PERDEV:

PERSONALITY DEVELOPMENT SYLLABUS

Course Number PERDEV
Course Description Personal Development
Course Credits 3 units
Contact Hours/ week 5 hours
Prerequisite
Course outcomes At the end of the course, students will be able to:
1. Explain that knowing oneself can make a person accept himself/herself;
2. Identify the challenges faced by adolescents and the ways to cope up with these
challenges;
3. Discuss the ways on how adolescent build and maintain their personal and social
relationship;
4. Enumerate the different tips of for job hunter and job interview;
5. Create a reflective journal;
6. List down the ways on how adolescent faced and cope up with the challenges during
adolescence stage;
7. Conduct a mini survey on Filipino Relationship;
8. Make an application letter;
9. Simulate a job interview;
10. Show appreciation about the importance of knowing oneself;
11. Value importance of building and maintaining relationship; and
12. Interpret the concepts of mental health and psychological well-being.
Course Outline and Timeframe
Timeframe Subject Matter
Week 1-2 A. Self-Development
 Knowing Oneself
 Developing the Holistic Person
 Developmental Stages in Middle and Late Adolescence
 The challenges of Middle and Late Adolescence
 Week 3-4 B . Aspects of Personal Development
 Coping with Stress in Middle and Late Adolescence
 The Powers of the Mind
 Mental Health and Well-being in Middle and Late Adolescence
Emotional Intelligence
Week 5-6
C. Building and Maintaining Relationships
 Personal Relationships
 Social Relationships in Middle and Late Adolescence
 Family Structures and Legacies

Week 7 D. Career Development

Planning for your Career Development

Week 8
Tips for the Job Hunter and for the Job Interview
Week 9-10  Persons and Careers
 Career Pathways
 Insights into One’s Personal Development

Learning Plan

Course Content/ Topic Learning Outcomes Teaching and Learning Assessment Resource Time
Activities tasks material table References

A. Self Development At the end of the week,

students will be able to:
Knowing Oneself a. Explain that
Knowing Oneself can Lecture discussion Oral Textbook Serrano, A.
make a person accept Recitation 2016.
his/her strength and Personal
limitations and dealing Development.
with others
Cox,
 Developing the b. better; Forum Reporting Textbook M.G.2016.
Holistic Person Personal
Development.
Share his/her unique Serrano, A.
c. characteristics, habits Rubrics 2016.
and experiences Make Journal Writing Personal
a personal journal Development.
essay
a. Discussion
explain the
relationship among
the physiological Serrano, A.
cognitive, 2016.
psychological, Personal
spiritual and social Development.
development to
understand his/her Rubrics Cox,
b. thoughts, feelings and Role Playing M.G.2016.
behaviors; Dramatize Personal
Development.
the different changes
Serrano, A.
undergone by
2016.
adolescents during
Personal
physiological,
Development.
cognitive,
psychological/emoti
onal, spiritual, and
social development.
  Developmental a. Identify the different Big group discussion Quiz bee Serrano, A.
Stages in Middle developmental task in 2016.
and Late middle and late Personal
Adolescence adolescence Development.
b. List ways to become Group Activity Reporting
responsible Cox,
adolescent prepared M.G.2016.
for adult life. Personal
c. Show the importance Essay Rubrics
Development.
of becoming a Serrano, A.
responsible
2016.
adolescent
Personal
Development.
Discuss that facing the
 The challenges of a. challenges during Writing
Middle and Late reflection Serrano, A.
adolescence may able
Adolescence to clarify and manage 2016.
symposium Personal
the demands of teen
years; Development.
Express his/her
feelings of the Cox,
b. Oral
expectations of the M.G.2016.
recitation
Personal
significant people
Poster and slogan Development.
around him or her;
Serrano, A.
Make affirmation that
c. 2016.
help one become
Essay Personal
more loveable and
Development.
capable
Lecture
B . Aspects of Personal At the end of the week, Discussion Game 7 Serrano, A.
Development students will be able to: 2016 .
  Coping with a. Discuss the stress Personal
 Stress in Middle b. and its effect in Jigsaw Oral Development.
and Late emotion, behavior recitation
Adolescence c. and thinking of Cox,
adolescence Lecture M.G.2016.
Identify the sources Pantomime Personal
of stress Development.
Demonstrate personal Serrano, A.
ways of coping with 2016 .
stress for healthful Personal
a. living. PowerPoint Development.
presentation Venn Diagram

b. Group activity Serrano, A.

The Powers of Reporting 2016 .
Compare and
the Mind Personal
contrast the left and
 right brain; Identify Development.
c. Lecture
the characteristic of
Activity Cox,
the four equal
(create a M.G.2016.
quadrants of brain;
mind map) Personal
Explore two types of
mind mapping Development.
techniques, each Serrano, A.
suited to right-brain 2016 .
.
dominant or leftbrain Personal
dominant thinking Development.
a.
styles;

Mental Health and Interpret the concepts Serrano, A.

Well-being in 2016 .
of mental health and
Middle and Late Personal
psychological
Development.
 Adolescence wellbeing in everyday Cox,
M.G.2016.
Personal
Development.
Serrano, A.
observation about 2016 .
b. mental health Personal
problems during Development.
adolescence;
c. Identify his/her own
vulnerabilities
wellbeing;
Make a mind map on
d. ways of achieving
psychological
wellbeing
Create a plan to stay
Serrano, A.
mentally healthy
2016 .
during adolescence.
Personal
a.
Development.

Cox,
Discuss that
understanding the M.G.2016.
intensity and Personal
differentiation of Development.
emotions may help in Serrano, A.
b. 2016 .
communicating
emotional Personal
expressions; Explore Development.
Emotional one’s positive and
Intelligence c. negative emotions
 and how one
expresses or hides
them; Create ways to
manage various
emotions.
C. Building and At the end of the week, 8 Serrano, A.
Maintaining Relationships students will be able Text books 2016 .
Personal to: Discuss an Personal
Relationships understanding Development.
of teenage
relationship Cox,
including the M.G.2016.
acceptable Flash cards Personal
a. and Development.
unacceptable Lecture Written Quiz Serrano, A.
expression of 2016 .
attractions; Work Personal
Express his/her ways sheets Development.
of showing attraction,
love and
commitment; Demonstration Board work
b. Identify ways to
become responsible in
a relationship.
Group Activity Group work
c. (gallery walk) Exercises
Social Serrano, A.
Relationships in 2016 .
Middle and Late Distinguish the Personal
Adolescence various role of Development.
different individuals
Cox,
in society and how
a. they can influence Lecture Quiz Bowl M.G.2016.
people through their Personal
leadership or Development.
followership; Serrano, A.
Compare one’s 2016 .
perception of Personal
himself/herself and Development.
b. how others see Lecture Written Quiz
him/her; Conduct a
mini-

c. Group activity Mini-

 Family Structures and survey on Filipino (Case Study) Research Serrano, A.
Legacies relationship 2016 . Personal
Development.

Cox,
a. Distinguish the Jigsaw Oral recitation M.G.2016.
characteristics Personal
between the different Development.
family types;
Serrano, A.
b. Make genogram and
2016 . Personal
trace certain physical, Project (Genogram) Rubrics
Development.
personality or
behavioral attributes
through generations;
c. Value the importance
of family structure in Journal writing Rubrics
the development of
adolescents.

D. Career Development At the end of the week, Group Activity reporting 5 Serrano, A.
students will be able to: 2016 . Personal
Planning for your a. List down the Development.
Career importance of career J1igsaw quiz
Text books
Development development Cox,
b. Enumerate the M.G.2016.
different concepts of Power point Personal
career development Development.
slides
 Serrano, A.
 Tips for the Job a. Identify the ABCD’s Quartet Exercise Quiz Bowl 2016 .
Hunter and for the for job interview Personal
Job Interview b. Dramatize the do’s Dramatization rubrics Development.
and don’ts before and
during the interview
Create an application
c. letter Application letter
writing rubrics
Simulate the job
d. interview Mock-job interview
rubrics

Suggested Readings/ Applications Magalona, E. and Sadsad, E. 2016, Personal development: Theory and Practice
www.google.com

Course Requirement Compilation of Reflective Journal

Mock Job Fair
Application letter and resume

Grading system Quiz/ prelim - 25%

Final Exam -30%
Participation - 15%
Project -20%
Attendance -10%
Classroom Policies • No permit, No exam.
• Pass the requirements on or before the deadline. A deduction of 5 points each
day if it exceed in the said date.
Consultation Hours 2 hours
Prepared by:

JELLY MARIE B. FLORES, LPT

Instructor

Approved by:

MAGDALENA M. FLORES, LPT MELVIN M. PAUL,

MAED
Executive Assistant/ Principal School Director

Personality Development Activities for Middle and Late Adolescence

For Middle Adolescence:

1. Identity Exploration Workshop:

o Activities that encourage self-reflection, such as "Who Am I?" exercises or journaling.
2. Role-Playing Games:
o Practice scenarios like handling peer pressure, public speaking, or conflict resolution.
3. Team-Building Activities:
o Encourage collaboration and leadership through group challenges or sports.
4. Creative Expression:
o Art, drama, or music activities to express emotions and build confidence.
5. Peer Group Discussions:
o Topics on friendships, handling stress, or decision-making.
For Late Adolescence:

1. Vision and Goal-Setting Workshops:

o Use SMART goals to plan for academic, career, and personal aspirations.
2. Leadership and Volunteering Opportunities:
o Engage in activities that promote social responsibility and leadership.
3. Personality Assessments:
o Tools like MBTI or StrengthsFinder to help adolescents understand their traits and strengths.
4. Career Counseling Sessions:
o Guidance on exploring vocational interests, internships, and college options.
5. Ethical Debate Forums:
o Encourage discussions on societal issues, values, and ethics to refine moral reasoning.

Tips for Supporting Adolescents in Both Stages

 Open Communication: Foster trust by being approachable and nonjudgmental.

 Encourage Self-Reflection: Promote journaling or reflective discussions.
 Set Realistic Expectations: Provide guidance while respecting their autonomy.
 Model Healthy Behaviors: Demonstrate emotional regulation and resilience.
 Provide Supportive Resources: Offer access to mentors, counselors, or skill-building workshops.