PASSIONIST SISTERS’ SCHOOL (GENSAN), INC.

Upper Cahilsot, Calumpang, General Santos City

Personal Development
S.Y. 2020-2021
Grade Eleven

Name: __________________________________________________________ Date Submitted: ___________

Week 2 Title of the Lesson:
Developing the Whole Person

What I Need to Know?

Learning Objectives:

 Discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand my thoughts, feelings and behaviors.
 Evaluate my own thoughts, feelings, and behaviors.
 Appreciate and value myself.

What I Know?

A. Check Yourself. This initial activity will help you recall and identify physical changes that you
experience during adolescence and the coping mechanisms that you used to deal with such
changes.

Instructions: Answer this question:

What physical changes did you experience when you were 12 or 13? List at least 5.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
Reflect Upon!
1. How did you feel about these changes that you observed about yourself at the onset of your
adolescence?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

2. How did you cope with the changes?

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

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 What’s In?

Review: Look at the picture below. What are the things that you can and cannot do when you were
still a child?

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What’s New?

Activity 1: Analyze the picture below. What does it represent?

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What Is It?

Discussion of Activity 1

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 As children develop from infants to teens to adults they go through a series of developmental
stages that are important to all aspects of their personhood including physical, intellectual,
emotional and social.

Adolescence, from 13 to 19 years old, is considered as a transition from childhood to adulthood, a

passage from one stage to another (Hurlock, 1982).

 Physical or physiological changes and their implications

Girls start their growth spurt earlier than boys, but boys eventually grow taller than girls.
Thin and long trunks has broadened at the hips and shoulders and a pronounced waistline.
The girls’ uterus, fallopian tubes, ovaries, and vagina grow during puberty. Menarche, or the
first menstruation period, marks a girl’s sexual maturity and is indicative of her capacity to
be pregnant.
Girls come to have a fuller and moremelodious vioce.
Girls’ hips become wider and rounder which results to enlargement of pelvic regions.
Estadiol, an estrogen, causes the physical development of girls.
Boys ‘ muscles grow larger than girls.
Boys eventually grow taller than girls.
The boys’ testes or gonads rapidly grow bigger for a year during early pubescence and the
penis also grows markedly;thus, boys come to know that there is production and release of
sperm or spermache.
The voice becomes husky at first and then eventually lowers in pitch.
Boys’ muscles grow and give shape to their torso.
Body hair appears after the pubic hair has almost completed its growth.
Increased level of testosterone in males is related to changes in height, deepening of voice
and development of genitals, as well as sexual desires and activities.
 Cognitive Changes and their implications
The neurons in the corpus callosum thicken and connect the left hemisphere and the right
hemisphere of your brain, making the brain process information faster and more effectively.
Amygdala, the seat of emotions, matures much earlier than prefrontal cortex and be able to
recognize emotions. On the other hand, prefrontal cortex is not yet adequately mature to
reason and understand experiences objectively and a fail to control intense emotions.
Prefrontal cortex is involved in decision-making, reasoning, and controlling one’s emotions.
Metacognition – begin thinking more often about the process of thinking itself.
Results:
 Increased introspection
 Egocentrism or preoccupation with the self
 Thinking which is not limited to a single cope
 Look for a deeper meaning of things
 Begins to question beliefs, policies, rules and norms
 Being prickle-minded or tendency to be indecisive and leads you to explore and
experiment

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 Figure 1. Parts of the Brain

 Psychological Changes and their implications

Adolescence has been described as a period of “storm and stress ”.
 Teenagers experience a lot emotional ups and downs.
a. You easily get excited with some situations
b. You easily show your irritation
 Teenagers are emotionally unstable from time to time.
When you reach the end of this developmental stage, emotional maturity is achieved.
a. You know how to express your emotions in in a socially acceptable manner.
b. You exercise critical thinking before being emotionally carried away.
c. Realize that lessons can be learned from difficult situations and gain
important life skills from each situation.

 Holistic Development: Thoughts, Feelings, and Behaviors

A way to look at our attitude is to assess the relationships between our thoughts,
emotions, and behaviors.

Thoughts:
what we
think
(Cognition)

Emotions:
what we Behavior:
feel what we
do
(Affect)

Figure 2. Relationships between our thoughts, emotions, and behaviors.

Thoughts – usually originate from things we have learned both in a right way and a wrong
way. That is why there are terms such as malcognition and maladaptive mechanisms.
 Malcognitions are thoughts that potentially affect our attitude negatively are
commonly associated with an irrational belief represented by a belief represented by a
statement that echoes in our minds. Statements like “I should be good-looking, “I need
him in my life”, “I am not enough”, “Life sucks” affect us. These root from hurtful
experiences that lost emotional attachment through time. Later on, the self-blame
cognition would affect the child’s attitude regarding self that results to more
maladaptive attitudes and behaviors.
 A malcognition to be corrected is by replacing your negative thoughts with something
positive. Through this method, you can consciously condition your mindset until it
becomes subconscious, thus affecting your attitude and behaviour.
Behavior – is the primary output of our attitude. It affects our thoughts and feelings,
ultimately leading back to its source – attitude. Behavior can be overt or covert.

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  Overt behavior is expressed consciously like replying to a friend or volunteering for
class recitation
 Covert behavior occurs beyond our awareness, in our blindspot. Examples are
mannerisms, body language, gestures, and personal tendencies.
 Thoughts are also related to behavior. We act in accordance to what we think, be it
overt or covert behavior, from either implicit or explicit attitude.
 Feelings and behavior relate to each other interchangeably – we may act out or behave
out our feelings or we may fee pleasant or unpleasant after an action. Our ability to
evaluate our feelings and behavior will allow us to get better at knowing when and
when not to express a particular feeling or action.
Feelings - In psychology, emotion is often defined as a complex state of feeling that results in
physical and psychological changes that influence thought and behavior. Emotionality is
associated with a range of psychological phenomena, including temperament, personality,
mood, and motivation. According to author David G. Meyers, human emotion involves
"...physiological arousal, expressive behaviors, and conscious experience."

 Overview on the Aspects of Development

There are many aspects of human development. Holistic development entails the development of
these aspects that include physical, neurobiological, cognitive, moral and socio-emotional.
Physical and Neurobiological Development
 The most significant change that a human being has to go through occurs during the
stage of puberty.
 Puberty is when the body matures in all aspects, with its sexual characteristics –
primed for the natural process of reproduction.
 Curiosity arises from the availability of a whole new variety of sensations, emotions,
and cognitions.
 The ability to see clearer occurs, our capacity to learn language and mimic sounds
begins, and our memory gets better.
 The brain grows rapidly but matures slower. There is a reason why at birth, the
human head is disproportionally larger compared to the rest of the body.
 The brain goes through various stages of building connections with neurons to allow
functionalities in the physical, biological, and physiological aspect.
 Other than the innate potentials that make everyone unique, the brain and how it was
wired back to the day, affects a lot of our behaviors and attitudes, emotional levels,
and cognitions.

Cognitive and Moral development

 Cognitive Development was explained by Jean Piaget (Swiss psychologist) in his
Stage Theory of Intellectual Development.
 According to Piaget, the development of our cognitive abilities also has stages ranging
from the time we are born to what we are now.
 An individual undergoes distinct stages of intellectual development – Sensorimotor
stage, Pre-operational stage, Concrete operational stage and the Formal
operational stage.

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 Stage Characteristics

- Cognition were focused mainly on learning how to interact

with our environment.

- Brain’s capacity of function only reaches out to moving our

limbs, breathing, perceiving the world, and having the

Sensorimotor
(0 – 2 years old) primary still-developing senses we had.

- We learn to understand that objects continue to exist even

when they cannot be seen called as object permanence or

object constancy.

- The child uses symbols (words and images) to represent

object but does not reason logically.

Pre-operational
(2 – 6 years old) - The child also has the ability to pretend.

- During this stage, the child is egocentric (self-centred).

- The child can think logically about concrete objects and

Concrete operational can thus add and subtract.

(7 – 12 years old)
- The child also understands conversation.

- The adolescent can reason abstractly and think in

Formal operational
(12 years old – adult) hypothetical terms.

 These stages develop cumulatively – meaning, as a child reaches a higher stage, the
developments he or she accomplished earlier will also progress into more complex
devices. Newer developments basically combine with earlier existing functions.
 Developmental delays can also happen during each stage because of other factors that
highly influence development – environment, upbringing, nutrition, and genetic
factors.
 Moral Development, by Lawrence Kohlberg, believed in Piaget’s theory and expanded
further to add complex comprehension to the matter. This theory starts from 7 – 9
years old.
 The stages are:

Stage Characteristics
Stage 1:
Obedience and Punishment Orientation – children avoid
punishment by being in good order. Being punished meant
Level 1
Pre-conventional something wrong was done.
Morality Stage 2:
Individualism and Exchange – children realize that different
persons have different beliefs or viewpoints regarding a deed.
Level 2 Stage 1:
Conventional Morality
Good interpersonal relationships – the growing individual is
based on the approval of others in his or her group.
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 Stage 2:
Maintaining Social Order – individual become aware of a
broader set of rules in society resulting to judgment concerning
rule compliance to uphold the law system and avoid guilt.
Stage 1:
Social Contract and Individual Rights – individual becomes
aware that while the laws and rules of a society exist for the
good of the majority.
Level 3 Stage 2:
Post-conventional
Universal Principles – individual have developed their own set
Morality
of moral guidelines which may not at all times fit the law of
society (human rights, justice, equality). The individual must be
able to go against the majority or even the society to defend
his /her morals.
Socio-emotional Development

 Social-emotional development includes the child’s experience, expression, and management

of emotions and the ability to establish positive and rewarding relationships with others

(Cohen and others 2005). It encompasses both intra- and interpersonal processes.

 The core features of emotional development include the ability to identify and understand

one’s own feelings, to accurately read and comprehend emotional states in others, to manage

strong emotions and their expression in a constructive manner, to regulate one’s own

behaviour, to develop empathy for others, and to establish and maintain relationships.

What’s More?

Enrichment Activities:

A. You Are Your Thoughts

This activity will help you identify certain beliefs about yourself, may be positive or negative. You
will also be exploring evidence that support such beliefs.
Instructions: Fill in the table below.
a. In the first column, write at least three beliefs about yourself.
b. In the second column, write your experience that may support your belief.
c. In the last column, write the experiences that do not support this belief.

Example: Belief: I am not good in reciting.

Experience that support your belief: I stutter when I speak and my
knees tremble when I stand in front.
Experience that do not support your belief: When I am at home, I
can speak English fluently.

Experience that support Experience that do not support

Belief
your belief your belief

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Answer the questions below.

1. What makes it easy to identify certain belief about yourself?

___________________________________________________________________________________________
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2. Why is it important to list experiences that support your positive and negative beliefs about
yourself?
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B. Emometer
This activity will help you realize that emotions have varying degrees and that emotions are
affected by your thoughts.
Instructions:
1. Think of your favorite feeling? (Excitement, amazement, surprise, anger, fear, sadness).
Choose one that you want to focus on in this activity.
2. Based on your chosen feeling, identify thoughts that come to your mind.
3. Write these thoughts in the box provided. Align these thoughts with the corresponding
intensity of your chosen feeling indicated by the emometer.

My Thoughts

Boiling Hot

Warm

Cool and calm

Answer the questions below.

1. What causes your feelings or emotions? What makes these feelings overwhelming for you?

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 ___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. How do your thoughts affect your feelings?

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What I Have Learned?

Generalization. The Importance of Valuing One’s Self

1. How do your feelings affect your behavior?
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_____________________________________________________________________.
2. What are the indicators that you have fully accepted the changes in your body?
__________________________________________________________________________________________________
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___________________________________________.
3. How do you satisfy your need for belongingness?
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
___________________________________________.
4. How does cognitive development and moral development affect each other?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________.

What I Can Do?

Application: Case Analysis. Read the situation below.

1. Chester, a tall, skinny teenager who excels in math and science classes, feels embarrassed
when he has to change into gym clothes in the boy’s locker room at school because he lacks
muscularity and size. Other, more athletic, and well-built teens notice Chester’s shyness and
decide to exploit it. Using their phones, they covertly take pictures of Chester without his
shirt on and in his boxer shorts. These pictures are then circulated among the rest of the
student body via Instagram. Soon enough, boys and girls are pointing, snickering, and
laughing at Chester as he walks down the school hallways. He overhears comments such as
“There goes Bird-Chested Chester,” “Big Wus,” and “Pansy.” These words cut him deeply, and
the perception that his classmates have of him begins to affect his math and science grades.

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 What will you do if you were Chester? How will the situation affect your socio-emotional
development?
___________________________________________________________________________________________

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__________________.

2. You’ve been feeling left out of the group of friends you’ve had since you were in kindergarten!
They’re doing an after school program but you can’t do it because you have piano lessons. All
of a sudden that’s all they want to talk about at lunch and I feel left out. How will you cope
up with the situation?
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

__________________.

3. Maria is an 11-year-old girl who is beginning to go through puberty. You have noticed that
lately Maria has had body odor and her hair seems unwashed. You suspect that Maria hasn’t
been caring for her growing body the way she should.
What kind of resources or tips could you share with Maria to help her learn what she needs
to do to care for herself? If you were in her situation, how will you cope up?
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

____________________.

Assessment

Post Assessment. A. Encircle the letter of the correct answer.

1. Thickening of the corpus callosum indicates that __________________ .

A. Your brain can now process information faster.
B. You can now think more effectively.
a. Only letter A is correct. c. Only letter B is correct.
b. Both A and B are correct. d. Both statements are incorrect.
2. Failure to control intense emotions indicates that _________________ .
a. Neurons in the corpus callosum are undeveloped
b. Your prefrontal cortex is not adequately developed.
c. The amygdala failed to control your emotions
d. The brain needs to heal injuries
3. Which is not a characteristic of cognitive development during adolescence?
a. Tendency to ask a lot of questions.
b. Tendency to look for deepings
c. Tendency to question parents’ style of upbringing
d. All of the above
4. Emtional maturity is achieved during _____________________ .
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 a. Puberty c. adulthood
b. End of adolescence d. early adolescence
5. Which does not relate to emotional maturity?
a. Acting impulsively
b. Expressing emotions in a socially acceptable manner.
c. Thinking critically before making any decisions.
d. Remaining composed despite annoyance.

B. True or False. Write True on the blank if the statement is true. Write False if the statement is
false.

_________1. The nature aspect of the study of holistic development absolutely

overpowers the nurture aspect.

_________2. Thoughts are only relevant to the study of personality development when

they are made after childhood.

_________3. Cognition is to thoughts as affect is to feelings.

_________4. Holistic development happens in unique paces – not everyone develops in

the same speed as the majority.

_________5. The age range of 5 – 12, according to Freud is the Latency Phase in his

Pyschosexual Theory of personality.

_________6. Adolescence does not predispose the individual to any unusual spike of

changes.

_________7. How an individual handles rejection is an accurate sign of maturity.

_________8. Being in the Formal Operations Stage mentioned by Piaget, the individual

can process hypothetical scenarios and applications.

_________9. Neuro biological processes do not hold a significant effect in the shaping of

personality.

_________10. Childhood cognitions can impact an individual even at a very young age.

Additional Activities

Additional Activites:

Journal Writing No. 2. Write a journal entry that evaluates your own thoughts, feelings, and
behaviors and how it can it help you in your holistic development.

Focus Question: How does someone achieve holistic personal development?

Journal Writing No. 2

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Prepared by:

Jowena S. Migue
Subject Teacher

References:
Personal Development by Myreen P. Cleofe
Personal Development by Aida Maria H. Perez

Links:
https://childdevelopmentinfo.com/child-development/#gs.7enumz | Child Development Institute
https://www.verywellmind.com/theories-of-emotion-2795717#:~:text=In%20psychology%2C%20emotion%20is%20often,personality%2C
%20mood%2C%20and%20motivation.
https://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp#:~:text=Social%2Demotional%20development%20includes%20the,both%20intra
%2D%20and%20interpersonal%20processes.

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