SAINT BENILDE INTERNATIONAL SCHOOL (CALAMBA) INC.

SENIOR HIGH DEPARTMENT

SOCIAL SCIENCE DEPARTMENT

SUBJECT: PERSONAL DEVELOPMENT

TIME:
DAY:
SAINT BENILDE
INTERNATIONAL SCHOOL

School Year SUBJECT TEACHER:

2020-2021 FIRST SEMESTER

MODULE 1
SELF DEVELOPMENT

(Week 1-5, 20 hours)

OBJECTIVES:

At the end of the lessons (5 weeks), the learners must be able to:
1. explain that knowing oneself can make a person accept his/her strengths and limitations and dealing
with others better;
2. conduct self-exploration and simple disclosure;
3. share his/her unique characteristics, habits, and experiences;
4. maintain a journal;
5. discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand his or her thoughts, feelings, and behavior;
6. evaluate his or her thoughts, feelings, behavior, and;
7. show the connection between thoughts, feelings, and behaviors in actual life situations.
8. classify various developmental tasks according to developmental stage;
9. evaluate one’s development in comparison with persons of the same age group; and
10. list ways on how to become a responsible adolescent prepared for adult life.
11. discuss how to face the challenges during adolescence, they may able to clarify and manage the
demands of teen years,
12. express their feelings on the expectations of the significant people around them, such as their pants,
siblings, friends, teachers, community leaders, and
13. make affirmations that help them become more lovable and capable as an adolescent.

OVERVIEW
Personal Development is a lifetime process marked by laughter, sweat, and tears. It is the journey of
an individual toward self-discovery, and self-acceptance. During the adolescent stage of human development, the
individual finds himself or herself a vulnerable spot, which requires great patience in order for him to understand the
movement and the changes happening inside and outside a person. Adolescence is the time of discovery and
experimentation that brings joy and freedom to the person. Personality is the sum total of ways in which an
individual reacts and interacts with others. Or Personality is generally defined as the deeply ingrained and relatively
enduring patterns of thought, feeling and behavior. In fact, when one refers to personality, it generally implies to all
what is unique about an individual, the characteristics that makes one stand out in a crowd.
Personalities is the sum total of individual’s Psychological traits, characteristics, motives, habits,
attitudes, beliefs and outlooks. Personal Development, being a lifetime process as well as a subject in high school,
should be understood from the bigger context of one’s development as a person. If achieved, this is more than
enough to declare one’s success in life.

Week 1

Class Orientation
 Introduce yourself to the class.
 Talk about the course Personal Development, its content and objectives.
 Discuss the “New Normal” set up in Education.
 Discuss teacher’s rules and regulation.
 Discuss the grade matrix.

Week 2
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SOCIAL SCIENCE DEPARTMENT


CHAPTER 1:
Knowing and Understanding Oneself
during Middle and Late Adolescence

Preliminary Activity No. 1: Self-Concept Inventory

Take a look at your own self-concept and answer the following self-concept inventory in your journal. Give
yourself a rating using the scale:
0 = very weak;
1 = weak;
2 = somewhat weak/somewhat strong;
3 = strong;
4 = very strong

1. I have strong sex appeal.

2. I am proud of my physical figure.
3. I am physically attractive and beautiful/handsome.
4. I exude with charm and poise.
5. I can easily get along with.
6. I can adjust to different people and different situations.
7. I am approachable; other people are at ease and comfortable with me.
8. I am lovable and easy to love.
9. I am a fast learner, can understand instruction easily.
10. I am intelligent.
11. I have special talents and abilities.
12. I can easily analyze situations and make right judgments.
13. I can be trusted in any transaction.
14. I have a clean conscience and carry no guilty feeling.
15. I have integrity and good reputation.
16. My friends and classmates can look up to me as a model worth emulating.
17. I can express my ideas without difficulty.
18. I talk in a persuasive manner that I can easily get people to accept what I say.
19. I can express my ideas in writing without difficulty.
20. I am a good listener.

Scoring: Copy this table in your journal. Write your score opposite each number and get the subtotal.

Physical appeal Human Relations Intelligence

1 __________ 5 __________ 9 __________
2 __________ 6 __________ 10 __________
3 __________ 7 __________ 11 __________
4 __________ 8 __________ 12 __________
Subtotal Subtotal: Subtotal:
Character Communications Maturity
13 __________ 17 __________ 21 __________
14 __________ 18 __________ 22 __________
15 __________ 19 __________ 23 __________
16 __________ 20 __________ 24 __________
Subtotal: Subtotal: Subtotal:

How do you perceive yourself?

Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score 14-16 or somewhat weak (score of 10-13)
and very weak (below 10)?
2. Are there qualities you consider as your weakness but other people consider as your strength? What
are these? Check with a partner.
Example: A lady can say “I`m ugly” yet others consider her very charming. Or conversely, one can have the
illusion of saying “I am very intelligent or competent” when most of his ideas sound unreasonable or illogical
to most of the people. There is indeed a big difference between what you see in yourself (real self-image)
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SOCIAL SCIENCE DEPARTMENT

and what is projected in the eyes of the others (your social image). How realistic is your self- image? To
what extent does it reflect your real self?
Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and Character
Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila

Preliminary Activity No. 1: Self-Concept Inventory

Group yourselves into 5. Assign a leader and talk about the ideas for your Talent or Variety
Show where you can exhibit your talents and abilities.
Each group shall have a presentation in front of the class. The leaders of each group
(including yours) shall rate your group based on the following criteria: originality (4 points),
creativity/resourcefulness (4 points), teamwork (4 points), and audience impact (4 points), for a
maximum of 16 points. Compute the average of ratings for your group and write this average rating
for your presentation in your journal. Write about your experience as a group leader/member in this
activity.

DISCUSSION: KNOWING AND UNDERSTANDING ONESELF DURING MIDDLE AND LATE ADOLESCENCE

SELF
 The union of elements, namely: Body, thoughts, feeling or
emotions, and sensations that constitute the individuality and
identity of a person.

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PERSONALITY
 Referred to as the set of behaviors, feelings, thoughts and motives, that identifies an individual. It is
the essence of who we are and is the embodiment of one’s physical, psychological, cognitive affective
and spiritual self.

Gordon Allport defines personality as “a pattern of habits, attitudes, and traits that determine an individual’s
characteristics, behavior and traits.

“Indeed the measure of our intellectual maturity, one philosopher

suggests, is our capacity to feel less and less satisfied with our answers to
better and better problems.”
― Gordon W. Allport, Becoming: Basic Considerations for a Psychology of
Personality

NATURE & NURTURE They can both influence the development of one’s
personality. There is no single gene that creates a trait. It is always a
complex combination of genes, environmental exposure and experiences, and cultural backgrounds.

TRAIT THEORIES

Low Scorers High Scorers

Extroversion Loner Joiner
Quiet Talkative
Passive Active
Reserved Affectionate
Agreeableness Suspicious Trusting
Critical Lenient
Ruthless Self-hearted
Irritable Good-natured
Conscientiousness Negligent Conscientious
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SOCIAL SCIENCE DEPARTMENT

Lazy Hard-working
Disorganized Well-organized
Late Punctual
Neuroticism Calm Worried
Even-tempered Temperamental
Comfortable Self-Conscious
Unemotional Emotional
Openness to experience Down-to-earth Imaginative
Uncreative Creative
Conventional Original
Uncurious Curious

PERSONALITY TRAIT is a disposition to behave consistently in a particular way, while personality is a broader
term that comprises of traits, motives, thoughts, self-concept, and feelings. An example of personality trait is
shyness and social awkwardness.
Personality traits are enduring characteristics that describe an individual’s attitude and behaviour.
Examples are agreeableness, aggression, dominance and shyness. Most of these traits have been found to be
quite stable over time. This means a person who is cold and uncaring in one situation is likely to behave
similarly in other situations. The “Big five” model is a powerful instrument because it organizes numerous
concepts into a “short list” of just five factors that are representative of the characteristics that can be linked
with satisfaction and success. The Big Five has five primary components: extroversion, agreeableness,
emotional stability, conscientiousness and openness to experience.

THE MYERS-BRIGGS TYPE INDICATOR

Katherine Briggs and Isabel Briggs Myers developed the Myers-Briggs personality model based on four
preferences of individuals.

 1. E or I (Extraversion or Introversion) is how an individual prefers to channel his or her energy when dealing
with people, whether it is inward (introversion) or outward (extraversion)
 2. S or N (Sensing or iNtuition) is how one prefers to process information, whether through the use of senses
such as being able to describe what one sees or intuitively like dealing with ideas.
 3. T or F (Thinking or Feeling) is how an individual prefers to make decisions, either thinking or using logic and
analysis, or feeling which uses the cognitive senses based on values and beliefs.
 4. J or P (Judgment or Perception) is how an individual prefers to manage one’s life, whether through judging,
which means a planned and organized life, versus perception, which has a more flexible approach to living.

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SOCIAL SCIENCE DEPARTMENT

Post Activity No. 1:

1. How do you understand the “Self”?
.
.

2. How does the “Self” relate to personality?

.
.

3. What are the two key components of personality?

.
.

Post Activity No. 2:

1. Write down how you define yourself in terms of philosophy, psychology, and spirituality. What are the
differences among the three?
.
.
.
.

2. Share some of your unique characteristics, habits, and experiences.

SELF
Characteristics Habits Experiences

Post Activity No. 1:

Write your answers in your personal journal.

1. What you have discovered in yourself?
2. What are your core strengths?
3. What are the qualities you want to hone and improve on?
4. Your reflection regarding the question, “Who am I?”

“A pen is certainly an excellent instrument to fix a man’s attention and inflame his ambition” John Adams

Week 3

CHAPTER 2:
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SENIOR HIGH DEPARTMENT
SOCIAL SCIENCE DEPARTMENT

Preliminary Activity No. 1: ASSESS ASPECTS OF YOUR DEVELOPMENT

Ask students to draw a box on a blank sheet of paper and divide the circle into 8 segments. In each segment
they will write some descriptions of the different aspects of themselves as follows:
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, 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, classmates 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.
Aspects of Development
Physical Self Interactional Self

Intellectual Self Nutritional Self

Emotional Self Contextual Self

Sensual Self Spiritual Self Or Life Force

DISCUSSION: DEVELOPING THE WHOLE PERSON

Explore
What is Holistic Development?
Holistic development is a process of self- actualization and learning that combines an individual's mental,
physical, social, emotional and spiritual growth. The term can be used to describe forms of alternative
education that are based on the more humanistic and democratic outlooks.

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SOCIAL SCIENCE DEPARTMENT

Mind and Body Dualism of Descartes

RENE DESCARTES

 A French philosopher, mathematician, and scientist. Dubbed

the father of modern western philosophy, much of
subsequent Western philosophy is a response to his
writings, which are studied closely to this day. He spent
about 20 years of his life in the Dutch Republic.
 One of the modern philosophers of our time, influenced
much of mankind’s thinking with his theory of duality or
understanding the nature of things in a simple, dual mode. Hence, you are familiar with the separation
of body and spirit in western religion, and of the mind and body in the study of human sciences.
Yin-Yang
 The yin-yang philosophy says that the universe is composed of competing and complementary forces
of dark and light, sun and moon, male and female. 
 The philosophy is at least 3,500 years old, discussed in the ninth-century BCE text known as I Ching or
Book of Changes, and influences the philosophies of Taoism and Confucianism.
 The yin-yang symbol is related to the ancient method used to track the movements of the sun, moon,
and stars around the year. 
Holism and Gestalt
GESTALT
 A German word.
 Meaning is configuration or, more simply, an organized whole in
contrast to a collection of parts.
 When parts identified individually have different characteristics to
the whole.
 Example. describing a tree - it's parts are trunk, branches, leaves,
perhaps blossoms or fruit but when you look at an entire tree, you
are not conscious of the parts, you are aware of the overall object
- the tree . Parts are of secondary importance even though they
can be clearly seen.
 Gestalt psychology is a school of thought that looks at the human
mind and behavior as a whole not in parts.

GESTALT THERAPY
 A psychotherapeutic approach that supports the process of developing awareness of the intrinsic
nature of one’s True self.

HOLISM
 Any approach that emphasizes the whole system, the whole person, whole of behavior or whole
experience rather than the components parts.
 Two examples in psychology are the Gestalt approach and the Humanistic approach.

When we consider a human person and what various aspects make up this complex organism, five aspects
come to mind.
1 Physiological or the physical attributes including the five physical sense;
2 Cognitive or the intellectual functions of the mind; thinking, recognizing, reasoning, analyzing, projecting,
synthesizing, recalling, and assessing.
3 Psychological or how thinking, feeling, behaving interact and happen in a person.
4 Social or the manner by which an individual interacts with other individuals or group of individuals and
5 Spiritual or the attribute of a person’s consciousness and beliefs, including the values and virtues that
guide and put meaning into a person’s life.

When you look at a person and try to understand this individual, it is always good to consider these five aspects
and what it is about this person that makes him or her unique from yourself and from others.

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Psychologists often refer to basic human drives as those that are biologically related such as hunger and thirst.
Affect, on the other hand, is the various emotional experiences such as emotions, moods, and affective traits.

Feelings and Emotions

Feelings, moods and emotions do not exactly mean one and the same. Emotion is taken from the Latin
verb, movare, which means to move or be upset or agitated. In the state of emotion, the person’s physical
responses include faster heartbeat, profuse sweating and dilation of eye pupils, higher blood pressure, and
muscular tremors.
Are feelings the same as emotions?
According to Dr. Damasio, feeling arises from the brain as it interprets an emotion, which is usually
caused by physical sensations experienced by the body as a reaction a certain external stimulus. An example of
this would be the emotion of being afraid, which produces a feelings of fear.

Attitudes and Behaviors

Attitudes are a person’s thoughts, feelings and emotions about another person, object, idea, behavior,
or situation. Attitude is a result of a person’s evaluation of an experience with another person, object, idea,
behavior, or situation based on his or her values and belief systems. Beliefs and values therefore, affect the
attitude of a person. Attitudes are evaluative statements or learned pre-dispositions to respond to an object,
person or an idea in a favorable or unfavorable way. Attitudes are narrow in scope. They can vary from
situation to situation.
Behaviour is the way in which we conduct ourselves-the way in which we act. Our behaviour is
influenced by our feelings, judgments, beliefs, motivations, needs, experience and opinions of others. Patterns
of behaviour develop through our reactions to events and actions over a period of time. Behaviour consists of
four components:
Motivation: The drive to pursue one action over another. Being aware of our core drivers, those
things that motivate you positively or negatively- can help you understand the roots of your behaviour and
make adjustments as necessary to modify your behaviour.
Modes of thinking: the way you process the various inputs your brain receives. Being aware of how
you take in and make sense of information can help you understand how you make judgments or decisions
that lead to choosing one behaviour or course of action over another.
Modes of acting: the course of action you apply in a given situation. Being aware of how you express
your reaction to the things that happen to and around you can help you understand the alternatives available
to you when certain events arise.
Modes of interacting: the way in which you communicate and share ideas, opinions and feelings with
others. Being aware of how you talk and work with others can help you understand how your preferred style
meshes with those with whom you work and live.
In other words, behavior is a manifestation or acting out of the attitudes an individual has. Take a look
at the following situation to illustrate how attitude and behavior are related.
Riding an overcrowded MRT couch and experiencing all sorts of physical sensations such as heat, smell and body
contact can create an unfavorable attitude that riding the MRT is an unpleasant and abhorring experience. As a result, the
individual with this attitude will express this disgust by either avoiding the MRT or totally shutting down and becoming
oblivious to the distasteful experience and unpleasant to other people while onboard the train.
If this individual continues to ride the MRT with the same attitude and corresponding behavior, other people will
get affected by this individual’s behavior, who in turn, will act out a similar aggressive or uncivil behavior onboard the
train. This may affect the commuters and a chain reaction will follow.

Values and Virtues

At the core of every person lies a system of beliefs that adheres to the highest ideals of human
existence. These ideals create a meaning and purpose in a person’s life. These ideals are called values.

FIVE CORE VALUES FOR THE WORKPLACE

(Robert L. Dilenschneider)
1. Integrity
2. Accountability
3. Diligence
4. Perseverance
5. Discipline

BASIC HUMAN VALUES: THEORIES, METHODS, AND APPLICATIONS

TEN BASIC VALUES

(Schwartz)
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1. Self-Direction- Independent thought and action, choosing, creating and exploring.

2. Stimulation- This includes excitement, novelty, and challenge in life.
3. Hedonism- Pleasure and sensuous gratification for oneself.
4. Achievement- Personal success through demonstrating competence according to social standards.
5. Power- It includes social status and prestige, and control or dominance over people and resources.
6. Security- Safety, harmony, and stability of society
7. Conformity- Restraint of actions, inclinations and impulses that is likely to upset or harm others
and violate social expectations or norms.
8. Tradition- The respect, commitment, and acceptance of the customs and ideas that traditional
culture or religion provide the self.
9. Benevolence- Persevering and enhancing the welfare of those with whom one is in frequent
personal contact
10. Universalism- Understanding, appreciation, tolerance, and protection for the welfare of all people
and of nature.
The motivational goals that characterize the ten values that identifies were:
1. openness to change;
2. self-transcendence;
3. self- enhancement; and
4. conversation

Virtues
There has been confusion over the definition
of values and virtues. Oftentimes, people interchange
these two, and when they write down a list of values,
they also include virtues in this list.
Values are usually nouns, while virtues are
adjectives that describe positive and desirable which
usually mirror a values it represents.

Here are some examples:

Values Virtues
Peace Peaceful, Calm,
Integrity Reputable, Responsible, Believable, Honest, Trustworthy
Love Loving, Caring, Compassionate, Gentle, Affectionate
Respect Respectful, Civil
Balance Objective, Fair, Harmonious

Post Activity No. 1:

Identify some behaviors (positive or negative, pleasant, or unpleasant) that you see every day around you.
Describe the behavior and figure out what could possibly be the attitude behind the behavior. What value/s do
you think is/are being projected or is/are lacking in the behavior?

FILIPINO VALUES AND VIRTUES

Post Learning Activity No. 2

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SOCIAL SCIENCE DEPARTMENT

Form a group among your classmates (five members or more, depending on the size of the class) and
produce a short video (two or three minutes length only) on one of the following topics selected by lottery.

1. Filipino Values and Virtues

a. A negative behavior or set of behaviors that you think needs to be corrected. An example of a negative
behavior is the crab mentality among some Filipinos.
b. A set of values that will help improve our society that Filipinos need to own and uphold.
c. A message to our public servants on how we expect them to behave on values we would like to see in
them. An example would be integrity.

THE POWER BOF JOURNAL WRITING

Post Activity No. 3:

Write your answers in your personal journal.

1. What things are important to you? Are these things worthy enough for you to risk your future, your
relationships, your career or even your own life?
2. What are the things that are important to you that when taken away from you, or were not honored
by other people, will make you angry or feel hurt?
3. Identify and define the five aspects of a person.

Week 4

CHAPTER 3:
Developmental Stages in Middle

Preliminary Activity No. 1: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s life so that he can
understand where he has gone wrong and right in the past. It helps to plan the future in a better constructive
way.
Using a bond paper, write the major events in your life and the significant people in your life. You may
add your age, specific dates and places. You may draw the timeline horizontally, vertically, diagonally or even
using ups and down depending on your imagination. Be creative in your representations. You may also use
symbols, figures and drawings. Think of a title for your personal timeline.
You may use crayons or art materials depending on the available resources or just a simple paper and
pen may be fine. You can also go for the personal timeline website template samples available online. The link
is https://www.template.net/business/timeline-templates/personal-timeline-template/

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Preliminary Activity No. 2: MY PERSONAL TIMELINE WITH REFLECTION

Write about your Personal Timeline which you made in class. Answer the following questions:

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a title for your timeline what
would it be and why?

2. Identify the turning points in your timeline. What were the thoughts, feelings and actions that you
experienced?

3. Who are/were the most significant people in your life? How?

4. What would you change or add, if you could? Also, how would each of these changes or additions affect your
life, or even change its present course?

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?
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

DISCUSSION: DEVELOPMENT STAGES IN MIDDLE AND LATE ADOLESCENCE

Explore
ADOLESCENCE BETWEEN CHILDHOOD AND ADULTHOOD

The ages during adolescence may be bracketed as follows (Corpus et.al.2010)

EARLY ADOLESCENCE AGES AROUND 10 TO 13

MIDDLE ADOLESCENCE AGES AROUND 14 TO 16

LATE ADOLESCENCE AGES AROUND 17 T0 20

American psychologists differ slightly with their age definitions of adolescence. Feist and rosenberg
pegged early adolescence at 11 or 12, and late adolescence at about age 18
Hence, in America, a child is usually "out of the house" at the age of 18 because this is the age on how
they define young adulthood. This age definition of adolescence is not a "cut – and – dried rule" as some
persons mature already of others, or some experience delayed maturity due to many factors like genetics,
environment, or even economic conditions.

Adolescence
 Adolescence is the transition period between childhood and early adulthood (age ranges between 11 or 12 to 18
years old.)
 The period of life when a child develops into a adult.
 Adolescence is one of the most rapid phase of human development.
 Adolescence is a period of life with specific health and developmental needs and rights. It is also a time to
develop knowledge and skills, learn to manage emotions and relationships, and acquire attributes and abilities
that will be important for enjoying the adolescent years and assuming adult roles.

Is Adolescence Different From Puberty? Let’s Find Out!

Puberty
 Puberty is the process of physical changes by which adolescents reach sexual maturity.
 Ex: Girls having the capacity of reproduction.
 Puberty refers to the bodily changes.

Adolescence
 Adolescence is the period of psychological and social transition between childhood and adulthood.
 Adolescence is period of mental and emotional changes which boys and girls experience while going
sexual maturity

Adolescence – Between Childhood and Adulthood

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Adolescents such as us experience a change in our physical body over the course of years.
These changes include the growth of hair in the armpit and the public areas, the increase in height, for
the males, the deepening of the voice. For the girls, the start of their menstruation period and
development of their breasts. Aside from the physical changes, we, as adolescents, have develop
feelings and desires too. For instance, the feeling of sadness because you realized that you are no
longer a child, the feeling of excitement because suddenly, you have a strong needs and desires to be
with people at your age, making friends and having fun without your family.

Human Development focuses on human growth and changes across the lifespan, including
physical, cognitive, social, intellectual, perceptual, personality and emotional growth. The study of
human development is essential to understanding how humans learn, mature and adapt. Throughout
their lives, humans go through various stages of development. The human being is either in a state of
growth or decline, but either condition imparts change. Some aspects of our life change very little
over time, are consistent. Other aspects change dramatically. By understanding these changes, we
can better respond and plan ahead effectively.

Developmental Stage Characteristics

1. Pre-natal (Conception to birth)Age when hereditary endowments and sex are fixed and all
body features, both external and internal are developed.
2. Infancy (Birth to 2 years) Foundation age when basic behavior are organized and many
ontogenetic maturation skills are developed
3. Early Childhood (2 to 6 years) Pre-gang age, exploratory, and questioning. Language and
elementary reasoning are acquired and initial socialization is
experienced.
4. Late Childhood (6 to 12 years) Gang and creativity age when self-help skills, social skills,
school skills, and play are developed.
5. Adolescence (puberty to 18 Transition age from childhood to adulthood when sex
years) maturation and rapid physical development occur resulting to
changes in ways of feeling, thinking and acting.
6. Early Adulthood (18 to 40 Age of adjustment to new patterns of life and roles such as
years) spouse, parent and bread winner.
7. Middle Age (40 years to Transition age when adjustments to initial physical and
retirement) mental decline are experienced.
8. Old Age (Retirement to death) Retirement age when increasingly rapid physical and mental
decline are experienced
Source: http://www.apa.org/action/science/developmental/

Erickson's Eight Stages of Personality Development

 Erick Erickson’s eight stages of personality development define each stage of human
development with a crisis or a conflict. Each crisis or conflict either gets resolved or may be
left unresolved; resulting in favorable or unfavorable outcomes.

TRUST VS. MISTRUST Identity vs. Role confusion

 This stage begins at birth and last through  This stage occurs during adolescence, from
one year of age. about 12 – 18 years.
 The infant develops a sense of trust when  Teenagers explore who they are as individuals,
interactions provide reliability, care, and and seek to establish a sense of self, and may
affection. experiment with different roles, activities, and
 A lack of this will lead to mistrust. behaviors.
 According to Erickson, this is important to the
process of forming a strong identity and
developing a sense of direction in life.

AUTONOMY vs. SHAME AND DOUBT INTIMACY VS. ISOLATION

 This stage occurs between the ages of 18  This stage takes place during young adulthood
months to approximately two to three years. between the ages of approximately 19 and 40.
 The infant develops a sense of personal  During this period, the major conflict centers

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control over physical skills and a sense of on forming intimate, loving relationships with
independence. other people.
 Erickson states it is critical that parents allow  Success leads to strong relationship, while
their children to explore the limits of their failure results in loneliness and isolation
abilities within an encouraging environment
which is tolerant of failure.
 Success leads to feelings of autonomy, failure
results in shame and doubt.

INITIATIVE VS. GUILT GENERATIVITY VS. STAGNATION

 This stage occurs during the preschool years,  This stage takes place during middle adulthood
between the ages of three and five. between the ages of approximately 40 and 65.
 The child begins to assert control and power  People experience a need to create or nurture
over their environment by planning activities, things that will outlast them, often having
accomplishing tasks and facing challenges. mentees or creating positive changes that will
Success at this stage leads to a sense of benefit other people.
purpose.  Success leads to feeling of usefulness and
 If initiative is dismissed or discourages, either accomplishment, while failure results in shallow
through criticism or control, a child develops involvement in the world
a sense of guilt.

INDUSTRY VS. INFERIORITY EGO INTEGRITY VS. DESPAIR

 This stage occurs during childhood between  This stage takes place after age 65 and involves
the ages of five and twelve. reflecting on one's life and either moving into
 It is at this stage that the child's peer group feeling satisfied or happy with one's life or
will gain significance and become a major feeling a deep sense of regret.
source of the child's self – esteem. The child  Success at this stage leads to feeling of wisdom,
is coping with new learning and social while failure results in regret, bitterness, and
demands. despair.
 Success leads to a sense of competence,
while failure results in feeling of inferiority.

SKILLS AND TASKS APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE 

According to a study conducted by the work – life center at the Massachusetts institute of
technology, titled "raising teens project", the study enumerated ten desirable developmental tasks
every adolescent in America should develop.

1. Adjust to Sexually Maturing Bodies And Feelings

Being aware of the bodily changes happening, managing sexual feelings, and engaging in
healthy sexual behaviors. Establishing sexual identity and developing skills for romantic and
meaningful relationships are the healthy results when adolescents learn to adjust to their own
development.

2. Develop and Apply Abstract Thinking Skills

Effectively understand and coordinate abstract ideas, thinking out possibilities, trying out
theories, planning ahead, reflecting on how and what they are thinking, and coming out with their
own personal philosophies.

3. Develop and Apply A New Perspective On Human Relationship

Developing the capacity for compassion by learning how to put themselves in "somebody
else's shoes" in order to understand other people's feelings and perspectives. Looking at
relationships in different perspectives can develop in learning how to resolve conflicts in
relationships.

4. Develop and Apply New Coping Skills in Areas Such as Decision – Making, Problem
Solving, and Conflict Resolution

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Adolescents acquire new thinking capabilities that will help them engage in more creative
strategies from problem solving, decision – making, and resolving conflict. They should be able to
project toward the future and see the consequences of their actions

5. Identify Meaningful Moral Standards, Values, And Belief System

Because of their idealism, adolescents develop more complex understanding of morality,
justice, and compassion that leads to the formation of their own belief system that will guide their
decision and behaviors.

6. Establish Key Aspects Of Identity

Be encouraged to develop their own healthy self – concepts that reflect their uniqueness in
relation to themselves, their families and friends, and with the bigger community.

7. Meet The Demands Of Increasingly Mature Roles And Responsibilities

It is important for the emerging adult to acquire skills and knowledge that will provide him
with meaningful careers and jobs and to live up to the expectations regarding commitment to family,
community, and nation – building.
8. Renegotiate relationships with adults in parenting roles
The adolescent stage sees the movement toward independence and autonomy

According to a book named "child and adolescent development", it identified similar developmental
tasks Filipino adolescent needs to learn. These are:

1. DEVELOPING OCCUPATIONAL SKILLS

 Skills that can help the adolescent develop responsibility as a preparation for gainful
employment ahead.

2. SELF – RELIANCE
 The ability to identify their own skills and knowledge, capabilities, and resources to engage in
meaningful activities and not rely too much on others

3. ABILITY TO MANAGE THEIR FINANCES

 Be able to discern what is the difference between "wants" and "needs", and be able to learn
self – control when handling their finances. As early as possible, the adolescent should learn
financial literacy through various means available to them

4. SOCIAL RESPONSIBILITY
 Adolescents should be able to see beyond themselves, take into consideration the greater
community around them, and see their role in improving and developing these communities,
serving as change agents

5. Mature Work Orientation

 Develop pride in what they do and raise standards of excellence in the quality of their work .

6. Personal Responsibility
 To be fully responsible for their own decisions and by owning them.
 Refrain from putting blame on others for the results of their decisions and actions.

7. Positive attitude toward work

 “Work is Love made Visible” – The Prophet by Kahlil Gibran (Lebanese Poet)
 Developing a healthy and positive attitude toward work means that we see work as an
expression of our love for people who are important to us, including ourselves.

Here is an additional list of developmental tasks and skills a Filipino adolescent should acquire:
1. Being Courageous in standing up and being different from your friends
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2. Developing Self-Esteem
3. Being true to yourself and avoiding the tendency to please others.
4. Learning how media and advertising are trying to influence your thinking and
feelings
5. Becoming aware, critical and being involved with social issues.
6. Embracing a Healthy Lifestyle
7. Developing your Spirituality

Post Activity No. 1:

1. Examine your thoughts and behavior and explain how these are affected by the changes
happening to your physical body and to your brain development.
.
.
.

2. Which developmental task and skill do you want to develop for yourself? How will you develop
them?
.
.
.
.
3. What other factors, aside from those that were discussed, do you think influence or determine
self-identity or self-concept?
.
.
.

Post Activity No.2:

WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Using the Developmental Tasks Summary Table above, assess your own level of development as a
Grade 11 student. Use the worksheet below:

What are the expected tasks you What are the expected tasks What are the expected tasks
have successfully accomplished? you have partially you have not accomplished?
accomplished?

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10 (10 as
the highest) on whether you have accomplished those expected tasks.
.
.

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?
.
.

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3. Do you think you are ready for this transition which may mean more responsibilities and greater
accountability? If no, what are the expected tasks you need to work on? If yes, what are the ways to take so
you can better plan for the future?
.
.

Post Learning Activity No. 3

A. Divide yourselves into groups of 5. Answer these questions honestly. Discuss your answers with your
groupmates.
List ways on how you can become a more responsible adolescent and develop into responsible adults
and better persons. Share your list with four other classmates who will share their own list with you. Look at
their lists and provide them with the feedback on what you think are doable and what are not. Discuss these
with them. As a group, come up with the list of common responsibilities choose one common responsibility
you can do for your community for a group activity plan.

(You can use google meet, Facebook messenger, Zoom app and other social media to reach out your groupmates)
or (If you are having a difficulty on internet you can simple do this on your own)

Mindfulness with Reflection

Post Learning Activity No. 3

Analyze each case on How Mindful Am I? Answer the following questions:

1. Has someone ever asked you a question that you really didn't want to answer? How did you respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you feel
afterwards?
3. Did you ever do something to be helpful that turned out badly? What happened? What do you wish had
happened?
4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did you say
anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating (or thought you were cheating)?
What happened? What do you wish had happened?

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Week 5

CHAPTER 4:

The Challenges of Middle and Late

Adolescence

“Successful people are always looking for opportunities to help others. Unsuccessful people are always asking:
“What’s in it for me?” – Brian Tracy

Preliminary Activity No. 1:

What do you think are the challenges faced by Filipinos middle and late adolescents today?
.
.
.

ROLE PLAY SITUATIONS ON CHALLENGES OF MIDDLE

Preliminary Activity No. 2:
ADOLESCENCE

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1. Plan a role play on a specific situation in which a developmental challenge of middle adolescence is
seen in your everyday living.
a. Divide the class into four groups.
b. Each group will think of one developmental challenge and discuss specific situations where this particular
challenge is seen in their everyday living.
c. Presentation must be a maximum of 10 minutes per group.
d. The group will be given 10 minutes to plan and write a script.
e. Then, they will be given another 10 minutes to rehearse for the role play.
f. The group will present a 10-minute role play and at the end of each presentation, the rest of their classmates
will suggest ways on how to effectively manage these challenges.

DISCUSSION : THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

In this lesson, we will discuss the challenges that an adolescent faces, particularly, the challenges a Filipino
adolescent faces. Below is a list of common challenges a Filipino adolescents encounter. The list is not
exhaustive nor is definitive. Let us examine each of these challenges and reflect on which ones we are also
experiencing.

1. Attitudes And Behavior Toward Sexuality And Sexual Relationships

Puberty drives the adolescent to experience surges of sexual desires, which often lead them to
experimentation and exploration; there is danger of losing control over one’s sexual drives which
inevitably end up in lifetime regrets. Adolescent exploring to their sexuality should be able to drawn
their limits in terms of sexual expression and should be responsible enough to see the future results or
consequences of their behavior.

2. Academic Concerns
The roles of the students are primary role of an adolescent who is still in school. Although
there are other roles he or she may take, being a student takes primary importance. While many
adolescents become problematic with their academics studies, what is most important is the attitude
that they need to embrace when studying. What is the proper attitude a learner should have?
Being responsible is called for when dealing with academic challenges. Be aware that academic
grades are not the only indicators of learning. Discipline, openness, perseverance, diligence,
excellence, curiosity, analytical, and critical thinking, memory, understanding, cooperation and team
work, respecting others people’s opinions and beliefs, social interactions, leadership, and followership
are some of more important skills and values that an adolescent student can also learn while in school.

3. Group belongingness
An adolescent want to belong. While there is an urge to be independent and autonomous
from his family and parents, there is also an urge to seek a replacement of this support system, this
time in the form of social groupings such as school friends, memberships in organizations and
community. Organization that promise “WALANG IWANAN” “DO OR DIE”

4. Health And Nutrition

A healthy mind and body is what very adolescent should strive for, however adolescents
because of their growing bodies and brains are gifted so much energy that seems inexhaustible,
resulting in abuse of one’s body and mind.

5. Developing Or Regaining Self-Esteem

6. Role
All human have roles to play in their lives. Role is part of one’s life identity, such as being a son
or daughter to your parents, being a brother or sister to your siblings, being student in school, or a
member of your organization.

7. Material poverty

Many stories about school children and adolescent students who line in far-flung areas where
infrastructure is not available and of those who do not have much choice but to walk when going
school.

8. Parents working abroad

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Another social phenomenon experienced by many Filipino families today linked to poverty are
parents who leave their families to work abroad to support the needs of their families.
Some children of the OFWs (Overseas Filipino Workers) often result to emotional blackmail
just to get what they want, like new gadgets, cellphone, this is the reason why they accede to the
whims of their children compensate for their absence. On the other hand, grow up to regard material
things as objects of their desire and affection, instead of their parents who sacrificed many things
working in a foreign land just to be able to provide them with better education, more food in the table
and more comforts at home.
Those who react in a more positive way will see their situation as consequences of the
socioeconomic needs of their family to survive and have better lives. They see their parents who work
abroad as offering so much sacrifice of their welfare. Adolescent should be able to identify people he
can trust and lean on for support whenever he needs it.

Three Filipino Adolescent, Three Heroes

Gregorio del Pilar (Goyong” Boy General)

 Was born in Bulacan on November 14, 1875. He graduated from the Ateneo Muncipal De Manila with
degree in Bachelor of Arts.
 Was fondly called by his family as “Goyong” and eventually referred to by his fellow revolutionaries as
“boy heneral”

Edgar Jopson ( Edjop)

 Was born on September 1, 1948, of middle class parents who owned a small grocery store in sampaloc
manila. He graduated as the valedictorian of his high school class in Ateneo.
 Ateneo Catechetical Instruction League, Solidarity of Mary, and the Student Council President at UP
and the President of the National Union of Students of the Philippines (NUSP)
 In 1972, he was arrested and tortured in prison. He managed to escape imprisonment and continued
his underground movement.
 In 1982, while eluding arrest, he was gunned down on his way out. He was 34.

Efren Peñaflorida ( Efren)

 He started organization called Dynamic Teen Company comprised of his fellow students to keep
adolescents like him away from trouble when he was just 16 years old.
 His innovative project was termed as “pushcart classroom”, also termed locally as the “kariton
classroom” because they use pushcarts to carry school supplies and books, which they use for the
classes that they hold in unusual places like dumpsites and cemeteries.
 On November 22, 2009, Efren was awarded as the CNN Hero of the Year attributing this honor to the
work he had done in his pushcart project.

THOUGHTS AND FEELINGS

Post Learning Activity No. 1

Fill up the black boxes with your thoughts and feelings about what your responsibilities and what others
expect from you.

My Roles The Values I Need to My Responsibilities What are Expected of

Fulfill My Role Based on My Role Me Based on My Role
Effectively
A citizen of the world
and of the Philippines

A resident of my City or
town

A member of my Family

A student at ________

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A friend to someone

A Member of a group or
organization

I am a Child of the
Universe

I am Me

Process Questions:

1. Is there any role that is more important than the others? If yes, what makes it more important to you?
.
.

2. Do your responsibilities match the expectations that your elders, leaders, and friends have of you? If
not, what do you need to do to bring your identified responsibilities and expectations from others in
harmony?
.
.

Post Learning Activity No. 2

Form groups in your class. Each group shall choose any one of the 12 challenges discussed in this lesson and
come up with a skit that portrays the challenge. Use your creativity and be fearless as you play your role.

SLOGAN OR PERSONAL DECLARATION ON BEING

Post Learning Activity No. 1 HAPPY

1. Make a slogan or personal declaration on how you can be committed to your self-development.
2. Explain your thoughts and feelings about it. Include specific ways in which you will develop yourself further.

MODULE 2
ASPECTS OF PERSONAL
DEVELOPMENT

Week 6-9 (20 hours)

OBJECTIVES:

At the end of the lessons (4weeks), the learners must be able to:
1. discuss that understanding stress and its sources during adolescence may help in identifying ways to
cope and have a healthful life;
2. identify sources of one’s stress and illustrate the effect of stress on one’s system;
3. demonstrate personal ways of coping with stress for healthful living
4. discuss that understanding the left and right brain may help in improving one’s learning;
5. explore two types of mind-mapping techniques, each suited to right brain- or left brain-dominant
thinking styles;
6. make a plan to improve learning using left and right brain through mind-mapping activities;
7. interpret the concepts of mental health and psychological well-being in everyday observations about
mental health problems during adolescence;
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8. Identify his/her own vulnerabilities.

9. discuss that understanding the intensity and differentiation of your emotions may help in
communicating emotional expressions;
10. explore your positive and negative emotions and how you express or hide them, and
11. demonstrate and create ways to manage various emotions.
Overview: The learners demonstrate an understanding of stress and its sources; various stress responses, and
coping strategies for healthful living in middle and late adolescence. Learners shall be able to identify ways to
improve using both left and right brain; his/her own vulnerabilities and make a plan on how to stay mentally
healthy, and ways to communicate and manage emotions in a healthy manner

Week 6
CHAPTER 5:
Coping with Stress in Middle and
Late Adolescence

Big Question: What is stress and how can adolescents manage it?
STRESS BINGO
Preliminary Activity No. 1:
Copy the bingo card in your journal. Find someone who regularly participates in one of these
activities. Ask him/her to sign his/her name in the appropriate box.

BINGO
Listens to music Keeps a journal or a Plays a musical Makes “to do” lists Has hiked to the
diary instrumen top of a mountain
Eats Breakfast Enjoys baking Plays with an Likes to laugh and Has a fish tank /
cookies electronic device does so a lot aquarium

Plays outside after Talks to family about Your favorite Enjoys nature Goes for walks /
school problems activity bike riding

Volunteers Daydreams Enjoys going for a Goes window Works out at a

drive shopping gym/ at home

Practices a martial Rented a movie on Skis, Skateboards Sleeps 9-11 hours a Does yoga or
art the weekend night pilates

WHAT CAUSES YOU TO “LOSE YOUR COOL”?

Preliminary Activity No. 2:
We all have certain things, situations, or people that cause us to lose our composure from
time to time. Determine what causes YOU to “lose your cool” by completing this activity. When you
begin to identify your stressors, you can become skilled at preventing negative consequences. Place
an X next to each factor that causes you stress. There are blank spaces provided so you can add your
own

______ being late ______ no date for a dance ______ not being included in a
______ too much homework ______ physical education sports team
______ speaking in public class ______ losing something
______babysitting ______ math class valuable
______ going to the dentist ______ English class ______ parents fighting
______Arguments with friends ______ boredom ______ getting detention
______ restrictions at home ______ rude people ______ your job
______ chores ______ no money ______ video games
______ lack of sleep ______ no transportation ______ using a computer
______ pimples ______ playing on a sports ______ closed-in spaces
team ______ commercials
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______ getting an injection ______ losing ______ baby crying ______

______ arguments with ______ careless drivers disrespectful children
parents ______ slow drivers ______ a friend betrays you
______ fight with ______ loud people
boyfriend/girlfriend

DISCUSSION: COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

Reading: STRESS MANAGEMENT

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 Strain Anger

Pressure Desperation Panic

Misery Tension Dejection

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.

STRESS AS STIMULUS, RESPONSE, AND RELATIONAL

Aside from being a reaction (or response), stress is also a stimulus, as well as a relational condition
between persons and the situations they are in ( Feist and Rosenberg 2012).

Stimulus- a stress is caused by situations that may be life threatening or life changing, such as separation,
moving into a new home, or having a new job.

Stress as a response is the way the body reacts to challenging situations. This involves the reactions between
the hormones, glands, and nervous system where the adrenal gland drives the production of cortisol of
better known as “stress hormone”.
Types of Stress
• Eustress refers to the stress that is induced from events that are perceived to be good or positive (also
referred to as the “good stress”). Examples include starting college, getting married, or having a baby
• Distress refers to stress that is induced from events that are perceived to be bad or negative (also referred
to as “bad stress”). Examples include failing an exam, fighting with a friend, or getting a speeding ticket.
• Hypostress refers to the stress that is induced from lack of stimulation or boredom, which may not have
any consequential effect.
Under distress we have three types of stress as described, in the order of increasing intensity:
• Basic Stress • Cumulative Stress • Traumatic Stress

STRESS AS RELATIONAL
• When a person experiencing stress takes a step back to look at the situation that is causing the stress,
and assesses it. Assessment here means that when the person allows reasoning to prevail and weighs
the relevance or irrelevance of the situation.
EXAMPLE

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• Ellen has just completed a program in fashion merchandising. She is eager to get started on her new
job. Her mother is ill and requires care. Her father died a few months ago. Ellen’s new job requires that
she relocate to a town 100 miles from home. The move, a new career, and a change in family
relationships may cause excessive stress for her. Too many changes have arrived at the same time.

HEALTHY STRESS
• There are certain types of stress that can benefit a person, stress that is short and sporadic can propel
a person to a necessary action. These types of stress can motivate, energize, and spur an individual
into fruitful action.

• Bad stress can be transformed into good stress depending on how and individual assesses the
situation. Adolescent students, who are constant stressful situations particularly, related to school
work and relationships, should learn some coping mechanism to assist them in their development
toward a healthy adult life.

Know your stressors

What are the usual stressors of middle and late adolescents?

• External stressors are those that come outside of you like situations, people, and experiences.
• Internal stressors are those coming from within you, like thoughts that you have that caused you feel
fearful, uncertainties about the future, lack of control over situations.

1. SCHOOL DEMANDS AND EXPECTATIONS

Quizzes and test, home works, and projects, oral recitation, quarterly and final exam, and grades most
especially, epitomize the kind of stressors adolescents have when it comes to studying.

2. SELECTING A SCHOOL, COLLEGE COURSE OR CAREER

Related to the first stressors mentioned is the situation of what will happen after graduation. A high school
student who just graduated faces more demanding challenges, and the fists of these are the entrance exams
to whatever school or university.

3. SEPARATION ANXIETY
High school graduation, to some, means a temporary ending or separation from some of their friends.
There is a possible scenario that a best friend might move to another place to study or move to another school.
Technology might ease the pain of separation by simply going online, texting or calling to get instant
connection with someone who is sorely missed.

4. COLLEGE LIFE

The prospect of being by themselves in a new school in college and meeting and adjusting to new people is
another cause of stress for graduating senior students. The unfamiliarity of a new environment can bring stress
to adolescents as hey set their foot in college.

5. ROMANTIC RELATIONSHIP OR THE LACK OF IT

Adolescents have a tendency to feel awkward when they are nit in a special relationship with someone.
Somehow, having an intimate relationship is a status symbol that says one is good looking, interesting, and
attractive.

6. FAMILY DEMANDS AND EXPECTATIONS

To some adolescents family ties can be stressors. The adolescents is still learning and yearning for
independence and autonomy, but parents may not be ready to relinquish control over their “baby”. There are
still some parents who think they know better than their children and so they decide for them on critical issues

7. HEALTH CONCERNS

To some adolescents, health may be a problem. Health problems may run a gamut of varieties, such a
unwanted pregnancy, HIV and other usually transmitted diseases, unhealthy lifestyles such as poor eating and
sleeping habits that often lead to lifetime diseases and so on.

8. DEMANDS OF SOCIAL LIFE

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These is a common thinking among adolescents that it is embarrassing to be alone. That is why they need
to belong is significantly important for adolescents.

9. BULLYING

Being bullied in school can be very stressful and may cause emotional and psychological trauma to the
individual experiencing it.

Coping with stress

Coping may also be a combination of both problem-focused and emotional-focused remedies. Here are some
examples

1. Conduct creative imagery of the problem

2. Seek group or social

3. Get into relaxation activities like breathing exercise regular physical exercise, meditation, yoga, self-
hypnosis, reading a good book or listening to relaxing music.

4. Create a situation where you can feel more relaxed like a quite environment or a comfortable
position, and project a passive attitude towards the stressor.

In addition to the coping mechanism suggested above, you may also wish to do the following.

1. Seek spiritual growth through prayer and meditation.

2. Have a worthwhile hobby like cross-stitching, singing, dancing, drawing, or collecting items.

3. Watch a movie with friends

4. Have a nice, quiet walk with a member of your family after dinner.

5. If the stressor is one of your expectations, assess it and see if it is doable and realistic or not.

6. Believe in yourself that you are strong and courageous, that you are capable of overcoming the challenges
that you are facing, and that any stressful situation will bring out the best in you and will make you strong.

MY STRESS SIGNALS
Post Learning Activity No. 1

Write about your stress signals. Answer the following questions:

1. How do you know that you are stressed?

2. What stress signals do you have that your partner does not have?
3. How much stress do you think you are currently under?
4. How are your stress signals different for different types of stressors?
5. What are some ways that you usually remove or reduce the stress that cause you physical, emotional or
behavioral difficulties?
6. How do stress and stressors help a person in identifying ways to cope?
7. Explain the three views on stress as a stimulus, response, or relational.
8. List some ways on how a person can cope with stress.

STRESS SURVIVAL KIT

Post Learning Activity No. 2

1. Choose 3 objects or symbols that make you feel relaxed to include in your kit.

2. You can make the symbols.

3. You can use words or pictures.

4. You can bring an object from home.

5. Think about how the symbol helps you when you are dealing with stress and stressful situations.

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6. Write a paragraph for each symbol or object in your kit and how it helps you cope with stress in your
everyday life.

7. Sharing a part of your kit with peers may be a follow up activity.

Source: Mental Health Kit, Junior High School, Alberta Health Services

PROJECT TO-DO-LIST
Post Learning Activity No. 3
In senior high, you may become increasingly more responsible for your own use of time. You may be
given multiple tasks and expectations, for example academic work, extracurricular activities, family, friends,
and work. Learning how to prioritize tasks and break them down into manageable steps is an important skill to
learn for managing stress. Here is an activity that will help you learn to do this.

Sample Project To-Do List Now you do it! Project To-Do List

Project Overview: Psychology Term Paper Project Overview:

Step 1: Find a Topic Step 1: _____________________________

Tasks: Tasks:

 Talk to the professor  _______________________________

 Check my textbook  _______________________________
 Peruse the available books and journals at the library  _______________________________

Step 2: Locate Research Materials Step 2: _____________________________

Tasks: Tasks:

 Use library databases to locate articles  _______________________________

 Check online databases  _______________________________
 Get articles (download, copy, order from interlibrary  _______________________________
loan)

Step 3: Research Paper Step 3: _____________________________

Tasks: Tasks:

 Read articles, taking notes as I go  _______________________________

 Determine if I need references  _______________________________
 Piece together an outline of my paper based on my  _______________________________
notes.

Week 7

CHAPTER 6:
The Powers of the Mind

Big Question: How do we develop the powers of our mind?

LATERAL THINKING PUZZLES

Preliminary Activity No. 1:

1. You are driving down the road in your car on a wild, stormy night, when you pass by a bus stop and you see
three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about Knowing that there can only be one passenger in
your car, whom would you choose?

(Answer: )

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2. Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They don't
know what he looks like but they know his name is John and that he is inside the house. The police bust in on a
carpenter, a lorry driver, a mechanic and a fireman all playing poker. Without hesitation or communication of
any kind, they immediately arrest the fireman. How do they know they've got their man?

(Answer: .)

3. A man lives in the penthouse of an apartment building. Every morning he takes the elevator down to the
lobby and leaves the building. Upon his return, however, he can only travel halfway up in the lift and has to
walk the rest of the way - unless it's raining. What is the explanation for this?

(Answer: .)

4. A father and his son are in a car crash. The father is killed and the child is taken to hospital gravely injured.
When he gets there, the surgeon says, 'I can't operate on this boy - for he is my son!!!' How can this possibly
be?
(Answer: .)

5. There are six eggs in the basket. Six people each take one of the eggs. How can it be that one egg is left in
the basket?
(Answer:
)

DISCUSSION: THE POWER OF THE MIND (THE WHOLE BRAIN

THEORY)

WHAT IS THE WHOLE BRAIN THEORY

After more researches were conducted on language functions
and the brain, other scientists continued their studies on brain-related
diseases and malfunction.

The Split Brain Theory

Dr. Roger Sperry

 He stated that the brain has two hemispheres, the left and the right hemispheres.
 Sperry further proposed that the left brain hemisphere is where analytical and rational thinking
resides, while the right brain hemisphere represented and the creative and synthesizing part.

PERSONAL PREFERENCE

LEFT DOMINANCE RIGHT DOMINANCE

 Classical Music  Popular Music

 Being on Time  A good times

 Careful Planning  To visualize the outcome

 To consider alternatives  To go with the first idea

 Being thoughtful  Being active

 Monopoly, scrabble or  Athletics, art or music

chess

The Triune Brain Theory

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Dr. Paul MaClean

 He identified the three distinct part of the brain, namely: neocortex, limbic system, and
reptilian complex.
 Neocortex (Rational Brain)- responsible for intellectual tasks such as language, planning,
abstraction, and perception.
 Limbic System (Intermediate Brain) – responsible for the motivation and emotion involved in
feeding, reproductive behavior, and parental behavior.
 Reptilian Complex (Primitive Brain) –which controls the self-preservation and aggressive
behavior of humans similar to the survival instincts of animals.

Herrmann Labeled the Four Quadrants of the Brain

Ned Hermmann
 Herrmann theorized that the brain has four parts, after putting together Sperry’s “Split-Brain
Theory” and Maclean’s “Triune Brain Theory”
 Father of Brain Dominance Technology
 Herrmann labeled four quadrants of the brain as follows:
1. Upper Left (A) Cerebral Mode – key word for this quadrant is ANALYTICAL.
2. Lower Left (B) Limbic Mode- keyword for this quadrant is ORGANIZED.
3. Lower Right (C) Limbic Mode – key word for this quadrant is INTERPERSONAL.
4. Upper Right (D) Limbic System – key word for this quadrant is IMAGINATIVE.

Portions A and B are known as the left side brain thinking and portion C and D are known as the right side brain thinking.

QUADRANT “A” LEARNER QUADRANT “D” LEARNERS

• analyzes data • vivid imagination

• down to eath • Explores

• critical • Curious’

• logical thinker • Experiments

• understands money • Flexible

• works with numbers • Conceptualizes

• Uses visuals to learn

• Risk-taker

QUADRANT “B” LEARNER QUADRANT “C” LEARNER

• Get things done • Tactile

• Submit on time’ • Sensitive

• Create procedures • Emotional

• Sociable
• Plans and organizes
• Expressive
• Neat and organized
• Shares knowledge
• Reliable in getting things done
• Uses physical movement

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Mind Mapping

Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the way the brain
works, and was invented by Tony Buzan. Mind mapping helps to make thinking visible. Most people make
notes using lined paper and blue or black ink. Making notes more attractive to the brain by adding color and
rhythm can aid the learning process, and can help to make learning fun. The subject being studied is
crystallized in a central image and the main theme radiates out from the central image on branches. Each
branch holds a key image or a key word. Details are then added to the main branches and radiate further out.
Mind maps have a wide variety of uses, for example, note taking, revision planning, planning for writing and
problem solving can all be successfully carried out using the technique. The colors and the graphics used will
help children to organize their ideas and thoughts. They can be very simple or, quite detailed depending upon
the age of the children and the complexity of the subject. Because creating the mind map involves the use of
the left and right brain, remembering the information becomes easier.

Below is an example of a simple mind map linked to the information above.

Mind mapping can be used in all curriculum areas and can help children to think about their learning.

How to draw a mind map:

1. Turn the page on its side (landscape). Use plain paper.

2. Draw the central image using

different colors. The central
image should encapsulate the
subject of the map.

3. Add the branches representing

the subject’s main topics or
themes using key words or
images.

4. Add detail with more key

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5. Print the words clearly.

6. Use arrows to connect linked ideas.

Source: Dodd (2004).Learning to Think: Thinking to Learn, http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf

MAKE A MIND MAP

Post Learning Activity No. 1

1. Choose a subject or activity that you do well (for example, math, basketball, playing the guitar, painting,
cooking, or computer games).

2. Make a mind map of the chosen topic, following the procedure described earlier.

3. Explain your mind map and how you worked on it.

QUIZ
Post Learning Activity No. 2
A. Identification

1. Who invented the Mind Mapping? .

2. What is responsible for intellectual tasks such as language, planning, abstraction, and perception?
.
3. Which controls the self-preservation and aggressive behavior of humans similar to the survival
instincts of animals? .
4. Who is Father of Brain Dominance Technology? .
5. What is a powerful thinking tool? It is a graphical technique that mirrors the way the brain works?

B. Fill in the Blanks

theorized that the brain has four parts which are; , , , .

After putting together Sperry’s “ ” and Maclean’s “ ”

Make a Mind Map (Part 2)

Post Learning Activity No. 3

Using the topic “How to Improve Learning” drawn two mind maps.

First map will show the dominant right side of the brain and the other map will illustrate the left side of the
brain.

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The Real Truth About “Smart” and “Dumb”

No one thinks babies are stupid because they can’t talk. They just haven’t learned how to yet. But some
people will call a person dumb if they can’t solve math problems, or spell a word right, or read fast—even
though all these things are learned with practice. At first, no one can read or solve equations. But with
practice, they can learn to do it. And the more a person learns, the easier it gets to learn new things—
because their brain “muscles” have gotten stronger! The students everyone thinks as the “smartest” may not
have been born any different from anyone else. But before they started school, they may have started to
practice reading. They had already started to build up their “reading muscles.” Then, in the classroom,
everyone said, “That’s the smartest student in the class.” They don’t realize that any of the other students
could learn to do as well if they exercised and practiced reading as much. Remember, all of those other
students learned to speak at least one whole language already—something that grownups find very hard to
do. They just need to build up their “reading muscles” too.
Source:http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-B44C2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf © 2010
Mindset Works

Week 8
CHAPTER 7:
Mental Health and Well-being in
Middle and Late adolescence

Big Question: What is mental health and how do we stay mentally healthy?
.
FACT OR FICTION?
Preliminary Activity No. 1:

Read through the answer key and correct the students’ misconceptions
1. One person in every 100 persons develops schizophrenia.
2. A person who has one or both parents with mental illness is more likely to develop mental illness.
3. Mental illness is contagious.
4. Mental illness tends to begin during adolescence.
5. Poor parenting causes schizophrenia
6. Illegal drug use causes mental illness.
7. Mental illness can be cured with willpower.
8. People with mental illness never get better.
9. Developmental disabilities are a form of mental illness.
10. Poor people are more likely to have mental illness than those who are not
Source: Talking about Mental Illness. Retrieved from: http://www.camh.ca/en/education/Documents/
www.camh.net/education/Resources_teachers_schools/TAMI/tami_teachersall.pdf

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Media Influences (How Ads Affected My Self-Esteem)

Preliminary Activity No. 2:
Name some ads that appear on TV, billboards, the internet.

1. What messages do these ads give to middle adolescents like you?

2. How have these ads affected your lifestyle, self-esteem, and values?

3. How has this lesson changed your perception about ads?

SIGNS OF TROUBLE: DEPRESSION

Preliminary Activity No. 3:
Put a check mark under the Column Yes or No for each of the items below:

Test your Mood Yes No

Have you felt like you just cannot go on or had thoughts of death or dying?
Do you feel sad, depressed or down most of the time?
Are you unable to enjoy the things that once gave you pleasure?
Do you feel tired and/or lack energy most of the time?
Do you have trouble sleeping or do you sleep too much?
Do you find it difficult to concentrate or make decisions?
Have you had an increase or decrease in appetite or weight?
Have you had feelings of worthlessness or guilt?
Have you felt frightened or panicky for no apparent reason at all?
Have you felt restless and found it difficult to sit still?
Have you been feeling anxious or worried?

DISCUSSION: MENTAL HEALTH AND WELL-BEING IN MIDDLE AND LATE ADOLESCENCE

What is mental health? It’s the way your thoughts, feelings, and behaviors affect your life. Good
mental health leads to positive self-image and in-turn, satisfying relationships with friends and others. Having
good mental health helps you make good decisions and deal with life’s challenges at home, work, or school.

It is not uncommon for teenagers to develop problems with their mental health. Problems can range
from mild to severe, and can include depression, anxiety, body esteem issues, and suicide, among others.

Unfortunately, most young people with mental health problems don’t get any treatment for them.

Research shows that effective treatments are available that can help members of all racial, ethnic, and
cultural groups.

If you broke your leg or came down with pneumonia, you wouldn’t let it go untreated. Often however,
young people ignore mental health problems thinking they will “snap out of it,” or that they are something to
be ashamed of. That kind of thinking prevents people from getting the help they need. Sometimes getting help
is a matter of understanding mental health issues and changing your mind about them.

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CONCEPTS OF MENTAL HEALTH INCLUDE THE FOLLOWING:

1. SUBJECTIVE WILL-BEING

This is may be defined as one’s personal thoughts and feelings about ones overall state of being.

2. PERCEIVED SELF-EFFICACY

Self-efficacy in ones perception of one’s value or worth, effectiveness, and ability in performing a task or
activity.

3. AUTONOMY

Deals with one’s capacity to separate one’s identity from other significant persons like parents, lovers, and
special friends.

4. COMPETENCE

Related to self-esteem and self- identity. Competence is the perception of one’s capacity to effectively
perform a function or activity using specific skills and knowledge, and achieving the desired results at a given
time.

5. INTERGENERATIONAL DEPENDENCE

Refers to the relationship between individuals who belong to different, autonomous persons during a
specific period of time.

6. SELF-ACTUALIZATION OF ONES INTELLECTUAL AND EMOTIONAL POTENTIAL, AMONG OTHERS.

This means that once a person fulfils his or her physiological needs, security and safety needs, emotional
and social needs and self-esteem needs, the next need to be fulfilled is self-actualization. Self-Actualization is
about fulfilling one’s perceived potentials, becoming the person that one has always aspired for.

Another example of a mental health and well-being model we can look into is the one developed in 1991
by Witmer and Sweeney.

The Model includes what is referred to as five life tasks:

1. Essence or spirituality

2. Work and leisure

3. Friendship

4. Love

5. Self-direction

Related to these five tasks are twelve sub-tasks as major components of wellness or well-being that
comprise the Wheel of Wellness espoused by Myers, Witmer, Sweeney in 2000. These are:

1.

2. Sense of worth 7. Sense of humor

3. Sense of control 8. nutrition

4. Realistic beliefs 9. physical exercise

5. Emotional awareness and coping 10. self- care

6. Problem solving and creativity 11. stress management

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12. gender identity 13. cultural identify

Support for mental health and well-being

5 popular steps to improve mental health and well-being

1. CONNECT- with the people around you.

2. BE ACTIVE- physical activity generates a positive sense of well ness

3. KEEP LEARNING- Learning new skills or obtaining new knowledge can give you a sense of achievement
and new confidence.

4. GIVE TO OTHERS- Giving to others is not limited to money or other materials things.

5. TAKE NOTICE- be in the here and now, be in the present moment, be aware of what is happening
around you, your own thoughts and feelings, and the physical sensations that you experience.

SLEEP AND BEDTIME ACTIVITIES DIARY

Post Learning Activity No. 1

Week (date):

Day: Write in the rows below your activities before you went to sleep, starting on the day in the week that you
begin with: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Day Time went to sleep What was I doing before I went to bed? Examples: Did this affect what time you
went to sleep?
1. Playing a sport
2. Playing a video game Yes No
3. Reading a book
4. Watching TV
5. Talking on the phone
6. Texting with friends
7. Hanging out with friends
8. Others

EXPLAIN
Post Learning Activity No. 2

1. How does a healthy self-concept or self-identity influence or affect one’s mental health?

.
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2. In your day observations of your friends, how does mental health manifest itself? Use either the
WHO six factors of mental health or the five life tasks by Myers, Sweeney, and Witmer to evaluate
your observations.

Week 9

CHAPTER 8:
Emotional Intelligence

Big Question: How can you manage your emotions?

TODAY I FEEL….
Preliminary Activity No. 1:

1. On a blank piece of paper, have students draw a face or an emoticon that expresses their feelings today.

2. Ask students to break out in groups of four, and share their drawing and why they feel that way today.

INTRODUCTION TO EMOTIONS
Preliminary Activity No. 1:

Emotions are what you feel on the inside when things happen. Emotions are also known as feelings.

1. Afraid: feeling fear and worry

2. Angry: feeling mad with a person, act, or idea

3. Ashamed: feeling bad after doing wrong

4. Confident: feeling able to do something

5. Confused: feeling unable to think clear

6. Depressed: feeling sad, blue, discouraged, and unhappy

7. Embarrassed: feeling worried about what others may think

8. Energetic: feeling full of energy

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9. Excited: feeling happy and aroused

10. Glad: feeling joy and pleasure

11. Jealous: feeling upset when someone has something that you would like to have or they get to do
something you wanted

12. Lonely: feeling alone and that nobody care

13. Proud: feeling pleased for doing well

14. Relaxed: feeling at ease and without worry, calm

15. Stressed: feeling tense, tired, uneasy,

Emotion What was happening when you felt this

emotion?

Afraid

Angry

Ashamed

Confident

Confused

Depressed

Embarrassed

Energetic DISCUSSION:
Excited EMOTIONAL
INTELLIGENCE
Glad

Jealous
More Than One Kind of
Lonely Intelligence
Proud You may have heard
people mention "IQ" when
Relaxed
talking about intellect and how
smart Stressed someone is. (For example,
"My brother doesn't need to
study as much as I do because he
has a really high IQ.") IQ stands for "intellectual quotient." It can help predict how well someone may do
academically. IQ is just one measure of our abilities, though.

There are many other kinds of intelligence in addition to intellect. For example, spatial intelligence is
the ability to think in 3D. Musical intelligence is the ability to recognize rhythm, cadence, and tone. Athletic,
artistic, and mechanical abilities are other types of intelligence.

One important type of intelligence is emotional intelligence.

What Is Emotional Intelligence?

Emotional intelligence is the ability to understand, use, and manage our emotions.

Emotional intelligence is sometimes called EQ (or EI) 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.
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Five Domain of Emotional Intelligence by Salovey

1. Knowing one’s emotions or self-awareness

Self- awareness brings with it the skill for self-reflection.it is about a person who recognizes an emotion
being felt, and is able to verbalize it, by saying “ I am experiencing anger” or “ I am angry” at the peak of one’s
rage.

2. Managing emotions

Goleman points out that we often have very little or no control when an emotion occurs and what this
emotion will be, but we can have control on how long an emotion will last

3. Motivating Oneself

Research studies have shown that hope is a major indicator of emotional intelligence. Hope is the element
present when one is fighting some overwhelming anxiety, defeatist attitude, or depression.

4. Recognizing Emotions in Others

The capacity to recognize the emotions in other people is called empathy. According to Goleman, the root
cause of our capacity to empathize is self-awareness. If we recognize our own emotions and how these affect
us, then it will be easier to recognize other people’s emotions as well

5. Handling Relationships

Emotional intelligence is also evident in the way we manage our relationships with others. We have four (4)
components of social intelligence.

1. Organizing group- a leader skill essential in mustering groups of people toward a common action.

2. Negotiating solutions- this talent to bring people in conflict to talk and come up with a solution in
usually found among mediators of disputes.

3. Personal Connection- this is the talent where empathy and connecting with another person’s emotions
are manifested.

4. Social analysis- is the talent to step out of a situation and objectively form insights about the way
people feel and behave.

The Eight Main Familiar of Emotions and their Corresponding Members

1. Anger- fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity,
annoyance, irritability, hostility, and to its extremes, hatred and violence.

2. Sadness- grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair; and
extreme depression

3. Fear- anxiety , apprehension, nervousness, concern, consternation, misgiving, wariness, qualm,

edginess, dread, fright, terror, and in extreme, phobia and panic

4. Enjoyment- happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure,
thrill, rapture, gratification, satisfaction, euphoria,, whimsy, ecstasy, and to its extreme, mania.

5. Love- acceptance, friendliness, trust, kindness, affinity, devotion, adoration, infatuation and agape.

6. Surprise- shocks, astonishment, amazement, and wonder.

7. Disgust- contempt, disdain, scorn, abhorrence, aversion, distaste and revulsion

8. Shame- guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and contrition.

Emotional intelligence is important as it directly affect the following;

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1. Physical and Mental Health- emotional intelligence equips one with tools in managing stress; and stress
which usually brings discomfort and illness, can be avoided.

2. Work Performance- either in school if you are still a student, on at work, if you are ready employed.

3. Relationship- interpersonal relationship are enhanced because emotions are expressed in a more positive
way, and with empathy, genuine caring is expressed and shared

I AM…
Post Learning Activity No. 1
Emotional self-awareness is the ability to recognize one’s own feelings. In your journal, complete each statement
based on how you feel. Use the blanks to add your own feeling words .

Examples:

I am most happy when _________________.

I feel embarrassed when __________________.

I think negative thoughts about myself when ______________________________.

I am _________________ when ________________________________________.

I feel _______________________ when __________________________________.

I think ________________ about ________________ when ___________________.

I am _________________ when ________________________________________.

I feel ____________________ when __________________________________.

I think _______________ about _______________ when _____________________.

REFLECTION ON “EXPLORING EMOTIONS” AND “I AM”

Post Learning Activity No. 2

Write on:

1. The emotions you have felt recently and the circumstances in which you felt them;

2. Your emotional self-awareness; and

3. What you learned through these exercises and how you can use these learnings to improve your emotional
development.

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(Week 10-12, 20 hours)

MODULE 3
BUILDING AND MAINTAINING
RELATIONSHIPS

OBJECTIVES:
At the end of the lesson, the learners must be able to:
1. Discuss an understanding of teenage relationships, including the acceptable and unacceptable
expressions of attractions;
2. Express his ir her ways of showing attraction, love, and commitment; and
3. Identify ways to become responsible in a relationship.
4. distinguish the various roles of different individuals in society and how they can influence people
through their leadership or followership,
5. compare their self-perception and how others see them, and
6. conduct a mini-survey on Filipino relationships (family, school, and community)
7. appraise their family structure and the type of care they give and receive, which may help in
understanding themselves better ,
8. make a genogram and trace certain physical, personality, or behavioral attributes through
generations, and
9. prepare a plan on how to make their family members firmer and gentler with each

Overview: Under this module, learners shall be able to appraise one’s present relationships and make plans for
building responsible future relationships, identify the different roles of leaders and followers in society, and
identify the firm and gentle sides of a family care that affect a person’s development during middle and late
adolescence.

Week 10

CHAPTER 9:
Personal Relationships

Big Question: How does knowing more about attraction, love, and commitment help adolescents become more
responsible in a relationship?

STATEMENTS ON RELATIONSHIPS
Preliminary Activity No. 1:

State whether these statements are FACT or BLUFF.

1. It is important to work on communicating our feelings in relationships.

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2. To love someone, we must love our self-first.

3. Trying to understand where other people are coming from rather than judging them helps us build and maintain
relationships.

4. Having a good relationship does not contribute anything to us having good health.

5. When people listen deeply and let us know that they recognize the feeling behind our words, more likely than not, our
relationship is doing well.

6. In our relationships, it is vital that we practice forgiveness when a loved one has hurt us.

7. Our loved ones cannot help us when we deal with stress.

8. Using positive methods to resolve conflict will more likely help us maintain good relationships.

9. Expressing gratitude to our friends and family help us maintain good relationships.

10. Significant differences in core values and beliefs never create a problem in relationships.

11. We are happy in our relationships when our loved ones stay connected by spending time with us and letting us know
that they love us.

12. Excessive reliance on social media can be a cause of tension in relationships.

13. Relationships are static; they are unchangeable.

14. being compassionate, forgiving and grateful contribute to healthy relationships.

15. To fully enjoy and benefit from relationships we need skills, information, inspiration, practice, and social support.

DISCUSSION: PERSONAL RELATIONSHIP

BASIC DEFINITIONS

1. Relationship - a relation between people - a state of connectedness between people (especially an

emotional connection)

2. Personal relationships - relationships between people, especially those between friends, lovers and family
members

3. Love - strong affection for another arising out of kinship or personalities <maternal love for a child> -
attraction based on sexual desire : affection and tenderness felt by lovers -affection based on admiration,
benevolence, or common interests <love for his old schoolmates>

4. Commitment - the act of binding yourself (intellectually or emotionally) to a course of action - a message
that makes a pledge

5. Attraction - the act, power, or property of attracting - attractive quality; magnetic charm; fascination;
allurement; enticement - a person or thing that draws, attracts, allures, or entices

6. Responsibility - the social force that binds you to the courses of action demanded by that force - a form of
trustworthiness; the trait of being answerable to someone for something or being responsible for one’s
Conduct.

What is Personal Relationship?

This is the type of relationship which is closely associated with a person and which can only have
meaning to this person. Privacy and intimacy are two characteristics that define personal relationship. Personal
relationship also involves a degree of commitment to another person or persons.

How are attachments develop?

The very first meaningful relationship every human being encounters is with one’s mother. Even
before birth, the mother-child relationship is already established. The intimacy that is nurtured during the nine
months of pregnancy will be enhanced and developed further after the birth of the child. At the moment of
birth when the child is laid beside the mother to be fed and cuddled, bonding occurs, and the infant develops
an attachment to the mother, and later on, with the father.
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There are three attachment styles as defined by Ainsworth, Blekar, Waters, and Wall (1978), these are:

1. SECURE ATTACHMENT- is when the primary caregiver is most of the time present and available and when all
the emotional needs of an infant are met, providing a sense of security to the infant.

2. AVOIDANT ATTACHMENT- is when the primary caregiver is cold and detached and even unresponsive to a
child’s needs. The child senses rejection and this often leads to premature detachment and self-reliance. A
person who experienced this style of attachment in infancy and childhood will oftentimes experience unstable
relationships in the future.

3. ANXIOUS-AMBIVALENT ATTACHMENT- when the primary caregiver is not consistent in terms of presence
and in meeting a child’s emotional needs. Often, a
person who experienced this style of attachment in
childhood may develop separation anxieties with a
loved one, or may have mixed feelings between
hesitancy and commitment when entering into
meaningful relationships.

However, all is not lost for those who have experienced

the dysfunctional attachment style discussed above.

What Drives Attractions

When attraction between two persons is discussed, it is often understood as based on physical
appearance. While this might be true to a certain extent, there is more to attraction than what we already
know.

According to Fisher, there are three stages of falling in love;

1. LUST- is driven by the sex hormones, testosterone, and estrogen. These hormones affect both sexes.

2. ATTRACTON- is described as the love-struck phase, which involves neurotransmitters in the brain such
as dopamine, norepinephrine, and serotonin. This is the stage when a person loses sleep and appetite
over someone, and swoons while daydreaming of this special person.

3. ATTACHMENT- when the couple in love decides to continue with the relationship, they enter the
attachment stage where long-lasting commitments are exchanged and may lead to raising a family. Special
hormones are also secreted during this stage. Oxytocin, which is released during childbirth to help in
breastfeeding and during orgasm, is believed to promote intimacy; and vasopressin, which promotes long-
term relationship.

Aside from physiology, people are attracted to one another because of other reason. The Rozenberg
Quarterly mentions several theories and research results related to attraction and liking.

1. TRANSFERENCE EFFECT- there are times that we meet people who we immediately like or dislike. Usually,
these people remind us of someone in past who has affected our sense of self and our behaviour.

2. PROPINQUITY EFFECT- we often develop a sense of familiarity with people who live close with us, work with
us, or go to school with us, which leads us to liking them more.

3. SIMILARITY- we often like people who we have similarities with,

such as social class background, religious beliefs, age, and education.

4. RECIPROCITY- we like people who like us back. According to

research, reciprocity is a strong basis for liking another person than
similarity. The more we liked by someone we equally like, the more
we behave in ways that promote mutual feeling of liking.

5. PHYSICAL ATTRACTIVENESS- several research studies were

conducted to confirm that physical attractiveness is a major factor in
liking someone, and usually, fist impression counts a lot too. Both
male and female are equal in their preference for physical
attractiveness.

6. PERSONALITY CHARACTIVENESS AND TRAITS- people get

attracted two characteristics that lead to liking the other person,
these are: emphatic person, who exude warmth and sympathy and

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who are also optimistic and maintain positive ways; and socially competent persons who are good
communicators and enjoy good conversations.

There has been a raging debate over the definition of love. Is love is feeling? Is love a thought? Is love is
physical? The American Heritage Dictionary defines live as:

• A strong feeling of affection and concern toward another person, as that arising from kinship or close
friendship

• A strong feeling of affection and concern for another person accompanied by sexual attraction.

• A feeling of devotion or adoration toward God or a god.

• A feeling of kindness or concern by God or god toward humans; and

• Sexual desire or activity; the pleasure of love; a night of love.

Based on these definitions, we see several angles of what love is. It is an emotion, a feeling, a virtue, an action,
and an experience. Love is also defined differently in different cultures.

Triangle Theory of Love

Three

Components

a. INTIMACY

Researchers Reis, Clark and Holmes (2004), and Reis and Shaver (1998) defined intimacy as
“that lovely moment when someone understands and validates us.”

In a more poetic manner, John Joseph Powell, author of the book, The Secret of Staying in
Loved, It is an absolute human certainly that no one can know his own beauty or perceive a sense of
his own worth until it has been reflected back to him in the mirror of another loving, caring human
being.

Communication is a key component in developing intimacy, where self-disclosure is practiced which leads to
profound and meaningful conversations that nurture and strengthen intimacy.

b. COMMITMENT

Commitment is an act of deciding to consistently fulfill and live by agreements made with another
person, entity, or cause and where the values of integrity and respect serve as a guide to one’s behavior
and thinking.

c. PASSION

As defined in generic terms, is the intense state of being that drives and consumes a person to pursue
an interest, a vision, or a person. In terms of romantic love, passion connotes sexual attraction, as well as
intimacy.

Sternberg’s Triangular Theory of Love

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Attraction serves as the first step toward liking someone, and among all the basis of attraction that
were discussed, reciprocity (mutual liking) is what triggers a couple to move toward romance and intimacy,
and eventually, to commitment.

Commitment Saying Yes and Meaning it

Commitment Is saying yes, you are into this relationship and will stick to it for as long as possible. There is
integrity in commitment because the word given should mean something to the person making the
commitment.

Psychologists have conducted research on commitment and have identified three variables related to
it (Rozenberg Quarterly)

1. Accumulation of all rewards of the relationship - considered as the most important determinant of satisfaction
in a relationship rewards of the relationship include support from the partner; sexual satisfaction; emotional,
financial, and physical security.

2. Temptation of alternative partners- The presence of possible alternatives for another partner can rock the
relationship and destabilize the commitment of a couple.

3. Investments made by the couple in the relationship- Are also important in maintaining commitment. These
investments may include time spent together experiences ether, common beliefs and experiences, mutual
with friends, and bearing children.

Three behaviors married couples may do that can predict a divorce or separation:

1. Criticism- this happens when there is the absence of unconditional positive regard for each other in a
relationship.

2. Denial of the existence of conflict- when one party includes the presence of a problem and refuses to
discuss it, as if belittling the problem, it will result in frustration on the side of the other party.

3. Contempt- like criticism, contempt is present when someone who looks down on the party as inferior does
not give unconditional positive regard, and aggravates the situation by expressing superiority over the other.

RESPONSIBILITIES IN A RELATIONSHIP

1. Be responsible for what you think and say to the other person- emotions should be considered when dealing
with other people. Being sensitive to these emotions will make a person responsible for what is said, and
accept the consequences of how the other party will receive the message.

2. Be responsible for what you promise to do or not do- integrity is a key factor in relationship. Couple with
trust, integrity in one’s word means that you are reliable and trust worthy.

3. Ensure the relationship is mutually beneficial- balanced relationships are always mutually beneficial to both
parties. It is always good to have a give and take attitude for this assures fairness and equality.

4. Respect the other party or parties involved- mutual respect is also essential in a relationship. Giving respect
to each other is a common responsibility of any party involved in a relationship.

5. Be ready to provide support when needed- relationships also thrive on the support given by one party to
another. Providing support, either financially, emotionally, spiritually or physically, strengthens the bond in a
relationship, as this is an expression of one’s commitment to the other party.

Post Learning Activity No. 1

A. Elaborate

1. How do you express your attraction toward another person?

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2. How do you show responsibility in your relationships at home? With the authorities in school? With
your friends? With someone you have a romantic relationship with?

B. Evaluate

1. List down your personal relationships and classify them according to the eight forms of love that
Sternberg defined.

POSTER ON BASIC RIGHTS IN RELATIONSHIPS

Post Learning Activity No. 2

On a piece of ¼ illustration board, sketch, draw, or design a poster which shows one’s basic rights in a
relationship.

Week 11

CHAPTER 10:
Social Relationships in Middle and
Late Adolescence

Big Question: How does understanding group membership and leadership improve social relationships?

MY ORGANIZATIONS
Preliminary Activity No. 1:

Name Of Organization Type Of Organization My Position/Role In The Organization

Neighborhood association, church group, singing/dance group, community organization, youth group, club, school
organization, volunteer group, etc.

DISCUSSION: SOCIAL RELATIONSHIP

Social relationship is a broad definition of how we interact and behave with other people, and how
they interact and behave with us. In social relationships, we learn to cooperate with others in achieving a
common objective. What differentiates personal relationship with social relationship is the degree of intimacy
and vulnerability we offer to other people. The more intimate and vulnerable we are with another, the more
personal our relationship is with this person.

Social Influences are things that change people’s behavior, belief, and attitude as a result of an action
of another person or group. There are several varieties of social influence:

a. Compliance is when a person seems to agree and follows what is requested or required of him or
her to do or believe in, but does not necessarily have to really believe or agree to it.
b. Identification is when a person is influenced by someone he or she likes or looks up to, like a
movie star, a social celebrity, or a superhero.
c. Internalization is when a person is able to own a certain belief or act, and is willing to make it
known publicly and privately.

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d. Conformity is a type of social influence that involves a change in behavior, belief, or thinking to be
like others to obtain their friendship and acceptance.
e. Conversion occurs when an individual wholeheartedly changes his or her original thinking and
beliefs, actions, and attitudes to align with and accept those of the other members of a group.
f. Minority influence happens when a bigger number of people are influenced by a much smaller
number of people to accept the minority’s way of looking at and doing things.
g. Reactance is a reverse reaction to some social influence that is being imposed by a person or a
group on another to accept a certain belief, behavior or attitude.
h. Obedience is another form of social influence that involves someone in a position of authority.
i. Persuasion is used by one person or group to influence others to change their beliefs, actions, or
attitudes by appealing to reason or emotion.

LEADERSHIP AND FOLLOWERSHIP THEORIES

There are several leadership theories:

1. Trait Theory states that there are certain personality traits inherent in and suited for all leaders such
as decisiveness, persistence, high level of self-confidence and assertiveness, among others.
2. Behavioral Theory presupposes that leadership is a learned behavior, and that leaders are defined
according to certain types of behavior they exhibit.
3. Participative Theory Is the opposite of an autocratic leader; a participative leader involves other
people in making common decisions.
4. Situational Theory that there is no one style of leadership and that leadership behavior is based on the
factors present in a situation, and usually takes into consideration how followers behave.
5. Transactional Theory states that leadership involves a transaction or negotiation of resources or
positions, and usually employs reward and punishment.
6. Transformational Theory involves a vision in which a leader uses to rally support from followers, and
the role of the leader is in motivating others to support the vision and make it happen.
7. Authentic leadership has three characteristics or axioms:
i. Leadership is situational. This means that a leader’s behavior is influence by the situation.
ii. Leadership is non-hierarchical. The exercise of leadership is not based on one’s position in an
organizational chart alone but also dependent on other factors such as characteristics, skills
and even connections.
iii. Leadership is relational. Leaders have followers, and both establish a relationship Slefwhere
their interests are mutually met.
 An authentic leader has the following critical elements present:
i. They walk their talk. They are consistent in what they say and what they do, practicing what
they are preaching.
ii. They adjust to situations and display adaptability and flexibility but are consistent with their
values and real selves even when they take on different roles during different situations.
iii. They have a high level of comfort being themselves, even if they come from backgrounds that
are different from the people or situations they deal with.

Authentic leadership, therefore, is primarily determined by how followers view the leader; thus, attributing a
leader’s authenticity through the eyes of his or her followers.

8. Heroic leadership

Chris Lowney referred to the type of leadership that the members of the Society of Jesus live by. To this
religious congregation of men, everyone is a leader and everyone gets a chance to lead and be leaders in
everything they do.

This type of leadership follows four principles that are integrated with one another and synergistically
interacting to reinforce each principle:

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i. Self- awareness we have emphasized the importance of self-awareness, knowing and

understanding fully our strength and challenges, our way of looking at things, and even our
emotions and the set of values that we live by.
ii. Ingenuity a leader of this type is not stuck in his comfort zone because the world is constantly
changing.
iii. Love a healthy self-concept generates a healthy and positive attitude when dealing with other
people.
iv. Heroism this type of leadership is about motivating and inspiring other people to reach for
higher goals, for bigger and greater things.

Four elements followers want from a leader:

o Authenticity- the leader is not afraid to show his other weakness, reveals his human side
without fear, and uses these together with his strengths to lead others;
o Significance – a leader provides the reason or meaning for followers to believe in;
o Excitement- a leader provides motivation and inspiration to his or her followers and excites
them to pursue their vision; and
o Community- a leader builds a community of followers with whom they can associate and forge
relationships.

Leader-Member Exchange (LMX) Theory states that leaders’ effectiveness is a measured by the
quality of their relationship with their followers, and that different types of relationships can
evolve between leader and follower in a certain work situation.

Other types of leaders are:

a. The “Why” type of leader is usually the visionary, the one who believes results can be
achieved.
b. The “ How” type of leader is the realist who is able to see how to work out a vision;
and
c. The “What” type of leader is the builder who provides the details on how to get things
done.

Post Learning Activity No. 1

Explain

1. Give an example where a minority group rules over a majority group.

2. What kind of influence would you like to have on others? How do you use social media to influence
other people?
3. Are you a “Why”, “How”, or “What” type of leader? What makes you think so?

DESCRIPTION OF MY SOCIAL GROUP

Post Learning Activity No. 2
Write about one of your social groups, its nature, activities, and benefits. Include a photo of yourself
with the group.

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Post Learning Activity No. 3

Conduct a mini-survey on Filipino relationships (family, school, and community) using either the online
tool Survey Monkey or through interviews. Identify how Filipinos understand leadership and followership,
social influence, and social relationship. Discuss the results in your class.

Week 12

CHAPTER 11:
Family Structures and Legacies

Big Question: How does your family affect the learner as a developing individual?

POEM WRITING
Preliminary Activity No. 1:
Make two five-line poems about your family. Follow this pattern.

First line is _____ family

Second line is two adjectives (joined by and) which describe the noun.

Third line is a verb and an adverb to describe the noun in action.

Fourth line begins with like and presents a comparison.

Fifth line starts with if only and expresses a wish.

Ex: (___ family) Mine family

(Adjective + adjective) Unique and chaotic

(Verb + adverb) Changing constantly

(Like) Like flaming hot Thai dishes, which are quite exotic

(If only) If only we could relive our family life, of jolly years gone by

EMOTIONAL AND SOCIAL LEGACY

Preliminary Activity No. 2:
Emotional Legacy Evaluation

Answer each question by circling the number that best reflects the legacy you have received from your
parents. Then add up your score.

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1. When you walked into your house, what was your feeling?

1. Dread 4. Stability
2. Tensions 5. Calm
3. Chaos 6. Warmth

2. Which word best describes the tone of your home?

1. Hateful 4. Serious
2. Angry 5. Relaxed
3. Sad 6. Fun

3. What was the message of your family life?

1. You are worthless. 4. You are respected.

2. You are a burden. 5. You are important.
3. You are okay. 6. You are the greatest.

4. Which word best describes the "fragrance" of your home life?

1. Repulsive 4. Sterile
2. Rotten 5. Fresh
3. Unpleasant 6. Sweet

5. Which was most frequent in your home?

1 An intense fight 4 A strong disagreement

2 The silent treatment 5 A kind word
3 Detached apathy 6 An affectionate hug

Results:

Above 24 = Strong emotional legacy

19 - 24 = Healthy legacy

14 - 18 = Mixed legacy - good and bad elements

10 - 13 = Weak emotional legacy below

10 = Damaged emotional legacy

Social Legacy Evaluation

Answer each question by circling the number that best reflects the legacy you have received from your
parents. Then add up your score.

1. Which words most closely resemble the social tone of your family?

1 Cruel and abusive 4 Non-communicative but stable

2 Cutting sarcasm 5 Secure with open communication
3 Chaotic and distant 6 Loving and fun

2. What was the message of your home life with regard to relationships?

1 "Step on others to get your way." 4 “Mind your own business.”

2 "Hurt them if they hurt you." 5 “Treat others with respect.”
3 "Demand your rights." 6 “Put others before yourself.”

3. How were rules set and enforced in your home?

1 Independent of relationship 4 Inconsistently

2 In reaction to parental stress 5 Out of concern for my well-being
3 Dictatorially 6 In the context of a loving relationship

4. Which word best characterizes the tone of communication in your home?

1 Shouting 3 Confusing
2 Manipulations 4 Clear
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5 Constructive 6 Courteous

5. How did your family deal with wrong behavior?

1 Subtle reinforcement
2 Accepted in the name of love
3 Guilt trip
4 Severe punishment
5 Discussion
6 Loving, firm discipline
Results:
Above 24 = Strong social legacy
19 - 24 = Healthy legacy
14 - 18 = Mixed legacy — good and bad elements
10 - 13 = Weak social legacy
Below 10 = Damaged social legacy

Source: http://www.focusonthefamily.com/parenting/building-relationships/familylegacies/the-legacy-you-want-to-give

REACTIONS TO THE EMOTIONAL AND SOCIAL

Preliminary Activity No. 3:
LEGACY EVALUATION

PROCESS QUESTIONS:

1. What were your scores in the emotional, social and spiritual legacy evaluation?

2. How do these scores reflect your home atmosphere?

3. What is the legacy you have received from your parents and siblings?

4. How do you plan to give a legacy when you start your own family in the future?

DISCUSSION: FAMILY STRUCTURES AND LEGACIES

What are Family Structures?

The definition of a family has changed and continues to change as lifestyles, social norms, and
standards are also shifting. The simplest definition of what a family is according to Merriam-Webster Online
Dictionary is “a group of individuals living under one roof and usually under one head”, which may also be the
definition of what a household is. From a sociological point of view, a Filipino sociologist Belen T. G. Medina,
PhD (Medina 2001), defined family as “two or more persons who share resources, share responsibility for
decisions, share values and goals, and have commitment to each other over time. (Gregorio Alfonsin C.
Andoyo)

Family structures are found to influence the personal development of children and adolescents.
Ascribing to Bandura’s theory of social learning, children and adolescents learn through observing many types
of behavior and attitudes they see in their families. Some may have positive effects while there are others that
may have negative impact on the child or adolescent.

THE TYPES OF FAMILY STRUCTURES

Nuclear Family

 The nuclear family is the traditional type of family structure. This family type consists of two parents
and children. The nuclear family was long held in esteem by society as being the ideal in which to raise
children. Children in nuclear families receive strength and stability from the two-parent structure and
generally have more opportunities due to the financial ease of two adults

Single Parent Family

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 The single parent family consists of one parent raising one or more children on his own. This family
may include a single mother with her children, a single dad with his kids, or a single person with their
kids. The single parent family is the biggest change society has seen in terms of the changes in family
structures

Extended Family

 The extended family structure consists of two or more adults who are related, either by blood or
marriage, living in the same home. This family includes many relatives living together and working
toward common goals, such as raising the children and keeping up with the household duties.

Childless Family

 While most people think of family as including children, there are couples who either cannot or choose
not to have children. The childless family is sometimes the "forgotten family," as it does not meet the
traditional standards set by society.

Adoptive Family

 A family where one or more of the children has been adopted. Any structure of family may also be an
adoptive family.

Bi-Racial or Multi-Racial Family

 A family where the parents are members of different racial identity groups.

Trans-Racial Adoptive Family

 A family where the adopted child is of a different racial identity group than the parents.

Blended Family

 A family that consists of members from two (or more) previous families.

Conditionally Separated Families

 A family member is separated from the rest of the family. This may be due to employment far away;
military service; incarceration; hospitalization. They remain significant members of the family.

Foster Family

 A family where one or more of the children is legally a temporary member of the household. This
“temporary” period may be as short as a few days or as long as the child’s entire childhood.

Gay or Lesbian family

 A family where one or both of the parents’ sexual orientation is gay or lesbian. This may be a two-
parent family, an adoptive family, a singleparent family or an extended family.

Immigrant Family

 A family where the parents have immigrated to another country as adults. Their children may or may
not be immigrants. Some family members may continue to live in the country of origin, but still be
significant figures in the life of the child.

Migrant Family

 A family that moves regularly to places where they have employment. The most common form of
migrant family is farm workers who move with the crop seasons. Children may have a relatively stable
community of people who move at the same time - or the family may know no one in each new
setting. Military families may also lead a migrant life, with frequent relocation, often on short notice.

Parental Authority and Parenting Styles

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 Authoritative parenting is a key factor in the psychosocial development of an adolescent, and it is

believed to foster a healthy and positive impact, parents are those who insist on their child learning
important values, norms, and rules, but are also willing to sit down to listen and negotiate with time
should they resist.

Authoritarian

 Authoritarian parents tend to be very demanding, but not responsive. They have lots of rules and
may even micromanage almost every aspect of their children's lives and behaviors. Such rules apply to
almost every aspect of life, from how kids are expected to behave in the home to how they should act
in public. Additionally, they also have many unwritten rules that kids are expected to follow—even
though these children receive little to no explicit instruction about these "rules." Instead, children are
simply expected to know that these rules exist.

A GENOGRAM (pronounced: jen-uh-gram) is a graphic representation of a family tree that displays detailed
data on relationships among individuals. It goes beyond a traditional family tree by allowing the user to
analyze hereditary patterns and psychological factors that punctuate relationships.

How to make a genogram

Step #1. Ask yourself this first question. What is my purpose of creating a genogram?

You may also start collecting relevant information that are easily accessible to you like parents,
siblings, close relatives and friends.

STEP #2. Next decision that you have to make is to determine the number of generations you would like to be
represented in your genogram.

Grandparents on your mother’s side

Grandparents on your father’s side

Your parents

Your parent’s siblings

Your siblings

Your first cousins

STEP #3. You may start your research by asking your parents and grandparents ( if they still living) where they
took after with their heights.

STEP #4. Now you can design your genogram. There are plenty of genogram templates available online, or you
may want to do the diagram free-hand.

STEP #5. Connect the symbols with lines. Using the illustration given, you may now connect the different
symbols you used.
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STEP #6. Use representative symbols for the different height categories you made.

A. S- for Small

B. M- for medium

C. T- for tall

STEP #7. Look at your chart if there are patterns, Find out if these are consistent.

Here are some helpful tips in making your genogram

 Remember that there are some people, even if they are your relatives, who may be sensitive about a
certain physical trait, like height.

 Clarify with your family members that the genogram you are making is to help you understand certain
family traits, characteristics, events, marital situations, diseases, other sensitive topics and explain to
them that you are not judging them about the situation.

 Consider talking to a professional when making a genogram on hereditary problems.

 Be careful with your conclusions after you have done your genogram, these might offend some
relatives.

Keep your genogram hidden and shown to only a few selected group of relatives if the conclusions are
sensitive or even confidential.

GENOGRAM
Post Learning Activity No. 1
Make your own genogram using the symbols and samples given. Be sure to write your name and the
date on your paper. Enjoy!

INSIGHTS ON RELATIONSHIPS AND

Post Learning Activity No. 2 TRIBUTE TO MY FAMILY

1. What have you learned in this unit about your personal relationships with family, friends, partner,
and organizations?

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2. How do you assess the present state of your relationships?

3. What do you plan to do in order to improve and strengthen your relationships?

MIND MAP
Post Learning Activity No. 3
Prepare a plan and create a mind map of a plan on how to make the family members firmer and
gentler with each other.

(Week 13-14, 20 hours)

MODULE 4
CAREER DEVELOPMENT

OBJECTIVES:

At the end of the lesson, the learners must be able to:

1. Understand the basic concepts and perspectives in career development,

2. Identify the personal factors that can influence their career choices,

3. Assess their traits and abilities that impact career and life goals,

4. Discuss the external factors influencing career choices that may help them in career decision making,

5. Identify pros and cons of various career options with the guidance of parent, teacher, or counselor, and

6. Prepare a career plan based on their personal goal and external factors influencing career choices.

OVERVIEW: This module includes two (2) chapters. The learners shall be able to learn the concepts of career
development, life goals, and personal factors influencing career choices, the external factors influencing career
choices, set a personal career goal based on the results of self-assessment of various personal facts, and make
a career plan based on his/her personal goal, and external factors influencing career choices.

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CHAPTER 12:
Persons and Careers

Big Question: How do personal/internal factors influence career choices?

AGREE/DISAGREE
Preliminary Activity No. 1:

TEN POINT TRIGGER STATEMENTS ON CAREER PLANNING

1 Arts/humanities majors usually are unemployable after college.

2 Selecting what's 'hot' at the moment is safe.

3 Career assessments / counselors will not be of any use for me.

4 If X is happy in a particular field, I will be happy too.

5 If I wait long enough, luck will eventually bring me to the right career

6 Making a lot of money will make me happy.

7 Once I choose a career I'll be stuck in it forever.

8 If I change careers my skills will be wasted.

9 I will decide after the results are out.

10 I love this hobby, but I don't think I can make money out of it.

Processed Questions:

1. What was the easiest/difficult statement to decide on? Why?

2. What made you agree/disagree with the statements?

3. What or who influenced you in making a decision as to whether to agree or disagree on the statements
read?

THE CAREER WHEEL

Preliminary Activity No. 1:

Abilities
/ Skills

Family
Culture
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Personal
ity and
Interest Gender
s

Social and
Economic Childhood
Conditions Fantasies

PROCESS QUESTIONS

Write about your career wheel. Answer the following questions:

1. How did you go about naming events, situations, needs and facts about yourself? Were there challenges in
doing this? If so, what are these challenges?

2. Looking at these many facets in your life, which among them do you think are major considerations when
deciding on future career options? Why would you consider these as a source of great impact?

3. Which are the areas that will really work to your advantage in relation to the career options that you are
considering? How will these impact your choices?

4. What are you realizations after this exercise?

Me

My Career

DISCUSSION: CAREER AND PERSONAL DEVELOPMENT

Donald Super influenced the idea that developing a sense of self and realize that you change over time
is important when planning your career. One of Donald Super's greatest contributions to career development
has been his emphasis on the importance of the development of self-concept. According to Super, self-concept
changes over time, and develops as a result of experience. As such, career development is lifelong.

Super developed the theories and work of colleague Eli Ginzberg. Ginzberg’s theory enumerated three
stages in a person’s career development: Fantasy (from birth to 11 years old), Tentative (from 11-17 years
old), and Realistic (after age 17). Super thought that Ginzberg’s work had weaknesses, which he wanted to
address. Super extended Ginzberg’s life and career development stages from three to five, and included
different sub stages.

Super argues that occupational preferences and competencies, along with an individual’s life
situations, all change with time and experience. Super developed the concept of vocational maturity, which
may or may not correspond to chronological age: people cycle through each of these stages when they go
through career transitions.

Super’s five life and career development stages

Stage Age Characteristics

Growth Birth – 14 Development of self-concept, attitudes, needs and general world of work

Exploration 15 – 24 "Trying out" through classes, work hobbies. Tentative choice and skill
development

Establishment 25 – 44 Entry-level skill building and stabilization through work experience

Maintenance 45 – 64 Continual adjustment process to improve position

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Decline 65+ Reduced output, prepare for retirement

August Turak proposed that personal development is not a tool for reaching a bigger goal, because
becoming a complete human being is the biggest and most noble goal you can aspire for.

Career is a profession that a person may get into, either because he has found a good match between
his life goals, skills, personality, and interest with a dream job, or it may just be a means to earn a living. While
careers can change through time, and this has been proven ever so often, such as the medical doctor who,
after so many years of studies and practice, decided to pursue his passion, which was to become a chef if his
own restaurant, vocations are more consistent even in different situations and conditions.

CAREER SELECTION AMONG FILIPINOS

DISCIPLINE / FIELD OF STUDY %SHARE OF TOTAL ENROLLMENT FOR

AY 2011-2012

Business Administration and related 27.69

Education and Teacher Training 14.83
Information Technology 12.88
Engineering and Technology 12.26
Medical and Allied 9.26
All others 23.07

The best college majors for the future hold promising career paths for students of today.

 Pharmacology  Nursing

 Aeronautics and Aviation Technology  Construction Management

 Physical Therapy  Electrical Engineering

CAREER AND DEVELOPMENT THEORIES

There are four categories of career development theories

TRAIT FACTOR

 Skills, values, interest, and personality characteristics are analysed and matched with job factors or
an occupational profile.

Psychological

 Developed by John Holland. This second category is an offshoot of parson’s trait factor theory
where Holland identified six personality categories; realistic, investigative, social, conventional,
enterprising and artistic. A person usually made up of all six enter-personality categories, will have
one dominant type, but may exhibit up to three of these types. People in search of their career
path are often confused because they mix their dominant type with their other preferences.

Developmental of the life-span or life-space theory

 Always bear in mind that there is no one particular theory that can explain everything about career
development. The challenge to us to develop our own approach and methodology in may change
across time for many possible reasons since our life circumstances are also in a state of flux or
constant change.

DECISION

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 Which means that person may exercise control over his or her thoughts, beliefs, and actions, and
that self-efficacy is the predictor of behavior. Self- efficacy is defined as the belief in one’s
capabilities to plan, organize, and execute a set of actions that will produce that desired results.

Internal factors
that may affect your
decision in your career choice

1. SELF- CONCEPT OR
SELF- IDENTITY

If your self-identity is
not solid as it should be, then
choosing a career or even a
course to take up in college will be difficult. There is a need to know and
understand what you want to do or not want to do.

2. PERSONAL PREFERENCES

You might have decided to take up accountancy but your mother

told you that being a nurse like one of your aunts will help you earn a
lot of money especially when you work abroad. This is usually happens
in many Filipino homes. For a mother and father, they will always think
of the best of their child.

3. Motivation

The drive to fulfil one’s fullest potentials is the best motivation any person can ever have in
living a meaningful life. Sure, there are some whose motivations evolve around amassing wealth or
obtaining power, but the majority of Filipinos are motivated primarily by their desire to improve the
quality of their family’s lives.

4. SELF-CONFIDENCE

Yes I can! “kaya ko ito” notwithstanding the challenges an adolescent faces after high school, the self-
confident person will keep his eyes on his goals, and declare to the world that he can do it will succeed in
the pursuit of his dreams.

5. PERSONAL SKILLS

As children, we already learned certain skill just

by observing our parents and siblings, classmates, and
school authorities. Basic education teaches us the
hard skills we need to acquire so we may qualify for higher education, such learning math and sciences.

6. PERSONALITY CHARACTERISTICS

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Knowing your personality characteristics well definitely help you in choosing a career. Certain
characteristics are compatible and matched with certain types of work or occupation according to
Holland’s trait theory.

7. PERSONAL HEALTH

The condition of your health is a major factor in the career choice you will make. Are you healthy
enough to take on the rigors of some tough courses like law or medicine? You might aspire to become a
physical education specialist but your asthma or allergies are getting in the way.

8. EMOTIONAL CONSIDERATIONS

It is difficult to make a decision when one is experiencing some strong emotions such as anger or
sadness. Oftentimes, an emotionally disturbed individual will end up deciding on the wrong thing.

9. Self-Sabotaging Thoughts

Self- sabotaging thoughts are thought that deter a person from developing a healthy and wholesome
self-concept. Statements, such as “ I cannot do this”. I will never succeed”. I am not intelligent enough for
that course. “Nobody believes in me, so why should I even believe in myself”.

Many of these challenges are real, but there are some that are just figments of one’s imagination that
sow fear in the heart.

EXPLORE
Post Learning Activity No. 1

1. On a sheet of paper, draw a vertical line dividing

the paper into two columns. On the left column, write “My Strengths”. On the right column, write
“My Challenges”. Reflect on these and write down what comes to your mind. Be as detailed as
possible. Your strengths or challenges may not necessarily be just behaviors; they can include how
you think about things (attitude), your own beliefs about yourself, or even how you handle
2. What do you notice about your list? Where do your strengths lie? Is it with people, information, or
intelligence?
3. Look at your “My Challenges” list. Get a separate piece of paper and for every challenges you
listed, write down what you need to take on your challenges and how you plan to overcome them.
4. Identify the strengths and challenges that you think are directly related or necessary to the career
choice or course you are thinking of taking up after you high school graduation. What elsedo you
need to complete this list?
5. How do your strengths and challenges relate to the Whole Brain Theory?

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MINDFULNESS WITH REFLECTION

Post Learning Activity No. 2

Reflection: Ask yourself this question: if I am financially stable and secure. What would I want to do?
How does your answer to the question compare with what you have gathered about your possible career
choice/s so far?

Week 14

CHAPTER 13:
Career Pathways

Big Question: How do external factors influence career choices?

Documented Interview with Preferred Career

Preliminary Activity No. 1:
Practitioners 1

1. Name three (3) jobs/occupations that you feel so far you would want to have in the future.
2. Do background research on this job by actually interviewing individuals who hold such jobs. Find
out the following information from the interview:
 Job Title/Position Title
 Needed academic preparation
 Skills, Knowledge, Abilities, expected competencies to succeed in the job
 Demand for the Job
 Perks of the job
 Difficulties/Challenged
 Expected compensation/remuneration package of a person occupying the position

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3. Write up the results of the research.

DISCUSSION: WORK/OCCUPATIONAL ENVIRONMENTS AND INTERESTS

Psychologist John Holland classified jobs/careers/work environments into six: Realistic, Investigative,
Artistic, Social, Enterprising and Conventional. There are no pure classifications, though. A person's job
function may combine ESA (Enterprising, Social and Artistic) or ISC (Investigative, Social and Conventional)
or any two or three other possible combinations.

Holland also classifies personalities or interests into the same six types: Realistic, Investigative, Artistic,
Social, Enterprising and Conventional. Again, there are no pure interest types. A person may also be ESA
(Enterprising-Social-Artistic) or ISC (Investigative-Social-Conventional) or any two or three possible
combinations

Interests Types Work / Occupational

Environments

Realistic Realistic

Investigative Investigative

Artistic Artistic

Social Social

Enterprising Enterprising

Conventional Conventional

R = Realistic. People high on the realistic theme tend to enjoy creating things with their hands and
working with tools and objects rather than working with people and ideas. Realistic people tend to be
rugged and practical, enjoying work outdoors.

I = Investigative. Occupations high in investigative characteristics tend to focus on scientific activities.

People high on this theme would often rather work alone than with other people and are usually seen as
idea-oriented and creative in scientific areas such as research. They are analytical, abstract, intellectual and
task-oriented.

A = Artistic. People who score high on the artistic theme are artistically inclined, and usually describe
themselves as independent, imaginative, creative, and unconventional; they enjoy situations that allow
them freedom to be original, prefer to work in an unstructured environment, and are usually dissatisfied if
they are forced to follow many rules and procedures. They enjoy activities related to language, art, music,
drama, writing, etc

S = Social. People high on the social theme are usually seen by others as sociable, popular, and
responsible. They prefer social interaction and social presence. They are often interested in the problems
and concerns of others, and like activities that allow them to teach, inform, train, develop, cure and help
others.

E = Enterprising. Occupations that are primarily enterprising in nature usually involve situations where
the person is in a position of leading or convincing others to achieve team/organizational goals or
economic gain. People high on this theme are often seen as enthusiastic, dominant, impatient

C = Conventional. High conventional people tend to prefer jobs where they are given firm structure
and know exactly what is expected of them. People who rank high on this theme often describe
themselves as conscientious, efficient, and calm. They enjoy activities that involve the precise, ordered use
of data such as keeping and filing records, organizing data, computing, printing, etc.

Some possible external factor that may influence one’s career choice

1. Parental Preferences- your parents have some idea of what course you should take up in college. If this
coincides with that what you really want, then there will be no friction between you and your parents.

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2. Family Considerations- you might have a sibling who wants to take up the same course that you chose or a
sibling who wants to go to another school when your parents would prefer that both of you should go to
same school for practical or security reasons.

3. Financial Constraints- this is usually a major consideration among families especially if your siblings are
already in college, or are about to enter college soon like yourself. Your parent’s financial standing is a
determinant of whether you will even go to college or if the course of your choice.

4. Job Market Preference (immediate Employment)- local job market demand drives employment. The
commission on the CHED and the TESDA both listed down the priority courses and industries, and the
corresponding occupations.

5. School Location- another practical problem that may arise when you choose your college course or career
choice.

6. Peer Pressure- many adolescents are fearful of what college life will be like. What they do is talk to their
friends and classmate and find out their school choices, hoping that they can be friend they are familiar with,
or better yet, a close friend to be with them in their new school.

7. Gender Bias- certain career are still suffering from gender bias and this might happen to you if you career
choice is associated with one particular gender. If so, you will also be faced with peer pressure, as well as
parental and family pressure.

8. Language Limitation- Language can be learned, so if you have this challenge before you, do not be the faint
of heart and just go ahead and pursue your dream.

9. Academic Performance- your academic performance in high school is also an important factor in your
career selection. You should obviously graduate from high school in order to proceed with your next step,
which may either be taking a college course or a technical-vocational course.

PUTTING IT ALL TOGETHER-PLAN YOUR CAREER

VALUES CLARIFICATION:

What are your personal core values?

What are your passions?
What are your personal traits?
What are your strengths and challenges?
What are your limitations?
What are your life goals?
What are your passions?
What are your personality traits?
What are your strengths and challenges?
What are your limitations?
What are your life goals?

What is a personal mission statement?

Most students, and adults, don’t realize the importance of writing their personal mission statements.
It’s more than just your goals. Your mission statement will help you sort out your priorities and how you want
to live your life. It may include short-term and long-term goals, or life-long aspirations. It becomes a guide and
provides direction, which comes from you, not someone else.

There’s no right or wrong way to approach your personal mission statement, or what it should include.
Everyone’s is going to be different. What’s important is to write it down. Topics your personal mission
statement may include:
 Education
 Career
 Personal attributes, such as honesty, loyalty and dedication
 Family and personal relationships
 How you want to live your life
 Sports
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 Faith and spirituality

 Community service
Source: Joe Villmow http://www.nextstepu.com/your-personalmissionstatement.art#.Vrcv1kBQU3w

FACTORS IN PERSONAL DEVELOPMENT IMPORTANT IN CAREER DECISIONS

Steps on developing your career plan

Step 1 Define where you are now. What is your present situation?
 Make an inventory of the following
A. Personal core values- what are the values important to you
B. Aptitude and skills- look at the results of the online test you took.
C. Personality traits and characteristics- what traits do you have that will affect your future career
in a positive or negative way?
D. Strengths and challenges- look at what you are strong and check out your limitations.
E. Self-efficacy or self-confidence
F. What are the external factors that directly affect your choices.
G. Life goals
H. What are you passionate about?

Step 2 What is out there?

 Research on the course you are interested in and imagine yourself studying the subjects, dealing with
the professors, and socially mixing with a particular type of people who might have similar interests as
yours. Who are some of the practitioners of these careers that you can draw some inspiration from?
Step 3 Conduct Consultations
 Consult your parents about your thoughts on your career plans.
 Talk to your teachers and your school guidance counselors to get feedback on what they think about
the possible career, course, and school you are considering.

Step 4 Validate your preferences with your personal core values

STEP 5 CRAFTS YOUR CAREER STATEMENT

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 Make a declaration for yourself that states your career objectives and what elements should be
present to make your objectives achievable. Make a schedule of activities that leads to the fulfillment
of these objectives.

CAREER TIMELINE
Post Learning Activity No. 1

1.Today’s exercise will require you to create a record of what was and what will be with whatever comes to
you at the moment by way of a game plan for life. You will be asked to map out your life from birth to present
with events that you would consider to be very significant to who you are right now and to who you will be in
the future. These are the steps to take:
a. thoughtfully reflects on the course of your life.
b. In your journal notebook, make a list of life events, both high and low points as well as those that
you consider to be relatively stable times. (e.g., started Kindergarten, parent left, moved residence,
etc.)
c. Reflect on your dreams and aspirations for the future and note at what point/age in your life you
envision yourself accomplishing it. (e.g., graduate from Grade 12 at age 18, work abroad at age 21, get
married at age 25, etc.)
d. Put the events in chronological order of your approximate age at the time.
e. Place a “+” sign in front of events that are overall positive, and a “-” sign in front of ones that were
overall negative – and then rate the positive or negative intensity of each event on a scale of 1 to 10,
low to high.
f. Now plot your timeline. Use a legal (long) sized bond paper and fold it in half along the horizontal
axis. Draw a horizontal line along the horizontal axis.
g. Place a “+” sign on the top-right corner above the horizontal axis, to signify the positive events that
you associate with pleasure, then place a “-” sign on the bottom-right corner below the horizontal axis,
to represent the events on their timeline associated with displeasure or stress.
h. Draw a dot on the horizontal axis of the timeline for each of the key events – allowing ample space
between events so that they are spread across the axis from its left to right end points.
i. From each dot, draw a line for each event (either above or below the horizontal line), accordingly,
and make the line as tall or short as its intensity based on its assigned numeric value. For legal or
standard size paper, this equals about one-third inch for each interval on the scale, i.e., the length of a
line assigned an intensity of 5 would equal about one and two-thirds inches. Allow ample space as
recording one event can trigger a memory of another.
j. Connect the points that have been marked.
2. After they have finished the timeline, ask the students to form groups with no more than four members
each. Then allow them 10 to 15 minutes to share their work.
3. Gather them all for plenary processing of experiences, using the processing questions:
a. How was the process of picking out significant life events done for you? What were your
considerations/criteria in choosing which event would be included in your timeline? Who are the
people that were significant to you on the events that you have picked to include?
b. What were your thoughts and feelings while you were trying to determine high and low points in
connection to the events that you have chosen?
c. How did you go about placing your “future” highs in the timeline? How did you go about plotting
these future events? What were your present/past references for it if any?
d. How do you feel about your time line?
e. What are your over-all realizations after the activity?

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