROCITY “you scratch my back and I will scratch yours”
✓ The concern is “what’s in it for me?”

LEVEL 2. CONVENTIONAL STAGE 3. GOOD BOY-NICE GIRL ORIENTATION

People at this stage conform to the ✓ Focus on living up to social expectations and roles (conformity)
conventions/rules of a society. ✓ The concern “what will people think of me?”

8|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

STAGE 4. LAW AND ORDER ORIENTATION

✓ People begin to consider society as a whole then making judgments.
✓ FOCUS: maintaining law and order by following the rules, doing
one’s duty and respecting authority.
✓ The concern: NO ONE OR NO GROUP IS ABOVE THE LAW.
STAGE 5. SOCIAL CONTRACT ORIENTATION
✓ The rules of the law are important for maintaining a society but
members of the society should agree upon these standards.
✓ The concern is social utility or public interest.
LEVEL 3. POST-CONVENTONAL
The moral principles that underline the convention STAGE 6. UNIVERSAL ETHICAL PRINCIPLE ORIENTATION
of the society are understood ✓ People follow these internalized principles of justice, even conflict
with laws and rules.
✓ The concern is for moral principles- these principles are not
concrete moral rules but are universal principles of justice,
reciprocity, equality and human dignity.

PART 4: ACTIVITY/ APPLICATION

ACTIVITY # 3 “WHEN PUBERTY HITS YOU”

Get some pictures of yourself appropriate for each stage of your development. Paste them
INSTRUCTIONS inside each box below.
INFANCY CHILDHOOD ADOLESCONCE

9|P age
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

When I was a baby, I ____________________________________________________________________________________________________

because ______________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

When I became a child, I_________________________________________________________________________________________________

because ______________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

But now that I am an adolescence, I ________________________________________________________________________________________

because ______________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

PART 5: QUIZZES/ EVALUATION

TEST I: Give a short description of the following base on your own understanding. Write your answer on the space below.

COGNITIVE DEVELOPMENT THEORY

STAGE DESCRIPTION
1. Sensorimotor Stage

2. Preoperational Stage

A. Symbolic Function

B. Intuitive Thought

3. Concrete Operational Stage

A. Conservation

4. Formal Operational Stage

MORAL DEVELOPMENT THEORY

LEVEL/STAGE DESCRIPTION

Level 1. Pre-Conventional

Stage 1. Obedience and Punishment

Stage 2. Individualism and Exchange

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

Level 2. Conventional

Stage 3. Good Boy-Nice Girl Orientation

Stage 4. Law and Order Orientation

Level 3. Post-Conventional

Stage 5. Social Contract Orientation

Stage 6. Universal Ethical Principle Orientation

PART 6: CONCLUSION/ SUMMARY

• Human development is defined as the process of enlarging people's freedoms and opportunities and improving their well-being. Human
development is about the real freedom ordinary people have to decide who to be, what to do, and how to live. The whole-person
approach is a holistic method that accounts for an individual's life and their vision of self, and offers up the resources that person needs
to make that vision real.

PART 7: REFERENCE LINK

• Cognitive Development Theory: https://www.youtube.com/watch?v=IhcgYgx7aAA&t=20s
• Moral Development Theory: https://www.youtube.com/watch?v=bounwXLkme4
• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 3 DAY 1-2
PART 1: LESSON
LESSON 2: DEVELOPING THE WHOLE PERSON
OBJECTIVES: At the end of the lesson the student should be able to:
1. Enumerate the Eight stages of Psychosocial Development of Erik Erikson
2. Assess his/her thoughts, feelings and behaviors.
3. Identify Sigmund Freud’s Psychosexual Development Theory

PART 2: TERMINOLOGIES

1. PSYCHOSEXUAL - The involving of psychological aspects of sexual impulse.

2. FIXATION - If certain conflicts remain unresolved, a failure, leading to an unhealthy personality, can occur.
3. EROGENOUS - The source areas of human body that when stimulated produces erotic or sexual sensation or reaction.
4. LIBIDO - driving force behind a person’s behavior.

PART 3: DISCUSSION

ALBERT BANDURA’S THEORY OF SOCIAL LEARNING

Albert Bandura believes that one’s environment influences one’s behavior - people learn by watching what others
do and will not do.

Social Cognitive Theory- focused on how aggressive behavior develops in children. According to this theory,
people can learn new information and behaviors by watching other people (observational learning or modeling).

1. PEOPLE CAN LEARN THROUGH OBSERVATION

• The Bobo Doll Theory is the most famous study of Bandura.
i. The Bobo Doll is an inflatable, egg shape balloon creature with a weight at the
bottom that makes it bob back up when knock it down.
• Child’s mind is like sponges- they absorb everything in the environment.

2. MENTAL STATES ARE IMPORTANT TO LEARNING

• Bandura noted that external, environment reinforcement was not the only factor to influence
learning and behavior.
i. Intrinsic reinforcement is a form of internal reward, such as pride, satisfaction, and a sense of accomplishment.
3. LEARNING DOES NOT NECESSARILY LEAD TO A CHANGE IN BAHAVIOR
All these variations allowed Bandura to establish that there were certain steps involved in the modeling process:
a. ATTENTION. If you are going to learn anything, you have to be paying attention .
b. RETENTION. You must be able to retain – remember – what you have paid attention to.
c. REPRODUCTION. At this point, you are just sitting there daydreaming. You have to translate the images or descriptions into
actual behavior.
d. MOTIVATION. And yet, with all these, you are still not going to do anything unless you are motivated to imitate until you have
some reason for doing it. Bandura mentions a number of motives:
a. Past reinforcement- traditional behaviorism
b. Promised reinforcement- (incentives) that we can imagine
c. Vicarious reinforcement- seeing and recalling the model being reinforced
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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

SELF- REGULATION
Controlling our own behavior- is the other “workhorse” of human personality. Here Bandura suggests three steps:

1. SELF-OBSERVATION. We look at ourselves, our behavior and keep tabs on it.

2. JUDGMENT. We compare what we see with a standard.
3. SELF-RESPONSE. If you did well in comparison with your standard, you give yourself rewarding self-response.

Bandura’s recommendations to those who suffer from poor self-concepts come straight from three steps of self-regulation.

1. REGARDING SELF-OBSERVATION. Know thyself! Make sure you have an accurate picture of your behavior.
2. REGARDING STANDARDS. Make sure your standards aren’t set too high. Do not set yourself up for failure! Standards that are too low,
on the other hand, are meaningless.
3. REGARDING SELF-RESPONSE. Use self-rewards, not self-punishments. Celebrates your victories, do not dwell on your failure.

SIGMUND FREUD’S PSYCHOSEXUAL DEVELOPMENT THEORY

SIGMUND FRUED- He is the father of Psychoanalysis and the father of Modern Psychology.

THE ORAL STAGE (0-1 year)

Erogenous zone: Mouth
• The child focus on oral pleasure that’s why rooting and sucking reflex is important.

THE ANAL STAGE (1-3 year)

Erogenous zone: Bowel and Bladder control
• The primary focus of the libido was on controlling bladder and bowel movements. Toilet training
• ANAL-EXPULSIVE PERSONALITY. A person could develop a messy, wasteful, or destructive personality.
• ANAL-RETENTIVE PERSONALITY. A person develops a stringent, orderly, rigid, and obsessive.

THE PHALLIC STAGE (3-6 year)

Erogenous zone: Genitals
• Primary focus of the libido is on the genitals.
• OEDIPUS COMPLEX (a boy experiences an unconscious feeling of desire for their opposite- sex parent and jealousy and envy toward their
same-sex parent).
• ELECTRA COMPLEX (a girl experiences an unconscious feeling of desire for their opposite- sex parent and jealousy and envy toward their
same-sex parent).

THE LATENT PERIOD (6-PUBERTY)

Erogenous zone: Sexual Feeling are Inactive
• The libido interest is suppressed. The development of the ego and superego.
• This time the child will play mostly with the same sex.
• It is also the time of exploration
• The stage is important in the development of social and communication skills and self-confidence.

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

THE GENITAL STAGE (PUBERTY- DEATH)

Erogenous zone: Maturing Sexual Interest
• Sexual urges are once again awakened. The individual develops a strong sexual interest
in the opposite sex.
• FIXATION - if certain conflicts remain unresolved, a failure, leading to an unhealthy
personality, can occur.
• Ego and superego were fully formed and functioning.

PART 4: ACTIVITY/ APPLICATION

ACTIVITY MATRIX CHANGES

Recall your memories from infancy up to the present. Write the changes that took place in
INSTRUCTION
each stage of your development by completing the Matrix of Changes below.
DEVELOPMENTAL STAGE PHYSICAL CHANGES MENTAL CHANGES SOCIAL CHANGES

INFANCY

EARLY CHILDHOOD

MIDDLE AND LATE

CHILDHOOD

EARLY ADULTHOOD

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

MIDDLE ADULTHOOD

PART 5: QUIZZES/ EVALUATION

TEST I: MODIFIED TRUE OR FALSE. Identify the following statement. Write TRUE if the statement is true and if the statement is FALSE change
the underline word/s to make the statement correct. (2pts each)

_______1. The proponent of the social Learning Theory is Albert Bandura.

_______2. The oral stage is the stage wherein the child focus on oral pleasure that’s why rooting and sucking reflex is important.
_______3. In Phallic stage where the primary focus of the libido is on the genitals. When a girl experiences an unconscious feeling of desire
for their opposite- sex parent and jealousy and envy toward their same-sex parent it is what we called Oedipus complex.
_______4. Erik Erikson has contributed to the field of psychology with his psychological development theory.
_______5. Extrinsic reinforcement is a form of internal reward, such as pride, satisfaction, and a sense of accomplishment.
_______6. The Ball Doll is an inflatable, egg shape balloon creature with a weight at the bottom that makes it bob back up when knock it
down.
_______7. Fixation will happen if a certain conflict remains unresolved, a failure, leading to an unhealthy personality.
_______8. If you are going to learn anything, you have to be paying attention.
_______9. Psychosocial refers to the 'interplay between our inner, emotional lives (psycho), and our outer, social circumstances (social) Just
like Sigmund Freud, he believes that an individual develops in stages.
_______10. In Latent period ego and superego were fully formed and functioning.

PART 6: CONCLUSION/ SUMMARY

• Considering the relationships between the physiological, cognitive, psychological, moral, social development of a person is essential in
understanding one’s thoughts, feelings and behaviors.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• 8 stage of Psychosocial Development: https://www.youtube.com/watch?v=aYCBdZLCDBQ

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 4 DAY 1-2
PART 1: LESSON
LESSON 2: DEVELOPING THE WHOLE PERSON
OBJECTIVES: At the end of the lesson the student should be able to:
a. Enumerate the Eight stages of Psychosocial Development of Erik Erikson;
b. Differentiate each stages of psychosocial development theory; and
c. Identify the importance of each stages of psychosocial development theory.

PART 2: TERMINOLOGIES
1. MISTRUST - lack of trust; suspicion.
2. AUTONOMY - the right or condition of self-government.
3. INFERIORITY - lower in rank, status, or quality.
4. STAGNATION - the state of not flowing or moving.
5. ISOLATION - the process or fact of isolating or being isolated.

PART 3: DISCUSSION

ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT THEORY

ERIK ERIKSON (1902-1994) has contributed to the field of psychology with his Psychosocial Developmental
Theory.

PSYCHOSOCIAL refers to the 'interplay between our inner, emotional lives (psycho), and our outer, social
circumstances (social) Just like Sigmund Freud, he believes that an individual develops in stages.

He focused on how children socialize with other people and how this affects his/her development as a human
being.

EIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT

TRUST VS. MISTRUST (from birth to 1 year old)
• An infant is vastly dependent on other people. During this stage, the development of a sense of trust is based on one's dependability on
his/her parents.
• It is important that at this age, the child develops a sense of trust because if not, he/she will be afraid to get hurt emotionally and in
effect, his psychosocial development will slow down in the process.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

AUTONOMY VS. SHAME AND DOUBT (from 1 to 3 years old)

• At this stage, kids love to explore the surroundings. If parents all their toddlers to discover the world on their own, they will develop a sense
of autonomy. However, when parents are too restraining or too wary to their children, they begin to doubt their abilities.
• Children who completed this stage feel more secure and confident, but for those who did not, they are said to have hesitations on
themselves.

INITIATIVE VS. GUILT (from 3 to 6 years old)

• This is the stage where children begin to go to school and start interacting with other people. Children at this stage need to develop a sense
of initiative.
• They should be able to make small decisions on their own such as what activity to do or how to finish a task.
• Parents should encourage them to develop a sense of independence. If not, they may learn to feel guilt and again, may bring down their
self-esteem.

INDUSTRY VS. INFERIORITY (from 6 to 12 years old)

• During this time, the children are starting to gain real adult skills like reading, writing and logic.
• According to Erikson, if children are encouraged, they will develop a sense of industry -- a motivation to keep learning and practicing. You,
as a child, would start to want to be productive instead of just wanting to play.
• Children who are not encouraged to work hard about learning new skills will feel inferior and unmotivated.

IDENTITY VS. CONFUSION (12 to 18 years old)

• Children at this stage become aware of their sexuality. During this stage, you are entering the stage of adolescence whose primary concern
is to find a personal identity.
• This is said to be the stage of formation of the feminine side of the girls and the masculine side of the boys.
• Adolescents may even experiment with many identities and express it with the type of music that they listen to, the style of clothing that
they wear or the kind of friends that they hang out with.
• If at this stage you are unable to commit to an identity, or regret the identity that you have chosen, you may experience role confusion in
the form of an identity crisis.

INTIMACY VS. ISOLATION (18 to 40 years old)

• Once the sense of identity is developed in the previous stage, the child now is ready to have a good relationship with the opposite sex.
• At this stage, you have already formed your identity in the previous stage and are now looking for a close, mutual relationship with the
opposite sex.
• It is at this stage that one tends to develop the feeling of love and grow into becoming a mature person. On the other hand, if one cannot
find such relationship or have experienced being heartbroken, a sense of isolation develops. He/she would prefer to be alone all the time
because he/she is avoiding pain and hurt.

GENERATIVITY VS. STAGNATION (40 to 65 years old)

• The successful completion of the resolution from the previous stage makes a person more productive at this stage. At work, a person is
successful and he/she is able to provide for the family.
• But when a person isolated himself/herself in the previous stage, then there is a tendency for him/her to be stagnant or inactive at this
stage because of the inability to do anything but to be dull in his/her life.

INTEGRITY VS. DESPAIR (65 years old onwards)

• It is at this stage that a person feels self-actualized in his life. Adults at this stage feel content if they look back at their lives knowing that
they have been productive and happy.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

• He or she is ready to die because he/she has achieved so much by this time. However, if the person is unable to overcome the conflicts at
the earlier stages of his life, there is fear of death knowing that there is still so much to accomplish but they have just wasted their time.

Certainly, not everyone agrees with Erikson's stages of psychosocial development. Some find it inaccurate while others find it so broad and
vague that it is very difficult to prove it right or wrong. Nevertheless, Erikson believed that our identity can change over our entire existence, we just
need to resolve the conflicts that we encounter at each stage.

PART 4: ACTIVITY/ APPLICATION

ACTIVITY # 4 SELF- EVALUATION

Sit still and make an assessment of what you are thinking and feeling right now, what is
INSTRUCTION that you want to do after you have identified that thought and feeling? Write them down
below.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PART 5: QUIZZES/ EVALUATION

TEST I. IDENTIFICATION. Identify the 8 stage of Psychosocial Development in order. Explain each stage on your own words/understanding.

8.

7.

6.

5.

4.

3.

2.

1.

PART 6: CONCLUSION/ SUMMARY

• Considering the relationships between the physiological, cognitive, psychological, moral, social development of a person is essential in
understanding one’s thoughts, feelings and behaviors.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• 8 stage of Psychosocial Development: https://www.youtube.com/watch?v=aYCBdZLCDBQ

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 5 DAY 1-2
PART 1: LESSON
LESSON 3: DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE
OBJECTIVES: At the end of the lesson the student should be able to:
1. Classify a range of tasks according to each stage of development;
2. Evaluate one’s development in relation to other adolescents of the same age group; and
3. Devise ways on being a responsible adolescence equipped for adult life.

PART 2: TERMINOLOGIES
1. Adolescence - the period following the onset of puberty during which a young person develops from a child into an adult.
2. Amplified - cause to become more marked or intense.
3. Spurt - gush out in a sudden and forceful stream.

PART 3: DISCUSSION

DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE

“Behind you are the challenges you’ve met. Before you lie new possibilities. Today you choose the directions of your life” –
Anonymous

The total development of an adolescent is too compound and yet it can be best explained in terms
of the developmental tasks that go with each stage.

DEVELOPMENTAL STAGES
• ROBERT HAVIGHURST (1984) identified several developmental tasks associated with the
adolescent tradition.

• According to him each task plays a significant factor in the overall sense of self of an adolescent
which they carry with them as they move toward and into young adulthood.

In an unpublished book written by Ingersoll entitled, Normal Adolescence, the adolescent must:

1. Adjust to a new physical sense of self.

 The rapid and profound physical changes occur during early adolescence. You have learned that puberty is marked by a
sudden spurt in height and weight.

2. Adjust to new intellectual abilities.

 Aside from the physical changes that you go through as an adolescent, you also experience a sudden increase in your ability
to think about the world around you. You think about more things and your conception of them is at a new level.

3. Adjust to increased cognitive demands at school.

 In high school, you are faced with more adult roles and responsibilities. This is the time when you are prepped up for a more
mature function of a responsible adolescent.
 Everything about high school is now more demanding you are faced with tougher tasks regardless of whether or not you
have achieved the formal education enough to achieve the abilities needed in this stage.
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GRADE 12 PERSONAL DEVELOPMENT
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4. Develop expanded verbal skills.

 As you mature intellectually, as you face school demands greater than before, and as you prepare for adult roles, there is a
must that you develop new verbal skills to adapt to more complex concepts and tasks.
 Expand your oral communication skills because if you fail to do so, you may appear less competent because of your inability
to articulate yourself meaningfully.

5. Develop a personal sense of identity.

 Prior to being an adolescent, your identity seems to be an extension of your parent's -- that is, you imitate your parents. But
as you mature and interact with different people of your age, you begin to acknowledge your strengths and weaknesses
which make you realize that you are unique and different from your parents.
 As an adolescent, you are to reorganize your answers to the question, "Who am I?"

6. Establish adult vocational goals.

 Part of the process of developing a personal identity is the process of identifying one's goals in life. As an adolescent you
must also focus on the questions, "What do you plan to be when you grow up?" and "How do you plan on achieving it?" At
this point in time, you need to set a direction to where you are headed so that it will be easier for you to achieve your goals.

7. Establish emotional and psychological independence from his or her parents.

 We cannot deny the fact that during the childhood stage, we were strongly reliant on our parents. As an adolescent, you
may still have that desire to stay in your comfort zone — that safe, secure, supportive and dependent relationship with your
parents.
 But remember, to be an adult, you have to develop a sense of autonomy. You have to be your own self. At times, when
adolescents make an effort to be independent in search of their individuality, they tend to respond in manners that display
aggression and lack of cooperation.

8. Develop stable and productive peer relationships.

 Adolescents at this stage are interacting individuals whose friends are the most important people in their lives.
 Adolescents are nonetheless expected to avoid destructive peer relationship that can eventually affect their behavior.

9. Learn to manage her or his sexuality.

 In line with the increased maturity of being an adolescent — both physical and sexual — you need to understand what it
really means to be male or female.
 Your self-image should be incorporated to your personal sense of masculinity and femininity. Aside from these, you are also
tasked to develop values pertaining to sexual behavior.

10. Adopt a personal value system.

 With the amplified complex knowledge that you now have, you also adopt a set of values and morals.
 As an adolescent you need to learn to evaluate the values instilled in you in your early life and reconcile the difference
between them and those coming from the environment.
 This will allow you to reorganize your value system and turn your beliefs into a personal philosophy.

PART 4: ACTIVITY/ APPLICATION

ACTIVITY # 6 SHARING TO FRIENDS

Post one of the statements in your Facebook account. Then, read and respond to the
INSTRUCTION
reactions that your friends will say about it. Write your realization/s below.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

FACEBOOK POST
REFLECTION

ACTIVTY # 7 SELF-EVALUATION
INSTRUCTION Answer the following. Write your answer on the space provided below.

THINGS I REALLY ENJOY WHAT BRINGS ME THE TWO BEST MOMENTS OF THREE THINGS WILL DO IF I
DOING HAPINESS/JOY MY PAST WEEK WON THE LOTTERY

WHAT I’D LIKE TO STOP

ISSUES OR CAUSES I CARE MOST IMPORTANT VALUES THINGS I CAN DO AT THE
DOING OR AS LITTLE AS
DEEPLY ABOUT (ENCIRCLE) GOOD-TO EXCELLENT LEVEL
POSSIBLE

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

Having Integrity

Being fit and healthy

Having nice belongingness

Leaving the world, a better place

Having fun

Learning and improving myself

Making others’ lives easier

Enjoying my family

PART 5: QUIZZES/ EVALUATION

TEST I: ESSAY. After reading Lesson 3, choose three statements that struck you, those that you consider your favorites. Write a reflection about
each statement and relate it with how it can help you with your mission statement and life planning. (5pts each)

S T A T E M E N T 1: _______________________________________________________________________
__________________________________________________________________________________________________

How is this statement related to your own life? __________________________________________________________________

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

S T A T E M E N T 2: _______________________________________________________________________
__________________________________________________________________________________________________

How is this statement related to your own life? __________________________________________________________________

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

S T A T E M E N T 3: _______________________________________________________________________
__________________________________________________________________________________________________

How is this statement related to your own life? __________________________________________________________________

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

PART 6: CONCLUSION/ SUMMARY

• Late adolescence is the stage where the final preparations for adult roles take place. This is the time of young adulthood wh erein your
career goals are now clearer and you start attempting to work on them so that they will soon fall into place. At this stage, you are no longer
concerned about whether or not your friends approve of what you do. You are an independent person and the transition to adult hood is
nearly complete.
• Life throws so many challenges at us that we begin to realize that we need to transform in order to be on our way to a fulfilling life. There
are times when we spend thinking about other people's lives but come to think of this: Why not spend quality time thinking about OUR
OWN life?

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Adolescence: Crash Course Psychology #20: https://www.youtube.com/watch?v=PzyXGUCngoU
• Module 3: Developmental Stages in Middle and Late Adolescence:
https://www.slideshare.net/Leelet1121/module-3-developmental-stages-in-middle-and-late-adolescence

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 6 DAY 1-2
PART 1: LESSON

LESSON 4: THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

OBJECTIVES: At the end of the lesson the student should be able to:
1. Realized that facing the challenges during teen years may help them understand and manage the demands of being an
adolescence;
2. Articulate his/her feeling on the expectations of the significant people around his/her; and
3. Make affirmations that will enable them to become more lovable and capable adolescence .

PART 2: TERMINOLOGIES
1. Anxiety - A feeling of worry, nervousness, or unease, typically about an imminent event or something with an uncertain outcome.
2. Stress - a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances.
3. Depression - a mental condition characterized by feelings of severe despondency and dejection, typically also with feelings of
inadequacy and guilt, often accompanied by lack of energy and disturbance of appetite and sleep.
4. Peer pressure - influence from members of one's peer group.
5. Uncertainty - something that is uncertain or that causes one to feel uncertain.

PART 3: DISCUSSION

THE CHALLENGES OF MIDDLE AND LATE

ADOLESCENCE
“Life’s challenges are not supposed to paralyzed you, they’re supposed to help you discover who you are”- Virginia Satir

It is normal for teenagers to have worries and fears. According to Evernerd & VanderWerfforteten (1983), being an adolescent means that
you are experiencing too much confusion about the many changes that are still taking place in this stage of your life. This causes you to become
nervous, scared or uneasy about everything around you even if in reality, there is nothing to worry about.

CHALLENGES FACING MIDDLE AND LATE ADOLESCENTS:

1. ANXIETY AND STRESS.
• Adolescents in the middle and late stage have a tendency to treat every worry as a big problem. When
these worries would not go away or they get worse over time and interfere with your daily life, this could
be a sign that you are struggling with anxiety.

• Take note', if you keep thinking about negative things, it can lead to stress. It is normal for teenagers like
you to worry about things but take note, not all worries need professional help.

✓ Sometimes, you just need to take a deep breath, and stop thinking about all this non-sense because there are absolutely other
things worth thinking about.
✓ Simply, take things slowly, try to talk about your 'worries' with somebody else.
✓ Transform those 'worries' into positive ones you will then realize that you are one step ahead to overcoming your worries.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

2. PRESSURE IN SCHOOL
• Young individuals like you today are under a lot of study pressure from both your teachers and your parents. You are expected to get
good grades so that you can get into a good college or a University. Teenagers sometimes put too much weight on their shoulders to
excel in school because they want to make a good impression. You have to relax along with all
the hard work that you are putting in to avoid stress attacks and other stress related health
problems.
• It only seems that they are too compelling that you excel in school but the truth of the matter
is, they only want you to exert your best effort because they believe in your skills and
capabilities. They believe in you (you just need to recognize your strengths, you know!).
• So, avoid engaging yourselves in rebellious and less disciplined activities because you can
always excel in things' that you do best — your parents are aware of that!

3. PRESSURE IN A RELATIONSHIP
• In this age and time, most middle and late adolescents are in relationships. Some adolescents who are heart broken in love can get easily
depressed and even try to commit suicide.
✓ Be open to your parents if you are in a relationship - they can help you overcome your sadness.
• You have to understand the consequences of your every action: Teenagers get involved in unsafe sex which can lead not only to pregnancy
but also to other sexually-transmitted diseases.
• If you are not yet ready to see yourself carrying a little baby in your arms, if you know that you are still financially incapable of raising a
family, if you know that you cannot give up partying all night, then be responsible enough when you are in a relationship.

4. DRINKING AND SMOKING

• Teenagers may feel the need to smoke and drink because other people do it. They see their parents drink
and smoke.
• In addition, the teenage social scene often revolves around drinking and smoking friends would urge one
another to try a drink or smoke something that is peer pressure.
• Since they are readily available and they see all their friends enjoying it, in their minds, they would see
drinking and smoking as a part of the teenage experience.

5. DRUGS
• This is a common problem that most of the teens face today. They could be addicted to drugs due to a number of reasons. Mostly it is
the peer pressure.
• If the parents don't have time for these kids, then the problem only becomes more serious. So do not blame your child if you catch him
or her taking drugs. Give them the help and the support they need. It is also equally important that you explain them how drugs can be
dangerous and must be avoided.

6. CONSTANT NEED TO LOOK GOOD

• Some of you may not be aware but many people of your age today suffer from outer physical
image problem.
• Middle and late adolescents spend a huge amount of money buying new clothes, accessories
and the like, to improve the way they look but at the end of it all, they still feel dissatisfied.
Reality bites, not all teenagers can look gorgeous. In effect, they feel depressed and become
introverts. They choose to stay home and avoid making friends because they feel that they
are too fat and not attractive enough for others to like them.
• News flash: you do not need to look good for others to accept you. You are beautiful in your
own unique ways. You just need to accept that fact so you can feel confident enough about
yourself — little do you know; others accept you for who you are and not for who they want
you to become.
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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

7. EATING DISORDER
• Adolescents at this stage believe that being fat is hideous and unattractive. Part of the need to look good is the amount of food that a
teenager eats every day. Teenage girls fear getting fat, as a result they do not eat at all. Because of this, some suffer from anemia and
anorexia.
• A responsible adolescent knows his/her limitations when it comes to eating. A little of everything is better than to have nothing at all.

8. ADDICTION TO SOCIAL NETWORKS

• Social networking has become a necessity in the life of teenagers. When you wake up in the morning, the first thing that you do is to
check your phone and browse through your Facebook account — you do not even sleep well, you cannot even concentrate on your
school work and you suffer in all the aspects of life because of this.

9. UNCERTAINTY ABOUT THE FUTURE

• As teenagers, you are not sure as to what the future holds for you. You wonder about which college
or university you will get in and what career you will make in the coming years. Since the answers
are uncertain, you often feel depressed.
• At times, you find yourself lost and day dreaming. Do not be confused. There are people around
you who can help you decide about what you should do and what profession you should pursue.
• Try to seek advice from your school counsellor, from your parents and friends — they will surely
show you the way.

10. DEPRESSION
• When you are generally worried about these things for no clear reason and you cannot relax, when you feel
like giving up and you are having trouble sleeping, or simply, you are behaving in ways that are not like you and
this goes on for most of the time or for more than two weeks, you could be heading towards depression, which
can ruin your future if it becomes quite dangerous and painful for you.

ACTIVITY # 8 HOW I FEEL ABOUT THEIR EXPECTATIONS

Obviously, the people around you demand so much from you. What are their expectations from you?
How do you feel about their expectations? Below is a chart for you to list down all the expectations of
INSTRUCTION the people around you (parents, siblings, friends, teachers, even community leaders). Describe your
feelings towards each expectation and write a brief explanation why you feel that way.

EXPECTATIONS OF OTHERS HOW DO YOU FEEL WHY DO YOU FEEL THAT WAY?

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PART 4: ACTIVITY/ APPLICATION

ACTIVITY # 9 SELF-WORTH WORKSHEET

INSTRUCTION Answer the following honestly.
List attack-thoughts and negative List more objective and positive
Why are these not true?
thought about yourself thoughts to replace the negative ones.

PART 5: QUIZZES/ EVALUATION

Instruction: Give some possible solution on the challenges facing by middle and late adolescence. Write your answer on the space
provided.

1. ANXIETY AND STRESS

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

2. PRESSURE IN SCHOOL
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

3. PRESSURE IN A RELATIONSHIP

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

4. DRINKING AND SMOKING

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

5. DRUGS
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

6. CONSTANT NEED TO LOOK GOOD

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

7. EATING DISORDERS
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

8. ADDICTION TO SOCIAL MEDIA

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

9. UNCERTAINTY ABOUT THE FUTURE

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

10. DEPRESSION
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

PART 6: CONCLUSION/ SUMMARY

• Challenges teach us to bravely face reality. If we truly believe in ourselves no matter what other people say against us it can never drag us
down. We learned the most when we face challenges.

PART 7: REFERENCE LINK

• The Challenges of a Middle and late Adolescence: https://havengracealagos.wordpress.com/2017/01/19/the-challenges-of-a-middle-
and-late-adolescence/
• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 7 DAY 1-2
PART 1: LESSON

LESSON 5: COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

OBJECTIVES: At the end of the lesson the student should be able to:
1. Discuss that understanding stress and its sources during adolescence may aid 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; and
3. Demonstrate personal ways of coping with stress for healthful living.

PART 2: TERMINOLOGIES
1. Coping - (of a person) deal effectively with something difficult.
2. Physiological - relating to the branch of biology that deals with the normal functions of living organisms and their parts.
3. Psychological - of, affecting, or arising in the mind; related to the mental and emotional state of a person.
4. Compromise - the acceptance of standards that are lower than is desirable.

PART 3: DISCUSSION

COPING WITH STRESS IN MIDDLE AND

LATE ADOLESCENCE
“The greatest weapon against stress is our ability to choose one thought over another” -William James

STRESS is the psychological and physiological response to these changes in life.

2 TYPES OF STRESS:
1. DISTRESS (BAD STRESS) which result from unpleasant events that lowers the quality of life. It can be a cause of anxiety which is unpleasant.
It decreases a person’s performance in things like school work or life in general. It could lead to mental or physical health problems.

Distress can result from:

• Death of a loved one
• Loss from a contest
• Financial difficulty

Fight or flight response it is our response to stress that makes the body prepare to confront or avoid situation .

2. EUSTRESS (GOOD STRESS) enhances a person’s quality of life. It can make us feel exciting and improves our performance and motivation.
This is a manageable type of stress.

Eustress can result from:

• Falling in love with someone
• Participating in a ball game you love
• Seeing your crush

WORRY are unpleasant thoughts that you can’t get out of your head.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

FAMILY SCHOOL FRIENDS OTHER

Argument or fights Fitting in Getting hurt
Following rules
Upsetting family Making friends Being embarrassed
Grades
Family’s safety Being teased Appearance
Presentations homework
Getting in trouble What to talk about Money
test
Sick family member bullies ____________________
*The good news about worry is that it can’t hurt you. Worrying might be uncomfortable but you can learn to control it with a little practice.

WHAT ARE THE STRESSORS?

a. School and interpersonal stress such as test anxiety, speech anxiety and math anxiety.
b. Stress from environment such as light, noise, smells, pollution of all sorts, and temperature can add misery to an already difficult situation
(Gregson,2000).
c. Internal stressors such as procrastination, the tendency to put things off until a later time increases stress.

IMPACT OF STRESS
Stress can cause anxiety, fatigue, physical ailments, and emotional issues and, in some cases, even behavioral changes (Davidson, 2002). Some
of the effects stress can have on a person:

1. Physical such as headaches, muscle tension, fatigue, change in eating habits and even loss of sleep.
2. Mood you may have mood that is driven by anxiety such as less motivation, easily angered, short tempered, sadness and depression.
3. Behavior you might start not eat as much, yell or become irritated with individuals quickly that will even turn to alcohol or drug addiction.

HOW TO REDUCE, PREVENT AND COPE WITH STRESS

STRESS MANAGEMENT is all about taking charge: of your lifestyle, thoughts, emotions, and the way you deal
with problems. It can teach you for a healthier way to cope with stress.

COPING WITH STRESS: THE UNHEALTHY WAY

• Smoking and drinking
• Using drugs to relax
• Sleeping too much
• Spending too much time in front of TV or computer
• Withdrawing from friends, family and other activities

COPING WITH STRESS: THE HEALTHEIR WAY

1. Get in motion. Physical activity plays an important role in reducing and preventing the effects of stress.
2. Engage socially. Don’t isolate yourself when you are under stress
3. Avoid unnecessary stressors
a. Learn to say “NO”
b. Avoid people who stress you out
c. Take control of your environment
4. Alter the situation
a. Express your feelings

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

b. Learn to compromise
c. Embrace time management
5. Adopt to the stressor
a. Look at things from positive point of view
b. Look at the bigger picture
c. Adjust your standard
6. Accept the things you can’t change
a. Express your feelings
b. Consider the plus side
c. Learn to forgive
7. Have fun and relax
8. Adopt a healthy lifestyle
a. Eat a healthy diet
b. Stay away from caffeine and sugar
c. Avoid alcohol, cigarettes and drugs
d. Get enough sleep

PART 4: ACTIVITY/ APPLICATION

ACTIVITY THE SONG THAT SOOTHES
Think of the song that you would like to listen to when you are under stress and write down
INSTRUCTION your most favorite part of the lyrics below.

SONG TITLE: __________________________________________________

ARTIST: ______________________________________________________

FAVORITE PART OF THE LYRICS:

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Reason why?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PART 5: QUIZZES/ EVALUATION

TEST I. IDENTIFICATION: Identify the types of stress being describe.
_______1. Death of love one
_______2. Falling in love with someone
_______3. Seeing your crush
_______4. Being injure or abuse
_______5. Loss from the contest
_______6. Anticipating a drop in a roller coaster ride you enjoy
_______7. Financial difficulties
_______8. Getting into relationship
_______9. It causes anxiety which is unpleasant
_______10. It comes from participating in or anticipating a pleasure experience.

TEST II. When you are experiencing stress, what are the things you’re doing to cope from it.

When I feel stress the 3 things, I do to cope from stress are…

1.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Because
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

2.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Because
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

3.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

Because
____________________________________________________________________________________________________

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

PART 6: CONCLUSION/ SUMMARY

• Stress is a medical term for a strong external stimulus, both physiological and psychological, which can cause a physiological response
called “the general adaption syndrome”, it means that we cannot control the stressors in our world but we can alter our reaction to
them. Stress can either be good or bad. Good stress is what keeps us feeling vital, alive and excited about the day ahead when we have a
lot of things to do. On the other hand, bad stress is what keeps us being anxious and depressed so it will stop us from completing task
that we need to undertake. It is very important that we are good in handling stress to avoid being involved in mental health problems

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Coping with stress in middle and late adolescence: https://www.youtube.com/watch?v=HP_0fqes_qs
• Coping with Stress in Middle and Late Adolescence: https://www.youtube.com/watch?v=9SAsfjF9MO8

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 8 DAY 1-2
PART 1: LESSON
LESSON 6: THE POWERS OF THE MIND
OBJECTIVES: At the end of the lesson the student should be able to:
1. Discuss that understanding the left and right brain may help in improving one’s learning;
2. Explore the two types of mind-mapping techniques which are situated at either the right brain or left brain-dominant thinking
styles; and
3. Make a plan to improve learning using right and left brain through mind-mapping activities.

PART 2: TERMINOLOGIES
1. Mind Mapping - is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps structuring information,
helping you to better analyze, comprehend, synthesize, recall and generate new ideas.
2. Hemisphere - a half of a sphere.

PART 3: DISCUSSION

THE POWER OF THE MIND

“You are today where your thoughts have brought you, you will be tomorrow where your thoughts take you”-James Allen

BRAIN is separated into two halves-each part is called hemisphere. (The right hemisphere and the left hemisphere). Take a look at the
picture below for more detailed division of task of the right and left hemisphere of the brain.

What brain does is to carefully balance and assign control of certain functions to each side. Basically, it relies most on nature’s way of
ensuring that the brain ultimately divides the tasks to maximize efficiency.

MIND MAPPING
• A learning technique which uses both the right and left sides of our brain.
• A visual map of your ideas which is usually laid out in a circular format around a central thought.

ADVANTAGE OF MIND MAPS

1. Balancing the brain
2. Organizing thoughts
3. The effect of the mind mapping on creativity
4. Speed
5. Having an overview of the subject at a glance
6. Improved learning and memory

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

HOW TO MIND MAP?

1. Start in the center of a blank page turned sideways
2. Use an image or a picture for your central idea
3. Use colors throughout
4. Connect your main branches to the central image and
connect your second and third level branches to the first
and second levels.
5. Make your branches curve rather than straight-lined
6. Use one key word per line
7. Use images throughout

PART 4: ACTIVITY/ APPLICATION

ACTIVITY TIPS TO IMPROVE LEARNING

You have learned how powerful a human brain can be. You have also found out that an individual can learn
INSTRUCTION in many ways using the right and left hemisphere of the brain. Make a list of ways in which you can improve
your learning and describe the actions that you are going to undertake to make each method work.
I CAN IMPROVE LEARNING BY… TO MAKE THIS METHOD WORK, I WILL…

PART 5: QUIZZES/ EVALUATION

I LEARN THROUGH MY BRAIN’S HEMISPHERE

INSTRUCTION Answer the following questions as truthfully as possible.

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

_______1. If you were given the chance to enroll in a music course and you are asked to write a song, which would you prefer?
a. Write the lyrics
b. Compose a melody
_______2. Whenever you read a new chapter in a book, which of the following do you usually do?
a. Browse through the entire chapter first
b. Read the chapter from beginning to end without browsing through it
_______3. After reading the new chapter, which would you rather do?
a. Summarize the chapter
b. Outline the chapter
_______4. You were tasked to work for the school paper. Which of the following would you rather do?
a. Lay out stories and decide which one should appear
b. Write one or two of the stories
_______5. In which of the following English classes would you most likely enroll?
a. Journalism
b. Creative writing
_______6. Which are the following classroom situations do you prefer?
a. A teacher announces assignments on a weekly basis and sets specific due date
b. A teacher announces all assignment at the beginning of the course and allows you to complete them before the end of
the course
_______7. Which of the following can you solve better?
a. Jigsaw puzzle
b. Crossword puzzle
_______8. Do you remember faces easily?
a. Yes
b. No
_______9. How do you find a Grammar subject in school?
a. Difficult
b. Easy
_______10. If someone asks you about the direction going to your house, what method are you most likely going to use?
a. Write a paragraph that explains where and when to turn
b. Draws a road map
_______11. What subject do you think you perform best?
a. Geometry
b. Algebra
_______12. Pretend you are having a vacation at a resort. Which of the following would you most likely to do?
a. Get a brochure and plan what you would like to do for the day
b. Drive around without a plan and just decide what you would like to do on the way
_______13. Which of the following statements best applies to you?
a. I am good at guessing a person’s mood
b. I cannot guess a person’s mood
_______14. Which of the following would you rather play?
a. Scrabble
b. Checkers
_______15. Which one do you most agree with?
a. We should continue exploring the outer space as it may benefits us in the future
b. We should only continue exploring the outer space if we can be sure that it will benefit us in the future

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

SCORING:

How many “a” answer did you have for odd-number questions? __________________
How many “b” answer did you have for even-number questions? _________________
LEFT HEMISPHERE TOTAL: _________________

How many “a” answer did you have for even-number questions? ________________
How many “b” answer did you have for odd-number questions? _________________
RIGHT HEMISPHERE TOTAL: _________________

* You are left-brained if your total score for the left Hemisphere is 10 or more
*You are right-brained if your total score for the right hemisphere is 10 or more

What can you say about your dominant brain hemisphere?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

PART 6: CONCLUSION/ SUMMARY

• Mind power is one of the strongest and most useful powers you possess. This power, together with your imagination, can create success
or failure, happiness or unhappiness, opportunities or obstacles. This depends on your mindset. Your thoughts are the main ingredient of
this power, and when you add to them focus and emotions, thoughts become powerful and can affect your reality. The thoughts that pass
through your mind are responsible for almost everything that happens in your life. Not all thoughts are equal. Stray ones that you think
once or twice cannot do much, but your predominant thoughts, the ones you repeat often, influence your behavior and attitude, affect
your actions and reactions, and shape your reality.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• RIGHT BRAIN LEFT BRAIN TEST: https://www.mentalup.co/blog/right-brain-left-brain-test#headline1
• Are You Right or Left-Brain Dominance? Personality Test: https://www.youtube.com/watch?v=VY0E01G6ZWE
• Mind Power – The Power of Thoughts: https://www.successconsciousness.com/blog/concentration-mind-power/mind-power/

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 9 DAY 1-2
PART 1: LESSON

LESSON 7: MENTAL HEALTH AND WELL-BEING IN MIDDLE AND LATE ADOLESCENCE

OBJECTIVES: At the end of the lesson the student should be able to:
1. Interpret the concepts of the mental health and problems during adolescence;
2. Identify his/her own vulnerabilities; and
3. Make a mind map on ways of achieving psychological well-being.

PART 2: TERMINOLOGIES
1. Agoraphobia - extreme or irrational fear of entering open or crowded places, of leaving one's own home, or of being in places from
which escape is difficult.
2. Binge Eating Disorder - frequently consume unusually large amounts of food and feel unable to stop eating
3. Phobia - an extreme or irrational fear of or aversion to something.
4. Holistic - characterized by comprehension of the parts of something as intimately interconnected and explicable only by reference
to the whole.

PART 3: DISCUSSION

MENTAL HEALTH AND WELL–BEING IN MIDDLE AND LATE ADOLESCENCE

MENTAL HEALTH includes our emotional, psychological and social well-being. It affects how we think, feel, and act. It also determines how we
handle stress, relate to others, and make choices.

Early warning signs!

• Eating or sleeping too much or too little.
• Pulling away from people and usual activities.
• Feeling numb or like nothing matters.
• Feeling helpless and hopeless.
• Smoking, drinking or using drugs more than usual.
• Yelling or fighting with family and friends.
• Experiencing severe mood swings that cause problems in relationships.
• Having persistent thoughts and memories you can’t get out of your head.
• Hearing voices and believing things that are not true.
• Thinking of harming yourself or others.

Mental disorder, just like physical illness, occurs in a continuum from mild to severe.

TYPES OF MENTAL ILLNESS

1. ANXIETY DISCORDERS: distributes in brain mechanism designed to protect you from
harm.

a. Specific phobias
b. General Anxiety Disorder
c. Social Anxiety Disorder
d. Panic Disorder
e. Agoraphobia

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

2. MOOD DISORDERS: disturbances in usual mood states.

a. Clinical Depression
b. Bipolar disorder

3. PSYCHOTIC DISORDER: disturbance of thinking perception and

behavior.
a. Schizophrenia
b. Delusional disorder

4. PERSONALITY DISORDERS: maladaptive personal characteristics.

a. Eccentric: paranoid, schizoid, schizotypal
b. Dramatic/Emotional: Antisocial, Borderline, Histrionic,
Narcissistic

5. EATING DISORDER: disturbances of weight and feeding behavior.

a. Anorexia Nervosa
b. Bulimia Nervosa
c. Binge Eating Disorder

6. DEVELOPMENTAL DISORDERS: early disturbances in usual brain

development.
a. Autism Spectrum Disorder
b. Attention-Deficit/ Hyperactivity Disorder
c. Learning disorder

7. BEHAVIORAL DISORDERS: persistent disturbances in expected

behaviors.
a. Oppositional Defiant Disorder
b. Conduct Disorder

8. ADDICTIONS: disorders of cravings.

a. Substance Use Disorders

Obviously, the life of a young adolescence is like a rollercoaster that lasts for years. There are too many emotional ups and downs and ins
and outs. Since this period is marked by changes and growth in several aspects, it is also during this time that the onset mental health disorders may
occur.

COMMON MENTAL HEALTH DISORDERS AMONG ADOLESCNCE

1. DEPRESSION
• It is often characterized by overwhelming sadness, anger, and melancholy.
• Aside from these symptoms, teenagers may also feel worthless or helpless, they
have concentration problems, they experience frequent crying, fatigue or
disinterest, and they have thoughts or suicide or preoccupation with death.

2. ANXIETY
• Anxiety disorder, second to depression, are among the most common mental health
disorders in young adults. This can include phobias, panic disorder, social anxiety,
post-traumatic stress disorder (PTSD) or obsessive-compulsive disorder (OCD).

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

• Adolescence who suffer from obsessive-compulsive disorder are characterized to have continual thoughts of the same image or
impulse.
• Young adolescence with anxiety seems overly emotional, unresponsive or unrestrained and may appear withdrawn, highly
uneasy or fearful.

3. EATING DISORDERS
• It is like bulimia nervosa (Bulimia), anorexia nervosa (Anorexia), or body dysmorphia can affect young people and can lead to
serious physical complications.
• Bulimia is an eliminating disorder in which a person may overdo eating and withdraw the food afterward, while Anorexia entails
eating small amounts of food or no food at all.
• Common symptoms of either disorder include extraordinary loss in weight, a thin or frail appearance, going to the bathroom
right after eating, being continually unhappy with one’s appearance, or fear of weight gain.

4. ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD)

• It is characterized by a shortened attention span, impulsiveness, hyperactivity and disorganization.
• Young people with this disorder frequently become bored easily, fail to concentrate even for short period of time, and can be
disruptive.

WHY TREATMENT IS NECESSARY?

Getting appropriate help for individuals suffering from mental health disorders can prevent compounding the
problems already being experienced by the young adult. That is why it is a must to seek help if you feel that you
are suffering from a mental health problem, or if you feel that someone you know has a mental health problem .

MENTAL HEALTH AND WELLNESS

Neilson (1988), as stated in Frando & Mores (2014) wellness is a combination of health and happiness, thus, the many factors that
contribute to being healthy and happy will likewise contribute to being well.

DIMENSION OF WELLNESS:
1. PHYSICAL WELLNESS is the active and continuous effort to maintain the optimum level of physical activity. It focusses
on nutrition which includes self-care and health lifestyle choices wherein the person uses medical services, observes
preventive health measures, abstain from drugs, tobacco and excessive alcohol use, and engage in safe sex practices.

2. PSYCHOLOGICAL OR EMOTIONAL WELLNESS includes one’s attitude and beliefs toward self and life. He or she
is also aware of handling one’s feelings, actions, and relationships, thus, the person can very well cope with stress.

3. SOCIAL WELLNESS is the movement toward balance, and integration of the interaction between the individual,
society and the natural environment.

4. INTELLECTUAL WELLNESS is the perception of, and motivation for, one’s optimal
level of stimulating intellectual activity through the continuous acquisition use,
sharing and application of knowledge in a creative and critical manner.

5. SPIRITUAL WELLNESS is the innate and continuous process of finding meaning

and purpose in life.

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

6. OCCUPATIONAL WELLNESS is the extent to which one uses his/her skills and abilities to contribute to the
society. It includes an individual’s attitude toward work his/her ability to balance several roles in life.

7. ENVIRONMENTAL WELLNESS includes home, school, community and nature, it includes the individual’s
reciprocal interaction with the environment on a global level.

POSITIVE MENTAL HEALTH ALLOWS PEOPLE TO: SIMPLE WAYS TO MAINTAIN A POSITIVE MENTAL HEALTH:
✓ Realize their full potential ✓ Getting professional help if you need it
✓ Cope with the stress of life ✓ Connecting with others
✓ Work productively ✓ Staying positive
✓ Make meaningful contributions to their communities ✓ Getting physically active
✓ Getting enough sleep

SIX PRINCIPLES OF PREVENTIVE HOLISTICS MEDICINE

The six principles of preventive holistic medicine are all very simple which consist of three do’s and three don’ts

THREE DO’ S THREE DON’TS

1. Do not smoke and drink excessively, and don’t take
1. A balance diet any (unnecessary) legally prescribed or prescribed
2. Exercise drug
3. Sufficient time for rest, sleep and entertainment 2. Do not over eat or under eat
3. Don’t worry

PART 4: ACTIVITY/ APPLICATION

ACTIVITY PERSONAL STORY PROJECT
Sharing stories is a powerful way to connect with other people. By sharing your own personal story, you can
INSTRUCTION connect with others who are dealing with the same challenges as you are. Identify a situation or challenge
that change your life. Write your story using the following guide questions.

What was it like and how did make you feel? How did you deal the
problem? What advice do you have for another
teen going through the same thing?
______________________________________________________________
______________________________
______________________________________________________________ ______________________________
______________________________________________________________ ______________________________
______________________________________________________________ ______________________________
______________________________________________________________ ______________________________
______________________________________________________________ ______________________________
________________________________________________________ ______________________________
What did you learn about yourself and those around you? ______________________________
______________________________________________________________ ______________________________
______________________________________________________________ ______________________________
______________________________________________________________ ______________________________
______________________________________________________________ ______________________________
______________________________________________________________
______________________________________________________________

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PART 5: QUIZZES/ EVALUATION

TEST I. IDENTIFICATION: Identify the following. Write the answer on the space provided.
_______1. It is considered second to depression, are among the most common mental health disorders in young adults.
_______2. It is often characterized by overwhelming sadness, anger, and melancholy.
_______3. It is disorders of cravings.
_______4. It is maladaptive personal characteristic.
_______5. It is distributing in brain mechanism designed to protect you from harm.
_______6. It is disturbance of thinking perception and behavior.
_______7. It is characterized by a shortened attention span, impulsiveness, hyperactivity and disorganization.
_______8. It includes one’s attitude and beliefs toward self and life.
_______9. It is the movement toward balance, and integration of the interaction between the individual, society and the natural
environment.
_______10. It is the innate and continuous process of finding meaning and purpose in life.
_______11. It is the extent to which one uses his/her skills and abilities to contribute to the society.
_______12. It includes home, school, community and nature, it includes the individual’s reciprocal interaction with the environment on a
global level.
_______13. It is an eliminating disorder in which a person may overdo eating and withdraw the food afterward.
_______14. This can include phobias, panic disorder, social anxiety, post-traumatic stress disorder (PTSD) or obsessive-compulsive
disorder (OCD).
_______15. It is the disturbances in usual mood states.

PART 6: CONCLUSION/ SUMMARY

• “Wellness is ALL TAKING CHARGE (adapted from Frando & Mores, 2014). Take charge of one’s thoughts, one’s emotions, one’s schedule,
one’s environment, and the way one deals with problems. Its ultimate goal is a balance life a time for work, relationship, relaxation, and
fun plus the ability to hold up under pressure and meet the daily challenges of life”

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Teen Health: Mental Health: https://www.youtube.com/watch?v=1i9OktVsTWo
• Why Are Teens So Moody?: https://www.youtube.com/watch?v=du8siPJ1ZKo
• The Science of Depression: https://www.youtube.com/watch?v=GOK1tKFFIQI

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 10 DAY 1-2
PART 1: LESSON
LESSON 8: EMOTIONAL INTELLIGENCE
OBJECTIVES: At the end of the lesson the student should be able to:
1. Discuss that understanding the intensity and differentiation of emotions may help in communicating emotional expression;
2. Explore one’s positive and negative emotions and how one expresses or hides them; and
3. Demonstrate and create ways to manage various emotions.

PART 2: TERMINOLOGIES
1. Physiological arousal - refers to features of arousal reflected by physiological reactions, such as escalations in blood pressure and
rate of respiration and lessened activity of the gastrointestinal system.
2. Resentment - bitter indignation at having been treated unfairly.
3. Predominant - present as the strongest or main element.
4. Cross-cultural - relating to different cultures or comparison between them.
5. Condemnation - the expression of very strong disapproval; censure.

PART 3: DISCUSSION
EMOTIONAL INTELLIGENCE
“Educating the mind without educating the heart is no education at all” - Aristotle

EMOTION is a feeling that involves thoughts, physiological changes, and an outward expression of behavior, such as facial expression.

THEORIES OF EMOTIONS

A. THE JAMES-LANGE THEORY (William James and Carl Lange)

• William James and Carl Lange- those who first studied emotions.
• Most predominant theories of emotion.
• EMOTION is not directly caused by the perception of an event
✓ This theory believes that there should be a bodily response first before we can experience emotion.

B. THE CANNON-BARD THEORY (Walter Cannon and Phillip Bard)

THE THEORY TELLS:
✓ The presence of physiological arousal does not necessarily mean that people will experience emotion.
✓ The physical response generally comes after the experience of emotion.
✓ The same physiological arousal can cause different emotions. (Cannon found out that the same time bodily response may be
accompanied by different emotions.)
• They argue that we experience physiological arousal and emotion at the same time.
• The theory gives more attention to the role of thought or outward behavior than James-Lange theory.

C. THE SCHACHTER-SINGER THEORY (Stanley Schachter and Jerome Singer)

✓ In order for one to experience an emotion, he/she have both body responses and an interpretation of body’s response by taking into
consideration the situation the person is in at the same time.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

• They said that people’s emotion is depends on two factors: physiological arousal and cognitive interpretation of arousal
• The bodily response is matching but the interpretation of fear or excitement is different.

TYPES OF EMOTION

PAUL EKMAN (psychologist and behavioral scientist)

- He began his research in nonverbal communication then he identified facial expression through the moving
muscles in the face.
- For him facial expression is cross-cultural.

THE UNIVERSAL FACIAL EXPRESSION (the six basic emotions)

EMOTION FACIAL EXPRESSION INTERPRETATION FACIAL MUSCULAR MOVEMENT

1. Eyebrows are raised or drawn

The person feels anxious caused 2. Eyelids are lower
Fear
by sense of danger, threat or pain 3. Lips are stretched horizontally, opening mouth
slightly

1. Eyelids are drooping

2. Corners of the mouth are lowered
Sadness There is unhappiness or sorrow
3. Lips are pouting
4. Eyes are dismayed

There is severe condemnation or 1. Eyebrows are narrowing

Disgust extreme displeasure caused by an 2. Upper lip is curling
offensive or repulsive stimulus 3. Nose is wrinkling

There is feeling of upset or 1. eyebrows are raised very high causing wrinkles
Surprise surprise caused by an unexpected to appear across the forehead
situation 2. Eyes are wide open

1. corners of the mouth are pulling up-smiling

There is pleasant feeling and well-
Happiness 2. there are large contracting orbital muscles
being
around the eyes

There is a sense of bitterness and 1. eyebrows are lowering

Anger resentment after you have been 2. jaws are thrusting forward
offended 3. lips are tightening and narrowing

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

ROBERT PLUTCHIK
• He came up with his own theory of emotion: anger vs. fear, joy vs.
sadness, trust vs. disgust and surprise vs. anticipation (these are the
8 emotions that he believes to be fundamental)

PLUTCHIK’S EIGHT BASIC EMOTION

1. Anger
2. Fear
3. Joy
4. Sadness
5. Trust
6. Disgust
7. Surprise
8. Anticipation

CHARACTERISTICS OF EMOTIONS
1. Physiological changes. Our bodies react whenever we experience an intense emotion such as fear or anger.
2. Observable behavior. When we experience an emotion there are behaviors that are noticeable.
3. Subjective experiences. There are many ways which people can show their emotions.

IMPORTANCE OF EMOTIONS
1. Survival. According to Goleman (1995) emotions have always served as our internal guidance system.
2. Decision making. Our emotions help us make decisions because they are valuable source of information .
3. Boundary setting. There are times when we feel uncomfortable with a person’s behavior.
4. Communication. It helps us communicate with others (facial expression).
5. Unity. Emotion is universal, people became unified. “Beliefs divided us. Emotions unite us.”

FUNCTION OF EMOTION
1. Prepare one for action
2. Shapes future behavior
3. Helps regulate social interaction

MANAGING EMOTIONS

Coping Mechanism – regulating one’s emotion, coping with overwhelming or painful emotions. Encourage the person to think through their
emotions.
✓ Healthy coping mechanism: Counting 1 to 10 when angry
✓ Unhealthy coping mechanism: Drinking, denial, cutting

REMINDER! Whenever our emotions are, it is important to remember that they should not be suppressed. Instead they have to be controlled.

SUGGESTION TO ACHIVE EMOTIONAL CONTROL (Guilford, Bustos, et al)

1. Avoid emotion-provoking situations
2. Change the emotion-provoking situations
3. Increase skills in coping with the situation
4. Reinterpret the situation
5. Keep working towards your goal
6. Find substitute outlet
7. Develop a sense of humor

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

Emotional maturity - it is developed when someone successfully controlled his/her emotion.

Emotional intelligent (EI) is also about the ability to reason and problem-solved, based on the emotions we experience.
• High Emotional Intelligence
• Low Emotional Intelligence

PART 4: ACTIVITY/ APPLICATION

ACTIVITY JOURNAL WRITING ABOUT ANGER

INSTRUCTION Answer the following HONESTLY:

1. List 5 things that make you the most angry

a. ___________________________________________________________________
b. ___________________________________________________________________
c. ___________________________________________________________________
d. ___________________________________________________________________
e. ___________________________________________________________________

2. What thoughts go through your mind when you get angry at someone?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. What thoughts could you substitute in order to help you with your anger?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

4. What are some of the poor choices you have made as a result of your anger?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

5. What could you do different next time in order to avoid making poor choices when angry?
a. ________________________________________________________________________________________________
b. ________________________________________________________________________________________________
c. ________________________________________________________________________________________________

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PART 5: QUIZZES/ EVALUATION

Read each example then give a brief description of how you would resolve the conflict.

1. A classmate is constantly teasing you during recess.

__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

2. You and your brother both want to use the computer at the same time.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

3. While playing basketball, the referee called a foul but you think you did not.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

4. You and a friend are trying to decide who goes first while playing cards.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

5. You are playing tag with your friends and every time you tag a friend; he claims that you didn’t get him or he calls time-out.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

6. Your sister keeps going into your room and using your things when you are not at home.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

7. A friend keeps trying to get you to do things that you know are wrong.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

8. You see an unfamiliar child in your neighborhood who has fallen off of his bike and is bleeding and crying.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

9. You and a friend are trying to decide where to go first in your bonding time.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

10. You and a friend want the same girl/boy.

__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PART 6: CONCLUSION/ SUMMARY

• There is an ongoing debate about whether or not emotional intelligence can be learned. Perhaps the importance really lies in knowing that
Emotional Intelligence does exist. Through our knowledge about it, we can work toward recognizing, interpreting, and managing the
emotions of others and ourselves more effectively. By making a conscious effort to be more aware of and sensitive to how others feel, by
becoming more aware of our own feelings and emotions, we can always find a resolutions that will lead us to grow and become more
productive individuals – the goal is really to avoid impulsive reactions to emotions, and be intelligent enough about how we use them to
guide our actions.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Improving Emotional Intelligence (EQ): https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm
• How to Master Your Emotions - Emotional Intelligence: https://www.youtube.com/watch?v=4D9RCuU-wqo

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 11 DAY 1-2
PART 1: LESSON
LESSON 9: PERSONAL RELATIONSHIPS
OBJECTIVES: At the end of the lesson the student should be able to:
1. Discuss an understanding of teenage relationships, including the acceptable and unacceptable expressions of attraction;
2. Express his/her ways of showing attraction, love and commitment; and
3. Identify ways to become responsible in a relationship

PART 2: TERMINOLOGIES
1. Intimacy - close familiarity or friendship; closeness .
2. Complex - consisting of many different and connected parts.
3. Plateau - a state of little or no change following a period of activity or progress.
4. Abrasive - (of a person or manner) showing little concern for the feelings of others; harsh.
5. Affectionate - readily feeling or showing fondness or tenderness.

PART 3: DISCUSSION

PERSONAL RELATIONSHIP
“A real relationship has fights, trust, faith, tears, pains, arguments, patience, secrets, jealousy, and love” –Anonymous

LOVE RELATIONSHIP: THEIR CHARACTERSITICS & HOW THEY DEVELOP

• LOVE is a complex concept to study.
• Loving relationship is intimacy, passion and commitment between two people (triangular theory of Robert Sternberg) .

DEVELOPING OVER TIME

STAGE 1: ATTRACTION. It is the positive response to a person beyond friendship.

• The first in this stage is physical attraction. It happens when your body reacts to another person. (love
at first sight)
o Heart rate increase
o Your temperature rises
o Your palm gets sweaty
o There is butterfly in your stomach
• The second in this stage is a strong emotional attraction.
o You begin to talk to each other
o You find common things: hobby, belief, education
• NOTE: that an emotional attraction can also occur even when there is no physical attraction
• You can get attracted to another person even if you have nothing in common.

STAGE 2: ROMANCE. It is an act of trying to influence or gain the favor of another by lavishing attention or
gifts upon them.
SELFISH ROMANCE. It occurs when you do romantic acts solely for the purpose of gaining something for yourself.
Example: getting gifts

SELFLESS ROMANCE. It occurs when you do romantic acts for enjoyment and pleasure of your partner. Example: you
receive your enjoyment and pleasure through his/her happiness.

*Selfish romance and love will quickly die. Selfless romance and love endure.

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STAGE 3: PASSION. It is the desire for another person, which has grown to an intensity that cannot be ignored.
• This is often the point where an emotional relationship turns to physical relationship.
• This stage is very important, it is a plateau.
• From here, it could either burn out or will move on the next stage.

STAGE 4: INTIMACY. It is a close association with another person of the deepest nature.
• During this stage you share your thoughts, your feelings, and your dreams. In true intimacy, there is nothing that you cannot tell the other
person.
• It is a never-ending developing process.
• If you cannot establish intimacy with your partner, your relationship may work for a while, but is unlikely to endure throughout the years.

STAGE 5: COMMITMENT. It is a pledge to remain true throughout good and bad times. Commitment is easy when times are
good but can be extremely difficult when times are bad.
• Here, the attraction stage has led to a mutual interdependence and attachment to one another.
• Love has passion and intimacy and without these you just have a good friendship.

THE COLORS OF LOVE

The Color of Love – A book written by John Alan Lee (a Canadian Psychologist). In his book he
describes the primary and secondary love styles. Indeed, love is like color.

A. PRIMARY LOVE STYLE

1. EROS (The most basic one, physical attraction)
• Type of love that is based on physical attraction which is described to be erotic and passionate.
• “Love at first sight” kind of love and head-over-heels puppy love.
• This love style focuses on beauty, enjoyment, and romance (idealistic, impossible standard, fantasy).
• When conflicts arise, the couple may not handle it well, since conflict is not part of the fantasy.

2. LUDOS (Latin word “sport”)

• This love style views a relationship as a game to be won.
• People who is romantic partners for short period of time.
• Realistically speaking, these are the players.
• Getting into serious relationships or commitment is not in their vocabulary- they just want to have a good time.

3. STORGE (Greek word “friendship”)

• Based on shared interests (friendship) and not on sexual attraction.
• It is affectionate which grows slowly over an extended period of time.
• Relationship with this love style is more likely to last longer since they rely more on intimacy and trust rather than pleasure or
chemistry.
• Friends for a long time before becoming romantically involved.
• Communication in this love style is mostly open, honest and intimate.

B. SECONDARY LOVE STYLES

1. MANIA (obsessive love)
• It is obsessive love wherein individuals in relationship experience a typical roller-coaster ride.
• Driven by passion and is often branded by jealousy or possessiveness
• They are abrasive, direct and emotion-driven.

2. PRAGMA (practical love)

• Consider the advantage and disadvantage before entering a relationship. More on logic rather than emotion.
• Typically look at the person’s education level, income, religious belief, and social status.
• The only way that the relationship can work is if it remains practical.
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3. AGAPE (Selfless love)

• Mixture of Eros and Storge
• Love style that is reflection of unconditional, enduring, kindness and devotion.
• They are very much willing to sacrifice for their partner. They are confident in their love and see it as endless and indestructible.
• Guided by honesty, healthy, emphatic, and rational communication.
• Consider as the STRONGEST STYLE OF LOVE

SIGNS OF ATTRACTION FOR FEMALES AND MALES

1. Body touching and posturing
2. Eye glances
3. Social space

WHERE PUBLIC DISPLAY OF AFFECTION (PDA) ARE NOT OKAY

• In truth, many cultures take these acts very seriously- they even have laws prohibiting people from engaging PDA to public indecency.
• If ever you are travelling abroad with a romantic partner, you have to know and understand the customs and tradition of other culture.

PART 4: ACTIVITY/ APPLICATION

ACTIVITY HOW DO I LOVE THEE?

Write down different ways to express attraction, love and commitment. Mark the box with a check
INSTRUCTION mark if you think that it is an acceptable method, otherwise, mark it with a cross mark and then write a
brief rationalization.
METHOD OF EXPRESSION / or X RATIONALIZATION
1.

2.

3.

4.

5.

6.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

7.

8.

9.

10.

PART 5: QUIZZES/ EVALUATION

TEST I. IDENTIFICATION. Identify the following and write your answer on the space provided.
_______1. It is the positive response to a person beyond friendship.
_______2. It occurs when you do romantic acts for enjoyment and pleasure of your partner.
_______3. It is a pledge to remain true throughout good and bad times.
_______4. It is a close association with another person of the deepest nature.
_______5. It is the desire for another person, which has grown to an intensity that cannot be ignored.
_______6. Type of love that is based on physical attraction which is described to be erotic and passionate.
_______7. It is the mixture of Eros and Storge.
_______8. It is Consider the advantage and disadvantage before entering a relationship. More on logic rather than emotion
_______9. It is obsessive love wherein individuals in relationship experience a typical roller-coaster ride.
_______10. It is based on shared interests (friendship) and not on sexual attraction.

TEST II. Arrange the following stages and give a short description. Write your answer on the space provided .

STAGE OF LOVE
DESCRIPTION
(How it Develop)

STAGE 1:
________________________

STAGE 2:
________________________

STAGE 3:
________________________

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STAGE 4:
________________________

STAGE 5:
________________________

PART 6: CONCLUSION/ SUMMARY

• In a healthy, loving relationship you respect your partner's boundaries. You give each other the space you need away from the relationship
to be alone, to be with friends, and to pursue your own interests. You encourage healthy communication and dialogue. You feel free and
comfortable to say what's on your mind.

• When a relationship or love interest is new, it is so easy for you to fall into trap – that what you are feeling is unique and special, that
somehow, your love is special. However, to better understand how love develops, let us strip away the illusion that, indeed your love is
special.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• The 5 Love Language: https://www.5lovelanguages.com/quizzes/singles-quiz/

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 12 DAY 1-2
PART 1: LESSON

LESSON 10: SOCIAL RELATIONSHIPS IN MIDDLE AND LATE ADOLESCENCE

OBJECTIVES: At the end of the lesson the student should be able to:
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; and
3. Conduct a mini-survey on Filipino relationship (family, school, and community).

PART 2: TERMINOLOGIES
1. Tremendous - very great in amount, scale, or intensity.
2. Empathy - the ability to understand and share the feelings of another .
3. Complexity - the state or quality of being intricate or complicated.

PART 3: DISCUSSION

SOCIAL RELATIONSHIPS IN MIDDLE AND

LATE ADOLESCENCE

“No relationship is ever a waste of time. If it didn’t bring you what you want, it taught you what you don’t
want” - Unknown

PARENTAL RELATIONSHIP
• By the time adolescents reach the puberty stage, a significant increase in parent-child conflict occurs and a
considerable decrease in family bonding.
• Those of you who have a good relationship with your parents are less likely to engage in different
misbehaviors like smoking, drinking, fighting, and/or unprotected sex.

PEER RELATIONSHIPS
• According to Shanahan, et.al (2007), as adolescents like you work to form your identities, you tend to pull away from their parents. As a
result, your peer group becomes much more important.
• The way your friends influence you have a tremendous effect on how important your relationships are in your self-development.
• Then come adolescence wherein you start associating with the opposite sex and tend to identify with a larger group of friends with whom
you share the same characteristics.
• Through your peer groups, you are able to develop your social skills like sharing, leadership, and empathy.

COMMUNITY, SOCIETY, AND CULTURE

• Culture is learned and socially shared. Moreover, it affects all aspects of a person's life. Depending on one's culture, social responsibilities,
sexual expression and belief-system are all likely to vary.
• Adolescents in a given culture may display more independence than the others who are timid. The roles and responsibilities that one is
expected to assume also depends on one's culture — while some cultures dictate adolescents to contribute significantly to household
chores, others have few responsibilities. Also, one's socioeconomic background, influenced by cultural norms and values, also plays an
important role in your development as a person.
• Adolescents start to develop their unique belief systems as they interact with the people in their family, society or even in their cultural
environments. The attitudes that a culture embraces affects the beliefs, lifestyles and perceptions of the adolescents as well.

What can you say about this?

"Relationships are harder now because conversations become texting, arguments become phone calls, and feelings become
status updates."
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LEADERSHIP VS. FOLLOWERSHIP

Adolescents are said to be influenced by their peers and peer leaders — and the
many ways they are influenced shape an individual's personality. Indeed, adolescence is a
time when young people start to follow different leaders from those with whom they were
associated during childhood.

LEADERSHIP
• As defined by Brinker (1996), is the process of guiding and directing the behavior of
followers in organizations.
• All leaders guide and direct the behavior of other people in the environment. Note that leaders cannot accomplish goals without the
assistance of followers.
• Followership is the process of being guided and directed by a leader. Some adolescents choose to follow peer leaders who negatively
influence them. As a consequence, they develop an identity around negative behaviors and are likely to be antisocial (Berndt & Park 1990).
o Following a Leader of Negative Influence (Gang and its leadership):
▪ RESULT: youth participating in violent offenses, property crimes, and drug.
▪ A peer leader's negative influence can eventually affect the type of adult that the adolescent becomes the future.
o Following a Leader of Positive Influence:
▪ Will develop an identity around healthy behaviors and is likely to be prosocial.

LEADER VS. MANAGER

Good leaders are not necessarily good managers, nor are good managers necessary good leaders.
• According to Kotter:
o Manager control complexity and leaders produce change.
o Leaders work for a' change, managers advocate stability.

Leaders and managers differ along four different personality dimensions: attitudes towards goals, conceptions of work, relationship with others and
sense of self. Below is the comparison between a manager and a leader based on their dimensions of personality:

PERSONALITY DIMENSION MANAGER LEADER

Impersonal, passive, functional, goal Personal, active, goal arise from desire
Attitude toward goals
arise out of necessity and reality and imagination.
Looks for fresh approaches to old
Combines people, ideas, things, seeks
Conceptions of work problems, seeks high-risk with high
moderate risk, enables process
payoffs.
Prefers to work with others, avoids Comfortable in solitary work,
Relationship with others close and intense relationships, avoids encourages close, intense
conflicts relationships, not averse to conflicts.
Born once, accepts life as it is, Born twice, struggles for sense of order
Sense of self
unquestioning. questions life.

BEHAVIORAL THEORIES
The focus of behavioral theories are the leaders' actions and behaviors.

• Lewin Studies (1939) Kurt Lewin identified three leadership styles: autocratic, democratic, and laissez-faire.
▪ An autocratic leader uses strong command when controlling actions in order to enforce the rules and regulations and to establish
effective relationships in the workplace.

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▪ A democratic leader, on the other hand, takes concerted, open, collaborating actions with followers concerning the work and
the workplace.
▪ A laissez-faire leader, however, fails to accept the responsibility of the position since the followers are given the freedom to work
on their own.

• Ohio State Studies Leadership behavior is often determined by the Leader Behavior Description Questionnaire (LBDQ), which identifies
the dimensions of initiating structure and consideration. A leader with an initiating.
▪ Structure style defines and organizes work relationships and roles, and is clear about ways of getting things done.
▪ Consideration style leader aims at creating a nurturing, friendly, warm working relationship.

• Michigan Studies Similarly, studies at the University of Michigan identified the two dimensions referred to as employee oriented and
production oriented.
▪ A production orientation focuses on getting the work done, with constant influence attempts by the leader.
▪ An employee orientation focuses on relationships and concern for people and their needs.

TRANSFORMATIONAL LEADERSHIP VS. CHARISMATIC LEADERSHIP

▪ Transformational leaders
o Motivate followers to achieve high levels of performance by converting vision into reality and inspiring followers to perform
above and beyond the call of duty.
o Rely on their personal attributes rather than their position in motivating their followers.

▪ Charismatic leadership
o Characterized by the use of personal abilities and talents that have a profound and extraordinary effect on followers.
o Rely heavily on referent power, and their unique and powerful gifts generate great influence with followers.
o This particularly strong ability to influence followers can lead to high levels of achievement, but can also lead to great ha rm for
the followers or others.

TYPES OF FOLLOWERS

FOLLOWERS
▪ Viewed historically as either passive or autonomous. But throughout the years, there are new concepts of empowerment which ch anged
the views on the roles of a follower and stressed out its importance in leadership.
▪ Followers are classified as either active or passive; and as either independent, critical thinkers or dependent, uncritical thinkers.

Effective followers practice self-management and self-responsibility, and are committed to the organization and a purpose or person outside
themselves they are not self-centered, but are courageous, honest, and credible.

Dynamic follower is a follower who is a responsible steward of his or her job, is effective in managing the relationship with the boss, and practices
self-management.

There is no one definitive style that is preferable in all situations, there exists guidelines which are useful in most leadership approaches:
▪ First, leaders and organizations should appreciate the unique talents of each leader.
▪ Second, leaders should be chosen who challenge the organizational culture, when necessary, without destroying it.
▪ Third, participative, considerate leader behaviors appear to enhance the health and well-being of followers.
▪ Fourth, different situations require different leadership behaviors. Finally, good leaders are likely to be good followers.

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PART 4: ACTIVITY/ APPLICATION

ACTIVITY PEOPLE IN MY LIFE AND THEIR ROLES

Think of Ten (10) people in your life who practically have different roles in the society. Are they a
INSTRUCTION leader or a follower? How can they influence you or other people through their leadership or
followership? Complete the table below to answer these questions.
Role of a person in the society Leader or Follower? How can they influence you or other people?
1.

2.

3.

4.

5.

6.

7.

8.

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9.

10.

ACTIVITY ARE YOU A LEADER OR A FOLLOWER?

Look in the mirror below. How do you see yourself? Are you someone who leads or someone
INSTRUCTION who follows? Write your reflection about this inside the mirror.

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PART 5: QUIZZES/ EVALUATION

IDENTIFICATION. Identify the following. Write your answer on the space provided.

_______1. It is a type of follower wherein he/she practice self-management and self-responsibility, and are committed to the organization.
_______2. It is viewed historically as either passive or autonomous.
_______3. Rely heavily on referent power, and their unique and powerful gifts generate great influence with followers.
_______4. It motivates followers to achieve high levels of performance by converting vision into reality and inspiring followers to perform
above and beyond the call of duty.
_______5. It is characterized by the use of personal abilities and talents that have a profound and extraordinary effect on followers.
_______6. It focuses on getting the work done, with constant influence attempts by the leader.
_______7. It focuses on relationships and concern for people and their needs.
_______8. A leader that uses strong command when controlling actions in order to enforce the rules and regulations and to establish
effective relationships in the workplace.
_______9. A leader that takes concerted, open, collaborating actions with followers concerning the work and the workplace.
_______10. A leader aims at creating a nurturing, friendly, warm working relationship.

PART 6: CONCLUSION/ SUMMARY

• The relationship that adolescents have with their friends, family, and members of society play a significant role in their development.
Adolescence is a crucial period in social development. As you have learned in the previous lessons, adolescents like you can easily swayed
by your close relationships with other people.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Adolescent Social Development: https://www.mentalhelp.net/adolescent-development/social/

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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 13 DAY 1-2

PART 1: LESSON

LESSON 11: FAMILY STRUCTURE AND LEGACIES

OBJECTIVES: At the end of the lesson the student should be able to:
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; and
3. Prepare a plan on how to make the family members firmer and gentler with each other.

PART 2: TERMINOLOGIES
1. Proximity - nearness in space, time, or relationship.
2. Inter-generational - relating to, involving, or affecting several generations.
3. Intra-generational - occurring or existing between members of one generation.
4. Stigma - a mark of disgrace associated with a particular circumstance, quality, or person.
5. Punitive - inflicting or intended as punishment.

PART 3: DISCUSSION

FAMILY STRUCTURE AND LEGACIES

“You aren’t wealthy until you have something money can’t buy.” – Garth Brooks

FAMILY STRUCTURES
There may be different family structures but bear in mind that there is no one best structure for as long as the family is performing its
functions and members are fulfilling their roles. Make your family your priority and you must be willing to make sacrifices for the interest of the
family.

NUCLEAR FAMILIES
• The nuclear family implies the sharing of two generations of family members under the same roof.
• Family contacts amongst kin (for example, brothers, sisters, cousins and so forth) are usually weaker and less frequent than with the members
of extended families. There are impersonal contacts with the wider kin such as telephone conversations, rather than the more closely personal
relationships experienced in the extended family.

EXTENDED FAMILIES
• It generally consists of three or more generations living in the same household (or very close proximity).
• The usual name for this type of family is a "vertically extended group" because the "extensions" to the basic family group are inter-generational
(that is, "between generations" which involve grandparents rather than uncles or aunts).
• Another form of extended family structure is that of the "horizontally extended family." This involves relations such as aunts, uncles, cousins
and so forth under the same roof. The "extensions" to the basic family group branch out on an intra-generational.
• The extended family type, therefore, usually arises in those societies where a large group of related people living together can be of use to one
another in their everyday lives - each family member provides some kind of support to the remaining members of the family for example:
▪ In agricultural societies, where people are dependent upon working the land for their existence, a large group of people can work
together to do such things as care for the sick, do domestic labor, work and so forth.
▪ In industrial societies (especially where no support for the family is provided by the state), the extended family provides a form of
mutual aid especially in times of family crisis.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

SINGLE PARENT FAMILIES

• As the name implies, this family structure involves a single person plus dependent child. Although it is more likely to involve a female parent,
a significant proportion of such families involve a male parent.
• This type of family is sometimes referred-to as a "broken nuclear" family, insofar as it often — but not always — arises out of the break-up of
a nuclear family. This family structure can be attributed to four main factors:
1. An increase in the number of people divorcing.
2. The removal of most of the social stigma formerly involved in pregnancy outside marriage (this type of single parent family usually
involves the desertion of the male partner following female pregnancy.
3. The death of a marriage partner.
4. The decision not to get married but yet to play the role of parents through adoption.

RECONSTITUTED FAMILIES (SOMETIMES CALLED "STEP FAMILIES")

• This form of family unit is one of the consequences of high rates of divorce and remarriage (or cohabitation). Stepmothers an d stepfathers
head the family. This type of family is usually nuclear in form and involves parents, children of either spouse from a first marriage and (possibly)
children from their present marriage.

PARENTING STYLES

How parents reared their children to enhance their social and moral development are important aspects of one's personal development.
Children are regarded as a gift to the family. The manner by which your parents brought you up is another essential feature of your development as
a person. Most of the aspects of your personality right now have been influenced by your family.

A parenting style is a psychological theory which represents the standard strategies that parents use in their child rearing.

One of the best-known theories of parenting style was developed by Diana Baumrind. She first proposed that parents fall into one of three categories
which include:

1. AUTHORITARIAN PARENTING also called totalitarian parenting or strict parenting

• Authoritarian (telling their children exactly what to do)
• In this style of parenting, children are expected to follow the strict rules established by the parents. Failure to follow such rules usually
results in punishment.
• Parents under this style have high demands and high expectations but fail to be responsive to their children.
• According to Baumrind, parents who use this parenting style expect their orders to be obeyed without explanation — hence, a small
opportunity for the Parents and the child to talk.
• Authoritarian parents are less responsive to their children's needs, they are not that concerned about the needs of their children and are
likely to resort to physical punishment.

**What are the effects of this parenting style to children?

Children from this type of parenting are less social competent because the parent generally tells the child what to do instea d of allowing the
child to choose whatever he or she wants to choose. If the demands are pushed too forcefully upon the child, the child will break down, rebel,
or run away.

THE IMPACT OF PARENTING STYLES:

Authoritarian parenting styles generally lead to children who are obedient and proficient, but they rant lower in happiness, social competence
and self-esteem.

2. AUTHORITATIVE PARENTING also called propagative parenting, assertive democratic or balanced parenting.
Authoritative parents are not usually as controlling, allowing the child to explore more freely, thus having them make their own decisions based
upon their own reasoning.
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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

• Authoritative parents can understand their children's feelings and teach them how to regulate them.
• They often help them to find appropriate outlets to solve problems (they encourage children to be independent.)
• Providing rules and guidance without being overbearing
✓ Like authoritarian parents, those with an authoritative parenting style establish rules and guidelines that their children are
expected to follow. However, this parenting style is much more democratic.
• The parent is demanding but responsive.
✓ They are responsive to their children and willing to listen to questions. When children fail to meet the expectations, these parents
are more nurturing and forgiving.
• Their disciplinary methods are supportive, rather than punitive.
✓ They want their children to be assertive, as well as socially responsible, and self-regulated as well as cooperative.
✓ The approach is very child-centered because the goal of the parents is to raise a mature child.
✓ Oftentimes, physical punishment is not an option for them in instilling discipline to their children.
✓ Their punishments are measured and consistent in discipline — they are not harsh or arbitrary.
✓ Parents set clear standards for their children and monitor limits that they set.
✓ They are attentive to their children's needs and concerns, and will typically forgive and teach instead of punishing if a child falls
short.
• Baumrind suggests that these parents "monitor and impart clear standards for their children's conduct. Parents are assertive but not
intrusive, they are not pushy and restrictive and they respect the child's privacy.

**What are the effects of this parenting style to children then?

This style allows children to develop autonomy (independence), since children are allowed to do whatever they want with appropriate
guidance from the parents. Children are mature, independent, and behave according to their age. As a result, children have higher self-
esteem and independence because of the democratic give-take nature of the authoritative parenting style. In fact, this is the most
recommended style of parenting by childrearing experts.

THE IMPACT OF PARENTING STYLES:

Authoritative parenting styles tend to result in children who are happy, capable and successful.

3. PERMISSIVE PARENTING also called indulgent parenting, free ranger parenting, nondirective or lenient parenting.
• The parents are responsive but not demanding.
o According to Baumrind, permissive parents are more responsive that they are demanding.
o Allowing their children to do whatever they wish.
• These parents are rarely discipline their children because they have relatively low expectations of maturity and self-control.
• Permissive parents are generally nurturing, accepting and communicative with their children.
o Parents are very involved with their children but place few demands or controls on them.
o They are non-traditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid confrontation.
o Indulgent parent does not require children to regulate themselves or behave properly.

**What are the effects of this parenting style to children then?

• This may result in creating spoiled brats or “spoiled sweet” children depending on the behavior of the children.
• Children of permissive parents may tend to be more impulsive and as adolescents, may engage more in misconduct, and in drug use.
• They are emotionally secure, independent and are willing to learn and accept defeat.
• They mature quickly and are able to live life without help of someone else.

THE IMPACT OF PARENTING STYLES:

Permissive parenting often results in children who rank low in happiness and self-regulation. These children are more likely to experience
problems with authority and tend to perform poorly in school.

4. UNINVOLVED PARENTING also called Neglectful parenting, detached, dismissive or hands-off

• The parent is neither demanding nor responsive.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

o Disregarding the children, and focusing on other interests

o This style is characterized by few demands, low responsiveness and little communication, disengaged, and do not set limits.
• These parents fulfill the child’s basic needs, they are generally detached from their child’s life.
o In the extreme cases, these parents may even reject or neglect the needs of their children.
o It can also mean dismissing the children’s emotions and opinions. They are emotionally unsupportive of their children but will
still provide their basic needs such as: food, housing, and toiletries or money for their needs.

**What are the effects of this parenting style to children then?

• Children may often attempt to provide for themselves or halt depending on the parent to get a feeling of being independent and mature
beyond their years.
o Children become emotionally withdrawn from social situations.
• Parents and children may display contrary behavior.
• Children become emotionally withdrawn from social situations.
• As a result, the child keeps on doing the bad things: they rebel, stow away or engage in teen pregnancy or in drug use to get the attention
that they badly need.

THE IMPACT OF PARENTING STYLES:

Uninvolved parenting styles rant lowest across all life domains. These children tend to lack self-control, have low self-esteem and are less
competent than their peers.

WHY DO PARENTING STYLES DIFFER?

Some potential causes of these differences include:
1. Culture
2. Personality
3. Family size
4. Parental background
5. Socioeconomic status
6. Educational level
7. Religion

PART 4: ACTIVITY/ APPLICATION

ACTIVITY MY FAMILY TREE

INSTRUCTION Fill-in the Family Tree Worksheet and evaluate what makes up your family

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

My Family Structure is: _____________________________________________________________________________

How I was fed when I was still an infant?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

How did I first learn how to read and write?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

What difficulties were encountered in disciplining me as a child?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

What beautiful memories are associated with me as a child?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

What not so good memories are associated with me as a child?

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

REFLECTION:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

PART 5: QUIZZES/ EVALUATION

TEST I: IDENTIFICATION. Identify what parenting styles are being describe. Write your answer on the space provided.
______________1. This parenting styles can understand their children's feelings and teach them how to regulate them.
______________2. This parenting styles are less responsive to their children's needs; they are not that concerned about the needs of their
children and are likely to resort to physical punishment .
______________3. The approach of the parent is very child-centered because the goal of the parents is to raise a mature child.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

______________4. These parents fulfill the child’s basic needs, they are generally detached from their child’s life.
______________5. These parents are rarely discipline their children because they have relatively low expectations of maturity and self-
control.
______________6. They are attentive to their children's needs and concerns, and will typically forgive and teach instead of punishing if a
child falls short.
______________7. In this style of parenting, children are expected to follow the strict rules established by the parents. Failure to follow
such rules usually results in punishment.
______________8. They are non-traditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid
confrontation.
______________9. The approach is very child-centered because the goal of the parents is to raise a mature child.
______________10. These parents may even reject or neglect the needs of their children.

TEST II. Give your insight about the quotation given below. Explain your answer briefly.

I N S I G H T:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

I N S I G H T:
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

PART 6: CONCLUSION/ SUMMARY

• ‘Family’ is a single word, with many different meanings. People have many ways of defining a family and what being a part of a family
means to them. Families differ in terms of economic, cultural, social, and many other facets, but what every family has in common is that
the people who call it a family are making clear that those people are important in some way to the person calling them his family.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Types of Families: https://family.lovetoknow.com/definition-family
• Family Structure: https://www.youtube.com/watch?v=yHvaKv9N0VE
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LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 14 DAY 1-2
PART 1: LESSON

LESSON 12: PERSONS AND CAREERS

OBJECTIVES: At the end of the lesson the student should be able to:
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; and
3. Take a self-assessment tool to know his/her personality traits and other personal factors in relation to his/her life goals.

PART 2: TERMINOLOGIES
1. Stereotypes - a widely held but fixed and oversimplified image or idea of a particular type of person or thing.
2. Regimental - relating to a regiment.
3. Paramilitary - (of an unofficial force) organized similarly to a military force.
4. Introvert - a shy, reticent person.
5. Extrovert - an outgoing, overtly expressive person.

PART 3: DISCUSSION
PERSONS AND CAREERS
“Don’t pick a job with great vacation time. Pick one that doesn’t need escaping from.” – Laws of Modern Woman

Adolescents are said to take many factors into consideration when choosing a career. Have you considered your motivational fa ctors in
choosing your career in the future?

MOTIVATIONAL FACTORS
• It may be internal or external.
• The focus of this lesson is the internal factors, which are resident in the individual. They include the person's characteristics, intellectual
and psychological factors, individual exposure to the world of works and gender stereotypes.

PHYSICAL CHARACTERISTICS
• An individual's health is a factor that matters in career choice. How healthy a person is, physically and mentally will deter mine the career
or job he goes for.
• Some occupations (like the regimental ones) require a display of strengths in the recruitment into the police, army and paramilitary
occupation.

INTELLECTUAL INTELLIGENCE
• It refers to the mental ability of an individual is also very important. A person's intelligent quotient is considerable in career choice.
• There are more professional courses like medicine, law and engineering with cut-off points that are so high and takes only the bright ones
to enter into the occupation of their dreams.

APTITUDE
• This refers to the special ability within a person that helps him perform well in a given area of study.
• In a nutshell, the individual has to consider his fitness and readiness to do a job before making career choices.

INTEREST
• An individual's preference in a particular occupation as against the others is the vocation interest. However, it has been found that men in
particular occupations have characteristics, set of likes and dislikes which differentiate them from men in other occupation.
• It is important for any young person to discover early what his preferences are and to work towards them. Also, it is noted that interest
changes much before adulthood, they become more stable as the individual matures in age.

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

NEED AND VALUES

• The worth an individual attaches to something refer to as values. Worth here includes respect, money and status. People are committed
to some occupations because they lack something which as of present will help them gain job satisfaction. This something lacked may be
influenced by someone who quest for power and influence will choose a political career to meet his need. It was suggested that one's
values influence those who seek careers in humanities, education and law while career choices in medicine, engineering, physical science
and business influence the person's values.

SELF-CONCEPT
• This refers to the way an individual perceives of himself, how he/she evaluates himself and how he feels others evaluate him/ her.
Individuals select careers that they perceive as falling in line with their self-concept.
• Young people who have low self-concept have high preferences for occupation like farming while those with high self-concept prefer
professionally, oriented occupation.

PERSONALITY FACTORS
• Although some personality characteristics like self-concept and interest have been discussed, there are still other personality variables that
influence career choice. Generally, people choose vocations to reflect their personality traits.
• Introverts usually find themselves choosing careers that are not people-oriented while extroverts select careers that enable them to work
with people.

THE 16 PERSONALITY TYPES

Isabel Briggs Myers created the sixteen personality types with the help of her mother, Katharine Briggs, and the theories of the psychologist
Carl Jung. Since then, much research has been done into how each type functions at work, at home, and in relationships. The Myers-Briggs Personality
Types Indicator has been used in identifying which career to choose based on an individual's personality.

WHERE YOU GET HOW YOU TAKE IN HOW YOU MAKE HOW DO YOU
YOUR ENERGY? INFORMATION? DECISIONS? ORGANIZE YOUR LIFE?

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PART 4: ACTIVITY/ APPLICATION

ACTIVITY MY FUTURE CAREER

INSTRUCTION Draw a picture of yourself in your chosen career and write a brief explanation about it.

EXPLANATION:
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

PART 5: QUIZZES/ EVALUATION

TEST I: TRUE OR FALSE. Write TRUE if the statement is correct and write FALSE if the statement is incorrect.

_______1. Motivation factor can be internal or external.

_______2. Introverts usually find themselves choosing careers that are not people-oriented while extroverts select careers that enable
them to work with people.
_______3. Self-concept refers to the way an individual perceives of himself, how he/she evaluates himself and how he feels others
evaluate him/ her.
_______4. Interest refers to the special ability within a person that helps him perform well in a given area of study.

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STUDENT’S NAME: STRAND&SECTION:

_______5. Physical characteristic refers to the mental ability of an individual is also very important. A person's intelligent quotient is
considerable in career choice.
_______6. Aptitude refers to the worth an individual attaches to something refers to as values.
_______7. People choose vocations to reflect their personality traits.
_______8. People are committed to some occupations because they lack something which as of present will help them gain job
satisfaction.
_______9. The individual has to consider his fitness and readiness to do a job before making career choices.
_______10. A person's intelligent quotient is considerable in career choice.

TEST II. Read and analyze the following. Explain the following briefly.

1. “Believe you can and you’re halfway there.” — Theodore Roosevelt

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

2. “It does not matter how slowly you go as long as you do not stop.” — Confucius
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

3. “I am not a product of my circumstances. I am a product of my decisions.” — Stephen Covey

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

PART 6: CONCLUSION/ SUMMARY

• The choice of career is one of the most difficult decisions in a person’s life. Career choice is one of the most important decisions every
student in the secondary school irrespective of his class must make in accordance with his academic pursuits. It involves a person’s
procession, which include a number of occupations, profession, vocation or jobs one engages in during his life time.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• Career aptitude test: https://www.123test.com/career-test/

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GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 15 DAY 1-2
PART 1: LESSON
LESSON 13: CAREER PATHWAYS
OBJECTIVES: At the end of the lesson the student should be able to:
1. Discuss external factors influencing career choices that may help in career decision making;
2. Identify the pros and cons of various career options with the guidance of parent, teacher or counselor; and
3. Prepare a career plan based on his/her personal goal and external factors influencing career choices.

PART 2: TERMINOLOGIES
1. Jeopardize - put (someone or something) into a situation in which there is a danger of loss, harm, or failure.
2. Influence - the capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself.
3. Vocational - relating to an occupation or employment.

PART 3: DISCUSSION

CAREER PATHWAYS
“When I let go of what I am, I become what I might be” – Lao Tzu

External factors are those that influence the choice of career from the environment or social order. They include the influence of parents, friends,
teachers, guidance counsellors, lecturers, salary package, and condition of service, employ of skills as well as accident or chances factors.

PARENTAL INFLUENCE

• Parents play the strongest influential role on your choice of career. For one, the influence of parents is explicitly felt wh en deciding what
course to take in college or what university to go to.
• The careers of parents are also seen as inspiration for the children; hence, the young adults would sometimes choose the same path as
their parents. However, it should be noted that parental influence may also be an obstacle to the vocational choice of young people which
is why parents should also consider the choice of career of their children so as not to jeopardize their future in the world of work.

PEER INFLUENCE

• People of the same age as the adolescent can also influence one's career choice.
• Peers influence each other to choose the same subject and schedule in the school or choose the course in the same university. Aside from
this, peers can influence friends to make an alternative choice from their original choice as well.

INFLUENCE OF TEACHERS

• Young people may have teachers as their second parents in school. They may have them as parent influence on them as regard to vocational
choice.
• The teachers who play an important role in the student's choice of career can as well influence the student to make a wise or wrong
decision.
• The teacher can encourage a student who is trying well in science subject to go for medicine or discourage him or her from reading on
medicine as the teacher is the career builder.

SALARY PACKAGE AND CONDITION OF SERVICE

• Economic consideration also matters to most people when it comes to career choice. Of course, the size of the home pay, as well as the
general condition of service must be reasonable enough before an individual can decide on accepting certain job offers.
• The salary package is considered definitely, because of the need for financial security for the future.

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EMPLOYMENT PROSPECT

• Another important consideration in the choice of careers is whether there are good employment prospects for a particular career or
profession.
• Some graduates have no jobs because of the entry requirements of the job that they wish to pursue or because of their course.
• It is important to consider the employment opportunities available in the market before choosing a course to pursue.

MASS MEDIA

• Some people today have chosen careers based on what they come across in the print or electronic media even if the job is not aligned to
one's course.
• Advertisements through the internet could reasonably influence someone into certain careers.

In a few years, you will be choosing the path that you will have to take. Have you ever written a draft of your goals in life? Do you have an idea
of the route that you will take in the future? Truly, there will be several factors that can influence you in choosing your career — some of them may
serve as your guide but some of them might hinder you to get and be what you really want to be. You yourself know what is best for you — you just
need to decide wisely. To help you identify your goals, you have to be SMART (S- Specific, M- Measurable, A- Attainable, R- Realistic, T- Timely).

HOW TO BE SMART
Surely, you have a long list of what you want to pursue in the future. You may want to narrow down your goals into clear and definite ones like the
acronym SMART:

SPECIFIC – ask yourself, “What am I going to do? Why is this important to do at this time? What do I want to ultimately accomplish? How
am I going to do it?

MEASURABLE – Ask yourself, “How will I know that I have reached my goal?”

ATTAINABLE – Ask yourself, “Can I see myself achieving this goal? Can I break it down into manageable pieces?”

REALISTIC – Ask yourself “is your goal difficult to reach? Too easy?

TIME-BOUND – ask yourself “What is my target date for reaching my goal?”

PART 4: ACTIVITY/ APPLICATION

ACTIVITY CAREER AND INTERMEDIATE GOALS

INSTRUCTION Answer the following.

Career Goal or Job Objective: ____________________________________________________________________________________________

_____________________________________________________________________________________________________________________

This goal is focused on the next _______________________ months

JOB/CAREER GOALS STEPS I WILL TAKE TO ACCOMPLISH THIS GOAL:

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

EDUCATION/TRAINING GOAL STEPS I WILL TAKE TO ACCOMPLISH THIS GOAL:

PERSONAL HEALTH WELLNESS GOAL STEPS I WILL TAKE TO ACCOMPLISH THIS GOAL:

PART 5: QUIZZES/ EVALUATION

Read and analyze. Give your insight to the following quotation. Write your answer on the space provided.
1. “Opportunities don’t happen, you create them.” — Chris Grosser
__________________________________________________________________________________________________________________
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2. “Everything you’ve ever wanted is on the other side of fear.” — George Adair
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3. “Nothing will work unless you do.” — Maya Angelou
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4. “A person who never made a mistake never tried anything new.” — Albert Einstein
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PART 6: CONCLUSION/ SUMMARY

• In order to have a plan, you need to know where you are going. This is where having a destination is necessary – it’s a non-negotiable. What
do you want? Have you sat down to truly figure out what you want out of your career? If you haven’t, I suggest you carve out some time
to do so. Find a space where you can think, dream, write, nap, meditate, stretch out – whatever you need to get in touch with your desired
future – and brainstorm. If you’re not the type of individual that can focus on your own, and need some help to get clear, I highly
recommend you get in touch with a mentor, someone who you admire or a coach that can help prompt you with the right questions.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)
• The Importance of Career Paths: https://hrexecutive.com/adapting-to-the-uberization-of-the-workforce/
• Career Path Planning: Why it’s Important + Where to Start: https://grossmandorland.com/career-path-planning/
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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

TIME COVERAGE
WEEK NO. 16 DAY 1-2

PART 1: LESSON
CHAPTER 14: INSIGHTS INTO ONE’S PERSONAL DEVELOPMENT
OBJECTIVES: At the end of the lesson the student should be able to:
1. Explain the factors in personal development that may guide him/her in making important career decisions as adolescence;
2. Share insights that made him/her realize the importance of personal development in making a career decision as adolescence; and
3. Construct a creative visualization of his/her personal development through the various stages he/she went through, stressors,
influences, and decision-making points and personal profile analysis.

PART 2: TERMINOLOGIES
1. Insights - the capacity to gain an accurate and deep intuitive understanding of a person or thing.
2. Inevitable - certain to happen; unavoidable.
3. Optimistic - hopeful and confident about the future.
4. Limitations - a condition of limited ability; a defect or failing.
5. Vulgarity - the state or quality of being vulgar.

PART 3: DISCUSSION

I N S I G H T S I N T O O N E ’S P E R S O N A L
DEVELOPMENT
“The only person you are destined to become, is the person you decide to be” – Ralph Waldo Emmerson

Do you want to be a winner? A winner is a person who has a positive view of himself/herself. He or she needs to wear a mask. He or she
knows his/her strong points. He or she is aware of his/her feelings and limitations and is not afraid of them. A winner does not hesitate to think and
decide for himself. He or she does not play 'helpless' nor blame others. And because he or she feels good about himself/herself, he or she is able to
reach out. He is able to give himself/herself, to love, and to share the beauty of life with others.

You can be a winner if you want to. It is never easy, but it is NEVER impossible .

EYE-OPENER:
Hurts and disappointments are inevitable in our lives. It is up to us to allow
them to make us bitter or better persons. It is important to visit hurtful
moments once more in order to truly accept them and then finally let them
go. Beside is a circle that represents you. Draw cracks inside the circle to
YOU
represent those hurtful moments. Write a phrase to describe a particular
memory. Recall as many as you can:

No one would ever prefer to be a loser. Yet, because of various reasons, some continue to lead their lives as a loser. What is a LOSER? A
person with a negative view of himself/ herself is a loser. This, of course, is quite stressful for it makes one constantly apprehensive. It also has been
found that poor self-regard has an effect on the success or failure of a person will have in his job. When you do not have enough belief in yourself,
there is a greater chance that you will fail.

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

STRATEGIES FOR DEVELOPING ONESELF

1. TAKE RESPONSIBILITY FOR YOUR OWN GROWTH

• The best person that can help you improve you is yourself. You must desire to improve your self-
image in order for you to grow. You should open to change- do not fear it- believe that you are
making and molding yourself once again.
• As stated by McGinnis (1986) in his book entitled “Confidence: How to Succeed at Being Yourself",
our success is determined by how we look at ourselves. To be more specific, McGinnis suggests
that:
o We must focus on our potentials and not on our limitations. Comparing ourselves with
other people would only damage our self-confidence. It is always best to focus on what
we can do instead of thinking about what we cannot do.
o We must dedicate ourselves to something that we do best. Sometimes, we tend to look
at how skilled other people are, which discourages us because we feel that they are better
than us.

2. HAVE AN OPTIMISTIC VIEW IN LIFE

• Those who see life in shades of gray are said to subscribe to Murphy's law: What can go wrong will go wrong. See the strong possibility of
failure over success. If you live by this principle, your life will be a train of misery, and consequently, you will see yourself as an unfortunate
individual.
• There is so much beauty to see in life. Remove the dark shades you are wearing so that your eyes may see clearly. Some say life begins at
a certain age. Some say forty, others say sixty. Perhaps, none of these is true. Life begins when one has found meaning in it. Life should
never be seen as a problem to be solved, rather, a mystery to be lived. To see life with all its marvels and greatness is to confront its
mysteries to experience life in every way. "Catch the beauty of every moment" because "You only live once."

3. RECOGNIZE YOUR POTENTIALS AND ACCOMPLISHMENTS AND ACCEPT YOUR WEAKNESSES AND LIMITATIONS.

• Accepting praises to discover our strengths is helpful. Knowing one's strengths can make us feel good and only people who feel good
produce good results. However, it is not healthy to just take stock of our good points. One must be open to see his/ her weaknesses to
pave the way for improvement. If you are the person who thinks that there is nothing wrong with you, then this book is not for you. We all
have assets just as we have liabilities. It is very unfortunate that only very few people can honestly and objectively recognize their
weaknesses.

Let us take account of our strengths, as this results in having pride in oneself. Let us take account of our weak points as well. It tells us where to
start in quest for self-knowledge and self-improvement.

4. LEARN TO PRIORITIZE THINGS AND SET ATTAINABLE GOALS.

• All the things that you want to do in life are not of equal importance. You should learn to sift those which are real priorities and those
which are merely trivial. If you are to feel that you have accomplished much, it is necessary to keep yourself focused on what is essential
to reach your goals.
Remember: "when it seems who you really want to be is someone, you'll never become. . . just look how far you've gone."

5. ENTER INTO MEANINGFUL RELATIONSHIPS.

You are now aware how the significant people in your life can affect the way you
see yourself. It is clear now that meaningful relationships are necessary to foster a healthy
self-image. A meaningful relationship is one founded on openness, respect, trust and
honesty.

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

6. DEEPEN YOUR CONCERN FOR OTHERS.

Smile at people. Take every opportunity to help others. Because you are a gift, you realize your
purpose and meaning in this world when you bring joy to the heart of those around you. You are made more
complete every time you give a part of yourself to others.

7. GROW IN YOUR PRAYER LIFE.

It does not matter to what church you belong — what matters is that you devote at least a few
minutes every day to thank Him for the positive qualities that you have. It is through this that you are
constantly reminded of your inherent dignity. You are reminded that you are special no matter what. If you pray regularly, discouragement will find
it hard to pray upon your heart. Try to write your own special prayer - just one to two sentences and say it every morning as you wake up.

8. LEAD A VIRTUOUS LIFE

• Be indulgent • Forgive and forget.

• Avoid vulgarity • Control yourself.
• Be a lady/gentleman. • Listen to excellent advice
• Be tolerant. • Be a paragon of thoughtfulness and kindness
• Choose your companions. • Treat others kindly
• Avoid egotism. • Strengthen your will

PART 4: ACTIVITY/ APPLICATION

ACTIVITY LIFE PLANNING IN FOUR LIFE AREAS

Taking care of the four life areas (Body, Heart, Mind and Soul) will help you attain your life goals.
INSTRUCTION Think of your life now and identify specific plans and action that aim to do to take care each of your
life’s areas. Fill-out the following life projection to describe your action plans.

5 YEARS FROM NOW, I SEE MYSELF…

10 YEARS FROM NOW, I SEE MYSELF…

15 YEARS FROM NOW, I SEE MYSELF…

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

ACTIVITY A TRIBUTE TO YOUR LIFE

Suppose it is your 80th birthday. Definitely, there will be a big party in your honor. As part of
programme, there will be people who will speak in front to pay tribute to you. Pick 4 persons
INSTRUCTION who will speak about you (can be your children, your husband or wife, co-workers, best friend,
employee, etc.) write down who each of this person would be and what you think they would
say about you.

PERSON 1: ________________________________________

WORDS OF TRIBUTE
__________________________________________________________________________________________________
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PERSON 2: ________________________________________

WORDS OF TRIBUTE
__________________________________________________________________________________________________
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__________________________________________________________________________________________________

PERSON 3: ________________________________________

WORDS OF TRIBUTE
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
LEARNING MODULE FOR 2nd SEMESTER SCHOOL YEAR 2020-2021
GRADE 12 PERSONAL DEVELOPMENT
STUDENT’S NAME: STRAND&SECTION:

PERSON 4: ________________________________________

WORDS OF TRIBUTE
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PART 5: QUIZZES/ EVALUATION

EVALUATION I CAN APPLY PERSONAL DEVELOPMENT IN REAL-LIFE SCENARIOS

INSTRUCTION Now that you have identified the importance of Personal Development in your life, share your
personal insights about it. Cite two experiences or specific situations wherein you have applied
Personal Development in your daily life.

SITUATION 1:

SITUATION 2:

PART 6: CONCLUSION/ SUMMARY

• When a person thinks poorly of himself/ herself, he/she may cover up by becoming overly assertive or aggressive. He/she may try to catch
attention by assuming an attitude of superiority. Ever worse, he/she may resort to temper outbursts, illness, or some anti-social behavior.
He/she spends much of his time pretending or manipulating other people. He/she is disliked and at times avoided by others. What has just
been given to you is a portrait of a person who is unhappy and dissatisfied — one who is a loser. Surely, you do not want to be one. So why
be a loser when you were meant to be a winner? How? Simply by developing your whole-being.

PART 7: REFERENCE LINK

• Reference Book: Personal Development (Ma. Theresa M. Cruz, Eugene B. Cruz II)

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