G11 Personal Development Q1 M1 2024 PDF

SENIOR HIGH SCHOOL (LEARNING AREA) Personal Development (QUARTER Quarter 1 –NUMBER) Module 1 Stages of Personal (MODULE NUMBER) Development DO_Q1_PERSONALDEVELOPMENT_MODULE1_LESSON1-8...

SENIOR HIGH SCHOOL (LEARNING AREA) Personal Development (QUARTER Quarter 1 –NUMBER) Module 1 Stages of Personal (MODULE NUMBER) Development DO_Q1_PERSONALDEVELOPMENT_MODULE1_LESSON1-8 i RESOURCE TITLE: Personal Development Alternative Delivery Mode Quarter 1 – Module 1, Lesson 1-8 Revised Edition, 2024 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 module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Juan Eduardo “Sonny” M. Angara Undersecretary: Dr. Gina O. Gonong Development Team of the Module Writers: Mary Joy D. Lansangan, Vanessa R. Tamayo Ruby Ann A. Cabrera, Lady Mielle Q. de Asis Reviewers: Edna A. Prudente, Ruby Ann A. Cabrera Editors: Alpha Joy R. Provido Illustrator: Nathaniel DC. Del Mundo Layout Artist: Ruby Ann A. Cabrera, Raphael A. Lopez, Marianne Angeles G. Apalla Management Team: Dr. Noel D. Bagano, OIC-SDS Dr. Ernest Joseph C. Cabrera, OIC-ASDS Dr. Filmore R. Cabalero, CID Chief Dr. Myron Willie III B. Roque, EPS-LRMS Dr. Edna L. Llanera, PDSD/Division SHS Focal Person Dr. Loreta L. Salvador, EPS-ESP Printed in the Philippines by ________________________ Department of Education – National Capital Region – SDO VALENZUELA Office Address: Pio Valenzuela St., Marulas, Valenzuela City Telefax: (02) 292 – 3247 E-mail Address: [email protected] ii Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text. Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not Put Unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. iii  SENIOR HIGH SCHOOL Personal Development Quarter 1 – Module 1 Lesson 1: Knowing Oneself  This module was designed and written with you in mind. It is here to help you master Personal Relationships. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of one lesson: Lesson 1 – Knowing Oneself After going through this module, you are expected to: 1. Explain that knowing yourself can make you accept your strengths and limitations and deal with others better. ESP-PD11/12KO-la-1.1 2. Share your unique characteristics, habits, and experiences. ESP- PD11/12KO-la-1.2 My Gifts Directions: Let’s look back on the things that you know, can do, and care about in order for you to know yourself. Write your answers on the given table. What I know What I can do (Gifts of my mind) (Gifts of my hands) Example: Example: I know how to speak in English. I can ride a bike. I know all the cities in Metro I can cook. Manila. 1.____________________________ 1.____________________________ 2.____________________________ 2.____________________________ 3.____________________________ 3.____________________________ What I care about (Gifts of my heart) Example: I care about myself. I care about my family. 1.____________________________ 2.____________________________ 3.____________________________ 2 DO_Q1_PERDEV_11_MODULE1_LESSON1  Lesson 1 Knowing Oneself Adolescence is one of the most important stages in one’s development. In this stage, a person explores his/her preferences, qualities, talents and as well as one’s limitations. It is essential that one discovers these things about himself/herself to make way for the foundation of one’s identity. Establishing one’s identity is essential for the transition to the next developmental stage. Some of the most important concepts that you need to familiarize yourself with in this module are the following: 1. Self-Concept The self-concept is a general term used to refer to how someone thinks about, evaluates or perceives themselves. To be aware of oneself is to have a concept of oneself. 2. Self -Awareness Self-awareness is the ability to identify own strength, values and preferences. It helps us to understand our own emotions, thoughts and insight. 3. Ideal Self This is the person who we would like to be. It consists of our goals and ambitions in life, and is dynamic—forever changing. 4. Actual Self Refers to who you actually are. 5. Self-Esteem Self-esteem is your overall opinion of yourself — how you feel about your abilities and limitations. Knowing Oneself is the first step toward self-development. This will allow you to unlock your skills and potentials. What’s on your mind? Directions: What can you see in the picture? Write a paragraph based on the picture in relation to the topic Knowing and understanding oneself. _________________________________________________________ __________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3 DO_Q1_PERDEV_11_MODULE1_LESSON1 RIGHT ON and NO WAY! Directions: Write a √ next to the activities that you like. Write an X next to the activities that you do not like. ____ Driving ____ Playing with friends ____ Cycling ____ Babysitting ____ Diving ____ Sewing ____ Singing ____ Drawing ____ Dancing ____ Writing stories ____ Sleeping ____ Composing songs ____ Watching TV ____ Playing video games ____ Baking ____ Recording Videos ____ Swimming ____ Vlogging ____ Walking ____ Studying ____ Playing card games ____ Cleaning ____ Camping ____ Putting-on make-up ____ Jogging ____ Hair Styling ____ Riding a bicycle ____ Eating ____ Running ____ Watching videos ____ Playing basketball ____ Taking care of pets ____ Going to church ____ Volunteering in groups ____ Surfing the internet ____ Travelling 1. Circle three (3) activities you like the most. 2. List other activities that you like: My Banner: The Treasure within Me Directions: In the spaces indicated by number, write down the following: You may do this in a bond paper. 1 - 2 - Two things I do very well 3 - 4 - My two greatest achievements in life 5 - What I am proud of a myself 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 4 DO_Q1_PERDEV_11_MODULE1_LESSON1  11 - Difficulties, challenges, and problems that I was able to solve and overcome Processing questions: 1. What particular number/s did you find difficult to answer? Why do you think so? 2. What did you discover about yourself and how did you feel about it? 3. How were you able to solve the difficulties/challenges/problems that you have mentioned? 4. In what situation do you think you can apply the knowledge you have gained about yourself? MY CHARACTER STRENGTHS Directions: Put a check ( / ) next to the sentence that describes you. You can check as many sentences as you want. ____ I am honest. ____ I am energetic. ____ I am friendly. ____ I am a good listener. ____ I am reliable. ____ I am had-working. ____ I am easy to get along with. ____ I am usually on time. ____ I am good at following instructions. ____ I am polite. ____ I like to do things with other people. ____ I am proud of myself. ____ I like to do things on my own. ____ I can keep a secret. ____ I like to keep things clean and organized. ____ I am a good friend. ____ I like to have a good time. ____ I am a good influence. ____ I am good with words. ____ I can solve my own problems. ____ I like to help others. ____ I don’t give up until I finish my work. ____ I am thoughtful. ____ I ask others for help when I need it. ____ I am disciplined. ____ I am good at helping others solve their problems. ____ I know what is right. ____ I like to tell people about my accomplishments. ____ I have a good common sense. ____ I don’t give-in to pressure. Processing questions: 1. How did you feel while answering the activity? 2. What are the three (3) strengths that best describe you? 3. What do you think is the importance of knowing your personal strengths? 4. How can you use these strengths in improving your relationship with your family? Friends? Classmates? 5 DO_Q1_PERDEV_11_MODULE1_LESSON1 Self-Headline Directions: You are to be featured in a newspaper article. What do you think should be the headline and the image? You may cut and paste images in the bond paper from magazines, newspapers, leaflets etc. Magic Mirror Directions: Look at yourself in the mirror. What do you want to say to yourself? You may use the guide below. You are _____________________________________________ Thank you for ______________________________________ Always remember ___________________________________ I hope you __________________________________________ As part of your reflection, watch the video entitled “10 DEEP SELF DISCOVERY QUESTIONS: To ask yourself” and write down your insights regarding the video. The link is posted here: https://www.youtube.com/watch?v=jog64xjIPBw Directions: Read the statements below and write TRUE if you think that the statement is correct. Write FALSE if you think that the statement is incorrect. Write your answer after each statement. 1. Self-awareness is just refers to your opinion about yourself. 2. Your ideal self is who you actually are. 3. Self-Concept means having a high opinion about yourself. 4. Your Actual Self refers to who you actually are. Becoming aware of yourself can help you unlock your skills and potentials. Directions: Watch the video entitled “Self-Awareness 101- Lesson 1 on Personal Development” and write your insights regarding the video. Here is the link of the video: (https://www.youtube.com/watch?v=6Jr4lb3xYtw) 6 DO_Q1_PERDEV_11_MODULE1_LESSON1 DO_Q1_PERDEV_11_MODULE1_LESSON1 7 Assessment 1. FALSE 2. FALSE 3. FALSE 4. TRUE 5. TRUE Department of Education (2016). Personal Development Teacher’s Guide Freepick. (2019). Newspaper headlines template realistic poster [Image]. Retrieved from Designed by macrovector / Freepik Freepick. (2015). Man head forming bulb [Image]. Retrieved from Designed by Freepik Freepick. (2019). Inner world beautiful woman [Image]. Retrieved from Designed by macrovector_official / Freepik Freepick. (2019). Specs concept illustration [Image]. Retrieved from Designed by slidesgo / Freepik Ohio Self Determination Association (2017). The Speak Up Guide [PDF file] Retrieved from https://www.osdaohio.org/wp-content/uploads/2017/02/chapter1.pdf 8 DO_Q1_PERDEV_11_MODULE1_LESSON1  SENIOR HIGH SCHOOL Personal Development Quarter 1 – Module 1 Lesson 2: Developing the Whole Person & Connecting Thoughts, Feelings, and Behaviors for Evaluating One’s Self  This module was designed and written with you in mind. It is here to help you to distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is divided into two lessons, namely: Lesson 1 – Five Areas of Personal Development Lesson 2 – Evaluation of One’s Thoughts, Feelings and Behaviors; and Connections Between One’s Thoughts, Feelings and Behaviors in Actual Life Situations After going through this module, you are expected to: 1. Evaluate one’s thoughts, feelings, and behaviors. EsP-PD11/12DWP-Ib2.2 2. Show the connections between thoughts, feelings, and behaviors in real-life situations. EsP-PD11/12DWP-Ic2.3 Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. It refers to the physical changes in the body as well as changes in skills related to movement. a. Social development c. Emotional development b. Cognitive development d. Physiological development 2. This has something to do with the feelings that you experience. a. Social development c. Emotional development b. Cognitive development d. Physiological development 3. It is about the innate capacity to relate with others, to connect, and feel the sense of belongingness. a. Social development c. Spiritual development b. Emotional development d. Cognitive development 4. It refers to the person’s intellectual abilities as shown in his/her thoughts, attitudes, beliefs and values. a. Social development c. Spiritual development b. Emotional development d. Cognitive development 5. It is defined as discovering oneself beyond the ego known as the soul. Spirit or the “inner essence” that is often disregarded or taken for granted. a. Social development c. Spiritual development b. Emotional development d. Physiological development 10 DO_Q1_PERDEV_11_MODULE1_LESSON2.1  Lesson 2.1 Developing the Whole Person Presently, you are in the process of puberty a period where there is a rapid physical maturation and bodily changes. Human life is complex and it consists of many different facets. During this time, teens will see different of changes in their physical, psychological, cognitive and spiritual aspect. Adolescence is a time for growth spurts and puberty changes. The whole person concept was introduced by a philosopher named Dr. Mortimer J. Adler which confronts us to struggle a proper balance in all aspects of our lives ---demands a significant investment in time with family and friends, inspiring our lives, growing in our spiritual aspect and becoming all that we can be. As its framework, developing yourself is learning to balance your work, your lives, and your successes. Puberty is a period of rapid physical maturation involving hormonal and bodily changes. It takes primarily in early adolescence between 9 to 16 years of age for most individuals, environmental factors can also influence its onset and duration (Vanderberg & Boomsa, 2007). Adolescence is a stage in life that deals with many changes and other aspects of life such as family, work or career, personal and social relationships. Adolescence is the transitional stage from childhood to adulthood that occurs between ages 13 and 19. The physical and psychological changes that take place in adolescence often start earlier, during the preteen or "tween" years: ages 9 and 12. There are three major stages of development occurs in an individual. These are: Physical, cognitive and psychosocial. Physical development. It relates to the growth and skill development of the body, including the brain, muscles, and senses. Differences in physical growth are apparent from everyday observations of people around us. (Cicarelli & White, 2012); Papalia, 2010) Cognitive development. It is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain. As their cognitive capacity advances, they begin to think abstractly, reason logically, think possibilities, and impossibilities about life (Cicarelli, 2012). Psychosocial development. For a concept to be psychosocial means it relates to one’s psychological development in, and interaction with, a social environment. Involving both psychological and social aspects in human development. Erik Erikson’s theory of psychosocial development is one of the best known theories of personality in psychology. He believed that personality develops in a series of stages. Erikson’s theory describes the impact of social experience across the whole lifespan. Adolescence is also a period for developing independence (Cicarelli, 2012). Adolescents may be separated with their parents especially when they are searching for their identity (Papalia, 2012). 11 DO_Q1_PERDEV_11_MODULE1_LESSON2.1 Activity 1: “Who Are You?” Directions: Complete the chart below to assess yourself. A. Roles Personal Core Learning (your assumed (describe yourself in 2-3 (what have you learned and responsibilities/roles in life) sentences) what are hoping to learn?) B. Family History Values Strengths Interests Hopes for the (Where have (What is really (What talents (What are you Future you come from) important to and skills do most interested (Where do you you?) you have?) in?) hope to be in 5 – 10 years?) Notes: These links will help students to gain more understanding of the lesson. https://www.joshuanhook.com/thoughts-feelings-and-behaviors-its-all-connected/ Activity 2: Aspects of My Life Directions: 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: 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, 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 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 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 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? 12 DO_Q1_PERDEV_11_MODULE1_LESSON2.1 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? 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. Life seems to have become a bewildering maze at times. Thus, you try to reflect on your common beliefs. Amidst these developments, it helps recognize how the different physiological, cognitive, emotional, spiritual, and social developments are in a dynamic relationship. By recognizing such changes, you can understand and evaluate your thoughts. The following section discusses how to develops one’s personality and to make it well balanced. Five Areas of Personal Development Area Development Physiological development Refers to physical changes in the body as well as the senses and changes in skills related to movement. Emotional development It has something to do with the feelings that you experience. Social development It is about our innate capacity to relate with others, to connect, and to feel the sense of belongingness Cognitive development Refers to a person’s intellectual abilities as shown in his/her thoughts, attitudes, beliefs and values. Spiritual development It is discovering oneself beyond the ego known as the soul, spirit, or the 13 DO_Q1_PERDEV_11_MODULE1_LESSON2.1  “inner essence” that is often disregarded or taken for granted. It is experiencing a glimpse of the “inner guide” of one’s beliefs and values in discovering the meaning of life. PHYSIOLOGICAL DEVELOPMENT Physical health is defined as the condition of your body, taking into consideration everything from the absence of disease to fitness level. Physical health is critical for overall well-being and can be affected by: Lifestyle: diet, level of physical activity, and behavior (eating unhealthy foods); Human biology: a person’s genetics and physiology may make it easier or harder to achieve good physical health; Environment: our surroundings and exposure to factors such as sunlight or toxic substances; and Healthcare service: good healthcare can help prevent illness, as well as to detect and treat illness. It is important to take care of your body. Live healthy, eat healthy foods, get enough sleep, exercise regularly, and avoid drugs and alcohol. Manage stress and go for regular medical check-ups. Practice good hygiene. Self-check. Ask yourself regarding your Physiological Development. 1. How healthy is your physical body? 2. Does it get enough rest and sleep? 3. Is it given nutritional food and sufficient water to help the physiological system do its functions more optimally? 4. What aches and pains does your body suffer? 5. When was your last medical check-up? 6. What are the common illnesses in your family? 7. If you look into generations before, what sickness plagued your ancestors? 8. In the pandemic crisis, do you consider yourself safe from such viruses and diseases? EMOTIONAL DEVELOPMENT Emotional health is an important part of overall health. Emotionally healthy people are in control of their thoughts, feelings, and behaviors. They can cope with life’s challenges. Emotions are responses that generate biochemical reactions in our bodies, changing the physical state. There are many ways to improve or maintain good emotional health. Be aware of your emotions and reactions. Notice what in your life makes you sad, frustrated, or angry. Try to address or change those things. Think before you act. Emotions can be powerful. Give yourself time to think, and be calm before you say or do something you might regret. 14 DO_Q1_PERDEV_11_MODULE1_LESSON2.1  Manage stress. Try to change situations, causing you stress. Learn relaxation methods to cope with stress. Strive for balance. Find a healthy balance between work and play and between activity and rest. Make time for things you enjoy. Focus on positive things in your life. Take care of your physical health. Your physical health can affect your emotional health. Exercise regularly, eat healthy meals and get enough sleep. Do not abuse drugs or alcohol. Connect with others. We are social creatures. We need positive connections with other people. Self-check. Ask yourself regarding your Emotional Development: Your own experiences when you are : happy sad afraid surprised angry disgusted SOCIAL DEVELOPMENT Social Development refers to how people develop social and emotional skills across the lifespan, with particular attention to childhood and adolescence. Healthy social development allows us to form positive relationships with family, friends, teachers, and other people in our lives. As a person develop and perceive its individuality within a community, he/she also gains skills to communicate with other people and process his/her actions. Social development most often refers to how a person develops friendships and other relationships and how a person handles conflict with peers. Why is social development important? Social development can impact many other forms of development a person experiences. Healthy social development allows us to form positive relationships with family, friends, teachers, and other people. Healthy social development can help you: Develop Communication Skills. An ability to interact with others allows for more opportunities to practice communications skills Build self-esteem. When a person is unable to make friends, it can be frustrating or even painful. A good circle of friends reinforces a person’s comfort level with her individuality. Strengthen learning skills. Studies show that children who have a hard time getting along with classmates as early as a preschool are more likely to experience later academic difficulties. Resolve conflicts. Stronger self-esteem and better language skills can ultimately lead to a better ability to resolve differences with peers. Establish a positive attitude. A positive attitude ultimately leads to better relationships with others and higher levels of self-confidence. 15 DO_Q1_PERDEV_11_MODULE1_LESSON2.1 Self-check. Ask yourself regarding your Emotional Development 1. How is your relationship with your parents? 2. Do you consider yourself as friendly? Why? 3. How do you interact with other people? Are you outgoing? 4. Do you feel belongingness in your family, school, peers? COGNITIVE DEVELOPMENT Cognitive development means how people think, explore, and figure things out. It is the development of knowledge, skills, problem-solving, and dispositions, which helps a person to think about and understand the world around them. Brain development is part of cognitive development. This aspect of the self is enhanced when one attends school to study and learn or engages in other mental endeavors. Mental abilities are developed by engaging in intellectual pursuits such as studies, work, and figuring out how best to deal with challenges—thinking, planning, organizing, evaluating, and maximizing cognitive abilities. The more we study, the more we learn; while the more we learn, the more we can study better. Self-check. Ask yourself regarding your Cognitive Development 1. Have you experienced mistakes in the choices you made? How do you deal with these situations? 2. What is your attitude towards your study habits? 3. Are you doing well in your studies? SPIRITUAL DEVELOPMENT Spiritual development is defined as discovering oneself beyond the ego known as the soul, spirit, or the “inner essence” that is often disregarded or taken for granted (Llaneza-Ramos, 2017). It is when one experiences a glimpse of the “inner guide” of one’s beliefs and values as one discovers the meaning of life. It also allows people to connect with a Higher Power that is called by many names like "God, Buddha, Allah.” “We are Christians, we are committed to the poor, we value people, we are partners, and are responsive.” As we grow spiritually, our attitude toward life also changes for the better in many ways. Most of our problems stem from our perceptions and expectations of ourselves and of the world. One will realize that this solves half the problems of our life. Spiritual growth and development help us to imbibe humility. Spirituality and inner peace is a way of life. It helps us to develop great strength and courage. Spiritual growth and development help to make human beings better citizens. Self-check. Ask yourself regarding your Spiritual Development 1. How can you tell that you believe in “God”? 2. What are the things you do that manifest your spiritual development? 16 DO_Q1_PERDEV_11_MODULE1_LESSON2.1  Lesson Connecting Thoughts, Feelings, and 2.2 Behaviors for Evaluating One’s Self Personality - refers to the long-standing traits and patterns that propel individuals to consistently think, feel, and behave in specific ways. Our personality is what makes us unique individuals. Each person has an idiosyncratic pattern of enduring, long- term characteristics, and a manner in which he or she interacts with other individuals and the world around them. How do we evaluate ourselves? What are the factors that determine our personality? What makes us unique? Does our environment affect how we think and behave? Thoughts, Feelings, and Behavior The only things we can control in life are our thoughts, feelings, and behaviors. If we can manage those, we can achieve our goals and gain success in life. To have this level of control, we need to learn about the science-based patterns behind our emotions and thoughts and manage them. If we know how our minds work, we can be intentional about influencing our thinking and feeling patterns. We can evaluate reality more clearly, make better decisions, and improve our ability to achieve our goals. Thus, we gain greater agency and the quality of living intentionally. How do our minds work? Intuitively, our mind feels like a cohesive whole. We have many small stresses (and big stresses) that are not life-threatening, but the autopilot system treats them like tigers. This produces an unnecessarily stressful everyday life experience that undermines our mental and physical well- being. Moreover, while the snap judgments resulting from intuitions and emotions might feel real because they are fast and powerful, they sometimes lead us in the wrong, in systemic and predictable ways. Activity 3: Personal Reflection Directions: Create a diagram “About Myself “ using the Five Areas of Personality Development. This will be your “Personal Reflection”. You can create your own style of diagram. Write your name at the center of the diagram. Example: 17 DO_Q1_PERDEV_11_MODULE1_LESSON2.2 1. Adolescence is the transitional stage from childhood to adulthood that occurs between ages 13 and 19. 2. Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain. 3. Developmental stage is a subdivision of the life span, each of which is characterized by certain behavioral or developmental traits. 4. Physical development relates to the growth and skill development of the body, including the brain, muscles, and senses. 5. Psychosocial development relates to one’s psychological development in, and interaction with, a social environment. 6. Puberty is a period of rapid physical maturation involving hormonal and bodily changes. It is a stage when physiological changes occur in the body that signifies sexual maturity. Activity 4: My Personal Views and Beliefs Directions: Pick one (1) concept from the list and explain your views and beliefs as a teenager. Pre-marital sex Effects of Covid-19 Same sex marriage College education Global warming Gender discrimination Poverty Bullying Valenzuela Governance Activity 5: Reflection Essay Directions: Adolescents are faced with challenging tasks as they deal with everyday life situations. Their holistic development is anticipated in order to be well-adjusted individuals in the future. In an essay form, discuss how typical adolescents think, feel and act. The setting can be in the family, school, or romantic relationship encounters, etc. Use a separate sheet of paper for this activity. Rubrics for scoring: 18 DO_Q1_PERDEV_11_MODULE1_LESSON2.2 Directions: Fill in the blanks with the most appropriate word/term being referred. 1. ________________ involves five aspects: physiological, emotional, social, cognitive 2. ________________ is the innate capacity to relate with others. 3. ______________ when looking at a person we must consider the whole person. What is the part of self that pertains to the inner essence, our soul and spirit? It guides us in discovering the meaning of our life. 4. Attitude has three components: Affective, Cognitive, and ____________. 5. _____________ are responses that generate biochemical reactions in our bodies, changing the physical state. 6. According to Hogg and Vaughan is defined as “a relatively enduring organization of beliefs, feelings and behavioral tendencies towards socially significant objects, groups, events or symbols.” 7. ______________ according to Cambridge dictionary it is defined as “The quality that involves deep feelings and beliefs of a religious nature, rather than the physical parts of life.” 8. _________________ are subjective judgements that people make about the importance of certain things or issues. A person develops values being polite and considerate 9. _________________ are the ideas that people judges to be true. 10. _______________ are qualities which typically reflect what one prizes and are manifested in values or what one considers as essential to his/her self. Activity 5: Let’s Reflect Directions: Answer the following questions. Use a separate sheet of paper for this activity. 1. How would you describe your relationship with your family, friends, classmates and other people so far? 2. How will you guard your thoughts in order to have positive disposition in life? 3. What is view about the negative actions of some teenagers as their way of dealing with problems? 19 DO_Q1_PERDEV_11_MODULE1_LESSON2.2 DO_Q1_PERDEV_11_MODULE1_LESSON2.2 20 What I Know What's In Assessment 1. D Answers may vary. 1. Personal 2. C Development 3. A What Is It 2. Social Development 4. D 3. Spiritual Answers may vary. 5. C Development What More 4. Physiological Development Answers may vary. 5. Emotional Development 6. Cognitive Development 7. Physiological Development 8. Physiological Development 9. Cognitive Development 10.Cognitive Development Bernabe, G.A. (2016). Personal Development for Senior High School. Mindshapers Co., Inc. Certeza, C. et. al. (2016). Personal Development Workbook. Our Lady of Fatima University-RDIC. De Guzman, J.M. (2016). Personal Development: A Textbook and a Workbook for Senior High School Students. Mutya Publishing House, Inc. Fernandez, B. et. al. (2016). Personal Development Reader. Department of Education. Websites https://www.psychologytoday.com/us/blog/consciousness-and-the- brain/201202/what- is-thought https://www.rd.com/true-stories/inspiring/never-too-late-change-your-life/ https://www.simplypsychology.org/bandura.html https://www.simplypsychology.org/operant-conditioning.html https://counseling.online.wfu.edu/blog/difference-feelings-emotions/ https://www.joshuanhook.com/thoughts-feelings-and-behaviors-its-all-connected/ https://courses.lumenlearning.com/intropsych/chapter/what-is-personality/ 21 DO_Q1_PERDEV_11_MODULE1_LESSON2.2  SENIOR HIGH SCHOOL Personal Development Quarter 1 – Module 1 Lesson 3: Developmental Stages and Tasks in Middle and Late Adolescence  This module was designed and written with you in mind. It is here to help you learn the skills and task appropriate for you as a middle and late adolescent. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module consists of one lesson, namely: Lesson 1 – Developmental Stages and Tasks of Adolescents After going through this module, you are expected to: 1. Discuss developmental tasks and challenges being experienced during adolescence. EsP-PD11/12DS-Ic-3.1 2. Evaluate one’s development through the help of significant people around him/her (peers, parents, siblings, friends, teachers, community leaders). EsP- PD11/12DS-Id-3.2 A. Multiple Choice. Directions: Read the questions carefully. Write the letter that corresponds to your best answer. _________1. Ysabelle started to browse the books with pictures of shapes, animals, letters and number. She is interested in learning new things and imitated the music or sounds that she heard from the television. Which developmental stage is the behavior of Ysabelle closely associated? A. Middle Childhood C. Infancy and Early Childhood B. Adolescence D. Middle Age _________2. Mr. Reyes is having a hard time to adjust to his new life without his spouse. He is sometimes cold and sad even if his grandchildren are visiting him at home. He also becomes weak because his built and strength is not the same as before. Which developmental stage is the behavior of Mr. Reyes closely associated? A. Middle Age C. Early Adulthood B. Later Maturity D. Adolescence _________3. What is the best reason of doing our Personal Timeline and remembering significant events of our lives? A. To be able to not repeat the same mistake twice B. To be able to observe how past experiences shape us, in strengthening who you are today C. To be able to acknowledge our strengths and weaknesses D. To be able to become happy and whole again by remembering all the positive and negative events in our lives 23 DO_Q1_PERDEV_11_MODULE1_LESSON3 _________4. According to Havighurst, this happens when a person successfully mastered the developmental task at the stage where a person is currently under. A. He /she becomes happy and ready on the next developmental stage. B. He /she has a sense of belongingness from the people around him / her. C. He /she becomes successful in the future. D. He /she feels pride, satisfaction and earns the society’s approval. _________5. Do you agree with Havighurst that if a person does not successfully accomplish the developmental task, he/she will not be happy and does not render the desire approval of society? A. Yes, because it will result in the subsequent experience of difficulty when faced with succeeding developmental tasks. B. Yes, because he /she is always an active component of social environment. C. No, because we do not need approval from the society. Do whatever we want to do. D. No, because nobody is perfect we cannot totally accomplish all the given tasks assigned to us in different developmental stages. Lesson Developmental Stages and Tasks in 3 Middle and Late Adolescence In this module, you will learn the skills and task appropriate for you as a middle and late adolescent. As you get to know the different stages of development, you are expected to behave and become responsible individuals according to your tasks. This module will give you understanding on the different developmental stages theories that serve as a guide in knowing why you are experiencing transition in life. I. Directions: Below is the Developmental Task by Robert J. Havighurst (1953). Based on the previous knowledge you have, match the specific developmental stages to its own developmental tasks. Choose your answer from the box. Write only the letter of your answer on the blank before each number. 24 DO_Q1_PERDEV_11_MODULE1_LESSON3  images at: https://www.slideshare.net/ArshiyaJabeen2/havighursts-development-theory For Continuous Learning: II. Direction: Let the students answer the following questions if you have your online class schedule 1. What are your parents’ expectations from you as adolescent? 2. How do you manage to fulfill their expectations? Let the students watch this inspirational video that would really help them to love themselves and the people around them. In addition, it can also help them embrace positivity in life. “A Letter From God” link: https://youtu.be/ZsBhvSMQUk4 My Personal Timeline A personal timeline portrays the influential events and happenings in a person’s life so that he can understand where he has gone wrong and right in the past. It helps in planning the future in a better constructive way. Procedures: 1. Using a bond paper, write the major events that happened in your life and the significant people that made an impact in your life in a specific year. You may add your age, specific dates and places. 2. You may draw the timeline horizontally, vertically, diagonally or even using ups and down depending on your imagination. Be creative in your representations. 3. You may also use symbols, figures, drawings, color it using coloring materials or whatever is appealing to the eyes. 4. Think of your own title for your personal timeline. 25 DO_Q1_PERDEV_11_MODULE1_LESSON3 5. The following image is a guide or sample of a personal timeline. https://www.artskills.com/gallery/poster-categories/history-social-studies/my-timeline Answer the following questions on your notebook after the activity: 1. Based on your timeline of events, who are the most significant people in your life? How do they contribute to your development as a person? 2. Can you identify any “turning points” or significant moment when something begins to change in your timeline? 3. In your timeline, is there an event that involves your decision? What is it? How does this decision affect or even change your life? 4. What is the importance of successfully accomplishing the task that is expected from you in the different stages of your life? 5. Continue to your future, where do you want to be in a year, 5 years, 10 years? What do you expect your future timeline will be? The Importance of Personal Timeline The goal of having a personal timeline deepens your awareness, more specifically, to develop your capacity to consciously observe how past experiences shape the present, and additionally, to appreciate the value of past events, even negative ones, in strengthening who you are today. It is essential to the developmental stages because development is continuous throughout your lifespan. It is where you move from one stage to the next by means of successful solving of problems or performance of developmental tasks. Robert J. Havighurst’s Developmental Task Havighurst elaborated that development is continuous throughout the entire lifespan and 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. According to Havighurst’s developmental task theory, when people successfully accomplish the developmental task at a stage, they feel pride and satisfaction. They also earn the approval of their community or society. This success 26 DO_Q1_PERDEV_11_MODULE1_LESSON3 provides a sound foundation that allows these people to accomplish the developmental task that they will encounter at later developmental stages. When people fail to accomplish a developmental task, they’re often unhappy and are not granted the desired approval by society. This results in the following experiences of difficulty when faced with succeeding developmental tasks at developmental stages. For you to know the different developmental task by Havighurst, go to this video and watch the lesson presented: https://www.youtube.com/watch?v=lG9NGiy1ud0 You can also look at the image of developmental stages and task below: 27 DO_Q1_PERDEV_11_MODULE1_LESSON3 Activity 1: Directions: Answer the following questions on a separate sheet of paper / notebook. 1. Who are those people that affected your development as adolescent? Explain how those people contributed to your life. 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. This transition means more responsibility. How do you make yourself ready in this transition? Can you cite ways on how to accomplish the developmental task assigned to you as adolescent? Activity 2: Journal Writing Directions: Reflect on what you have learned in our module today! Your journal entry can also be consisted of your daily events and the affirmation that you can read every day from the moment you wake up! Write your reflections on your journal or personal development notebook. These are your guide questions: 1. What have you learned from our Week 3 Module? How does it change the way you view your life? 2. Examine your family’s life today, what are the things that you are grateful for amidst covid-19 pandemic? 1. This Developmental Task theory of Robert J. Havighurst presents the individual as an active learner who continually interacts with a similarly active social environment. 2. As an adolescent with a specific task to accomplish, it is important to reflect on your decisions made in the past that affect your present, so that you can adjust and get ready to the next task that you will be doing. 3. When people successfully accomplish the developmental task at a stage, they feel pride and satisfaction 4. When people fail to accomplish a developmental task, they’re often unhappy and are not granted the desired approval by society. 5. Having a personal timeline deepens your awareness, develops your capacity to consciously observe how past experiences shape the present, 6. Personal timeline appreciates the value of past events, even negative ones, in strengthening who you are today. 28 DO_Q1_PERDEV_11_MODULE1_LESSON3 Directions: Create a sample 2 stanza lyrics, 4 lines each to encourage adolescent like you to become responsible and prepared for adult life. You can do it in a separate sheet of paper. A. Multiple Choice Directions: Read the questions carefully. Write the letter that corresponds to your best answer. _____1. Ysabelle started to browse the books with pictures of shapes, animals, letters and number. She is interested in learning new things and imitated the music or sounds that she heard from the television. Which developmental stage is the behavior of Ysabelle closely associated? A. Middle Age C. Middle Childhood B. Adolescence D. Infancy and Early Childhood _____2. Mr. Reyes is having a hard time to adjust to his new life without his spouse. He is sometimes cold and sad even if his grandchildren are visiting him at home. He also becomes weak because his built and strength is not the same as before. Which developmental stage is the behavior of Mr. Reyes closely associated? A. Adolescence C. Later Maturity B. Early Adulthood D. Middle Age _____3. What is the best reason of doing our Personal Timeline and remembering significant events of our lives? A. To be able to not repeat the same mistake twice B. To be able to acknowledge our strengths and weaknesses C. To be able to observe how past experiences shape us, in strengthening who you are today D. To be able to become happy and whole again by remembering all the positive and negative events in our lives _____4. According to Havighurst, this happens when a person successfully mastered the developmental task at the stage where a person is currently under. A. He /she becomes successful in the future. B. He /she feels pride, satisfaction and earns the society’s approval. C. He /she becomes happy and ready on the next developmental stage. D. He /she has a sense of belongingness from the people around him / her. _____5. Do you agree with Havighurst that if a person does not successfully accomplish the developmental task, he/she will not be happy and does not render the desire approval of society? A. Yes, because he /she is always an active component of social environment. B. No, because we do not need approval from the society. Do whatever we want to do. C. Yes, because it will result in the subsequent experience of difficulty when faced with succeeding developmental tasks. D. No, because nobody is perfect we cannot totally accomplish all the given tasks assigned to us in different developmental stages. 29 DO_Q1_PERDEV_11_MODULE1_LESSON3 B. Modified True or False. Direction: Write TRUE of the statement is correct, but if it is false, change the underlined word to make the whole statement true. _______6. Desiring and achieving socially responsible behavior is under the Adolescence stage of development. _______7. There are many ways to become a responsible adolescent to become prepare in marriage life. _______8. Starting a family and rearing child is the task of Early Adulthood. _______9. Significant Timeline helps in the means of successful solving of problems or performance of developmental tasks. _______10. Developmental Task is a list of developmental tasks by Robert Havighurst that an individual must master in order to move up into next stage. Directions: Watch the video entitled “Self-Awareness 101- Lesson 1 on Personal Development” and write your insights regarding the video. Here is the link of the video: (https://www.youtube.com/watch?v=6Jr4lb3xYtw) 30 DO_Q1_PERDEV_11_MODULE1_LESSON3 DO_Q1_PERDEV_11_MODULE1_LESSON3 31 What I Know What's More Assessment 1. C Answers may vary 1. D 2. B 2. C 3. B 3. C 4. D 4. B 5. A 5. C 6. True 7. Adult Life 8. True 9. Personal Timeline 10.True Case, M.S. et al. (2019). Personal Development. Structured-Learning Activities for Senior High School Students. Lorimar Publishing Inc. Department of Education (2016). Personal Development Teacher’s Guide Kumar, K. (n.d). Developmental Tasks - Guidelines for us. wordpress.com. https://drkumarpsychologist.wordpress.com/2019/04/06/developmental-tasks- guidelines-for-us/ The Psychology Notes Headquarters (2020). https://www.psychologynoteshq.com/development-tasks/ https://www.youtube.com/watch?v=lG9NGiy1ud0 https://youtu.be/ZsBhvSMQUk4 32 DO_Q1_PERDEV_11_MODULE1_LESSON3  SENIOR HIGH SCHOOL Personal Development Quarter 1 – Module 1 Lesson 4: Ways to become a responsible adolescent & Understanding Mental Health  This module was designed and written with you in mind. It is here to help you to explore the challenges that you may encounter as middle and late adolescence. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is divided into two lessons, namely: Lesson 1 – Ways to become a responsible adolescent Lesson 2 – Understanding Mental Health After going through this module, you are expected to: 1. Identify ways that help one become capable and responsible adolescent prepared for adult life. EsP-PD11/12DS-Id-3-3 2. Discuss understanding of mental health and psychological well-being to identify ways to cope with stress during adolescence. EsP-PD11/12CA-id-4.1 Activity: “Thumbs Up, Thumbs Down” Directions: Listed below are the challenges that you may or will be encountering as an adolescent. There may be lots of things going on in various aspects of your lives, but these changes are normal. Put a check mark in the “thumbs up” column if you are personally experiencing the following challenges and put a check mark in the “thumbs down” column if not. CHALLENGES OF LATE ADOLESCENCE PHYSICAL DEVELOPMENT 1. Starting to feel a bit self-conscious about my appearance 2. Sleep pattern changes and start to stay awake later at night and sleep until later in the day. 3. Notice the appearance pimples or a very strong body odor. 4. Becoming more conscious about personal hygiene 5. Tend to become uncomfortable of having hair growth all over the body 34 DO_Q1_PERDEV_11_MODULE1_LESSON4.1  EMOTIONAL DEVELOPMENT 1. Usually feel stressed over school and test results. 2. Prefers to have privacy and time alone. 3. May complain that parents prevent him/her from doing things independently. 4. Starts to want both physical and emotional intimacy in relationships. 5. Is concerned about physical and sexual attractiveness. SOCIAL DEVELOPMENT 1. Is more and more aware of social behaviors of friends. 2. Seeks friends that share the same beliefs, values, and interests. 3. Explores romantic and sexual behaviors with others. 4. Friends become more important. 5. Becoming curious to try risky behaviors such as drinking alcohol, smoking, etc. MENTAL DEVELOPMENT 1. Becomes better able to set goals and think in terms of the future. 2. Has a better understanding of complex problems and issues 3. Starts to develop moral ideals and to select role models 4. Often ask questions more extensively 5. Begins to think long-term Processing Questions: 1. As a grade 11 student, which of the following challenges greatly affect you? Cite some of your experiences that you have encountered and how do you cope up with this. 2. It is helpful to understand common concerns and issues related to this development. Being familiar with them will help prepare you to be more comfortable discussing questions and concerns. Who do you think can help you as you go through this process? 35 DO_Q1_PERDEV_11_MODULE1_LESSON4.1  Lesson Ways to Become a Responsible 4.1 Adolescent Becoming responsible and being able to make good choices are very important traits no matter what developmental stage you are in. It holds true for adolescents especially that they are just beginning to internalize and imbibe virtues, values, and other essential qualities. It may not be easy to be a teenager. There may be lots of things going on in various facets of your lives. The demands and expectations of your parents and other people around you can also be stressful. But the good news is, you can treat these ‘difficulties’ as ‘challenges’ which can make your life exciting. Having that mindset is also an indication of becoming a responsible and mentally mature adolescent. The following are eight (8) simple rules which could help you, teenagers, to become a responsible adolescent prepared for adult life: 1. Focus on your studies and do well in all of your endeavors. There is time for everything. 2. Take care of your health and hygiene. Healthy body and mind are important as you journey through adolescence. 3. Establish good communication and relation with your parents or guardian. Listen to them. This may be easier said than done at this stage, but creating good relationship with them will do you good as they are the ones you can lean on especially in times of trouble. 4. Think a lot before doing something. Evaluate probable consequences before acting. Practice self-control and self-discipline. 5. Choose to do the right thing. There are plenty of situations in which it is better to use your mind rather than your heart. 6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a responsible adolescent. 7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into you. If you respect yourself, others will respect you too. 8. Be prepared to be answerable or accountable for your actions and behavior. It is a part of growing up and becoming an adult. Source: https://ourhappyschool.com/social-sciences/ways-become-responsible-adolescent-prepared-adult-life Processing Questions: 1. Which of the following practices you think will help you overcome the challenges that you will be facing as a Grade 11 student? 2. Aside from the rules mentioned above, how do you prepare yourself in this new chapter of your Senior high school journey? 36 DO_Q1_PERDEV_11_MODULE1_LESSON4.1  Having good mental health and psychological well-being will lead you to a happy and healthy life. It helps you demonstrate resilience and the ability to cope up with the problems and circumstances that you are facing as an adolescent. The challenges you go through during the transition from adolescence to adulthood may cause your mental health to be at risk. Directions: In this activity, you are tasked to complete the statements below by identifying five (5) situations that make you feel happy and stress free, and five (5) situations that make you feel sad and stressed during this transition. I feel happy and stress-free when I feel sad and stressed when Example: I feel happy and stress-free when am able I feel sad and stressed when I receive to finish all my school works within the given failing grades in most of my major exams. time frame. 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. Good mental health and well-being is not an on-off experience. We can all have days, weeks or months where we feel resilient, strong and optimistic, regardless of events or situations. Often that can be mixed with or shift to a very different set of thoughts, feelings and behaviors; or not feeling resilient and optimistic in just one or two areas of our life. For about twenty-five per cent of us, that may shift to having a significant impact on how we think, feel and act in many parts of our lives, including relationships, experiences at work, sense of connection to peer groups and our personal sense of worth, physical health and motivation. 37 DO_Q1_PERDEV_11_MODULE1_LESSON4.1  Lesson 4.2 Understanding Mental Health Mental health is a positive concept related to the social and emotional wellbeing of people and communities. The concept relates to the enjoyment of life, ability to cope with stress and sadness, the fulfilment of goals and potential, and a sense of connection to others. Mental health is about wellness rather than illness and is not merely the absence of a mental health condition It is an integral and essential component of health. The WHO constitution states: "Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity." An important implication of this definition is that mental health is more than just the absence of mental disorders or disabilities. Mental health is fundamental to our collective and individual ability as humans to think, emote, interact with each other, earn a living and enjoy life. On this basis, the promotion, protection and restoration of mental health can be regarded as a vital concern of individuals, communities and societies throughout the world. Processing questions: 1. As you recall your daily routine and activities, which practices do you think help you develop a good mental health? 2. How does your problems and down times in life affects the state of your mental health? Having a positive mindset is an indication of becoming a responsible and mentally mature adolescent. Problems, stressors, and challenges are inevitable, but you can make a stand to secure and protect your mental health. Directions: Review your answers in the previous activity. Focus on the factors that cause you to experience negative emotions that trigger your mental health problems. After reviewing your answers, create plans in promoting a stress-free and a mentally healthy life. Focus Question: What are your plans in promoting a stress-free and a mentally healthy life? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ “Commit to the Lord whatever you do, and he will establish your plans” Proverbs 16:3 38 DO_Q1_PERDEV_11_MODULE1_LESSON4.2  Teenagers undergo changes in their lives not only in the biological and social, but as well as in the cognitive, moral, psychological, and spiritual sense. Having more autonomy comes being freer, but with that freedom, comes responsibilities. Mental health is an integral part of health; indeed, there is no health without mental health. Mental health is determined by a range of socioeconomic, biological and environmental factors. Activity: 10 Days Mental Health Challenge Directions: Think of small, realistic, and attainable steps that aim to make you feel better and happier at the end of the challenge in the pursuit of achieving a good mental health. You may use a separate sheet of paper for this activity. Direction: Write True if the statement is correct and False if the statement is incorrect. _____1. Adolescence is a crucial period for developing and maintaining social and emotional habits important for mental well-being. _____2. Having good mental health and psychological well-being will lead you to a happy and healthy life. _____3. The challenges in your mental development include the being a bit self- conscious about your appearance. _____4. Focusing on the less important things will make you become a more mature individual. _____5. Mental health does not affect how we think, feel, and act. 39 DO_Q1_PERDEV_11_MODULE1_LESSON4.2 _____6. Having a positive mindset is an indication of becoming a responsible and mentally mature adolescent. _____7. Some adolescents are at greater risk of mental health conditions due to their living conditions, discrimination or exclusion, or lack of access to quality support and services. _____8. Stressful situations and problems are great factors that can promote mental health. _____9. Supportive environments in the family, at school and in the wider community are essential to become mentally healthy individuals. _____10. Respecting one’s self is a good practice of a responsible adolescent. Over the course of your life, if you experience mental health problems, your thinking, mood, and behavior could be affected. Some difficult situations in life that challenges your mental health can motivate you and get you ready for action. After you have accomplished the assigned activities in this module, feel free to watch this video from YouTube. What happens in this video is a great example that unpleasant situations can motivate you to strive harder in life and continue living a mentally healthy life. Video link: https://www.youtube.com/watch?v=eTLeg2Rfjho 40 DO_Q1_PERDEV_11_MODULE1_LESSON4.2 DO_Q1_PERDEV_11_MODULE1_LESSON4.2 41 Assessment 1. True 2. True 3. False 4. False 5. False 6. True 7. True 8. False 9. True 10.True http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health https://www.healthline.com/health/mental-health https://www.mentalhealth.gov/basics/what-is-mental- health#:~:text=Mental%20health%20includes%20our%20emotional,childhood%20and %20adolescence%20through%20adulthood. https://parentandteen.com/concerns-physical-development/ https://ourhappyschool.com/social-sciences/ways-become-responsible-adolescent- prepared-adult-life 42 DO_Q1_PERDEV_11_MODULE1_LESSON4.2  SENIOR HIGH SCHOOL Personal Development Quarter 1 – Module 1 Lesson 5: Stress Management  This module was designed and written with you in mind. It is here to help you master Stress Management. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of one lesson: Lesson 1 – Stress Management After going through this module, you are expected to: 1. Identify causes and effects of stress in one’s life. EsP-PD11/12CS-If-5.2 2. Demonstrate personal ways to cope with stress and maintain mental health. EsP-PD11/12CS-Ig-5.3 Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”? We all have certain things, situations, or people that cause us to lose our patience from time to time. Determine what causes YOU to “lose your cool” by completing this activity. When you begin to identify your stressors (causes of your stress), you can become skilled at preventing negative consequences. Directions: Place an X next to each factor that causes you stress. There are blank spaces provided so you can add your own. Source: Emotional Intelligence Activities for teens 13-18. 44 DO_Q1_PERDEV_11_MODULE1_LESSON5  Lesson 5 Stress Management According to the World Health Organization (WHO), Mental Health is a state of well-being in which an individual realizes his/her abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to his or her community. Having a healthy mind is just as important as having a physically fit body. Just as a person needs to exercise to have a healthy body, one must also have a routine to maintain a positive mental health. STRESS SIGNALS Directions: Take a look at the warning signs of stress listed below. Check EACH of the warning signs that apply to you. When you are finished checking your warning signs, discuss your list with someone you can trust. PHYSICAL EMOTIONAL BEHAVIORAL ______ headaches ______ mood changes ______ smoking ______ stomach aches ______ lack of concentration ______ nail biting ______ dizziness ______ nightmares ______ tapping ______ back pain ______ panic attacks ______ pulling hair ______ neck stiffness ______ anxiety ______ grinding hair ______ ulcer sores on mouth ______ anger ______ use of alcohol ______ jaw pains ______ irritability ______ use of medication ______ weight loss ______ crying ______ compulsive dieting ______ weight gain ______ thoughts of suicide ______ hair chewing ______ twitches (eyelids, face) ______ depression ______ nervous laughter ______ weakness ______ confusion ______ pacing ______ nausea ______ feelings of ______ lateness ______ indigestion helplessness ______ putting things off ______ excessive sleeping ______ restlessness ______ compulsive overeating ______ overeating ______ racing thoughts ______ not caring about ______ loss of appetite ______ aggressiveness physical appearance ______ inability to sleep ______ skin problems ______ constant fatigue ______ cold hands or feet ______ excessive sweating ______ chest pains ______ high blood pressure ______ rapid or difficult breathing Source: Emotional Intelligence Activities for teens 13-18 Processing questions: 1. How much stress do you think you are currently under? 2. What do you think is the cause of your stress(stressor)? 3. In what ways can you eliminate if not, lessen your stress? 45 DO_Q1_PERDEV_11_MODULE1_LESSON5  Dictionary definitions do not quite capture the meaning of stress as it is seen and experienced in the world of work. One of the Webster’s definitions describes it as an “...emotional factor that causes bodily or mental tension.” A practical way of defining stress is the feeling one gets from prolonged, pent- up emotions. If the emotions you experience are pleasant and desirable – joy, elation, ecstasy, delight – you usually feel free to let them show. They are not suppressed. Therefore; positive emotions do not usually cause stress. Negative emotions, on the other hand, are more often held inside. They are hidden. You suffer quietly and you experience stress. Do not confuse positive situations with positive emotions. A wedding, for example, is a positive situation that often brings about the negative emotions of anxiety and tension. So, stress can exist in great situations. Causes and Effects of Stress Just as there is great variety in the range of emotions you might experience, there are many possible manifestations of stress – in your private life and in your working life. Here are some words that describe the emotions associated (as cause and effect) with stress. ∙ Anxiety ∙ Tension ∙ Pressure ∙ Anger ∙ Misery ∙ Panic ∙ Strain ∙ Dejection ∙ Desperation Prolonged stress can be devastating; burnout, breakdown, and depression are some of the potential results of long-term, unmanaged stress. By wearing a mask, you may expect to hide stress caused by problems in your personal life and not let them influence your performance on the job. This will probably not work. The more you try to hold your emotions in, the greater the pressure build-up will be. MY STRESS SURVIVAL KIT Survival kits are essential to prepare before a crisis. Most especially in this time of pandemic, we need to prepare survival kits for stressful situations before they happen. In this activity, you will be making your own survival kits that will help you cope with stress within your everyday lives. You may show your survival kit with someone you can trust like your parents, siblings or friends. Directions: Here are the steps on how you can create your Stress Survival Kit: 1. Choose 3 objects or symbols that make you feel relaxed. 2. You can make your own symbols. 46 DO_Q1_PERDEV_11_MODULE1_LESSON5  3. You may draw the symbols or cut pictures from a magazine or a newspaper. 4. Think about how the symbol helps you when you are dealing with stress and stressful situations. 5. Write a paragraph for each symbol or object in your kit and how it helps you cope with stress in your everyday life. Symbol/Picture 1 Symbol/Picture 2 Symbol/Picture 3 How can this help you How can this help you How can this help you cope with stress? cope with stress? cope with stress? Source: Mental Health Kit, Junior High School, Alberta Health Services Processing questions: 1. Describe your Survival Kit. 2. Why did you put those symbols/pictures? 3. How do you feel about your Stress Survival Kit? PICTURE ANALYSIS Directions: Examine the picture and answer the following questions: 1. What can you see in the picture? How do you think the person feels? 2. If you are in the person’s situation, how would you handle it? 3. In what ways can this situation be prevented? Self-Care Bingo Read the website on how to reduce stress here as a guide in the self-care bingo: https://www.entrepreneur.com/article/310543. Taking good care of yourself is one of the most effective ways to cope with stress. People who engage regularly in self-care activities have better mental health and happier and fulfilling lives. You can become more capable of handling stressful situations when you have a strong mind and a healthy body. 47 DO_Q1_PERDEV_11_MODULE1_LESSON5 Directions: Challenge yourself with a 30-day Self-Care Bingo. Cross out the squares by doing these self-caring activities in a span of 30 days. Sweep the challenge in vertical, horizontal, or diagonal pattern. If possible, you can also achieve a black out by completing all activities in 30 days. Directions: Read the statements below and write TRUE if you think that the statement is correct. Write FALSE if you think that the statement is incorrect. Write your answer after each statement. 1. Self-awareness is just refers to your opinion about yourself. 2. Your ideal self is who you actually are. 3. Self-Concept means having a high opinion about yourself. 4. Your Actual Self refers to who you actually are. Becoming aware of yourself can help you unlock your skills and potentials. Directions: Watch the video entitled “6 Lessons that we can get from the pandemic” and write your insights on a separate sheet of paper regarding the video. (https://www.youtube.com/watch?v=dpQj58dsvNo&t=28s) 48 DO_Q1_PERDEV_11_MODULE1_LESSON5 DO_Q1_PERDEV_11_MODULE1_LESSON5 49 Assessment 1. True 2. True 3. True 4. True 5. True Department of Education (2016). Personal Development Teacher’s Guide Larker (2018). 10 ways to reduce stress [Image]. Retrieved from https://www.entrepreneur.com/article/310543 Psychology Today (2018). 10 New Strategies for Stress Management[Image]. Retrieved from https://www.psychologytoday.com/us/blog/what-matters- most/201701/10-new-strategies-stress-management World Health Organization (2020). WHO urges more investments, services for mental health. Retrieved from https://www.who.int/mental_health/who_urges_investment/en/#:~:text=Mental% 20health%20is%20defined%20as,to%20her%20or%20his%20community. 50 DO_Q1_PERDEV_11_MODULE1_LESSON5  SENIOR HIGH SCHOOL Personal Development Quarter 1 – Module 1 Lesson 6: Brain Functions  This module was designed and written with you in mind. It is here to help you to distinguish the various roles of different individuals in society and how they can influence people through their leadership or followership The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is composed of one lesson: Lesson 1 – Left and right brain functions After going through this module, you are expected to: 1. Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior and feelings. EsP- PD11/12PM-Ig-6.1 2. Explore ways on how to improve brain functions for personal development. EsP-PD11/12PM-Ig-6.2 Directions: Read and analyze each statement below and carefully choose the letter that best describe the statement. Write your answers on the separate worksheet or paper. 1. What is one element that separated one from all others of the same demographics? a. Brain b. Thinking c. Reasoning d. Intelligence 2. What is the human body’s command center? Divided into 3 parts, the front, mid, and hind. a. Brain b. Emotions c. Well-being d. Hemisphere 3. What controls the left side of the body; creative, intuitive, and spatial? a. Brain stem c. Left hemisphere b. Limbic system d. Right hemisphere 4. What controls the right side of the body; analytical, language, mathematics? a. Brain stem c. Left hemisphere b. Limbic system d. Right hemisphere 5. What is considered the adept at task that involve logic, language, and analytical thinking? a. Hindbrain b. Forebrain c. Left brain d. Right brain 6. Based on the dominance theory, what side of the brain is best at expressive and creative tasks. a. Hindbrain b. Forebrain c. Left brain d. Right brain 7. What can aid well in an individual as a learner whether in his/her current studies or future endeavors? a. Intelligence c. Left hemisphere b. Study habits d. Right hemisphere 52 DO_Q1_PERDEV_11_MODULE1_LESSON6 8. Which function of the brain has abilities and characteristics measured through test? a. Mind b. Brain c. Study habits d. Left hemisphere 9. What is the basic functional units of the nervous system and its parts are the key to brain function? a. Cell b. Lobe c. Nerve d. Neurons 10.The brain experiences most of its growth and develops most of its potential for learning during what first years of life? a. Three b. Four c. Five d. None of the above Lesson 6 Brain Functions Do you ever wonder why there are people who were born artistic than others? Or why others have Math skills superior than others? This could be attributed to the works of Roger W. Sperry in 1960’s where his research focused on the Left and the Right Brain Theory. According to his study, the brain is divided into two hemispheres, the left and the right brain. The left brain is the logical part of the mind, where computations, linear thinking and evaluation are attributed. While, the right brain serves as the creative source where abstract thinking, free flowing emotions and intuition flow. It is amazing how the human brain develops and changes throughout one’s life. There are remarkable changes in the brain that influence the development of an individual from infancy to adulthood. The brain of an adolescent is different from that of an adult. The brain undergoes major transitions as it is a “work in progress.” The human brain can be compared with the CPU (Central Processing Unit) and memory of a computer. Since the brain like the CPU, serves as a processor in every activity of a person. It can also be compared with the memory of the computer for the reason that our brain is responsible for storing valuable information that we acquire in our day to day lives. Activity 1: Connect the Dots Directions: You have seen this kind of puzzle before. Connect the dots in order to draw the picture. Start at "Start". What do you get? _____________ 53 DO_Q1_PERDEV_11_MODULE1_LESSON6 “What’s in your Brain?” During the current pandemic, families have been thrust into extraordinary circumstances that may be life-changing, with short- and long-term effects on adolescents well-being. Helping them learn to be smart about feelings can help alleviate their emotional stress, improve concentration, boost their immune system, and enhance brain development. Inside the brain below, list the things you think about the most during this time of pandemic. The adolescent’s years are a time of extreme brain changes. Curiously, two of the primary brain functions mature at different rates. Recent brain study indicates that the part of the brain that recognize rewards from risk, the limbic system, develops at a fast rate early adolescence. The section of the brain that regulates impulses and employs long term perspective, the frontal lobes, develops later. This explains why teenagers in mid-adolescence take more risks than older teenagers. As the frontal lobes become more developed two things happen. First, self-control improves as adolescence become more capable of judging cause and effect. Second, more sections of the brain become involved in managing emotions and teenagers become better at understanding other emotions. Brainpower: complex organ controls your every thought and move The Power to Act Let us understand the human brain. The human brain has puzzled people throughout the ages. Some scientists have devoted their entire lives studying how the brain works. The brain is a very complex organ made- up of mutually dependent parts, each with its precise purpose. The brain is the fattest organ in the body consist of at least 60 percent fat. It has three important sections the forebrain, midbrain, and the hind brain. The Forebrain Structures The two hemispheres of the cerebral cortex are part of the forebrain which is the largest part of the brain. The forebrain contains the cerebral cortex and several other structures that lie beneath the cortex (called subcortical structures): thalamus, hypothalamus, pituitary gland, and the limbic system (collection of structures). The cerebral cortex, which is the outer surface of the brain, is associated with higher level processes such as consciousness, thought, emotion, reasoning, language, and memory. Each cerebral hemisphere can be subdivided into four lobes, each associated with different functions. These hemispheres are composed of four sections called lobes. 54 DO_Q1_PERDEV_11_MODULE1_LESSON6 The four lobes of the brain are the frontal, parietal, temporal, and occipital lobes. 1. Frontal lobe- located in the forward part of the brain, extending back to a fissure known as the central sulcus. The frontal lobe is involved in reasoning, motor control, emotion, and language. It contains the motor cortex, which is involved in planning and coordinating movement; the prefrontal cortex, which is responsible for higher-level cognitive functioning; and Broca’s area, which is essential for language production. 2. Parietal lobe- located immediately behind the frontal lobe and is involved in processing information from the body’s senses. It contains the somatosensory cortex, which is essential for processing sensory information from across the body, such as touch, temperature, and pain. 3. Temporal lobe- located on the side of the head (temporal means “near the temples”), and is associated with hearing, memory, emotion, and some aspects of language. The auditory cortex, the main area responsible for processing auditory information, is located within the temporal lobe. Wernicke’s area, important for speech comprehension, is also located here. 4. Occipital lobe-located at the very back of the brain, and contains the primary visual cortex, which is responsible for interpreting incoming visual information. The Limbic System Emotion involves the entire nervous system, of course. But there are two parts of the nervous system that are especially significant: the limbic system and the autonomic nervous system. It regulates temperature, heart rate, blood pressure and blood sugar. Its parts, Hippocampus, and Amygdala assist from memories. It is the center of emotions. Nerve impulses to the Amygdala activate the emotions of anger, fear, aggression, reward, and attraction. These emotions stimulate the hypothalamus which controls blood pressure and body temperature. The Midbrain Structures Midbrain, also called mesencephalon, region of the developing vertebrate brain that is composed of the tectum and tegmentum. The midbrain serves important functions in motor movement, particularly movements of the eye, and in auditory and visual processing. It is located within the brainstem and between the two other developmental regions of the brain, the forebrain and the hindbrain; compared with those regions, the midbrain is relatively small. The Hindbrain Structures Hindbrain, also called rhombencephalon, region of the developing vertebrate brain that is composed of the medulla oblongata, the pons, and the cerebellum. The hindbrain coordinates functions that are fundamental to survival, including respiratory rhythm, motor activity, sleep, and wakefulness. It is one of the three major developmental divisions of the brain; the other two are the midbrain and forebrain 55 DO_Q1_PERDEV_11_MODULE1_LESSON6 Activity 2: Unlock the Knowledge Directions: Answer the following questions. Use a separate sheet of paper. 1. What are the characteristics of left-brain dominant individual? 2. Discuss the characteristics of right-brain dominant individuals. 3. How does one improve his learning abilities considering his/her learning style? 4. What is mind-mapping and what are its benefits? 5. As an adolescent, how can you maximize the efficacy of the left and right brain? Activity 3: LET’S APPLY! Directions: Choose one from the concepts below and create a mind-map, following the instructions discussed under “Eight Steps for Mind-Mapping to Improve Critical Thinking”. Show your creativity in this activity (you may use coloring materials and draw images). Use a separate sheet of paper. Topics: 1. Adolescence 4. Poverty 7. Friendship 10. Philippine Constitution 2. Society 5. Family 8. Marriage 3. Education 6. Economy 9. Superstitious beliefs Activity 4: Word Bank Directions: Identify what is being asked. Choose your answers in the word bank given below. Write your answers in the space provided then apply the appropriate color in the brain diagram. Write your answers on the separate worksheet or paper. 1. This part of the brain is a lobe found at the front of the brain and controls thinking and creating. ____________ (Color this part of the brain blue.) 2. The _____________ lobe helps us find our way and recognize objects and their uses, and experiences sensations such as pain, pressure, touch, and temperature. (Color this part of the brain green.) ____________ 3. This part of the brain is a lobe found at the back of the head. It is here that messages from the eyes are interpreted. __________ (Color this part of the brain red.) 4. This lobe is found next to our ears. It helps us hear, plan our speech, and remember. __________ (Color this yellow.) 5. This part of the brain coordinates our physical skills and balance. (Color this part of the brain orange.) _______________ 6. This part of the brain connects the rest of the brain to the spinal cord. ___________ (Color this part of the brain violet.) WORD BANK Occipital Lobe, Parietal Lobe, Brain Stem, Temporal Lobe, Frontal lobe, Cerebellum 56