q1 Perdev Students

SENIOR HIGH SCHOOL
Personal
(LEARNING AREA)
Development
(QUARTER NUMBER)
Quarter 1 Module 1
(MODULE NUMBER)
Lesson 1-8
DO_Q1_PERSONAL DEVELOPMENT_MODULE1_LESSON1-8
i
RESOURCE TITLE: Personal Development
Alternative Delivery Mode
Quarter 1 – Module 1, Lesson 1-8
Revised Edition, 2022
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Published by the Department of Education

Kalihim: Sara Z. Duterte-Carpio
Development Team of the Module
Writers: Mary Joy D. Lansangan, Vanessa R. Tamayo

Ruby Ann A. Cabrera, Lady Mielle Q. de Asis
Reviewers: Edna A. Prudente, Ruby Ann A. Cabrera
Editors: Alpha Joy R. Provido
Illustrator: Nathaniel D.C. Del Mundo
Layout Artist: Ruby Ann A. Cabrera, Raphael A. Lopez
Management Team:
MELITON P. ZURBANO, Schools Division Superintendent
FILMORE A. CABALLERO, Chief – Curriculum Implementation Division
JEAN A. TROPEL, Division Education Program Supervisor – Learning Resources
EDNA A. PRUDENTE, Division Education Program Supervisor – Edukasyon sa
Pagpapakatao
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SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 1
Knowing Oneself
iii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.
In addition to the material in the main text. Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not Put Unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
iv
This module was designed and written with you in mind. It is here to help you
master Personal Relationships. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is composed of one lesson:

● Lesson 1 – Knowing Oneself
After going through this module, you are expected to:
1. Explain that knowing yourself can make you accept your strengths and
limitations and deal with others better. ESP-PD11/12KO-la-1.1
2. Share your unique characteristics, habits, and experiences. ESP-
PD11/12KO-la-1.2
My Gifts
Directions: Let’s look back on the things that you know, can do, and care
about in order for you to know yourself. Write your answers on the given table.
What I know What I can do

(Gifts of my mind) (Gifts of my hands)
Example: Example:
I know how to speak in English. I can ride a bike.
I know all the cities in Metro I can cook.
Manila. 1.____________________________
1.____________________________ 2.____________________________
2.____________________________ 3.____________________________
3.____________________________
What I care about

(Gifts of my heart)
Example:
I care about myself.
I care about my family.
1.____________________________
2.____________________________
3.____________________________
1 (DO_Q1_PERSONAL DEVELOPMENT 11
MODULE1_LESSON1
Lesson Knowing Oneself
1
Adolescence is one of the most important stages in one’s development. In this

stage, a person explores his/her preferences, qualities, talents and as well as one’s
limitations. It is essential that one discovers these things about himself/herself to
make way for the foundation of one’s identity. Establishing one’s identity is essential
for the transition to the next developmental stage.
Some of the most important concepts that you need to familiarize yourself
with in this module are the following:
1. Self-Concept
The self-concept is a general term used to refer to how someone thinks
about, evaluates or perceives themselves. To be aware of oneself is to have
a concept of oneself.
2. Self -Awareness
Self-awareness is the ability to identify own strength, values and
preferences. It helps us to understand our own emotions, thoughts and
insight.
3. Ideal Self
This is the person who we would like to be. It consists of our goals and
ambitions in life, and is dynamic—forever changing.
4. Actual Self
Refers to who you actually are.
5. Self-Esteem
Self-esteem is your overall opinion of yourself — how you feel about your
abilities and limitations.
Knowing Oneself is the first step toward self-development. This will allow you to
unlock your skills and potentials.
What’s on your mind?
Directions: What can you see in the picture? Write a

paragraph based on the picture in relation to the topic
Knowing and understanding oneself.
_________________________________________________________
__________________________________________________________
____________________________________________________________
____________________________________________________________
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RIGHT ON and NO WAY!
Directions: Write a √ next to the activities that you like. Write an X next to
the activities that you do not like.
____ Driving ____ Playing with friends

____ Cycling ____ Babysitting
____ Diving ____ Sewing
____ Singing ____ Drawing
____ Dancing ____ Writing stories
____ Sleeping ____ Composing songs
____ Watching TV ____ Playing video games
____ Baking ____ Recording Videos
____ Swimming ____ Vlogging
____ Walking ____ Studying
____ Playing card games ____ Cleaning
____ Camping ____ Putting-on make-up
____ Jogging ____ Hair Styling
____ Riding a bicycle ____ Eating
____ Running ____ Watching videos
____ Playing basketball ____ Taking care of pets
____ Going to church ____ Volunteering in groups
____ Surfing the internet ____ Travelling
1. Circle three (3) activities you like the most.

2. List other activities that you like:
My Banner: The Treasure within Me

Directions: In the spaces indicated by number, write down the following: You may
do this in a bond paper.
1 - 2 - Two things I do very well

3 - 4 - My two greatest achievements in life
5 - What I am proud of a myself
6 - My happiest moment
7 - Positive words that my friends use to
describe me
8 - A personal goal that I have already
achieved
9- Three blessings for which I am most
thankful to God
10 - Three of my positive qualities
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11 - Difficulties, challenges, and problems that I was able to solve and
overcome
Processing questions:
1. What particular number/s did you find difficult to answer? Why do you
think so?
2. What did you discover about yourself and how did you feel about it?
3. How were you able to solve the difficulties/challenges/problems that you
have mentioned?
4. In what situation do you think you can apply the knowledge you have gained
about yourself?
MY CHARACTER STRENGTHS
Directions: Put a check ( / ) next to the sentence that describes you. You
can check as many sentences as you want.
____ I am honest. ____ I am energetic.

____ I am friendly. ____ I am a good listener.
____ I am reliable. ____ I am had-working.
____ I am easy to get along with. ____ I am usually on time.
____ I am good at following instructions. ____ I am polite.
____ I like to do things with other people. ____ I am proud of myself.
____ I like to do things on my own. ____ I can keep a secret.
____ I like to keep things clean and organized. ____ I am a good friend.
____ I like to have a good time. ____ I am a good influence.
____ I am good with words.
____ I can solve my own problems. ____ I like to help others.
____ I don’t give up until I finish my work. ____ I am thoughtful.
____ I ask others for help when I need it. ____ I am disciplined.
____ I am good at helping others solve their problems.
____ I know what is right.
____ I like to tell people about my accomplishments.
____ I have a good common sense.
____ I don’t give-in to pressure.
1. How did you feel while answering the activity?
2. What are the three (3) strengths that best describe you?
3. What do you think is the importance of knowing your personal strengths?
4. How can you use these strengths in improving your relationship with your
family? Friends? Classmates?
MODULE1_LESSON1
Self-Headline
Directions: You are to be featured in a newspaper article. What do you think
should be the headline and the image? You may cut and paste images in the bond
paper from magazines, newspapers, leaflets etc.
Magic Mirror
Look at yourself in the mirror. What do you want to say to yourself? You may use
the guide below.
You are _____________________________________________

Thank you for ______________________________________
Always remember ___________________________________
I hope you __________________________________________
As part of your reflection, watch the video entitled “10

DEEP SELF DISCOVERY QUESTIONS: To ask yourself”
and write down your insights regarding the video. The link
is posted here: https://www.youtube.com/watch?v=jog64xjIPBw
Directions: Read the statements below and write TRUE if you think that the
statement is correct. Write FALSE if you think that the statement is incorrect.
Write your answer after each statement.
1. Self-awareness is just refers to your opinion about yourself.

2. Your ideal self is who you actually are.
3. Self-Concept means having a high opinion about yourself.
4. Your Actual Self refers to who you actually are.
Becoming aware of yourself can help you unlock your skills and potentials.
Watch the video entitled “Self-Awareness 101- Lesson 1 on Personal

Development” and write your insights regarding the video. Here is the link of the
video: (https://www.youtube.com/watch?v=6Jr4lb3xYtw)
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MODULE1_LESSON1
(DO_Q1_PERSONAL DEVELOPMENT 11 6
Assessment
1. FALSE
2. FALSE
3. FALSE
4. TRUE
5. TRUE
Department of Education (2016). Personal Development Teacher’s Guide
Freepick. (2019). Newspaper headlines template realistic poster [Image].

Retrieved from <a href="http://www.freepik.com">Designed by macrovector
/ Freepik</a>
Freepick. (2015). Man head forming bulb [Image]. Retrieved from <a
href="http://www.freepik.com">Designed by Freepik</a>
Freepick. (2019). Inner world beautiful woman [Image]. Retrieved from <a
href="http://www.freepik.com">Designed by macrovector_official /
Freepik</a>
Freepick. (2019). Specs concept illustration [Image]. Retrieved from

<a href="http://www.freepik.com">Designed by slidesgo / Freepik</a>
Ohio Self Determination Association (2017). The Speak Up Guide [PDF file]
Retrieved from https://www.osdaohio.org/wp-
content/uploads/2017/02/chapter1.pdf
MODULE1_LESSON1
SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 2.1
Developing the Whole
Person
MODULE1_LESSON1
to distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:

● Lesson 1 – Five Areas of Personal Development
● Lesson 2 – Evaluation of One’s Thoughts, Feelings and Behaviors; and
Connections Between One’s Thoughts, Feelings and Behaviors in Actual
Life Situations
1. Evaluate one’s thoughts, feelings, and behaviors. EsP-PD11/12DWP-Ib2.2
2. Show the connections between thoughts, feelings, and behaviors in real-life
situations. EsP-PD11/12DWP-Ic2.3
Directions: Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. It refers to the physical changes in the body as well as changes in skills related
to movement.
a. Social development c. Emotional development
b. Cognitive development d. Physiological development
2. This has something to do with the feelings that you experience.
a. Social development c. Emotional development
b. Cognitive development d. Physiological development
3. It is about the innate capacity to relate with others, to connect, and feel the
sense of belongingness.
a. Social development c. Spiritual development
b. Emotional development d. Cognitive development
4. It refers to the person’s intellectual abilities as shown in his/her thoughts,
attitudes, beliefs and values.
b. Emotional development d. Cognitive development
5. It is defined as discovering oneself beyond the ego known as the soul. Spirit or
the “inner essence” that is often disregarded or taken for granted.
b. Emotional development d. Physiological development
9 (DO_Q1_PERSONAL DEVELOPMENT
(DO_Q1_PERSONAL DEVELOPMENT 11
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MODULE1_LESSON2.1
Lesson
Developing the Whole Person
2.1
Presently, you are in the process of puberty a period where there is a rapid
physical maturation and bodily changes. Human life is complex and it consists of
many different facets. During this time, teens will see different of changes in their
physical, psychological, cognitive and spiritual aspect. Adolescence is a time for
growth spurts and puberty changes. The whole person concept was introduced by a
philosopher named Dr. Mortimer J. Adler which confronts us to struggle a proper
balance in all aspects of our lives ---demands a significant investment in time with
family and friends, inspiring our lives, growing in our spiritual aspect and becoming
all that we can be. As its framework, developing yourself is learning to balance your
work, your lives, and your successes.
Puberty is a period of rapid physical maturation involving hormonal and bodily

changes. It takes primarily in early adolescence between 9 to 16 years of age for most
individuals, environmental factors can also influence its onset and duration
(Vanderberg & Boomsa, 2007). Adolescence is a stage in life that deals with many
changes and other aspects of life such as family, work or career, personal and social
relationships. Adolescence is the transitional stage from childhood to adulthood that
occurs between ages 13 and 19. The physical and psychological changes that take
place in adolescence often start earlier, during the preteen or "tween" years: ages 9
and 12.
There are three major stages of development occurs in an individual. These

are: Physical, cognitive and psychosocial.
Physical development. It relates to the growth and skill development of the body,
including the brain, muscles, and senses. Differences in physical growth are
apparent from everyday observations of people around us. (Cicarelli & White, 2012);
Papalia, 2010)
Cognitive development. It is a field of study in neuroscience and psychology

focusing on a child's development in terms of information processing, conceptual
resources, perceptual skill, language learning, and other aspects of the developed
adult brain. As their cognitive capacity advances, they begin to think abstractly,
reason logically, think possibilities, and impossibilities about life (Cicarelli, 2012).
Psychosocial development. For a concept to be psychosocial means it relates to

one’s psychological development in, and interaction with, a social environment.
Involving both psychological and social aspects in human development. Erik
Erikson’s theory of psychosocial development is one of the best known theories of
personality in psychology. He believed that personality develops in a series of stages.
Erikson’s theory describes the impact of social experience across the whole lifespan.
Adolescence is also a period for developing independence (Cicarelli, 2012).
Adolescents may be separated with their parents especially when they are searching
for their identity (Papalia, 2012).
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MODULE1_LESSON2.1
Activity 1: “Who Are You?”
Directions: Complete the chart below to assess yourself.
A.
Roles Personal Core Learning

(your assumed (describe yourself in 2-3 (what have you learned and
responsibilities/roles in life) sentences) what are hoping to learn?)
B.
Family History Values Strengths Interests Hopes for the
(Where have (What is really (What talents (What are you Future
you come from) important to and skills do most interested (Where do you
you?) you have?) in?) hope to be in 5 –
10 years?)
Notes to the Teacher
These links will help students to gain more understanding of the lesson.
Additional readings:
https://www.joshuanhook.com/thoughts-feelings-and-behaviors-its-all-
connected/
Activity 2: Aspects of My Life

Directions: Draw a large circle on a blank sheet of paper. Divide the circle
into 8 segments. In each segment, write some descriptions of the different aspects of
yourself as follows:
11 (DO_Q1_PERSONALDEVELOPMENT
(DO_Q1_PERSONAL DEVELOPMENT1111
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MODULE1_LESSON2.1
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
problems, 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 how you feel as a sensual person. What sense do you use
most – sight, hearing, speaking, smelling, touching? How do you feel about the
different ways you take in information - 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 could include your feelings about yourself and organized
religion, reactions about your spiritual connections 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.
Life seems to have become a bewildering maze at times. Thus, you try to
reflect on your common beliefs. Amidst these developments, it helps recognize
how the different physiological, cognitive, emotional, spiritual, and social
developments are in a dynamic relationship. By recognizing such changes, you
can understand and evaluate your thoughts. The following section discusses how
to develops one’s personality and to make it well balanced.
MODULE1_LESSON1
MODULE1_LESSON2.1
Five Areas of Personal Development
Area Development
Physiological development Refers to physical changes in the

body as well as the senses and
changes in skills related to movement.
Emotional development It has something to do with the
feelings that you experience.
Social development It is about our innate capacity to
relate with others, to connect, and
to feel the sense of belongingness
Cognitive development Refers to a person’s intellectual
abilities as shown in his/her
thoughts, attitudes, beliefs and
values.
Spiritual development It is discovering oneself beyond
the ego known as the soul, spirit,
or the “inner essence” that is often
disregarded or taken for granted. It
is experiencing a glimpse of the
“inner guide” of one’sbeliefs and
values in discovering the meaning
of life.
PHYSIOLOGICAL DEVELOPMENT
Physical health is defined as the condition of your body, taking into
consideration everything from the absence of disease to fitness level.
Physical health is critical for overall well-being and can be affected by:
• Lifestyle: diet, level of physical activity, and behavior (eating
unhealthy foods);
• Human biology: a person’s genetics and physiology may make it easier
or harder to achieve good physical health;
• Environment: our surroundings and exposure to factors such as
sunlight or toxic substances; and
• Healthcare service: good healthcare can help prevent illness, as well as
to detect and treat illness.
It is important to take care of your body. Live healthy, eat healthy
foods, get enough sleep, exercise regularly, and avoid drugs and alcohol.
Manage stress and go for regular medical check-ups. Practice good hygiene.
Self-check. Ask yourself regarding your Physiological Development.

1. How healthy is your physical body?
2. Does it get enough rest and sleep?
3. Is it given nutritional food and sufficient water to help the
physiological system do its functions more optimally?
4. What aches and pains does your body suffer?
5. When was your last medical check-up?
6. What are the common illnesses in your family?
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MODULE1_LESSON2.1
7. If you look into generations before, what sickness plagued
your ancestors?
8. In the pandemic crisis, do you consider yourself safe from such
viruses and diseases?
EMOTIONAL DEVELOPMENT
Emotional health is an important part of overall health. Emotionally
healthy people are in control of their thoughts, feelings, and behaviors. They
can cope with life’s challenges. Emotions are responses that generate
biochemical reactions in our bodies, changing the physical state.
There are many ways to improve or maintain good emotional health.

• Be aware of your emotions and reactions. Notice what in your life
makes you sad, frustrated, or angry. Try to address or change those things.
• Think before you act. Emotions can be powerful. Give yourself time to
think, and be calm before you say or do something you might regret.
• Manage stress. Try to change situations, causing you stress.
Learn relaxation methods to cope with stress.
• Strive for balance. Find a healthy balance between work and
play and between activity and rest. Make time for things you enjoy.
Focus on positive things in your life.
• Take care of your physical health. Your physical health can
affect your emotional health. Exercise regularly, eat healthy meals
and get enough sleep. Do not abuse drugs or alcohol.
• Connect with others. We are social creatures. We need positive
connections with other people.
Self-check. Ask yourself regarding your Emotional Development:

Your own experiences when you are :
happy sad afraid
surprised angry disgusted
SOCIAL DEVELOPMENT
Social Development refers to how people develop social and
emotional skills across the lifespan, with particular attention to childhood
and adolescence. Healthy social development allows us to form positive
relationships with family, friends, teachers, and other people in our lives.
As a person develop and perceive its individuality within a community,
he/she also gains skills to communicate with other people and process
his/her actions. Social development most often refers to how a person
develops friendships and other relationships and how a person handles
conflict with peers.
Why is social development important?

Social development can impact many other forms of
development a person experiences. Healthy social development allows us to
form positive relationships with family, friends, teachers, and other people.
Healthy social development can help you:

• Develop Communication Skills. An ability to interact with others
allows for more opportunities to practice communications skills
• Build self-esteem. When a person is unable to make friends,
it can be frustrating or even painful. A good circle of friends
reinforces a person’s comfort level with her individuality.
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MODULE1_LESSON2.1
• Strengthen learning skills. Studies show that children who have a hard
time getting along with classmates as early as a preschool are more likely
to experience later academic difficulties.
• Resolve conflicts. Stronger self-esteem and better language
skills can ultimately lead to a better ability to resolve differences with
peers.
• Establish a positive attitude. A positive attitude ultimately leads to
better relationships with others and higher levels of self-confidence.
Self-check. Ask yourself regarding your Emotional Development

1. How is your relationship with your parents?
2. Do you consider yourself as friendly? Why?
3. How do you interact with other people? Are you outgoing?
4. Do you feel belongingness in your family, school, peers?
COGNITIVE DEVELOPMENT
Cognitive development means how people think, explore, and figure
things out. It is the development of knowledge, skills, problem-solving,
and dispositions, which helps a person to think about and understand
the world around them. Brain development is part of cognitive
development. This aspect of the self is enhanced when one attends school
to study and learn or engages in other mental endeavors.
Mental abilities are developed by engaging in intellectual pursuits
such as studies, work, and figuring out how best to deal with
challenges—thinking, planning, organizing, evaluating, and maximizing
cognitive abilities. The more we study, the more we learn; while the more we
learn, the more we can study better.
Self-check. Ask yourself regarding your Cognitive Development

1. Have you experienced mistakes in the choices you made? How do you deal
with these situations?
2. What is your attitude towards your study habits?
3. Are you doing well in your studies?
SPIRITUAL DEVELOPMENT
Spiritual development is defined as discovering oneself beyond
the ego known as the soul, spirit, or the “inner essence” that is often
disregarded or taken for granted (Llaneza-Ramos, 2017). It is when one
experiences a glimpse of the “inner guide” of one’s beliefs and values as
one discovers the meaning of life. It also allows people to connect with a
Higher Power that is called by many names like "God, Buddha, Allah.”
“We are Christians, we are committed to the poor, we value people, we
are partners, and are responsive.” As we grow spiritually, our attitude
toward life also changes for the better in many ways. Most of our
problems stem from our perceptions and expectations of ourselves and
of the world. One will realize that this solves half the problems
of our life. Spiritual growth and development help us to imbibe
humility. Spirituality and inner peace is a way of life. It helps us to
develop great strength and courage. Spiritual growth and development
help to make human beings better citizens.
Self-check. Ask yourself regarding your Spiritual Development

1. How can you tell that you believe in “God”?
2. What are the things you do that manifest your spiritual development?
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MODULE1_LESSON2.1
Lesson Connecting Thoughts, Feelings, and
2.2 Behaviors for Evaluating One’s Self
Personality - refers to the long-standing traits and patterns that propel individuals
to consistently think, feel, and behave in specific ways. Our personality is what
makes us unique individuals. Each person has an idiosyncratic pattern of enduring,
long- term characteristics, and a manner in which he or she interacts
with other individuals and the world around them. How do we evaluate ourselves?
What are the factors that determine our personality? What makes us
unique? Does our environment affect how we think and behave?
Thoughts, Feelings, and Behavior
The only things we can control in life are our thoughts, feelings, and behaviors. If
we can manage those, we can achieve our goals and gain success in life.
To have this level of control, we need to learn about the science-based patterns
behind our emotions and thoughts and manage them. If we know how our minds
work, we can be intentional about influencing our thinking and feeling patterns. We
can evaluate reality more clearly, make better decisions, and improve our ability to
achieve our goals. Thus, we gain greater agency and the quality of living
intentionally. How do our minds work? Intuitively, our mind feels like a cohesive
whole.
We have many small stresses (and big stresses) that are not life-threatening, but the
autopilot system treats them like tigers. This produces
an unnecessarily stressful everyday life experience that undermines our mental and
physical well-being. Moreover, while the snap judgments resulting from intuitions
and emotions might feel real because they are fast and powerful, they sometimes
lead us in the wrong, in systemic and predictable ways.
Activity 3: Personal Reflection
Directions: Create a diagram “About Myself “ using the Five Areas of Personality
Development. This will be your “Personal Reflection”. You can create your own style
of diagram. Write your name at the center of the diagram.
Example:
image url:
https://slideplayer.co
m/slide/17083169/
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MODULE1_LESSON2.2
1. Adolescence is the transitional stage from childhood to adulthood that occurs
between ages 13 and 19.
2. Cognitive development is a field of study in neuroscience and psychology focusing
on a child's development in terms of information processing, conceptual
resources, perceptual skill, language learning, and other aspects of the developed
adult brain.
3. Developmental stage is a subdivision of the life span, each of which is
characterized by certain behavioral or developmental traits.
4. Physical development relates to the growth and skill development of the body,
including the brain, muscles, and senses.
5. Psychosocial development relates to one’s psychological development in, and
interaction with, a social environment.
6. Puberty is a period of rapid physical maturation involving hormonal and bodily
changes. It is a stage when physiological changes occur in the body that signifies
sexual maturity.
Activity 4: My Personal Views and Beliefs
Directions: Pick one (1) concept from the list and explain your views and beliefs as
a teenager.
Pre-marital sex Effects of Covid-19 Same sex marriage
College education Global warming Gender discrimination
Poverty Bullying Valenzuela Governance
Activity 5: Reflection Essay

Directions: Adolescents are faced with challenging tasks as they deal with
everyday life situations. Their holistic development is anticipated in order to be well-
adjusted individuals in the future. In an essay form, discuss how typical adolescents
think, feel and act. The setting can be in the family, school, or romantic relationship
encounters, etc. Use a separate sheet of paper for this activity.
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Rubrics for scoring:
Directions: Fill in the blanks with the most appropriate word/term being referred.
1. ________________ involves five aspects: physiological, emotional, social, cognitive a
2. ________________ is the innate capacity to relate with others.
3. ______________ when looking at a person we must consider the whole person.
What is the part of self that pertains to the inner essence, our soul and
spirit? It guides us in discovering the meaning of our life.
4. Attitude has three components: Affective, Cognitive, and ____________.
5. _____________ are responses that generate biochemical reactions in our
bodies, changing the physical state.
6. According to Hogg and Vaughan is defined as “a relatively enduring
organization of beliefs, feelings and behavioral tendencies towards socially
significant objects, groups, events or symbols.”
7. ______________ according to Cambridge dictionary it is defined as “The quality
that involves deep feelings and beliefs of a religious nature, rather than the
physical parts of life.”
8. _________________ are subjective judgements that people make about the
importance of certain things or issues. A person develops values being polite and
considerate
9. _________________ are the ideas that people judges to be true.
10. _______________ are qualities which typically reflect what one prizes
and are manifested in values or what one considers as essential to his/her self.
Activity 5: Let’s Reflect

Directions: Answer the following questions. Use a separate sheet of paper for this
activity.
1. How would you describe your relationship with your family, friends,
classmates and other people so far?
2. How will you guard your thoughts in order to have positive disposition in life?
3. What is view about the negative actions of some teenagers as their way of
dealing with problems?
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(DO_Q1_PERSONAL 11
DEVELOPMENT11
(DO_Q1_PERSONALDEVELOPMENT 19
What I Know What's In Assessment
1. D Answers may vary. 1. Personal
2. C Development
3. A What Is It 2. Social Development
4. D 3. Spiritual
Answers may vary. Development
5. C
What More 4. Physiological
Development
Answers may vary. 5. Emotional
Development
6. Cognitive
Development
7. Physiological
Development
8. Physiological
Development
9. Cognitive
Development
10.Cognitive
Development
Bernabe, G.A. (2016). Personal Development for Senior High School. Mindshapers
Co., Inc.
Certeza, C. et. al. (2016). Personal Development Workbook. Our Lady of Fatima
University-RDIC.
De Guzman, J.M. (2016). Personal Development: A Textbook and a Workbook for
Senior High School Students. Mutya Publishing House, Inc.
Fernandez, B. et. al. (2016). Personal Development Reader. Department of
Education.
Websites
https://www.psychologytoday.com/us/blog/consciousness-and-the-
brain/201202/what- is-thought
https://www.rd.com/true-stories/inspiring/never-too-late-change-your-life/
https://www.simplypsychology.org/bandura.html
https://www.simplypsychology.org/operant-conditioning.html
https://counseling.online.wfu.edu/blog/difference-feelings-emotions/
https://www.joshuanhook.com/thoughts-feelings-and-behaviors-its-all-connected/
https://courses.lumenlearning.com/intropsych/chapter/what-is-personality/
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SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 3
Developmental Stages and
Tasks in Middle and Late
Adolescence
MODULE1_LESSON1
learn the skills and task appropriate for you as a middle and late adolescent. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The module consists of one lesson, namely:

● Lesson 1 – Developmental Stages and Tasks of Adolescents
1. Discuss developmental tasks and challenges being experienced during
adolescence. EsP-PD11/12DS-Ic-3.1
2. Evaluate one’s development through the help of significant people around
him/her (peers, parents, siblings, friends, teachers, community leaders). EsP-
PD11/12DS-Id-3.2
A. Multiple Choice.
Directions: Read the questions carefully. Write the letter that corresponds to your
best answer.
_________1. Ysabelle started to browse the books with pictures of shapes, animals,
letters and number. She is interested in learning new things and imitated the
music or sounds that she heard from the television. Which developmental stage is
the behavior of Ysabelle closely associated?
A. Middle Childhood C. Infancy and Early Childhood
B. Adolescence D. Middle Age
_________2. Mr. Reyes is having a hard time to adjust to his new life without his
spouse. He is sometimes cold and sad even if his grandchildren are visiting him at
home. He also becomes weak because his built and strength is not the same as
before. Which developmental stage is the behavior of Mr. Reyes closely associated?
A. Middle Age C. Early Adulthood
B. Later Maturity D. Adolescence
_________3. What is the best reason of doing our Personal Timeline and
remembering significant events of our lives?
A. To be able to not repeat the same mistake twice
B. To be able to observe how past experiences shape us, in strengthening
who you are today
C. To be able to acknowledge our strengths and weaknesses
D. To be able to become happy and whole again by remembering all the
positive and negative events in our lives
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_________4. According to Havighurst, this happens when a person successfully
mastered the developmental task at the stage where a person is currently under.
A. He /she becomes happy and ready on the next developmental stage.
B. He /she has a sense of belongingness from the people around him / her.
C. He /she becomes successful in the future.
D. He /she feels pride, satisfaction and earns the society’s approval.
_________5. Do you agree with Havighurst that if a person does not successfully
accomplish the developmental task, he/she will not be happy and does not render
the desire approval of society?
A. Yes, because it will result in the subsequent experience of difficulty when
faced with succeeding developmental tasks.
B. Yes, because he /she is always an active component of social
environment.
C. No, because we do not need approval from the society. Do whatever we
want to do.
D. No, because nobody is perfect we cannot totally accomplish all the given
tasks assigned to us in different developmental stages.
Lesson Developmental Stages and Tasks in

3 Middle and Late Adolescence
In this module, you will learn the skills and task appropriate for you as a
middle and late adolescent. As you get to know the different stages of development,
you are expected to behave and become responsible individuals according to your
tasks. This module will give you understanding on the different developmental stages
theories that serve as a guide in knowing why you are experiencing transition in life.
Directions: Below is the Developmental Task by Robert J. Havighurst (1953). Based

on the previous knowledge you have, match the specific developmental
stages to its own developmental tasks. Choose your answer from the
box. Write only the letter of your answer on the blank before each
number.
DEVELOPMENTAL STAGES
Infancy & early childhood (0 - 6 years old)
Middle childhood (6–13 years old)
Adolescence (13–18 years old)
Early Adulthood (19–30 years old)
Middle Age (30–60 years old)
Later maturity (60 years old and over)
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images at: https://www.slideshare.net/ArshiyaJabeen2/havighursts-development-
theory

Let the students answer the following questions if you have your online
class schedule:
1. What are your parents’ expectations from you as adolescent?
2. How do you manage to fulfill their expectations?
Let the students watch this inspirational video that would really help
them to love themselves and the people around them. In addition, it can
also help them embrace positivity in life.
“A Letter From God” link: https://youtu.be/ZsBhvSMQUk4
My Personal Timeline
A personal timeline portrays the influential events and happenings in a
person’s life so that he can understand where he has gone wrong and right in the
past. It helps in planning the future in a better constructive way.
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Procedures:
1. Using a bond paper, write the major events that happened in your life and the
significant people that made an impact in your life in a specific year. You may
add your age, specific dates and places.
2. You may draw the timeline
horizontally, vertically,
diagonally or even using ups
and down depending on your
imagination. Be creative in your
representations.
3. You may also use symbols,
figures, drawings, color it using
coloring materials or whatever
is appealing to the eyes.
4. Think of your own title for your
personal timeline.
5. The following image is a guide
or sample of a personal
timeline.
https://www.artskills.com/gallery/poster-
categories/history-social-studies/my-timeline
Answer the following questions on your notebook after the activity:

1. Based on your timeline of events, who are the most significant people in your
life? How do they contribute to your development as a person?
2. Can you identify any “turning points” or significant moment when something
begins to change in your timeline?
3. In your timeline, is there an event that involves your decision? What is it? How
does this decision affect or even change your life?
4. What is the importance of successfully accomplishing the task that is expected
from you in the different stages of your life?
5. Continue to your future, where do you want to be in a year, 5 years, 10 years?
What do you expect your future timeline will be?
The Importance of Personal Timeline

The goal of having a personal timeline deepens your awareness, more
specifically, to develop your capacity to consciously observe how past experiences
shape the present, and additionally, to appreciate the value of past events, even
negative ones, in strengthening who you are today. It is essential to the
developmental stages because development is continuous throughout your lifespan.
It is where you move from one stage to the next by means of successful solving of
problems or performance of developmental tasks.
Robert J. Havighurst’s Developmental Task
Havighurst elaborated that development is continuous throughout the entire
lifespan and occurring in stages, where the individual moves from one stage to the
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next by means of successful resolution of problems or performance of developmental
tasks. According to Havighurst’s developmental task theory, when people
successfully accomplish the developmental task at a stage, they feel pride and
satisfaction. They also earn the approval of their community or society. This success
provides a sound foundation that allows these people to accomplish the
developmental task that they will encounter at later developmental stages.
When people fail to accomplish a developmental task, they’re often unhappy
and are not granted the desired approval by society. This results in the following
experiences of difficulty when faced with succeeding developmental tasks at
developmental stages.
For you to know the different developmental task by Havighurst, go to this video and
watch the lesson presented: https://www.youtube.com/watch?v=lG9NGiy1ud0
You can also look at the image of developmental stages and task below:
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Image url:
https://drkumarpsychologist.wordpress.com/2019/04/06/developmental-tasks-
guidelines-for-us/
Activity 1: Directions: Answer the following questions on a separate sheet of paper

/ notebook.
1. Who are those people that affected your development as adolescent? Explain how
those people contributed to your life.
2. As you are in Grade 11, you are in transition from high school to college, from
being an adolescent to young adult. How do you feel about this transition?
3. This transition means more responsibility. How do you make yourself ready in this
transition? Can you cite ways on how to accomplish the developmental task
assigned to you as adolescent?
Activity 2: Journal Writing

Directions: Reflect on what you have learned in our module today! Your journal
entry can also be consisted of your daily events and the affirmation that
you can read every day from the moment you wake up! Write your
reflections on your journal or personal development notebook.
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MODULE1_LESSON3
These are your guide questions:
1. What have you learned from our Week 3 Module? How does it change the way you
view your life?
2. Examine your family’s life today, what are the things that you are grateful for
amidst covid-19 pandemic?
1. This Developmental Task theory of Robert J. Havighurst presents the

individual as an active learner who continually interacts with a similarly
active social environment.
2. As an adolescent with a specific task to accomplish, it is important to reflect
on your decisions made in the past that affect your present, so that you can
adjust and get ready to the next task that you will be doing.
3. When people successfully accomplish the developmental task at a stage, they
feel pride and satisfaction
4. When people fail to accomplish a developmental task, they’re often unhappy
and are not granted the desired approval by society.
5. Having a personal timeline deepens your awareness, develops your capacity
to consciously observe how past experiences shape the present,
6. Personal timeline appreciates the value of past events, even negative ones, in
strengthening who you are today.
Directions: Create a sample 2 stanza lyrics, 4 lines each to encourage adolescent

like you to become responsible and prepared for adult life. You can do
it in a separate sheet of paper.
A. Multiple Choice
Directions: Read the questions carefully. Write the letter that corresponds to
your best answer.
____1. Ysabelle started to browse the books with pictures of shapes, animals, letters
and number. She is interested in learning new things and imitated the music
or sounds that she heard from the television. Which developmental stage is
the behavior of Ysabelle closely associated?
A. Middle Age C. Middle Childhood
B. Adolescence D. Infancy and Early Childhood
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MODULE1_LESSON3
____2. Mr. Reyes is having a hard time to adjust to his new life without his spouse.
He is sometimes cold and sad even if his grandchildren are visiting him at
home. He also becomes weak because his built and strength is not the same
as before. Which developmental stage is the behavior of Mr. Reyes closely
associated?
A. Adolescence C. Later Maturity
B. Early Adulthood D. Middle Age
_____3. What is the best reason of doing our Personal Timeline and remembering
significant events of our lives?
A. To be able to not repeat the same mistake twice
B. To be able to acknowledge our strengths and weaknesses
C. To be able to observe how past experiences shape us, in strengthening
who you are today
D. To be able to become happy and whole again by remembering all the
positive and negative events in our lives
_____4. According to Havighurst, this happens when a person successfully mastered
the developmental task at the stage where a person is currently under.
A. He /she becomes successful in the future.
B. He /she feels pride, satisfaction and earns the society’s approval.
C. He /she becomes happy and ready on the next developmental stage.
D. He /she has a sense of belongingness from the people around him / her.
_____5. Do you agree with Havighurst that if a person does not successfully
accomplish the developmental task, he/she will not be happy and does not
render the desire approval of society?
A. Yes, because he /she is always an active component of social environment.
B. No, because we do not need approval from the society. Do whatever we
want to do.
C. Yes, because it will result in the subsequent experience of difficulty when
faced with succeeding developmental tasks.
D. No, because nobody is perfect we cannot totally accomplish all the given
tasks assigned to us in different developmental stages.
B. Modified True or False.

Direction: Write TRUE of the statement is correct, but if it is false, change the
underlined word to make the whole statement true.
_______6. Desiring and achieving socially responsible behavior is under the
Adolescence stage of development.
_______7. There are many ways to become a responsible adolescent to become
prepare in marriage life.
_______8. Starting a family and rearing children is the task of Early Adulthood.
_______9. Significant Timeline helps in the means of successful solving of problems
or performance of developmental tasks.
_______10. Developmental Task is a list of developmental task by Robert Havighurst
that an individual must master in order to move up into next stage.
Case, M.S. et al. (2019). Personal Development. Structured-Learning Activities
for Senior High School Students. Lorimar Publishing Inc.
MODULE1_LESSON1
MODULE1_LESSON3
Watch the video entitled “Self-Awareness 101- Lesson 1 on Personal
Development” and write your insights regarding the video. Here is the link of the
video: (https://www.youtube.com/watch?v=6Jr4lb3xYtw)
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(DO_Q1_PERSONAL 11
DEVELOPMENT11
What I Know What's More Assessment
1. C Answers may vary 1. D
2. B 2. C
3. B 3. C
4. D 4. B
5. A 5. C
6. True
7. Adult Life
8. True
9. Personal
Timeline
10.True
Case, M.S. et al. (2019). Personal Development. Structured-Learning Activities for
Senior High School Students. Lorimar Publishing Inc.
Kumar, K. (n.d). Developmental Tasks - Guidelines for us. wordpress.com.
https://drkumarpsychologist.wordpress.com/2019/04/06/developmental-tasks-
guidelines-for-us/
The Psychology Notes Headquarters (2020).
https://www.psychologynoteshq.com/development-tasks/
https://www.youtube.com/watch?v=lG9NGiy1ud0
https://youtu.be/ZsBhvSMQUk4
11
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SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 4.1
Ways to become a
responsible adolescent
MODULE1_LESSON1
to explore the challenges that you may encounter as middle and late adolescence.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.
● Lesson 1 – Ways to become a responsible adolescent
● Lesson 2 – Understanding Mental Health
1. Identify ways that help one become capable and responsible adolescent prepared
for adult life. EsP-PD11/12DS-Id-3-3
2. Discuss understanding of mental health and psychological well-being to identify
ways to cope with stress during adolescence. EsP-PD11/12CA-id-4.1
Activity: “Thumbs Up, Thumbs Down”

Directions: Listed below are the challenges that you may or will be
encountering as an adolescent. There may be lots of things going on in various
aspects of your lives, but these changes are normal. Put a check mark in the
“thumbs up” column if you are personally experiencing the following challenges and
put a check mark in the “thumbs down” column if not.
CHALLENGES OF LATE ADOLESCENCE
PHYSICAL DEVELOPMENT
1. Starting to feel a bit self-conscious about my
appearance
2. Sleep pattern changes and start to stay awake
later at night and sleep until later in the day.
3. Notice the appearance pimples or a very
strong body odor.
4. Becoming more conscious about personal
hygiene
5. Tend to become uncomfortable of having hair
growth all over the body
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MODULE1_LESSON4.1
EMOTIONAL DEVELOPMENT
1. Usually feel stressed over school and test
results.
2. Prefers to have privacy and time alone.
3. May complain that parents prevent him/her
from doing things independently.
4. Starts to want both physical and emotional
intimacy in relationships.
5. Is concerned about physical and sexual
attractiveness.
SOCIAL DEVELOPMENT
1. Is more and more aware of social behaviors of
friends.
2. Seeks friends that share the same beliefs,
values, and interests.
3. Explores romantic and sexual behaviors with
others.
4. Friends become more important.
5. Becoming curious to try risky behaviors such
as drinking alcohol, smoking, etc.
MENTAL DEVELOPMENT
1. Becomes better able to set goals and think in
terms of the future.
2. Has a better understanding of complex
problems and issues
3. Starts to develop moral ideals and to select
role models
4. Often ask questions more extensively
5. Begins to think long-term
Processing Questions:
1. As a grade 11 student, which of the following challenges greatly affect you? Cite
some of your experiences that you have encountered and how do you cope up
with this.
2. It is helpful to understand common concerns and issues related to this
development. Being familiar with them will help prepare you to be more
comfortable discussing questions and concerns. Who do you think can help you
as you go through this process?
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MODULE1_LESSON4.1
Lesson Ways to become a responsible
4.1 adolescent
Becoming responsible and being able to make good choices 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.
It may not be easy to be a teenager. There may be lots of things going on in
various facets of your lives. The demands and expectations of your parents and other
people around you can also be stressful. But the good news is, you can treat these
‘difficulties’ as ‘challenges’ which can make your life exciting. Having that mindset is
also an indication of becoming a responsible and mentally mature adolescent.
The following are eight (8) simple rules which could help you, teenagers, to
become a responsible adolescent prepared for adult life:
1. Focus on your studies and do well in all of your endeavors. There is 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. Choose to do the right thing. There are plenty of situations in which it is better
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.
Source: https://ourhappyschool.com/social-sciences/ways-become-responsible-
adolescent-prepared-adult-life
1. Which of the following practices you think will help you overcome the challenges
that you will be facing as a Grade 11 student?
2. Aside from the rules mentioned above, how do you prepare yourself in this new
chapter of your Senior high school journey?
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The following links will help the learners gain more knowledge and
understanding of the lesson.
http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_f
tp.pdf
https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-
health
https://www.healthline.com/health/mental-health
https://www.mentalhealth.gov/basics/what-is-mental-
health#:~:text=Mental%20health%20includes%20our%20emotional,childh
ood%20and%20adolescence%20through%20adulthood.
Having good mental health and psychological well-being will lead you to a
happy and healthy life. It helps you demonstrate resilience and the ability to cope up
with the problems and circumstances that you are facing as an adolescent. The
challenges you go through during the transition from adolescence to adulthood may
cause your mental health to be at risk.
Directions: In this activity, you are tasked to complete the statements below
by identifying three (3) situations that make you feel happy and stress free, and three
(3) situations that make you feel sad and stressed during this transition.
I feel happy and stress-free when I feel sad and stressed when
Example:
I feel happy and stress-free when am able I feel sad and stressed when I receive
to finish all my school works within the given failing grades in most of my major exams.
time frame.
1. 1.
2. 2.
3. 3.
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Good mental health and well-being is not an on-off experience. We can
all have days, weeks or months where we feel resilient, strong and optimistic,
regardless of events or situations. Often that can be mixed with or shift to a very
different set of thoughts, feelings and behaviours; or not feeling resilient and
optimistic in just one or two areas of our life. For about twenty-five per cent of us,
that may shift to having a significant impact on how we think, feel and act in many
parts of our lives, including relationships, experiences at work, sense of connection
to peer groups and our personal sense of worth, physical health and motivation.
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MODULE1_LESSON4.1
SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 4.2
Understanding Mental
Health
MODULE1_LESSON1
Lesson
Understanding Mental Health
4.2
Mental health is a positive concept related to the social and emotional
wellbeing of people and communities. The concept relates to the enjoyment of life,
ability to cope with stress and sadness, the fulfilment of goals and potential, and a
sense of connection to others. Mental health is about wellness rather than illness
and is not merely the absence of a mental health condition
It is an integral and essential component of health. The WHO constitution

states: "Health is a state of complete physical, mental and social well-being and not
merely the absence of disease or infirmity." An important implication of this definition
is that mental health is more than just the absence of mental disorders or disabilities.
Mental health is fundamental to our collective and individual ability as

humans to think, emote, interact with each other, earn a living and enjoy life. On
this basis, the promotion, protection and restoration of mental health can be
regarded as a vital concern of individuals, communities and societies throughout the
world.
1. As you recall your daily routine and activities, which practices do you think
help you develop a good mental health?
2. How does your problems and down times in life affects the state of your mental
health?
Having a positive mindset is an indication of becoming a responsible and

mentally mature adolescent. Problems, stressors, and challenges are inevitable, but
you can make a stand to secure and protect your mental health.
Directions: Review your answers in the previous activity. Focus on the factors
that cause you to experience negative emotions that trigger your mental health
problems. After reviewing your answers, create plans in promoting a stress-free and
a mentally healthy life.
Focus Question:
What are your plans in promoting a stress-free and a mentally healthy life?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
“Commit to the Lord whatever you do, and he will establish your plans”
Proverbs 16:3
MODULE1_LESSON1
MODULE1_LESSON4.2
• Teenagers undergo changes in their lives not only in the biological and social,
but as well as in the cognitive, moral, psychological, and spiritual sense.
• Having more autonomy comes being freer, but with that freedom, comes
responsibilities.
• Mental health is an integral part of health; indeed, there is no health without
mental health.
• Mental health is determined by a range of socioeconomic, biological and
environmental factors.
Activity: 10 Days Mental Health Challenge

Directions: Think of small, realistic, and attainable steps that aim to make you feel
better and happier at the end of the challenge in the pursuit of achieving a good
mental health. You may use a separate sheet of paper for this activity.
Direction: Write True if the statement is correct and False if the statement is
incorrect.
_____1. Adolescence is a crucial period for developing and maintaining social and
emotional habits important for mental well-being.
_____2. Having good mental health and psychological well-being will lead you to a
happy and healthy life.
_____3. The challenges in your mental development include the being a bit self-
conscious about your appearance.
_____4. Focusing on the less important things will make you become a more mature
individual.
_____5. Mental health does not affect how we think, feel, and act.
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MODULE1_LESSON4.2
_____6. Having a positive mindset is an indication of becoming a responsible and
mentally mature adolescent.
_____7. Some adolescents are at greater risk of mental health conditions due to their
living conditions, discrimination or exclusion, or lack of access to quality
support and services.
_____8. Stressful situations and problems are great factors that can promote mental
health.
_____9. Supportive environments in the family, at school and in the wider community
are essential to become mentally healthy individuals.
_____10. Respecting one’s self is a good practice of a responsible adolescent.
Over the course of your life, if you experience mental health problems, your
thinking, mood, and behavior could be affected. Some difficult situations in life that
challenges your mental health can motivate you and get you ready for action.
After you have accomplished the assigned activities in this module, feel free to
watch this video from YouTube. What happens in this video is a great example that
unpleasant situations can motivate you to strive harder in life and continue living a
mentally healthy life.
Video link: https://www.youtube.com/watch?v=eTLeg2Rfjho
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10.True
9. True
8. False
7. True
6. True
5. False
4. False
3. False
2. True
1. True
Assessment
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http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf
https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
https://www.healthline.com/health/mental-health
https://www.mentalhealth.gov/basics/what-is-mental-
health#:~:text=Mental%20health%20includes%20our%20emotional,childhood%20and
%20adolescence%20through%20adulthood.
https://parentandteen.com/concerns-physical-development/
https://ourhappyschool.com/social-sciences/ways-become-responsible-adolescent-
prepared-adult-life
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SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 5
Stress Management
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This module was designed and written with you in mind. It is here to help you master
Stress Management. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

● Lesson 1 – Stress Management
1. Identify causes and effects of stress in one’s life. EsP-PD11/12CS-If-5.2

2. Demonstrate personal ways to cope with stress and maintain mental health.
EsP-PD11/12CS-Ig-5.3
Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”?

We all have certain things, situations, or people that cause us to lose our patience
from time to time. Determine what causes YOU to “lose your cool” by completing this
activity. When you begin to identify your stressors (causes of your stress), you can
become skilled at preventing negative consequences.
Directions: Place an X next to each factor that causes you stress. There are blank
spaces provided so you can add your own.
Source: Emotional Intelligence Activities for teens 13-18.
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Lesson
Stress Management
5
According to the World Health Organization (WHO), Mental Health is a state
of well-being in which an individual realizes his/her abilities, can cope with the
normal stresses of life, can work productively, and is able to make a contribution to
his or her community. Having a healthy mind is just as important as having a
physically fit body. Just as a person needs to exercise to have a healthy body, one
must also have a routine to maintain a positive mental health.
STRESS SIGNALS
Directions: Take a look at the warning signs of stress listed below. Check EACH of
the warning signs that apply to you. When you are finished checking your warning
signs, discuss your list with someone you can trust.
PHYSICAL EMOTIONAL BEHAVIORAL

______ headaches ______ mood changes ______ smoking
______ stomach aches ______ lack of ______ nail biting
______ dizziness concentration ______ tapping
______ back pain ______ nightmares ______ pulling hair
______ neck stiffness ______ panic attacks ______ grinding hair
______ ulcer sores on ______ anxiety ______ use of alcohol
mouth ______ anger ______ use of medication
______ jaw pains ______ irritability ______ compulsive dieting
______ weight loss ______ crying ______ hair chewing
______ weight gain ______ thoughts of ______ nervous laughter
______ twitches (eyelids, suicide ______ pacing
face) ______ depression ______ lateness
______ weakness ______ confusion ______ putting things off
______ nausea ______ feelings of ______ compulsive
______ indigestion helplessness overeating
______ excessive sleeping ______ restlessness ______ not caring about
______ overeating ______ racing thoughts physical appearance
______ loss of appetite ______ aggressiveness
______ inability to sleep
______ skin problems
______ constant fatigue
______ cold hands or feet
______ excessive sweating
______ chest pains
______ high blood
pressure
______ rapid or difficult
breathing
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Source: Emotional Intelligence Activities for teens 13-18
1. How much stress do you think you are currently under?
2. What do you think is the cause of your stress(stressor)?
3. In what ways can you eliminate if not, lessen your stress?
Dictionary definitions do not quite capture the meaning of stress as it is seen

and experienced in the world of work. One of the Webster’s definitions describes it
as an “...emotional factor that causes bodily or mental tension.”
A practical way of defining stress is the feeling one gets from prolonged, pent-
up emotions. If the emotions you experience are pleasant and desirable – joy, elation,
ecstasy, delight – you usually feel free to let them show. They are not suppressed.
Therefore; positive emotions do not usually cause stress. Negative emotions, on the
other hand, are more often held inside. They are hidden. You suffer quietly and you
experience stress. Do not confuse positive situations with positive emotions. A
wedding, for example, is a positive situation that often brings about the negative
emotions of anxiety and tension. So stress can exist in great situations.
Causes and Effects of Stress
Just as there is great variety in the range of emotions you might experience,
there are many possible manifestations of stress – in your private life and in your
working life. Here are some words that describe the emotions associated (as cause
and effect) with stress.
∙ Anxiety ∙ Tension
∙ Pressure ∙ Anger
∙ Misery ∙ Panic
∙ Strain ∙ Dejection
∙ Desperation
Prolonged stress can be devastating; burnout, breakdown, and depression

are some of the potential results of long-term, unmanaged stress. By wearing a
mask, you may expect to hide stress caused by problems in your personal life and
not let them influence your performance on the job. This will probably not work.
The more you try to hold your emotions in, the greater the pressure build-up will
be.
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MY STRESS SURVIVAL KIT
Survival kits are essential to prepare before a crisis. Most especially in this
time of pandemic, we need to prepare survival kits for stressful situations before they
happen. In this activity, you will be making your own survival kits that will help you
cope with stress within your everyday lives. You may show your survival kit with
someone you can trust like your parents, siblings or friends.
Directions: Here are the steps on how you can create your Stress Survival Kit:
1. Choose 3 objects or symbols that make you feel relaxed.
2. You can make your own symbols.
3. You may draw the symbols or cut pictures from a magazine or a
newspaper.
4. Think about how the symbol helps you when you are dealing with stress
and stressful situations.
5. Write a paragraph for each symbol or object in your kit and how it helps
you cope with stress in your everyday life.
Symbol/Picture 1 Symbol/Picture 2 Symbol/Picture 3
How can this help you How can this help you How can this help you
cope with stress? cope with stress? cope with stress?
Source: Mental Health Kit, Junior High School, Alberta Health Services
1. Describe your Survival Kit.
2. Why did you put those symbols/pictures?
3. How do you feel about your Stress Survival Kit?
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PICTURE ANALYSIS
Directions: Examine the picture and answer the
following questions:
1. What can you see in the picture? How do you think
the person feels?
2. If you are in the person’s situation, how would you
handle it?
3. In what ways can this situation be prevented?
Self-Care Bingo
Read the website on how to reduce stress here as a guide in the self-care bingo:
https://www.entrepreneur.com/article/310543.
Taking good care of yourself is one of the most effective ways to cope with stress.
People who engage regularly in self-care activities have better mental health and
happier and fulfilling lives. You can become more capable of handling stressful
situations when you have a strong mind and a healthy body.
Directions: Challenge yourself with a 30-day Self-Care Bingo. Cross out the squares
by doing these self-caring activities in a span of 30 days. Sweep the challenge in
vertical, horizontal, or diagonal pattern. If possible, you can also achieve a black out
by completing all activities in 30 days.
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Directions: Read the statements below and write TRUE if you think that the
statement is correct. Write FALSE if you think that the statement is incorrect.
Write your answer after each statement.
5. Self-awareness is just refers to your opinion about yourself.

6. Your ideal self is who you actually are.
7. Self-Concept means having a high opinion about yourself.
8. Your Actual Self refers to who you actually are.
Becoming aware of yourself can help you unlock your skills and potentials.
Directions: Watch the video entitled “6 Lessons that we can get from the
pandemic” and write your insights on a separate sheet of paper regarding the video.
(https://www.youtube.com/watch?v=dpQj58dsvNo&t=28s)
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True 5.
True 4.
True 3.
True 2.
True 1.
Assessment
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Larker (2018). 10 ways to reduce stress [Image]. Retrieved from
https://www.entrepreneur.com/article/310543
Psychology Today (2018). 10 New Strategies for Stress Management[Image].
Retrieved from https://www.psychologytoday.com/us/blog/what-matters-
most/201701/10-new-strategies-stress-management
World Health Organization (2020). WHO urges more investments, services for mental
health. Retrieved from
https://www.who.int/mental_health/who_urges_investment/en/#:~:text=Mental%
20health%20is%20defined%20as,to%20her%20or%20his%20community.
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SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 6
Brain Functions
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to distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
Lesson 1 – Left and right brain functions
1. Discuss that understanding the different parts of the brain, processes and
functions may help in improving thoughts, behavior and feelings. EsP-
PD11/12PM-Ig-6.1
2. Explore ways on how to improve brain functions for personal development.
EsP-PD11/12PM-Ig-6.2
Directions: Read and analyze each statement below and carefully choose
the letter that best describe the statement. Write your answers on the separate
worksheet or paper.
1. What is one element that separated one from all others of the
same demographics?
a. Brain b. Thinking c. Reasoning d. Intelligence
2. What is the human body’s command center? Divided into 3 parts, the front,
mid, and hind.
a. Brain b. Emotions c. Well-being d. Hemisphere
3. What controls the left side of the body; creative, intuitive, and spatial?
a. Brain stem c. Left hemisphere
b. Limbic system d. Right hemisphere
4. What controls the right side of the body; analytical, language, mathematics?
a. Brain stem c. Left hemisphere
b. Limbic system d. Right hemisphere
5. What is considered the adept at task that involve logic, language, and analytical
thinking?
a. Hindbrain b. Forebrain c. Left brain d. Right brain
6. Based on the dominance theory, what side of the brain is best at expressive
and creative tasks.
a. Hindbrain b. Forebrain c. Left brain d. Right brain
7. What can aid well in an individual as a learner whether in his/her current
studies or future endeavors?
a. Intelligence c. Left hemisphere
b. Study habits d. Right hemisphere
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8. Which function of the brain has abilities and characteristics measured through
test?
a. Mind b. Brain c. Study habits d. Left hemisphere
9. What is the basic functional units of the nervous system and its parts are the
key to brain function?
a. Cell b. Lobe c. Nerve d. Neurons
10.The brain experiences most of its growth and develops most of its potential for
learning during what first years of life?
a. Three b. Four c. Five d. None of the above
Lesson
Brain Functions
6
Do you ever wonder why there are people who were born artistic than others?
Or why others have Math skills superior than others? This could be attributed to the
works of Roger W. Sperry in 1960’s where his research focused on the Left and the
Right Brain Theory. According to his study, the brain is divided into two
hemispheres, the left and the right brain. The left brain is the logical part of the mind,
where computations, linear thinking and evaluation are attributed. While, the right
brain serves as the creative source where abstract thinking, free flowing emotions
and intuition flow.
It is amazing how the human brain develops and changes throughout one’s
life. There are remarkable changes in the brain that influence the development of an
individual from infancy to adulthood. The brain of an adolescent is different from
that of an adult. The brain undergoes major transitions as it is a “work in progress.”
The human brain can be compared with the CPU (Central Processing Unit) and
memory of a computer. Since the brain like the CPU, serves as a processor in every
activity of a person. It can also be compared with the memory of the computer for
the reason that our brain is responsible for storing valuable information that we
acquire in our day to day lives.
Activity 1: Connect the Dots

Directions: You have seen this kind of
puzzle before. Connect the dots in order
to draw the picture. Start at "Start".
What do you get? _____________
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These links will help students to gain more understanding of the lesson.
Additional readings for the students:

https://www.psychologytoday.com/us/blog/the-healthy-engaged-
brain/202005/7-ways-promote-brain-health-during-pandemic.
Video to Watch on YouTube:
https://www.youtu.be/H0wGXb-1ogM
“What’s in your Brain?”

During the current pandemic, families have been thrust into
extraordinary circumstances that may be life-changing, with short- and
long-term effects on adolescents well-being. Helping them learn to be smart
about feelings can help alleviate their emotional stress, improve concentration,
boost their immune system, and enhance brain development. Inside the brain
below, list the things you think about the most during this times of pandemic.
The adolescent’s years are a time of extreme brain changes. Curiously, two
of the primary brain functions mature at different rates. Recent brain study
indicates that the part of the brain that recognize rewards from risk, the
limbic system, develops at a fast rate early adolescence. The section of the
brain that regulates impulses and employs long term perspective, the frontal
lobes, develops later. This explains why teenagers in mid-adolescence take more
risks than older teenagers. As the frontal lobes become more developed two
things happen. First, self-control improves as adolescence become more capable
of judging cause and effect. Second, more sections of the brain become involved
in managing emotions and teenagers become better at understanding other
emotions.
Brainpower: complex organ controls your every thought and move

The Power to Act
Let us understand the human brain. The human brain has puzzled
people throughout the ages. Some scientists have devoted their entire
lives studying how the brain works. The brain is a very complex organ
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made-up of mutually dependent parts, each with it’s precise purpose. The
brain is the fattest organ in the body consist of at least 60 percent fat. It has
three important sections the forebrain, midbrain, and the hind brain.
The Forebrain Structures
The two hemispheres of the cerebral cortex are part of the forebrain which
is the largest part of the brain. The forebrain contains the cerebral cortex and
several other structures that lie beneath the cortex (called subcortical structures):
thalamus, hypothalamus, pituitary gland, and the limbic system (collection of
structures). The cerebral cortex, which is the outer surface of the brain, is associated
with higher level processes such as consciousness, thought, emotion,
reasoning, language, and memory. Each cerebral hemisphere can be
subdivided into four lobes, each associated with different functions. These
hemispheres are composed of four sections called lobes.
The four lobes of the brain are the frontal, parietal, temporal, and occipital
lobes.
1. Frontal lobe- located in the forward part of the brain, extending back to
a fissure known as the central sulcus. The frontal lobe is
involved in reasoning, motor control, emotion, and language. It contains
the motor cortex, which is involved in planning and coordinating
movement; the prefrontal cortex, which is responsible for higher-level
cognitive functioning; and Broca’s area, which is essential for language
production.
2. Parietal lobe- located immediately behind the frontal lobe and is involved
in processing information from the body’s senses. It contains the
somatosensory cortex, which is essential for processing sensory information
from across the body, such as touch, temperature, and pain.
3. Temporal lobe- located on the side of the head (temporal means “near
the temples”), and is associated with hearing, memory, emotion, and some
aspects of language. The auditory cortex, the main area responsible for
processing auditory information, is located within the temporal lobe.
Wernicke’s area, important for speech comprehension, is also located here.
4. Occipital lobe- located at the very back of the brain, and contains the
primary visual cortex, which is responsible for interpreting incoming visual
information.
• The Limbic System
Emotion involves the entire nervous system, of course. But
there are two parts of the nervous system that are especially
significant: the limbic system and the autonomic nervous system. It regulates
temperature, heart rate, blood pressure and blood sugar. Its parts,
Hippocampus, and Amygdala assist from memories. It is the center of emotions.
Nerve impulses to the Amygdala activate the emotions of anger, fear, aggression,
reward, and attraction. These emotions stimulate the hypothalamus which
controls blood pressure and body temperature.
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• The Midbrain Structures
Midbrain, also called mesencephalon, region of the developing

vertebrate brain that is composed of the tectum and tegmentum. The midbrain
serves important functions in motor movement, particularly movements of the
eye, and in auditory and visual processing. It is located within the
brainstem and between the two other developmental regions of the brain, the
forebrain and the hindbrain; compared with those regions, the midbrain is relatively
small.
• The Hindbrain Structures
Hindbrain, also called rhombencephalon, region of the developing

vertebrate brain that is composed of the medulla oblongata, the pons, and
the cerebellum. The hindbrain coordinates functions that are fundamental
to survival, including respiratory rhythm, motor activity, sleep,
and wakefulness. It is one of the three major developmental
divisions of the brain; the other two are the midbrain and forebrain
Activity 2: Unlock the Knowledge
Directions: Answer the following questions. Use a separate sheet of paper.

1. What are the characteristics of left-brain dominant individual?
2. Discuss the characteristics of right-brain dominant individuals.
3. How does one improve his learning abilities considering his/her learning style?
4. What is mind-mapping and what are its benefits?
5. As an adolescent, how can you maximize the efficacy of the left and right brain?
Activity 3: LET’S APPLY!

Directions: Choose one from the concepts below and create a mind-map, following
the instructions discussed under “Eight Steps for Mind-Mapping to Improve Critical
Thinking”. Show your creativity in this activity (you may use coloring materials and
draw images). Use a separate sheet of paper.
Topics:
1. Adolescence 4. Poverty 7. Friendship 10. Philippine Constitution
2. Society 5. Family 8. Marriage
3. Education 6. Economy 9. Superstitious beliefs
Activity 4: Word Bank

Directions: Identify what is being asked. Choose your answers in the word
bank given below. Write your answers in the space provided then apply the
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appropriate color in the brain diagram. Write your answers on the separate
worksheet or paper.
1. This part of the brain is a lobe found at the front of the brain and controls
thinking and creating. ____________ (Color this part of the brain blue.)
2. The _____________ lobe helps us find our way and recognize objects and their
uses, and experiences sensations such as pain, pressure, touch, and
temperature. (Color this part of the brain green.) ____________
3. This part of the brain is a lobe found at the back of the head. It is here that
messages from the eyes are interpreted. __________ (Color this part of the brain
red.)
4. This lobe is found next to our ears. It helps us hear, plan our speech, and
remember. __________ (Color this yellow.)
5. This part of the brain coordinates our physical skills and balance. (Color this
part of the brain orange.) _______________
6. This part of the brain connects the rest of the brain to the spinal cord.
___________ (Color this part of the brain violet.)
WORD BANK
Occipital Lobe, Parietal Lobe, Brain Stem,
Temporal Lobe, Frontal lobe, Cerebellum
Activity 5: LET’S REFLECT!

Directions: Share your thoughts or ideas on how you can improve your
weaknesses/limitations to balance and maximize holistic learning. Use a separate
sheet of paper.
Words to Ponder: “The mind is just like a muscle—the more you exercise it, the
stronger it gets and the more it can expand” – Idowu Koyenikan, Wealth for All: Living
a Life of Success at the Edge of Your Ability
Directions: Read and analyze each statement below and carefully choose
the letter that best describe the statement. Write your answers on the separate
worksheet or paper.
1. What is the basic functional units of the nervous system and are key to brain
function? They are comprised of a nerve cell body, axon and dendrite.
a. Lobes b. Neurons c. Cerebrum d. Cerebellum
2. What lobe determine the personality and emotions?
a. Temporal b. Frontal c. Parietal d. Occipital
3. Who tend to be more emotional swayed by feeling and seem to view things
and events through feelings?
a. Types of mind-mapping c. Left-brained individuals
b. Right-brained individuals d. Computerized
4. What can happen when brain processes malfunction?
a. Mental illness c. Symptoms related to Parkinson’s disease
b. Tremors d. All of the above
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5. What do you call the doughnut shaped system of neural structures at the
border of the brainstem and cerebral hemisphere; associated with emotions?
a. Limbic system c. Peripheral nervous system
b. Somatic nervous system d. Endocrine system
6. What is underneath the limbic system, responsible for vital life functions?
a. Thalamus b. Brain stem c. Cerebellum d. Hippocampus
7. How many hemispheres in your brain?
a. 1 b. 2 c. 3 d. 4
8. What are the characteristics of a person who is left?
a. list maker. enjoys making master schedules. completes things in order.
usually good with math, spelling, directions.
b. not time conscious, recalls people’s faces, or gestures when speaking
c. spontaneous or impulsive
d. person uses intuitive processing
9. What is a chemical in the brain that is associated with pleasure?
a. GABA (gamma-aminobutyric acid)
b. Serotonin
c. Dopamine
d. None of the above
Left-Brain/Right-Brain Test
"There is a foolish corner in the brain of the wisest man."- Aristotle
We go through life attached to a lot of personality-related labels - introverted,
optimistic, strong but silent, drama queen, etc. But left-brain or right-brain?
These are not so well-known. Interestingly however, whether it is our left
hemisphere that is more dominant or our right one, the distinction can impact
our personality and the decisions we make. For example, left-brain people
are more organized and systematic. Right-brain people are more creative and
intuitive. So which side of your brain do you wake up on in the morning? Find out
with this test.
Directions: Which Side Are You On? Circle either “A” or “B” that most
accurately describes you. Write your answers on a separate sheet of paper.
1. A. At home, my room has organized drawer and closets. I even try to organize other
things around the house.
B. At home, I like the "lived-in" look. I clean as I see a need and when I
have the time.
2. A. My desk is usually clean and has everything in place.

B. I leave my work out on my desk so I can work as I am inspired by ideas.
3. A. I like using the "tried and true" method.

B. I like creating new methods.
4. A. I follow directions carefully when I build a model, make a craft, etc.

B. I like to build a model my way, making my own creation.
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5. A. I complete one project at a time.
B. I like to start many different projects, but do not like to finish them.
6. When I am asked to write a report on a subject, I...

A. research information, then outline and organize my writing.
B. work in my own self-inspired direction.
7. When I had to do a project in class, I...

A. used my parents' ideas, a book's illustrated project or modeled another
student's project who received an "A+" from my teacher.
B. loved the challenge, and like a "mad scientist," I produced a unique project.
8. When I am in charge of a big job with many people working, I usually...

A. organize, give everyone their responsibilities, make lists, and make sure
everyone finishes their part on time.
B. work at my own pace, let others work on the job as they want. I want
to take care of needs/problems as they arise.
9. Which of these activities would you like to do the most?

A. planning the details for a trip/project
B. creating an original art form
10. I hate it when other people...

A. are indecisive about what activities to do when I am with them.
B. plan activities in step-by-step detail when I am with them
Interpretation:
If your answers are mostly A’s you are left-brain individual, however if your answers
are mostly B’s, you are indeed a right-brain individual.
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What I Know What's In Assessment
1. D Answers may vary. 1. B
2. A 2. B
3. D What Is It 3. B
4. C 4. D
5. C Answers may vary. 5. A
6. D 6. B
7. B What More 7. B
8. A Answers may vary. 8. A
9. D 9. C
10.A What I have 10.A
11.A
12.A Learned
13.B 1. forebrain
14.C
15.B 2. Cerebrum
3. thalamus
4. hypothalamus
Bernabe, G.A. (2016). Personal Development for Senior High School. Mindshapers
Co., Inc.
Certeza, C. et. al. (2016). Personal Development Workbook. Our Lady of Fatima
University-RDIC.
De Guzman, J.M. (2016). Personal Development: A Textbook and a Workbook for
Senior High School Students. Mutya Publishing House, Inc.
Fernandez, B. et. al. (2016). Personal Development Reader. Department of
Education.
McManus, I. C. Right hand, left hand: The origins of asymmetry in brains,
bodies, atoms, and cultures. Cambridge, MA: Harvard University Press, 2002
Randolph, John. 7 ways to promote brain health during a pandemic.
Psychology Today. https://www.psychologytoday.com/us/blog/the-healthy-
engaged- brain/202005/7-ways-promote-brain-health-during-pandemic.
Published May 6, 2020. Accessed June 5, 2020.
Rita Carter et al., The Human Brain Book. London [England]: New York, N.Y.,
2009.
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SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 7.1
Power of the Mind
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learn the skills and task appropriate for you as a middle and late adolescent. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
The module consist of two lessons, namely:

● Lesson 1 – Power of the Mind
● Lesson 2 – Emotional Intelligence
1. Develop a personal plan to enhance brain functions. EsP-PD11/12PM-Ih-6.3
2. Discuss that understanding the intensity and differentiation of emotions may
help in communicating emotional expressions EsP-PD11/12EI-Ii-j-8.1
Direction: Write TRUE of the statement is correct, otherwise write FALSE
______1. The left hemisphere is the more academic and logical side of the brain
______2. There is a dominance of one’s hemisphere over the other hemisphere.
______3. The wheel of emotions help us to have clarity in dealing with our emotions
and the emotions of other people to manage it well.
______4. The left hemisphere of the brain focuses on problem solving.
______5. Brain is one complex part of our body system which is considered essential
and vital.
______6. Learning to identify your real emotions would help you manage them
properly and communicate with people effectively.
______7. Fear is synonym of aversion, revulsion and antipathy.
______8. Intelligence itself can predict success in social, emotional situations and in
career.
______9. Man can exercise his / her capabilities without using his brain.
______10. If your left brain is dominant, you master some skills related to your right
brain functions.
Lesson
Power of the Mind
7.1
In this module, you will be made to realize how important and powerful the
human mind is. It is amazing how the human brain develops and changes in the
brain that influence your development. Just like a weightlifter or a basketball player,
to be a brain athlete, you have to exercise and practice. By practicing, you make your
brain stronger.
11
MODULE1_LESSON1
MODULE1_LESSON7.1
You also learn skills that let you use your brain in a smarter way—just like a
basketball player learns new moves. But many people miss out on the chance to grow
a stronger brain because they think they can’t do it, or that it’s too hard. It does take
work, just like becoming stronger physically or becoming a better ball player does.
Sometimes it even hurts! But when you feel yourself get better and stronger, all the
work is worth it!
In the previous module, you discussed the different parts of the human brain and its
function. Answer the following questions as a review of what you have learned about
human brain.
1. How does the left and right brain hemispheres help in improving learning?
Describe its differences.
2. Explain the mind mapping techniques. How does it improve learning?

Before you proceed to the next activity, ask students if there is something
that they may want to ask or the question that left on their mind?
Let them watch additional video on youtube about emotional intelligence:
https://www.youtube.com/watch?v=D6_J7FfgWVc
Personal Plan to Enhance Brain Functions
Cognitive development is a significant aspect of an adolescent’s development.

Having strategies or ways to develop your cognitive aspect will lead to more success
in the future and gives you proper idea on how to handle also your emotions.
Procedure:
1. Get a one whole short bond paper. Do the sample template below.
2. Develop your own personal plan on How to Improve Brain Functions or How
to Develop Your Brain. Make it 5 objectives.
3. Have your own strategies to make you improve your brain functions.
67 (DO_Q1_PERSONAL
(DO_Q1_PERSONAL DEVELOPMENT
DEVELOPMENT 1111
MODULE1_LESSON1
MODULE1_LESSON7.1
4. You can computerize it or handwritten but make it presentable. You may add
drawings or colors, it depends on you.
My development What activities do What support or Target date

objective I need to take to resources do I of achieving
achieve my need to achieve my
objective my objective? objectives
Example: Exercise every Health application in January 1,
I will improve my morning cellphone 2021
physical fitness Avoid eating
unhealthy foods
1.
2.
3.
4.
5.
Processing Questions: Answer this after your personal plan template

1. What is the most amazing thing about human brain?
2. What is your number one priority to achieve based in your personal plan?
Why?
How human brain works

The human brain is an intricate organ. At approximately 3 pounds, it contains about
100 billion neurons and 100 trillion connections. Your brain is command central of
all you think, feel, and do. Your brain is divided into two halves, or hemispheres.
Within each half, particular regions control certain functions.
Different parts of your brain are connected by nerve fibers. If a brain injury severed
the connection between sides, you could still function. But the lack of integration
would cause some impairment.
The human brain is constantly reorganizing itself. It’s adaptable to change, whether
it’s physical or through life experience. It’s tailor-made for learning.
Tips for keeping your brain sharp
• Spend some time each day reading, writing, or both.

• Never stop learning. Take a class, go to a lecture, or try to acquire a new skill.
• Tackle challenging crossword and sudoku puzzles.
• Play memory games, board games, card games, or video games.
• Take on a new hobby that requires you to focus.
Pietrangelo, A. (n.d.). Left brain vs. right brain: What’s the

difference? Healthline. https://www.healthline.com/health/left-brain-vs-right-brain
11
MODULE1_LESSON1
MODULE1_LESSON7.1
SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 7.2
Emotional Intelligence
MODULE1_LESSON1
Lesson
Emotional Intelligence
7.2
What is Emotional Intelligence?
Emotional Intelligence is sometimes called EQ for short. Just as a high IQ can predict
top test scores, a high EQ can predict success in social and emotional situations. EQ helps
us build strong relationships, make good decisions, and deal with difficult situations. One
way to think about EQ is that it's part of being people-smart. Understanding and getting
along with people helps us be successful in almost any area of life. In fact, some studies show
that EQ is more important than IQ when it comes to doing well in school or being successful
at work. (Source: Department of Education (2016). Personal Development Reader’s Guide.
pp.51,69)
You can watch additional video on how to improve emotional intelligence:

https://www.youtube.com/watch?v=D6_J7FfgWVc
Robert Plutchik Wheel of Emotions
Psychologist Robert Plutchik states that there are 8 basic emotions: joy, trust,
fear, surprise, sadness, anticipation, anger, and disgust. Plutchik’s wheel of
emotions illustrates these 8 basic emotions and the various ways they relate to one
another, including which ones are opposites and which ones can easily turn into
another one. This framework helps bring clarity to emotions, which can sometimes
feel mysterious and overwhelming.
Interpreting Wheel of Emotions:
• Joy is the opposite of sadness.
• Fear is the opposite of anger.
• Anticipation is the opposite of surprise.
• Disgust is the opposite of trust.
Like the colors of the spectrum, basic emotions can be expressed at varying
intensities and can blend with one another to produce different emotions (De
Guzman & Nicolas, 2016)
Interpreting Wheel of Emotions:

• Joy is the opposite of sadness.
• Fear is the opposite of anger.
• Anticipation is the opposite of
surprise.
• Disgust is the opposite of trust.
Like the colors of the spectrum, basic emotions

can be expressed at varying intensities and can
blend with one another to produce different
emotions (De Guzman & Nicolas, 2016)
You may view the colored image at: https://www.6seconds.org/2017/04/27/plutchiks-model-

of-emotions/
11
MODULE1_LESSON1
MODULE1_LESSON7.2
Activity 1: Answer the following questions
1. Discuss the importance of managing your emotions.
2. What is the motive of Plutchik in creating this wheel of emotions?
3. We all know that we can feel different emotions, but when does negative
emotions become a problem?
4. What would result if you do not express your emotions?
1. emotion – feeling, sentiment, reaction, passion and excitement

2. emotional intelligence - helps us build strong relationships, make good
decisions, and deal with difficult situations
3. left hemisphere – more verbal, analytical, and orderly than the right brain. It’s
sometimes called the digital brain. It’s better at things like reading, writing,
and computations.
4. right hemisphere – is more visual and intuitive. It’s sometimes referred to as
the analog brain. It has a more creative and less organized way of thinking.
5. wheel of emotions - illustrates these 8 basic emotions and the various ways
they relate to one another, including which ones are opposites and which ones
can easily turn into another one
6. We can all work to build even stronger emotional intelligence skills just by
recognizing what we feel, understanding how we got there, understanding how
others feel and why, and putting our emotions into heartfelt words when we
need to.
7. Learning to identify your real emotions would help you manage them properly
and communicate with people effectively
Journal Writing
Answer the following questions on your journal or notebook:
1. How does this week’s module help you in becoming a better student?
2. In the past weeks, what type of emotions does you always feel? Do you want to
change that emotion into positive one? Why or why not?
3. What is the message of the Bible verse: Philippians 4:7? Write the words and
explain its message and its relation to our week 7 lesson.
11
MODULE1_LESSON1
MODULE1_LESSON7.2
Direction: Write TRUE of the statement is correct, otherwise write FALSE
________1. Man can exercise his / her capabilities without using his brain.
________2. There is a dominance of one’s hemisphere over the other hemisphere.
________3. The left hemisphere is the more academic and logical side of the brain.
________4. The left hemisphere of the brain focuses on problem solving.
________5. Brain is one complex part of our body system which is considered essential
and vital.
________6. Fear is synonym of aversion, revulsion and antipathy.
________7. Learning to identify your real emotions would help you manage them
properly and communicate with people effectively.
________8. Intelligence itself can predict success in social, emotional situations and
in career.
________9. If your left brain is dominant, you master some skills related to your right
brain functions.
________10. The wheel of emotions helps us to have clarity in dealing with our
emotions and the emotions of other people to manage it well.
Directions: Answer the question.

What are the advantages of understanding your emotions?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
11
MODULE1_LESSON1
MODULE1_LESSON7.2
MODULE1_LESSON7.2
MODULE1_LESSON1
(DO_Q1_PERSONAL 11
DEVELOPMENT11
What I Know What's More Assessment
1. True Answers may vary 1. False
2. False 2. False
3. True 3. True
4. True 4. True
5. True 5. True
6. True 6. False
7. False 7. True
8. False 8. False
9. False 9. False
10.False 10.True
Case, M.S. et al. (2019). Personal Development. Structured-Learning Activities for
Senior High School Students. Lorimar Publishing Inc.
De Guzman, J. & Nicolas, M.S. (2016). Personal Development. A Textbook and a

Workbook for Senior High School Students. Mutya Publishing House Inc.
Houston, H (2020). The importance of emotional intelligence. Positive Psychology.

Retrieved from: https://positivepsychology.com/importance-of-emotional-
intelligence/
Pietrangelo, A. (n.d.). Left brain vs. right brain: What’s the difference? Healthline.
https://www.healthline.com/health/left-brain-vs-right-brain
Plutchik’s wheel of emotions: Exploring the emotion wheel (2017). Retrieved from:
https://www.6seconds.org/2017/04/27/plutchiks-model-of-emotions/
Weatherspoon, D. (2019). Left brain vs. right brain: what does this mean for me?.
Healthline. Retrieved from: https://www.healthline.com/health/left-brain-vs-right-
brain
Video: https://www.youtube.com/watch?v=D6_J7FfgWVc
11
MODULE1_LESSON1
MODULE1_LESSON7.2
SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 8.1
Positive and Negative
Emotions
MODULE1_LESSON1
This module was designed and written with you in mind. This worksheet contains
activities that will enable you to express and explore your emotions as you face this
transition from adolescence to adulthood. This will guide as you find and create
various ways to manage your emotions. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

● Lesson 1 – Positive and negative emotions
● Lesson 2 – Emotion management
1. Explore one’s positive and negative emotions and how one expresses or hides
them. EsP-PD11/12El-Ij-8.2
2. Demonstrate and create ways to manage various emotions. EsP-PD11/12El-
Ij-8.3
Direction: Write A if you agree to the given statement and write D if you
disagree.
___1. Positive and negative emotions both have important roles to play when it
comes to the brain, but they are generally separate roles.
___2. You must have the complete authority over changing your thoughts and
feelings that are generated whenever your values are touched by the
actions of a person or an event.
___3. Mixed emotions over different events or situations in our lives are
common.
___4. Being able to recognize and explain your emotions isn't the same as
blaming someone or something for the way you feel.
___5. Acknowledging how you feel can help you move on.
Lesson
Positive and Negative Emotions
8.1
Different types of emotions seem to rule our daily lives. We make decisions
based on whether we are happy, angry, sad, bored, or frustrated. We choose activities
and hobbies based on the emotions they incite. Understanding emotions can help us
navigate life with greater ease and stability.
Some emotions are positive. Think of happiness, joy, interest, curiosity,
excitement, gratitude, love, and contentment. These positive emotions feel good.
Negative emotions — like sadness, anger, loneliness, jealousy, self-criticism, fear, or
rejection — can be difficult, even painful at times. That's especially true when we feel
a negative emotion too often, too strongly, or we dwell on it too long.
11
MODULE1_LESSON1
MODULE1_LESSON8.1
Direction: Rearrange the jumbled letters to identify the following emotions.
1. Being a Grade 11 student, which of the following emotions do you usually
feel?
2. Cite some instances where in you encounter certain emotions.
3. Which of the following do you consider as positive and which are negative?

The following links will help the learners gain more knowledge and
understanding of the lesson.
https://blogs.psychcentral.com/stress-better/2016/06/a-better-way-to-
teach-kids-about-emotions/
https://www.teacherspayteachers.com/Product/Behaviour-Support-
Emotion-Feelings-Anger-Regulation-Volcano-Visual-1830870
personal_development_reader_v13_final_apr_28_2016.pdf
MODULE1_LESSON1
MODULE1_LESSON8.1
In the previous activity, you are able to identify various emotions that you
may or may not be experiencing or feeling now that you are in the transition stage.
Emotions are what you feel on the inside when things happen. These are also known
as feelings.
Directions: In this activity, you are tasked to complete the table by listing songs and
attaching particular part or lyrics that causes you to feel certain emotions. You may
browse and listen to music while doing this activity. English and Tagalog answers
are both accepted. Use a separate sheet of paper for this activity.
SONG TITLE
EMOTION and LYRICS
Example: Joyful Title: Endless Praise
“You are God, and we lift You up
Weʼll keep singing, weʼll keep praising
We wonʼt stop, giving all we got
Cause You're worthy, of all glory”
1. Happy
2. Inlove
3. Angry
4. Energetic
5. Peaceful
6. Scared
7. Relaxed
8. Depressed
MODULE1_LESSON1
MODULE1_LESSON8.1
9. Inspired
10. Sad
11. Gloomy
12. Fear
MODULE1_LESSON1
MODULE1_LESSON8.1
SENIOR HIGH SCHOOL
Personal
Development
Quarter 1 Module 1
Lesson 8.2
Emotion Management Skills
MODULE1_LESSON1
Lesson
Emotion Management Skills
8.2
The ability to realize, readily accept, as well as successfully control feelings in

oneself (and sometimes others) is known as the emotion management skill. Very
simply, emotion management skills refer to the ability to master your own emotions.
For developing emotion management skills, being open to one’s thoughts and
feelings is not enough. You must have complete authority over changing your
thoughts and feelings that are generated whenever your values are touched by the
actions of a person or an event. This is important because the change in your
thoughts and feelings is what helps change your emotions, preventing from reactive
outbursts.
Positive Actions to Help you Manage Emotions:
There are a number of actions that you can take that will help you to manage your
emotions. Many of them are very general, but try them because you may just find
that they work.
● Exercise: this releases reward and pleasure chemicals in the brain such as
dopamine, which makes you feel better.
● Be kind to others, because this helps stop you worrying about yourself.
● Be open and accept what is going on around you.
● It’s good to talk. Spend time with other people and enjoy their company.
● Don’t give in to negative thinking.
● Spend time outside.
● Be grateful.
● Play to your strengths.
● Notice the good things in your life.
The ability to realize, readily accept, as well as successfully control of feelings

in oneself and sometimes others is known as the emotion management skill. Emotion
management skills refer to the ability to master your own emotions. How you respond
to different kind of situations play a vital role in emotional management.
● Passive response: Behaving passively means not expressing your own needs
and feelings, or expressing them so weakly that they will not be addressed.
● Aggressive response: Behaving aggressively is asking for what you want or
saying how you feel in a threatening, sarcastic or humiliating way that may
offend the other person/s.
11
MODULE1_LESSON1
MODULE1_LESSON8.2
● Assertive response: Behaving assertively means asking for what you want or
saying how you feel in an honest and respectful way that does not infringe on
another person's rights or put the individual down.
● An assertive response is almost always in your best interest, since it is your
best chance of getting what you want without offending the other person(s).
Assertiveness is the ability to express your wishes and beliefs in a positive way. Too
little assertiveness can make you a doormat (a person who allows people to treat
them badly or walk all over them). Too much assertiveness, and you can be bossy
and aggressive.
1) Think of a time when you were a doormat.
What happened?
__________________________________________________________________________________
__________________________________________________________________________________
What did you do?
__________________________________________________________________________________
__________________________________________________________________________________
How did you feel?
__________________________________________________________________________________
__________________________________________________________________________________
Now think of a better way to handle that situation in the future and write a better
response and practice it.
__________________________________________________________________________________
__________________________________________________________________________________
1) Think of a time when you were too bossy.
What happened?
__________________________________________________________________________________
__________________________________________________________________________________
What did you do?
__________________________________________________________________________________
__________________________________________________________________________________
How did you feel?
__________________________________________________________________________________
__________________________________________________________________________________
Now think of a better way to handle that situation in the future and write a better
response and practice it.
__________________________________________________________________________________
__________________________________________________________________________________
11
MODULE1_LESSON1
MODULE1_LESSON8.2
● Emotional Intelligence explains why it is important to understand your
emotions and those of others.
● Emotion management is the ability to be aware of and constructively handle
both positive and challenging emotions.
● Emotions are strongly linked to memory and experience.
● Emotional decisions are sometimes seen as made in the ‘heat of the moment’,
but emotions play a greater part in most decisions than we may be aware..
Directions: In this activity, you are tasked create a “Feelings volcano” using any
drawing and coloring materials and write down at least three (3) ways and or
activities that can help you to manage your emotions. Remember to stay calm and
prevent 'an eruption' from occurring.
Directions: Write True if the statement is correct and False if the statement
is incorrect.
1. Emotion management skills refer to the ability to master your own emotions.
2. A person is considered a doormat if he/she do not allow people to treat them
badly or walk all over them.
3. Spending time with other people and enjoying their company will help you live
a positive life.
11
MODULE1_LESSON1
MODULE1_LESSON8.2
4. Behaving aggressively means not expressing your own needs and feelings, or
expressing them so weakly that they will not be addressed.
5. Behaving passively is asking for what you want or saying how you feel in a
threatening, sarcastic or humiliating way that may offend the other person/s.
6. Behaving assertively means asking for what you want or saying how you feel
in an honest and respectful way that does not infringe on another person's
rights or put the individual down.
7. The ability to realize, readily accept, as well as successfully control of feelings
in oneself and sometimes others is known as the emotion management skill.
8. Being fit makes you healthier, which helps in managing emotions.
9. Assertiveness is the ability to express your wishes and beliefs in a negative
way.
10. You must have the complete authority over changing your thoughts and
feelings that are generated whenever your values are touched by the actions
of a person or an event.
Direction: Take time to reflect on the lessons that you have learned in this
module. You may listen to your favorite music that relaxes you as you accomplish
your journal today. In your journal, share with us your Life’s biggest blessings. It is
believed that when you become grateful for the good things in your life, it often stop
yourself from becoming too unhappy about the bad things. These unhappy thoughts
may lead to other several negative emotions, so start having a positive outlook in life
and continue to COUNT YOUR BLESSINGS!
MODULE1_LESSON1
MODULE1_LESSON8.2
MODULE1_LESSON8.2
MODULE1_LESSON1
(DO_Q1_PERSONAL 11
DEVELOPMENT11
Assessment: Let’s try this:
1. True 1. Frustrated
2. Surprised
2. False 3. Bossy
3. True 4. Embarrassed
4. False 5. Proud
5. False 6. Happy
7. Angry
6. True
8. Excited
7. True 9. Impatient
8. True 10. Scared
9. False
10. True
https://blogs.psychcentral.com/stress-better/2016/06/a-better-way-to-teach-kids-
about-emotions/
https://www.teacherspayteachers.com/Product/Behaviour-Support-Emotion-
Feelings-Anger-Regulation-Volcano-Visual-1830870
personal_development_reader_v13_final_apr_28_2016.pdf
https://youtu.be/uaWA2GbcnJU
https://www.skillsyouneed.com/ps/managing-emotions.html
https://www.shutterstock.com/image-vector/cartoon-notebook-spiral-vector-flat-
illustration-1735160366
https://www.google.com/search?q=musical+noted&tbm=isch&ved=2ahUKEwiRn9jZ
hqzqAhUF3pQKHUzDBz8Q2-
11
MODULE1_LESSON1
MODULE1_LESSON8.2
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph
MODULE1_LESSON1

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SENIOR HIGH SCHOOL

Published by the Department of Education

Development Team of the Module

Writers: Mary Joy D. Lansangan, Vanessa R. Tamayo

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

The module is composed of one lesson:

After going through this module, you are expected to:

What I know What I can do

What I care about

Adolescence is one of the most important stages in one’s development. In this

Directions: What can you see in the picture? Write a

____ Driving ____ Playing with friends

1. Circle three (3) activities you like the most.

My Banner: The Treasure within Me

1 - 2 - Two things I do very well

____ I am honest. ____ I am energetic.

You are _____________________________________________

As part of your reflection, watch the video entitled “10

1. Self-awareness is just refers to your opinion about yourself.

Watch the video entitled “Self-Awareness 101- Lesson 1 on Personal

Freepick. (2019). Newspaper headlines template realistic poster [Image].

Freepick. (2019). Specs concept illustration [Image]. Retrieved from

The module is divided into two lessons, namely:

Puberty is a period of rapid physical maturation involving hormonal and bodily

There are three major stages of development occurs in an individual. These

Cognitive development. It is a field of study in neuroscience and psychology

Psychosocial development. For a concept to be psychosocial means it relates to

Roles Personal Core Learning

Notes to the Teacher

Activity 2: Aspects of My Life

Physiological development Refers to physical changes in the

Self-check. Ask yourself regarding your Physiological Development.

There are many ways to improve or maintain good emotional health.

Self-check. Ask yourself regarding your Emotional Development:

Why is social development important?

Healthy social development can help you:

Self-check. Ask yourself regarding your Emotional Development

Self-check. Ask yourself regarding your Cognitive Development

Self-check. Ask yourself regarding your Spiritual Development

Activity 4: My Personal Views and Beliefs

Pre-marital sex Effects of Covid-19 Same sex marriage

College education Global warming Gender discrimination

Poverty Bullying Valenzuela Governance

Activity 5: Reflection Essay

Activity 5: Let’s Reflect

The module consists of one lesson, namely:

Lesson Developmental Stages and Tasks in

Directions: Below is the Developmental Task by Robert J. Havighurst (1953). Based

Notes to the Teacher

Answer the following questions on your notebook after the activity:

The Importance of Personal Timeline

Activity 1: Directions: Answer the following questions on a separate sheet of paper

Activity 2: Journal Writing

1. This Developmental Task theory of Robert J. Havighurst presents the

Directions: Create a sample 2 stanza lyrics, 4 lines each to encourage adolescent

B. Modified True or False.

Driving Playing with friends

I am honest. I am energetic.