OVERVIEW OF THE SUBJECT

This course makes senior high school students aware of the developmental stage that they
are in, for them to better understand themselves and the significant people around them as
they make important career decisions as adolescents.
The course consists of modules, each of which addresses a key concern in personal
development. Using the experiential learning approach, each module invites students to
explore specific themes in their development. Personal reflections, sharing, and lectures
help reveal and articulate relevant concepts, theories, and tools in different areas in
psychology.
As a student taking up this subject, character is a key factor in the success of his or her
personal development. Adaptable to change, open-mindedness and adventurous, with
some courage on the side, going through this program without the right set of attitudes
will not get you far in life.
Therefore, Personal Development as a course intends to help students arrive at self-
awareness, discover talents and potentialities and contribute to the realization of life
aspirations.

0
 LIST OF COMPETENCIES

No Unit of
Module Title Code
. Competency

EsP-PD11/12KO-Ia-1.1 –
1.1 Knowing Oneself
EsP-PD11/12KO-Ib-1.3

EsP-PD11/12DWP-Ib-2.1 –
1.2 Developing the Whole Person
Self- EsP-PD11/12DWP-Ic-2.3
1
Development 1.3 Developmental Stages in EsP-PD11/12DS-Ic-3.1 –
Middle and Late Adolescence EsP-PD11/12DS-Id-3.3

1.4 The Challenges of Middle EsP-PD11/12CA-Id-4.1 –

and Late Adolescence EsP-PD11/12CA-Ie-4.3

2.1 Coping with Stress in Middle EsP-PD11/12CS-If-5.1 –

and Late Adolescence EsP-PD11/12CS-Ig-5.3

EsP-PD11/12PM-Ig-6.1 –
2.2 The Powers of the Mind
Aspects of EsP-PD11/12PM-Ih-6.3
2 Personal 2.3 Mental Health and Well- EsP-PD11/12MHWB-Ih-
Development being in Middle and Late 7.1 – EsP-PD11/12MHWB-
Adolescence Ii-7.3

EsP-PD11/12EI-Ij-8.1 –
2.4 Emotional Intelligence
EsP-PD11/12EI-Ij-8.3

EsP-PD11/12PR-IIa-9.1 –
3.1 Personal Relationships
EsP-PD11/12PR-IIb-9.3

Building and 3.2 Social Relationships in EsP-PD11/12SR-IIb-10.1 –

3 Maintaining Middle and Late Adolescence EsP-PD11/12SR-IIc-10.3
Relationships
EsP-PD11/12FSL-IId-11.1
3.3 Family Structures and
– EsP-PD11/12FSL-IIe-
Legacies
11.3

4 Career EsP-PD11/12PC-IIf-12.1 –
4.1 Persons and Careers
Development EsP-PD11/12PC-IIg-12.3

EsP-PD11/12CP-IIg-13.1 -
4.2 Career Pathways
EsP-PD11/12CP-IIh-i-13.3

4.3 Insights into One’s Personal EsP-PD11/12IOPD-IIi-14.1

Development -
EsP-PD11/12IOPD-IIj-14.3

1
 First Quarter
MODULE 1
Knowing the Self

Name: ___________________________________________
Section & Strand: __________________________________

2
Teacher: __________________________________________

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
1) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
2) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
3) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
4) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

1) Elucidate the definition of Personal Development
2) Differentiate Personality from Personal Development
3) Explore theories and principles on how one develops self – identity
4) Determine the value of knowing and appreciating the self
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
1) Learn about self and personal development;
2) Determine the value of understanding the self;
3) Know the theories and principles elucidating human development;
4) Identify the holistic individuality of a person;
5) Characterize the adolescence during the crucial years of development
6) Recognize the issues and challenges affecting the adolescence

3
 What I need to Know
This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you

Specific Objectives
At the end of this topic the learners will be able to:
1. Explain that knowing oneself can make a person accept his/her strengths and
limitations and dealing with others better
2. Share his/her unique characteristics, habits, and experiences
3. Determine the value of knowing and appreciating the self.

What I Know
Modified TRUE or FALSE.
Directions: Write the word TRUE if the statement is correct and if not, underline the
word or statement that makes the sentence incorrect and write the correct answer on the
space provided.
_________________1. The Psychology of Self is the study of either the cognitive and
affective representation of one's identity or the subject of experience.
_________________2. Defense Mechanism is the psychological strategies that help
people to put distance between themselves and threats or unwanted feelings, such as guilt
or shame.
_________________3. Self - Affirmation is the most essential thing to do to be able to
create your unique self.
_________________4. Mask pertains to one’s mental image about himself/herself.
_________________5. Philosophy of Self seeks to describe essential qualities that
constitute a person’s uniqueness or essential being.

4
_________________6. Personal Journal is an in-depth analysis of self that can be
initiated by the question that may be thought provoking but will lead us to be sure of
ourselves to such it reflects our convictions and vision for ourselves in the future.
_________________7. The real self is an imaginary picture of how you ought to be, and
represents career aspirations, how to treat other people, and how to behave as a member
of society.
_________________8. The “masculine/feminine” is the mirror image of our biological
sex, that is, the unconscious feminine side in males and the masculine tendencies in
women.
_________________9. Psychological Disorders are the cognitive distortion of "the facts"
to make an event or an impulse less threatening. 
_________________10. Carl Jung is the proponent of Layers of Self and Archetypes.

Warm – Up Activity: WHO AM I?

Instruction: Try to do some ‘self – talk’ and ask yourself the following
questions. Write your answers and responses afterwards.
1. “Who am I?”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
2. “What do I really want?”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
3. “Why am I here”?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
4. “What are my strengths?”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5
________________________________________________________________________
________________________

5. “What are my weaknesses”?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________

6
 What Is It

1.1 Knowing Oneself

“Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is
strength; mastering yourself is true power. If you realize that you have enough, you are
truly rich.” – Tao Te Ching
Knowing oneself is a continuous journey, wherein we are discovering and learning who
we are, our wants, desires, interests. It can be challenging and scary, however it can bring
fulfillment and a sense of purpose. [ CITATION Jan \l 1033 ]

Personal Development vs. Personality Development

A process that covers a wide array of The development of the systematic

areas that includes awareness of the self, emotional and behavioral changes that
of one’s potentials and identity. These reflects the individuality of a person.
include physiological, psychological, Every individual is characterized by
spiritual, and moral factors as well as unique behavior, feelings and
intellectual and social domains of one’s mannerisms, that makes them different
being. from another.

Enhancing these elements leads to the It focuses is simply in learning a person’s

qualitative improvement of one’s life behavior on certain situations and how it
through the achievement of lifelong constantly changes throughout his life.
dreams and aspirations.

Therefore, Personal Development as a course intends to help students arrive at self-

awareness, discover talents and potentialities and contribute to the realization of life
aspirations.
As a student taking up this subject, character is a key factor in the success of his or her
personal development. Adaptable to change, open-mindedness and adventurous, with
some courage on the side, going through this program without the right set of attitudes
will not get you far in life.
The Self
The self is defined as the individuality of a person which is the subject of learning
experiences, varied emotions and thoughts. In phenomenology, it is conceived as what
experiences, and there isn’t any experiencing, the self. The self is therefore an
“immediate given”, an intrinsic dimension of the fact of experiencing phenomena. In

7
some other trends of philosophy, the self is seen as requiring a reflexive perception of
oneself, the individual person, meaning the self in such a view is an object of
consciousness.

Self focuses in our everyday behavior and all of us do have a set of perceptions and
beliefs about ourselves. This kind of self-concept plays important role in motivating us
and organizing our behaviors. It starts evolving early in life. A sense of self-awareness
grows among us when we grow. [ CITATION Nat20 \l 1033 ]

Philosophy
The philosophy of self seeks to describe essential qualities that constitute a person's
uniqueness or essential being. There have been various approaches to defining these
qualities. The self can be considered that being which is the source of consciousness, the
agent responsible for an individual's thoughts and actions, or the substantial nature of a
person which endures and unifies consciousness over time.
Psychology
The psychology of self is the study of either the cognitive and affective representation of
one's identity or the subject of experience. Current views of the self in psychology
position the self as playing an integral part in human motivation, cognition, affect, and
social identity.
Religion
Religious views on the self vary widely. The self is a complex and core subject in many
forms of spirituality. Two types of self are commonly considered - the self that is the ego,
also called the learned, superficial self of mind and body, an egoic creation, and the Self
which is sometimes called the "True Self", the "Observing Self", or the "Witness".
Human beings have a self—that is, they are able to look back on themselves as both
subjects and objects in the universe. Ultimately, this brings questions about who we are
and the nature of our own importance. Traditions such as Buddhism see the attachment to
self is an illusion that serves as the main cause of suffering and unhappiness. Christianity
makes a distinction between the true self and the false self, and sees the false self
negatively, distorted through sin: 'The heart is deceitful above all things, and desperately
wicked; who can know it?' (Jeremiah 17:9)
Culture
The self is constantly evolving due to the complexities of cultures and societies.
Researchers have shown that the self is dependent on the culture that the self has been
situated around.
Self – Concept

8
 Self – concept is one’s mental image about himself/herself. It is how a person
perceives and evaluates his/her beliefs, thoughts and behavior. It is also linked to
concepts of self – awareness, self – esteem, and self – image.

Two Broad Categories of Self - Concept

1. Actual Self
It is built in self-knowledge. Self-knowledge is derived from social
interactions that provide insight into how others react to you. The actual self is
who we actually are. It is how we think, how we feel, look and act. It can be seen
by others, but because we have no way of truly knowing how others view us, the
actual is our self-image.

2. Ideal Self
The ideal self is how we want to be. It is an idealized image that we have
developed over time, based on what we have developed over time, based on what
we have learned and experienced. The idealized self could include components of
what our parents have taught us, what we admire in others, what our society
promotes, and what we think is in our best interest.

Knowing Oneself using:

A. Development of Self – Concept by Michael Lewis
B. Layers of Self by Sigmund Freud
C. Carl Jung’s ARCHETYPES
D. The Johari Window

Lewis (1990) suggests that development of a concept of self has two aspects:
1. The Existential Self

This is 'the most basic part of the self-scheme or self-concept; the sense of being separate
and distinct from others and the awareness of the constancy of the self' (Bee, 1992). The
child realizes that they exist as a separate entity from others and that they continue to
exist over time and space.

According to Lewis awareness of the existential self begins as young as two to three
months old and arises in part due to the relation the child has with the world. For
example, the child smiles and someone smiles back, or the child touches a mobile and
sees it move.

2. The Categorical Self

Having realized that he or she exists as a separate experiencing being, the child next
becomes aware that he or she is also an object in the world. The self too can be put into
categories such as age, gender, size or skill. Two of the first categories to be applied are
age (“I am 3”) and gender (“I am a girl”).

9
In early childhood the categories children apply to themselves are very concrete (e.g.,
hair color, height and favorite things). Later, self-description also begins to include
reference to internal psychological traits, comparative evaluations and to how others see
them especially for adolescents who are by nature, are extremely self-conscious.

Factors of Adolescent Self-Concept

The adolescent time period is a difficult time period when the self-esteem and self-
concept of an individual is particularly susceptible to being damaged, or at least
challenged. Chaplin and John (2007) claimed that children become highly critical of their
previously constructed self-concept due to physical changes and the tensions between
their ideal self and how they see themselves during the adolescent time period.

The following are the different factors affecting adolescents’ self-concept as identified by
[ CITATION Dav16 \l 1033 ] of University of West Florida in his study:

1. Celebrity Worship - during a time when children are typically in a state of

lowered self-esteem, children look to others for guidance and confirmation in the
decisions they make for themselves.
2. Materialism - during the adolescent time period, children frequently search for
external factors, tangible and intangible, to use as enhancers of their self-concept.
3. Peer Communication- the primary factor of peer communication seems to have
the greatest influence on temporary fluctuations of the self-esteem of an
adolescent (Krcmar, Giles, & Helme, 2008).
4. Peer rejection - all adolescents desire to fulfill the criteria peer groups have
constructed to achieve social acceptance (Krcmar, Giles, & Helme, 2008).
5. Family Communication - for many adolescents, the relationships among family
members are far more stable, and therefore, can have much greater effects on self-
concept.
6. Effects from siblings – The quality of relationship and the confirmation among
siblings is argued to be one of the most important factors for increasing self –
esteem among adolescents (Dailey, 2010).

Layers of Self by Sigmund Freud

Sigmund Freud postulated there are three layers of self within us all the id, ego and
superego, all developing at different stages in our lives.

10
 Fig. 1.1 Layers of the Self
Id
According to Freud, id is the first part of the self to develop. The id
is the primitive and instinctive component of personality. It consists
of all the inherited (i.e., biological) components of personality
present at birth, including the sex (life) instinct – Eros (which
contains the libido), and the aggressive (death) instinct - Thanatos.
It's the seat of all our desires and wants.
The id is the impulsive (and unconscious) part of our psyche which responds directly and
immediately to the instincts, has no awareness other than it wants what it wants and
doesn't care about morals or societal norms.
The id demands immediate satisfaction and when this happens, we experience pleasure,
when it is denied, we experience ‘unpleasure’ or tension.
Example: Whereas a teenager might be able to look at the clock and realize there's still an
hour before dinner, a newborn will simply start to cry when it's hungry.
Ego
Freud defined the ego as 'that part of the id which has been modified
by the direct influence of the external world.'
The ego develops in order to mediate between the unrealistic id and the
external real world. It is the decision-making component of personality.
Ideally the ego works by reason, whereas the id is chaotic and totally
unreasonable.
The ego operates according to the reality principle, working out realistic ways of
satisfying the id’s demands, often compromising or postponing satisfaction to avoid
negative consequences of society. The ego considers social realities and norms, etiquette
and rules in deciding how to behave.

11
Like the id, the ego seeks pleasure (i.e., tension reduction) and avoids pain, but unlike the
id the ego is concerned with devising a realistic strategy to obtain pleasure. The ego has
no concept of right or wrong; something is good simply if it achieves its end of satisfying
without causing harm to itself or to the id.
Ex: A teenager decides to wait for dinner rather than raiding the pantry and spoiling his
appetite.
If the ego fails in its attempt to use the reality principle, and anxiety is
experienced, unconscious defense mechanisms are employed, to help ward off unpleasant
feelings (i.e., anxiety) or make good things feel better for the individual.

The Superego
The superego incorporates the values and morals of society which are
learned from one's parents and others. It develops around the age of 3 – 5.
The superego's function is to control the id's impulses, especially those
which society forbids, such as sex and aggression. It also has the function
of persuading the ego to turn to moralistic goals rather than simply realistic
ones and to strive for perfection.
The superego consists of two systems: The conscience and the ideal self. The conscience
can punish the ego through causing feelings of guilt. For example, if the ego gives in to
the id's demands, the superego may make the person feel bad through guilt. The ideal self
(or ego-ideal) is an imaginary picture of how you ought to be, and represents career
aspirations, how to treat other people, and how to behave as a member of society.
Behavior which falls short of the ideal self may be punished by the superego through
guilt. The super-ego can also reward us through the ideal self when we behave ‘properly’
by making us feel proud. If a person’s ideal self is too high a standard, then whatever the
person does will represent failure. The ideal self and conscience are largely determined in
childhood from parental values and how you were brought up.
Ex: A teenager who refuses to his peer’s invitation of smoking a cigarette after
remembering his parent’s warning about its danger to his health

WHAT IS DEFENSE MECHANISM?

Defense mechanisms are behaviors people use to separate themselves from unpleasant
events, actions, or thoughts. These psychological strategies may help people put distance
between themselves and threats or unwanted feelings, such as guilt or shame

12
Type of Defense Definition Example/s
Mechanism
A defense mechanism that
involves taking our own Teasing and annoying your
Projection unacceptable qualities or crush.
feelings and ascribing them
to other people.
It involves taking out our Bullying your little brother
Displacement frustrations, feelings, and at home after experiencing
impulses on people or being bullied in school.
objects that are less
threatening.
It involves keeping certain A teenager who is abused
thoughts, feelings, or urges by a parent as a child has
Repression out of conscious awareness no recollection of the
events, but has trouble
forming relationships
probably one of the best- A teenager who had
known defense mechanisms, experienced his first
Denial used often to describe heartache refuses to
situations in which people acknowledge having
seem unable to face reality or romantic feelings for others
admit an obvious truth.
a coping mechanism we A 40-year-old man
exhibit during those stressful collecting action figures.
moments during our lives.
These coping mechanisms
come in the form of behavior
during our childhood or
earlier stages in our
development. In the
Regression extremes, this could be
sucking our thumbs, wetting
the bed, clinging onto to
former toys, etc. as we did
when we were children.
Everyone eventually exhibits
some form of regression at
some point in time, but to a
milder degree
a defense mechanism that Joining the volleyball
allows us to act out varsity team to satisfy urge
Sublimation unacceptable impulses by of beating someone
converting these behaviors
into a more acceptable form.

13
 a defense mechanism that When a man was caught
involves explaining an stealing, he often answers
Rationalization unacceptable behavior or that he only did what he
feeling in a rational or logical did because of his sick
manner, avoiding the true family member.
reasons for the behavior.

Carl Jung’s ARCHETYPES

Archetypes

Archetypes by Carl Jung (1947) are images and thoughts which have universal meanings
across cultures which may show up in dreams, literature, art or religion.
Jung believes symbols from different cultures are often very similar because they have
emerged from archetypes shared by the whole human race. For Jung, our primitive past
becomes the basis of the human psyche, directing and influencing present behavior. Jung
claimed to identify a large number of archetypes but paid special attention to four.
The “persona” (or mask) is the outward face we present to the world. It conceals our
real self and Jung describes it as the “conformity” archetype. This is the public face or
role a person presents to others as someone different to who we really are (like an actor).
Another archetype is the anima/animus. The “anima/animus” is the mirror image of our
biological sex, that is, the unconscious feminine side in males and the masculine
tendencies in women. Each sex manifests attitudes and behavior of the other by virtue of
centuries of living together. The psyche of a woman contains masculine aspects (the
animus archetype) and the psyche of a man contains feminine aspects (the anima
archetype).
Next is the shadow. This is the animal/dark side of our personality (like the id in Freud).
It is the source of both our creative and destructive energies. In line with evolutionary
theory, it may be that Jung’s archetypes reflect predispositions that once had survival
value. Consists of repressed memories, emotions, ideas and desires.
Finally, there is the self which provides a sense of unity in experience. It expresses the
unity of the personality as a whole.

JOHARI WINDOW
Ingham and Luft’s Johari Window Model Diagrams
The Johari Window model which is a four-quadrant grid was developed by
American psychologists Joseph Luft and Harry Ingham in 1955 at the University at
California Los Angeles. This tool is a direct and useful to achieve self-awareness,

14
learning about the self as a human being as well as developing healthy relations between
individuals. Disclosing elements, traits and characteristics about the self-lead to
evaluation of the self as well as deriving feedback from the significant others.
The four quadrants are:
1. Open Area (Quadrant 1) – this quadrant represents the things that you know about
yourself, and the things that others know about you. This includes your behavior,
knowledge, skills, attitudes, and “public” history.
2. Blind Area (Quadrant 2) – this quadrant represents things about you that you aren’t
aware of, but that are known by others. This can include simple information that you do
not know, or it can involve deep issues (for example, feelings of inadequacy,
incompetence, unworthiness, or rejection), which are often difficult for individuals to
face directly, and yet can be seen by others.
3. Hidden Area (Quadrant 3) – this quadrant represents things that you know about
yourself, but that others don’t know.
4. Unknown Area (Quadrant 4) – this last quadrant represents things that are unknown
to you, and are unknown to others.

1 2
Open Area Blind Area

3 4
Hidden Area Unknown Area

How do we get to know more of ourselves?

1. Introspection or Self-Analysis - this is an in-depth analysis of self that can be
initiated by the question that may be thought provoking but will lead us to be sure
of ourselves to such it reflects our convictions and vision for ourselves in the
future.
2. Keep a Self-Reflective Journal - creating a self-reflective journal helps you vent
out your thoughts whether positive or negative.
3. Be Self-Aware - this is a skill where we listen to our feelings, thoughts and
actions to understand how it affects the person around us.
4. Self - Affirmation - this is the most essential thing to do to be able to create your
unique self. It is important that you love yourself. Be grateful that you are alive
and last create a mantra that will focus on your inner strength and beauty.

15
 What I have learned
ACTIVITY
The purpose of this exercise is to encourage you to start thinking about what makes you
the unique person.
Complete the following sentences:

1. My favorite food _______________________________________________________.

2. My favorite song/music
__________________________________________________.
3. My favorite place
_______________________________________________________.
4. An important person in my life is
___________________________________________.
5. Something I dislike _____________________________________________________.
6. Something I like
________________________________________________________.
7. Something I’m good at
___________________________________________________.
8. My most unforgettable moment
____________________________________________.

16
9. My dreams in life
_______________________________________________________.
10. My principle in life ____________________________________________________.

What I Can Do
Instruction: Answer the following questions substantially on the space provided.

1. Do you think that personality is indeed ‘dynamic’? Why and how?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
2. In your own words, how will you define the concept of ‘Personal Development’?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

17
________________________________________________________________________
____________________________________

What’s More

JOURNAL WRITING

The life we have contains a bundle of insights and knowledge, and everyday it is
challenging to us. Ever more, the recent events in our lives contains the most useful
insights and knowledge for personal development. The hidden lessons in life are already
in us, and they carry a great impact on how we are doing at a moment. The challenge is,
how do we get access to these lessons and insights? Through journal writing, we can
easily record our thoughts, feelings and actions that serve as a track and evaluation of
ourselves and where we are leading ourself.
Goal: You can write or illustrate your thoughts, feelings, responses in this journal entry
you are tasked to do.
Role: You will be an author, the main character, and the recipient of your own writing.
You will be telling stories about yourself. You can write, draw, illustrate, etc. in
completing the task.

18
Situation: In a time of pandemic where everything becomes unsure, temporary and since
we are living in an era where technological advances are common, you are challenge to
become authentic and discover the ingredients of your daily journey, finding meaning
with people around you and ways to become a holistic person.
Outcome: You can do your journal in a short bond paper.
Standard: The output will be rated from the given criteria.
- Self – disclosure/ Depth of reflection 30 pts
- Connection to outside experiences 15 pts
- Creativity ___5 pts__
50 pts

ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

Part I. Instruction: Answer the following questions substantially on the space provided.

1. Do you think that personality is indeed ‘dynamic’? Why and how?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
2. In your own words, how will you define the concept of ‘Personal Development’?
Why?

19
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________

Part II. Identification. Identify what is being described in the statement. Type your
answers on the space provided. Use CAPITAL LETTERS to answer.
_____________________1. This is the subject of one's own experiences of phenomena:
perception, emotions, and thoughts.
_____________________2. This is one's mental image about himself/herself.
_____________________3. This is who we actually are. It is how we think, how we feel,
look and act.
_____________________4. It is an idealized image that we have developed over time,
based on what we have learned and experienced.
_____________________5. It consists of all the inherited components of personality
present at birth.
_____________________6. According to Sigmund Freud, it is the decision-making
component of personality.
_____________________7. It incorporates the values and morals of society which are
learned from one's parents and others. It develops around the age of 3-5.
_____________________8. This is the behavior used by people to separate themselves
from unpleasant events, actions or thoughts.
_____________________9. It is the outward face we present to the world. It conceals our
real self.
_____________________10. According to Johari Windows, this self is known to self and
others.
_____________________11. It involves keeping certain thoughts, feelings, or urges out
of conscious awareness.
_____________________12. It involves taking our own unacceptable qualities or
feelings and ascribing them to other people.
_____________________13. It involves taking out our frustrations, feelings, and
impulses on people or objects that are less threatening.

20
_____________________14. Who is the proponent of Archetypes?
_____________________15. It is a defense mechanism that allows us to act out
unacceptable impulses by converting these behaviors into a more acceptable form.

First Quarter
MODULE 2
Developing the Whole Person
21
Name: ___________________________________________
Section & Strand: __________________________________
Teacher: __________________________________________
LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
1) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
2) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
3) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
4) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

1) .
2) /
3)

22
 GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
1) Learn about self and personal development;
2) Determine the value of understanding the self;
3) Know the theories and principles elucidating human development;
4) Identify the holistic individuality of a person;
5) Characterize the adolescence during the crucial years of development
6) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1. Discuss the relationship among physiological, cognitive, psychological, spiritual and
social aspects of development, to understand your thoughts, feelings, and behaviors.
2. Evaluate your own thoughts, feelings and actions, and
3. Show the connection of your thoughts, feelings and actions to actual life situations.

23
What I Know

Warm – Up Activity:

24
 What Is It

1.2 Developing the Whole Person

Holistic Development refers to the improvement and enhancement of an individual’s
totality as a person by looking onto the different aspect of one’s individuality. The same
may connote the degree to which the person can accomplish in the near future.

ASPECTS OF THE SELF

The self-concept is represented by several aspects of the self. It is conceived as a
collection of multiple, context-dependent selves. This construct believes that context
activates particular regions of self-knowledge and self-relevant feedback affects self-
evaluations and affect. A deeper look on the different aspects of self can identify specific
areas for self-regulation, stability and improvement.
All three aspects of the self-work together in perfect harmony when attention is paid to
all three simultaneously.
3 BASIC ASPECT OF THE SELF
1. Physical or Tangible Aspect – an individual’s physique, body and health are
significant areas in assessing the over-all characteristics of a person. Our image is a
reflection of our lifestyle and the kind of lives we lead.
More time and money are spent on enhancing the physical component than either of the
other two aspects.
2. Intellectual and Conscious Aspect - related to the mind. it is the part of the self that
directs the other two aspects. The mind learns what to do and communicates the
information to the body and the feelings. What the mind believes, the body manifests or
acts on, and the emotions feel, or respond with. People store both healthy and destructive
thoughts and beliefs and respond to life's circumstances in the most prominent manner.
The mind provides access to creativity and serenity which are necessary for such
processes as prayer, forgiveness, acceptance, and passion.
3. Emotional and Intuitive Aspect - related to the spirit. The human emotions are the
most feared aspect of the self, as individuals are reluctant and unprepared to manage
them. Managing feelings is like trying to hold water in the palm of your hand. They are
illusive and deceptive. A decision made under emotional stress and strain usually impacts
emotions negatively. Negative emotions that are not managed are stored and repressed.

STORY TIME: The Story of the Two Wolves

The following is an old Cherokee Indian story that is enlightening and helpful.
25
“One evening an old Cherokee told his grandson about a battle that goes on inside
Knowing which wolf to feed is the first step towards recognizing you have control over
your own self. Have you ever had thoughts, feelings or acted in ways that were
unacceptable to yourself but felt powerless to control?
The purpose of this story is to help you find ways to manage your mind so that you can
live your life more in accordance with what your own judgment says is best for you. As
we grow up, we gradually become aware of the many things in the external world which
are largely beyond our ability to control. These include other people in general and most
events in our lives. Initially this is difficult to accept, but a more shocking realization is
that there are many things about ourselves that we seem powerless to control. Some of
these are our own thoughts, feelings, and actions which unfortunately can be the source
of much distress. But are we indeed really powerless to control our own maladaptive
thoughts, feelings and actions?

Let’s get to know more of our self

❖ Philosophy - the Philosophy of Self seeks to describe essential qualities that
constitute a person's uniqueness or essential being. “Why do I need to keep living
life?”
❖ Psychology - the Psychology of Self is the study of either the cognitive and
affective representation of one’s identity or the subject of experience. It explains
the famous saying: “No man is an island”.
❖ Moral - comes from the Latin word ‘moralitas’ which denotes manner, character
and proper behavior. This principle is concerned how indivituas distinguish what
is right and what is wrong. Freewill becomes an important element as individuals
are provided with freedom of decision.
❖ Values - A person's principles or standards of behavior. One's judgment of what
is important in life. Personal values provide an internal reference for what is good,

26
 beneficial, important, useful, beautiful, desirable and constructive.

Some values include the following:

1. Loyalty 2. Sincerity
3. Kindness 4.Compassion
5. Courage 6. Perseverance
7. Cheerfulness 8. Optimism
9. Respect 10. Respect
11. Volunteerism 12. Integrity

❖ Religion - views on the self vary widely. The self is a complex and core subject in
many forms of spirituality. * Self-care is not complete without spirituality.

❖ Culture - the self is constantly evolving due to the complexities of cultures and
societies. Researchers have shown that the self is dependent on the culture that the
self has been situated around.
- It reflects the Filipinos and what are its desirable traits.

THE SELF - CONCEPT

➢ Existential Self - This is 'the most basic part of the self-scheme or self-concept;
the sense of being separate and distinct from others and the awareness of the
constancy of the self' (Bee, 1992).

➢ Categorical Self - Having realized that he or she exists as a separate experiencing

being, the child next becomes aware that he or she is also an object in the world.

AGENCIES OF SOCIALIZATION

● Family
● Peers
● School
● Church
● Government
● Social Media/ Mass Media

27
FACTORS OF ADOLESCENCE SELF CONCEPT

1. Celebrity Worship - Children look to celebrities for guidance and confirmation

in the decisions they make for themselves.

2. Materialism - During the adolescent time period, children frequently search for
external factors, tangible and intangible, to use as enhancers of their self-concept.

3. Peer Communication - the primary factor of peer communication seems to have

the greatest influence on temporary fluctuations of the self - esteem of an
adolescent.

FACTORS OF ADOLESCENCE SELF CONCEPT

A. Peer Rejection - all adolescents desire to fulfill the criteria peer groups have
constructed to achieve social acceptance

B. Family Communication - For many adolescents, the relationships among family

members are far more stable, and therefore, can have much greater effects on self
- concept.

C. Effect from Sibling - the quality of relationship and the confirmation among
siblings is argued to be one of the most important factors for increasing self -
esteem among adolescents (Dailey, 2010)

28
.

What I have learned

ACTIVITY

29
 What I Can Do
Instruction:

30
What’s More

31
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

32
 First Quarter
MODULE 3
Developmental Stages of Middle
and Late Adolescence

LEARNING OUTCOME SUMMARY

33
LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
5) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
6) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
7) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
8) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

4) H
5) H
6) H
7)
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
7) Learn about self and personal development;
8) Determine the value of understanding the self;
9) Know the theories and principles elucidating human development;
10) Identify the holistic individuality of a person;
11) Characterize the adolescence during the crucial years of development
12) Recognize the issues and challenges affecting the adolescence

What I need to Know

34
This module was designed and prepared to help you know more about Personal
Development. The objectives of each lesson will serve as a gauge of the knowledge you
will hone upon this module. Pre-assessment and post-assessment are included, which deal
with the topics that are covered. It will measure how well you learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

Warm – Up Activity:

35
What Is It

36
What I have learned
ACTIVITY

37
 What I Can Do
Instruction:

What’s More

38
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

39
40
 First Quarter
MODULE 4
Challenges in Middle and Late
Adolescence

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
9) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
10) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
11) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3

41
 12) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

8) H
9) H
10) H
11)
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
13) Learn about self and personal development;
14) Determine the value of understanding the self;
15) Know the theories and principles elucidating human development;
16) Identify the holistic individuality of a person;
17) Characterize the adolescence during the crucial years of development
18) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you

Specific Objectives
At the end of this topic the learners will be able to:

42
1.

What I Know

Warm – Up Activity:

43
What Is It

44
 What I have learned
ACTIVITY

What I Can Do
Instruction:

45
What’s More

46
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

47
 First Quarter
MODULE 5
Coping with Stress in Middle and
Late Adolescence
48
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
13) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
14) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
15) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
16) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

12) H
13) H
14) H
15)

49
 GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
19) Learn about self and personal development;
20) Determine the value of understanding the self;
21) Know the theories and principles elucidating human development;
22) Identify the holistic individuality of a person;
23) Characterize the adolescence during the crucial years of development
24) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

50
.

Warm – Up Activity:

51
What Is It

52
 What I have learned
ACTIVITY

What I Can Do
Instruction:

53
What’s More

54
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

55
 First Quarter
MODULE 6
Powers of the Mind

56
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
17) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
18) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
19) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
20) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

16) H
17) H
18) H
19)
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
25) Learn about self and personal development;
26) Determine the value of understanding the self;
27) Know the theories and principles elucidating human development;
28) Identify the holistic individuality of a person;
29) Characterize the adolescence during the crucial years of development
30) Recognize the issues and challenges affecting the adolescence

57
 What I need to Know
This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

58
.

Warm – Up Activity:

59
What Is It

60
What I have learned
ACTIVITY

What I Can Do
Instruction:

61
What’s More

62
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

63
 Second Quarter
MODULE 7
Mental Health and Well-being in
Middle and Late Adolescence

LEARNING OUTCOME SUMMARY

64
LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
21) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
22) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
23) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
24) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

20) H
21) H
22) H
23)
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
31) Learn about self and personal development;
32) Determine the value of understanding the self;
33) Know the theories and principles elucidating human development;
34) Identify the holistic individuality of a person;
35) Characterize the adolescence during the crucial years of development
36) Recognize the issues and challenges affecting the adolescence

65
What I need to Know
This module was designed and prepared to help you know more about Personal
Development. The objectives of each lesson will serve as a gauge of the knowledge you
will hone upon this module. Pre-assessment and post-assessment are included, which deal
with the topics that are covered. It will measure how well you learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

Warm – Up Activity:

66
What Is It

67
What I have learned
ACTIVITY

68
 What I Can Do
Instruction:

What’s More

69
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

70
71
 Second Quarter
MODULE 8
Emotional Intelligence

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
25) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
26) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
27) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
28) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

72
 ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)
24) H
25) H
26) H
27)
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
37) Learn about self and personal development;
38) Determine the value of understanding the self;
39) Know the theories and principles elucidating human development;
40) Identify the holistic individuality of a person;
41) Characterize the adolescence during the crucial years of development
42) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you

Specific Objectives
At the end of this topic the learners will be able to:
1.

73
 What I Know

Warm – Up Activity:

74
What Is It

75
 What I have learned
ACTIVITY

What I Can Do
Instruction:

76
What’s More

77
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

78
 Second Quarter
MODULE 9
Personal Relationships

79
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
29) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
30) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
31) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
32) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

28) H
29) H
30) H
31)

80
 GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
43) Learn about self and personal development;
44) Determine the value of understanding the self;
45) Know the theories and principles elucidating human development;
46) Identify the holistic individuality of a person;
47) Characterize the adolescence during the crucial years of development
48) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

81
.

Warm – Up Activity:

82
What Is It

83
 What I have learned
ACTIVITY

What I Can Do
Instruction:

84
What’s More

85
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

86
 Second Quarter
MODULE 10
Social Relationships of Middle
and Late Adolescence
87
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
33) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
34) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
35) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
36) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

32) H
33) H
34) H
35)

88
 GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
49) Learn about self and personal development;
50) Determine the value of understanding the self;
51) Know the theories and principles elucidating human development;
52) Identify the holistic individuality of a person;
53) Characterize the adolescence during the crucial years of development
54) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

89
.

Warm – Up Activity:

90
What Is It

91
 What I have learned
ACTIVITY

What I Can Do
Instruction:

92
What’s More

93
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

94
 Second Quarter
MODULE 11
Family Structures and Legacies

95
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
37) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
38) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
39) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
40) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

36) H
37) H
38) H
39)
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
55) Learn about self and personal development;
56) Determine the value of understanding the self;
57) Know the theories and principles elucidating human development;
58) Identify the holistic individuality of a person;
59) Characterize the adolescence during the crucial years of development
60) Recognize the issues and challenges affecting the adolescence

96
 What I need to Know
This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

97
.

Warm – Up Activity:

98
What Is It

99
What I have learned
ACTIVITY

What I Can Do
Instruction:

100
What’s More

101
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

102
 Second Quarter
MODULE 12
Persons and Careers

103
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
41) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
42) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
43) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
44) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

40) H
41) H
42) H
43)
GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
61) Learn about self and personal development;
62) Determine the value of understanding the self;
63) Know the theories and principles elucidating human development;
64) Identify the holistic individuality of a person;
65) Characterize the adolescence during the crucial years of development
66) Recognize the issues and challenges affecting the adolescence

104
 What I need to Know
This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

105
.

Warm – Up Activity:

106
What Is It

107
What I have learned
ACTIVITY

What I Can Do
Instruction:

108
What’s More

109
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

110
Second Quarter
MODULE 13
Career Pathways

111
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
45) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
46) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
47) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
48) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

44) H
45) H
46) H
47)

112
 GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
67) Learn about self and personal development;
68) Determine the value of understanding the self;
69) Know the theories and principles elucidating human development;
70) Identify the holistic individuality of a person;
71) Characterize the adolescence during the crucial years of development
72) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

113
.

Warm – Up Activity:

114
What Is It

115
 What I have learned
ACTIVITY

What I Can Do
Instruction:

116
What’s More

117
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

118
 Second Quarter
MODULE 14
Insights into One’s Personal
Development
119
 LEARNING OUTCOME SUMMARY

LEARNING OUTCOME 1 SELF - DEVELOPMENT

CONTENTS:
49) Knowing Oneself EsP-PD11/12KO-Ia-1.1 - EsP-PD11/12KO-Ib-
1.3
50) Developing the Whole Person EsP-PD11/12DWP-Ib-2.1 - EsP-PD11/12DWP-
Ic-2.3
51) Developmental Stages in Middle EsP-PD11/12DS-Ic-3.1 – EsP-PD11/12DS-Id-
and Late Adolescence 3.3
52) The Challenges of Middle and EsP-PD11/12CA-Id-4.1 – EsP-PD11/12CA-Ie-
Late Adolescence 4.3

ASSESSMENT CRITERIA: (EXECUTION OF THE LESSON)

48) H
49) H
50) H
51)

120
 GENERAL OBJECTIVES

The following objectives will guide our students to enable them to:
73) Learn about self and personal development;
74) Determine the value of understanding the self;
75) Know the theories and principles elucidating human development;
76) Identify the holistic individuality of a person;
77) Characterize the adolescence during the crucial years of development
78) Recognize the issues and challenges affecting the adolescence

What I need to Know

This module was designed and prepared to help you know more about
Personal Development. The objectives of each lesson will serve as a gauge of the
knowledge you will hone upon this module. Pre-assessment and post-assessment are
included, which deal with the topics that are covered. It will measure how well you
learned from this module.

Specific Objectives
At the end of this topic the learners will be able to:
1.

What I Know

121
.

Warm – Up Activity:

122
What Is It

123
 What I have learned
ACTIVITY

What I Can Do
Instruction:

124
What’s More

125
 ASSESSMENT
Name:_____________________________________
Strand & Section: _______________________________

126
127
128
129
130
131
132
133
134
SUMMATIVE EXAM

135
KEY TO CORRECTION
What I Know
1. TRUE
2.

Warm-Up Activity: Who Am I

1.
2.
3.

What I Have Learned

Part 1
1.
Part 2

Summative Exam
Matching Type
1.

136
2.
Enumeration
1.
2.
Fill in the Blanks
1.
2.

References

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Personality Development. (2016, May 10). Retrieved May 27, 2016, from wikipedia:
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Sadsad, E. M. (2016). Personal Development: Theory and Practice. Manila: Mindshapers
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Sagaran, S. (2016, March 9). Retrieved from Linkedin:
https://www.linkedin.com/pulse/personal-development-personality-seetha-sagaran
Santos, R. R. (2016). Personal Development. Manila: REX Book Store.
Self. (2016, April 27). Retrieved May 27, 2016, from Wikipedia:
https://en.wikipedia.org/wiki/Self
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http://study.com/academy/lesson/sigmund-freuds-layers-of-the-self.html
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https://www.habitsforwellbeing.com/importance-knowing/

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