SCP Personal Development

ST.
JOHN PAUL II COLLEGE OF DAVAO

SENIOR HIGH SCHOOL DEPARTMENT
Physically Detached Yet Academically Attached
SIMPLIFIED COURSE PACK (SCP) FOR SELF-

DIRECTED LEARNING
Personal Development
This Simplified Course Pack (SCP) is a draft version only and may not be
used, published, or redistributed without the prior written consent of the
Academic Council of SJPIICD. Contents of this SCP are only intended for the
consumption of the students who are officially enrolled in the
course/subject. Revision and modification process of this SCP are expected.
ST. JOHN PAUL II COLLEGE OF DAVAO

Course Map
Personal Development- Simplified Course Pack (SCP)
SCP- Topics: 4th Quarter
Coping with Stress in Middle and

Week 10-12
Late Adolescence
Mental Health and Well- Being

Week 13-15 in Middle and Late
Adolescence
Week 16 Emotional Intelligence
Week 17 Personal Relationships
Week 18 4th Quarter Examination

SCP-Topics: 3rd Quarter
Week 1-2 Knowing Oneself
Week 3-4 Developing the Whole Person
Week 5-6 Developmental Stages

in Middle
and Late Adolescence
Week 7-8 The Challenges of Middle and

Late Adolescence
Week 9 3rd Quarter Examination

Welcome Aboard! This course covers the developmental stage

that you are in as adolescent to better understand yourself and
the significant people around you as you make important career
decisions in your life. In the third quarter of this course, you will
study key concepts about self-development and aspects of
personal development. In the fourth quarter of this course, you
will study key concerns about building and maintaining
relationships and career development. Good luck and enjoy your
learning journey toward achieving personal development
SCP-TOPICS: Third Quarter

Week 1-2 Knowing Oneself
Lesson Title Knowing Oneself

1. Explain the importance of knowing oneself to deal with
Learning others better.
Competency 2. Share your unique characteristics, habits, and experiences.
3. Write a journal.
At SJPIICD, I Matter!
LEARNING INTENT!
Terms to Ponder
This section provides meaning and definition of the terminologies that are
significant for a better understanding of the terms used throughout the simplified
course pack of Personal Development. Having you intuitively understand words from
their use in readings or in class is the best solution to learn vocabulary. By learning
and understanding these terms, you can become more adept at properly using the
discipline-specific vocabulary and acquire a better understanding of the related
concepts.
Adolescence pertains to a period of life in which the child transitions

into an adult.
Late Adolescence is the final stage of physical and emotional growth as

children pass into adulthood. It happens somewhere between 17 and 22
years of age, when teens become fully mature mentally and physically.
Middle Adolescence is a transitional stage of physical and

psychological human development that generally occurs between ages 15 and
17.
Personal Development refers to understanding of one’s physiological,

cognitive, psychological, spiritual, and social development to understand
one’s thoughts, feelings, and behaviors, and making important decisions
toward becoming a better person.
Self-Concept refers to the person’s perceptions and belief about

himself/herself.
Essential Content
INTRODUCTION
Getting to know your activities are famous during the first day of school.
There are teachers who would simply ask you to say your full name, followed
by your nickname, and a brief description about yourself. Some would ask
you to think of adjectives that define you starting with the letters in your
name. Others would ask you to think of a unique characteristic that you
want others to remember about you. And most often than not, this
introduction part can take up the entire period because you find it difficult to
think of an attribute or a quality that fits your personality.
Thinking of a describing word about oneself is not that easy as it may seem.
Facts about yourself are easy to share, yes, such as your name, address,
favorite color, height, and so on and so forth. But to think of a feature about
who you really are, five minutes will probably be not enough. As a result, you
tend to just get the first adjective that come into your mind like “I am kind” or
“I am simple” or “I am responsible” for the sake of complying even if these do
not define you.
Have you ever asked yourself why there are times it so hard to give a
characteristic about yourself? Some of you might even feel the same difficulty
of giving a description to your own self. Why? Because you do not really know
yourself. Knowing oneself can assist you in achieving total development. You
get to appreciate the time to look more closely into self and have the
opportunity to understand yourself by identifying your strengths and
limitations and eventually share them to others. This allows you to
understand and deal with other people in the long run (Cruz and Cruz, 2016).
KNOWING ONESELF CAN MAKE A PERSON ACCEPT HIS/HER

STRENGHTS AND LIMITATIONS AND DEALING WITH OTHERS BETTER
Accepting One’s Strengths and Weaknesses
Recognizing one’s inner strengths and weaknesses gives a person the

capability to empower oneself. This is called self-awareness or self-
empowerment. It is when one recognizes his/her traits as something very
important to one’s ability to place importance on continuous learning to
improve oneself. In truth, acknowledging one’s assets and limitations is never
easy – it is a lifelong process. Even adults find this a very challenging
process. The technique to make the process a little easier is by making
choice. One has to choose realize how valuable he/she is as a person because if
one is in denial about the thoughts, feelings, beliefs, and characteristics that
he/she has, there will be nothing in one’s life but failure. If one let go of the
victim role in his/her life today, he/she tends to lose his/her energy and his/her
thought will spread out. Hence, the first step that one needs to do to start self-
awareness is to choose to recognize not just his/her gifts but his/her flaws as well
because when he/she does, he/she will begin to live a happy and stable life.
Of course, self-empowerment is not always going toward the easy way.

One may experience frightening and stressful events in life which makes
him/her feel lonely and disappointed. When this happens, one may feel
frustrated for the rest of his/her life. To prevent this from happening, one
may need some reassurance that something good may come out of this
negative feeling sooner or later. What if there is none?
If one is aware of his/her strengths and weaknesses, then he/she will

definitely find out that he/she can get along well with himself/herself. This
means that one has the ability to take control of his/her approach to life and
to others. This is a gift to oneself (Cruz and Cruz, 2016).
SHARE ONE’S UNIQUE CHARACTERISTICS, HABITS, AND EXPERIENCES

Who Am I?
Answering the question “Who am I?” can lead to a solid self-concept and
self-understanding. But what is self-concept then? How about self-
understanding? According to Carl Rogers (1978), one of the forerunners of
humanist psychology and well-known for client-centered therapy,
Self-concept is the person’s perceptions and beliefs about himself/herself. It

is what one understands about himself/herself. It includes his/her physical
appearance and body image, social character or abilities, and thinking. There
are three different components of self-concept as follows:
1. Self-worth– also called self- esteem, is the set of beliefs you hold about
yourself. “Rogers believed that for positive self- worth to develop, one has to
receive unconditional positive regard. Unconditional positive regard is
acceptance no matter what a person says or does and support in spite of
mistakes and shortcomings.”
2. Self-image– is how you

see yourself physically,
such as whether you
see yourself as being
attractive or
unattractive.
3. Ideal self– is the person you would like to be. “Your ideal self has fulfilled
your goals and ambitions. But the ideal self can change overtime. Your
goals and ambitions today may differ from the goals and ambitions you had
when you were in primary school.”
Meanwhile, self-concept is also classified into different aspects.

These aspects can make up who you are and who you believed yourself
to be. Among them are:
1. The physical self: Are you tall? Are you fat? Are you handsome?
2. The social self: Are you shy? Are you confident? Are you sociable?
3. The competent self: Are you good in sports? Can you swim? Can you
draw?
4.The inner self: Are you happy? Can

you make decisions easily? Are you
pessimistic or optimistic?
Self-concept is an understanding of who you are as a person. One

must also understand what his/her motives are when he/she acts. This
is called self-understanding and it is often linked to self-concept. To
better understand this concept, here is an example:
When somebody backstabs your friend, you feel the urge to defend
your friend, right? It is because you do not want people to be rude to
others. That is why sometimes you get angry. But when you do not get
the chance to defend your friend, say, you simply stayed home and let it
pass, you get restless and annoyed. Sometimes, you feel guilty and do
things around you that you are not proud of.
Now, understanding the way you act because of your suppressed

emotions of not being able to defend your friend is part of your self-
understanding. To be aware of and true to your self-understanding is
very important because if you begin to understand what you are
without trying to change it, then what you are undergoing a
transformation (Terry, 2013).
I versus Me
There are two elements to a person's self: the 'I' and the 'Me.' The
I is the person deep inside. This is the part of a person that is antisocial
and just about how he/she feels. For example, when you see someone
else being rude, you want to shove him/her and knock him/her down.
This is your 'I' at work: you are feeling something deeply and want to
react to it.
Fortunately, a person's 'I' isn't always in charge. The Me is the

part of a person that is about being in society. This is the part of a
person that is about understanding and obeying the rules of society.
For example, even though you might want to push a rude person, you
understand that that's probably not the best idea. So, instead, you talk
to the person and try to make him/her understand that others have
feelings, too. Your 'Me' is figuring out the best way to act. A person's
actions can be controlled by either his/her 'I' or his/her 'Me'. When you
are rude because you are feeling cooped up inside, your 'I' is taking over
and controlling your actions. When you can control your impulses your
'Me' is in charge. Knowledge of which one (the 'I' or the 'Me') is
motivating your actions is a big part of self-understanding (Boyd, 2003).
JOURNALING ABOUT ONESELF
Journaling involves writing, for 20 to 30 minutes at a time, our deepest

thoughts and feelings about issues that have made a big impact on our
lives. It is the act of expressing our deepest thoughts and feelings by
putting words to our inner life and then putting these words on paper
(Pennebaker, 2017).
In connection to knowing oneself, Eurich (2021) claimed that journaling

is important as it is one of the most effective ways to get in touch with
our inner self. It helps us understand our life and makes us feel better
and gets the day started in a better mood. Below is an example of
journaling:
SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.
Search Indicator
Boyd, N. (2003). Self-understanding and self-concept: How we perceive ourselves.

Retrieved from https://study.com/academy/lesson/self-understanding- and-self-
concept.html
Cruz, M.T. & Cruz, E. (2016). Personal development. Mandaluyong City: Books Atbp.
Publishing Corp.
Eurich, T. (2021). Here's why you should journal.

Retrieved from https://www.themuse.com/advice/heres-why-you-should-journal-
just- not-every-day
Pennebaker, J. (2017). Expressive writing in psychological science. Retrieved from

https://journals.sagepub.com/doi/full/10.1177/1745691617707315
Rogers, C. (1978). Social comparison in the classroom: The relationship between

academic achievement and self-concept. Retrieved from
http://dx.dpi.org/10.1037/0022-0663.70.1.50
Terry, R. (2013). The importance of self-understanding. Retrieved

from https://www.evolutiontraining.co.uk/blog/the-importance-of-self-
understanding/
Further Readings available in SJPIICD e-library:
Mejorada, A &Pasa, N. (2016). Growing in character. Quezon City: Brilliant Creators

& Distributor
Physically Detached Yet Academically
Attached
LET’S INITIATE!
Activity 1.Answer the following questions. Refer to the rubric below for the scoring
system:
Criteria Points
Clarity, Coherence, and Originality of Idea 8
Grammar and Spelling 2
Total 10
1. What do you mean by knowing oneself? And why is it important?

Attached
LET’S INQUIRE!
Activity 1. Write a journal about your unique characteristics, habits, and
experiences. Please refer to the rubric below for the scoring system:
Criteria Points
Content: Response to assigned topic thorough and well written, with
varied sentence structure and vocabulary; opinions always supported 5
with facts.
Idea Development: Excellent use of examples and details to explore and
5
develop ideas and opinions.
Organization: Very logically organized; contains introduction;
5
development of main idea (or ideas), and conclusion
Mechanics: Flawless spelling and punctuation. 5
Total 20
Attached
LET’S INFER!
Activity 1. We are already done discussing the topics presented in the preceding
pages. This time, write an essay about the significance of knowing oneself in
achieving personal development. Please refer to the rubric below for the scoring
system. Write your answer on the space below.
Criteria Points
Abstraction and Idea Development 15
Total 30
Attached
Week 3-4 Developing the WholeTHIRD

SCP-TOPICS: Person QUARTER
Lesson Title Developing the Whole Person
1. Discuss the relationship among physiological, cognitive,
psychological, spiritual, and social development to
Learning understand your thoughts, feelings, and behaviors.
Competency 2. Evaluate your own thoughts, feelings, and behaviors.
3. Show the connections between thoughts, feelings, and
behaviors in actual life situations.
LEARNING INTENT!
Terms to Ponder
Adolescence pertains to a period of life in which the child transitions into an adult.
Holistic Development essentially means the development of intellectual, mental,

physical, emotional, and social abilities in a child so that he or she is capable of
facing the demands and challenges of everyday life.
Late Adolescence is the final stage of physical and emotional growth as children
pass into adulthood. It happens somewhere between 17 and 22 years of age, when
teens become fully mature mentally and physical.
Middle Adolescence is a transitional stage of physical and psychological human

development that generally occurs between ages 15 and 17.
Personal Development refers to understanding of one’s physiological, cognitive,

psychological, spiritual, and social development to understand one’s thoughts,
feelings, and behaviors, and making important decisions toward becoming a better
person.
Essential Content
THE RELATIONSHIP AMONG PHYSIOLOGICAL, COGNITIVE, PSYCHOLOGICAL,
SPIRITUAL, AND SOCIALDEVELOPMENT
What does it mean to be a whole person? To be a whole person means
you are a person with unique physical, social, emotional, spiritual, and
intellectual needs and experiences. As claimed by Sarkar (2020), being a
whole person means you are essentially developed in terms of intellectual,
mental, physical, emotional, and social abilities so that you are capable of
facing the demands and challenges of everyday life. Thus, you have to
understand that you are still growing, changing and developing as a whole
person.
Attached
Physiological development
In early adolescence, the body under goes more developmental change
than at any other time, apart from birth to two years old. The rate of
growth is rapid and uneven, with a different pace and rate of change fo
reach individual. Physical changes include increase in height, weight,
and internal organ size as well as changes in skeletal and muscular
systems.
Puberty occurs in early adolescence, triggered by the release of

hormones which lead to the development of primary sex characteristics
(genitalia) and secondary sex characteristics (eg. breast development in
girls; facial hair in boys). The increased hormone production affects
skeletal growth, hair production, and skin changes.
Physical changes are visible to all and highlight the range and
pace of change. This sometimes leads to adolescents feeling more or less
mature than others. Physical development growth spurts occur about
two years earlier in girls than boys.
Cognitive development
Cognition is the process involving thought, rationale, and

perception. The physical changes of the brain that occur during
adolescence follow typical patterns of cognitive development. They are
characterized by the development of higher-level cognitive functioning
that aligns with the changes in brain structure and function,
particularly in the prefrontal cortex region.
The structural and functional brain changes affect the opportunity for
increased memory and processing. They may also contribute to
vulnerability, such as risk taking and increased sensitivity to mental
illness.
In recent years data from developmental neuro imaging has enabled

greater understanding of the changes that occur in the human brain
during adolescence. This data points towards a second window of
opportunity in brain development. Adolescence is a sensitive brain
period that is a time when brain plasticity is heightened. During this
time, there is an opportunity for learning and cognitive growth as the
brain adapts in structure and function in response to experiences.
Psychological development
The way a person thinks and feels about themselves and others, their
inward thoughts, is key to their emotional development. Developing and
demonstrating individual emotional assets such as resilience, self-esteem and
coping skills is heightened during adolescence because of the rapid changes
being experienced. Schools are important sites for social and emotional
learning and have developed policies and programs around student wellness,
often with a focus on a strengths-based approach.
Social development
Adolescent social development is often described as the process of
establishing a sense of identity and establishing a role and purpose. It is an
outwards sense of oneself. Body image is a key factor in developing a sense of
self and identity, especially for girls, and the family and increasingly peers
play an important role assisting and supporting the adolescent to achieve
adult roles. Risk-taking is a natural part of the adolescent journey. Social
development and emotional development are closely intertwined as young
people search for a sense of self and personal identity.
Cognitive Social
thoughts, beliefs, cognition, self-talk
actions, behaviors
Psychological Physiological
biology, genetics, physical,
feelings, mood, emotions
physiology
THE CONNECTIONS BETWEEN THOUGHTS, FEELINGS, AND BEHAVIORS
To develop our totality as a human being, we must consider our thoughts and
emotions first before making any action. Following the background of our being, or
of another person, it is always best to think first before acting. Sometimes, people
tend to overreact or judge people easily – remember, there are reasons behind every
behavior. It is best to recognize that each person is composed of cognitions or
thoughts, behaviors or actions, and emotions or feelings. These things interact
almost automatically – thoughts influencing feelings, feelings influencing behaviors,
and behaviors prompting thoughts and feelings (Cruz & Cruz 2016).
What did I think or

Reappraisal:
imagine at that time? Is this a fact or an opinion?
THOUGHTS What went through my What other ways can I look at
mind? What did that say this? What is the bigger picture?
What advice would I give to
or mean about me or the
someone else?
situation?
Reappraisal:
What did I do at that time?
What did I avoid doing? What could I do that is more
BEHAVIORS What was my automatic helpful and effective? The
response? What would a fly next time something like
this happens, what would be
on the wall have seen?
the best reaction, for me and
others?
What emotions did I Reappraisal:

feel at the time?
What would I feel if I
How intense were
had thought/acted
FEELINGS they?
differently? Could I have
What did I notice in my
used deep breathing to
body? Where did I feel
calm myself?
the emotion physically?
Cognition or Thoughts
Cognitions involve ideas, beliefs, observations, interpretations, and
reasoning which are unique to humans. They may be beneficial or
detrimental depending on their effects on your feelings and actions. Our
cognitions are the way we think: our self-talk. When it comes to relationship,
you want to think accurately, positively, reasonably because if we do not, we
set ourselves up for unrealistic expectations and frustrations. As they say,
“Be aware. Be deliberate. Think smart.”
Behaviors or Actions
We act (or not) based upon our thoughts and feelings. Action is always a
choice, a decision, so to speak – hence, we can control it. The freedom to choose
your behavior is moderated by thoughts and feelings but responsible and mature
living help us become accountable for our behavior. While feelings are not judged
to be good or bad, behaviors are. It may be constructive or destructive depending
on their effect on each individual ad the relationship. When healthy, we can act
in a positive, cooperative, and emotional way – and with self-discipline.
Emotions or Feelings
Emotions are label led according to how we experience physical
sensations: fear, sadness, panic, anger, worry, pleasure, excitement, shame,
guilt, resentment. Feelings are motivators that prompt, penalize or reward
action. Feelings are not themselves good or bad, right, or wrong. However,
they influence our thoughts and actions. Emotions can be positive or negative
depending on how we subjectively experience them and how they influence
our behavior. Understanding our feelings is crucial to invest the mina
relationship.
Search Indicator
Caskey,A.
(2014).Developmentalcharacteristicsofyoungadolescents.Retri
evedfromhttps://www.futurelearn.com/info/courses/
supportingadolescent-learners/0/steps/46451
Cruz, M.T. & Cruz, E. (2016). Personal development. Mandaluyong City:
Books Atbp. Publishing Corp.
Sarkar, D. (2020). Holistic development for students: Meaning and
importance. Retrieved from https://idreamcareer.com/blog/holistic-
development/

Mejorada, A & Pasa, N. (2016). Growing in character. Quezon City:
Brilliant Creators & Distributors.
I
LET’S NITIATE!
Activity 1. Answer the following questions below. Refer to the rubric for the scoring
system:
Criteria Points
Total 10
1. How do our thoughts, feelings, and behaviors relate to each other? Cite
concrete situation to justify your stand.
LET’S INQUIRE!
Activity1.Sitstillandassessyour thoughts and feelings right now. What is it that you
want to do after knowing your thoughts and feelings? Write them below.
LET’S INFER!
pages. This time, discuss the relationships among physiological, cognitive,
psychological, spiritual, and social development in understanding one’s thoughts,
feelings, and behaviors, and in achieving personal development. Please refer to the
rubric below for the scoring system:
Criteria Points

Total 30
SCP-TOPICS: THIRD QUARTER
Week 5-6 Developmental Stages in Middle and Late Adolescence

Lesson Title Developmental Stages in Middle and Late Adolescence
1. Classify the various developmental tasks according to
developmental stage.
2. Evaluate one’s development in comparison with persons
Learning
of the same age group.
Competency
3. List ways to become a responsible adolescent prepared for
adult life.
LEARNING NTENT!I
Terms to Ponder
into an adult.
Developmental Stage refers to the subdivisions of the life span, each of

which is characterized by certain behavioral or developmental traits.

children pass into adulthood. It happens somewhere between17 and 22 years
of age, when teens become fully mature mentally and physical.

17.

VARIOUS DEVELOPMENTAL TASKS ACCORDING TO DEVELOPMENTAL STAGE

Developmental Stage
Some years ago, Professor Robert Havighurst (1948) of the University of
Chicago proposed that stages in human development can best be thought of
in terms of the developmental tasks that are part of the normal transition. He
identified eleven developmental tasks associated with the adolescent
transition. Each of the task can also be seen as elements of the overall sense
of self that adolescents carry with them as they move toward and into young
adulthood.
1. The adolescent must adjust to a new physical sense of self. Other

time since birth does an individual undergo such rapid and profound
physical changes during early adolescence. Puberty is marked by sudden
rapid growth in height and weight. Also, the young person experiences the
emergence and accentuation of those physical traits that make him or her
a boy or girl. The young person looks less like a child and more like a
physically and sexually mature adult. The effect of this rapid change is
that the young adolescent often becomes focused on his or her body.
2. The adolescent must adjust to new intellectual abilities. In addition to a

sudden spurt in physical growth, adolescents experience a sudden
increase in their ability to think about their world. As a normal part of
maturity, they are able to think about more things. However, they are also
able to conceive of their world with a new level of awareness. Before
adolescence, children's thinking is dominated by a need to have a concrete
example for any problem that they solve. Their thinking is constrained to
what is real and physical. During adolescence, young people begin to
recognize and understand abstractions. The growth in ability to deal with
abstractions accelerates during the middle stages of adolescence.
3. The adolescent must adjust to increased cognitive demands at school.

Adults see high school in part as a place where adolescents prepare for adult
roles and responsibilities and in part as preparatory for further education.
School curricula are frequently dominated by inclusion of more abstract,
demanding material, regardless of whether the adolescents have achieved
formal thought. Since not all adolescents make the intellectual transition
at the same rate, demands for abstract thinking prior to achievement of
that ability may be frustrating.

4. The adolescent must develop expanded verbal skills. As adolescents
mature intellectually, as they face increased school demands, and as they
prepare for adult roles, they must develop new verbal skills to
accommodate more complex concepts and tasks. Their limited language of
childhood is no longer adequate. Adolescents may appear less competent
because of their inability to express themselves meaningfully.
5. The adolescent must develop a personal sense of identity. Prior to

adolescence, one's identity is an extension of one's parents. During
adolescence, a young person begins to recognize her or his uniqueness and
separation from parents. As such, one must restructure the answer to the
question "What does it mean to be me? "or" Who am I?"
6. The adolescent must establish adult vocational goals. As part of the

process of establishing a personal identity, the adolescent must also begin
the process of focusing on the question "What do you plan to be when you
grow up?" Adolescents must identify, at least at a preliminary level what
are their adult vocational goals and how they intend to achieve those
goals.
7. The adolescent must develop stable and productive peer relationships.

Although peer interaction is not unique to adolescence, peer interaction
seems to hit a peak of importance during early and middle adolescence.
The degree to which an adolescent is able to make friends and have an
accepting peer group is a major indicator of how well the adolescent will
successfully adjust in other areas of social and psychological development.
8. The adolescent must learn to manage her or his sexuality. With their
increased physical and sexual maturity, adolescents need to incorporate
into their personal identity, a set of attitudes about what it means to be
male or female. Their self-image must accommodate their personal sense
of masculinity and femininity. Additionally, they must incorporate values
about their sexual behavior.
9. The adolescent must adopt a personal value system. During

adolescence, as teens develop increasingly complex knowledge systems,
they also adopt an integrated set of values and morals. During the early
stages of moral development, parents provide their child with a structured
set of rules of what is right and wrong, what is acceptable and
unacceptable. Eventually, the adolescent must assess the parents' values
as they come into conflict with values expressed by peers and other
segments of society. To reconcile differences, the adolescent restructures
those beliefs into a personal ideology.
10. The adolescent must adopt a personal value system. During

adolescence, as teens develop increasingly complex knowledge systems,
they also adopt an integrated set of values and morals. During the early
stages of moral development, parents provide their child with a structured
set of rules of what is right and wrong, what is acceptable and
unacceptable. Eventually, the adolescent must assess the parents' values
as they come into conflict with values expressed by peers and other
segments of society. To reconcile differences, the adolescent restructures
those beliefs into a personal ideology.
11. The adolescent must develop increased impulse control and behavioral
maturity. In their shift to adulthood, most young people engage in one or
more behaviors that place them at physical, social, or educational risk.
Risky behaviors are sufficiently pervasive among adolescents that risk
taking may be a normal developmental process of adolescence.
Risk taking is particularly evident during early and middle adolescence.

Gradually, adolescents develop a set of behavioral self-controls through
which they assess which behaviors are acceptable and adult-like.
Adolescents do not progress through these multiple developmental

tasks separately. At any given time, adolescents may be dealing with several.
Further, the centrality of specific developmental tasks varies with early,
middle, and late periods of the transition. During the early adolescent years
young people make their first attempts to leave the dependent, secure role of
a child and to establish themselves as unique individuals, independent of
their parents. Early adolescence is marked by rapid physical growth and
maturation. The focus of adolescents' self-concepts is often on their physical
self and their evaluation of their physical acceptability. Early adolescence is
also a period of intense conformity to peers. "Getting along," not being
different, and being accepted seem somehow pressing to the early adolescent.
The worst possibility, from the view of the early adolescent, is to be seen by
peers as "different."
Middle adolescence is marked by the emergence of new thinking skills.

The intellectual world of the young person is suddenly greatly expanded.
Although peers still play an important role in the life of middle adolescents,
they are increasingly self-directed. Their concerns about peers are more
directed toward their opposite sexed peers. It is also during this period that
the move to establish psychological independence from one's parents
accelerates. Much of their psychological energies are directed toward
preparing for adult roles and making preliminary decisions about vocational
goals. Despite some delinquent behavior, middle adolescence is a period
during which young people are oriented toward what is right and proper.
They are developing a sense of behavioral maturity and learning to control
their impulsiveness.
SOME WAYS TO BECOME A RESPONSIBLE ADOLESCENT PREPARED FOR

ADULT LIFE
Being responsible and making good decision 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. Thus, listed below are some rules which
could help you, teenagers, to become a responsible adolescent prepared for
adult life (Maṅ ebog, 2016):
1. Focus on your studies and do well in all your endeavors. There is a 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. Choosetodotherightthing.Thereareplentyofsituationsinwhichitisbetter 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.
Search Indicator
Havighurst, R. (1948). Developmental tasks and education. Chicago, II, US:
University of Chicago Press.
Ingersoll,GaryM.(tobepublished).Normaladolescence.Bloomington,IN:Center
for Adolescent Studies. Retrieved from
https://ccoso.org/sites/default/files/import/Developmental-Tasks-
of-Normal-Adolescence.htm
Maṅ ebog, J. (2016). Ways to become a responsible adolescent prepared for adult life.
Retrieved from https://ourhappyschool.com/social-sciences/ways-become-
responsible-adolescent-prepared-adult-life

Books Atbp. Publishing Corp. Mejorada, A & Pasa, N. (2016). Growing in
character. Quezon City: Brilliant Creators & Distributors.
LET’S INITIATE!
Activity 1. Enumerate the developmental tasks of middle and late adolescents and
briefly explain each developmental task. Every correct answer is equivalent to 1
point.
LET’S INQUIRE!
Activity 1. As a teenager, give your five (5) unique practices to become a responsible
adolescent in preparation for adult life. Every item is equivalent to 3 points.
LET’S INFER!
pages. This time, create a graphic organizer of the developmental stage in middle and
late adolescence. Please refer to the rubric below for the scoring system.
Criteria Points
Content 10
Creativity 10
Total 20
Week 7-8 The Challenges in Middle and Late Adolescence

Lesson
Title The Challenges in Middle and Late Adolescence
Learning 1. Discuss the challenges faced during adolescence.
Competency 2. Make affirmations that help one become more lovable and
capable as an adolescent.
LEARNING INTENT!
Terms to Ponder

into an adult.
Atfinal
Late Adolescence is the SJPIICD, I
stage of Matter!
physical and emotional growth as
years of age, when teens become fully mature mentally and physically.
17
Essential Content
FACING THE CHALLENGES DURING ADOLESCENCE MAY ABLE TO CLARIFY
AND MANAGE THE DEMANDS OF TEENYEARS
It is normal for teenagers to have worries and fears. According to

Evernerd and Vander Werfforteten (1983), being an adolescent means that
you are experiencing too much confusion about the many changes that are
still taking place in this stage of your life. This causes you to become
nervous, scared, or uneasy about everything around you even if in reality,
there is nothing to worry about.
Zarrett and Eccles (2006) also assert that there are major
developmental changes and challenges associated with the period of
adolescence, as youth acquire and consolidate the competencies, attitudes,
values, and social capital necessary to make a successful transition into
adulthood. Middle and late adolescence and the period following, often
referred to as emerging adulthood, have been noted as particularly important
for setting the stage for continued development through the life span as
individuals begin to make choices and engage in a variety of activities that
are influential on the rest of their lives. As youth move into emerging
adulthood around the age of eighteen (often on completion of high school),
their choices and challenges shift to include decisions about education or
vocational training, entry into and transitions within the labor market,
moving out of the family home, and sometimes marriage and parenthood.
Although early adolescence has received much attention by researchers as a
period of major distress, recently late adolescence has become a period of
concern among developmental researchers and youth advocates.
In this regard, listed below are some of the challenges in middle and late
adolescents (Cruz & Cruz, 2016):
1. Anxiety and Stress

Adolescents in the middle and late stage have a tendency to treat every
worry as a big problem – you have a huge pimple on your cheek and you are
embarrassed to go out; your teacher announces a surprise quiz and you start to
panic; or you fought with your friend and you cannot do anything productive.
When these worries would not go away or they get worse over time and interfere
with your daily life, this could be assign that you are struggling with anxiety.
Take note, if you keep thinking about negative things, it can lead to stress.
It is normal for teenagers like you to worry about things but take note,
not all worries need professional help.
Sometimes, you just need to take a deep breath, stop thinking about all
these non-senses because there are absolutely other things worth thinking
about. Simply, take things slowly, try to talk about your “worries” with
somebody else and transform those “worries” into positive ones- you will then
realize that you are one step ahead to overcoming your worries.
2. Pressure in School
Young individuals like you today are under a lot of study pressure from
both your teachers and your parents. You are expected to get good grades so
that you can get into a good college or a university. Teenagers sometimes put
too much weight on their shoulders to excel in school because they want to
make a good impression. You want to be the best in all the activities so that
others in school will admire you and look up to you. However, there are many
problems that come with the will to be the best. Many of you stress
yourselves much more than you can, or you should.
You spend hours studying or working too hard. As a result, you become
restless and get sick. You have to relax along with all the hard work that you
are putting in to avoid stress attacks and other stress related health
problems.
There are some who tend to cheat because they are under so much
pressure and if caught, they have an even bigger problem because they are
faced with very bad consequences. You must understand that parents are
aware that not all children can get the best grades. It only seems that they
are too compelling that you excel in school, but the truth of the matter is,
they only want you to exert your best effort because they believe in your skills
and capabilities. They believe in you (you just need to recognize your
strengths, you know!).So, avoid engaging yourselves in rebellious and less
disciplined activities because you can always excel in things that you do best
your parents are aware of that!
3. Pressure in a Relationship
In this age and time, most middle and late adolescents are in relationships.
Some adolescents who are heart broken in love can get easily depressed and even
try to commit suicide. Be open to your parents if you are in a relationship – they
can help you overcome your sadness. Being in a relationship may also include a
physical involvement with another person. Teenagers get involved in unsafe sex
which can lead not only to pregnancy but also to other sexually – transmitted
diseases. These cases are on the rise and you have to understand the
consequences of your every action. I you are not yet ready. To see yourself
carrying a little baby ;in your arms, if you know that you are still financially
incapable of raising a family, if you know that you cannot give up partying all
night, then be responsible enough when you are in relationship.
4. Drinking and Smoking

Teenagers may feel the need to smoke and drink because other people do it.
They see their parents drink and smoke. In addition, the teenage social scene
often revolves around drinking and smoking – friends would urge one another to
try a drink or smoke something that is peer pressure. Since they are readily
available and they see all their friends enjoying it, in their minds, they would see
drinking and smoking as a part of the normal teenage experience.
5. Drugs
This is a common problem that most of the teens face today. They could
be addicted to drugs due to several reasons. Mostly, it is the peer pressure.
If the parents don’t have time for these kids, then the problem only
becomes more serious. So do not blame your child if you catch him or her
taking drugs. Give them the help and the support they need. It is also equally
important that you explain them how drugs can be dangerous and must be
avoided.
6. Constant Need to Look Good

Some of you may not be aware but many people of your age today suffer
from outer physical image problem. Middle and late adolescents spend a huge
amount of money buying new clothes, accessories, and the like, to improve
the way they look but after all, they still feel dissatisfied. Reality bites, not all
teenagers can look gorgeous. In effect, they feel depressed and become
introverts. They choose to stay home and avoid making friends because they
feel that they are too fat and not attractive enough for others to like them.
News flash: you do not need to look good for others to accept you. You are
beautiful in your own unique ways. You just need to accept that fact so you can
feel confident enough about yourself – little do you know, others accept you for
who you are and not for who they want you to become.
7. Eating Disorders
Adolescents at this age believe that being fat is hideous and
unattractive. Part of the need to look good is the amount of food that a
teenager eats every day. Teenage girls fear getting fat, as a result they do not
eat at all. Because of this, some suffer from anemia and anorexia. They
become too thin and weak, hence, they develop a lot of health related
complexities. Teenage boys, on the other hand, have the habit of eating lots of
junk food. They do not have any discipline and either they skip a meal or
overeat at times.
A responsible adolescent knows his/her limitations when it comes to eating. A
little of everything is better than to have nothing at all.
8. Addiction to Social Networking Sites

Social networking has become a necessity in the life of teenagers. When
you wake up in the morning, the first thing that you do is to check your
phone and browse through your Facebook account.
You are about to eat with your loved ones and the first thing that you
do is take a selfie with the food that you are about to eat. Before you go to
sleep, the last thing that you do before you close your eyes is to post
something in your Instagram account. Some of you would even spend the
whole night updating your details on different sites. You may be smiling right
now because you know these are true! This is how you are addicted to social
media – you do not even sleep well, you cannot even concentrate on your
school work and you suffer in all the aspects of life because of this. What you
do not realize is that you are likely to invite unnecessary trouble because of
this and also get followed by the stalkers which can lead to a lot of crimes
against the teenagers. This has become one of the most common problems
that teenagers face today, and you cannot even get rid of it.
.
9. Uncertainty about the Future

As teenagers, you are not sure as to what the future holds for you. You
wonder about which college or university you will get in and what career you will
make in the coming years. Since the answers are uncertain, you often feel
depressed. At times, you find yourself lost and daydreaming. Do not be confused.
There are people around you who can help you decide about what you should do
and what profession you should pursue. Try to seek advice from your school
counsellor, from your parents and friends – they will surely show you the way.
10. Depression
When you are generally worried about these things for no clear reason
and you cannot relax, when you feel like giving up and you are having trouble
sleeping, or simply, you are behaving in ways that are not like you and this
goes on for most of the time or for more than two weeks, you could be
heading towards depression, which can ruin your future if it becomes quite
dangerous and painful for you.
AFFIRMATIONS HELP ONE BECOME MORE LOVABLE AND CAPABLE AS AN

ADOLESCENT
Value affirmations, also known as self-affirmations, are positive
assessments of one’s abilities, traits, and personality qualities. Value
affirmations can increase self-esteem, self-worth, and fulfillment of one’s
needs. When an individual recognizes their own worth and has a strong sense
of identity and autonomy, they are more willing to help others meet their
needs. This relationship between self-worth and pro social behaviors has
been examined in the past, but until now, few studies have looked at the
effect of value affirmations on pro social attitudes in adolescents.
Sander Thomaes of the Department of Psychology at Utrecht University

in the Netherlands recently conducted a study that sought to determine if
subtle value affirmations could have a short-term and long-term positive
effect on adolescents’ pro social behaviors and attitudes during the crucial
years of identity formation.
The participants were required to write down things that they felt were
positive attributes about themselves. They were instructed to identify traits
or skills they had and briefly write about them. Six weeks later, the teens
were again required to acknowledge their positive traits during a booster
exercise. Three months after the first writing exercise, the researchers
noticed that the participants who practiced the subtle value affirmations
were more inclined to exhibit pro social behaviors than the participants in
the control group. The effect was most noticeable among teens who had
exhibited antisocial behaviors prior to the exercise. Thomaes believes that
the results occurred for several reasons.
First, teens with a strong sense of identity are not subject to the stress
and pressure of trying to assimilate to others. Also, the students
participated in the exercise as they transitioned into secondary school. This
critical time in relationship formation was positively, rather than negatively,
influenced by the feelings of love and fulfillment gained from the writing
exercise. Thomaes added, in summary, the practical value of the present
research is that it identified value affirmations as a promising intervention
technique and illustrated the possibility of helping students to adopt a more
pro social orientation by allowing them to reflect on their personal values—
by providing them a stronger sense of who they are (Thomaeset al.,2012).
Search Indicator
Books Atbp. Publishing Corp.
Evernerd, W & VanderWerfforteten, J. (1983). Development in
adolescents. Heidelberg: Matinus Nijhoff Publishers.
Thomaes, S., De Castro, B., Reijntjes, O., &Arousing, A.
(2012). Gentle Passionsin Young Adolescents:
Sustained Experimental Effects of Value
Affirmations on Prosocial Feelings and Behaviors.
Developmental Psychology 48.1 (2012):103-10.
Print. Retrieved from
https://www.goodtherapy.org/blog/positive-affirmations-
help-teens-0119123/
Zarrett, N. &Eccles, F. (2006). The passage to adulthood:
Challenges of lateadolescence.Retrievedat
https://deepblue.lib.umich.edu/bitstream/handle/20
27.42/49326/179_ftp.pdf;sequence=1
Mejorada, A &Pasa, N. (2016). Growing in character. Quezon

City: Brilliant Creators & Distributors.
LET’S INITIATE!
Activity 1. Answer the following question. Refer to the rubric below for the scoring
system.
Criteria Points
Total 10
1. Why is getting into relationship a challenge during adolescence? How can it

help you understand the life of an adolescent?
LET’S INQUIRE!
Activity 1. Normally, the people around you demand so much from you. What are
their expectations from you? How do you feel about it? List down the expectations of
the people (parents, siblings, friends, and teachers) around you in the chart below.
Describe your feelings towards each expectation and write a brief explanation why
you feel that way.
EXPECTATIONS OFOTHERS HOW DO YOU FEEL? WHY DO YOU FEEL THAT WAY?
LET’S INFER!
pages. This time, write a reflection about the challenges in middle and late
adolescence and its significance to achieving personal development. Please refer to
the rubric below for the scoring system:
Criteria Points
Total 20
Week 10-11 Coping with Stress

SCP-TOPICS: in MiddleQUARTER
FOURTH and Late Adolescence
Lesson Title Coping with Stress in Middle and Late Adolescence
1. Discuss the stress during adolescence.
Learning 2. Identify sources of one’s stress and illustrate the effect of
Competency it.
3. Demonstrate personal ways of coping with stress for
healthful living.
LEARNING NTENT!I
Terms to Ponder
into an adult.
Stress is a state of mental or emotional strain or tension resulting from
adverse or very demanding circumstances.
years of age, when teens become fully mature mentally and physical.
17
Essential Content
UNDERSTANDING STRESS AND ITS SOURCES DURING ADOLESCENCE MAY HELP IN
IDENTIFYING WAYS TO COPE AND HAVE A HEALTHFULLIFE
Stress
When there is real or imagined disruptions in our lives, may it be a
demand or a stimulation in our life, stress occurs. Therefore, stress can be
understood then as the psychological and physiological response to these

changes in life (Lazarus & Folkman, 1984).
Likewise, the University of Regina (1998) defined stress as an

individual's response to change in circumstance or to a threatening situation.
It can be viewed as a personal reaction to an external event/demand like
writing an exam or to an internal state of mind like worrying about an exam.
For most people, stress is viewed as a negative concept. However, stress

can spur us on to achieve our best. For example, athletes often break world
records under the stress and pressure of the Olympics. A moderate amount
of stress helps to motivate us to write a term paper or prepare for an exam,
and in this case, is positive and necessary. Therefore, a certain amount of
stress is desirable but too much is detrimental. In short, while stress is often
thought of as negative, it can be positive as well.
Types of Stress
Stress is categorized into two types – distress and eustress.
Distress is the most known type of stress. It is a negative stress that

causes feelings of worry, fear, or anxiety. Distress is typically caused by
negative experiences and situations, such as losing a job or when a family
member is diagnosed with an illness. Distress can cause physical symptoms
such as chest pain, headaches, digestive issues, or insomnia. It can also
worsen or cause serious health conditions, such as heart disease.
On the opposite end of the spectrum, eustress is positive stress.

Eustress can promote feelings of energy, focus, excitement, or fulfillment. It is
typically caused by positive experiences, such as starting a new job or getting
married. Eustress can produce positive effects, such as building mental
resilience and even building physical strength (challenging workouts are
another example of eustress). It helps with motivation and working toward
goals (Boston Scientific Corporation, 2017).
Sources of Stress
Examine your life and the many things that stress you out. You will
probably come up with a long list of things that you worry about. It is
important to assess where stress comes from in our lives and the facts about
how all sorts of stress arises in our day-to-day lives.
The sources of stress are called stressors. Stressors are the factors that
cause us stress – let us identify these so that we will learn how to manage them
eventually.
Sources of Stress
Examine your life and the many things that stress you out. You
will probably come up with a long list of things that you worry about. It
is important to assess where stress comes from in our lives and the
facts about how all sorts of stress arises in our day-to-day lives.
The sources of stress are called stressors. Stressors are the factors
that cause us stress – let us identify these so that we will learn how to
manage them eventually.
A. School and Interpersonal Stress

There is test anxiety that causes distress during an exam– even
intelligent students may do poorly on a test when they prepared for it very
much. There is also speech anxiety, which is even far worse than test
anxiety for many. Notice the reactions of some of your classmates whenever
your teacher announces that there will be a graded recitation, you need to
report about a topic, or you need to deliver an essay for your speech class –
they just seem so restless. Having to speak your mind in front of a group of
people can cause a stir upon one’s mind and body. Certainly, there is the
math anxiety, the feeling that you are incapable of doing well for as long
as it is related to math (Cruz & Cruz, 2016).
But there is more here than those obvious examples. School may
bring about strain to a person in different ways. Time management is
difficult for middle and late adolescents because of the numerous activities
in and outside school – projects are piling up, too many submission
deadlines to meet, multiple quizzes in a day, book reports and other
homework, new movie to watch, new friends to be with, ML Tournament
and the like. Some students get homesick; others may have the usual
relationship problems with a boyfriend/girlfriend. Others have to work
while they study. Being away from loved ones, fighting with a partner, and
balancing work with studies all add another layer of stress to an already
hectic student life.
B. Stress from the Environment
Environmental stressors such as light, noise, smells, pollutions

of all sorts, and temperature can add misery to an already difficult
situation (Gregson, 2000). Sometimes you want to go to sleep early
because of a tiring day but you cannot because your dorm mate has
friends over who make humongous noise. Your neighbors are fighting
again which would rouse you up from sleep or they are having Videoke
Party, leaving you totally groggy for the rest of the day.
C. Internal Stressors
Procrastination, the tendency to pull things off until a later time,

increases stress. You have a project to submit and it was announced a
month ago so you have enough time to work on it but because you kept
on wasting your time on something else, delaying your schedule to work
on it, you had to cram the night before for the sake of submitting a
project. Procrastination is a type of internal stressor, something that is
generated within ourselves (Cherry, 2020). Other examples of internal
stressors include perfectionism or the desire to perform or complete
things with no room for mistakes, self-criticism, and expecting too
much from ourselves in a short space of time.
This type of strain you place upon yourself can sometimes be

extreme. Sometimes you even feel your stomach hurt so much and later
get sick because of too much misery coming from internal stressors that
you yourself created.
THE EFFECT OF STRESS ON ONE’S SYSTEM

Impact of Stress
Stress can cause anxiety, fatigue, physical ailments, and
emotional issues and in in some cases, even behavioral changes
(Davidson, 2002). In the past, people suffering from stress may have
noticed that they are not sleeping well, unable to eat well or are restless
and unproductive.
The effects that stress has one the body are different for each
person, but it is equally important to be able to identify the effect stress
has on you. This will enable you to realize you are stressed and
hopefully come up with a means of stopping or dealing with the issue.
Some of the effects of stress can have on a person are:
Physical: You may experience physical issues with your body such as
headaches, muscle tension, fatigue, change in eating habits and even
loss of sleep.at stress because of our personal actions – that maybe we
cannot manage our time or get anything to work the way we want things to
be. The technique is: recognize the symptoms and come up with solutions
that will make us effective individuals.at stress because of our personal
actions – that maybe we cannot manage our time or get anything to work
the way we want things to be. The technique is: recognize the symptoms
and come up with solutions that will make us effective individuals.
SOME WAYS OF COPING WITH STRESS FOR HEALTHFUL LIVING

Coping with Stress: The Unhealthy Way
Some coping strategies below may reduce stress but only temporary. What you are
not aware of, they can have lasting negative effects on your life (Davidson, 2002).
Coping with Stress: The Healthier Way

You will soon realize that when your methods of coping with stress are
not helping you, it is about time that you find healthier ones. Of course, there
is no single method that works for everyone or in every situation. It is up to
you to experiment with what strategy pacifies you and makes you feel calm
(Davidson, 2002).
1. Get in motion
2. Engage socially
3. Avoid un necessary stressors
 Learn how to say ‘no’
 Avoid people who stress you out
 Take control of your environment
4. Alter the situation
 Express your feelings
 Learn to compromise
 Embrace time management
5. Adapt to the stressor
 look at things from a
positive point of view
 look at the bigger picture
 adjust your standards
6. Accept the things you cannot change
 Express your feelings
 Consider the plus side
 Learn to forgive
7. Have fun and relax
8. Adopt to a healthy lifestyle
 Eat a healthy diet
 Stay away from caffeine and sugar
 Avoid alcohol, cigarettes, and drugs
 Get enough sleep
9. Alter the situation
• Express your feelings
• Learn to compromise
• Embrace time management
10. Adapt to the stressor
• look at things from a positive point of view
• look at the bigger picture
• adjust yourPhysically
standards Detached Yet Academically Attached
11. Accept the things you cannot change

• Express your feelings
• Consider the plus side
• Learn to forgive
12. Have fun and relax
13. Adopt to a healthy lifestyle
• Eat a healthy diet
• Stay away from caffeine and sugar
• Avoid alcohol, cigarettes, and drugs
• Get enough sleep
Search Indicator
BostonScientificCorporation(2017).Thedifferencebetweendistressandeustress.
Retrieved from https://www.painscale.com/article/the-difference-between-
distress-and-eustress
Cherry, K. (2020). What is
procrastination? Retrieved from
https://www.verywellmind.com/the-psychology-of-procrastination-2795944
BooksAtbp.
Publishing Corp.
Davidson, J. (2002). The complete idiot’s guide to managing stress. New York:
MacMillan Company.
Gregson, S. (2000). Stress management. Minnesota: Capstone Press.
Lazarus&Folkman(1984). Stress and health: Definitions and concepts.Retrieved
from
https://www.rand.org/content/dam/rand/pubs/monograph_reports/MR10
18z4-1/MR1018.4.chap2.pdf
The University of Regina (1998). What is stress? Retrieved
from
https://www.uregina.ca/student/counselling/assets/docs/pdf/what-is-
stress.pdf
Mejorada, A &Pasa, N. (2016). Growing in character. Quezon City: Brilliant

Creators & Distributors.
LET’S INITIATE!
Activity 1. Answer the following question. Refer to the rubric below for the scoring
system:
Criteria Points
Total 10
1. How you apply your understanding about stress and its sources in coping with it?
LET’S INQUIRE!
Activity 1.Fill-out the table below, identify at least one of your stressors (as a
teenager), its effects, and ways to cope with it.
Stressor Effects Ways to cope with it

Physical:
Mood:
Behavior:
LET’S INFER!
pages. This time, write a reflection about the importance of coping with stress in
relation to achieving personal development. Please refer to the rubric below for the
scoring system:
Criteria Points
Total 30

Week 12-13 The Powers of the Mind
Lesson Title
The Powers of the Mind
1. Discuss the role of left and right brain in improving

Learning
one’s learning.
Competency
2. Explore two types of mind-mapping techniques, each
suited to right brain- or left brain-dominant thinking
styles.
3. Make a plan to improve learning using left and right
brain through mind-mapping activities.
I
LEARNING NTENT!
Terms to Ponder

into an adult.
Brain Lateralization or Brain Dominance Theory refers to the
theory of left-brain or right-brain dominance of which each side of the
brain controls different types of thinking. Additionally, people are said
to prefer one type of thinking to the other. For example, a “left-brained”
person is often said to be more logical, analytical, and objective, while a
“right-brained” person is said to be more intuitive, thoughtful, and
subjective.
Late Adolescence At is SJPIICD, I
Matter!
the final stage of physical and emotional
growth as children pass into adulthood. It happens somewhere between
17 and 22 years of age, when teens become fully mature mentally and
physical.
psychological human development that generally occurs between ages
15 and 17
Personal Development refers to understanding of one’s
physiological, cognitive, psychological, spiritual, and social development
to understand one’s thoughts, feelings, and behaviors, and making
important decisions toward becoming a better person.
Essential Content
THE ROLE OF THE LEFT AND RIGHT BRAIN IN IMPROVING ONE’S
LEARNING
Our brain is separated into two halves – each half is called a
hemisphere. All of us have two hemispheres – one is called the right
hemisphere and the other is called the left hemisphere. When referring to
the left hemisphere versus the right hemisphere, it is important to
remember that we are talking about your own body’s perspective. This
means that just like your left arm is on the left side of your body, your
brain hemisphere is on the left side of your head, too. The same goes for
your right arm and right hemisphere – they are both on your right side
(Cruz & Cruz, 2016).
Understanding the left and right brain may help improve one's
learning because by understanding people's dominant brain type
(either left or right), they can adjust their study methods and study
schedule accordingly to suit their personality type.
Based on a theory or left brain, right brain research, each part of
the brain leads different types of thinking. A person who has a
dominant left brain is believed to be more objective, logical, and
analytical, and prefers to follow step- by-step procedures. On the other
hand, a person who has a dominant right brain is believed to be more
thoughtful, subjective, creative, and intuitive.
Generally, left-brained people are adept at tasks that involve
analysis, language, and logic. Most of these people are good with
Mathematics and Science. It is easy for these people to memorize dates
and terminologies, and they are usually specific with grammar and
sentence syntax. Meanwhile, right-brained people are expressive and
are inclined to arts and social sciences. People whose right brain is
dominant mostly get bored easily.
So how does the left and right brain impact learning?
Understanding the left and right brain may help improve one's learning
because study habits can be adjusted to ensure effective learning. For
example, left-brained people should study in quiet environments. They
should capitalize on their math, science, language, and logic skills. They
should be aware that they should improve their creativity and ability to
handle uncertain situations. On the other hand, right-brained people
should try to be more organized by making lists, outlines, and to-do
lists. Those are examples of right brain learning styles. People whose
right brain is dominant can capitalize their creativity, and teachers of
classes being dominated by right-brained people must ensure that they
are able to make the class fun and entertaining (Lienhard, 2017).
Look at the picture below for a more detailed division of tasks of

the right and left hemisphere of the brain.
TWO TYPES OF MIND-MAPPING TECHNIQUES

Traditionally, when studying, one makes notes in a linear, list style
by making tons of lines of information. By making notes this way, we end
up with heavy texts of information written on our notebooks which are
difficult to read and understand. By writing notes, one may be forced to
isolate pieces of information and feel the inability to make connections
between the concepts and ideas. Moreover, your creativity becomes limited
– since the texts and information written are in a linear form, and you find
these ideas hard to read, you do not have the chance of looking forward to
reviewing your notes.
Hence, to facilitate more learning among adolescents like you, a new
technique has begun – entirely different from the traditional methods and
techniques of learning. This is known as Mind Mapping Technique – a
learning technique which uses both the right and left sides of our brain
(Buzan, 2002).
Mind mapping techniques give us an effective way to improve our
study and memory skills. Mind Mapping is one of the best methods to
capture your thoughts and bring them to life in visual form. It is
definitely a powerful graphic technique to enhance human performance,
which provides a universal key to unleash your brain's creativity and
potential in a uniquely powerful manner (Yang, 2021).
A mind map can be used in every aspect of life that improves
learning and clearer thinking. There are two types of mind mapping
techniques namely:
1. Mind Mapping Memory Technique. As many scientists said, you can

remember things you have forgotten with the correct trigger. All you
need is a good memory technique. A mind map is such a simple
memory- improving tool that helps you connect ideas to information you
want to remember.
2. Mind Mapping Study Technique. A mind map includes the full range of
cortical skills – word, image, number, logic, color, and spatial awareness,
which makes it easier to remember your notes.
Look at the pictures in the succeeding pages for the sample of
mind mapping memory technique and mind mapping study technique.
Mind Mapping Memory Technique

Mind Mapping Study Technique

MAKE A PLAN TO IMPROVE LEARNING USING LEFT AND RIGHT BRAIN

THROUGH MIND-MAPPING ACTIVITIES
Mind mapping is very easy to do. First, you need a blank unlined
paper, colored pencils and pens, your brain coupled with your
imagination. Buzan (2002) identified Seven Steps to Making a Mind
Map.
1. Start at the center of a blank page turned sideways. Starting in the
center gives your brain freedom to spread out in all directions and to
express itself more freely and naturally.
2. Use an image or a picture for your central idea. A picture is worth a
thousand words, and it will help your imagination. A central image is
more interesting and will keep you focused.
3. Use colors throughout. Colors are exciting to your brain as images. It
adds extra vibrance and life to your mind map and adds energy to your
creativity– not to mention, it is fun.
4. Connect your main branches to the central image and connect your
second- and third-level branches to the first and second levels, etc. This
will allow your brain to work by association. You will be able to link two
or more things together and in doing so, you will understand and
remember a lot more easily.
5. Make your branches curved rather than straight-lined for the simple
reason that straight lines are boring to your brain.
6. Use key word per line. Single key words give your min map more power
and flexibility.
7. Use images throughout because like the central image, each one is also
worth
a thousandwords.
CENTRAL
IDEA
MAIN
BRANCHES
2ND LEVEL
KEY BRANCHES
WORDS
Search Indicator
Buzan, T. (2002). Mind mapping.
Retrieved from
https://www.toolshero.com/personal-development/mind-mapping-
buzan/
BooksAtbp.
Publishing Corp.
Lienhard, D. (2017). Discuss that understanding the left and right brain may
help improve one's learning. Retrieved
from https://brainly.ph/question/1854938
Yang, C. (2021). Mind mapping techniques. Retrieved from
https://www.edrawsoft.com/mindmap/mind-mapping-techniques.html

LET’S INITIATE!
Activity 1.Answer the following question. Refer to the rubric below for the
scoring system:
Criteria Points
Total 10
1. Distinguish the functions of left-brain hemisphere and right brain

hemisphere. After which, explain the role of left and right brain in
improving one’s learning.
I
LET’S NQUIRE!
Activity 1. Make a Mind Map about any topic or subject. Refer to the rubric
below for the scoring system:
Criteria Points
Organization of Key Words 15
Creativity, Originality and Design 15
Total 30
LET’S INFER!
Activity 1. We are already done discussing the topics presented in the
preceding pages. This time, write a reflection about the importance of
knowing your
brainhemispheredominanceinrelationtoachievingpersonaldevelopment.Please
refer to the rubric below for the scoring system:
Criteria Points
Total 20
SCP-TOPICS: FOURTH QUARTER
Week 14-15 Mental Health and Well-Being in Middle and Late

Adolescence
Lesson Title Mental Health and Well-Being in Middle and Late Adolescence
1. Interpret the concepts of mental health and psychological

Learning well-being in everyday observations about mental health
problems during adolescence.
Competency
2. Identify you own vulnerabilities.
3. Make a mind map about ways of achieving psychological
wellbeing.
4. Create a plan to stay mentally healthy during adolescence.
LEARNING INTENT!
Terms to Ponder
Adolescence pertains to a period of life in which the child
transitions into an adult.
Well-being refers to the state of being comfortable, healthy, or happy.
Late Adolescence is the final stage of physical and emotional
physical. At SJPIICD, I
Matter!
psychological
humandevelopmentthatgenerallyoccursbetweenages15and17
Essential Content
What is Mental Health?
Mental Health includes our emotional, psychological, and social
wellbeing. It affects how we think, feel, and act. It also helps determine
how we handle stress, relate to others, and make choices.
When there are changes in our thinking, mood, or behavior (or a
combination of these) that cause us to feel stressed out and impair our
ability to function well, we might be suffering from mental health
problems. Many factors contribute to mental health problems,
including:
 Biological factors, such as genes or brain chemistry.
 Life experiences, such as trauma or abuse.
 Family history of mental health problems.
Do not be alarmed if you are experiencing any of these because

mental health problems are common and help is available (Department
of Health and Human Services, 2021).
Early Warning Signs

If a person is experiencing one or more of the following feelings or
behaviors, it can be an early warning sign of a mental health problem:
 Eating or sleeping too much or too little.
 Pulling away from people and usual activities.
 Having low or no energy.
 Feeling numb or like nothing matters.
 Having unexplained aches and pains.
 Feeling helpless or hopeless.
 Smoking, drinking, or using drugs more than usual.
 Feeling unusually confused, forgetful, on edge, angry, upset, worried, or
scared.
 Yelling or fighting with family and friends.
 Experiencing severe mood swings that cause problems in relationship.
 Having persistent thoughts and memories you can’t get out of your
head.
 Hearing voices or believing that are true.
 Thinking or harming yourself or others.
 Inability to perform daily tasks like taking care of your kids or getting to
work or school.
Mental disorders, just like physical illness, occur in a continuum

from mild to severe. Thus, it is important to make a clear distinction
between the normal ups and downs of mood and outlook in life. Everyone,
especially adolescents, experience moods swings – from feeling blue to
expressing giddy excitement, to being anxious or irritable. Adolescents are
said to be biologically prone to have more of these mood swings because of
the hormonal changes associated with this period in life, coupled with the
fact that their brains are still developing. When psychological symptoms
cause major emotional, or interfere substantially with daily life and social
interactions, the adolescent maybe in trouble and it is about time to seek
professional help (Department of Health and Human Services, 2021).
Types of Mental Illness

1. Anxiety Disorders – disturbances in brain mechanisms designed to
protect you from harm.
 Specific Phobias
 General Anxiety Disorder
 Social Anxiety Disorder
 Panic Disorder
 Agoraphobia
2. Mood Disorders - disturbances in usual mood states.
 Clinical depression
 Bipolar disorder
3. Psychotic Disorders - disturbance of thinking perception and behavior.
 Schizophrenia
 Delusional Disorder
4. Personality Disorders - maladaptive personal characteristics.
 Eccentric: paranoid, Schizoid, Schizotypal
 Dramatic/Emotional: Antisocial, Borderline, Histrionic, Narcissistic
 Fear-Related: Avoidant, Dependent, Obsessive Compulsive
5. Eating Disorders - disturbances of weight and feeding behavior.
 Anorexia Nervosa and Bulimia Nervosa
 Binge Eating Disorder
6. Development Disorders - early disturbances in usual brain
development
 Autism Spectrum Disorder
 Attention-Deficit/Hyperactivity Disorder
 Learning Disorder
7. Behavioral Disorders - persistent disturbances in expected behaviors
 Oppositional Defiant Disorder
 Conduct Disorder
8. Addictions: disorders of cravings
 Substance Use Disorder
IDENTIFY HIS/HER OWN VULNERABILITIES

Studies show that approximately one in five adolescents suffer
from a diagnosable mental health disorder which ranges from
depression, anxiety and autism spectrum disorder to personality and
behavioral disorders. Typically, this is also the time when mental
illnesses are recognized in a person wherein substance abuse and
mental health disorders can be identified before age 14.
Moreover, genetics and family situations tend to have a role in
adolescent mental health. Males tend to gear towards behavioral and
autism spectrum disorders as well as attention deficithy per activity
disorder (ADHD), while females are often prone to depression and eating
disorders. Those who were raised in families of abuse (sexual or
physical), whose parents have lower levels of education, or whose
parents also have mental health disorders tend to be predisposed to
mental health conditions of their own.
In this regard, the following are the common mental health
disorders among adolescents. Try to assess yourself if you, too, consider
these as some of your vulnerabilities (Cruz & Cruz, 2016).
1. Depression
Similar to depression in adults, adolescent depression is often
characterized by overwhelming sadness, anger and melancholy.
However, unlike adults, adolescent depression may include more
irritability than sadness, as well as aggression. Teenagers may also be
extra sensitive and have complaints about headaches or stomach aches.
Aside from these symptoms, teenagers may also feel worthless or
helpless, they have concentration problems, they experience frequent
crying, fatigue, or disinterest, and they have thoughts of suicide or
preoccupation with death.
2. Anxiety
Anxiety disorders, the second top depression, are among the most
common mental health disorders in young adults. This can include
phobias, panic disorder, social anxiety, post-traumatic stress disorder
(PTSD) or obsessive-compulsive disorder (OCD). Once again, like adult
mental health disorders, these earlier versions of anxiety problems can
be very similar. Adolescents who suffer from obsessive-compulsive
disorder are characterized to have continual thoughts of the same image
or impulse. When a person experiences traumatic events, it can trigger
PTSD symptoms, just as extreme fears of people, places, or things
which is an indicator of phobias. Young adolescents with anxiety seem
overly emotional, unresponsive, or unrestrained and may appear
withdrawn, highly uneasy, or fearful.
3. Eating disorders
Eating disorders like bulimia nervosa (bulimia), anorexia nervosa
(anorexia), or body dysmorphia can affect young people and can lead to
serious physical complications. Adolescents with this disorder are more
than dieting or exercising to maintain weight.
Bulimia is an eliminating disorder in which a person may overdo
eating and withdraw the food afterward, while anorexia entails eating
small amounts of food or no food at all.
This mental health problem is most common in girls and young
women, perhaps due to social pressures that they get from their
environment - such as their friends, media, or the ideal standards set in
the magazines that they read. Common symptoms of either disorder
include extraordinary loss in weight, a thin or frail appearance, going to
the bathroom right after eating, being continually unhappy with one’s
appearance, or fear of weight gain.
4. Attention Deficit/Hyperactivity Disorder (ADHD)

ADHD is characterized by a shortened attention span,
impulsiveness hyperactivity and disorganization. Young people with this
disorder frequently become bored easily, fail to concentrate even for
short periods of time, and can be disruptive. This problem may be
evident in both the home and in school but typically presents itself most
often in school.
MAKING A MIND MAP TO ACHIEVE PSYCHOLOGICAL WELL- BEING

Improper mental health is the root cause of many of our daily life
problems. It is necessary to maintain good psychological well-being to
create a better environment around us. One way to do so is to create
mental health mind mapping.
Mind maps will ease your life by enabling you to put all your
thoughts together. Organize all the problems and solutions in the form
of mind maps and create methods to become better at stress
management. Develop healthy habits if the first step towards the
improvement of mental health (Mind Master, 2021). Below is the sample
of mind mapping about psychological well-being.
CREATE A PLAN TO STAY MENTALLY HEALTHY DURING ADOLESCENCE

Your mental health and wellbeing are just as important as your
physical health. Positive mental health and wellbeing enables you to
function well and have meaningful social connections. Keeping our
mind healthy is an important part of our overall health and wellbeing
(Mental Health Commission, 2016). Thus, listed below are few tips that
can help maintain your mental health and wellbeing:
 Spend time with friends, loved ones and people you trust.
 Talk about or express your feelings regularly.
 Reduce alcohol consumption.
 Avoid illicit drug use.
 Keep active and eat well.
 Develop new skills and challenge your capabilities.
 Relax and enjoy your hobbies.
 Set realistic goals.
 Get enough sleep.
 Getting professional help if you need it.
Search Indicator
U.S. Department of Health & Human Services. (2021).
Retrieved from
https://www.mentalhealth.gov/basics/what-is-mental-health
Cruz, M.T., & Cruz, E. (2016). Personal development. Mandaluyong City:
Books Atbp.
Publishing Corp.
Mental Health Commission [Internet].Perth(Australia):State Government of
Victoria; c2016. Mental health and you [cited Oct 2017].
Available from:
https://www.mhc.wa.gov.au/your-health-and-wellbeing/mental-
health-and-you/
MindMaster. (2021). Retrieved from
https://www.mindmaster.io/article/mental-health-mind-map.html

LET’S INITIATE!
Activity 1. Answer the following question below. Refer to the rubric for the scoring
system:
Criteria Points
Total 10
1. What is mental health?
LET’S INQUIRE!
Activity 1. Create a plan on how to stay mentally healthy during adolescence
using Mind Mapping technique. Refer to the rubric below for the scoring
system:
Criteria Points
Organization of Key Words 15
Creativity, Originality and Design 15
Total 30
LET’S INFER!
maintaining mental health and psychological well-being in achieving personal
development. Please refer to the rubric below for the scoring system:
Criteria Points
Total 20
SCP-TOPICS: FOURTH QUARTER
Week 16 Emotional Intelligence
Lesson Title Emotional Intelligence

1. Discuss the intensity and differentiation of emotions that
can help in communicating emotional expressions.
Learning 2. Explore one’s positive and negative emotions and how one
Competency expresses or hides them.
3. Demonstrate and create ways to manage various emotions.
LEARNING INTENT!
Terms to Ponder

Emotional Intelligence
At SJPIICD, I
refers Matter!
to the ability to reason and
problem-solve, based on the emotions we experience.

physical.

15 and 17

Essential Content
What is Emotion?
Emotion is a complex state of feeling that results in physical and
psychological changes that influence thought and behavior. Meaning, it
is a feeling that involves thoughts, physiological changes, and an
outward expression of behavior, such as facial expressions.
Theories of Emotion
James-Lange theory of emotion is proposed by William James and
Carl Lange around 1884-1887. This theory believes that emotion is
caused by bodily response as an effect of the event. Which means, there
should be a bodily response first before we can experience the emotion.
Take for example a person who sees a poisonous snake. The initial
response, according to James and Lange, is that the heart would race
and then he or she experiences fear and run away. It is only after one
interprets the arousal that he or she can experience the fear. Otherwise,
if arousal is not experienced or noticed, then there will be no emotion.
Cannon-Bard theory, on one hand, argues that we experience
physiological arousal and emotion at the same time. When your heart is
racing, for instance, it can mean that you are excited or angry or in love.
Thus, the brain cannot just rely on the physiological responses to
identify the emotion that the person is experiencing. Which means, the
experience of an emotion does not depend on the bodily responses
because they are physical emotions that occur independently at the
same time with the experience of emotion. This theory is proposed by
Walter Cannon and his graduate student, Phillip Bard.
Schachter-Singer theory is proposed by Stanley Schachter and
Jerome Singer. This theory argues that in order for one to experience an
emotion, he or she should have both body responses and an
interpretation of the body’s response by taking into consideration the
situation the person is in at the time. Meaning, the experience of
emotion depends on two factors: physiological arousal and cognitive
interpretation of arousal.
Schachter and Singer agreed with James and Lange that people
experience emotions when there is physiological arousal. Similarly, they
also agreed with Cannon and Bard that identical physiological arousal can
produce different emotions – it is, in fact, the interpretation of the
physiological arousal that determines the emotion produced. For instance,
when a person is chased by a huge dog, the physical response will be the
same as that when that person sees his long-time crush – the bodily
response is matching but the interpretation of fear or excitement is
different (The Open University of HongKong, 2016).
Below is the illustration that may help us understand the theories about emotion:
Types of Emotion
Emotion can be shown through facial expression.

But how are emotions categorized? To this question, let us
look at the categorization of emotions based on Paul
Ekman and Robert Plutchik types of emotions.
Below are the 6 Basic Emotion proposed by Paul
Ekman, a psychologist and behavioral scientist who
dedicated his life to psychotherapy and helping people
with mental disorders.

Below is the Wheel of Emotion proposed by Robert Plutchik. From

his list, he had anger vs. fear, joy vs. sadness, trust vs. disgust, and
surprise vs. anticipation. These are the eight emotions that Plutchik
believed to be fundamental. He organized them into a wheel with levels
of intensity. Using the wheel, Plutchik was able to see how the identified
emotions blend with each other to form more complex ones. For
instance, joy blends with trust and equals love. Love is not a
fundamental emotion, it does not increase our health condition but
surely, love is a combination of the basic ones that he identified.
Those emotions adjacent to each other in the wheel are closely

related and those opposite each other are conceptual opposites. For
instance, joy is opposite to sadness and fear is opposite to anger.
Understanding Emotion Helps in Communication
How can understanding the intensity of emotion help us

communicate our emotional expression? According to Schmitz (2016),
emotional awareness, or the ability to understand feelings, will help you
succeed when communicating with other people. If you are emotionally
aware, you will communicate better. You will notice the emotions of
other people, and how the way they are feeling influences the way they
communicate. You will also better understand what others are
communicating to you and why. Sometimes, understanding how a
person is communicating with you is more important than what is being
said.
Positive emotions are emotions that we typically find pleasurable
to experience. The Oxford Handbook of Positive Psychology defines them
as “pleasant or desirable situational responses… distinct from
pleasurable sensation and undifferentiated positive affect” (Cohn &
Fredrickson, 2009). Basically, this definition is stating that positive
emotions are pleasant responses to our environment (or our own
internal dialogue) that are more complex and targeted than simple
sensations.
On the other hand, negative emotions are those that we typically
do not find pleasurable to experience. Negative emotions can be defined
as “unpleasant or unhappy emotion which is evoked in individuals to
express a negative effect towards an event or person” (Pam, 2013). If an
emotion discourages and drags you down, then it is most likely a
negative emotion.
Expressing or hiding your emotions requires three steps. The first
step is to identify your emotion. This means that you have to be
aware of how you feel and why you feel the way you do. The second
step is to take action. This means that you have to think about the
best way to express your emotion, learn how to change your mood, and
seek support. The third step is to get help with difficult emotions.
This step requires you to ask help from your school counselor, parent,
trusted adult, or therapist. Counselors and therapists are trained to
teach people how to break out of negative emotions. They can provide
lots of tips and ideas that will help you feel better (Lyness, 2017).
DEMONSTRATE AND CREATE WAYS TO MANAGE VARIOUS EMOTIONS

All of us definitely have a choice about how we react to certain
situations, either in a positive or negative way. When we know how to
manage our emotions and impulses, we can surely function at our best.
It means that our actions will be in accordance with our ‘social
conscience’, rather than just doing what we want to do.
Do you agree that the more you practice thinking and behaving
positively, the less negativity can affect you and the way you behave?
Emotions occupy a part of the brain that we do not really understand
very well. It is nearly impossible to describe ‘anger’ but we know what it
is like or how it feels in our body, but to tell others what anger is can be
extremely difficult.
Regulating one’s emotions are possibly to learn, commonly

referred to as coping mechanisms, one can actually cope with
overwhelming or painful emotions.
Healthy coping mechanisms encourage the person to think

through their emotions. As a result, they are encouraged to use them
again because they find it helpful and do not cause any harm. Positive
or healthy emotional regulation can include counting to 10 when
angry, walking backwards when angry, talking with friends when upset,
walking to relieve stress, journaling, and meditation. Negative or
unhealthy emotional regulation includes drinking alcohol or using
substances, cutting, bottling it up, denial, and lashing out. These are
not so good because they can cause injury and drive others away. When
used, the person develops the tendency to avoid their feelings instead of
dealing with them (Cruz & Cruz, 2016).
Whatever our emotions are, it is important to remember that they

should not be suppressed. Instead, they have to be controlled. For one
to control his or her emotions, he or she should have an intentional
effort to overcome his or her emotions by redirection or re modification.
According to Frando and Mores (2014), the following are suggestions to
achieve emotional control:
1. Avoid emotion-provoking situations. Keep away from situations

that can cause you negative emotions.
2. Change the emotion-provoking situations. Change your negative
attitude into a positive one so as to encourage good vibes.
3. Increases kills in coping with the situation. One’s incompetence
in reaching goals may result to emotions. To avoid this, one should
exert extra effort in acquiring skills in coping with the situation.
Instead of avoiding a class recitation because you feel that you are
not good in speaking in English, why not try practice speaking in
English so you will not be afraid of public speaking next time.
4. Reinterpret the situation. There are people who are very conscious
about what others say or do, there are those who are also sensitive to
the attitudes of other people. By analyzing the situation correctly, one
may overcome his or her worries about an unpleasant event.
5. Reinterpret the situation. There are people who are very conscious
about what others say or do, there are those who are also sensitive to
the attitudes of other people. By analyzing the situation correctly, one
may overcome his or her worries about an unpleasant event.
6. Keep working towards your goal. Solving problems is not always easy.
One has to understand that there are times when we really have to fail first
before we can finally achieve our goals – as the saying goes, ‘it is in failing
that one starts to succeed’.
7. Find substitute outlet. Setting high standards sometimes frustrates
us. By replacing goals that are difficult to achieve with reachable ones,
we are able to manage our frustrations properly.
8. Develop a sense of humor. Instead of being emotionally tensed when
you make mistakes, try laughing off at your own mistakes or an
embarrassing situation. This way, you are able to defuse the tension
that you feel.
When one is successful in controlling his or her emotions, one
develops emotional maturity. Note that those who experience difficulty
in getting along with others have a great deal of conflict in their lives.
This is where emotional intelligence comes in. There are many
definitions that one can find about emotional intelligence but most of
you would agree that it involves perceiving, understanding, and
regulating emotions.
Emotional intelligence is also about the ability to reason and
problem- solve, based on the emotions we experience. In other words,
an emotionally intelligent person is aware of emotions in themselves
and others, and uses reason to identify, understand, and deal with the
emotions effectively. Hence, a person with a high emotional
intelligence can recognize both subtle and over emotions easily, use
the emotional information wisely, establish positive social relationships
with others, avoid problems and altercations, and tend to further
harmony and cooperation.
There is an ongoing debate about whether or not emotional
intelligence can be learned. Perhaps the importance really lies in knowing
that emotional intelligence does exist. Through our knowledge about it, we
can work toward recognizing, interpreting, and managing the emotions of
others and ourselves more effectively. By making a conscious effort to be
more aware and sensitive to how others feel, by becoming more aware of
our own feelings and emotions, we can always find a resolution that will
lead us to grow and become more productive individuals – the goal is really
to avoid impulsive reactions to emotions, and be intelligent enough about
how we use them to guide our actions (Cruz & Cruz, 2016).
Search Indicator
Ackerman, E. (2021). What are positive and negative emotions and do we
need both? Retrieved from
https://positivepsychology.com/positive-
negative-emotions/
Collins,S.,Jarvis,M.,Kober,D.,LeCloux,B.,Loop,T.,Peterson,R.,Wilson,W.Woo
d, R., &Fineburg, A. (2010). Emotions. Retrieved from
https://www.apa.org/ed/precollege/topss/lessons/emotion.pdf
Books Atbp.
Publishing Corp.
Frando, M. & Mores, E. (2014). General Psychology (Simplified): Revised Edition.
Mandaluyong: Books Atbp. Publishing Corp.
Lyness, D. (2017). Dealing with difficult emotions. Retrieved from
https://kidshealth.org/en/teens/stressful-feelings.html
The Open University of Hong Kong (2016). Theories of emotion. Retrieved
from http://www.opentextbooks.org.hk/ditatopic/27298

LET’S INITIATE!
Activity 1. Answer the question below. Refer to the rubric for the scoring system:
Criteria Points
Total 10
1. What is emotional intelligence?

LET’S INQUIRE!
Activity 1. Read the following statements below and describe how you would
react and deal with the scenarios. Refer to the rubric below for the scoring
system:
Criteria Points
Total 10
1. Your brother/sister keeps entering your room without your permission and
using your things when you are not at home.
Resolution:
2. Your classmate is constantly teasing you during break time. Resolution:
LET’S INFER!
emotional intelligence in achieving personal development. Please refer to the
Criteria Points
Total 20
SCP-TOPICS: FOUTH QUARTER
Week 17 Personal Relationship
Lesson Title Personal Relationship
1. Discuss teen-age relationships and the acceptable and

Learning unacceptable expressions of attractions.
Competency
2. Identify ways to become responsible in a relationship .
LEARNING INTENT!
Terms to Ponder

physical.
Loving Relationship is intimacy, passion and commitment
between two people.
15 and 17
Essential Content
TEEN-AGERELATIONSHIPS AND THE ACCEPTABLE AND UNACCEPTABLE
EXPRESSIONS OFATTRACTIONS
Teenage relationships are romantic relationships that often involve
exploring physical intimacy and sexual feelings. Romantic relationships
area major developmental milestone. They come with all the other changes
going on during adolescence – physical, social and emotional. They are
linked to a child’s growing interest in body image and looks, independence
and privacy.

Teenage relationships can bring many emotional ups and downs
among adolescents, like you. The idea that you might have these kinds
of feelings can sometimes be a bit confronting for you. But these
feelings are leading you towards a deeper capacity to care, share and
develop intimate relationships.
If you are in a relationship, it can bring up questions about sex

and intimacy. However, not all teenage relationships include sex, but
most teenagers will experiment with sexual behavior at some stage.
Therefore, your parents need clear information on contraception, safe
sex, and sexually transmitted infections (STIs). This could be their
chance to talk with you about dealing with unwanted sexual and peer
pressure. If they keep the lines of communication open and let you
know that they are there to listen, you are more likely to come to them
with questions and concerns (Raising Children Network, 2021).
Likewise, if you are in a relationship, you need to be mindful that

expressing love and attraction especially in public is not an acceptable form
of showing affection in different cultures and countries. In truth, many
countries like China, India, and in the Middle East, take these acts very
seriously – they even have laws prohibiting people from engaging in PDA.
On the other hand, there are many countries that have liberal views on
PDA. In places like Europe, Australia, New Zealand, Canada, South Africa,
and America, couples holding hands, hugging, or kissing in public are
common sights.
But obviously, healthy relationships are a vital component of

health and wellbeing. There is compelling evidence that strong
relationships contribute to a long, healthy, and happy life. Conversely,
the health risks from being alone or isolated in one's life are comparable
to the risks associated with cigarette smoking, blood pressure, and
obesity (Angeles, 2016).
EXPRESS WAYS OF SHOWING ATTRACTION, LOVE, AND COMMITMENT

Loving relationship is intimacy (feelings of closeness,
connectedness, and bonded ness), passion (feelings and desires that
lead to physical attraction, romance, and sexual consummation) and
commitment (feelings that lead a person to remain with someone and
move toward shared goals). In Sternberg’s triangular model of love,
there he explained that every relationship is made up of one or more of
these components, and the complete absence of all these components is
categorized as non-love (Sternberg, 1988).
Nevertheless, each of us communicates with other people

differently. It is important to note that the way we communicate is
generally based on our relationships with other people. Now, let us look
at some ways of communicating attraction, love and commitment
through the stages of relationship and the colors of love (Cruz & Cruz,
2016).
Stages of Relationship
Stage 1: Attraction. It is a positive response to a person beyond
friendship.
The first step in this stage is physical attraction. It happens when

your body reacts to another person. Your heart rate increases, your
temperature rises, your palm gets sweaty, there is butterfly in your
stomach, your throat tightens, and so on and so forth. Physical attraction
represents the first contact. Obviously, if you are not physically attracted
to someone, then you are not going to pay him or her any attention. From
the triangular theory, this is passion, a physical and gut reaction to the
person that can be overwhelming or subtle. This is the stage where some
people think they are in love – hence, the origin of the cliché ‘love at first
sight’.
The second step in this stage is a strong emotional attraction. After

being drawn to a person physically, you then begin to talk to each
other. If you find you have things in common like hobbies, beliefs,
education, or some other common ground, then an emotional attraction
starts to form. Moving into a higher mind set, the attraction here is
thinking about you and that person being together, interacting with him
or her and trying to increase intimacy.
Stage 2: Romance.
It is an act of trying to influence or gain the favor of another by
lavishing attention or gifts upon him or her. There are two types of
romance,
As follows:
Selfish Romance occurs when you do romantic acts solely for the
purpose of gaining something for yourself. For instance, getting gifts, to
impress someone else or simply get sexual favors whether your partner
is interested or not.
Selfless Romance occurs when you do romantic acts for the

enjoyment and pleasure of your partner. You receive your enjoyment
and pleasure through his or her happiness.
Selfish romance and love will quickly die out. Selfless romance
and love endure. Since romance is an act, many couple that have been
together for a long time take it for granted. However, with a conscious
effort, it can be rekindled.
Stage 3: Passion. It is the desire for another person, which has grown
to an intensity that cannot be ignored.
This is often the point where an emotional relationship turns into

a physical relationship. The passion stage is very important. It is a
plateau. From here, the relationship will fork into two roads, and the
couple must decide which path to take. The relationship will either burn
itself out or will move on the next stage.
Stage 4: Intimacy. It is a close association with another person of the

deepest nature.
During this stage, you share your thoughts, your feelings, and
your dreams. In true intimacy, there is nothing that you cannot tell the
other person (though we often hesitate because of our own unfounded
fears). It is worth noting however, that intimacy is a never-ending
developing process. If you cannot establish intimacy with your partner,
your relationship may work for a while, but is unlikely to endure
throughout the years.
Stage5.Commitment.Itisapledgetoremaintruethroughoutgoodandbad
times. Commitment is easy when times are good but can be extremely
difficult when times are bad.
Here, the attraction stage has led to a mutual interdependence

and attachment to one another. This attachment is then maintained
and increased over time. The trick, though, with keeping it strong is to
make sure that the first four steps are returned to with the same
person.
Colors of Love
In the book, The Colors of Love of a Canadian

psychologist, John Alan Lee (1976), love can be
categorized into primary love and secondary love.
Each is different, depending on expectations and
goals for the relationship, and your love style greatly
influences how you communicate.
Primary Love Styles

Beginning with the three primary love styles – the most basic one – is
eros. This type of love is based on physical attraction which is described to
be erotic a n d passionate. This is the ‘love at first sight’ kind of love, the
head-over-heels puppy love of most on-screen films. This love style focuses
on beauty, enjoyment, and romance, however, it can also be idealistic since
impossible standards come out or the ‘spark’ suddenly fades out once the
honey moon stage is over. Individuals who are in this kind of relationship
rely mostly on communication styles that express passion or romance, but
when conflicts arise, the couple may not handle it well, since conflict is not
part of the fantasy.
The second primary love style is ludos, which means sport in Latin.
This love style views a relationship as a game to be won. People who have
many romantic partners for short spans of time are experiencing ludos.
Realistically speaking, these are the players. Getting in serious
relationships or commitments is not in their vocabulary – they just want to
have a good time. Ludos love utilize informal communication styles that
are, most of the time, superficial. Since building a physical relationship is
just a game, communication only serves as a tool to get there – simply put,
a means to an end, which is not significant in developing a sense of trust.
Third of the primary love styles is storage, which means

friendship in Greek. This love style is based on shared interests. It is
affectionate which grows slowly over an extended period of time.
Although, storage love is not as passionate as eros love, relationships
with this love style is more likely to last longer since they rely more on
intimacy and trust rather than pleasure of chemistry. Contrary to the
other two love styles where sex is a pressing concern, individuals
experiencing storge love have been generally friends for a long time
before becoming romantically involved. Hence, the relationship is not
built on sexual attraction or compatibility, but on stable friendship.
Communication in storge love is mostly open, honest, and intimate.
Secondary Love Style

You have just learned the primary love styles and just like colors
wherein you can also mix each primary color to come up with secondary
colors, you can also mix each primary love styles to get secondary ones.
The first secondary love style is a mixture of eros and ludos. Known
as mania, this love style is obsessive love wherein individuals in a
relationship experience a typical roller-coaster ride. Driven by passion and
is often branded by jealousy or possessiveness, mania has a lot of extreme
highs and lows. Communication is oftentimes illogical – they are abrasive,
direct, and emotion- driven.

The next secondary type of love is a mixture of ludos and storage.

Known as pragma, this love style is practical love. Individuals are
careful in weighing the advantages and disadvantages before entering a
relationship. In the selection process, individual typically look at the
person’s education level, income, religious beliefs, and social status.
This love style is guided by logic and not by emotions. The only way that
the relationship can work is if it remains practical. Pragma lovers
should share their goals and ideals with their partners because as
obvious as it may seem, their purposive communication is a reflection of
logic rather than emotion.
Lastly is the selfless love from a mixture of eros and storage,

known as agape. This love style is are flection of unconditional,
enduring, and devoted love. It is both intimate and passionate and relies
on patience, kindness, and devotion. Individuals in this love style are
very much willing to sacrifice for their partner. They are confident in
their love and see it as endless and indestructible. Oftentimes,
individuals are highly satisfied with their relationship. Since it is guided
by honest, healthy, empathetic, and rational communication, it is
considered as the strongest style of love.
IDENTIFY WAYS TO BECOME RESPONSIBLE IN A RELATIONSHIP

Imagine this scenario: “Why’d you put mustard all over my fries?”
Jack asks. Then Jill replies, “Well, you should’ve told me you don’t like
mustard!”
This is an example of how often people deflect ownership of their
behaviors and play the blame game. Is Jack responsible for his now
mustard- covered fries, or should Jill have taken responsibility for her
behavior? Taking responsibility in your relationship is the
acknowledgment and ownership of every action and word you say and
do. Hence, the following are ways to become responsible in your
relationship (One Love Foundation, 2021).
1. Be Honest
“You have to love yourself before you love others” is a versatile
phrase that has multiple meanings when applied to relationships. It can
translate to “You have to be honest with yourself before you can be
honest with others.” Being honest with yourself begins with a healthy
sense of self-awareness. And being self-aware means you acknowledge
that what you say and do impacts your partner.
For example: Referring to the mustard situation, imagine you’re
Jill. A healthy response would be to take ownership of her actions and
respond with something like, “Oh, I’m sorry! I should have asked you
before I added mustard. I did not realize you didn’t like mustard, and
this is my mistake.”
2. Act on Situations, Don’t React

When people are held accountable for their behaviors, they often
become defensive. Getting defensive is a reaction. When you act on a
situation, you can respond with clarity and awareness. You can practice
acting on situations instead of reacting by taking deep breaths or
counting to ten. It also helps to take a second and look at the situation
from your partner’s perspective. It can be hard to think from the other
perspective, especially in the heat of the moment. By being honest with
yourself and your partner, you can effectively respond by taking
responsibility.
For example: Jill is reacting to Jack being upset instead of acting
on her need to take responsibility. Acting instead of reacting allows you
to clearly define a self-aware and honest answer to an unhealthy
behavior.
3. Be Willing to Forgive Your Partner and Yourself
Everyone makes mistakes and forgiving yourself or your partner is

important for moving past challenges and making your relationship
stronger.
When you view taking responsibility for your mistakes as an

opportunity to learn, your relationship can become a place that fosters
and celebrates growth. Forgiveness builds trust and accountability in
your relationship, breaks down resentment, and stops the never fun
“blame game.”
Taking responsibility for your behaviors in your relationship
requires honest and open communication and a willingness to address
unhealthy excuses with your partner. They’re not always easy
discussions to have, but you’ll find that doing so builds trust within
your relationship over time and is an empowering way to learn and
grow.
Search Indicator
Angeles, G. (2016). Relationships. Retrieved from

https://www.slideshare.net/gibo26/relationships-module-6
Books Atbp.
Publishing Corp.
Lee,J.(1976).Thecolorsoflove.Retrievedfromhttps://exploringyourmind.com/
the-types-of-love-according-to-john-allan-lee/
One Love Foundation (2021). Stop Playing the Blame Game: Take Responsibility
in Your Relationship. Retrieved from
https://www.joinonelove.org/learn/stop-playing-the-blame-game-take-
responsibility-in-your-relationship/
Raising Children Network (2021). Romantic
relationships. Retrieved from
https://raisingchildren.net.au/pre-teens/communicating-
relationships/romantic-relationships/teen-relationships#about-
teenage-relationships-nav-title
Sternberg, R. (1988). The triangle of love: Intimacy, passion, commitment. Basic
Books.
Mejorada, A &Pasa, N. (2016). Growing in character. Quezon City:

Brilliant Creators & Distributors.
LET’S INITIATE!
Activity 1. Answer the following question below. Refer to the rubric for the
scoring system:
Criteria Points
Total 10
1. What is teenage relationship?
LET’S INQUIRE!
Activity 1. Answer the following questions below. Refer to the rubric for the
scoring system:
Criteria Points
Total 10
1. How do you show your attraction, love, and commitment to the person you
love?
2. As a teenager, how do you become responsible in your relationship with your

loved ones?
LET’S INFER!
preceding pages. This time, write a reflection about the importance of having
healthy relationships in achieving personal development. Please refer to the
Criteria Points
Total 20

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ST.

JOHN PAUL II COLLEGE OF DAVAO

Physically Detached Yet Academically Attached

SIMPLIFIED COURSE PACK (SCP) FOR SELF-

Physically Detached Yet Academically Attached

Physically Detached Yet Academically Attached

Personal Development- Simplified Course Pack (SCP)

SCP- Topics: 4th Quarter

Coping with Stress in Middle and

Mental Health and Well- Being

Week 16 Emotional Intelligence

Week 17 Personal Relationships

Week 18 4th Quarter Examination

Physically Detached Yet Academically Attached

SCP-Topics: 3rd Quarter

Week 1-2 Knowing Oneself

Week 3-4 Developing the Whole Person

Week 5-6 Developmental Stages

Week 7-8 The Challenges of Middle and

Week 9 3rd Quarter Examination

Physically Detached Yet Academically Attached

Welcome Aboard! This course covers the developmental stage

SCP-TOPICS: Third Quarter

Lesson Title Knowing Oneself

Adolescence pertains to a period of life in which the child transitions

Late Adolescence is the final stage of physical and emotional growth as

Middle Adolescence is a transitional stage of physical and

Personal Development refers to understanding of one’s physiological,

Physically Detached Yet Academically Attached

Self-Concept refers to the person’s perceptions and belief about

KNOWING ONESELF CAN MAKE A PERSON ACCEPT HIS/HER

Accepting One’s Strengths and Weaknesses

Recognizing one’s inner strengths and weaknesses gives a person the

Physically Detached Yet Academically Attached

Of course, self-empowerment is not always going toward the easy way.

If one is aware of his/her strengths and weaknesses, then he/she will

SHARE ONE’S UNIQUE CHARACTERISTICS, HABITS, AND EXPERIENCES

Self-concept is the person’s perceptions and beliefs about himself/herself. It

Physically Detached Yet Academically Attached

2. Self-image– is how you

Meanwhile, self-concept is also classified into different aspects.

Physically Detached Yet Academically Attached

4.The inner self: Are you happy? Can

Self-concept is an understanding of who you are as a person. One

Now, understanding the way you act because of your suppressed

Physically Detached Yet Academically Attached

Fortunately, a person's 'I' isn't always in charge. The Me is the

JOURNALING ABOUT ONESELF

Journaling involves writing, for 20 to 30 minutes at a time, our deepest

In connection to knowing oneself, Eurich (2021) claimed that journaling

Physically Detached Yet Academically Attached

Boyd, N. (2003). Self-understanding and self-concept: How we perceive ourselves.

Eurich, T. (2021). Here's why you should journal.

Pennebaker, J. (2017). Expressive writing in psychological science. Retrieved from

Rogers, C. (1978). Social comparison in the classroom: The relationship between

Terry, R. (2013). The importance of self-understanding. Retrieved

Further Readings available in SJPIICD e-library:

Mejorada, A &Pasa, N. (2016). Growing in character. Quezon City: Brilliant Creators

1. What do you mean by knowing oneself? And why is it important?

Week 3-4 Developing the WholeTHIRD

Holistic Development essentially means the development of intellectual, mental,

Middle Adolescence is a transitional stage of physical and psychological human