HIGH SCHOOL

Module
1 Hour

Knowing Oneself
Understanding Oneself During Middle and Late Adolescence

Gain Attention
What is personality? Is our personality encoded or learned? Does it ever change?

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Inform Learners of objectives

.

At the end of this module, you should be able to:

Cognitive:

1. Understand the concept of self-exploration, nature, and personality and the

Myers Briggs Type Indicator;

Affective:

2. Develop the value of accepting one’s strengths and weaknesses; and

Psychomotor:

3. Share their own experiences about their development as an individual through an

activity.

Knowing Oneself
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Understanding Oneself During Middle and Late Adolescence

Stimulate Recall of Prior Learning

DIRECTION: Look and Analyze carefully the pictures presented and answer the questions that
follow:

Knowing Oneself
Understanding oneself during middle and late adolescence

Think of one (1) word that might describe yourself, and one (1) word that might
describe how other people see you.

Present the content and provide learning guidance

● Self- is defined as the cognitive and affective representation of one’s identity

● Personality - It is defined as a broader term that comprises traits, motives,
thoughts, self-concept, and feelings
● Personality Trait - is defined as a disposition to behave consistently in a
particular way
● Philosophical term- “self” source of a person’s consciousness-responsible
thoughts and actions
● “Self” is the essence of a person: thoughts, feelings, and actions, experiences,
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beliefs, values, principles, and relationships.
● Self – the person’s life purpose, meaning, and aspirations.

FACTORS THAT INFLUENCED PERSONALITY

NATURE – The personality of an individual is influenced by the

heredity or genetic make-up of a person

NURTURE - is influenced by the environment of a person.

Knowing Oneself
Understanding Oneself During Middle and Late Adolescence

● Environment+Genes+Experiences=Trait
TRAIT - a distinguishing quality or characteristic, typically one belonging to a
person.
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Elicit Performance
Choose the best answer

1. It was defined as the cognitive and affective representation of one’s identity

A. Personality B. Trait C. Self D. Nature

2. Personality of an individual was influenced by the heredity or genetic make-up of a

person which called?

A. Nurture B. Personal C. Nature D. Trait

3. It was defined as a disposition to behave consistently in a particular way?

A. Personality B. Personality Trait C. Trait D. Self

4. Personality of an individual was influenced by the environment of a person which called?

A. Nurture B. Trait C. Personality trait D. Gene

5. It was defined as a broader term that comprises of traits, motives, thoughts, self-concept,
and feelings.

A. Trait B. Personality C. Personality Trait D. Nurture

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Knowing Oneself
Understanding Oneself During Middle and Late Adolescence

MYERS AND BRIGGS TYPE INDICATOR

The Myers–Briggs Type Indicator (MBTI) is an introspective self-report questionnaire indicating differing
psychological preferences in how people perceive the world and make decisions. The test attempts to
assign four categories: introversion or extraversion, sensing or intuition, thinking or feeling, judging or
perceiving. One letter from each category is taken to produce a four-letter test result, such as "INFJ" or
"ENFP".
Most of the research supporting the MBTI's validity has been produced by the Center for Applications of
Psychological Type, an organization run by the Myers-Briggs Foundation, and published in the center's own
journal, the Journal of Psychological Type, raising questions of independence, bias, and conflict of interest.
Though the MBTI resembles some psychological theories, it has been criticized as pseudoscience and is not
widely endorsed by academic researchers in the field. The indicator exhibits significant scientific
(psychometric) deficiencies, notably including:
● poor validity (i.e. not measuring what it purports to measure, not having predictive power, or not
having items that can be generalized)
● poor reliability (giving different results for the same person on different occasions)
● measuring categories that are not independent (some dichotomous traits have been noted to
correlate with each other)
● not being comprehensive (due to missing neuroticism)
The four scales used in the MBTI have some correlation with four of the Big Five personality traits, which is
a more commonly accepted framework.
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Elicit Performance
Take an exam of Personality Type Indicator. The test attempts to assign
four categories: introversion or extraversion, sensing or intuition,
thinking or feeling, judging or perceiving. One letter from each category
is taken to produce a four-letter test result, such as "INFJ" or "ENFP".
Click the link below and answer the questions.
Link: Personality Type Indicator (my-personality-test.com)

Elicit Performance
Answer the following questions
What is the result of your exam?
Do you feel that the result are measures your personality? Why?
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Knowing Oneself
Understanding Oneself During Middle and Late Adolescence

Synthesis
● Personal Development may be defined as a process in which persons reflect upon
themselves, understand who they are, accept what they discover about themselves,
and learn (or unlearn) new sets of values, attitudes, behavior, and thinking skills to
reach their fullest potential as human beings.

Assess performance
A. DIRECTIONS: Write an essay about your personality and traits. (10 points)

Personality and traits

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Knowing Oneself
Understanding Oneself During Middle and Late Adolescence

B. Answer the following questions briefly. Write your answer in the space
provided. (10 points)

1. What is the importance of nature/genes in dealing with personality?

2. What is the importance of the environment/experiences in life in dealing with

personality?

3. Reflection Question
How is knowing oneself and understanding oneself is important for knowing
your identity?
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Knowing Oneself
Understanding Oneself During Middle and Late Adolescence

Enhance retention and transfer

What have you learned from your personality in your experiences this time of
pandemic situation?

Bibliography

● Myers–Briggs Type Indicator - Wikipedia

● Bernstein, Carolyn Maddy, and Esmeralda S. Cunanan. Exemplary Career Guidance

Programs: What Should They Look Like? (University of California: Berkeley National Center
for Research in Vocational Education, August 1995).
● Exemplary Career Guidance Programs: What Should They Look Like?.
http://www.nrccte.org/sites/default/files/publication-files/exemplary_career_guidance_prog
rams.pdf. Senior High School Career Guidance Program. 2015. Department of Education
Order 41
● Sharma, Ra. S. Fundamentals of Guidance and Counselling. (New Delhi India: Loyal Book
Depot, 2001).
● Spokane, Arnold. Career Intervention. (Englewood Cliffs New Jersey: Prentice Hall, 1991).
● Spokane, Arnold. Career Intervention. (Englewood Cliffs New Jersey: Prentice Hall, 1991).
● Yuen, Man-tak. T. Life Skills Development and Comprehensive Guidance Program Series.
(Hongkong China:University of Hongkong, 2004 ed)
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