NAME: __________________________________

GRADE, SECTION, AND STRAND _____________________

This module is good for 1 WEEK.

Deadline of submission is on October 4, 2021.

SAINT PATRICK’S ACADEMY, INC.

Paltic, Dingalan, Aurora

Personal
Development
First Quarter SY 2021-2022

Lesson II
Developing the
Whole Person:
Physiological, Social, Cognitive,
Spiritual, and Psychological

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 PERSONAL DEVELOPMENT
LESSON 2: Developing the Whole Person: Physiological, Social, Cognitive, Spiritual,
and Psychological
Introduction
Adolescence is considered a crucial stage in human development. Life changes entirely at this
stage which involves a lot of transitions. During this period, the adolescents’ ability to perceive and
judge risk is not yet effective and causes different views with their parents or guardian. This is because
their cognitive and psychosocial development is still inconsistent.
This module is designed for you to understand the relationship among physiological, cognitive,
psychological, spiritual, and social aspects of development to understand your thoughts, feelings and
behaviors.

Content Standards Performance Standards

At the end of this lesson, the learners shall The learners illustrate the connections
demonstrate an understanding of various between thoughts, feelings, and behaviors
aspects of holistic development: physiological, in a person’s holistic development.
cognitive, psychological, spiritual, and social
development.
?

Essential Understanding Essential Questions

Understand that the development of a person What are the relationships of the different aspects
happens holistically and that our attitudes are of holistic personal development?
determined by our thoughts, feelings and
behavior. How does someone achieve holistic development?

Learning Competencies
At the end of this lesson, the learners shall be able to evaluate his/her own thoughts, feelings, and
behaviors and show the connections between thoughts, feelings, and behaviors in actual life
situations.

Objectives:
At the end of this lesson, you will be able to:
1. Understand the relationship among physiological, cognitive, psychological, spiritual and
social development;
2. Appreciate the importance of holistic development; and
3. Demonstrate the connection between thoughts, feelings and behavior through
differentiated instruction.

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Activity 1: THEN AND NOW
As senior high students, we can now consider your age in the late adolescent stage. And by this
time, you have developed most of the dimensions of your personality. It will be nice to share some of
it to your classmates.
Attach a photo of you from your childhood at the left box below then attach a recent photo of you at
the other box. Answer the following questions below.

1. How would you compare your previous self with the present one?

2. At what aspect of yourself do you think developed the most through the years?

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Physiological Development
The physical dimension revolves around the physical body
of human beings; its processes, functions, mechanisms,
and chemistry- from the cells as the smallest units, the
tissues these cells create when united, the organs these
tissues give shape to, to the organ systems that pretty
much responsible to keeping us alive, walking, talking and
breathing. This dimension is responsible for giving us the
ability to move our muscles, to perceive our surroundings,
and to think of the ideas and opinions that bring wonders
to our lives and of others.

During adolescence there is a large degree of psychological

growth as children make adjustments in their personality
due to the rapid physical and sexual development which
are characteristic of this period of life. Adolescents face
ongoing conflict and difficulty adapting to the sudden
upsurge of sexual and aggressive drives. These changes
cause unrest and confusion in the adolescents’ inner
selves and in the way they perceive the world.

Psychological Development
Psychological dimension contains the concept of cognition, behavior, attitude, emotion and
ultimately personality. As compared to physical dimension which could be observed directly and be
measured, the psychological dimension has both internal and external factors that can or cannot be
measured, observed and calculated.
The psychological development that occurs during this period can be characterized as developmental
tasks that emphasize development of autonomy, the establishment of identity, and future orientation.

The first area of adolescent development—establishment of autonomy—occurs when the adolescent

strives to become emotionally and economically independent from parents. This struggle begins
during early adolescence (ages 12-14 years), which is characterized by forming same-sex peer groups,
with decreasing interest in family activities and parental advice. During this time, adolescents are
concerned with how they appear to others. The peer group, which is typically same-sex, is often
idealized and has a strong influence on the adolescent’s development. As a result, adolescents may
use clothing, hairstyles, language, and other accessories to fit in with their peers. Similarly,
adolescents who do not identify with any peers may have significant psychological difficulties during
this period. Adolescents become less preoccupied with their bodily changes as they approach the end
of puberty. The adolescent’s attention shifts from being focused on self to adopting the codes and
values of larger peer, parental, or adult groups.

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During middle adolescence (ages 15-17 years), the peer group becomes a mixed-sex peer group and
assumes a primary social role for the adolescent. Adolescents begin to have short, intense “love”
relationships, while looking for the “ideal” partner. It is not uncommon for adolescents to have
crushes on adults during this stage. Family conflict is likely to be at its peak. As adolescents’
independent functioning increases, adolescents may examine their personal experiences, relate their
experience to others, and develop a concern for others.

By late adolescence (ages 18-21 years), adolescents have developed a separate identity from parents.
Simultaneously, adolescents may move away from their peer group and strive to achieve adult status.
Adolescent conflict with parents may very well decline during this stage. As adolescents begin to enter
more permanent relationships, they establish responsible behavior and their personal value system
matures.

Cognitive Development
Cognitive development is the progression of thinking from
the way a child does to the way an adult does. There are 3
main areas of cognitive development that occur during
adolescence.

First, adolescents develop more advanced reasoning skills,

including the ability to explore a full range of possibilities
inherent in a situation, think hypothetically (contrary-fact
situations), and use a logical thought process.

Second, adolescents develop the ability to think abstractly.

Adolescents move from being concrete thinkers, who think
of things that they have direct contact with or knowledge
about, to abstract thinkers, who can imagine things not
seen or experienced. This allows adolescents to have the
capacity to love, think about spirituality, and participate in
more advanced mathematics. Youth who remain at the level of a concrete thinker focus largely on
physically present or real objects in problem solving and, as a result, may present with difficulty or
frustration with schoolwork as they transition throughout high school.

Adolescents may also experience a personal fable as a result of being able to think more abstractly.
The personal fable is built on the fact that if the imaginary audience (peers) is watching and thinking
about the adolescent, then the adolescent must be special or different. Several studies have found
that adolescents perceive more risk in certain areas than adults but that being aware of the risks fails
to stop adolescents from participating in risk-taking behavior.

Third, the formal operational thinking characteristic of adolescence enables adolescents to think
about thinking or meta-cognition. This characteristic allows youth to develop the capacity to think
about what they are feeling and how others perceive them. This thought process, combined with rapid
emotional and physical changes that occur during puberty, causes most youth to think that everyone
is thinking not just about what they are thinking about but about the youth themselves (imaginary
audience).

Spiritual Development
Our spiritual dimension allows us to view ourselves in a spiritual level, as spiritual beings. This
dimension is cannot be observed but can be subjectively altered and perceived by the person. It holds
relevance to a perceived existence of God, of a greater good, or a Superior Being relating to the humble
individual.

Spiritual beliefs are closely related to the moral and ethical portion of the self-concept and must be
considered as part of the child’s basic needs assessment. Children need to have meant, purpose and
hope in their lives. Also, the need for confession and forgiveness is present even in very
young children. Extending beyond religion, spiritual affects the whole person: mind, body
and spirit.

Adolescents become more skeptical and begin to compare the religious standards of their parents
with those of others. They attempt to determine which to adopt and incorporate in their own set
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of values. They also begin to compare religious standards with the scientific view point. It is a time of
searching rather than reaching. Adolescents are uncertain about many religious ideas
but will not achieve profound insights until late adolescence period or early childhood.

Social Development
Adolescents will begin to form many different types of relationships, and many of their relationships
will become more deeply involved and more emotionally intimate. During children's younger years,
their social sphere included their family, a few friends, a couple teachers, and perhaps a coach or
other adult mentor. But during adolescence, teens' social networks greatly expand to include many
more people, and many different types of relationships. Therefore, adolescent social development
involves a dramatic change in the quantity and quality of social relationships.

Younger children will often use the word "friend" to refer to any other child whom they happen to
know. However, as children mature and become adolescents, they begin to differentiate friends from
acquaintances, indicating a more mature understanding of the qualitatively different ways to know
another person. Likewise, youth develop the capacity to form closer, more intimate relationships with
others. They also begin to form romantic attachments; and, as the desire for a romantic relationship
increases, youth may begin to question their gender orientation and gender identity.

ATTITUDE AND ITS COMPONENTS: AFFECT, BEHAVIOR, COGNITION

A key factor in personality development is
attitude- a settled way of thinking and feeling
about someone or something, typically
reflecting in a person’s behavior. Attitude
manifests itself a behavior, as a representative
of personality.
Attitude can be both implicit and explicit.
Implicit attitudes are thoughts or feelings that
conscious awareness does not cover. Explicit
attitudes, however, can be perceived
consciously and expressed accordingly.
For attitude to come into existence, it needs
three components, namely affect, cognition and
behavior.
Cognition- It is the way we think. It
encompasses our thoughts in different levels, ranging from ourselves to our environment, from
imaginary to perceivable reality. While cognitions involve all that we mentally conceive, ideas that we
create. Affect is solely focused on emotions. Again, cognition as a component of attitude is only a
viewpoint, a portion of the bigger picture of attitude. A common question in Psychology is which comes
first, affect or cognition?
Affect- It is the term used to represent emotions directed to the self, the environment and to others.
For one develop a bitter attitude towards being rejected, for example, there must be an underlying
emotional response to the action and its doer. Through this example alone, we cannot fully describe
attitude, therefore, attitude can be solely described or defined by one component alone.
Behavior- It is the action or manifestation of attitude. Without attitude, affect, and cognition, behavior
will be rendered baseless and ungrounded. It would seem that attitude has one-way direct effect on
behavior when it is proven otherwise. Attitude affects behavior as behavior affects attitude. A practical
application of this is the relatable situation of trying a new approach to particular situations- wherein
a different behavior is encouraged to the person who has a different attitude towards the subject.
Now that we are made aware of the three components, let us tackle how exactly one’s attitude are
formed.

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 Social Factors A factor that influences attitude heavily. Your roles in social
environment and of course, the social norm that tells you what to
do and what not to do in social situation also affect attitude.

Learning We tend to associate what we observed with our attitude and

employ the same mindset. This is what we call classical conditioning
and can usually be seen at television commercials.

Operant Conditioning This is the reinforcement of consequences with our behavior. The
best example of this is the reward and punishment.

Modelling When someone particularly close to us, a person we admire or adore

or a parent does something, it is more likely we would be doing the
same thing they are doing.

Attitude is a prominent factor in personality. If you know how it is created, you can know
how to handle it especially when you need to. It is matter of self-monitoring and self-assertion.

Activity 2: ANALYSIS

Read the given scenarios on each item and explain why these situations happen on the different
aspects of development.

SCENARIOS EXPLANATIONS

Emily spends most of her days with her friends.

She would rather go out with them than help
her parents at home.

Tasha started to get conscious about her

appearance. She always looks at the mirror and
notices small blemishes on her skin. She then
started to use different kinds of skin care
products.

Kikay, who is now 18 years old, is in a

relationship with her classmate Kevin. They are
both seen together at school but their parents
did not know anything about it.

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Activity 3: TRUE OR FALSE

Write TRUE is the space provided on the left if the statement is correct and write FALSE if the
statement is incorrect.

___________1. Our physical attributes don’t change thru time.

___________2. Every human in this world seeking for their purpose in life.

___________3. We have no choice on what kind of emotion will come up in specific situation.

___________4. Emotions no matter how strong it is, can be controlled.

___________5. We are always responsible in all the things we do.

___________6. Our concept of friendship changes when we grow older.

___________7. Our behavior affects someone else’s attitude.

___________8. Our attitude affects someone else’s behavior.

___________9. Development of a person should happen holistically.

__________10. It is important to express what we feel.

Activity 4: CRITICAL THINKING AND ANALYSIS

Consider a time when you had an important social interaction or made an important decision.
Briefly share your experience with 5-10 sentences. Analyze your responses to the situation in terms
of affect, behavior, and cognition. What did you feel about it? What are you thinking during that
time and how did you come up with your decision? How does that decision reflect on your current
situation?

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Parent’s/ Guardian’s Signature Over Printed Name