PERSONAL DEVELOPMENT

QUARTER I

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These most essential learning competencies are covered separately in 8 Lessons. As shown
below.

 Explain that knowing oneself can make a person accept his/her strengths and limitations
and dealing with others better.
 Share his/her unique characteristics, habits, and experiences.
 Evaluate his/her own thoughts, feelings, and behaviors.
 Show the connections between thoughts, feelings, and behaviors in actual life situations.
 Discuss developmental tasks and challenges being experienced during adolescence.
 Evaluate one personal development through the help of significant people around him/her.
 Identify ways that help one become capable and responsible adolescent prepared for adult
life.
 Discuss understanding of mental health and psychological well-being to identify ways to
cope with stress during adolescents.
 Identify causes and effects of stress in one’s life.
 Demonstrate personal ways to cope with stress and maintain mental health.
 Discuss that understanding the different parts of the brain, processes and functions may
help in improving thoughts, behavior and feelings.
 Explore ways on how to improve brain functions for personal development.
 Develop a personal plan to enhance brain functions.
 Discuss that understanding the intensity and differentiation of emotions may help in
communicating emotional expressions.
 Explore one’s positive and negative emotions and how one expresses or hides them.
 Demonstrate and create ways to manage various emotions.

LESSONS AND COVERAGE:

1. Knowing oneself
2. Developing the whole person
3. Development stages in middle and late adolescence
4. The challenges
5. Coping with stress
6. The power of the mind
7. Mental health
8. Emotional intelligence

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IN THIS LESSON YOU WILL ACHIEVE THE FOLLOWING:

Lesson 1  Explain that knowing oneself can make

a person accept his/her strengths and
limitations and dealing with others
better.
 Share his/her unique characteristics,
habits, and experiences.
Lesson 2  Evaluate his/her own thoughts,
feelings, and behaviors.
 Show the connections between
thoughts, feelings, and behaviors in
actual life situations.

Lesson 3  Discuss developmental tasks and

challenges being experienced during
adolescence.
 Evaluate one personal development
through the help of significant people
around him/her.
Lesson 4  Identify ways that help one become
capable and responsible adolescent
prepared for adult life.
 Discuss understanding of mental health
and psychological well-being to
identify ways to cope with stress during
adolescents.
Lesson 5  Identify causes and effects of stress in
one’s life.
 Demonstrate personal ways to cope
with stress and maintain mental health.
Lesson 6  Discuss that understanding the
different parts of the brain, processes
and functions may help in improving
thoughts, behavior and feelings.
 Explore ways on how to improve brain
functions for personal development.
Lesson 7  Develop a personal plan to enhance
brain functions.
 Discuss that understanding the
intensity and differentiation of
emotions may help in communicating
emotional expressions.

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 Lesson 8  Explore one’s positive and negative
emotions and how one expresses or
hides them.
 Demonstrate and create ways to
manage various emotions.

EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:

1. Follow set standards

2. Pay attention to details
3. Take note of pertinent information
4. Generate ideas with supporting details
5. See the relationship and inter connectedness of concepts.
6. Organize and present ideas.

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WHAT DO YOU ALREADY KNOW?
Let us determine how much you already know about the lessons in this module. Take this test.

PRE-TEST
IDENTIFICATION:

____________________1. In philosophical terms, it is the being, which is the source of a person’s

consciousness. It is the agent responsible for an individual’s thought’s and actions.
____________________2. Is an intangible entity that directs a person’s thoughts and actions.
____________________3. Includes a person’s life purpose, meaning, and aspirations.
___________________4. Refers to the unique and relatively enduring set of behaviors, feelings,
thoughts and motives that characterize a person.
___________________5. Is an approach in identifying types of personalities based on certain traits
or attributes, which vary from one person to the other.
___________________6. Curiosity, interest, imagination, and creativity.
___________________7.Planning, organizing, hardworking, controlling, persevering,
punctuality.
___________________8. Sociable, talkative, active, outgoing, and fun-loving.
___________________9. Friendly, warm, trusting, generous, and kind hearted.
___________________10. Calm, relaxed, and comfortable.
___________________11. Is how an individual prefers to channel his or her energy when dealing
with people.
___________________12. Is how one prefers to process information.
___________________13. Is how an individual prefers to make decisions.
___________________14. Is how an individual prefers to manage one’s life.
___________________15.Understanding the nature of things in a simple, dual mode.
___________________16. The tendency in nature to form wholes which are greater than the sum
of the parts through creative evolution.
___________________17. Something that is made of many parts and yet is somehow more than
or different from the combination of its parts ; broadly, the general quality or character of
something.
___________________18. Disorganized part of the personality.
___________________19. Organize part of mind.
___________________20. Reflects the internalization of cultural rules.
___________________21. Are a persons thoughts, feelings, and emotions about another person,
object, idea, behavior, or situation.
___________________22. Is a manifestation or acting out the attitude an individual has.
___________________23. Identity is a self-belief of what the individual thinks and feels about
himself.
__________________24. Is defined as a reaction of the mind and body to a stimulus that disturbs
the well-being, state of calm of a person.
__________________25. Is a diagram used to represent ideas and information branching from a
central key word or idea.

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LESSON 1
WHAT DO YOU NEED TO KNOW?

DEFINING THE SELF

Self in philosophical terms, it is the being, which is the source of a person’s consciousness.
It is the agent responsible for an individual’s thought’s and actions. The self is an intangible entity
that directs a person’s thoughts and actions. It is the outside the physical realm of the person.

The self is the essence of a person: his thoughts, feelings, and actions, experiences, beliefs,
values, principles, and relationships. The self includes a person’s life purpose, meaning, and
aspirations.

In psychology, the term personality is referred to as the set of behaviors, feelings, thoughts
and motives that identifies an individual. Personality is the essence of who we are and is the
embodiment of one’s physical, psychological, cognitive, affective, and spiritual self.

PERSONALITY

Personality refers to the unique and relatively enduring set of behaviors, feelings, thoughts
and motives that characterize a person. Personality is influenced by both nature (heredity) and
nurture (environment). It is always a complex combination of genes, environmental exposures and
experiences, and cultural backgrounds.

TRAIT THEORY

Trait theory is an approach in identifying types of personalities based on certain traits or

attributes, which vary from one person to the other.

BIG FIVE OR FIVE FACTOR MODEL

Openness to experience- curiosity, interest, imagination, and creativity.

Conscientiousness- planning, organizing, hardworking, controlling, persevering, punctuality.
Extraversion- sociable, talkative, active, outgoing, and fun-loving.
Agreeableness- friendly, warm, trusting, generous, and kind hearted.
Neuroticism- calm, relaxed, and comfortable.

Personality trait- is a disposition to behave consistently in a particular way.

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MEASURING PERSONALITY

There are different ways to measure personality. One is by observing people’s behavior
and by using different kinds of test.

THE MYERS-BRIGGS TYPE INDICATOR

E OR I- EXTRAVERSION OR INTROVERSION- is how an individual prefers to channel his

or her energy when dealing with people.
S OR N- SENSING OR INTUITION- is how one prefers to process information.
T OR F- THINKING OR FEELING- is how an individual prefers to make decisions.
J OR P- JUDGEMENT OR PERCEPTION- is how an individual prefers to manage one’s life.

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HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
1. How do you understand the self?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. How does the “self” relate to personality?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

3. What influences the development of personality?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

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ELABORATE:
1. Draw a symbol or symbols of what represents yourself. Indicate your explanation on blank
space on why did you choose that symbol or symbols.

______________________________________________________________________________
_____________________________________________________________________________.

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 2. Explain the quotation by Oscar Wilde: “ to love oneself is the beginning of a lifelong
romance”

EVALUATE:
1. Write down how you define yourself in terms of philosophy, psychology, and spirituality,
what are the differences among the three?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. How does knowing oneself better make a person accept his strengths and limitations, and
improve the way he deals with others?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

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EXTEND:
Write a reflection regarding the question “Who am I?”

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LESSON 2
WHAT DO YOU NEED TO KNOW?

WHAT IS HOLISTIC DEVELOPMENT?

MIND AND BODY DUALISM OF DESCARTES
Rene Descartes with his theory of duality or understanding the nature of things in a simple,
dual mode. People perceive things as dual in character. Example of this is the yin and yang.

HOLISM AND GESTALT

General Jan Smuts he introduced for academic terminology for holism as “the tendency in
nature to form wholes which are greater than the sum of the parts through creative evolution.”
Wertheimer, Koffka, and Kohler introduced the concept of gestalt. Defined as “something that is
made of many parts and yet is somehow more than or different from the combination of its parts;
broadly, the general quality or character of something.”

THE VARIOUS ASPECTS OF HOLISTIC DEVELOPMENT OF PERSONS

1. Physiological or the physical attributes.
2. Cognitive or the intellectual functions of the mind.
3. Psychological or how thinking, feeling, and behaving interact and happen in a person.
4. Social or the manner by which an individual interacts with other individuals or group of
individuals.
5. Spiritual or the attribute of a person’s consciousness and beliefs including the values and
virtues.

BASIC DRIVES AND AFFECT

Id- disorganized part of the personality, acts according to pleasure principle, seeks immediate
gratification.
Ego- attempts to mediate the id to reality, organize part of mind, regulate the individual to delay
gratification, the reality principle.
Super ego- reflects the internalization of cultural rules, punishes misbehavior with feelings of guilt,
controls our self of right and wrong.

FEELINGS AND EMOTION

5 Basic Emotion
1. Happy
2. Sad
3. Afraid
4. Surprised

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 5. Angry or disgusted

Emotion means to move or be upset or agitated. The term referring to variations in level of
arousal, affective state of mood, expressive movements, and attitudes. Feelings arises from the
brain as its interprets an emotion.

ATTITUDES AND BEHAVIOR

Attitudes are a persons thoughts, feelings, and emotions about another person, object, idea,
behavior, or situation.
Behavior is a manifestation or acting out the attitude an individual has.

VALUES AND VIRTUES

At the core of every persons lies a system of beliefs that adheres to the highest ideals as
human existence. These ideals create meaning and purpose in a persons life. These ideals are
called values.

Universal Values
1. Peace
2. Freedom’
3. Social progress
4. Equal rights
5. Human dignity

Five core values for the workplace

1. Integrity
2. Accountability
3. Diligence
4. Perseverance
5. Discipline

Ten Basic Values

1. Self-direction
2. Stimulation
3. Hedonism
4. Achievement
5. Power
6. Security
7. Conformity
8. Tradition
9. Benevolence
10. Universalism

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Virtues are adjectives that describe positive and desirable qualities which usually mirror a value it
represent. Here are some example:

VALUES VIRTUES
Peace Calm
Integrity Responsible, honest, reputable
Love Caring, compassionate, gentle
Respect Civil
balance Fair, objective

HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
1. As an adolescent which of the five aspects are you having most difficulty with?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. Describe the difference between emotion and feeling.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

3. How do your feelings and emotion affect the way you think and behave? Cite some
personal example.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

4. What are the values and how are they different from virtues?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

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ELABORATE:
Reflect how are you developing as a person based on the five aspects of holistic development?

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EVALUATE:
What values are important to you? What values do Filipinos commonly adhere to?

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LESSON 3
WHAT DO YOU NEED TO KNOW?

ADOLESCENCE: IDENTITY VS. ROLE CONFUSION

Identity is the concept of an individual about himself and is often referred to as self-identity.
Identity is a self-belief of what the individual thinks and feels about himself. Roles oftentimes
form part of this self-identity, such as birth order in the family, the nature of work, occupation or
title, and academic or social standing.
Role confusion is the negation of self- identity, in a sense that there is confusion over one’s self-
concept.

CHANGES DURING ADOLESCENCE

 Puberty kicks in by the hormonal changes.

 Cognitive growth
 Beliefs about morality, religion and politics
 Becoming self-conscious and egocentric
 Reckless behavior
 Experimentation
 Mimicking
 Socializing
 Online gaming
 Sexual experimentation

SKILLS AND TASKS APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE

1. Adjust to sexually and maturing bodies and feelings-being aware of the bodily changes
happening, managing sexual feelings, and engaging in healthy sexual behaviors.
2. Develop and apply abstract thinking skills- effectively understand and coordinate
abstract ideas, thinking out possibilities, trying out theories, planning ahead, reflecting on
how and what they are thinking.
3. Develop and apply a new perspective on human relationship- developing the capacity
for compassion by learning how to put themselves in somebody else’s shoes to understand
other people’s feelings and perspectives.
4. Develop and apply new coping skills- they should be able to project toward the future
and see the consequences of their decisions.
5. Identify meaningful moral standards, values, and belief system- adolescence develop
more complex understanding of morality, justice and compassion.

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 6. Understanding and express more complex emotions experiences- becoming more in
touch with their emotions and see complex variances among strong emotions and feelings,
understanding the emotions of others, and learning how to detach themselves from
emotional situations whenever the need arises.
7. Form friendship that are mutually close and supportive- learning how to trust others is
an important task for an adolescent to develop.
8. Establish key aspects of identity- be encouraged to develop their own healthy self-
concepts that reflect their uniqueness.
9. Meet the demands of increasingly mature roles and responsibilities- to acquire skills
and knowledge that will provide him meaningful careers and jobs and to live up to the
expectations.
10. Renegotiate relationships with adults in parenting roles- should be able to communicate
with their parents their need for a certain degree of independence as they mature to young
adulthood.

DEVELOPMENTAL TASK A FILIPINO ADOLESCENT NEEDS TO LEARN

1. Developing occupational skills- skills that can help develop responsibility as a preparation
for gainful employment.
2. Self- reliance- the ability to identify their own skills and knowledge, capabilities and
resources and not to rely on others too much.
3. Ability to manage finances- be able to discern what is wants and needs, and be able to
learn self-control when handling finances.
4. Social responsibility- adolescent should be able to see beyond themselves.
5. Mature work orientation- develop pride in what they do and raise standards of excellence
in the quality of their work.
6. Personal responsibility- become aware of the results of the decisions they make and be
mature enough to own the results, and refrain from putting blame on others.
7. Positive attitude toward work- work is love made visible.
8. Being courageous in standing up and being different from your friends- learning to
say no.
9. Developing self-esteem- learn to understand, accept and appreciate oneself as a unique
person.
10. Being true to yourself and avoiding the tendency to please others- the need for approval
from others become less.
11. Learning how media and advertising are trying to influence your thinking and
feelings.
12. Becoming aware, critical, and being involved with social issues- ask questions and
speak up whenever possible. Let our leaders know how you think and feel about our
society.
13. Embracing a healthy lifestyle- becoming aware of your health and the food you eat.
14. Developing your spirituality- finding what gives meaning to your life.

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HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
1. What changes happen during adolescence?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. Which of these changes are you experiencing now?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

ELABORATE:
1. Which of these skills and task have you learned and acquired? What other developmental
task and skills do you think you need to develop and learn? Feel free to add on the list.

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EVALUATE:
1. Observe the patterns of thoughts and behaviors of your peers. What do you notice about
them? What developmental task and skills do you think they need to learn in order for them
to grow as persons and as young adult?

EXTEND:
List ways on how you can become a more responsible adolescent and develop into responsible
adults and better person. Relate your answer during this time of crisis.

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LESSON 4
WHAT DO YOU NEED TO KNOW?

CHALLENGES DURING ADOLESCENCE

1. Attitudes and behavior toward sexuality and sexual relationship- puberty drives the
adolescent to experience surge of sexual desires which often lead them to experimentation
and exploration. What is the proper and healthy attitude toward sexuality and sexual
relationships/ the attitude of being responsible for one’s action is the guiding principle
toward a healthy sexuality. Also implies that entering into relationships is all about genuine
loving and caring for the other person and not just satisfy one’s urges and needs. Adolescent
is also prone to exploring pornography.

2. Academic concerns- be aware that academic grades are not the only indicators of learning.
Discipline, openness, perseverance, diligence, excellence curiosity, analytical and critical
thinking, memory understanding, cooperation, teamwork, respecting other people’s
opinion and beliefs, social interactions, leadership, and followership are some of the more
important skills and values that an adolescent student can also learn while in school. What
is being tested in schools is the body of knowledge one acquires and absorbs and grades
usually reflect this.

3. Group belongingness- an adolescent wants to belong. While there is an urge to be

independent and autonomous from his family and parents, there is also an urge to seek a
replacement of this support system this time in the form of social grouping. An adolescent
should not be lured by organizations that promise exclusivity or superiority, avoiding
organizations that adhere to violence.

4. Health and nutrition- a healthy mind and body is what an adolescent should thrive for.
Avoid unhealthy foods and habits. Learn to listen to your body.

5. Developing or regaining self-esteem- adolescents who are creating their self-identity

should be objective and balanced when viewing themselves which means seeing oneself
with having both strengths and weaknesses. Individuals who often encounter criticism at
home and school often develop low self-esteem this is usually comes from an important
person in a person’s life. Children who grow up with criticisms often result in losing their
self-respect. Adolescents at this stage are very self-conscious, often view themselves as
unattractive, lacking the kind of physical look that is often dictated by the advertising and
the image business. The healthy thing for adolescents to do is to understand that there is
such a thing as body types and their genes dictate each body type. Grooming is also an
important aspect of an adolescent’s lifestyle.

6. Roles- all human beings have roles to play in their life. Roles are part of one’s identity such
as being a son or daughter to your parents, being a brother or sister to your siblings, being

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 a student in school or a member in your organization. Adolescent must learn to integrate
all these roles and it should be clear that these roles are related to the task expected of them
by others.

7. Material poverty

8. Parents working abroad- how can adolescent minimize the impact of a parent’s absence?
First of all, there must be recognition of the emotions and feelings brought about by the
situations. The behavior exhibited behind these feelings and thoughts vary from person to
person. Some may react negatively or positively.

9. Career choice- identify what course to take in college and establish a career path in the
future. In finding the right career, adolescents need to know what their interest are, what
things they find exciting and challenging and what their skills are.

10. Relationship- maintaining a healthy relationships require a certain level of maturity. Envy
due to comparisons is also a major cause of breakdowns in relationships.

11. Values and beliefs- what will you fight for or die for? What can I not afford to lose? Or
what can I not live without?

DEFINING STRESS
Stress is defined as a reaction of the mind and body to a stimulus that disturbs the well-being, state
of calm of a person.

3 POINT OF VIEW ABOUT STRESS

1. Stress as stimulus- cause by situations that may be life threatening or life changing.
2. Stress as response- the way the body responds to a challenging situations.
3. Stress a relational- when a person experiencing stress takes a step back to look at the
situation that is causing the stress and assess it.

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HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
Explain the three views on stress

ELABORATE:
What challenges do you think did our national heroes like Jose Rizal and Andres Bonifacio faced
during their adolescence?

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EVALUATE:
1. Identify other ways on how to deal with the 11 challenges enumerated in this chapter?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. Come up with some affirmation statements to help you a more lovable and capable person.

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 EXTEND:
What have you learned from this chapter?

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LESSON 5
WHAT DO YOU NEED TO KNOW?

KNOW YOUR STRESSORS

Two sources of stressors:

External stressors-are those that come outside of you.
Internal stressors- are those that coming from within you.

1. School demands and expectation- quizzes, test, home works, projects, oral recitation,
quarterly exam and grades, epitomize the kind of stressors adolescents have when it comes
to studying.

2. Selecting a school, college course or career- a high school student who graduated faces
more demanding challenges.

3. Separation anxiety- high school graduation, to some means a temporary ending or

separation from some of their friends. Technology may ease the pain of separation by
simply going online, texting, or calling to get instant connection.

4. College life- the prospect of being by themselves in a new school in college and meeting
and adjusting to new people is another cause of stress for graduating senior students. The
unfamiliarity of a new environment can bring stress to adolescents as they set their foot in
college.

5. Romantic relationship or the lack of it- adolescents have a tendency to feel awkward when
they are not in a special relationship with someone. Somehow, having an intimate
relationship is a status symbol that says one is good looking, attractive, and interesting.

6. Family demands and expectation- to some adolescents, family ties can be a stressor. The
adolescent is still learning and yearning for independence and autonomy, but parents may
not be ready to relinquish control over their “baby”.

7. Health concerns- to some adolescents, health may be a problem such as unwanted

pregnancy, HIV and other sexually transmitted diseases, unhealthy lifestyles.

8. Demands of social life- there is a common thinking among adolescents that it is

embarrassing to be alone. That is why the need to belong is significantly important for
adolescents.

9. Bullying- being bullied in school can be very stressful and may cause emotional and
psychological trauma to the individual experiencing it. Many schools are aware of the
presence of bullying and have policies dealing with it.

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 COPING WITH STRESS

Coping is a very important mechanism in dealing with stress. It can help in avoiding the
damages that may be brought about by severe or chronic stress to your health and well-
being.

1. Conduct creative imagery of the problem- look at the stressor as a relational situation
where you can assess and change the way you look at the stressful situation.
2. Seek group or social support- talk to people you know and trust, surround yourself with
friends who can offer you sincere understanding and empathy. Talk to an adult and
share your thoughts and feelings.
3. Get into relaxation activities- like breathing exercises, regular physical exercise,
meditation, yoga, reading a good book, or listening to relaxing music.
4. Create a situation where you can feel more relaxed- like a quiet environment or a
comfortable position.
5. Learn to manage you r time- setting your priorities is important when managing time.
6. Eat properly- selecting nutritious and healthy food. Eat regularly and avoid skipping
meals.

HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
1. How do stress and stressors help a person in identifying ways to cope?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. List some ways on how a person can cope with stress.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

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ELABORATE:
1. Share a personal experience about a stressful situation you were in and what kind of coping
mechanism helped you manage the situation.

2. If you see someone who is stressed out and needs help what do you do?

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LESSON 6
WHAT DO YOU NEED TO KNOW?

WHAT IS THE WHOLE BRAIN THEORY?

Dr. Roger Sperry explained that the brain has two hemispheres that perform task differently
from each other. He discovered that the left hemisphere of the brain was performing task that were
intuitive, creative , and synthesizing while the right hemisphere of the brain was more adept with
analytical, logical, reasoning, and critical thinking this theory was known as split brain theory.
Another neuroscientist by the name of Dr. Paul Maclean came up with a theory that
identified three distinct parts of the brain namely: neocortex, limbic system, and reptilian complex
which were referred to as the triune brain theory.
Neocortex or rational brain is responsible for intellectual task, while limbic system or the
intermediate brain is responsible for the motivation and emotion. Finally there is the primitive
brain or the reptilian complex which controls the self-preservation and aggressive behavior of
humans similar to the survival instincts of animals.

Herrmann came up with his own theory called brain dominance theory, which he derived from
observations and test that the human body, although symmetrical and paired in almost all aspects,
do not necessarily function equally.

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MIND MAPPING

Tony Buzan popularized the use of the phrase mind map. Mind map is a diagram used to
represent ideas and information branching from a central key word or idea. It is a useful visual
tools that help in linking together concepts and information.

TWIG
BRANCH

TWIG

MAIN IDEA

BRANCH BRANCH

STEPS IN CREATING BASIC MIND MAPS

1. Write the title of the subject you are exploring in the center of the page and draw a circle
around it.
2. Draw lines out of the circle to label major subject matters about making presentations.
3. Draw additional lines that will connect to the lines for major subjects.
4. Then for the individual facts or ideas, draw lines out from the appropriate heading and label
them.
5. As you come across new information link it to the mind map appropriately.

USING MIND MAPS EFFECTIVELY

 Use single words or simple phrases
 Print words
 Use color to separate different ideas
 Use symbols and images
 Use cross linkages

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HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
1. Name and explain the key characteristics of the four quadrants of the brain as theorized by
Ned Herrmann.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. How does the whole brain theory affect the learning process of a person?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

3. What is a mind map and when is it useful?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

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ELABORATE:
Which brain side do you think is more dominant among these popular Filipinos and why do you
think so?

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EVALUATE:
Using the topic how to improve learning draw two mind maps. The first one will show the
dominant right side of the brain and the other map will illustrate left side of the brain.

RIGHT SIDE OF THE BRAIN

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 LEFT SIDE OF THE BRAIN

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LESSON 7
WHAT DO YOU NEED TO KNOW?

CONCEPTS OF MENTAL HEALTH AND WELL-BEING

According to the US national institute of health, mental health includes our emotional,
psychological and social well-being. It affects how we think, feel and act as we cope with the life.
It also helps determine how we handle stress, relate to others, and make choices.

WHO CONCEPT OF MENTAL HEALTH AND THE SIX AREAS THAT CONSTITUTE
IT:

1. Subjective well-being
One’s personal thoughts and feelings about one’s overall state of being. A person
with a healthy self-concept exudes charm and confidence, is usually sociable, productive
and can maintain healthy relationships. A negative self-concept will have a negative effect
on one’s mental health and well-being. If a person perceives herself as unattractive she will
start feeling inadequate and will compare herself with others. She will feel anxious, and
might even end up having paranoid thoughts that people are avoiding her or talking behind
her back. These type of thinking, feelings and behavior can trigger mental disorders if not
properly addressed immediately.

2. Perceived self-efficacy
Self-efficacy is one’s perception of one’s value ad worth, effectiveness and ability
in performing a task. A person with low self-esteem may exhibit types of behavior that are
self-destructive, it produces thoughts that one is not worthy of being loved or not adequate
enough to be somebody’s friend. On the other hand a person with healthy self-concept will
move toward self-fulfillment and self-actualization, have healthy relationships and live
happier and fulfilling life.

3. Autonomy
Autonomy deals with one’s capacity to separate one’s identity from other significant
persons. Autonomy is the capacity for self-direction and having a clearly defined role
identity. Lack of autonomy can lead to co-dependence among those who cannot define
themselves as separate entities form people they defend on.

4. Competence
Competence is the perfection of one’s capacity to effectively perform a function or
activity using specific skills and knowledge, and achieving the desired results at a given
time. An individual who is competent will always assume full responsibility for the actions
and result of his behavior. The ability to accept changes and being resilient is also part of
being competent.

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 5. Intergenerational independence
Intergenerational independence refers to the relationship between individuals who
belong to different but may be living separately as independent.

6. Self-actualization of one’s intellectual and emotional potential

Maslow’s pyramid oh human hierarchy of needs places self-actualization at the
peak. Self-actualization is about filling one’s perceived potentials, becoming the person
that one has always aspired for. Maslow identified the key characteristics of self-actualized
individuals: they have acceptance of their reality and have compassion to help solve
problems of other people and society in general. They are spontaneous with their thoughts
and behavior, and are open to change. They have a strong need of privacy and solitude as
they continue to strive in fulfilling their potentials. They are highly appreciative of events
and people and maintain their awe and wonder of the things around them.

FIVE POPULAR STEPS TO IMPROVE MENTAL HEALTH AND WELL-BEING

1. Connect with the people around you.
2. Be active
3. Keep learning
4. Give to others
5. Take notice

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HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
1. Explain what is mental health and well-being.

2. According to the concept of the WHO on mental health, identify and briefly explain the six
factors that compromise mental health.

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ELABORATE:
1. Apply the six factors for mental health according to the WHO in your personal life and
identify which of the six factors you are strongest in and which ones you need to develop.

2. Create a mind map on how you can achieve and maintain your good mental health and
well-being.

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EVALUATE:
In your day to day observations of your friends, how does mental health manifest itself?

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LESSON 8
WHAT DO YOU NEED TO KNOW?

WHAT IS EMOTIONAL INTELLIGENCE?

Goleman defines emotional intelligence as the ability to motivate oneself and persist in the
face of frustrations, to control impulse and delay gratification, to regulate one’s moods and keep
distress from swamping the ability to think, to empathize and to hope.

SALOVEY IDENTIFIES FIVE DOMAIN OF EMOTIONAL INTELLIGENCE:

1. Knowing one’s emotion or self-awareness
Self-awareness brings with it the skill for self-reflection. This is about knowing
how we feel and the thought behind the feeling. When one recognizes this emotion there
is also a desire to get rid of it or get out of that situation.

2. Managing emotions
Goleman points out that we often have very little or no control when an emotion
occurs and what this emotion will be, but we can have control on how long an emotion will
last.

3. Motivating oneself
Research have shown that hope is a major indicator of emotional intelligence. Hope
is the element present when one is fighting some overwhelming anxiety a defeatist attitude
or depression. Goleman points out that optimism is a great motivator, and like hope, it
provides a person with expectations that things will turn out better or right when faced with
adversity.

4. Recognizing emotions in others

The capacity to recognize the emotions in other people is called empathy.
According to Goleman, the root cause of our capacity to empathize is self-awareness. If we
recognize our own emotions and how these affects us, then it will be easier to recognize
other people’s emotions as well. Empathy is important in maintaining relationships as this
also taps on the caring capacity of people.
Attunement means that if a person does not receive empathy from others, the
tendency is not to have empathy for others as well.
Empathy also becomes the basis of a person’s set of moral principles that give rise
to one’s ethics, and values like compassion. In some ways, the golden rule of doing to
others what you want others to do unto you may be traced to empathy since this puts the
person right inside the shoes of the other.

5. Handling relationships
Emotional intelligence is also evident in the way we manage our relationships with
others.

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4 COMPONENTS OF SOCIAL INTELLIGENCE
1. Organizing group- a leadership skill.
2. Negotiating solutions- bring people in conflict to talk and come up with a solution.
3. Personal connection- the talent where empathy and connecting with another person’s
emotions are manifested.
4. Social analysis- the talent to step out of the situation and objectively form insights about
the way people feel and behave.

8 MAIN FAMILIES OF EMOTION

1. Anger
2. Sadness
3. Fear
4. Enjoyment
5. Love
6. Surprise
7. Disgust
8. Shame

BENEFITS OF EMOTIONAL INTELLIGENCE

1. Physical and mental health- equips one with tools in managing stress.
2. Work performance- helps in understanding people and situations more objectively and with
more understanding and compassion.
3. Relationships- emotions are expressed in a more positive way.

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HOW MUCH HAVE YOU LEARNED?

EXPLAIN:
1. What are the five domains of emotional intelligence? Explain how someone who is being
bullied in school can practice them?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. List down the possible emotions that a bullied person experiences. If you were the person
being bullied, how would you manage your emotions?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

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ELABORATE:
Share a personal story where you experienced strong emotions. What were these emotions?
What were your thoughts when experiencing the emotions? How did you express these
emotions? What do you think triggered the emotions that you experienced? How did you
handled these emotions?

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EVALUATE:
What did you learn from this lesson?

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POST-TEST
IDENTIFICATION:

____________________1. In philosophical terms, it is the being, which is the source of a person’s

consciousness. It is the agent responsible for an individual’s thought’s and actions.
____________________2. Is an intangible entity that directs a person’s thoughts and actions.
____________________3. Includes a person’s life purpose, meaning, and aspirations.
___________________4. Refers to the unique and relatively enduring set of behaviors, feelings,
thoughts and motives that characterize a person.
___________________5. Is an approach in identifying types of personalities based on certain traits
or attributes, which vary from one person to the other.
___________________6. Curiosity, interest, imagination, and creativity.
___________________7.Planning, organizing, hardworking, controlling, persevering,
punctuality.
___________________8. Sociable, talkative, active, outgoing, and fun-loving.
___________________9. Friendly, warm, trusting, generous, and kind hearted.
___________________10. Calm, relaxed, and comfortable.
___________________11. Is how an individual prefers to channel his or her energy when dealing
with people.
___________________12. Is how one prefers to process information.
___________________13. Is how an individual prefers to make decisions.
___________________14. Is how an individual prefers to manage one’s life.
___________________15.Understanding the nature of things in a simple, dual mode.
___________________16. The tendency in nature to form wholes which are greater than the sum
of the parts through creative evolution.
___________________17. Something that is made of many parts and yet is somehow more than
or different from the combination of its parts ; broadly, the general quality or character of
something.
___________________18. Disorganized part of the personality.
___________________19. Organize part of mind.
___________________20. Reflects the internalization of cultural rules.
___________________21. Are a persons thoughts, feelings, and emotions about another person,
object, idea, behavior, or situation.
___________________22. Is a manifestation or acting out the attitude an individual has.
___________________23. Identity is a self-belief of what the individual thinks and feels about
himself.
__________________24. Is defined as a reaction of the mind and body to a stimulus that disturbs
the well-being, state of calm of a person.
__________________25. Is a diagram used to represent ideas and information branching from a
central key word or idea.

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 CONGRATULATIONS
YOU HAVE
SUCCESSFULLY
COMPLETED MODULE 1

REFERENCE
Personal Development
Ricardo Rubio Santos

https://www.pinterest.ph/pin/45106433742410362/
https://www.verywellmind.com/the-myers-briggs-type-indicator-2795583
https://opportunitydesk.org/2018/03/06/10-tips-for-personal-development/
https://www.philstar.com/business/2019/01/02/1881538/jose-rizals-ideals-and-ideas
https://entertainment.inquirer.net/325260/lea-salonga-on-theatergoers-who-use-their-phones-
zero-manners-breeding
https://en.wikipedia.org/wiki/Manny_Pacquiao

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