Ref. No.

: COE – CS –VED 4– 001

Status : Rev. 01
Date Issued: August 2024

COURSE SYLLABUS
College: Program:
COLLEGE OF EDUCATION Bachelor of Secondary Education Major in Values Education
Prepared by: Reviewed/Noted by: Approved by:

_____________________ ______________________________ DR. JANDY T. BONGCAYAT, LPT, FRIEDr,

Faculty Program Head CHRA
College President

Course Code: VED 4 Course Title: Psychological Theories of Values Development

Credit Unit(s): 3 Units Lecture: 54 Hours Laboratory:
REFERENCES:

Carlson, S., et. al (2018). Cohort effects in children’s delay of gratification. Developmental Psychology, 54 ( 8), 1395-1407.
Engler, B. (2016). Theories of personality (9th Ed.). Taguig City: Cengage Learning Asia Pte Ltd.
King, L. (2016). Experience psychology (3rd Ed.). New York: McGraw-Hill Education.
Jambon M. & Smetana, J. (2015). Theories of Moral Development. Retrieved from https://www.researchgate.net/publication/304183544.
Kurtiness, W. Gewirtz, J. & Lamb, J. (2014). Handbook of moral behavior and development theory (Vol. 1). New York: Psychology Press
Feist, J , Feist G.,& Roberts, T. (2013) Theories of personality (8th Ed.). New York: Mc-Graw Hill.
Smetana, J. (2013). Moral Development: The Social Domain Theory View. Retrieved from https://www.researcggate.net/publication/285637197.
Herman, W. (2005). Values acquisition and moral development: An integration of Freudian, Eriksonian, Kohlbergian and Gilliganian viewpoints.
Nevid S. & Rathus, S. (2005). Psychology and the challenges of life: Adjustment in the new millennium (9th Ed.). New Jersey: John Wiley and Sons.
Knowles, G. & McLean, G. (1992). Psychological foundations of moral education and character development: An approach. USA: University Press of America
Wren, T. (1982). Social learning theory, self-regulation, and morality. Ethics, 92(3), 409-424. Retrieved from http://www.jstor.org/stable/2380729
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Course Syllabus in Psychological Theories of Values Development (VED 4)
SPECIFIC COURSE INFORMATION
Course Description: This course is designed to develop in the student an understanding of the psychological theories underlying values/personhood development across life
stages. It focuses on critical reflection of personal and social experiences and observations to understand the needs of learners in difficult circumstances. This will promote
understanding and appreciation of individual differences and the uniqueness of each person.
Pre-requisite(s): VED 2 Philosophical and Ethical Foundation of Values Education Co-requisite(s): NONE
GGCAST Vision, Mission, Goals, Specific Goals and Core Values
VISION
A higher learning institution equipped with competent human resources, state-of-the-art facilitate, academic standards, and has disaster resiliency essential to the
development of globally competitive, economically stable, socially involved, environment-friendly, and spiritually molded individuals for highly progressive community.
MISSION
The college shall provide quality education to all by producing competent and cultivating individuals with deep sense of values in life, vibrant leadership,
proficient entrepreneurial skills strong environmental advocacy, and multi-cultural sensitivity through excellent instruction, robust research, active community service and
involvement.
GOALS
Improved quality of life

SPECIFIC GOALS:
A. Curriculum Development
B. Community Extension Services
C. Research
D. Community Linkages
E. Students Services
F. Physical Facilities
G. Fiscal Management
H. Human Resources Management (for faculty and staff)
I. Job Placement

CORE VALUES:
1. Accountability
2. Commitment
3. Compassion
4. Diversity
5. Empowerment
6. Environment-Friendly
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Course Syllabus in Psychological Theories of Values Development (VED 4)
 7. Integrity
8. Leadership
9. Life-Long Learning
10. Technological Advancement

PROGRAM OBJECTIVES
1. To produce graduates who will become effective synthesizer of organized knowledge to allow critical and analytical thinking;
2. To provide avenues for education students to upgrade their classroom learning by encouraging attendance in symposia, seminars, fora, lecture series to better equip
them as future educators;
3. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of specialization.
From CMO No.
PROGRAM OUTCOMES
75, s. 2017:
1. Demonstrate understanding of the Values Education Framework of K to 12
2. Demonstrate understanding of how psychological, moral, spiritual, and socio-cultural factors shape human values
3. Become an exemplar of Filipino values
4. Show understanding of the theories, principles and application of strategies for effective intra and interpersonal relations

Time Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning Suggested Assessment
Allotment Activities
Acquaint every student on the course GGCAST VMGO  Reading of the course  Recitation
outline syllabus  Presentation of output
 Group dynamics of the group
Explain the GGCAST VMG & College
Objectives

Week 1 Apply GGCAST VMG and College

(Day 1) Objectives in the course of their study

Internalize the classroom policies and

apply it in the course of the classes

Share to the whole class their expectations to

the course and to the instruction.
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Course Syllabus in Psychological Theories of Values Development (VED 4)
 At the end of the lesson/s, the student should  Lecture on the historical  Timeline to present
be able to: A. Historical Background of major themes and
background of the psychology of
the Psychology of Values/
Personhood Development values/personhood development directions of thinking
 Trace major themes and directions of
thinking among psychologists with  Small group discussion to among psychologists
respect to values/personhood B. Cognitive Developmental synthesize understanding of the about values/
Theories cognitive development theories personhood
development
 Teacher provides “empty outlines development through
1. Piaget’s cognitive of the topics on various theories”
 Explain the arguments of various development theory different periods
cognitive development theories to act as guide for deeper  Completed Empty
Week 1 2. Information Processing
Approach understanding. Outlines to
 Compare and contrast the various 3. Vygotsky’s Sociocultural  Continue group activity demonstrate
cognitive development theories Theory mentioned above focusing on understanding of the
identifying differences of the arguments of various
various cognitive developmental cognitive development
theories theories
 Reflection Paper
 Recitation
 Written Quiz
Week 2 At the end of the lesson/s, the student should  Article readings on Erickson’s  Recitation to explain
be able to: C. Erickson as the Starting view of moral development: why Erickson’s view
Point for an Integrated of moral development
critiques and arguments Socratic
 Understand the key concepts and Psychological Theory of is utilized as the
Moral Development questioning:
principles of Erickson's moral action starting point for an
framework
 Socratic questioning: Students
integrated
. 1. Erickson: A Broader should arrive at reasons why the
psychological theory
 Explain Erickson’s view of moral Paradigm of Moral Action study of the psychology of moral of moral development
development and why it is utilized as development can be better done
 3 minutes Oral
the starting point for an integrated from Erickson’s view based from
Presentation of how
psychological theory of moral their readings.
the three-pronged
development using research-based  Students should arrive at reasons
articles, critiques and arguments why the study of the psychology approaches in

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Course Syllabus in Psychological Theories of Values Development (VED 4)
  Illustrate using real-life situations in of moral development can be Erickson’s work - vital
the Filipino context how the three- better done from Erickson’s view aspect, ego crisis and
pronged approaches in Erickson’s based from their readings.
work - vital aspect, ego crisis and the the social aspect,
social aspect, influence moral
 In small groups, students review influence moral
development Erickson’s work on vital aspect, development using
ego crisis and social aspect. They real-life situations in
 Apply Erickson's broader paradigm brainstorm on what real-life general and in the
of moral action to real-life situations, situation can be explained by the
demonstrating an enhanced capacity Filipino context.
for ethical reasoning and action. concepts.  Reflection Paper
 Written Quiz

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Course Syllabus in Psychological Theories of Values Development (VED 4)
 At the end of the lesson/s, the student should 2. Developmental Stages of Moral  Internet research on  Panel Discussion to
be able to: Development: Erickson’s View “Erickson’s view of the demonstrate students’
virtues in the various knowledge of
 Comprehend the fundamental a. Hope: the first year of life developmental stages
b. Will: the second year of life Erickson’s view of the
concepts and stages in Erickson's and their role in
view of moral development. c. Purpose: Ages 3 to 7 virtues in the various
psychological maturity”
 Elucidate in a panel discussion d. Competence: age 7 to developmental stages
Erickson’s view of the virtues in the puberty and their role in
 Group students and
various developmental stages and e. Fidelity: adolescence to psychological maturity
assign the different
their role in psychological maturity adulthood
stages to focus their  Reflection Paper
 Write a reflection paper on the f. Adulthood as commitment
study on.  Recitation
implications of Erickson’s view of
moral development to one’s  Written Quiz
commitment as values educator in
 Students discuss the
concepts for the assign 2
seeking to integrate in one’s values
Week 3 discussants to represent
system the qualities of caring attitude,
them during a panel
respect and integrity in order to
discussion.
uphold the dignity of teaching as a
profession
 Evaluate the significance of  Q and A follows.
Erickson's contributions to the field of Questions will be raised
moral psychology and its relevance in by the teacher and other
contemporary moral education and students.
counseling contexts.
 Recap of the activity.

 Think pair share and

writing of reflections for
deeper reflection

Week 4 At the end of the lesson/s, the student should  Reading of research  Group presentation to
be able to: C. Moral Developmental Theories articles on moral demonstrate
development theories understanding of the
 Describe how moral development 1. Piaget’s Theory of Moral
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Course Syllabus in Psychological Theories of Values Development (VED 4)
 takes place across life stages from Development  Group discussion using arguments of various
the perspective of Piaget, 2. Kohlberg’s Theory of Moral teacher-prepared guide moral development
Kohlberg Gilligan and Turiel’s Development questions to allow
theories 3. Gilligan’s Theory of Moral theories
students to discover and
 Explain the key stages and Development describe how moral  Reflection Paper
concepts in Piaget's theory, 4. Turiel’s Social Domain development takes place  Recitation
including heteronomous and Theory across life stages from  Written Quiz
autonomous morality. the perspective of
 Compare and contrast Piaget's Piaget’s and Kohlberg’s
theory with other theories of theories
moral development to appreciate  Teacher provides
its unique contributions. cases/dilemma for
 Understand the six stages of students to discuss in
moral development in Kohlberg's relation to the different
theory, categorized into three moral development
levels: preconventional, theories to act as guide
conventional, and for deeper
postconventional. understanding.
 Apply Kohlberg's theory to assess
and analyze moral dilemmas and
moral development in individuals.
 Understand the central concepts
in Carol Gilligan's theory, such as
the ethics of care and the care-
based approach to morality.
 Apply the ethics of care to various
ethical dilemmas and consider its
implications for personal and
societal moral decision-making.
 Explain the core principles and
domains within Turiel's theory,
including the moral, societal, and
psychological domains.
Week 5 At the end of the lesson/s, the student should  Think pair share: Each  Creative presentation:
be able to:  A Deeper Understanding of student will reflect on the Simulations/
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Course Syllabus in Psychological Theories of Values Development (VED 4)
 Moral Development Across stages of life he/she tableau/role play to
 Simulate situations on how various Life Stages from Piaget’s, experienced using the illustrate simple
development theories explain Kohlberg’s Theory, following guide questions
situations on how
values/personhood development Tauriel’s, and Gilligan’s and share it to partner:
theory various theories explain
across life stages
 Reflect on the implications of Piaget’s 1. What does he/she consider the values development
and Kohlberg’s Theory of moral  Cognitive Developmental most critical stage? across life stages
development to one’s commitment as Theories and Moral 2. How does this period make it  2-minute presentation
values educator in upholding the Development important? of the pair sharing as
dignity of teaching as a profession 3. Did it help you understand yourself, expression of personal
 Examine the relationship of cognitive your family, your friends, or perhaps life reflection
development on moral development
in general?  Short essay to discuss
using the lens of various
psychological research-based one’s examination of
theories the relationship of
 Prove that moral development is cognitive development
largely dependent on cognitive on moral development
development by citing reallife using the lens of
situations
various psychological
research-based theories
 Recitation to cite real
life situations to prove
that moral development
is largely dependent on
cognitive development

Week 6 At the end of the lesson/s, the student should  Video clip viewing “Bobo  Comic Strips to
be able to: D. Moral Character: Social Doll Experiment” of illustrate situations
Learning Perspective Bandura and other Social
describing values
 Describe values/personhood Learning Theory video
1. Social Learning theory clips from You tube. development from the
development from the point of view of
social learning theory of Bandura (Bandura) (https://you.be/NjTxQy_ social learning theory
 Elucidate how social learning theory Bandura’s Theory of U3ac) perspective
Efficacy
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Course Syllabus in Psychological Theories of Values Development (VED 4)
 provides an account of the role that 2. Mischel’s Social Learning  Students analyze how  Talk show to
individuals play in the control of their Conceptualization of social learning theory demonstrate
own actions, including moral Personality explains values
understanding of how
behavior • Rotter’s Locus of Control development among
 Understand the core principles and children and youths social learning theory
concepts of Bandura's Social  Small group discussion to provides an account of
Learning Theory, including summarize analysis. the role that individuals
observational learning, modeling, Illustrate understanding play in the control of
and reinforcement. through artistic works their own actions,
 Apply Bandura's concepts to real-life  Talk show: Students read
scenarios, illustrating how they can including moral
literatures related to
be used to understand and modify Bandura’s Theory of behavior
behavior in various contexts. Efficacy, Mischel’s
 Understand the key concepts and theory and Rotter’s Locus
principles of Walter Mischel's social of control. Students
learning approach to personality synthesize this using
theory. quide questions provided
 Apply Mischel's ideas to explore how by the teacher
personality traits are expressed and
influenced in various social contexts
and situations.
Week 7 At the end of the lesson/s, the student should  Video clip presentation  Reflection paper with
be able to: 3. Criticisms on the and analysis. Let students insights about the video
Limitations of Social interpret videos reflecting clips, relate it to real-
 Deduce recommendations in Learning theory in the study Individual Psychology life
addressing limitations of social of moral and values/ and Ecological Theory. situations/experiences
learning theories in one’s study of personhood development (https://youtube/x89mdaH on how factors like
moral and values/personhood VT 8, his/her biological their
development based from research- 4. Adler’s Individual hhps://www.google.com/ family, neighbors,
based articles psychology url?s peers, etc exerted
 Describe how children construct a=t&source=web&rct=j& influence on their
moral, societal, and psychological 5. Bronfenbrenner’s url= development.
concepts from the perspective of Ecological theory https://study.com/academ  Short essay to discuss
Individual Psychology and Ecological …) recommendations in
Theory  Teacher guides them to conclude addressing limitations
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Course Syllabus in Psychological Theories of Values Development (VED 4)
 about how people, situations, and of social learning
circumstances shape them who theories in one’s study
of moral and
they are now values/personhood
development
 Written Quiz
At the end of the lesson/s, the student should  Class Discussion on  Recitation to articulate
be able to: Moral Choice: Psychological determination, self- understanding of the
Perspective determinism and role of psychological
 Explain the psychological approaches indeterminism and how is
1. Determination, self- approaches in the study
to moral choice it related to psychological
 Evaluate the psychological view on determination and study of of values/personhood
how people make moral choices from indeterminism values/personhood development
the lens of various research-based development  Invented Dialogue to
psychological theories 2. Analysis of Skinner’s View  Video clips on Skinner’s, demonstrate students
 Apply psychological principles to Freudian and Wilson’s understanding of how
Week 8 analyze and empathize with the 3. Freudian psychoanalysis view on moral
view people make moral
emotional experiences of individuals choices/free will
freedom/control choices from the lens of
facing moral dilemmas, fostering
increased compassion and sensitivity. 4. E.O Wilson’s View (https://youtu.be/RjmshU various research-based
 Critically assess the relevance and wAa l) psychological theories
limitations of psychological (https://youtu.be/X5xt7Lt  Written Quiz
perspectives in understanding and P6U)
enhancing moral decision-making in  Processing activity: lecture/ small
personal, professional, and societal group discussion to summarize
contexts.
main concepts
At the end of the lesson/s, the student should  Reading Assignments on  Quiz on the neo-
be able to: Neo-psychoanalytic views on values neo-psychoanalytic views psychoanalytic views
 Explain the neo-psychoanalytic views development on values development
on values development
on values development (Rogers, Maslow, Erickson, Frankl,  Class discussion
Week 9  Describe the psychological view on Bettelheim, Menninger and  Role plays/Simulations
 Lecture on the neo-
how people make moral choices Assagioli) psychoanalytic views to demonstrate
based on various research-based  Small group discussion: Students students’ understanding
psychological theories of the psychological
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Course Syllabus in Psychological Theories of Values Development (VED 4)
  Understand the key concepts and plan and simulate how people view on how people
principles of Neo-Psychoanalytic make choices based on neo- make moral choices
theories, such as those proposed by
psychoanalytic theories. using various research-
Erik Erikson and Karen Horney,
concerning values development. based psychological
 Apply Neo-Psychoanalytic theories
perspectives to explore how values
and ethical principles may change or
evolve over the lifespan.
 Discuss the practical implications of
Neo-Psychoanalytic views for
counseling, psychotherapy, and
personal growth, considering their
potential to inform interventions
aimed at values exploration and
development.
Week 10 At the end of the lesson/s, the student should I. Lifelong Moral Development  Brainstorming: students provide  Diagram presentation
be able to: descriptions of values/personhood to demonstrate
 Describe the developing moral Psychological Components of development from the lens of
students’ understanding
person in view of various theories Personal growth: Environment, various theories using the
during the earlier stages of life Vital Aspect and Ego or Cognitive psychological components of of how various
 Use ICT to present description of the Aspects personal growth as framework: psychological theories
developing moral person in view of environment, vital aspect, ego or explain the behavior
various research-based theories from a. Early Childhood cognitive components and self and value/personhood
young adulthood to later adulthood b. Elementary School Children  Cite real life situations to provide development of learners
c. Adolescence or High School concrete examples
d. College Youth in difficult
 Small group discussion: students
e. Young Adulthood circumstances across
provide descriptions of values
f. Middle Age earlier stages of life.
g. g. Later Adulthood development from the lens of
Criteria focused on the
various theories using the
clarity on how the
psychological components of
strategy was presented
personal growth as framework:  Multimedia such as
environment, vital aspect, ego or infographic
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Course Syllabus in Psychological Theories of Values Development (VED 4)
 cognitive components and self presentation to
 Infographic preparation for an demonstrate knowledge
easy understanding of the of developing moral
developing moral person from person in view from
young adulthood to later young adulthood to
adulthood. later adulthood.

COURSE OUTPUT/REQUIREMENT
st
21 Century Name of the Activity/Task Description Rubrics for Assessment
Skills
Journal writing in the context of the subject Psychological Theories of
Creative and  Journal Writing Values Education is a reflective tool that illuminates the intricate
Critical Thinker interplay between theory and personal experience. Through thoughtful
entries, students explore how psychological theories influence their Kindly refer to page 10
understanding and embodiment of values.

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Course Syllabus in Psychological Theories of Values Development (VED 4)
 The research output takes the shape of an illuminating documentary
presentation, unveiling the depths of Psychological Theories of
Collaborator and Values Development. Through a captivating blend of visuals,
Effective  Research output in the form of experts’ insights and real-life anecdotes the documentary delves into
Communicator documentary presentation the intricate journey of how individuals form and evolve their values Kindly refer to page 10

GRADING SYSTEM
The students will be evaluated by the following The following scales are used for conversions from numerical grade to unit grade:
components:
100-1.0 96-1.4 92-1.8 88-2.2 84-2.6 80-3.0 76-3.4
Written Works – 30% 99-1.1 95-1.5 91-1.9 87-2.3 83-2.7 79-3.1 75-3.5
Performance/ 98-1.2 94-1.6 90-2.0 86-2.4 82-2.8 78-3.2 5.0-Failed
Product Test – 30% 97-1.3 93-1.7 89-2.1 85-2.5 81-2.9 77-3.3 7.0-Incomplete
Periodic Exam 9.0-Dropped
1st-Final exams – 40% (10%each)

Total – 100%

CLASSROOMPOLICIES

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Course Syllabus in Psychological Theories of Values Development (VED 4)
1. As a general policy, no special or make-up tests for missed exams other than the final examination will be given. However, a faculty member may give special exams for
a. approved absences (where the student concerned officially represented the Institution at some function or activity).
b. absences due to serious illness which require hospitalization, death in the family and other reasons which the faculty member deems meritorious
2. If the student has no valid reason for missing an exam (for example, the student was not prepared to take the exam) then the student receives 0% for the missed exam.
3. Course outputs are required and not optional to pass the course. Failure to comply the output or requirement, the student will get an incomplete grade of7.0.
4. Mobile phones and other forms of communication devices should be on silent mode or turned off during class. Except for occasion such that the faculty utilized mobile
phones as a support for learning process.
5. Students are expected to be attentive and exhibit the behavior of a mature and responsible individual during class. They are also expected to come to class on time and
prepared.
6. Sleeping, bringing in food and drinks, and wearing a cap and sunglasses in class are not allowed.
7. Students who wish to go to the comfort room must politely ask permission and, if given such, they should be back in class within 5 minutes. Only one student at a time
may be allowed to leave the classroom for this purpose.
8. Students who are absent from the class for more than 5 meetings will get a final grade of 9.0 in the course.
9. Only students who are officially enrolled in the course are allowed to attend the class meetings.

RUBRICS

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Course Syllabus in Psychological Theories of Values Development (VED 4)
 RUBRICS FOR GROUP PERFORMANCE RUBRICS FOR MEDIA PRESENTATION
Participation25 points Content20 points
Responsibility 25 points Organization115 points
Interaction 25 points Clarity/techniques15 points
Team work25 points Appeal/Style15 points
Over all presentation15 points
RUBRICS FOR REFLECTION PAPER Ability toFOR
answer Question20 points
Reflective thinking Content (35 pts.) RUBRICS GRADED RECITATION.
Analysis of the learning (35 pts.) Accuracy of the answers to the questions(30 pts.)
Making connections with Organization & Presentation of ideas ( 40pts)
earning’s and experiences (30 pts.) Interpretation of the question given (30)
SCORE PERCENTAGE EQUIVALENT FOR QUIZ
RUBRICS FOR ACTUAL PERFORMANCE Ideas-Presents ideas in an original manner(30pts)
Purpose20 points Organization of ideas(20pts)
Content/Features20 points Understanding-Writing shows a clear
Techniques20 points understanding of the given questions(30pts)
Relativeness 20 points Sentence Structure(20pts)
RUBRICS FOR PORTFOLIO MAKING
GRADING RUBRICS FOR VIDEO PRESENTATION
Reflection25 points
Completeness of Portfolio25 points
Application of the Concept (50 pts.)
Content and Mechanics25 points
Adequacy of the Output (25 pts.)
Character Traits 25 points
Academic Literacy (25 pts.)

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Course Syllabus in Psychological Theories of Values Development (VED 4)