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UNIT 1:
SELF DEVELOPMENT

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WEEK NUMBER MOST ESSENTIAL LEARNING COMPETENCIES

Discuss the relationship among physiological, cognitive,
psychological, spiritual, and social development
2 Evaluate his/her own thoughts, feelings, and behaviors
Show the connections between thoughts, feelings, and behaviors
in actual life situations
Discuss developmental tasks and challenges being experienced
during adolescence
3 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
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WEEK 2
COMPETENCY 2.1
Discuss the relationship among
physiological, cognitive, psychological,
spiritual, and social development
 3

In the previous topics, you learned about yourself. You realized that exploring
oneself is the key to knowing yourself more. Before we begin exploring more ourselves,
let us pause and reflect on these questions:

1. What are the different aspects of myself?

2. How can I develop personal effectiveness?
3. What is holistic development?
4. What are the connections of my thoughts, feelings, and behaviors in my experience
as a middle and late adolescent?

In this lesson, you will learn to assess your own beliefs about holistic
development. We will try to explore the different aspects of yourself and how it affects
your life. Holistic development is not an overnight project but instead it must be seen as
a lifelong project you have to undertake. But upon understanding the aspects of
yourself, you can slowly understand yourself as a middle and late adolescent. Further,
we will try to explore and evaluate your own thoughts, feelings, and behaviors and how
these could affect your experiences as a middle and late adolescent.
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DO THIS

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 1: DEVELOPING THE WHOLE PERSON

PART I: Let us try to assess how much you know the aspects of the self. Assess the
following situations. Choose which aspect of the self is being described in each item?
These are the following choices:

ASPECTS OF THE SELF

Physical Self
Intellectual Self
Emotional Self
Sensual Self
Interactional Self
Nutritional Self
Contextual Self
Spiritual Self or Life Force

1. Kristine is a Grade 11 student who is conscious about her looks including the
way that she dressed, her facial appearance and body figure. Determine this
Aspect of the self.
2. Fear of God. Praying the rosary. Going to church for mass, praise and worship.
These are the practices that Ester inherited from her parents.
3. Marlon is kind and respectful towards his elders. He never fails to greet them.
Which aspect of the self is being developed?
4. Sam is a youth volunteer in their barangay. Their aim is to maintain the
cleanliness of their surroundings and advocating for the proper disposal of
garbage. Which aspect of the self would Sam want to develop?
5. Tom is a hot-tempered individual. He does not listen to reasons and has the
tendency to argue. What aspect of the self Tom lacks?
6. Christine is not only concern about her feelings but her other senses as well like
speaking, touching, hearing.
7. Dave is careful in dealing with other people. He is careful in the words that he
speaks so that he does not offend other people.
8. Ellaine knows that eating junk food is bad for the health. That is why she tries to
avoid eating them and rather eat more vegetables.
9. Shane is more concern about her body image. She keeps on buying beauty
products even if she cannot afford them.
10. Karen follows the teachings of her parents to always be respectful to the elderly
and to say sorry if she commits a mistake.
 5

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 2: HOLISTIC DEVELOPMENT

Identify which category of the Holistic Development do these Aspects of the Self
belong? Place your answer on the circle provided.

NOTE: You may refer to our discussion on the Aspects of the Self

Physiological

Social Cognitive

Psychological Spiritual

Let us check your answer. Refer to the answer keys. If you have more incorrect numbers than correct
ones, you do not have to worry. Part of knowing oneself is to assess the aspects of yourself.
ASPECTS OF THE SELF
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ASPECTS OF THE SELF

What is my understanding of a whole person? When it says whole does it mean

a person is complete? How are my thoughts, feelings and behaviors related and how do
they interact?
These are the questions that revolve around our lesson. The aspects of the self
are complex matters that we need to chop segment by segment. At the same time, this
lesson will connect the aspects of the self when it comes to development into the
different categories of Holistic Development and how these categories connect and
correlate with each other.

There are different aspects of the self when we talk about the self-concept.
1. Physical Self – Physical description of yourself: height, weight, body areas, skin color,
facial features
2. Intellectual Self – How well you reason and solve problems, your capacity to learn
and create, general amount of knowledge, wisdom you acquired.
3. Emotional Self – Feelings, what you feel, capacity to feel and feelings associated with
others
4. Sensual Self – the senses: sight, hearing, speaking, smelling, touching
5. Interactional Self – Your strengths and weaknesses, your relations with the significant
others: friends, family, classmates and strangers in the social settings.
6. Nutritional Self – the food that you eat that would nourish your body
7. Contextual Self – How you maintain your living condition. Dealing with space,
temperature, the environment, weather, colors
8. Spiritual Self – Feelings toward religion, spirituality, spiritual development, inner
peace and joy, spiritual connections to others.

These aspects consist the different areas of our selves or what composes our
deeper selves. A deeper look on these aspects can identify specific areas that would
help regulate the self to further improve and be more stable.
When we consider the totality of the person and deeply look into a person, we
look at the person as a whole. Thus, the person will be holistically developed.
What is Holistic Development? Holistic development is a process of self-actualization
and learning that combines an individual's cognitive, physiological, social,
Psychological, and spiritual growth.

a. Physiological – the physical attributes including the five physical senses. This
correlates to the Physical Self, the Sensual Self, and the Nutritional Self
b. Cognitive – the intellectual functions of the mind: thinking, recognizing, reasoning,
analyzing, projecting, synthesizing, recalling, and assessing. This correlates to the
Contextual and Intellectual Self.
 7

c. Psychological – how thinking, feeling, and behaving interact and happen in a person.
This correlates to the Emotional Self.
d. Social – how an individual interacts with other individuals or groups of individuals.
This correlates with the Interactional Self.
e. Spiritual – the attribute of a person’s consciousness and beliefs, including the values
and virtues that guide and put meaning into a person’s life. This correlates with the
Spiritual Self.
Many individuals put more strong emphasis on the Physical aspect of the self.
The body is more tangible, obvious, and we respond to it easily. It may be important to
some however, some put more emphasis on the mind. Some believe that the mind
directs the information to the body including the feelings. People store both healthy and
destructive thoughts on the mind. The mind provides access to creativity and serenity
which are necessary for such processes as prayer, forgiveness, and passion.
The human emotions are the most feared aspect of the self. Some individuals are
reluctant to open up about their feelings. Some do not know how to manage them.
Managing the feelings are tricky. They are both elusive and deceptive. A decision made
under emotional stress could impact the well-being of an individual. Some negative
emotions are being suppressed or stored.
By assessing your own holistic development, you can now determine which
aspect you have given emphasis into or which aspect you failed to prioritize. Putting a
balance between each of the aspect can help the individual acquire a more developed
and holistic self.

Physiological

Social Cognitive

Psychological Spiritual
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EXPLORE

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 3: DEVELOPING THE WHOLE PERSON

1. What is my understanding of Holistic Development?

______________________________________________________________________
______________________________________________________________________

2. What are the relations of the Aspects of the self to Holistic Development?
______________________________________________________________________
______________________________________________________________________

3. Which aspect of Holistic Development I consider my strength? Explain further.

______________________________________________________________________
______________________________________________________________________

4. Which aspect of Holistic Development I consider my weakness? Explain further

______________________________________________________________________
______________________________________________________________________
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REFLECTION

This activity will teach you the different aspects of self development, the correlation of
aspects of the self to Holistic Development and look for ways to further develop yourself.

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 4: PERSONAL ASSESSMENT OF MY HOLISTIC SELF

Assess the aspect of your own development. Which aspect I feel are already
developed? Which aspect I consider my weakness or areas for improvement? Put a
check mark on each item and explain further.

HOLISTIC ALREADY DEVELOPED WEAKNESS/ WOULD

DEVELOPMENT LIKE TO DEVELOP

PHYSIOLOGICAL

COGNITIVE

PSYCHOLOGICAL

SPIRITUAL

SOCIAL
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ENRICHMENT

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 5: PERSONAL ASSESSMENT OF MY HOLISTIC SELF

As a middle and late adolescent, which of the aspects am I

having most difficulty with?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

How could I further improve myself to become a more holistic

individual?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
 11

WEEK 2
COMPETENCY 2.2
Evaluate his/her own thoughts, feelings,
and behaviors
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Just how powerful is our mind? How do our minds work? How powerful is the
mind? If we are to choose between our thoughts and feelings, what would we choose?
Or do we need to choose? Is there a balance between the minds, the heart and our
actions? How can balancing our minds, thoughts and actions make one successful?
In this lesson, we will explore the Power Triad: Thoughts, Feelings and Actions
and how these can lead one to attain success in life. In this lesson, we will also journey
to some inspiring stories of people who win in life. These success stories will inspire you
to identify the factors that lead these people to succeed and overcome obstacles in life.

DO THIS

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 5: THE POWER TRIAD

Read the following situations and choose the best answer.

1. You failed to make your assignment the other night. What are you going to do?
a. Copy the assignment from your classmate.
b. Tell your teacher the truth and apologize.
2. Your classmate won during a contest. What should you say to him/her?
a. Congratulate your classmate for a job well done.
b. Bash him/her on social media.
3. You failed in one of your exams. How would you feel?
a. Angry because the exam is too difficult.
b. Will try to study more next time to be better during the exam.
4. Two of your friends had a disagreement. How would you handle the situation?
a. It is not my concern. It doesn’t matter if they have a disagreement.
b. Talk to my friends and tell them to talk about the problem rationally.
5. What is the best approach if you meet a difficult task?
a. Quit and surrender.
b. Tell myself that I can do it.
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EXPLORE

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 6: THE POWER TRIAD

Looking back at the 5 questions above, reflect on the following questions:

1. What did you feel while answering the questions?
______________________________________________________________________
______________________________________________________________________

2. What did you use while making your decision? Your thoughts, your emotions
or both? Explain further.
______________________________________________________________________
______________________________________________________________________
3. Do you think that you made the right decision? Explain further.
______________________________________________________________________
______________________________________________________________________

4. If my decision is not right, how would I feel?

______________________________________________________________________
______________________________________________________________________

5. If my decision is not right, what would I do?

______________________________________________________________________
______________________________________________________________________
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KEEP THIS IN MIND

LET US DEEPEN:

THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS

SITUATIONS

ACTIONS THOUGHTS

FEELINGS

The only thing we can control are our minds, thoughts and behaviors. If we can
manage those, then we can attain a balance in our life. This way, we can eventually
achieve our goals and attain success in our life. According to Tony Robbins, “Take
control of your consistent emotions, and begin to consciously and deliberately reshape
your daily experience of life”. This means that by feeding positive thoughts in our
minds, we can evaluate reality more clearly, make better decisions and improve our
ability to achieve our goals. If we feed positive thoughts to our self, eventually positive
feelings and actions will follow.
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MY POWER TRIAD

MY POWER OF THOUGHT (empowering my thoughts)

- By controlling my thoughts, I take control of my life
- By controlling my thoughts, I listen to my thoughts
- What to control and how I control it
- Identifying the positive and negative thoughts
- Our perception of reality
- Managing my brain and achieving my goals
MY POWER OF FEELINGS
- Putting behind my thoughts and empowering my emotions
- By controlling my thoughts, I control my feelings
- When a situation arises, we have thoughts about that situation, those
thoughts will trigger feelings and based on our feelings arise some behavior
which will impact the situation whether positive or negative
- Changing my emotional state and putting myself in situations that would make
me feel good
MY POWER OF ACTIONS
- Empowering my action
- Doing things that are beneficial to myself
- Acting on situations that may not harm myself and others
- Making decisions that are beneficial to myself and others
- Being aware of my judgments by focusing on the process for being
successful rather than on the rewards
- Gaining inspiration from people who have gone through ups and downs in life
will eventually also inspire us to weigh down on our own decisions in life
By empowering our thoughts and feelings will eventually lead to
rational thoughts, emotional resilience, thus, having a positive mindset.
Real life stories are indeed powerful tools in facing life’s challenges and
eventually winning in life. Here are three stories of inspiring people who went
through ups and downs in life but did not give up. May their stories be a
powerful tool for you to identify the factors that may lead one to succeed.
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INSPIRING STORIES:

Activity: Analyze this … THREE SUCCESS STORIES

Manny Pacquiao’s Unbelievable Success Story
Manny Pacquiao’s Unbelievable Success Story Will Inspire You It’s 1990 in the
province of General Santos in the Philippines. Manny Pacquiao is 12 years old.
Pacquiao often speaks of his debt to his maternal uncle, Sardo Mejia, who
introduced him to boxing after he dropped out of school. It was this moment that
would spark an unforeseen passion and drive in Pacquiao to be one of the best
boxers in the entire world.
According to his autobiography, he describes watching Mike Tyson’s shocking
defeat to James “Buster” Douglas in 1990 on television with his uncle as an
experience that “changed [his] life forever.” In his hometown, he set up an open-for-
all boxing match and beat every opponent who came. He was well on the road of
transforming himself from a lanky school dropout to a junior boxing champion.
Despite his success, his family was still living in extreme poverty and hunger. They
became so desperate to the point that his father had to kill his pet dog for dinner.
Pacquiao couldn’t forgive his father for what he did so he left home, slept on
cardboard boxes, and sold bread on the streets just to make a meager living.
At that point, he also used boxing and won matches for $2 each, as a means of
escaping poverty. He soon moved to Manila and continued winning several boxing
matches, but given the increased standards of living, he wasn’t making enough to
survive. He soon got a job at a local gym doing gardening, cleaning and construction
while boxing on the side. He trained crazily all day and all night when possible,
waking up the earliest and leaving the gym at the latest possible time. Early on, his
perseverance and determination to be a part of the boxing world swayed him to
cheat and add on some weights to meet the featherweight class requirements. As
the fights got more serious, Pacquiao started getting more famous as well. He would
beat fighters from South Korea, Japan and Thailand and at the very young age of
19, he won his first World Champion title by beating Chatchai Sasakul, the reigning
World Boxing Council (WBC) World Flyweight Champion at that time. The turning
point for Pacquiao came when he won against world-class featherweight. Boxer
Marco Antonio Barrera at the Alamodome in Texas with a TKO. After that fight, he
was recognized internationally as a force to be reckoned with. Today, at 37, he is
one of the most respected boxers. Despite his loss during the Mayweather match,
he still has won the hearts of many boxing fans both in the Philippines and
worldwide. His one-of-a-kind story will continue to inspire and it will always portray
the journey of what millions of Filipinos continue to aspire for.
Source: https://www.kalibrr.com/advice/2015/05/manny-pacquiao-success-story-willl-inspireyou/
 17

The Pia Wurtzbach Success Story

Pia Alonzo Wurtzbach was crowned “Miss Universe” at the 64th Miss Universe
2015 pageant held at Las Vegas, Nevada, USA. Pia is an actress and model of
German-Philippine origin. She is Miss Philippines 2015. She symbolizes the deadly
combination of beauty with brains. Pia is a beauty-writer, chef and make-up artist.
Pia Wurtzbach was born on 24 September 1989 in Stuttgart, BadenWürttemberg.
Her father is a German and her mother is a Filipino. Pia has a younger sister. Pia
was named in keeping with the Philippines' tradition. Her middle name 'Alonzo' is her
mother's maiden name. Pia did her secondary education from ABSCBN Distance
Learning School in Quezon City. She studied Culinary Arts from the Centre for Asian
Culinary Studies, San Juan, Metro Manila.
Pia ventured into the world of glitz and glamour at the tender age of fourteen.
She joined an acting and modelling agency for children, 'Star Magic Talent'. Pia got
a break in television when she featured in K2BU, a series for teenagers, the
romance collection, 'Your Song' and the concert programme, 'ASAP'. Pia has acted
in films; 'All My Life', 'All About Love' and 'Kung Ako Na Lang Sana'. Pia was the
brand ambassador for 'Avon Teen' for a period of five years. She has graced the
cover of several prestigious fashion magazines. Pia writes for the 2bU column of
'Inquirer Lifestyle'. She is popular as Pia Romero, her screen name. Pia is a pageant
title-holder. Her first beauty contest was the 'Binibining Pilipinas 2013'. She was the
'first runner-up'. She participated in the 'Binibining Pilipinas 2015' as a representative
of Cagayan de Oro and won the title, paving the path for bigger victories. Pia Alonzo
walked away with the “Miss Universe” title at the Miss Universe Pageant 2015 held
on December 20 at The Axis, Las Vegas, Nevada, USA.
The 26- year old beauty set the stage ablaze with her poise, incredible class and
talent in her exotically gorgeous ball gown and costumes. Pia was crowned by her
predecessor, Paulina Vega. As Miss Universe, Pia aspires to lead the youth and
spread awareness about HIV, especially in Philippines.
Source: http://successstory.com/people/pia-alonzo-wurtzbac

A Love Affair that Got Me Close to a Great Doctor

I am blissfully married and a proud mother to three young men. My husband Leo
knows that I am also engaged in another love affair, a sweet and enduring one. And
he approves, so do my sons. This love affair is with research, and it started during
my pediatric residency training. I can still remember vividly the excitement and the
long nights, the discovery of meaningful developments, the joy of reading medical
journals, the eagerness to prepare something thorough and relevant.
 18

The excitement I felt continued up to my postgraduate internship, my fellowship

in infectious diseases and it has lasted till now. My husband was never jealous and
my relationship with my sons never soured despite this other ongoing and never-
ending love affair. I could not ask for more. This is the best life. So last May 23, the
family accompanied me to Vigan, Ilocos Sur, to attend the 107th annual convention
hosted by the Philippine Medical Association (PMA). Being included as one of the 15
finalists for the coveted Dr. Jose P. Rizal Memorial Awards is a proud moment for
my family. With them around, I was the proudest wife, mom and doctor.

While individual citations were being read on stage for the top awardees for
Community Leadership (Dr. Purisima A. Bueno), Government Service (Dr. Maria
Victoria M. Abesamis), Clinical Practice (Dr. Bonaleth M. De Vera) and Academe
(Dr. Estrella B. Paje-Villar), I never expected that the final citation was all about the
fruits of my other love affair, with research. “Lead investigator for the much-awaited
clinical trials on the multivalent dengue vaccine…” “repeatedly cited by researchers
here and abroad…” “served as the springboard for the Expanded Program of
Immunization (EPI) of the Department of Health…” “provided the evidence and the
science…” “extended her work to the communities…” “greater things to come that
will benefit science, medicine and the Filipino people…” “epitomizes the virtues of
Dr. Jose P. Rizal…” “…love of country and service to our countrymen…”

All these brought me back to the past 30 years of my medical, family and
community life. My love affair with research did not happen overnight. It was a
journey that began with a case presentation as a first-year pediatric resident, and a
prospective study on how to prevent early jaundice in newborns. My
recommendation that a nursery should always be facing the direction the sun rises
so that a newborn can benefit from exposure to morning sunlight won the top prize
for the hospital’s annual research competition. This did not happen once. It was a
back-to-back win for three straight years. I got hooked. Who would not be? Year
1991 was my first immersion in dengue research. Twenty-three years later, I am now
the lead investigator of the country’s clinical trials for dengue vaccine, in the
countries where dengue is a major public health problem. It’s a vaccine the medical
community worldwide is waiting for. In Vigan, the Philippine Medical Association
(PMA) bore witness to the conferment of the award.

The title comes with a specially designed trophy in the image of Dr. Jose P. Rizal by
National Artist Napoleon V. Abueva, a gold medallion, free trip to the United States to
attend the convention of the American Academy of Family Physicians and P150, 000
worth of medicines that I can share with a civic organization of my choice. Was it just a
coincidence or pure fate that it is also the 23rd year of the presentation of the
prestigious Dr. Jose P. Rizal Memorial Awards? If the number “23” is a coincidence,
what a joyful one. If this is destiny, let me accept it with gratitude. This award is a fitting
tribute to those who have encouraged and inspired me to continue my love affair with
research — participants and their families as well as my teams in clinical trials, officials
 19

of the local health, school and government units, the Research Institute for Tropical
Medicine, collaborators/ partners and sponsors of my researches, Basaynon Katiguban,
Inc. and my town mates in Basey, Samar, who continue to show resiliency despite the
tragedy during the super typhoon Yolanda, the Philippine Pediatric Society and Manila
Medical Society for the recognition of my works and the nomination.

For more than three decades, I have never felt happier and accomplished than
when doing medical research. It is tiring but exciting, demanding yet humbling,
intimidating but empowering, exacting yet fulfilling. My work is my loving tribute to a
great Filipino and a fellow doctor, Jose P. Rizal, MD. (Dr. Rose Zeta Capeding is the
23rd Dr. Jose P. Rizal Memorial Awardee for Research. She is currently the head of
the Microbiology Department of the Research Institute for Tropical Medicine (RITM)
and head of the Dengue Research Group. She is the head, Section of Infectious
Diseases, Department of Pediatrics, Asian Hospital and Medical Center)

Source: http://www.philstar.com/business-life/2014/06/30/1340085/love-affair-got-me-
closegreat-doctor
 20

REFLECT

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 7: INSPIRING STORIES

1. Can you identify with any of the characters mentioned – Manny Pacquiao, Pia
Alonzo Wurtzbach and Dra. Rpse Zeta Capading? In what ways?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What lessons can you learn from the character you have chosen?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. How would like your story to be told?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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ENRICHMENT

Reflecting on all those inspiring stories, we can say that these individuals have
devoted much hard work, focus and dedication in order to reach their peak to success.
The journey was not easy, but their determination made them what they are now. There
is no single key to success. It is achievable and it is not magical. Success is about right
mindset, emotional resilience and proper behavior.

A REAL WINNER
is one who is able to:

• win over his/her battles and difficulties in life and turns them into a learning and
glorifying experience;

• find meaning in pleasant and unpleasant events in his life; • live in peace with
difficult people and difficult situations;

• win the goodwill of others, their respect and admiration;

• get what he wants using win-win strategies; never at the expense of others;

• discover and use opportunities to his best advantage;

• develop and use his talents and abilities to the best advantage and in so doing, make
meaningful contribution in making this world a better place to live in

Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and Character
Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila.
 22

WEEK 2
COMPETENCY 2.3
Show the connections between thoughts,
feelings and behavior in real life situations
 23

What is the recipe for success? According to Benjamin Franklin Fairless, there
are just four essential ingredients:

1. Choose a career you love

2. Give it the best there is in you
3. Seize your opportunities
4. Be a member of a team

Assessing one’s own development is incomplete without identifying one’s own

goals in life. Development can be more purposeful if they are directed to the
achievement of goals.
In this lesson, we will try to explore our own recipe for success and ask ourselves
these questions: what is my personal recipe for success? What will be the important
ingredients that I will include in order for my recipe to be tasty and satisfying? How do I
mix these ingredients in order to come with a successful result?
At the end of the lesson, we will be able to identify the different ingredients
needed for our Personal Recipe for success. We will be able to create our own recipe
for success. We will integrate and reflect on this recipe and implement this in the future
whether you go to college or seek for a job.
This activity involves making a personal recipe for achieving personal goals.
Review the success stories of Manny Pacquiao, Pia Alonzo Wurtzbach and Dr. Rose
Zeta-Capeding. What do you think is the recipe for success of these well-featured
individuals?
SAMPLE RECIPE FOR SUCCESS

JOLLY’S RECIPE FOR SUCCESS

INGREDIENTS:
1 kilo of hardwork ½ cup of goodwill
Half kilo of perseverance ½ cup of teamwork
1 pinch of resilience ¼ cup of patience
1 tsp. of determination 1 liter of tolerance
1 tbsp. of initiative prayer to taste

PROCEDURE:
Mix hardwork, perseverance and determination. In a separate bowl, mix initiative resilience and
patience. Mix until all ingredients blend well. Place all mix ingredients in a bowl and simmer for a while.
After a few minutes, pour the remaining ingredients in order: tolerance, goodwill and teamwork. Once
the recipe is cooked, sprinkle prayer to taste according to your palate’s desire.
 24

EXPLORE

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 8: RECIPE FOR SUCCESS

MY PERSONAL RECIPE FOR SUCCESS WITH REFLECTION

Make your own recipe for achieving your personal goals. Identify your goal
and break it down into a recipe.

(NAME OF YOUR RECIPE)

INGREDIENTS:
_____________ ____________
_____________ ____________
_____________ ____________

PROCEDURE:
 25

REFLECTION

THE STORY OF THE TWO WOLVES

The following is an old Cherokee Indian story that is enlightening and helpful.
One evening an old Cherokee told his grandson about a battle that goes on inside
people. He said, "My son, the battle is between two wolves inside us all." "It is a terrible
fight and it is between two wolves. One is evil - he is anger, envy, sorrow, regret, greed,
arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego."
He continued, "The other is good - he is joy, peace, love, hope, serenity, humility,
kindness, benevolence, empathy, generosity, truth, compassion, and faith. The same
fight is going on inside you – and inside every other person, too." The grandson thought
about it for a minute and then asked his grandfather, "Which wolf will win?" The old
Cherokee simply replied, "The one you feed".
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-
 26

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. It may be thoughts such as “I cannot stop hating
my teacher for not giving me high grades.” It may involve an emotion e.g. “My girlfriend
left me and I cannot stop feeling sad, lonely and unloved.” It can also be in the form of a
behavior such as the inability to control one’s craving for food such as cakes and
chocolates.
But are we indeed really powerless to control our own maladaptive
thoughts, feelings and actions? The grandfather’s answer “The one you feed” is
deceivingly simple. The results of psychological research indicate that there are at
least four important concepts or ideas implied by the answer:
1. The mind is not the unitary it seems to us but consists of different parts.
For example in the story there are the two wolves and the “you”
that chooses between them.
2. These parts of the mind/brain can interact and be in conflict with each other
i.e the two wolves fight for dominance over our mind and behavior.
3. The “you” has the ability to decide which wolf it will feed.
4. Having made a choice, “you” can decide specifically how to “feed”
or nurture the selected wolf.
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-your-thoughts-feelings-
and-actions.html
 27

ENRICHMENT

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 9: THOUGHTS, FEELINGS, AND ACTIONS

THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS

The STORY OF THE TWO WOLVES gives rise to a number of

questions. Let us share our thoughts, feelings and opinions on the following
questions. By taking time to do this, you will learn to better manage your mind,
feelings, and actions and consciously feeding the good wolf in you.

1. How aware are you of the two different opposing “wolves” operating within
your mind, one of which leads to pain and a diminished sense of life and the
other to a joyous, meaningful, and fulfilling life?
______________________________________________________________________
______________________________________________________________________
_______________________________________________________

2. When was the time you feel disappointed by the choice of behavior because
you knew that there was a more positive option but you just didn’t choose it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. What ways or techniques or exercises do you use to strengthen yourself so

as to increase its potency to choose and hence control your life?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. In what specific ways do you feed the negative wolf?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5. What specific ways do you use to feed the positive wolf?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Source:http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-your-thoughts-feelings-
and-actions.html
 28

WEEK 3
COMPETENCY 3.1
Discuss the developmental tasks
and challenges being experienced
during adolescence
 29

TRY THIS

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 1: DEVELOPMENTAL STAGES

Identify which developmental stage does the following characteristics belong:

1. Age when hereditary endowments and sex are fixed and all body features,
both external and internal are developed.
a. Pre-natal b. Early Childhood c. Early adulthood
2. Foundation age when basic behavior are organized and many ontogenetic
maturation skills are developed.
a. Earlyn adulthood b. Infancy c. Old age
3. Pre gang age, exploratory, and questioning stage.
a. Late Childhood b. Adolescence c. Early Childhood
4. Gang and creativity age
a. Early Childhood b. Adolescence c. Late Childhood
5. Transition age from childhood to adulthood
a. Early adulthood b. Adolescence c. Middle Age
6. Age of adjustment to new patterns of life
a. Early adulthood b. Middle Age c. Adolescence
7. Transition age when adjustments to initial physical and mental decline are
experienced.
a. Middle Age b. Early Adulthood c. Late Childhood
8. Retirement age
a. Middle Age b. Old Age c. Early Adulthood
 30

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 2: DEVELOPMENTAL TASKS

Direction: Choose from the box the developmental stage that corresponds to each
developmental task

a. Infancy and Early Childhood d. Early Adulthood

b. Middle Childhood e. Middle Adulthood
c. Adolescence f. Later Maturity

1. Adjusting to decreasing strength and health

2. Learning to walk; learning to take solid foods; learning to talk
3. Helping teenage children to become happy and responsible adults
4. Learning physical skills necessary for ordinary games
5. Achieving mature relations with both sexes
6. Selecting a mate; learning to live with a partner
7. Learning sex differences and sexual modesty
8. Learning an appropriate sex role
9. Achieving emotional independence of adults
10. Starting a family; rearing children
 31

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 3: DEVELOPMENTAL CHALLENGES

Direction: Choose from the box which developmental challenge is being described.

a. Physical Development c. Social Development

b. Emotional Development d. Mental Development

1. Physiological changes during the puberty stage

2. May stress over school and test scores.
3. Shifts in relationship with parents from dependency and
subordination to one that reflects one’s maturity and responsibilities
4. Better at settings goals
5. Better understanding of complex issues
6. More and more aware of social behaviors of friends.
7. Seeks privacy and time alone
8. Boys gaining weights, muscle mass and height
9. Starts to want both physical and emotional intimacy in relationships.
10. Friends become more important

Let us check your answer. Refer to the answer keys. If you have more
incorrect numbers than correct ones, you do not have to worry. The purpose
for our lesson is to determine the different development stages that
corresponds to your development tasks. This will also determine which
development stage you belong and what is your ideal development tasks. At
the same time, you can determine the different developmental challenges
you experienced or will experience as you go through each stage.
 32

KEEP THIS IN MIND

QUESTION: How can adolescents be prepared for adult life by accomplishing various
developmental tasks according to developmental stages?

Things have progression on certain patterns. And so is life, for life also has
developmental stages. As we go through life, we experience a series of transitions from
the moment we are born until we get old. And these series of transitions come with
different experiences, transitions and developments as you go through life.
At the end of our lessons, we will be able to:
1. Discuss developmental tasks and challenges being experienced
during adolescence
2. Evaluate one’s development through the help of significant people
around him/her (peers, parents, siblings, friends, teachers,
community leaders)
3. Identify ways that help one become capable and responsible
adolescence prepared for adult life.
Included in this lesson is planning for your personal timeline carefully and being
mindful of the events that made you grow, the important wisdom you learned in life and
where you rise from the challenges. Let us focus on resiliency rather than the downfall.
In this way, you can see the future progressively and full of hope. Part of the objective of
our lesson is for you to express how you feel about the expectations of the significant
people in your life (parents, siblings, friends, teachers, community leaders) and how
they can impact your life. The opinions of other people are important, but you need to
classify those opinions to your over-all well-being. There are major developmental
challenges likely to affect overall well-being during adolescence and emerging
adulthood and there are also personal and social assets needed to facilitate a
successful passage through adolescence and into adulthood. This lesson will also
portray these challenges and reflect on the most effective way to face these situations.

DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across the

lifespan, including physical, cognitive, social, intellectual, perceptual, personality and
emotional growth.
The study of human developmental stages is essential to understanding how
humans learn, mature and adapt. Throughout their lives, humans go through
various stages of development.
The human being is either in a state of growth or decline, but either condition
imparts change. Some aspects of our life change very little over time, are consistent.
Other aspects change dramatically. By understanding these changes, we
 33

can better respond and plan ahead effectively.

DEVELOPMENTAL STAGE CHARACTERISTICS

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

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most

systematic and extensive manner. His main assertion is that development is continuous
throughout the entire lifespan, occurring in stages, where the individual moves from one
stage to the next by means of successful resolution of problems or performance of
developmental tasks. These tasks are those that are typically encountered by most
people in the culture where the individual belongs. If the person successfully
accomplishes and masters the developmental task, he feels pride and satisfaction, and
consequently earns his community or society’s approval. This success provides a sound
foundation which allows the individual to accomplish tasks to be encountered at later
stages. Conversely, if the individual is not successful at accomplishing a task, he is
unhappy and is not accorded the desired approval by succeeding developmental tasks.
This theory presents the individual as an active learner who continually interacts with a
similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the
developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values and
goals) and sociology (specific culture to which the individual belongs).
 34

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early childhood Middle Childhood Adolescence

(0-5) (6-12( (13-18)
▪ Learning to walk ▪ Learning physical skills ▪ Achieving mature
▪ Learning to take solid necessary for ordinary relations with both
food games sexes
▪ Learning to talk ▪ Building a wholesome ▪ Achieving a masculine
▪ Learning to control the attitude toward oneself or feminine social role
elimination of body ▪ Learning to get along with ▪ Accepting one’s
wastes age-mates physique
▪ Learning sex differences ▪ Learning an appropriate ▪ Achieving emotional
and sexual modesty sex role independence of adults
▪ Acquiring concepts and ▪ Developing fundamental ▪ Preparing for marriage
language to describe skills in reading, writing, and family life
social and physical and calculating ▪ Preparing for an
reality ▪ Developing conscience, economic career
▪
▪ Readiness for reading morality and a scale of Acquiring values and an
▪ Learning to distinguish values ethical system to guide
right from wrong and ▪ Achieving personal behavior
developing a conscience independence ▪ Desiring and achieving
▪ Developing acceptable socially responsible
attitudes toward society behavior

Early Adulthood Middle Adulthood Later Maturity

(19-30) (30-60) (61+)
▪ Selecting amate ▪ Helping teenage children ▪ Adjusting to decreasing
▪
Learning to live with a to become happy and strength and health
partner responsible adults ▪ Adjusting to retirement
▪ Starting a family ▪ Achieving adult social and and reduced income
▪
▪ Rearing children civic responsibility Adjusting to death of
▪ Managing a home ▪ Satisfactory career spouse
▪ Starting an occupation achievement ▪ Establishing relations
▪ Assuming civic ▪ Developing adult leisure with one’s own age
responsibility time activities group
▪
Relating to one’s spouse ▪ Meeting social and
as a person civic obligations
▪ Accepting the ▪ Establishing
physiological changes of satisfactory living
middle age quarters
▪
Adjusting to aging parent
 35

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R.,
Parentela, Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of
the Human Mind. Mutya Publishing House, Inc.

THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE

Physical Development

• Most girls have completed the physical changes related to puberty by age 15.
• Boys are still maturing and gaining strength, muscle mass, and height and are
completing the development of sexual traits.

Emotional Development
• May stress over school and test scores.
• Is self-involved (may have high expectations and low self-concept).
• Seeks privacy and time alone.
• Is concerned about physical and sexual attractiveness.
• May complain that parents prevent him or her from doing things independently.
• Starts to want both physical and emotional intimacy in relationships.
• The experience of intimate partnerships

Social Development
• Shifts in relationship with parents from dependency and subordination to one that
reflects the adolescent’s increasing maturity and responsibilities in the family and
the community.
• Is more and more aware of social behaviors of friends.
• Seeks friends that share the same beliefs, values, and interests.
• Friends become more important.
• Starts to have more intellectual interests.
• Explores romantic and sexual behaviors with others.
• May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).

Mental Development
▪
Becomes better able to set goals and think in terms of the future.
▪
Has a better understanding of complex problems and issues.
▪
Starts to develop moral ideals and to select role models.
Source: http://deepblue.lib.umich.edu/bitstream/handle/2027..42/49236/179_ftp.pdf
 36

ENCOURAGEMENT 101: The Courage to Be Imperfect

by Timothy D. Evans, Ph.D.

Encouragement is the key ingredient for improving your relationships with others.
It is the single most important skill necessary for getting along with others – so important
that the lack of it could be considered the primary cause of conflict and misbehavior.
Encouragement develops a person’s psychological hardiness and social interest.
Encouragement is the lifeblood of a relationship. And yet, this simple concept is often
very hard to put into practice.
Encouragement is not a new idea. Its spiritual connotation dates back to the
Bible in Hebrews 3:11 which states “Encourage one another daily.” Encouragement, as
a psychological idea, was developed by psychiatrist Alfred Adler in the early 20th
century and continued to evolve through the work of Adler’s follower Rudolph Dreikurs.
However, even today, relatively few educators, parents, psychologists, leaders or
couples have utilized this valuable concept. Most of the time, people mistakenly use a
technique like praise in an effort to “encourage” others.
Half the job of encouragement lies in avoiding discouraging words and actions.
When children or adults misbehave, it is usually because they are discouraged. Instead
of building them up, we tear them down; instead of recognizing their efforts and
improvements, we point out mistakes; instead of allowing them to belong through
shared decision-making and meaningful contributions, we isolate and label them.
Most of us are skilled discouragers. We have learned how to bribe, reward and,
when that fails, to punish, criticize, nag, threaten, interrogate and emotionally withdraw.
We do this as an attempt to control those we love, bolstered by the mistaken belief that
we are responsible for the behavior of everyone around us, especially our spouses and
children. These attempts to control behavior create atmospheres of tension and conflict
in many houses.

Most commonly, we discourage in five general ways:

• We set standards that are too high for others to meet because we are overly ambitious.
• We focus on mistakes as a way to motivate change or improved behavior.
We make constant comparisons (self to others, siblings to one another).
• We automatically give a negative spin to the actions of others.
• We dominate others by being overly helpful, implying that they are unable to do it as
well.

Encouragement is not a technique nor is it a special language used to gain

compliance. Encouragement conveys the idea that all human beings are worthwhile,
simply because they exist. In one sentence, Mr. Rogers does more for a child’s sense of
adequacy than a hundred instances of praise when he says, “I like you just the way you
are.” Not I like you when you do it well enough, fast enough and get it all correct.
Encouragement develops children’s psychological hardiness -- their ability to function
and recover when things aren’t going their way.
Encouragement enhances a feeling of belonging which leads to greater social
interest. Social interest is the tendency for people to unite themselves with other human
beings and to accomplish their tasks in cooperation with others. The Junior League
 37

mission of “developing the potential of women and improving communities through the
effective action and leadership of trained volunteers” is rooted in the idea of social interest.
The first step to becoming an encouraging person is to learn to distinguish
encouragement from discouragement.

As a rule, ask yourself: Whatever I say or do, will it bring me closer

together or farther apart from this person?

We all have the power to be more encouraging people. The choice, as always, is
yours.

Source: http://carterandevans.com/portal/index.php/adlerian-theory/84-encouragement-101-
the-courage-to-be-imperfect
 38

WEEK 3
COMPETENCY 3.2
Evaluate one’s development through the
help of significant people around him/her
(peers, parents, siblings, friends, teachers,
community leaders
 39

REFLECT

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 4: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN

GRADE 12

Using the Developmental Tasks Summary Table above, assess your own
level of development as a Grade 12 student. Use the worksheet below:

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

Processing Questions:

1. Being in Grade 12, what are the developmental tasks expected of you? Rate
yourself from 1-10 (10 as the highest) on whether you have accomplished
those expected tasks.
2. As you are in Grade 12, you are in transition from high school to college, from
being an adolescent to young adult. How do you feel about this transition?
3. Do you think you are ready for this transition which may mean more
responsibilities and greater accountability? If no, what are the expected tasks
 40

you need to work on? If yes, what are the ways to take so you can better plan
for the future?

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 5: HOW MINDFUL AM ?

For each of the following situations, decide whether the person

followed these guidelines for mindful speech:

Is what I want to say True?

Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]

In your journal, for each number, mark √ for yes, X for no, or ? if you’re not
sure. There could be more than one 'correct' answer. The purpose of this activity is
to reflect on the situations and whether you've witnessed or experienced
something similar in your own life.

(Note: You may seek the help of your significant others: parents, siblings, elders
on helping you ponder on this activity.)

1. I did really well on an exam. I said to my friends, “I got the top score. What
did you get?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
2. One of my friends was bragging about getting a good score on a test, and I
didn't want to tell him I failed. I said, "Congratulations!" then started talking about
something else.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When
I saw her, I didn't think it looked that bad, so I told her, “Your hair’s not as weird as
everyone says it is.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
4. A woman with a big belly was about to enter the building. I told my friend,
“We need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
5. A boy told his friend to hold the door open for me because I’m pregnant. I
said, “Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
6. A boy told his friend to hold the door open for me because I’m pregnant. I
said, “Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
 41

7. I saw a couple of kids cheating on a test. I went up to the teacher after class
and told him what I’d seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
8. I saw a girl looking at her phone during a test. I went up to the teacher after
class and told him she was cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
9. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them
and said hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

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

 42

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 6: Mindfulness with Reflection

Analyze each case on “How Mindful Am I?”. Answer the following questions in essay
type:

(Note: You may seek the help of your significant others: parents, siblings, elders
on helping you ponder on this activity.)

PROCESSING QUESTIONS:

1. Has someone ever asked you a question that you really didn't want
to answer? How did you respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a
compliment? How did you feel afterwards?
3. Did you ever do something to be helpful that turned out badly?
What happened? What do you wish had happened?
4. Have you ever caught someone cheating (either on a test or on a
boyfriend/girlfriend)? Did you say anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating
(or thought you were cheating)? What happened? What do you wish had
happened?
6. In what other situations have you seen someone T.H.I.N.K. (or not)
before speaking? What happened?
Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
 43

Mindfulness with Reflection

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
 44

POINT OF REFLECTION

LIVING MINDFULLY

Living mindfully is like being an artist: you need the right tools to practice
your craft, and you need to constantly refine your technique to achieve your creative
potential. In the same way, using the present moment tools below will help you to
hone a consistent mindfulness practice that will in time lead to a more aware,
compassionate and fulfilling way of life.

Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and
bring your focus back to the present moment.

Tool 2: Listen Deeply. Listen with intention; let others fully express themselves
and focus on understanding how they think and feel.

Tool 3: Cultivate Insight. See life as it is, allowing each experience to be

an opportunity for learning.

Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let
tenderness, kindness and empathy be your guides.

Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause,
breathe, and choose a skillful response based on thoughtful speech and nonviolence
under every condition.

Tool 6: Express Gratitude. Practice gratitude daily and expand it outward, appreciating
everyone and everything you encounter.

Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value different
perspectives as well as your own.

Tool 8: Build Integrity. Cultivate constructive values and consistently act from respect,
honesty and kindness.

Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique
talents and generosity so that others can also be inspired.

Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for
compassionate action and social good.
Source: [email protected] http://www.mindfulteachers.org/2015/04/how-mindfulam-i-
quiz.html
 45

WEEK 3
COMPETENCY 3.3
Identify ways that help one become
capable and responsible adolescent
prepared for adult life
 46

KEEP THIS IN MIND

THE POWER OF PERSONAL DECLARATIONS

by Dr. Emily De Carlo

So often we accept the declarations that others have made concerning our own
lives, well-being or fate. It is imperative that we recognize that in order to achieve what
we want in life, we must not give our power away to others by accepting their
declarations concerning our affairs. When one decides that he or she will boldly declare
good fortune, wellness, joy, etc. relative to his or her life, all of heaven will break loose!
Goodness and mercy shall surely follow.
From birth, we are often told what we are going to be. Sometimes, this is a good
thing, but suppose you have been told time and time again that "you will not amount to
anything just like your mother or father"? This is a dangerous declaration because it
sets into motion the actualization of an unwanted occurrence. All of us want to amount
to something! In order to counteract this and all of the negative declarations with their
destructive potential, one must consciously replace them with one's own declarations. In
so doing, you are now in control of setting into action what you really want to occur. You
can declare that goodness and mercy shall surely follow you all the days of your life!
The following are some declarations that you may want to make concerning your
life:
I declare:
that I am totally free of all addictions.
that I will survive any attempts of others to control my life.
that I am free in my mind, body, and emotions.
that I am free to set goals and reach them. that I am a loving individual with the
capacity to give love.
that I am a child of God with all rights and privileges thereof.
that I will contribute to the welfare of others.
that I will be an ambassador of goodwill to all I meet on the journey.
that I will be a good example for others to follow.
that I will help all that I can to reach their goals.
that I will speak words of encouragement to others.
that I will find the goodness in life and focus on it.
 47

that I will not succumb to the negative influences of others.

that I will read the information
that will encourage my personal, and spiritual growth.
that I will commit to being the best I can be.
These declarations are meant to encourage you to take control of the influences
in your life. They are suggestions as to what positive things you can speak about your
own life instead of accepting whatever has been said about you in the past. You now
have the authority to plant the seeds of love, encouragement and victory in your garden,
thereby crowding out the weeds of negativity that may already have taken root! Just as
in a garden, you may have to pull and pull until you get some weeds out. Sometimes,
the negative comments and declarations of others have taken such a stronghold in our
lives, that we must persist until we see the bough not only fall, but break into pieces.
Don't be discouraged if you don't reach your goals overnight. Just remember that even
a small stream of water will crack concrete eventually!!
Source: http://www.selfgrowth.com/articles/the_power_of_personal_declarations
 48

BEING HAPPY
You may have defects, be anxious and sometimes live irritated, but do not forget
that your life is the greatest enterprise in the world. Only you can prevent it from going
into decadence. There are many that need you, admire you and love you.
I would like to remind you that being happy is not having a sky without storms, or
roads without accidents, or work without fatigue, or relationships without disappointments.

Being happy is finding strength in forgiveness, hope in one’s battles, security at

the stage of fear, love in disagreements.
Being happy is not only to treasure the smile, but that you also reflect on the
sadness. It is not just commemorating the event, but also learning lessons in failures. It
is not just having joy with the applause, but also having joy in anonymity.
Being happy is to recognize that it is worthwhile to live, despite all the
challenges, misunderstandings and times of crises.
Being happy is not inevitable fate, but a victory for those who can travel towards
it with your own being. Being happy is to stop being a victim of problems but become an
actor in history itself. It is not only to cross the deserts outside of ourselves, but still
more, to be able to find an oasis in the recesses of our soul. It is to thank God every
morning for the miracle of life.
Being happy is not being afraid of one's feelings. It is to know how to talk about
ourselves. It is to bear with courage when hearing a "no". It is to have the security to
receive criticism, even if is unfair. It is to kiss the children, pamper the parents, have
poetic moments with friends, even if they have hurt us.
Being happy means allowing the free, happy and simple child inside each of us
to live; having the maturity to say, "I was wrong"; having the audacity to say, "forgive
me". It is to have sensitivity in expressing, "I need you"; to have the ability of saying, "I
love you." So that your life becomes a garden full of opportunities for being happy...
In your spring-time, may you become a lover of joy. In your winter, may you
become a friend of wisdom. And when you go wrong along the way, you start all over
again. Thus you will be more passionate about life. And you will find that happiness is
not about having a perfect life but about using tears to water tolerance, losses to refine
patience, failures to carve serenity, pain to lapidate pleasure, obstacles to open the
windows of intelligence. Never give up ...
Never give up on the people you love. Never give up from being happy because
life is an incredible show. And you are a special human being!
Source: https://www.facebook.com/mcspa/posts/10153625162832490
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APPLY WHAT YOU HAVE

LEARNED

NAME:________________________GRADE AND SECTION: __________________

WORKSHEET 7: SLOGAN ON BEING HAPPY

1. Read the essay on “Being Happy”.

2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan or personal declaration on how you can
be committed to your self-development.
4. Explain your thoughts and feelings about it. Include specific ways
in which you will develop yourself further.
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