11

Personal
Development
(Quarter 1- Module 2/Week 2)

Department of Education
SDO- City of San Fernando (LU)
Region 1
 11
Personal
Development
(Quarter 1- Module 2/Week 2)
Developing the
Whole Person
1. Evaluate his/her own thoughts, feelings, and behaviors;
(EsP-PD11/12DWP-Ib-2.2)
2. Show the connection between thoughts, feelings and behaviors in actual life
situations. (EsP-PD11/12DWP-Ic-2.3)

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 Our Guide
For the parents:
1. Please guide your child while he is studying and answering the tasks provided in this
module.
2. Remind your child about his study time and schedule so he can finish the module.
3. Let your child answer the module activities independently however, assist him only
when necessary.
4. I will call on a certain time based on the schedule to explain the lessons in the module.
5. Kindly return the whole module and answer sheets on _________ during Fridays at
____________________.

For the learners:

1. Read carefully the directions so that you will know what to do.
2. If there are directions or topics in the module that are difficult for you to understand,
feel free to ask from your parents or companions at home. However, if you still could
not understand, you can call me at this number, _____________so I could explain it to
you clearly.
3. Answer the activities in the module on the specific day for the subject. Use a separate
sheet of paper for your answers. Avoid writing or tearing the pages of this module
because this will be used by other pupils/students like you.
4. Write important concepts in your notebook regarding your lesson. This will help you
in your review later.
5. You need to finish the activities in this module so that you can give this to your parents
on ___________________________

Always remember these health tips:

1. Remember to wear your face mask properly and regularly.
2. Always wash your hands with clean water and soap.
3. Cover your mouth and nose with handkerchief whenever you cough or sneeze.
4. Follow the one-meter distance so that you will prevent the spread of the virus.

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DEVELOPING THE WHOLE PERSON

You have learned that your unique self is a

result of different components of your
personality. The wonders and challenges of
your transition as adolescent contributes for a
better future and a better you.
In this module, you will be given the
opportunity to learn and understand the
elements of self, including physiological,
cognitive, as well as their implications to you.

LESSON OBJECTIVES

1. Evaluate his/her own thoughts, feelings, and behaviors;

(EsP-PD11/12DWP-Ib-2.2)
2. Show the connection between thoughts, feelings and behaviors in
actual life situations.
(EsP-PD11/12DWP-Ic-2.3)

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 PRE-TEST

What is the relationship of the different aspects of

development with your thoughts, feelings and
actions in dealing with life situations

Activity: ASSESS ASPECTS OF YOUR DEVELOPMENT

Divide the circle into 8 segments. In each segment, write some descriptions of
the different aspects of yourself as follows:

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 1. Physical self. Describe yourself. Try not to censor any thoughts which come to
your mind. Include descriptions of your height, weight, facial appearance, and
quality of skin, hair and descriptions of body areas such as your neck, chest,
waist, legs.
2. Intellectual self. Include here an assessment of how well you reason and solve
problem, your capacity to learn and create, your general amount of knowledge,
your specific areas of knowledge, wisdom you have acquired, and insights you
have.
3. Emotional self. Write as many words or phrase about typical feelings you have,
feelings you seldom have, feelings you try to avoid, feelings you especially
enjoy, feelings from your past and present, and feelings which are associated
with each other.
4. Sensual self. Write what you feel as a sensual person. What sense do you use
most – through the eyes, ears, mouth, nose, pores, and skin. In what ways do
you let information in and out of your body?
5. Interactional self. Include descriptions of your strengths and weaknesses in
intimate relationships and relationships to friends, family, co-students and
strangers in social settings. Describe the strengths and weaknesses which your
friends and family have noticed. Describe what kind of son or daughter, brother
or sister you are.
6. Nutritional self. How do you nourish yourself? What foods do you like and
dislike? What do you like and dislike about these?
7. Contextual self. Descriptors could be in the areas of maintenance of your living
environment: reaction to light, temperature, space, weather, colors, sound and
seasons and your impact on the environment.
8. Spiritual self or Life force. Write words or phrases which tell about how you
feel in this area. This include your feelings about yourself and organized
religion, reactions about your spiritual connection to others, feelings about your
spiritual development and history, and thought about your metaphysical self.
Think about your inner peace and joy. Think about your spiritual regimen or
routine.
You have learned that your unique self is a result of the interplay of the different
components of your personality, namely your body, thoughts feelings, experiences, and
spirituality. The wonders of challenges you are going through now, as an adolescent,
add meaning to who you are and to the person you will be in the future. Thus, in this
module, you will be given the opportunity to learn and understand the elements of self,
including physiological, cognitive, psychological, cognitive, psychological or
emotional, social, and moral or spiritual, as well as their implications to you.

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 LESSON PROPER
Reading: ASPECTS OF THE SELF
The self-concept is represented by several aspects of the self. It is conceived as
collection of multiple, context-dependent selves. This construct believes that a context
activates particular regions of self-knowledge and self-relevant feedback affects self-
evaluations and affect. A deeper look on the different aspects of self can identify
specific areas for self-regulation, stability and improvement.
In a nutshell, an individual is composed of three basic but very different aspects
of the self. They are the physical or tangible aspects as they relate to the body, the
intellectual and conscious aspects as they relate to the mind, and the emotional and
intuitive aspects as they relate to the spirit. All three aspects of the self work together
in perfect harmony when attention is paid to all three simultaneously.
Many individuals put a strong emphasis on the physical aspect of the self. The
body is tangible, obvious, and we respond to it easily. More time and money s spent on
enhancing the physical component than either of the other two aspects. This does not
mean, however, that the body is healthy and strong. The body provides a place to house
the spirit (often experienced as feelings) and the mind (often experienced as thought).
It may be important to some that their mind be prominent and well educated. The
mind is important, as it is part pf the self that directs the other two aspects. The mind
learns what to do and communicates the information to the body and the feelings. What
the mind believes, the body manifests or acts on, and the emotions feel, or respond with.
People store both healthy and destructive thoughts and beliefs and responds to life’s
circumstances in the most prominent manner. The mind provides access creativity and
serenity which are necessary for such processes as prayer, forgiveness, acceptance, and
passion.
The human emotions are the most feared aspect of the self, as individuals are
reluctant and unprepared to manage them. Managing feelings is like trying to hold water
in the palm of your hand. They are illusive and deceptive. A decision made under
emotional stress and strain usually impacts emotions negatively. Negative emotions
that are not managed are stored and repressed. Repression is destructive to a content
self since all feelings, not only negative ones are stored away. Accessing feelings when
they are needed now becomes difficult, leaving the individual numb and hopeless.
For instance, a girl realizes that she is giving much attention on the physical
aspects and less attention on her intellectual self. In this way, she can discover how
much money and time spent maintaining her physique and its consequences in her
grades. By this honest evaluation of herself, she can plan effective actions to improve
her study habits. She can start seeking for help and for related books to read or browse
articles to help her improve her study habits.

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 When you hear the word “adolescence”, what word immediately
comes to mind? You may think of words such as “body changes”, “peers”, and
“questions”. There must be a lot of words to describe adolescence; some may be fun,
but some may also mean responsibility.

Big Idea
The wonders and challenges of what you are going
through as an adolescent add meaning to who you are
and the person you will be in the future.

Puberty which is a part of adolescence has its onset at ages 10-11 for girls and 11-
12 for boys. Adolescence, from 12 to 19 years old, is considered as a transition from
childhood to adulthood, a passage from one stage to another (Hurlock, 1982)

A. Physical/Physiological Changes and Their Implications

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TERMINOLOGIES
1. Spermache- experience nocturnal emissions or wet dreams; an indication that
their male reproductive organs have become mature in function and that they
are already capable of reproduction
2. Menarche- first menstrual period; marks a girl’s sexual maturity and is
indicative of her capacity to be pregnant
3. Androgens and Estrogens- hormones or chemical substances produced by
endocrine glands that actively affect physical growth and development
4. Testosterone- an androgen that is strongly associated in the physical maturation
of boys
Ex. Changes in height, deepening of voice, development of genitals, sexual
desires and activities
5. Estradiol- an estrogen that is strongly associated in the physical development
of girls
Ex. Widening of hips and breast and uterine development

As more physical changes take place among adolescents, their concerns about their
physical appearance may also increase. According to Stice and Shaw (2002),
only few adolescents experience body-
cathexis or satisfaction with their Big Idea
bodies. Thai may be so because physical
attractiveness is one of the major Boys and girls experience rapid
concerns of teenagers as their social physical development brought about
experiences underline its importance. by the hormonal changes that take
As an adolescent, you may have already place in their body during early
realized that some people treat those adolescence.
who are attractive better than those who are less attractive.

As such, many adolescents do various things to themselves that they are attractive
which may put their safety, health, and even their life goals at risk. This also explains
why some teens are shy and cumbersome in appearing in public as well as in expressing
their ideas. Some teenagers are too self-conscious to do even simple activities such as
walking along the school corridor, and they may even be sensitive to criticisms. As
such, some teenagers have low self-esteem and lack self-confidence.

On the other hand, you need to remember that it is understandable to get affected
by these body changes. To be able to cope well during this stage, you need to make
some adjustments-on how you view the things that are happening inside and outside
your body. You may put emphasis in maintaining physical hygiene to reduce acne and
body odor, performing physical exercises to be fit and avoid becoming fat, and doing
other ways to attain physical attractiveness. Yet, it is only through self-acceptance that
you become brave enough to face the “whole world”.

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B. Cognitive Changes and their Implications
During adolescence your brain goes through significant structural
developmental stages.

1. The neurons in the corpus callosum thicken and

2. connect the left and right
hemisphere of your brain,
making the brain process
Big Idea
information faster and more Changes in your cognitive ability are
effectively. manifested by your ability to think
more abstractly, to process
The corpus callosum is a thick information into meaningful messages,
band of nerve fibers that divides and to understand complex situations.
the cerebral cortex lobes into left
and right hemispheres. It connects the left and right sides of the brain allowing
for communication between both hemispheres.
It transfers motor, sensory and cognitive information between the brain
hemispheres.
Functions:
a. Communication between left and right hemisphere
b. Eye movement and vision
c. Maintaining the balance of arousal and attention
d. Tactile localization- an individual’s ability to accurately identify the site of
stimulation (touch, pressure or pain)

3. Prefrontal cortex is developed, likewise amygdala.

 Prefrontal cortex: It is involved in decision-making, reasoning and controlling

one’s emotions.
: it is where the thoughts and actions are orchestrated

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  Amygdala: the seat of your emotions
: involves different emotional responses
: fear is one of the responses of amygdala that is associated with

 Amygdala matures earlier than the prefrontal complex. Thus, while amygdala
is already fully developed to recognize your emotion, your prefrontal is not yet
adequately mature to reason and understand experience objectively and may fail
to control intense emotions.

C. Psychological or Emotional Changes and Their Implications

 According to Piaget, an adolescent’s cognitive ability for abstraction and
advanced reasoning is characteristic of the formal operation period.

 According to Hurlock, adolescence has often

 described as a period of “storm
and stress”.
- Teenagers use these material
possessions as status symbol.
Big Idea
Life’s lessons are learned from difficult
experiences and you gain important
skills from each obstacle conquered.

D. Social Changes during Adolescence

 Social pressures and demands add to the stress and storm of the
adolescent years. You need social adjustments to overcome challenges.
 Peer acceptance becomes very important.
 You become curious about opposite sex relationships and experience
physical attraction with them.

Thus, the interplay of your thoughts, feelings, and actions significantly affect your
attitudes, behaviour, and personality. Further, this influence is an underlying factor
contributing to your uniqueness as a person. When you take charge of the way you think
and deliberately choose what thoughts to entertain, you control your emotions and how
you express them. An emotionally stable teenager knows how to let off emotional steam
in a socially acceptable manner (Hurlock, 1982). Taking control of your thoughts and
your emotions is an indicator that you are slowly maturing.

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 THE STORY OF THE TWO WOLVES

The following is an old Cherokee Indian story that is enlightening and helpful.
One evening an old Cherokee told his grandson about a battle that goes on inside
people. He said, “my son, the battle is between two wolves inside us all”.
It is a terrible fight and it is between two wolves. One is evil- he is anger, envy,
sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride,
superiority, and ego”. He continued, “The other is good – he is joy, peace, love, hope,
serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and
faith. The same fight is going on inside you – and inside every other person, too”.
The grandson thought about it for a minute and then asked his grandfather, “Which
wolf will win?”
The old Cherokee simply replied, “The one you feed”.
Knowing which wolf to feed is the first step towards recognizing you have control
over your own self. As we grow up, we gradually, become aware of the many things in
the external world which are largely beyond our ability to control. These include other
people in general and most events in our lives. Initially this difficult to accept, but a
more shocking realization is that there are many things about ourselves that we seem
powerless to control.
Some of these are our own thoughts, feelings, and actions which unfortunately can
be the source of much distress. it can also be in a form of behavior.
But are we indeed powerless to control our own maladaptive thoughts, feelings and
actions? The grandfather’s answer “The one you feed” is deceivingly simple. The
results of psychological research indicate that there are at least four important concepts
or ideas implied by the answer:

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1. The mind is not the unitary entity it seems to us but consists of different parts.
2. These parts of the mind/brain can interact and be in conflict with each other.
3. The “you” has the ability to decide which wolf it will feed.
4. Having made a choice, “you” can decide specifically how to “feed” or nurture
the selected wolf.

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 EXERCISE 1
CHECK YOURSELF
This activity will help you recall and identify physical changes that you
experience during adolescence and the coping mechanisms that you used to deal with
such changes.
Instruction: Answer the question substantially.
What physical changes did you experience when you were 13?
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________

Reflect Upon
1. How did you feel about these changes that you observed about yourself at the
onset of adolescence?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. How did you cope with such changes?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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 EXERCISE 2

What Have I Learned So Far?

Write TRUE if the statement is correct, and FALSE if it is incorrect. Write your answers
on the blank provided.

____________1. An urge for independence is felt during this stage.

_____________2. Boys usually start their growth spurt earlier than girls.

_____________3. Widening of the hips is caused by the hormone called testosterone.

_____________4. During adolescence, most teenagers gradually seek for their identity.

_____________5. Release of spermache among boys indicates sexual maturity.

_____________6. Secondary sex characteristics are physical attributes that distinguish

males from females.

_____________7. Hormones are chemical substances produced by endocrine glands.

_____________8. Estradiol is an estrogen that is strongly associated with the physical

development of girls, such as deepening of the voice, widening of shoulders and
increase in height.

_____________9. Obesity is commonly associated with hormonal changes.

_____________10. Physical attractiveness is one major concern among adolescents.

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 EXERCISE 3

ENOMETER
This activity will help you realize that emotions have varying degrees and that
emotions are affected by your thoughts.

Instructions:
1. Think of your favorite feeling. Is it excitement? Amazement? Surprise? Then
think of a feeling that bothers you often. Is it anger? Fear? Disappointment?
Choose one that you want to focus on in this activity.
2. Based on the chosen feeling, identify thoughts that come to your mind.
3. Write these thoughts in the box provided. Then, align these thoughts with the
corresponding intensity of your chosen feeling indicated by the enometer.

My
Enometer Thoughts
Boiling Hot
_______________
_______________
_______________
_______________
_______________
_______________
Warm _______________
_______________
_______________
_______________
Cool and _______________
Calm _______________
_______________
_______________
_______________
_______________

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 EXERCISE 4

What Have I Learned So Far?

Write TRUE if the statement is correct, and FALSE if it is incorrect. Write your
answers on the blanks.

_____________1. An urge for independence is felt during this stage.

_____________2. Boys usually start their growth spurt earlier than girls.

_____________3.Widening of the hips is caused by the hormone called

testosterone.
_____________4.During adolescence, most teenagers gradually seek for their
identity.
_____________5. Release of spermache among boys indicates sexual maturity.

_____________6.Secondary sex characteristics are physical attributes that

distinguish males from females.

_____________7.Hormones are chemical substances produced by endocrine

glands.
_____________8.Estradiol is an estrogen that is strongly associated with the
physical development of girls, such as deepening of the voice, widening of
shoulders and increase in height.

_____________9. Obesity is commonly associated with hormonal changes.

_____________10.Physical attractiveness is one major concern among

adolescents.

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 EXERCISE 5
THE PAPER COLLAGE

This activity aims to help you appreciate your traits, abilities, and talents as a
teenager. It will provide the opportunity to look deeper into your role as teenager and
analyseze the importance of this stage in your life.

Instructions:

1. Prepare the following materials:

a. Board paper; A4 size d. old magazines
b. Tissue paper or art paper e. pair of scissors
c. Glue or paste

2. Using the materials, create a collage that will illustrate your meaning and
purpose in life as a teenager.

3. Also, you may cut letters, words, and phrases from the used magazines to add
captions and labels to your collage.

4. When you are done, answer the following questions:

a. How do you feel about the activity?
b. What is most important in your life right now?
c. What do you think is the purpose of your existence?
d. What kind of life do you want to lead?

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 EXERCISE 6

What Have I Learned So Far?

Encircle the letter of the correct answer.
1. Adolescents tend to participate more in social gatherings. What does this
statement mean?
a. Social competence of teenagers is enhanced.
b. Social insights of teenagers improve.
c. Teenagers become more confident in their talents and abilities.
d. All of the above.

2. Which statement indicates that postconventional reasoning among

adolescents is achieved?

a. They begin to question their parents’ moral beliefs.

b. They consult their peers about certain acceptable standards.
c. They can stand for what they believe is right.
d. They conform to the standards of their peers.

3. What would adolescents likely suffer from when they act upon someone’s
request or demand even though it goes against their principles or moral
beliefs?

a. Self-blame b. self-condemnation c. self-evaluation d. self-

assurance

4. Psychologists believe that our thoughts influence our feelings and

behaviors. Which of the following best illustrates this statement?
a. My parents love me, so I feel frustrated when they do not allow me to
attend parties.
b. If I fail in a quiz, then I should study harder next time.
c. When the teacher calls my attention because I am talkative, it means
that she is concerned with my personal growth.
d. Coming late to class means that I should wake up earlier next time.

5. Which statement illustrates emotional stability?

a. You can evade certain situations.

b. You can express emotions in a socially acceptable manner.
c. You can confront people.
d. You can ignore the person who hurt you.

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 GENERALIZATION

The adolescence stage (13-19 years) is considered as a transition from

childhood to adulthood, a passage from one stage to another. Your experience of
physical and psychological changes may be overwhelming, and such changes may
contribute to your emotionality. Cognitive changes include your ability to think
logically and abstractly, which indicates your capacity to analyze and solve difficult
situations. Also. During this stage, you experience social changes, which include
establishing friendships and intimate relationships with others; thus, peer
acceptance and belongingness becomes important to you. As a teenager, you
gradually begin to seek for identity, and you are no longer content with behaving
like your peers. Hence, you tend to exert effort to clarify who you really are, when
you can do, and what you can contribute to the world. Moral or spiritual elders
during childhood to more internal, moral thinking during adolescence. Kohlberg
stated that you should have developed moral reasoning based on the universal
human rights; hence, when faced with a moral dilemma, you must be able to stand
on what your personal conscience dictates you to do. These moral changes also
influence your values and religiosity, thus affecting your commitment to certain
moral standards. Finally, these changes in the various elements of self are
manifested in your ability to think, feel, and act. Thus, thoughts, feelings, and
actions are closely related to each other.

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 WRITER’S PROFILE

VANESSA ARIANE G. CARREON

Ms. Carreon earned her degree in Saint Louis College (2004) in Bachelor of Secondary
Education major in Physical Education. She has been a faculty member of Humanities
and Social sciences for 2 years and been handling Grade 12 Physical Education and
Health and Personal Development.

Annex

Writer : Vanessa Ariane G. Carreon

Illustrator : ___________________________
Evaluators/ Editors : Brenda A. Sabado, Principal IV
Thea Zonette S.Medrano, OIC-Assistant Principal
Precilda B. Sanchez, Master Teacher II
Krysna N. Milanes, Teacher II
Roxane P. Ducusin, Teacher II
Romel Christian Z. Miano, Special Science Teacher I

__________________________
Maria Rhea C. Reyes
Education Program Supervisor in ESP

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