Personal Development Reader PDF

Personal PY Development O Reader C D This learning resource was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or E universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the EP Department of Education at [email protected]. We value your feedback and recommendations. D Department of Education Republic of the Philippines All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Personal Development Reader First Edition 2016 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher PY and authors do not represent nor claim ownership over them Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Reader. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. O Authors and publishers may email or contact FILCOLS at [email protected] or (02) 435-5258, respectively. Published by the Department of Education C Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD D Development Team of the Personal Development Reader Dr. Barbara Wong-Fernandez, RGC Estesa Xaris Que-Legaspi, RGC E Carolyn C. Quiba, RGC Mae R. Rafanan, RGC Zisa Velasquez-Garcia, RGC EP Cover Artist: Sharlyn Sanclaria Layout Artist: Jay L. Mabuti Management Team of the Personal Development Reader Bureau of Curriculum Development D Bureau of Learning Resources Printed in the Philippines by Sunshine Interlinks Publishing House, Inc. 3F Maine City Tower, 236 Tomas Morato Avenue, Brgy. South Triangle, Quezon City Department of Education-Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor Bonifacio Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected] ii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. TABLE OF CONTENTS TABLE OF CONTENTS....................................................................................................... iii ORIENTATION to PERSONAL DEVELOPMENT........................................................................ v Unit 1: Self-Development.................................................................................................1 MODULE 1: Knowing and Understanding Oneself during Middle and Late Adolescence.... 1 Reading: SELF-CONCEPT.................................................................................................... 2 Reading: PERSONAL EFFECTIVENESS................................................................................. 3 Reading: BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES................... 5 Reading: Story: YOU NEED TO TAKE CHARGE OF YOUR FUTURE.................................... 6 Reading: THE POWER OF JOURNAL WRITING.................................................................. 7 PY MODULE 2: Developing the Whole Person........................................................................... 8 Reading: ASPECTS OF THE SELF........................................................................................ 9 Reading: THE STORY OF THE TWO WOLVES................................................................... 15 Reading: THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS............................. 16 MODULE 3: Developmental Stages in Middle and Late Adolescence................................ 17 O Reading: DEVELOPMENTAL STAGES............................................................................... 18 Reading: HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN................. 19 Reading: LIVING MINDFULLY.......................................................................................... 22 C Reading: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE......... 24 MODULE 4: The Challenges of Middle and Late Adolescence............................................ 24 Reading: ENCOURAGEMENT 101: The Courage to Be Imperfect................................... 25 Reading: THE POWER OF PERSONAL DECLARATIONS.................................................... 26 D Reading: BEING HAPPY.................................................................................................. 27 Unit 2: Aspects of Personal Development....................................................................... 29 E MODULE 5: Coping with Stress in Middle and Late Adolescence....................................... 29 Reading: STRESS MANAGEMENT.................................................................................... 29 EP Reading: STRESS RESPONSE........................................................................................... 33 Reading: KEEP STRESS UNDER CONTROL....................................................................... 33 Reading: BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY THOUGHT AND MOVE......................................................................... 36 MODULE 6: The Powers of the Mind.................................................................................. 36 D Reading: THE DOMINANT SIDE OF THE BRAIN............................................................... 39 Reading: RESEARCH STUDY “The Brain’s Left And Right Sides Seem To Work Together Better In Mathematically Gifted Middle-School Youth”................................ 39 Reading: YOU CAN GROW YOUR INTELLIGENCE............................................................ 42 Reading: THE MYTH OF MICHAEL JORDAN.................................................................... 44 Reading: CHANGE YOUR MIND ABOUT MENTAL HEALTH............................................. 45 MODULE 7: Mental Health and Well-Being in Middle and Late Adolescence................... 45 Reading: SELF ESTEEM AND BODY ESTEEM................................................................... 47 Reading: SUPPORT STRATEGIES/COMMUNITY MENTAL HEALTH RESOURCES.............. 49 Reading: HELP HOW-TO’S............................................................................................... 50 Reading: HEALTHY EATING AND MENTAL HEALTH........................................................ 51 Reading: EMOTIONAL INTELLIGENCE............................................................................. 54 iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. MODULE 8: Emotional Intelligence..................................................................................... 54 Reading: TYPES OF RESPONSES....................................................................................... 57 Unit III: Building and Maintaining Relationships.............................................................. 60 MODULE 9: Personal Relationships.................................................................................... 60 Reading: WHAT DO WE MEAN BY PERSONAL RELATIONSHIPS?................................... 61 Reading: A RESEARCH STUDY ON RELATIONSHIPS........................................................ 61 Reading: WHY PERSONAL RELATIONSHIPS ARE IMPORTANT....................................... 62 Reading: 25 MOST COMMON RELATIONSHIP PROBLEMS............................................ 63 Reading: NURTURE YOUR RELATIONSHIPS.................................................................... 67 Reading: TEN RULES FOR FINDING LOVE AND CREATING LONG-LASTING, AUTHENTIC RELATIONSHIPS........................................................................... 69 Reading: HEALTHY RELATIONSHIPS ITEMS TEST…………………………………………………………70 PY Reading: BASIC RIGHTS IN A RELATIONSHIP.................................................................. 76 Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT... 77 MODULE 10: Social Relationships in Middle and Late Adolescence.................................. 77 Reading: TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER AND LESS LIKELY TO DRINK............................................................................. 78 O Reading: COMMUNITY ACTIVITY: GET INVOLVED......................................................... 79 Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES........................ 81 Reading: SERVANT LEADERSHIP.................................................................................... 83 C MODULE 11: Family Structures and Legacies..................................................................... 85 Reading: FAMILY STRUCTURE........................................................................................ 87 Reading: INSPIRING STORIES OF FAMILIES.................................................................... 89 D Reading: FAMILY LEGACIES............................................................................................ 93 Unit IV: Career Development.......................................................................................... 99 E MODULE 12: Persons and Careers...................................................................................... 99 Reading: TEN MYTHS ABOUT CAREER PLANNING BUSTED!........................................... 99 Reading: CAREER CONCEPTS........................................................................................ 103 EP Reading: WHAT INFLUENCES YOUR CAREER CHOICE?................................................. 104 Reading: SUPER’S CAREER DEVELOPMENT THEORY.................................................... 106 Reading: HOW TO CHOOSE A MAJOR AND A JOB PATH USING CAREER CLUSTERS.... 118 MODULE 13: Career Pathways......................................................................................... 122 Reading: WORK/OCCUPATIONAL ENVIRONMENTS AND INTERESTS.......................... 123 D Reading: YOUR PERSONAL MISSION STATEMENT: YOU’RE NEVER TOO YOUNG TO CLARIFY YOUR LIFE GOALS AND ASPIRATIONS............................................. 130 REFERENCES................................................................................................................ 132 iv All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. ORIENTATION to PERSONAL DEVELOPMENT To the Student of Personal Development: Welcome to this course, PERSONAL DEVELOPMENT, or PERDEV for short. This is a very interesting course, and can become the most personally rewarding for you, because the subject matter for this course is YOU! As a new senior high school student, you have now entered a new educational level, as well as a new psychological and social level, called the middle and late adolescence. You may feel that you are no longer the rapidly growing and awkward teenager, but you also feel you are not quite ready to call yourself a mature PY adult either. This course shall make you take a deeper look at yourself and analyze your developmental changes, your skills and traits which can help you meet the various tasks that you must undertake at this point in your life. It shall provide you with some techniques to meet stress and other mental health issues with one’s strengths and coping powers. The course shall also give you the chance to analyze your O relationships with your family, friends and significant others. Finally, the PERDEV course shall help you take stock of where you are in your career development and how to get to where you want to be. C COURSE CONTENT: There are 4 units in PERDEV, as follows: Unit 1 – Self-Development D Unit 2 – Aspects of Personal Development Unit 3 – Building and Maintaining Relationships Unit 4 – Career Development E There will be several modules under each unit, to be taken up in several class sessions, each of which addresses a key concern in personal development. EP COURSE METHOD: PERDEV uses the experiential learning approach, wherein you as a student will participate in activities in class to explore specific themes in your development. You will interact with your classmates, do projects with them, discuss various topics, and share your own thoughts, feelings and experiences. You will also make D personal reflections and write them down. In this manner of self-refection and sharing, you shall help reveal and articulate relevant concepts, theories, and tools in different areas of your life. YOUR TEACHER: Your teacher is the guide and facilitator of this course. He/she shall lead the activities by giving instructions and supervising the procedures. However, since the subject matter is yourself, the success of the modules depends on the participation and cooperation of you and your classmates. v All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. MATERIALS FOR PERDEV: This Reader for Students contains the Activity Sheets that you will be using for the various modules. Bring this Reader during every session since this will be needed in most activities. The Reader also has Readings which provide relevant, valuable, and appropriate additional information for the topic at hand. These are only samples of informational material. You are encouraged to look for more information in your Library or by surfing the Internet. REQUIREMENTS FOR PERDEV: You should have a journal or notebook for PERDEV, in which you will write your reflections, insights, comments and opinions. You should also have a portfolio for PERDEV, which may be a large brown or plastic envelope, a clear book, or an envelope bag. This is where you will store all the reflections, research outputs, PY journal entries, survey questionnaires, and other written materials and artwork which you do as class work, seatwork, or homework for PERDEV. At the end of each unit, your teacher shall collect your portfolio and give you a grade based on the completeness and quality of your work, your class attendance and participation, and other special requirements that you agree on in the beginning of the semester. ASSESSMENT AND GRADING SYSTEM: O Assessment of PERDEV shall be through the use of rubrics. A rubric refers C to a scoring guide used to evaluate the quality of your outputs, whether done individually or in a group. There are 8 portfolio output requirements for every unit of the course, with a maximum of 16 points per output, and a maximum of 16 points for attendance per unit. The maximum number of points you can obtain for the unit (or D the quarter) is 144 points, and the number of points shall be converted to grade equivalents as follows: E Points Grade 128-144 96-100% EP 111-127 91-95% 94-110 86-90% 77-93 81-85% 60-76 75-80% Below 60 Failure D vi All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Unit 1: Self-Development MODULE 1: Knowing and Understanding Oneself during Middle and Late Adolescence Big Question: How can understanding yourself pave the way to self- acceptance and better relationship with others? Objectives: PY At the end of this module, you will be able to: 1. explain that knowing yourself can make you accept your strengths and limitations and dealing with others better; 2. share your unique characteristics, habits and experiences; and, 3. start and maintain a journal. O Activity: SELF-CONCEPT INVENTORY Take a look at your own self-concept and answer the following self-concept C inventory in your journal. Give yourself a rating using the scale: 0 = very weak; 1 = weak; 2 = somewhat weak or somewhat strong; 3 = strong; 4 = very strong ___1. I have strong sex appeal. D ___2. I am proud of my physical figure. ___3. I am physically attractive and beautiful/handsome. ___4. I exude with charm and poise. E ___5. I am easy to get along with. ___6. I can adjust to different people and different situations. ___7. I am approachable; other people are at ease and comfortable with me. EP ___8. I am lovable and easy to love. ___9. I am a fast learner, can understand with one instruction. ___10. I am intelligent. ___11. I have special talents and abilities. ___12. I can easily analyze situations and make right judgments. D ___13. I can be trusted in any transaction. ___14. I have a clean conscience and carry no guilty feeling. ___15. I have integrity and good reputation. ___16. My friends and classmates can look up to me as a model worth emulating. ___17. I can express my ideas without difficulty. ___18. I talk in a persuasive manner that I can easily get people to accept what I say. ___19. I can express my ideas in writing without difficulty. ___20. I am a good listener. ___21. I am emotionally stable and not easily rattled when faced with trouble. ___22. I am logical and rational in my outlook and decisions. ___23. I feel and act with confidence. ___24. I am a mature person. 1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Scoring: Copy this table in your journal. Write your score opposite each number and get the subtotal. Physical appeal Human Relations Intelligence 1 __________ 5 __________ 9 __________ 2 __________ 6 __________ 10 __________ 3 __________ 7 __________ 11 __________ 4 __________ 8 __________ 12 __________ Subtotal: Subtotal: Subtotal: Character Communications Maturity 13 __________ 17 __________ 21 __________ 14 __________ 18 __________ 22 __________ 15 __________ 19 __________ 23 __________ PY 16 __________ 20 __________ 24 __________ Subtotal: Subtotal: Subtotal: How do you perceive yourself? O Look at the results of your self-concept inventory and answer the following questions. 1. In what areas do you consider yourself strong (with score 14-16 or somewhat weak (score of 10-13) and very weak (below 10). C 2. Are there qualities you consider as your weakness but other people consider as your strength? What are these? Check with a partner. Example: A lady can say “I`m ugly” yet other consider her very charming. Or conversely, one can have the illusion of saying “I am very intelligent or competent” D when most of his ideas sound unreasonable or illogical to most of the people. There is indeed a big difference between what you see in yourself (real self-image) and what is projected in the eyes of the others (your social image). E 3. How realistic is your self- image? 4. To what extent does it reflect your real self? EP Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and Character Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila. D Reading: SELF-CONCEPT Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual self? Your ideal self is the self that you aspire to be. It is the one that you hope will possess characteristics similar to that of a mentor or some other worldly figure. Your actual self, however, is the one that you actually see. It is the self that has characteristics that you were nurtured or, in some cases, born to have. The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to your awareness of yourself. It is the construct that negotiates these two selves. In other words, it connotes first the identification of the ideal self as separate from others, and second, it encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self. 2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that provide insight into how others react to you. The actual self is who we actually are. It is how we think, how we feel, look, and act. The actual self can be seen by others, but because we have no way of truly knowing how others view us, the actual self is our self-image. The ideal self, on the other hand, is how we want to be. It is an idealized image that we have developed over time, based on what we have learned and experienced. The ideal self could include components of what our parents have taught us, what we admire in others, what our society promotes, and what we think is in our best interest. There is negotiation that exists between the two selves which is complex because there are numerous exchanges between the ideal and actual self. These exchanges are exemplified in social roles that are adjusted and re-adjusted, and are PY derived from outcomes of social interactions from infant to adult development. Alignment is important. If the way that I am (the actual self) is aligned with the way that I want to be (the ideal self), then I will feel a sense of mental well-being or peace of mind. If the way that I am is not aligned with how I want to be, the incongruence, or lack of alignment, will result in mental distress or anxiety. The greater the level of incongruence between the ideal self and real self, the greater the level of resulting O distress. Personal development modules ultimate aim is greater self-knowledge that will lead to higher alignment between these two personality domains. C Source: http://study.com/academy/lesson/what-is-self-concept-in-psychology-definition- lesson-quiz.html http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html D Portfolio Output No. 1 – Talent/Variety Show Presentation Your group shall have a presentation in front of the class. The leaders of E each group (including yours) shall rate your group based on the following criteria: originality (4 points), creativity/resourcefulness (4 points), teamwork (4 points), and audience impact (4 points), for a maximum of 16 points. Compute the average of EP ratings for your group and write this average rating for your presentation in your journal. Write about your experience as a group leader/member in this activity. Reading: PERSONAL EFFECTIVENESS D Personal effectiveness means making use of all the personal resources – talents, skills, energy and time, to enable you to achieve life goals. Your knowledge of yourself and how you manage yourself impacts directly on your personal effectiveness. Being self-aware, making the most of your strengths, learning new skills and techniques and behavioral flexibility are all keys to improving your personal performance. Our personal effectiveness depends on our innate characteristics – talent and experience accumulated in the process of personal development. Talents first are needed to be identified and then developed to be used in a particular subject area (science, literature, sports, politics, etc.). Experience includes knowledge and skills that we acquire in the process of cognitive and practical activities. 3 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Knowledge is required for setting goals, defining an action plan to achieve them and risk assessment. Skills also determine whether real actions are performed in accordance with the plan. If the same ability is used many times in the same situation, then it becomes a habit that runs automatically, subconsciously. Here are some skills that will greatly increase the efficiency of any person who owns them: 1. Determination. It allows you to focus only on achieving a specific goal without being distracted by less important things or spontaneous desires. It may be developed with the help of self-discipline exercise. 2. Self-confidence. It appears in the process of personal development, as a result of getting aware of yourself, your actions and their consequences. Self- confidence is manifested in speech, appearance, dressing, gait, and physical condition. To develop it, you need to learn yourself and your capabilities, gain PY positive attitude and believe that by performing right actions and achieving right goals you will certainly reach success. 3. Persistence. It makes you keep moving forward regardless of emerging obstacles – problems, laziness, bad emotional state, etc. It reduces the costs of overcoming obstacles. It can also be developed with the help of self- discipline exercise. O 4. Managing stress. It helps combat stress that arises in daily life from the environment and other people. Stress arises from the uncertainty in an unknown situation when a lack of information creates the risk of negative C consequences of your actions. It increases efficiency in the actively changing environment. 5. Problem-solving skills. They help cope with the problems encountered with a lack of experience. It increases efficiency by adopting new ways of D achieving goals when obtaining a new experience. 6. Creativity. It allows you to find extraordinary ways to carry out a specific action that no one has tried to use. It can lead to a decrease or an increase of E costs, but usually the speed of action is greatly increased when using creative tools. 7. Generating ideas. It helps you achieve goals using new, original, EP unconventional ideas. Idea is a mental image of an object formed by the human mind, which can be changed before being implemented in the real world. For generating ideas you can use a method of mental maps, which allows you to materialize, visualize and scrutinize all your ideas, which in turn contributes to the emergence of new ideas. These are just some, but the D most important personal effectiveness skills which make the achievement of any goal easier and less costly. Source: http://www.chrysalisdevelopment.com/page6/page4/page4.html http://www.learning-mind.com/7-basic-personal-effectiveness-skills/ 4 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Activity: MY BANNER – THE TREASURE WITHIN ME PY O C D In the spaces indicated by numbers, write down the following E 1 and 2 two things I do very well 3 and 4 my two greatest achievements in life EP 5 what in myself am I proudest of 6 my happiest moment 7 positive words that my friends use to describe me 8 a personal goal that I have already achieved 9 three blessings for which I am most thankful to God 10 three of my positive qualities D 11 difficulties, challenges and problems that I was able to solve and overcome Reading: BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES Most failures emanate from weaknesses that are not recognized or probably recognized but not given appropriate attention or remedy. This could be a weakness in communications, personality or ability. Instead of giving up or indulging in self-pity, take action. Go for speech lessons, get skills upgrading, attend personality development sessions or whatever appropriate remedies to your perceived weakness. 5 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Instead of simply focusing on your weaknesses, recognize your own talents and abilities, build on them, utilize them to your greatest advantage. This is where you can build your name and popularity. Handicapped people like Jose Feliciano and other blind singers did not brood over their physical handicap. They recognized that they have a golden voice so they search for ways to enrich that talent and now they have won international fame in the field of music. Source: Roldan, Amelia S. 2003. On Becoming a Winner: A Workbook on Personality Development and Character Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila. Portfolio Output No. 2: Journal Reflection from My Banner Write about your banner. PY 1. What do you consider as your weaknesses, abilities and talents? 2. What are the remedies you will take to improve or compensate for your weakness? 3. How can you further enrich your assets and strengths? 4. Where and how do you use it to your best advantage? O Reading: Story: YOU NEED TO TAKE CHARGE OF YOUR FUTURE There are three kinds of people in this world: The first is the Moviegoer. This person watches the movie of their lives, C admires some parts and criticizes others. Aside from that, they do nothing else. All she says the whole day is, “I like this thing and but I don’t like that thing.” The Moviegoer feels she has absolutely no control of their lives --- except to comment about it. Moviegoers are the most pathetic, miserable people in the world. D The second is the Actor. This person does not only watch the movie of her life. She actually realizes she’s the Actor – and can control a big part of her life. She can actually make or break the movie – by how well she delivers her lines and how E she portrays her character. Actors are a happy bunch, realizing they’re the start of the show and enjoy some level of control. But many times, they wish the movie would end in another way – but realize that they have no say in such things. EP The third is the Scriptwriter. This person does not only watch, and she doesn’t only act, but she actually creates the entire movie from her mind. She determines what she will say, what she will do, and how the movie will end. She realizes she has enormous control over her life, and sees to it that the movie of her life will turn out beautiful. D Who are you among these three people? Do you merely watch your life go y? Or do you act out a script that you feel has been handed to you? Or do you write the script and make your life beautiful? By the way, the Producer of the movie is God. He tells you, “Make the movie beautiful, and I will give you all that you need for success.” Source: Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass Your Dreams One Step at a Time. Shepherd’s Voice Publishing. 6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Reading: THE POWER OF JOURNAL WRITING: UNFOLDING YOUR PERSONAL JOURNEY The purpose of journal writing is to help you become the Scriptwriter of your life. There are four (4) practical reasons to maintain a journal: 1. It is cost-efficient and available. Emotional stress can be dealt in many ways like talking to a friend over a cup of coffee, eating, travelling, shopping, painting and many more but writing is the most inexpensive. Notebook and pens are easy to find, available and do not cost so much. 2. It is preventive and pro-active. Writing yields self-awareness. When you write, you can discover your strengths and limitations. You will know what your reactions are in different situations and what better ways to prevent, avoid, or face your fears. PY 3. It is creative and productive. Journal writing expounds your imagination. You can see various dimensions of your problem, different points of view and better solutions. 4. Lastly, it is personal and private. Unless you want to share your stories, you have the choice to keep them to yourself. Writing is your time alone. It is your O way of loving yourself. You will not be judged by your writing. You just need one (1) notebook to maintain a personal journal. You may use C these questions as you write in your journal: 1. How do you find this day? What are the positive things that happened? What are those things that made you irritated or upset? 2. As you reflect the ups and downs of your day, what may be the greatest D lesson you can learn from them? What actions have you done well and what actions you can do better? 3. What do you really want in life? What do you want to achieve for yourself, E your family, your community, and your country? 4. As you close the day, what are the small and big things you are thankful of? Who are the people that made your day extra special? EP Processing: Write your answers in your personal journal. 1. What have you discovered in yourself? 2. What are your core strengths? 3. What are the qualities you want to hone and improve on? D “A pen is certainly is certainly an excellent instrument to fix a man’s attention and inflame his ambition” – John Adams 7 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. MODULE 2: Developing the Whole Person Big Question: What is the relationship of the different aspects of development with your thoughts, feelings and actions in dealing with life situations? Objectives: At the end of this module, you will be able to: 1. discuss the relationship among physiological, cognitive, psychological, PY spiritual and social aspects of development, to understand your thoughts, feelings, and behaviors, 2. evaluate your own thoughts, feelings and actions, and 3. show the connection of your thoughts, feelings and actions to actual life situations. O Activity: ASSESS ASPECTS OF YOUR DEVELOPMENT Draw a large circle on a blank sheet of paper. Divide the circle into 8 segments. In each segment, write some descriptions of the different aspects of yourself as follows: C 1. Physical Self. Describe yourself. Try not to censor any thoughts which come to your mind. Include descriptions of your height, weight, facial appearance, and quality of skin, hair and descriptions of body areas such as your neck, D chest, waist, legs. 2. Intellectual Self. Include here an assessment of how well you reason and solve problems, your capacity to learn and create, your general amount of E knowledge, your specific areas of knowledge, wisdom you have acquired, and insights you have. 3. Emotional Self. Write as many words or phrase about typical feelings you EP have, feelings you seldom have, feelings you try to avoid, feelings you especially enjoy, feelings from your past and present, and feelings which are associated with each other. 4. Sensual Self. Write how you feel as a sensual person. What sense do you use most – sight, hearing, speaking, smelling, touching? How do you feel D about the different ways you take in information - through the eyes, ears, mouth, nose, pores, and skin. In what ways do you let information in and out of your body? 5. Interactional Self. Include descriptions of your strengths and weaknesses in intimate relationships and relationships to friends, family, co-students and strangers in social settings. Describe the strengths and weaknesses which your friends and family have noticed. Describe what kind of son or daughter, brother or sister you are. 6. Nutritional Self. How do you nourish yourself? What foods do you like and dislike? What do you like and dislike about these? 8 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. 7. Contextual Self. Descriptors could be in the areas of maintenance of your living environment: reaction to light, temperature, space, weather, colors, sound and seasons and your impact on the environment. 8. Spiritual Self or Life Force. Write words or phrases which tell about how you feel in this area. This could include your feelings about yourself and organized religion, reactions about your spiritual connections to others, feelings about your spiritual development and history, and thought about your metaphysical self. Think about your inner peace and joy. Think about your spiritual regimen or routine. Portfolio Output No. 3: Personal Assessment of Aspects of Development with Plan of Action Write about the eight segments of your development. What are the words or PY phrases which represent aspects about yourself which you like? What are the items which you consider to be weaknesses or areas for improvement? What words which are neutral or factual, such as “5 feet 4 inches tall, 120 pounds”? Do some categories have more minus than plus areas? The larger proportion of minus to plus areas you have, the more effort will be needed to achieve positive self-esteem. If the vast majority of your minus responses are in one or two areas, your self-esteem is O likely to be good but has a few self-estimates which need to be improved. Name some ways in which you can improve the minus areas and further enhance the positive aspects. C Reading: ASPECTS OF THE SELF The self-concept is represented by several aspects of the self. It is conceived D as collection of multiple, context-dependent selves. This construct believes that context activates particular regions of self-knowledge and self-relevant feedback affects self-evaluations and affect. A deeper look on the different aspects of self can E identify specific areas for self-regulation, stability and improvement. In a nutshell, an individual is composed of three basic but very different aspects of the self. They are the physical or tangible aspects as they relate to the EP body, the intellectual and conscious aspects as they relate to the mind, and the emotional and intuitive aspects as they relate to the spirit. All three aspects of the self work together in perfect harmony when attention is paid to all three simultaneously. Many individuals put a strong emphasis on the physical aspect of the self. D The body is tangible, obvious, and we respond to it easily. More time and money is spent on enhancing the physical component than either of the other two aspects. This does not mean, however, that the body is healthy or strong. The body provides a place to house the spirit (often experienced as feelings) and the mind (often experienced as thought). It may be important to some that their mind be prominent and well educated. The mind is important, as it is the part of the self that directs the other two aspects. The mind learns what to do and communicates the information to the body and the feelings. What the mind believes, the body manifests or acts on, and the emotions feel, or respond with. People store both healthy and destructive thoughts and beliefs and responds to life's circumstances in the most prominent manner. The mind provides access creativity and serenity which are necessary for such processes as prayer, forgiveness, acceptance, and passion. 9 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. The human emotions are the most feared aspect of the self, as individuals are reluctant and unprepared to manage them. Managing feelings is like trying to hold water in the palm of your hand. They are illusive and deceptive. A decision made under emotional stress and strain usually impacts emotions negatively. Negative emotions that are not managed are stored and repressed. Repression is destructive to a content self since all feelings, not only negative ones are stored away. Accessing feelings when they are needed now becomes difficult, leaving the individual numb and hopeless. For instance, a girl realizes that she is giving much attention on the physical aspects and less attention on her intellectual self. In this way, she can discover how much money and time spent maintaining her physique and its consequences in her grades. By this honest evaluation of herself, she can plan effective actions to improve her study habits. She can start seeking for help and for related books to PY read or browse articles to help her improve her study habits. Source: http://www.innerwisdom.com/aspect-of-the-self.htm Activity: Analyze this … THREE SUCCESS STORIES 1. Manny Pacquiao’s Unbelievable Success Story Will Inspire You O It’s 1990 in the province of General Santos in the Philippines. Manny Pacquiao is 12 years old. C Pacquiao often speaks of his debt to his maternal uncle, Sardo Mejia, who introduced him to boxing after he dropped out of school. It was this moment that would spark an unforeseen passion and drive in Pacquiao to be one of the best boxers in the entire world. According to his autobiography, he describes watching D Mike Tyson’s shocking defeat to James “Buster” Douglas in 1990 on television with his uncle as an experience that “changed [his] life forever.” In his hometown, he set up an open-for-all boxing match and beat every opponent who came. He was well on E the road of transforming himself from a lanky school dropout to a junior boxing champion. Despite his success, his family was still living in extreme poverty and hunger. EP They became so desperate to the point that his father had to kill his pet dog for dinner. Pacquiao couldn’t forgive his father for what he did so he left home, slept on cardboard boxes, and sold bread on the streets just to make a meager living. At that point, he also used boxing and won matches for $2 each, as a means of escaping poverty. D He soon moved to Manila and continued winning several boxing matches, but given the increased standards of living, he wasn’t making enough to survive. He soon got a job at a local gym doing gardening, cleaning and construction while boxing on the side. He trained crazily all day and all night when possible, waking up the earliest and leaving the gym at the latest possible time. Early on, his perseverance and determination to be a part of the boxing world swayed him to cheat and add on some weights to meet the featherweight class requirements. As the fights got more serious, Pacquiao started getting more famous as well. He would beat fighters from South Korea, Japan and Thailand and at the very young age of 19, he won his first World Champion title by beating Chatchai Sasakul, the reigning World Boxing Council (WBC) World Flyweight Champion at that time. The turning point for Pacquiao came when he won against world-class featherweight 10 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. boxer Marco Antonio Barrera at the Alamodome in Texas with a TKO. After that fight, he was recognized internationally as a force to be reckoned with. Today, at 37, he is one of the most respected boxers. Despite his loss during the Mayweather match, he still has won the hearts of many boxing fans both in the Philippines and worldwide. His one-of-a-kind story will continue to inspire and it will always portray the journey of what millions of Filipinos continue to aspire for. Source: https://www.kalibrr.com/advice/2015/05/manny-pacquiao-success-story-willl-inspire- you/ 2. The Pia Wurtzbach Success Story Pia Alonzo Wurtzbach was crowned “Miss Universe” at the 64th Miss Universe 2015 pageant held at Las Vegas, Nevada, USA. Pia is an actress and PY model of German-Philippine origin. She is Miss Philippines 2015. She symbolizes the deadly combination of beauty with brains. Pia is a beauty-writer, chef and make-up artist. Pia Wurtzbach was born on 24 September 1989 in Stuttgart, Baden- Württemberg. Her father is a German and her mother is a Filipino. Pia has a younger sister. Pia was named in keeping with the Philippines' tradition. Her middle name O 'Alonzo' is her mother's maiden name. Pia did her secondary education from ABS- CBN Distance Learning School in Quezon City. She studied Culinary Arts from the Centre for Asian Culinary Studies, San Juan, Metro Manila. C Pia ventured into the world of glitz and glamour at the tender age of fourteen. She joined an acting and modelling agency for children, 'Star Magic Talent'. Pia got a break in television when she featured in K2BU, a series for teenagers, the romance collection, 'Your Song' and the concert programme, 'ASAP'. Pia has acted in films; D 'All My Life', 'All About Love' and 'Kung Ako Na Lang Sana'. Pia was the brand ambassador for 'Avon Teen' for a period of five years. She has graced the cover of several prestigious fashion magazines. Pia writes for the 2bU column of 'Inquirer E Lifestyle'. She is popular as Pia Romero, her screen name. Pia is a pageant title-holder. Her first beauty contest was the 'Binibining Pilipinas 2013'. She was the 'first runner-up'. She participated in the 'Binibining EP Pilipinas 2015' as a representative of Cagayan de Oro and won the title, paving the path for bigger victories. Pia Alonzo walked away with the “Miss Universe” title at the Miss Universe Pageant 2015 held on December 20 at The Axis, Las Vegas, Nevada, USA. The 26- year old beauty set the stage ablaze with her poise, incredible class and talent in her D exotically gorgeous ball gown and costumes. Pia was crowned by her predecessor, Paulina Vega. As Miss Universe, Pia aspires to lead the youth and spread awareness about HIV, especially in Philippines. Source: http://successstory.com/people/pia-alonzo-wurtzbac 3. A Love Affair that Got Me Close to a Great Doctor I am blissfully married and a proud mother to three young men. My husband Leo knows that I am also engaged in another love affair, a sweet and enduring one. And he approves, so do my sons. This love affair is with research, and it started during my pediatric residency training. I can still remember vividly the excitement and the long nights, the discovery 11 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. of meaningful developments, the joy of reading medical journals, the eagerness to prepare something thorough and relevant. The excitement I felt continued up to my postgraduate internship, my fellowship in infectious diseases and it has lasted till now. My husband was never jealous and my relationship with my sons never soured despite this other ongoing and never-ending love affair. I could not ask for more. This is the best life. So last May 23, the family accompanied me to Vigan, Ilocos Sur, to attend the 107th annual convention hosted by the Philippine Medical Association (PMA). Being included as one of the 15 finalists for the coveted Dr. Jose P. Rizal Memorial Awards is a proud moment for my family. With them around, I was the proudest wife, mom and doctor. While individual citations were being read on stage for the top awardees for Community Leadership (Dr. Purisima A. Bueno), Government Service (Dr. Maria PY Victoria M. Abesamis), Clinical Practice (Dr. Bonaleth M. De Vera) and Academe (Dr. Estrella B. Paje-Villar), I never expected that the final citation was all about the fruits of my other love affair, with research. “Lead investigator for the much-awaited clinical trials on the multivalent dengue vaccine…” “repeatedly cited by researchers here and abroad…” “served as the springboard for the Expanded Program of Immunization (EPI) of the Department O of Health…” “provided the evidence and the science…” “extended her work to the communities…” “greater things to come that will benefit science, medicine and the Filipino people…” “epitomizes the virtues of Dr. Jose P. Rizal…” “…love of country C and service to our countrymen…” All these brought me back to the past 30 years of my medical, family and community life. My love affair with research did not happen overnight. It was a journey that began with a case presentation as a first-year pediatric resident, and a prospective D study on how to prevent early jaundice in newborns. My recommendation that a nursery should always be facing the direction the sun rises so that a newborn can benefit from exposure to morning sunlight won the top prize for the hospital’s annual E research competition. This did not happen once. It was a back-to-back win for three straight years. I got hooked. Who would not be? Year 1991 was my first immersion in dengue research. Twenty-three years later, I am now the lead investigator of the EP country’s clinical trials for dengue vaccine, in the countries where dengue is a major public health problem. It’s a vaccine the medical community worldwide is waiting for. In Vigan, the Philippine Medical Association (PMA) bore witness to the conferment of the award. The title comes with a specially designed trophy in the image of Dr. Jose P. Rizal by National Artist Napoleon V. Abueva, a gold medallion, D free trip to the United States to attend the convention of the American Academy of Family Physicians and P150, 000 worth of medicines that I can share with a civic organization of my choice. Was it just a coincidence or pure fate that it is also the 23rd year of the presentation of the prestigious Dr. Jose P. Rizal Memorial Awards? If the number “23” is a coincidence, what a joyful one. If this is destiny, let me accept it with gratitude. This award is a fitting tribute to those who have encouraged and inspired me to continue my love affair with research — participants and their families as well as my teams in clinical trials, officials of the local health, school and government units, the Research Institute for Tropical Medicine, collaborators/ partners and sponsors of my researches, Basaynon Katiguban, Inc. and my town mates in Basey, Samar, who 12 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. continue to show resiliency despite the tragedy during the super typhoon Yolanda, the Philippine Pediatric Society and Manila Medical Society for the recognition of my works and the nomination. For more than three decades, I have never felt happier and accomplished than when doing medical research. It is tiring but exciting, demanding yet humbling, intimidating but empowering, exacting yet fulfilling. My work is my loving tribute to a great Filipino and a fellow doctor, Jose P. Rizal, MD. (Dr. Rose Zeta Capeding is the 23rd Dr. Jose P. Rizal Memorial Awardee for Research. She is currently the head of the Microbiology Department of the Research Institute for Tropical Medicine (RITM) and head of the Dengue Research Group. She is the head, Section of Infectious Diseases, Department of Pediatrics, Asian Hospital and Medical Center.) PY Source: http://www.philstar.com/business-life/2014/06/30/1340085/love-affair-got-me-close- great-doctor Processing Questions: O 1. Can you identify with any of the characters mentioned – Manny, Pia and Dr. Rose? In what way? 2. What lessons can you learn from the character you have chosen? C 3. How would you like your life story to be told? A REAL WINNER is one who is able to: D  win over his/her battles and difficulties in life and turns them into a learning and glorifying experience;  E find meaning in pleasant and unpleasant events in his life;  live in peace with difficult people and difficult situations; EP  win the goodwill of others, their respect and admiration;  get what he wants using win-win strategies; never at the expense of others;  discover and use opportunities to his best advantage;  develop and use his talents and abilities to the best D advantage and in so doing, make meaningful contribution in making this world a better place to live in. Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and Character Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila. 13 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Portfolio Output No. 4: Personal Recipe for Success with Reflection Review the success stories of Manny Pacquiao, Pia Alonzo and Dr. Rose Zeta-Capeding. What do you think was the recipe for the success of these well-featured individuals? Now make your personal recipe for achieving personal goals. Identify your goal (you may refer to the previous activity of aspects of self inspired by the success stories) and break it down into a recipe. Here are two samples of recipes: RECIPE FOR SUCCESS INGREDIENTS: 1 TEASPOON OF IDEAS ½ CUP OF GOODWILL PY 1 PINCH OF POSITIVITY ¾ CUP OF IMAGINATION 1 LB OF LEADERSHIP 2 SPOONFULS OF TEAMWORK 1 CUP OF MARKET VISION 3 TABLESPOONS OF CHALLENGE AND 1 BAG OF HOPE! O C E D EP D Source: http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-for-success-in- school/ https://www.google.com.ph/search?q=recipes+for+success&biw=1024&bih=598&source=lnm s&tbm=isch&sa=X&ved=0ahUKEwjj49rn4- TKAhUFhqYKHfAEAZ8Q_AUIBigB#imgrc=Yuh0GlMrqqHueM%3A 14 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Reading: THE STORY OF THE TWO WOLVES The following is an old Cherokee Indian story that is enlightening and helpful. One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, "My son, the battle is between two wolves inside us all." "It is a terrible fight and it is between two PY wolves. One is evil - he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego." He continued, O "The other is good - he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith. The same fight is going on inside you - and inside every other person, too." C The grandson thought about it for a minute and then asked his grandfather, "Which wolf will win?" The old Cherokee simply replied, "The one you feed". D Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing- your-thoughts-feelings-and-actions.html E Knowing which wolf to feed is the first step towards recognizing you have EP control over your own self. Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself but felt powerless to control? The purpose of this story is to help you find ways to manage your mind so that you can live your life more in accordance with what your own judgment says is best for you. D As we grow up, we gradually become aware of the many things in the external world which are largely beyond our ability to control. These include other people in general and most events in our lives. Initially this is difficult to accept, but a more shocking realization is that there are many things about ourselves that we seem powerless to control. Some of these are our own thoughts, feelings, and actions which unfortunately can be the source of much distress. It may be thoughts such as “I cannot stop hating my teacher for not giving me high grades.” It may involve an emotion e.g. “My girlfriend left me and I cannot stop feeling sad, lonely and unloved.” 15 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. It can also be in the form of a behavior such as the inability to control one's craving for food such as cakes and chocolates.” But are we indeed really powerless to control our own maladaptive thoughts, feelings and actions? The grandfather’s answer "The one you feed" is deceivingly simple. The results of psychological research indicate that there are at least four important concepts or ideas implied by the answer: 1. The mind is not the unitary entity it seems to us but consists of different parts. For example in the story there are the two wolves and the “you” that chooses between them. 2. These parts of the mind/brain can interact and be in conflict with each other i.e. the two wolves fight for dominance over our mind and behavior. 3. The “you” has the ability to decide which wolf it will feed. PY 4. Having made a choice, “you” can decide specifically how to “feed” or nurture the selected wolf. Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves- managing-your-thoughts-feelings-and-actions.html O Reading: THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS C The STORY OF THE TWO WOLVES gives rise to a number of questions. Let us share our thoughts, feelings and opinions on the following questions. By taking time to do this, you will learn to better manage your mind, feelings, and actions and consciously feeding the good wolf in you. D  How aware are you of the two different opposing “wolves” operating within your mind, one of which leads to pain and a diminished sense of life and the other to a joyous, meaningful, and fulfilling life? E  When was the time you feel disappointed by the choice of behavior because you knew that there was a more positive option but you just didn’t choose it?  What ways or techniques or exercises do you use to strengthen yourself so EP as to increase its potency to choose and hence control your life?  In what specific ways do you feed the negative wolf?  What specific ways do you use to feed the positive wolf? Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves- D managing-your-thoughts-feelings-and-actions.html 16 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. MODULE 3: Developmental Stages in Middle and Late Adolescence Big Question: How can you as an adolescent be prepared for adult life by accomplishing various developmental tasks according to developmental stages? Objectives: At the end of this module, you will be able to: 1. Classify various developmental tasks according to developmental stage, 2. Evaluate your development in comparison with persons of the same age PY group, and 3. List ways to become a responsible adolescent prepared for adult life. “Maturity is achieved when a person postpones immediate pleasures for long-term values.” O Joshua L. Liebman Activity: MY PERSONAL TIMELINE C A personal timeline portrays the influential events and happenings of a person’s life so that he can understand where he has gone wrong and right in the past. It helps to plan the future in a better constructive way. Using a bond paper, write the major events in your life and the significant D people in your life. You may add your age, specific dates and places. You may draw the timeline horizontally, vertically, diagonally or even using ups and down depending on your imagination. Be creative in your representations. You may also E use symbols, figures and drawings. Think of a title for your personal timeline. You may use crayons or art materials depending on the available resources or just a simple paper and pen may be fine. You can also go for the personal timeline EP website template samples available online. The link is https://www.template.net/business/timeline-templates/personal-timeline-template/ Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story- probing-to-create-shift-to-life-liberating-meanings-2-of-2/ D Portfolio Output No. 5: My Personal Timeline with Reflection Write about your Personal Timeline which you made in class. Answer the following questions: 1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a title for your timeline what would it be and why? 2. Identify the turning points in your timeline. What were the thoughts, feelings and actions that you experienced? 3. Who are/were the most significant people in your life? How did they influence you? 4. What would you change or add, if you could? How would each of these changes or additions affect your life, or even change its present course? 17 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. 5. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future timeline will be? Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story- probing-to-create-shift-to-life-liberating-meanings-2-of-2/ Reading: DEVELOPMENTAL STAGES Human Development focuses on human growth and changes across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality and emotional growth. The study of human developmental stages is essential to understanding how humans learn, mature and adapt. Throughout their lives, humans go through various stages of development. The human being is either in a state of growth or decline, but either condition PY imparts change. Some aspects of our life change very little over time, are consistent. Other aspects change dramatically. By understanding these changes, we can better respond and plan ahead effectively. Developmental Stage Characteristics 1. Pre-natal Age when hereditary endowments and sex O (Conception to birth) are fixed and all body features, both C external and internal are developed. 2. Infancy Foundation age when basic behavior are (Birth to 2 years) organized and many ontogenetic maturation skills are developed. 3. Early Childhood Pre-gang age, exploratory, and questioning. D (2 to 6 years) Language and Elementary reasoning are acquired and initial socialization is experienced. E 4. Late Childhood Gang and creativity age when self-help (6 to 12 years) skills, social skills, school skills, and play are developed. EP 5. Adolescence Transition age from childhood to adulthood (puberty to 18 years) when sex maturation and rapid physical development occur resulting to changes in ways of feeling, thinking and acting. 6. Early Adulthood Age of adjustment to new patterns of life D (18 to 40 years) and roles such as spouse, parent and bread winner. 7. Middle Age Transition age when adjustments to initial (40 years to retirement) physical and mental decline are experienced. 8. Old Age Retirement age when increasingly rapid (Retirement to death) physical and mental decline are experienced. 18 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Reading: HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most systematic and extensive manner. His main assertion is that development is continuous throughout the entire lifespan, occurring in stages, where the individual moves from one stage to the next by means of successful resolution of problems or performance of developmental tasks. These tasks are those that are typically encountered by most people in the culture where the individual belongs. If the person successfully accomplishes and masters the developmental task, he feels pride and satisfaction, and consequently earns his community or society’s approval. This success provides a sound foundation which allows the individual to accomplish tasks to be encountered at later stages. Conversely, if the individual is not successful at accomplishing a task, he is unhappy and is not accorded the desired approval by PY society, resulting in the subsequent experience of difficulty when faced with succeeding developmental tasks. This theory presents the individual as an active learner who continually interacts with a similarly active social environment. Havighurst proposed a bio psychosocial model of development, wherein the developmental tasks at each stage are influenced by the individual’s biology O (physiological maturation and genetic makeup), his psychology (personal values and goals) and sociology (specific culture to which the individual belongs). C THE DEVELOPMENTAL TASKS SUMMARY TABLE Infancy and Early Middle Childhood (6-12) Adolescence (13-18) Childhood (0-5)  Learning to walk  Learning physical skills  Achieving mature D  Learning to take solid necessary for ordinary relations with both sexes foods games  Achieving a masculine  Learning to talk  Building a wholesome or feminine social role   Accepting one’s E Learning to control the attitude toward oneself elimination of body  Learning to get along physique wastes with age-mates  Achieving emotional EP  Learning sex differences  Learning an appropriate independence of adults and sexual modesty sex role  Preparing for marriage  Acquiring concepts and  Developing fundamental and family life language to describe skills in reading, writing,  Preparing for an social and physical and calculating economic career reality  Developing concepts  Acquiring values and an D  Readiness for reading necessary for everyday ethical system to guide  Learning to distinguish living behavior right from wrong and  Developing conscience,  Desiring and achieving developing a conscience morality, and a scale of socially responsibility values behavior  Achieving personal independence  Developing acceptable attitudes toward society 19 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)  Selecting a mate  Helping teenage  Adjusting to decreasing  Learning to live with a children to become strength and health partner happy and responsible  Adjusting to retirement  Starting a family adults and reduced income  Rearing children  Achieving adult social  Adjusting to death of  Managing a home and civic responsibility spouse  Starting an occupation  Satisfactory career  Establishing relations  Assuming civic achievement with one’s own age responsibility  Developing adult leisure group time activities  Meeting social and civic  Relating to one’s spouse obligations as a person  Establishing satisfactory  Accepting the living quarters PY physiological changes of middle age  Adjusting to aging parent Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, O Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House, Inc. Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN C GRADE 11 Using the Developmental Tasks Summary Table above, assess your own D level of development as a Grade 11 student. What are the expected What are the expected What are the expected E tasks you have tasks you have partially tasks you have not successfully accomplished? accomplished? accomplished? EP D Processing Questions: 1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10 (10 as the highest) on whether you have accomplished those expected tasks. 2. As you are in Grade 11, you are in transition from high school to college, from being an adolescent to young adult. How do you feel about this transition? 3. Do you think you are ready for this transition which may mean more responsibilities and greater accountability? If no, what are the expected tasks you need to work on? If yes, what are the ways to take so you can better plan for the future? 20 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Activity: HOW MINDFUL AM I? For each of the following situations, decide whether the person followed these guidelines for mindful speech: Is what I want to say True? Is what I want to say Helpful? Am I the best one to say it? Is it necessary to say it Now? Is it Kind to this person and others? [THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard] In your journal, for each number, mark √ for yes, X for no, or ? if you’re not sure. There could be more than one 'correct' answer. The purpose of this activity is to reflect on the situations and whether you've witnessed or experienced something similar in your own life. PY 1. I did really well on an exam. I said to my friends, “I got the top score. What did you get?” Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K 2. One of my friends was bragging about getting a good score on a test, and I didn't O want to tell him I failed. I said, "Congratulations!" then started talking about something else. Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K C 3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw her, I didn't think it looked that bad, so I told her, “Your hair’s not as weird as everyone says it is.” D Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K 4. A woman with a big belly was about to enter the building. I told my friend, “We E need to go open the door for that lady. She’s pregnant.” Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K EP 5. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Hey, I’m not pregnant! You sayin’ I’m fat?” Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K 6. A boy told his friend to hold the door open for me because I’m pregnant. I said, D “Thank you for holding the door, but I’m actually not pregnant.” Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K 7. I saw a couple of kids cheating on a test. I went up to the teacher after class and told him what I’d seen. Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K 8. I saw a girl looking at her phone during a test. I went up to the teacher after class and told him she was cheating. Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K 21 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. 9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria and said her boyfriend was cheating on her. Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K 10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them and said hi, and asked “Where’s Maria tonight?” Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech. Portfolio Output No. 6: Mindfulness with Reflection PY Analyze each case on How Mindful Am I? Answer the following questions: 1. Has someone ever asked you a question that you really didn't want to answer? How did you respond? 2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you feel afterwards? 3. Did you ever do something to be helpful that turned out badly? What O happened? What do you wish had happened? 4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did you say anything? Why or why not? C 5. Have you ever gotten in trouble because someone caught you cheating (or thought you were cheating)? What happened? What do you wish had happened? 6. In what other situations have you seen someone T.H.I.N.K. (or not) before D speaking? What happened? Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html E Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech. EP Reading: LIVING MINDFULLY Living mindfully is like being an artist: you need the right tools to practice your craft, and you need to constantly refine your technique to achieve your creative potential. In the same way, using the present moment tools below will help you to hone a consistent mindfulness practice that will in time lead to a more aware, D compassionate and fulfilling way of life. Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring your focus back to the present moment. Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and focus on understanding how they think and feel. Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an opportunity for learning. 22 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let tenderness, kindness and empathy be your guides. Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause, breathe, and choose a skillful response based on thoughtful speech and non- violence under every condition. Tool 6: Express Gratitude. Practice gratitude daily and expand it outward, appreciating everyone and everything you encounter. Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value different perspectives as well as your own. PY Tool 8: Build Integrity. Cultivate constructive values and consistently act from respect, honesty and kindness. Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique talents and generosity so that others can also be inspired. O Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for compassiona

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