COURSE CODE: CORE8

COURSE TITLE: PERSONAL DEVELOPMENT

COURSE TYPE: CORE
PRE-REQUISITE: NONE
CO-REQUISITE: NONE
QUARTER: FIRST
COURSE DESCRIPTION: This course makes senior high students aware of the
developmental stage that they are in, for them to better
understand themselves and the significant people around
them as they make important career decisions as
adolescents. The course consists of modules, each of which
addresses a key concern in personal development. Using the
experiential approach, each module invites students to
explore specific themes in their development. Personal
reflections, sharing and lectures help reveal and articulate
relevant concepts, theories, and tools in different areas in
psychology.

MODULE 2

DEVELOPING THE WHOLE

PERSON
This module provides a follow-up to the introduction of Personal Development.
This module includes the holistic development of adolescents, its meaning, and the
several major categories which are physiological, cognitive, psychological/emotional,
spiritual, social, and behavioral developments.

LEARNING COMPETENCIES

After going through this module, you are expected to:

1. Evaluate his/her own thoughts, feelings, and behaviors.
2. Show the connections between thoughts, feelings, and behaviors in actual life
situations.
 PRIOR KNOWLEDGE

Direction: Think about what an ideal teenager is like. Describe that person physically,
emotionally, cognitively, spiritually, and socially. Then answer the following guide
questions.
Physical- __________________________________________________________________________
Emotional- ________________________________________________________________________
Cognitive- _________________________________________________________________________
Spiritual- _________________________________________________________________________
Social- ____________________________________________________________________________
Guide questions:
1. Why did you choose to put those specific characteristics/traits?
2. Is it possible to be the kind of person that has all of those?

LEARNING CONTENT

HOLISTIC DEVELOPMENT OF ADOLESCENT

Adolescence is a distinct phase of human growth and development. During this

significant period of the life cycle, adolescents experience fast and major developmental
changes. The many changes experienced by an adolescent can be grouped into several
major categories which are physiological, cognitive, psychological/emotional, spiritual,
social and behavioral developments. Understanding and responding to the exceptional
developmental characteristics of adolescents are vital for their holistic development.
 PHYSIOLOGICAL

SOCIAL COGNITIVE

HOLISTIC
DEVELOPMENT

PSYCHOLOGICAL/
SPIRITUAL
EMOTIONAL

PHYSIOLOGICAL DEVELOPMENT
Physical development refers to bodily changes including growth, improve gross and fine
motor skills, and biological maturity. Developmental growth includes significant
increase in height, weight, and internal organs size as well as changes in skeletal and
muscular systems.
The physical changes of adolescence often lead to:
1. New responses from others- In response to these physical changes, middle and
late adolescents begin to be treated in a new way by those around them. They
may no longer be seen as children, but as sexual beings to be protected or
targeted. They face society's expectations for how young men and women should
behave.
2. New concern with physical appearance and body image- Both adolescent boys
and girls are known to spend hours concerned with their physical appearance.
They want to "fit in" with their peers yet achieve their own unique style as well.
They may spend hours in the bathroom or in front of the mirror trying to achieve
this goal. Often, they ask their parents on serious concerns about aspects of their
appearance, such as acne, eyeglasses, weight, or facial features.

COGNITIVE DEVELOPMENT
Intellectual development refers to improved ability of people to understand and reason
out. In young adolescents, intellectual development is not as visible as physical
development, but it is just as intense and can be even more dramatic.
It is normal for them to:
1. Argue for the sake of arguing- often give impression of disputing side issues for
no obvious reason which can be annoying to adults.
2. Jump to conclusion- they occasionally jump to surprising conclusions.
3. Be self-centered- They are me-centered.
 4. Constantly find fault in the adult’s position- newfound ability to think
critically gives them confidence to look for inconsistencies, disagreements, or
exceptions in what adult say.
5. Be exceedingly dramatic- everything seems to be a big deal.

PSYCHOLOGICAL/EMOTIONAL DEVELOPMENT
Psychological/emotional development means establishing a practical and logical
sense of identity in the perspective of relating to others. It is also learning to deal
with stress and handle emotions.

SELF-
CONCEPT
GLOBAL
IDENTITY
SELF-ESTEEM
SELF-ESTEEM
SPECIFIC
SELF-ESTEEM
Low self-esteem- develops if there is a space between one’s self-concept and what one
believes one “should” be like.

SPIRITUAL DEVELOPMENT
During adolescence, young people start to think about larger life questions, like why
there is good and evil, what it means to be a human being and the reality of the soul.
The answers to these questions lie within the boundaries of spirituality.
Spirituality focuses on the relationship to a reality greater than oneself and can embrace
the holy practice of religious awe and reverence. Spirituality entails deep feelings and
beliefs, such as a person's sense of purpose, connection to others, and understanding
of the real implication of life.
Spiritual development is a developmental process for making a meaning of one's life.
Acceptance of the spiritual domain among adolescents is important. Adolescents often
crave to discover spiritual matters, develop connections between self and others, and
achieve a sense of themselves and the world. Implications for practice will depend on
commitments to enlightening the whole child. Spiritual development is shaped both
within and outside of religious traditions, beliefs, and practices.

EXERCISES

Direction: List down the changes you have noticed about yourself when you were still
a child and now as a teenager. Supply your answers inside the boxes.
 Physical (the Mental (the Emotional Spiritual (your
way you look) way you think) (the way you relationship
feel/react) with God)
1 1 1 1
2 2 2 2
3 3 3 3

SOCIAL DEVELOPMENT
Adolescents will have to start to shape several different types of relationships. A lot of
their relationships may turn into more intensely involved and more emotionally
intimate. During adolescence, social networks of adolescents gets bigger to include more
people, and many different types of relationships.
Peer Relationships
The most obvious changes in adolescence is the increase in the amount of time they
start to spend their friends than their families.
1. Crowds- are larger, reputation-based groups of adolescents who are not
essentially friends and may not use a great deal time together.
2. Cliques (gang)- small groups of friends who know each other well, do
things together, and form a regular social group.
3. Intimacy- is the extent to which two people share personal knowledge,
thoughts, and feelings.
4. Autoerotic behavior- sexual behavior that is experienced alone.
Family Relationships
Families today can take many structures:

SINGLE PARENT

SHARED CUSTODY
 ADOPTIVE

BLENDED

TRADITIONAL

Without considering family structure, a strong sense of bonding, closeness, and

attachment to family have been found to be related with better emotional development,
better school performance, and engagement in fewer high-risk activities.
School Relationships
It is here that they relate to develop relationships with their peers and where they have
the opportunity to develop key cognitive skills.
Community Relationship
The characteristics of the community in which as adolescent lives can have a profound
impact on the adolescent’s development.

EXERCISES

Direction: Cite the learnings that you have derived from each agency of socialization
that you think have become part of your traits.

FAMILY SCHOOL CHURCH GOVERNMENT PEERS MEDIA

1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3

Guide questions:
1. What agent of socialization have more impact in your life than the others? Why?
2. Are there any bad learnings that can be derived from these agents? What are
those? Write at least 1 for each.
 LEARNING CONTENT
THOUGHTS, FEELINGS, AND BEHAVIORS OF ADOLESCENTS
Adolescence marks the beginning development if more-complex thinking processes (also
called formal logical operations) including abstract thinking (thinking about
possibilities), the ability to reason from known principles (form own new ideas or
questions), the ability to consider many points of view according to varying criteria
(compare or debate ides or opinions) and ability to think about the process of thinking.
For Middle Adolescents
Movement Toward 1. Self-involvement,
Independence alternating between
unrealistically high
expectations and poor self-
concept.
2. Complaints that
parents interfere with
independence.
3. Extremely concerned
with appearance and with
one’s body.
4. Feelings of strangeness
about one’s self and body.
5. Lowered opinion of
parents, withdrawal of
emotions from them.
6. Effort to make new
friends
6. Strong emphasis on the
peer group with the group
identity of selectivity,
superiority and
competitiveness.
8. Periods of sadness as
the psychological loss of
parents takes place.
9. Examination of inner
experiences, which may
include writing a diary.
Future Interest and 1. Intellectual interests
Cognitive Development gain importance
2. Some sexual and
aggressive energies
directed into creative and
career interests.
3. Often questions more
extensively
4. Often analyzes more
extensively
5. Thinks about and
begins to form his or her
own code of ethics (for
example, what do I think
is right?)
6. Thinks about different
possibilities and begins to
For Late Adolescents
1. Firmer identity
2. Ability to delay
gratification
3. Ability to think ideas
through
4. Ability to express
feelings in words
5. More developed sense
of humor
6. Stable interests
7. Greater emotional
stability
8. Ability to make
independent decisions
9. Ability to compromise
10. Pride in one’s work
11. Self-reliance
12. Greater concern for
others
1. Higher level of concern
for the future
2. Thoughts about one’s
role in life
3. Thoughts about one’s
role in life
4. Increased thoughts
about more global
concepts such as justice,
history, politics, and
patriotism
5. Often develops idealistic
views on specific topics or
concerns
6. May debate and develop
intolerance of opposing
views
 develop own identity (for 7. Begins to focus thinking
example, who am I?) on making career
7. Thinks about and decisions
begins to systematically 8. Begins to focus thinking
consider possible future on emerging role in adult
goals (for example, what society
do I want?)
8. Thinks about and
begins to make his or her
own plans
9. Begins to think long-
term
10. Use of systematic
thinking begins to
influence relationships
with others
Sexuality 1. Concerns about sexual 1. Concerned with
attractiveness serious relationships
2. Frequently changing 2. Clear sexual identity
relationships 3. Capacities for tender
3. Movement towards and sensual love
heterosexuality with fears
of homosexuality
4. Tenderness and fears
shown towards opposite
sex
5. Feelings of love and
passion
Ethics and Self-Direction 1. Development of ideals 1. Capable of useful
and selection of role insight;
models 2. Stress on personal
2. More consistent dignity and self-esteem;
evidence of conscience 3. Ability to set goals and
3. Greater capacity for follow through;
setting goals 4. Acceptance of social
4. Interest in moral institutions and cultural
reasoning traditions;
5. Self-regulation of self-
esteem descriptions, but
the thoughts,

Teenagers do vary slightly from the above descriptions, but the thoughts, feelings, and
behaviors are, in general, considered normal for each stage of adolescence.

EXERCISES

Which of the following behaviors once you have shown in your life? Indicate by ticking
(✓) your answer.

_____ 1. Expressed your views inside the class even if all your classmates had the same
different view.
_____ 2. Informed your professor about your classmate who cheated during your major
examination.
_____ 3. Notified the food attendant that your change was too big.
_____ 4. Joined your friends in drinking sessions without asking permission from your
parents.
_____ 5. Tried to initiate a fight with your classmates because you did not like them.
_____ 6. Cheated during examination because you were not able to review.
_____ 7. Helped your younger siblings in their assignments.
_____ 8. Engaged in secret romantic relationships because your parents are very strict.
_____ 9. Ran away from home because of disagreements with your parents.
_____ 10. Were influenced by peer pressure in order to be accepted in the group.
_____ 11. Became frustrated because of unfulfilled goals.
_____ 12. Questioned your parents about their decisions for the family.

ASSESSMENT

I. COMPLETE THE SENTENCE

Direction: Complete the sentences based on the first idea that comes to mind.
1. My family and my friends do not know that I am good at…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. I get hurt when people would tell me that I am…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. When things do not go my way, I always feel…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. If someone broke my trust, my initial reaction would be…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. My greatest fear in life is…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
II. ESSAY
Directions: Pick one (1) concept from the list and explain your views and beliefs as a
teenager. Write the essay using 250 words.
 Pre-marital sex
Strong family ties
College Diploma
Poverty
Global warming

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Rubrics:

Criteria 1 2 3 Score
Focus/Main The essay poorly The essay is The essay is
Point addresses topic and focused on focused,
includes irrelevant topic and purposeful, and
ideas. includes few reflects clear
loosely insight and ideas.
related
ideas.
Organization Little or no Some Effectively
and Format organization of ideas organization organizes ideas
to build an argument. of ideas to to build a logical,
build an coherent
argument. argument.
Language Use, Many errors in Contains Uses correct
Style, and grammar, spelling, frequent grammar,
Conventions and punctuation, errors in spelling, and
makes reader’s grammar, punctuation
comprehension spelling, and throughout with
difficult. punctuation. very few errors.
Total

III. SHORT ANSWER

Answer the following questions (2 points each).
1. In your everyday dealings, what can you say about the kind of thoughts you
create, the emotions you feel, and the actions you make?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. How will you guard your thoughts in order to have a positive disposition in life?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What is your view about the negative actions of some teenagers as their way of
dealing with problems?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Prepared by:
KENNETH L. ALCORAN
CI TECH FACULTY

References:
Serrano, A. (2016). Personal Development. Unlimited Books Library Services &
Publishing Inc.
Bernabe, G. A. (2016). Personal Development. Mindshapers Co., Inc.
Magalona, E. & Sadsad, E. (2016). Personal Development: Theory and Practice.
Mindshapers Co., Inc.
Magalona, E., Sadsad, E. & Magalona, E. (2015). Personality Development: A Scientific
Perspective. Mindshapers Co., Inc.