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Personal Development: Quarter 1 - Module 1: Knowing and Understanding Oneself During Middle and Late Adolescence

This document provides information about personal development during middle and late adolescence. It discusses identifying one's strengths, weaknesses, abilities, and hobbies. It then explains Johari's window, a technique for self-assessment and understanding relationships with others. The document outlines the key areas of physical, cognitive, psychological, and social development during early and mid-adolescence. It also defines concepts like the self, ideal self, actual self, and self-concept.

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ALLAN SANTOS
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99 views

Personal Development: Quarter 1 - Module 1: Knowing and Understanding Oneself During Middle and Late Adolescence

This document provides information about personal development during middle and late adolescence. It discusses identifying one's strengths, weaknesses, abilities, and hobbies. It then explains Johari's window, a technique for self-assessment and understanding relationships with others. The document outlines the key areas of physical, cognitive, psychological, and social development during early and mid-adolescence. It also defines concepts like the self, ideal self, actual self, and self-concept.

Uploaded by

ALLAN SANTOS
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PERSONAL

DEVELOPMENT
Quarter 1 – Module 1: Knowing and Understanding Oneself
during Middle and Late Adolescence

Disclaimer.This Module is from the Department of Education – Region


III
Identify what are your strengths and
weaknesses.
Direction: Answer the graphic organizer below. Get a bond paper , write as many as you can
your identified strengths, weaknesses, abilities, and hobbies.

Strengths Weakness

Capabilities Hobbies

Disclaimer.This Module is from the Department of Education – Region


III
Johari’s Window
To avoid being awkward and extract the best possible self
assessment without compromising the individual,
psychologists Joseph Luft (1916-2014) and Harrington
Ingham (1916-1995) devised a technique to help people better
understand themselves as well as their relationship with
others.
This activity helps you to understand people to develop
teamwork.
Disclaimer.This Module is from the Department of Education – Region
III
Instruction: Write your answers on the separate worksheet or paper.
1. Below is the table devised by Joseph and Harrington in assessing the self. Write your name (optional) on the first box indicated.

2. On the first box (no.1) write everything that you know about yourself; and everything that people around you/others often think or feel everything about you.

3. On the second box (no. 2) Write everything about yourself that is only known to you and to you alone.

4. On the third box (no. 3) You may need the help of others to fill out this space for you. At the beginning of this activity, your name is optional if you want to
write it or not. This box explains people/others know something about you, but you yourself need to check or to re-affirm.
5. On the last box (no. 4), you may leave it blank.

Name: Known to self Not known to self

Known to others 1. (Arena) 3. (Blind Spot)

Not Known to Others 2. (Facade) 4. (Unknown)

Disclaimer.This Module is from the Department of Education – Region


III
• Duringadolescence, the child continues to grow physically, cognitively, and
emotionally, changing from a child into an adult.
• The body grows rapidly in size, and the sexual and reproductive organs
become fully functional. At the same time, as adolescents develop more
advanced patterns of reasoning and a stronger sense of self, they seek to forge
their own identities, developing important attachments with people other than
their parents.
• Particularly in Western societies, where the need to forge a new independence
is critical (Twenge, 2006), this period can be stressful for many children, as it
involves new emotions, the need to develop new social relationships, and an
increasing sense of responsibility and independence.

Disclaimer. This Module is from the Department of Education – Region III


Area of Development Early Adolescence (10–15 years) Mid-Adolescence (14–17 years)
Physical Development  Secondary sexual characteristics appear  Has advanced secondary sexual
 Rapid growth reaches a peak characteristics
 Growth slows down; reaches
approximately 95% of adult size

Cognitive Development  Individual variations among some children  Major broadening of thinking abilities
who are still focused on logic and others who for many youths are better able to
can combine logical and abstract thinking. think abstractly, follow a “what if”
 Some early adolescents can’t think ahead to line of thought and apply lessons
consequences of their actions. learned in one situation to a different
 Developing new thinking skills, such as situation; tend to think a lot about the
thinking more about possibilities, thinking future, considering many possible and
more abstractly, thinking more about the logical outcomes of possible events.
process of thinking itself, thinking in multiple  Greater perspective taking ability can
dimensions, and seeing things as relative result in increased empathy and
rather than absolute. concern for others, and new interest in
 Practicing new thinking skills through humor societal issues for many.
and by arguing with parents and others. Use
of humor focused on satire, sarcasm, and sex
(often irritating to adults).
Area of Development Early Adolescence (10–15 years) Mid-Adolescence (14–17 years)

Psychological and Social  Changes due to puberty and peer  Helping each other explore develop
Development reactions commonly alter social an own identity.
relationships.  Cross-gender friendships become
 Socialization still begin with more common.
perceived commonalities, but  Close friendships help youth with the
increasingly involve sharing of process of developing an individual
values and personal confidences. identity separate from that of a child
 Might develop cliques of three to six in a family
friends (usually same gender),
providing a greater sense of security.
 Friendships, romantic crushes are
common, and some dating begin.

Disclaimer.This Module is from the Department of Education – Region


III
The Self
 TheSelf, in contemporary literature and even common sense, is commonly defined by the following
characteristics: “separate, self-contained, independent, consistent, unitary, and private” (Stevens, 1996).
1. Separate - it means it is distinct, different, and unique from others.
2. Self-contained - its existence as having its own independence. It may exist with or without others.
3. Independent - It may exist with or without others.
4. Consistent- Its uniqueness and its consistency allow it to be studied, described, and even measured (also
means that a particular self’s traits, characteristics, tendencies and potentialities) are very evident and
distinguishable from other “selves.”
5. Unitary - it is the center of all experiences and thoughts that run a person. It is the topmost executive in an
individual where all processes, emotions, and thoughts converged.
6. Private - A person may sort out information, feelings, and emotions, and thought processes within the self.
The whole process is never accessible to anyone but the self. This suggests that the self is isolated from the
external world. It lives within its own world.

Disclaimer.This Module is from the Department of Education – Region


III
Ideal self -pertains to the image or aspirations of what you want
to become.
- This may be similar in hoping characteristics that you do not
possess but may one day be part of who you are, just like what
Filipinos tend to watch in various talent shows.
Actual self - as the term implies “actual”, is your present self that
you see on the daily basis.
- It is the self that is constantly keeping in touch in your everyday
experiences.
- It has the potential to improve or develop as deemed by every
individual. This may also pertain to the gifts that you possess
that is innate in you when you were born.

 Combining these two categories of the self, it established the


distinction of the Self-Concept. This is a collection of beliefs
about one’s basic nature, unique qualities, and typical behavior.
Disclaimer.This Module is from the Department of Education – Region
III

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