OFFICE of the GOOD SHEPHERD ACADEMY

ACADEMIC AFFAIRS OF VICTORIA, INC.

SENIOR HIGH SCHOOL DEPT. Poblacion II, Victoria, Oriental Mindoro 5205
Telefax No.: (043) 285-5620 / Email.: mygsa_66@[Link]

LEARNING MODULE IN PERSONAL DEVELOPMENT S.Y. 2023-2024

MODULE
2 Why Am I Like This?

Content Standard: Performance Standard:

The learner will demonstrate understanding of the The learners shall be able to make a list of ways to
skills and tasks and challenges appropriate for middle become responsible adolescents prepared for adult
and late adolescence, and preparatory to early life and manage the demands of teen years
adulthood.
Most Essential Learning Competency:
 Discuss developmental tasks and challenges experienced during adolescence
 Evaluate one’s development through the help of significant people around him/her (peers, parents,
siblings, friends, teachers, community leaders)
 Identify ways that help one become capable and responsible adolescent prepared for adult life

Time frame: 2 weeks

Learning Targets:
1. Develop understanding about physical, physiological, and psychological issues related to the
processes of growing up;
2. Explain the nature of adolescence as a developmental stage; and
3. Explain the physical development during adolescence.

LESSON 1: DEVELOPMENT TASKS AND CHALLENGES EXPERIENCED DURING ADOLESCENCE

Adolescence is a period of transition when the individual changes – physically and psychologically – from
a child to an adult. It is a period when rapid physiological and psychological changes demand new social roles to
take place. Prior to these changes, the adolescents often face a number of crises and dilemma. It is the period
when the child moves from dependency to autonomy. It demands significant adjustment to the physical and
social changes.
It is a fact that all living beings pass through specific stages or phases of development. Erikson believed
that each stage of life is marked by a specific crisis or conflict between competing tendencies. If individuals know
how to negotiate each of these hurdles successfully, they can develop in a normal and healthy way of life. During
this phase, adolescents must integrate various roles into a consistent self-identity. If they fail to do so, they may
experience confusion over who they are.

Physical changes during Adolescence – At a glance

For girls, you might start to see early physical changes from about 10 or 11 years, but they might start as
early as 8 years or as 13 years. These physical changes during puberty include:

 development of breast
 changes in body shape and height
 growth of pubic and body hair
 onset of menstruation or monthly period
For boys, physical changes usually start at around 11 or 12 years, but they might start as young as 9 years
or as old as 14 years. These physical changes include:
 growth of the penis and testes (testicles)
 changes in body shape and height
 erection with ejaculation
 growth of body and facial hair
 changes in voice

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Body Image Concerns
It is within the context described above that children and adolescents begin to form their perception of
their own bodies – their body image. Body image can be defined as the subjective evaluation of one’s body and
appearance (Smolak & Thompson 2009). Related to one’s body and appearance, this comprises thoughts (e.g. “I
think I look bad in photographs”), feelings (“I hate the way I look”), as well as perceptions (“I am too fat”). In
body image research, a person’s body image is often described in terms of the level of body-esteem (referring to
self-esteem in relation to body and appearance) or body dissatisfaction (referring to negative feelings and
thoughts about one’s body and appearance) which a person may be experiencing.

Nutrition, Health, and Hygiene

Nutrition and dietary habits during adolescence
Adolescence is a period of rapid physical growth, with a corresponding increase in nutritional requirements to
support the increase in body mass and to build up stores of nutrients. The daily intake of nutritional
requirements increases according to the following factors:
Age: at the beginning of puberty, with the increase of height and at the last stage of adolescence;
recognition of the increased nutritional requirements of adolescents;
• nutritional education for the promotion of healthy dietary habits stated below;
• adequate diet at specific times;
• control of excessive indulgence in food, especially those foods high in sugar and fat;
• minimizing the intake of sweets and snacks between main meals, especially junk food snacks;
• regular physical exercise to burn excess calories and to strengthen muscles;
• regular intake of breakfast;
• use of sugar replacement if prone to obesity; and
• ensuring that poultry and poultry products, including meat are well-cooked, and clean.

Gender: adolescent girls require 10% more nutrients, iron and iodine in particular than boys;

Pregnancy: during the second half in particular, as well as during the first six months of breastfeeding, it is
advised that the first pregnancy after marriage be postponed at least until the girl is over 18 years old because it
might not be possible to meet added nutritional requirements, especially among middle income and poor
families; and

Activities and sports: heavy physical sports in particular such as swimming, running, and ball games

Improving the nutrition of adolescents

Adolescent nutrition can be improved through several measures including:
• recognition of the increased nutritional requirements of adolescents;
• nutritional education for the promotion of healthy dietary habits stated below;
• adequate diet at specific times;
• control of excessive indulgence in food, especially those foods high in sugar and fat;
• minimizing the intake of sweets and snacks between main meals especially junk food snacks;

• minimizing the intake of sweets and snacks between main meals, especially junk food snacks;

• regular physical exercise to burn excess calories and to strengthen muscles;

• regular intake of breakfast;
• use of sugar replacement if prone to obesity; and
• ensuring that poultry and poultry products, including meat are well-cooked, and clean.

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Major Health Concerns of Adolescents
Obesity: Obesity is a grave nutritional problem for adolescents. It simply means that the energy intake exceeds
the amount of energy consumed, and the residual difference accumulates in the body to cause fat. Over
consumption of food is the main reason for obesity, specifically foods rich in sugar, starch and fat, like nuts,
sweets, chocolate and soft drinks. Snacks and junk foods eaten with or in between meals, and popcorn, pizza and
nuts consumed while watching television, also causes obesity. The energy consumed in sports, walking, manual
work or physical exercise is usually less than the calorie intake.

Anemia: Anemia is the most prevalent nutritional deficiency in the world, affecting no less than two billion
people. Primarily caused by iron deficiency, its acute symptoms manifest particularly among adolescent girls.
During menarche, teenage girls need 10% more iron than boys of the same age because of blood loss in
menstruation. Poor families often fail to provide the extra iron intake needed for these adolescent girls who also
have a heavy workload at home. In addition, there is the possibility of sex discrimination in interfamilial food
distribution in some families with girls having a smaller share than boys.
Iodine deficiency: Iodine is a basic life element for humans. Iodine deficiency leads to goiter, abortion and
mental retardation. Deficiency means a severe lack of nutrition needed that might have a pathological effect. The
need for iodine increases during adolescence.

Depression: The term “depression” is often used in daily conversation to refer to bouts of sadness, moodiness or
disappointment that last for a few days. However, this is not depression, which is a specific clinically recognized
condition diagnosed by psychologists or psychiatrists.
Sexually Transmitted Diseases (STDs): The lifestyles adopted by adolescents and youth will largely decide
their risks of having sexually transmitted disease and HIV infection. It must be understood that these age groups
are vulnerable to such infections. For example, ages from 20 to 24 usually have the highest incidence of HIV
infection followed by those from 15 to 19 years of age. Examples for STDs: Syphilis (spirochete), Hepatitis B
(virus), Herpes (virus), HIV (virus), AIDS (disease), Trichomoniasis vaginitis (flagellar), Genital warts (virus) and
Chlamydia infection (intracellular organisms).
Adolescence is a time to build on these basics
Good hygiene habits in childhood are a great foundation for good hygiene in the teenage years. And if you’ve got
open, honest communication with your child, it’ll make it easier to talk about the personal hygiene issues that
come up in adolescence.
Why good personal hygiene matters?
Keeping your body clean is an important part of staying healthy. The simple act of washing hands before eating
and after using the toilet is a proven and effective tool in fighting germs to avoid sickness. Being clean and well-
presented is also an important part of gaining confidence for teenagers.

Helping adolescent child with the basics of personal hygiene:

Body odor: When children reach puberty, a sweat gland in their armpit and genital area develops.
Regular changing of underwear and other clothes worn next to the skin is especially important. These clothes
collect all sorts of stuff that bacteria love to eat, including dead skin cells, sweat and body fluids. That’s why they
get smelly. The onset of puberty is also a good time for your child to start using anti-perspirant deodorant. You
can encourage your child to do this by letting her choose her own.
Smelly feet: Smelly feet and shoes can also be a problem, whether you are sporty or not. One can avoid
this by giving your feet extra attention while taking a shower, and making sure they are completely dry before
putting your socks and shoes on. It is a good idea to alternate your shoes and to wear cotton socks instead of
those made of synthetic fibers.

Dental hygiene: Brushing teeth twice a day, flossing and going to the dentist regularly are vital to avoid
bad breath, gum problems and tooth decay.
Girls: Although all teenagers have the same basic hygiene issues, girls will be needing help to manage
their monthly periods. Adolescent girls should be told to change their pads more often as well as to dispose these
used pads hygienically. Teenagers do need extra time in the bathroom. While teenagers are learning to shave or
to handle their periods, these hygiene activities might take a bit longer.
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 Boys: Boys will need advice about shaving (how to do it and when to start), looking after their genitals,
and about bodily fluids.
Special Needs: Young people with special needs are likely be needing extra support with their personal
hygiene. When you are thinking about how to discuss hygiene to a child with special needs, his/her learning
ability and style might be a factor.
You may consider breaking the hygiene tasks (such as showering, shaving, using deodorant and cleaning
teeth) into small steps. This way, they might be easier for adolescent to learn.
Start early - before puberty: If you keep reinforcing messages about personal hygiene, most adolescent
will get there in the end.

LESSON 2: EVALUATION OF AN ADOLESCENT’S DEVELOPMENT THROUGH THE SIGNIFICANT

PEOPLE IN THEIR LIVES

Society plays a huge role in molding teens’ behavior, character, and attitude. It determines how they see
other people, their general outlook, and their ethics.
Parents, and other family members, can also influence all these things, but the things that will remain
with the kids for the long term are learned from society. Now society comprises of a lot of different things that
include media, neighborhood, laws, and school.

POEM ON HOW TEENAGERS’ LIFE MIGHT BE LIKE

This poem might give you a wider perspective on how adolescents mature and grow.

“The Teenage Years”

by: Sarah Gray

We learn from our mistakes,

Not breaking means you’re strong.
from the wrong turns we take,
You’d know where you went wrong,
from the fake friends we make,
as if you weren’t waiting so long
and from the times we almost break.
to explain yourself, but stay strong.
Our mistakes help us grow, So here’s the liars and traitors,
but at the time, we didn’t know. all the wannabes and haters,
We didn’t want our weakness to show. learning from our mistakes,
At the time, we couldn’t let them know. and learning to spot the fakes.
Our fake friends were there Here’s to being a teen,
but they didn’t actually care. Live it up, ‘cause we’re living the
Our secrets they would share, dream.
and now as they pass, they just stare.

Music can have many social psychological impacts and meanings for people at different periods of their
development (Hargreaves, 1986; McPherson, 2006; North & Hargreaves, 2008). Music is a resource of
considerable intellectual, artistic, cultural, technological, and economic breadth and depth. Young people,
mainly, devote most of their time and money to music listening (Roberts, Henriksen, & Foehr, 2009). Listening
to music is thus particularly essential and ubiquitous in the contemporary lives of media-socializing and multi-
tasking adolescents (Brown & Bobkowski, 2011; Roberts et al., 2009).
As teens’ emotional maturity increases, their relationships with their peers change as they become more
vulnerable and emotionally intimate. This increased vulnerability and intimacy require greater trust among
peers.

Thus, during the adolescent years, teen peer groups become increasingly crucial as they experience
closeness in these friendships resulting in more gratifying relationships. Nowadays, teens turn to their friends for
help; instead of their families as the first line of support during times of worry or upset. This increased reliance
on friendships is yet another way for teens to demonstrate their growing independence.

Teens modify their behavior, activities, etc. to be accepted by a peer group.

Since acceptance by a peer group becomes essential, teens modify their speech, dress, behavior, choices, and
activities to become more similar to their peers. This increased similarity among peers provides them a sense of

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security and affirms their acceptance into their chosen peer group. The developmental theorist Erik Erickson
described this developmental step as a crisis of identity vs. identity confusion.

When teens modify their choices or behavior in order to conform to what their friends are doing, they are
adapting to peer pressure. Peer pressure is often associated with adverse outcomes such as skipping school,
wearing distasteful clothing, or drinking alcohol, and using drugs. However, many parents do not recognize that
peer pressure may also have a positive influence. Because of advanced cognitive and emotional maturity, teens
can now encourage each other to make wise decisions and discourage them from making wrong choices.

Since it is vital for youth to "fit in" with their peer group, they may also decide to participate in the same hobbies
or activities as their friends. Doing so will enable them to spend more time together and to bond over shared
experiences. In general, teens will gravitate toward peer groups with whom they share common interests and
activities, similar cultural backgrounds, or simply a similar outlook on life. Nevertheless, as teens experiment
with their identity, they may be attracted to peer groups with very different interests.
In summary, during adolescence, the number of close friendships decline, but the quality of these relationships
becomes more vulnerable, trusting, and intimate. Meanwhile, the number of casual acquaintances continues to
rise, as youths' social networks expand due to sophisticated communication technologies, new recreational and
social activities, new educational experiences, and employment.

FAMILY
Role of Family in Adolescent’s Development

Developmental theories view adolescence as a period of growth in which identity formation is addressed. This
view means that the family's role is lessened or that family has only a limited role in the lives of young people at
this time.

However, research shows that ongoing positive family connections are protective factors against a range of
health risk behaviors. Although the nature of relationships is changing, the continuity of family connections and
a secure emotional base is crucial for the positive development of young people.

Family is still important.

It is typical for young people to begin to think for themselves and question aspects of their lives and family
relationships. These changes may mean times of anger and frustration leveled at the family, but majority of
circumstances proved that these feelings are likely to be temporary or circumstantial.
Adolescents are moving towards becoming independent physically, emotionally and cognitively, and
yet they are still growing.
Young people require stability in a home or environment, where they may get a secure emotional base from
which to explore and experience the world. This sense of security provides them with somewhere to come back
to for reassurance, support, and unconditional love, particularly during tough times.
A young person benefits from expectations of respect, consideration, and reciprocity in family relationships.
They still benefit from 'trying out' thoughts, feelings, and behaviors within the family environment, and from
observing and experiencing relationships within families. There will still be times when they fall, yet they will
benefit from understanding and support to pick them up.

Changing role of parents

A parent's relationship and caring role with a young person continues to be vital, although the relationship will
need to be flexible to adapt to the teenager's changing needs. At this time, there will need to be a gradual change
from a more authoritative approach, to a more collaborative approach.
Parents need to face the (painful) reality that their child is no longer a child, is becoming independent, and is no
longer within their control. They may feel distressed as they perceive that the young person will not listen to
them, or does the opposite of what they may suggest.

They may have to watch their young person disregard the things they taught them were necessary, such as ways
to look after their health, or their future goals (as the parent envisaged it).

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Parents have to learn to ‘let go,’ not of the relationship, but their dreams for the young person. This may include
their full authority over young people so that they may allow them to develop their own dreams and greater self-
responsibility.

LESSON 3: WAYS ON HOW TO BECOME CAPABLE AND RESPONSIBLE ADOLESCENT PREPARED FOR ADULT LIFE

Be responsible and make good choices.

Becoming responsible and being able to make good choices are fundamental traits, no matter what
developmental stage you are. It holds true for adolescents especially that they are just beginning to internalize
and imbibe virtues, values, and other essential qualities.

Music has a big part of a teenager’s life. Music helps teens safely, explore ideas and emotions, and express
themselves without words. Exposure to positive influences through music can help teens learn coping
mechanisms and appropriate responses to stressful situations. Music also helps teens connect social groups and
gain a feeling of belonging
Here is a song that encases a person; that time moves faster when one gets older. So be prepared for it so that
you will have an amazing adult life.

“Time”
by: Pink Floyd

Ticking away the moments that make up a dull Shorter of breath and one day closer to death.
day Every year is getting shorter never seem to find
Fritter and waste the hours in an offhand way. the time.
Kicking around on a piece of ground in your Plans that either come to naught or half a page
home town of scribbled lines
Waiting for someone or something to show you
the way. Hanging on in quiet desperation is the English
Tired of lying in the sunshine staying home to way
watch the rain. The time is gone, the song is over,
You are young and life is long and there is time Thought I'd something more to say.
to kill today. Home
And then one day you find ten years have got Home again
behind you. I like to be here
No one told you when to run, you missed the When I can
starting gun. When I come home
So you run and you run to catch up with the sun Cold and tired
but it's sinking It's good to warm my bones
Racing around to come up behind you again. Beside the fire
The sun is the same in a relative way but you're
older,

The demands and expectations of their parents and other people around them can also be stressful. However, the
good news is, they can treat these “difficulties” as “challenges,” which can make their lives exciting. Having that
mindset is also an indication of becoming a responsible and mentally mature adolescent.
8 simple rules which could help teenagers become a responsible adolescent prepared for adult life:
1. Focus on your studies and do well in all your endeavors. There is a time for everything.
2. Take care of your health and hygiene. Healthy body and mind are important as you journey through
adolescence.
3. Establish good communication and relation with your parents or guardian. Listen to them. Though this may be
easier said than done at this stage, but creating good relationship with them will do you good as they are the
ones you can lean on especially in times of trouble.

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4. Think a lot before doing something. Evaluate probable consequences before acting. Practice self-control and
self-discipline.
5. Choose to do the right thing. There are plenty of situations in which it is better to use your mind rather than
your heart.

6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a responsible
adolescent.
7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into you. If you
respect yourself, others will respect you too.
8. Be prepared to be answerable or accountable for your actions and behavior. It is part of growing up in
becoming an adult.
Ease the transition from being an adolescent to being an adult by practicing essential skills while you’re
still at home.
While still at home, you can help ease the transition by practicing essential skills, like proper management of
time and money. To manage time well, always try to be punctual when meeting friends and family, as this shows
respect for their time. To become skilled at managing your money, start by learning to budget. You can make this
easier by downloading a budget app onto your smartphone. Input all your expenses and bill payments, to keep
track of your spending and savings. Once you gain confidence with your budgeting and time skills, gradually
work toward becoming independent from your family by setting goals like getting work.
How are you feeling right now? How have you been for the past few weeks? Are you disappointed?
Feeling stress out? Not motivated? Are you affected so much by the COVID-19 pandemic? If your answer is YES,
you are not alone.
Just like our physical health, mental health is essential in our lives. However, it is different when one has
a mental illness because this includes emotional, psychological, and social health. It can influence one’s feelings,
thoughts, social and social well-being.

Magpantay and Danao (2016), from the 1999 Surgeon General's Report on Mental Health, defined mental
health as "successful performance of the mental function, resulting in productive activities, fulfilling
relationships with other people, and the ability to change and to cope with adversity." Mental illness refers to
diagnosable mental disorders characterized by alterations in thinking, mood, or behavior (or a combination
thereof) associated with distress and impaired functioning."
Most mental health problems diagnosed in adulthood begin in adolescence. Half of the lifetime diagnosable
mental health disorders start by age 14; this number increases to three fourths by age 24. The most common
disorders among adolescents include depression, anxiety disorders, and attention-deficit/ hyperactivity disorder
and substance use disorder. The table below shows some common types of mental health.
SYMPTOMS CAUSES

Self-images, body images,

Disorder of emotion or mood
Separation of parents, emotionally
(sadness, hopelessness, misery,
1. Depression unavailable parents, parents who
inability to enjoy). On Cognitive
aspects symptom manifest by have high marital conflict, and
negative conditions about self, parents with financial problems.
world and future. On Motivational Poor personal relationships,
symptoms are loss of interest, lack experiencing peer rejection.
of drive, and difficulty on starting in
anything. On somatic symptoms are
loss of energy, sleep difficulties loss
of appetite and weight loss /gain.
Feeling negatively about their
Extraordinary weight loss
bodies and highly motivated to look
2. Eating Disorder
like same-sex figures in the media

TYPES OF EATING DISORDER

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 A. Anorexia Nervosa Persistent pursuit of thinner built
through hunger. Intense fear of
gaining weight. Weighing less than
what is considered normal to their
age and height.
Binge eating and then purges by
B. Bulimia Nervosa self-inducing vomiting or using a
laxative.

Over worrying about future events Genes likely play a role in causing
and fear is a reaction to current anxiety, as well as the home,
3. ANXIETY
events. neighborhood, school, and other
environmental factors.

TYPES OF ANXIETY
A. Separation Anxiety Disorder Excessive anxiety felt by children
when their parents leave them.
They may worry that something
bad might happen to their parent or
to someone else they love. Refuse to
go to school or they may be unable
to go to sleep without a parent
being present. They may have
nightmares about being lost or
kidnapped. They may also have
physical symptoms like stomach
aches, feeling sick to their stomach,
or even throwing up out of fear.

The condition in which has many

worries and fears. They have
B. Generalized Anxiety Disorder
physical symptoms like tense
(GAD)
muscles, a restless feeling,
becoming tired easily, having
problems concentrating, or trouble
sleeping.
It involves worrying about social
situations, like having to go to
[Link] Phobia school or having to speak in class.
Symptoms may include sweating,
blushing, or muscle tension. Often
overly sensitive to criticism and
have trouble standing up for
themselves. Has low self- esteem,
become easily embarrassed, and
become very shy and self-
conscious.
D
[Link]-Compulsive Disorder
(OCD)
Frequent, uncontrollable thoughts
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 ("obsessions") that are
unreasonable. These thoughts come
into their mind a lot. They then
need to perform certain routines or
rituals ("compulsions") to try to get
rid of the thoughts. Children and
adolescents with this disorder will
often repeat behaviors to avoid
some imagined outcomes.

E. Panic Disorder
When they feel very scared or have
a hard time breathing and their
heart is pounding. They may also
feel shaky, dizzy, and think they are
going to lose their mind or even die.
The teen or child may not want to
go to school or leave the house at
all because they are afraid
something awful will happen to
F. Post-Traumatic Stress Disorder them.
(PTSD)

The symptoms include jumpiness,

muscle tension, being overly aware
of one's surroundings
(hypervigilance), nightmares, and
other sleep problems. Feeling like
they are "re-living" the traumatic
experience.

No one experiences perfect mental health or well-being all the time. However, ongoing mental health
problems can affect many areas of your life, such as relationships with others, sleep appetite, energy levels, even
the ability to think clearly or make decisions, and inability to perform daily tasks. In short, it can affect the
totality of a person. Nevertheless, one must learn to balance the different aspects of one's life. Mental health and
wellness matter in as much as positive mental health allows people to grasp their full potential, work
productively, and make significant contributions to society.
Being a student, a son/daughter, a brother/sister, a choir member, an officer of the club and being a
member of the community are examples of different roles of an adolescent that comes with significant
responsibilities. Moreover, it can be overwhelming sometimes and stressful because of its many demands. In this
multi-tasking world, it is better to understand your situation to manage different circumstances, solve problems,
and resolve conflicts.
What worries you a lot? What makes you stressed out? But first, let us define what is stress and your
stressor.
According to Merriam-Webster, the stress as a noun is a state of mental tension and worry caused by
problems in one's life, work, and many others that causes intense feelings of worry or anxiety. As stated by Ferret
in his book Peak Performance, stress is simply the body’s response to external events (e.g., taking an exam or
giving a speech) or internal events (e.g., fear, worry, or unresolved anger). Everything one experiences stimulate
the body to react and respond.
Magpantay and Danao (2016) stated two categories of stress: eustress and distress. Eustress is positive
stress for it is helpful—it motivates the individual to keep on working and reach for the goal. Distress, on the
other hand, is negative stress because it could give harmful implications to the individual, such as anxiety and
depression; discourages the individual from becoming productive; and could cause emotional, physical, and
psychological problems.
The situations and pressures that cause stress are known as stressors. We usually think of stressors as
being negative, such as an exhausting work schedule or a rocky relationship. However, anything that puts high
demands can be stressful. It includes positive events such as getting married, buying a house, going to college, or
receiving a promotion.
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Of course, not all stress is caused by external factors. Stress can also be internal or self-generated, when one
worries excessively about something that may or may not happen, or have irrational, pessimistic thoughts about
life.
References:
1. Anxiety Disorders in Children and Adolescents - Fact Sheet, retrieved from [Link]
and-adolescents/[Link]
2. Anxiety disorders in teenagers, retrieved from [Link]
3. Ayodele, K.O., Fostering Adolescents’ Interpersonal Behaviour: an Empirical Assessment of Enhanced Thinking Skills and Social Skills Training. retrieved
from [Link]/[Link]/ejc/article/download/72725/61641
4. Barry, T.D., Aggression in adolescents: strategies for parents and educators.
Helping Children at Home and School II: Handouts for Families and Educators. retrieved from [Link] resources/principals/nasp_
[Link]
5. Bull, N.J. (1973) Moral Education. Great Britain; Redwood Press
Stress and Depression. retrieved from [Link] depression/
20. [Link]

Attachment
Name : ______________________________ Score: ______________
Grade/ Section : _______________________ Date: ______________

1 Me. Myself and I (Character, Critical – Thinking, Creativity

Instruction: Draw your lifestyle when you’re still a child and your lifestyle when you’re already an adolescent.
Below your drawing, write your characteristics in terms of physical appearance, emotional state, and behavior.
What has changed over the years? (50pts.)
Child Self Adolescent Self

Physical Emotional Behavior Physical Emotional Behavior

Attachment
Instruction: Enlist 3 awkward changes that have occurred in your adolescent life. Explain
how you managed each one of them.(5 pts. each)

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)

Attachment Name : ______________________________ Score: ______________

Grade/ Section : _______________________ Date: ______________

3
A. Fill in the blanks. Write your answer on the space provided.
1. The daily intake of nutritional requirements increases according to the following factors. AGE,
PREGNANCY, GENDER, and ______________________________________.
2. ______________________________ is caused primarily by iron deficiency and manifested by acute
symptoms.
3. ______________________________ can be defined as the subjective evaluation of one’s body and
appearance that comprises thoughts, feelings, and perceptions related to the body’s appearance.
4. Growth of public and body hair occurs during _________________________________.
5. Adolescence is a period of rapid physical ___________________________, with corresponding increase
needs in nutritional requirements to support the increase in body mass and to build up stores of nutrients.

B. TRUE OR FALSE. Write the word TRUE if the statement is correct. Otherwise, write FALSE.
_________________1. Social and emotional maturity is intertwined because an adolescent’s peers are affected
by his/her emotional situations.
_________________2. Peer pressure is the reason why teens modify their behavior, activities, etc. just to be
accepted in a group.
_________________3. The role of family, especially parents in adolescent’s development is to guide them and
help them adapt to their changing needs.
_________________4. The importance of family to an adolescent becomes less for they become more
independent as they grow older.
_________________5. Adolescents can easily adapt to the changes in their lives by themselves for they are more
independent than before.

Attachment

4
Instruction: Write an essay about the question, “What solutions will you suggest for adolescents to overcome the
discussed challenges”. Write your answer at the back of this paper. (30pts)

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