How do you perceive yourself?

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

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

Lecturette: SELF-CONCEPT
Imagine yourself looking into a mirror. What do you see? Do you see your
ideal self or your actual self? Your ideal self is the self that you aspire to be. It is the
one that you hope will possess characteristics similar to that of a mentor or some
other worldly figure. Your actual self, however, is the one that you actually see. It is
the self that has characteristics that you were nurtured or, in some cases, born to
have.
The actual self and the ideal self are two broad categories of self-concept.
Self-concept refers to your awareness of yourself. It is the construct that negotiates
these two selves. In other words, it connotes first the identification of the ideal self as
separate from others, and second, it encompasses all the behaviors evaluated in the
actual self that you engage in to reach the ideal self.
The actual self is built on 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. The actual self
can be seen by others, but because we have no way of truly knowing how others
view us, the actual self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized
image that we have developed over time, based on what we have learned and
experienced. The ideal 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.
There is negotiation that exists between the two selves which is complex
because there are numerous exchanges between the ideal and actual self. These
exchanges are exemplified in social roles that are adjusted and re-adjusted, and are
derived from outcomes of social interactions from infant to adult development.
Alignment is important. If the way that I am (the actual self) is aligned with the way
that I want to be (the ideal self), then I will feel a sense of mental well-being or peace
of mind. If the way that I am is not aligned with how I want to be, the incongruence,
or lack of alignment, will result in mental distress or anxiety. The greater the level of
incongruence between the ideal self and real self, the greater the level of resulting
distress. Personal development modules ultimate aim is greater self-knowledge that
will lead to higher alignment between these two personality domains.
Source:http://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-lesson-quiz.html;
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html

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2016.
 Lecturette: PERSONAL EFFECTIVENESS
Personal effectiveness means making use of all the personal resources –
talents, skills, energy and time, to enable you to achieve life goals.
Your knowledge of yourself and how you manage yourself impacts directly on
your personal effectiveness. Being self-aware, making the most of your strengths,
learning new skills and techniques and behavioral flexibility are all keys to improving
your personal performance.
Our personal effectiveness depends on our innate characteristics – talent and
experience accumulated in the process of personal development. Talents first are

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needed to be identified and then developed to be used in a particular subject area
(science, literature, sports, politics, etc.).
Experience includes knowledge and skills that we acquire in the process of
cognitive and practical activities.
Knowledge is required for setting goals, defining an action plan to achieve
them and risk assessment.
Skills also determine whether real actions are performed in accordance with
the plan. If the same ability is used many times in the same situation, then it
becomes a habit that runs automatically, subconsciously. Here are some skills that
will greatly increase the efficiency of any person who owns them:

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1. Determination. It allows you to focus only on achieving a specific goal
without being distracted by less important things or spontaneous desires. It
may be developed with the help of self-discipline exercise.
2. Self-confidence. It appears in the process of personal development, as a
result of getting aware of yourself, your actions and their consequences. Self-
confidence is manifested in speech, appearance, dressing, gait, and physical
condition. To develop it, you need to learn yourself and your capabilities, gain
positive attitude and believe that by performing right actions and achieving
right goals you will certainly reach success.
3. Persistence. It makes you keep moving forward regardless of emerging
obstacles – problems, laziness, bad emotional state, etc. It reduces the costs
of overcoming obstacles. It can also be developed with the help of self-
discipline exercise.
4. Managing stress. It helps combat stress that arises in daily life from the
environment and other people. Stress arises from the uncertainty in an
unknown situation when a lack of information creates the risk of negative
consequences of your actions. It increases efficiency in the actively changing
environment.
5. Problem-solving skills. They help cope with the problems encountered with
a lack of experience. It increases efficiency by adopting new ways of
achieving goals when obtaining a new experience.
6. Creativity. It allows you to find extraordinary ways to carry out a specific
action that no one has tried to use. It can lead to a decrease or an increase of
costs, but usually the speed of action is greatly increased when using
creative tools.
7. Generating ideas. It helps you achieve goals using new, original,
unconventional ideas. Idea is a mental image of an object formed by the
human mind, which can be changed before being implemented in the real
world. For generating ideas you can use a method of mental maps, which
allows you to materialize, visualize and scrutinize all your ideas, which in turn
contributes to the emergence of new ideas. These are just some, but the
most important personal effectiveness skills which make the achievement of
any goal easier and less costly.
Source: http://www.chrysalisdevelopment.com/page6/page4/page4.html
http://www.learning-mind.com/7-basic-personal-effectiveness-skills/

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 DEPED COPY
Story: YOU NEED TO TAKE CHARGE OF YOUR FUTURE by Bo Sanchez
There are three kinds of people in this world:
The first is the Moviegoer. This person watches the movie of their lives,
admires some parts and criticizes others. Aside from that, they do nothing else. All
she says the whole day is, “I like this thing and but I don’t like that thing.” The
Moviegoer feels she has absolutely no control of their lives --- except to comment
about it. Moviegoers are the most pathetic, miserable people in the world.
The second is the Actor. This person does not only watch the movie of
her life. She actually realizes she’s the Actor – and can control a big part of her
life. She can actually make or break the movie – by how well she delivers her
lines and how she portrays her character. Actors are a happy bunch, realizing
they’re the start of the show and enjoy some level of control. But many times,
they wish the movie would end in another way – but realize that they have no say
in such things.
The third is the Scriptwriter. This person does not only watch, and she
doesn’t only act, but she actually creates the entire movie from her mind. She
determines what she will say, what she will do, and how the movie will end. She
realizes she has enormous control over her life, and sees to it that the movie of her
life will turn out beautiful.
Who are you among these three people?
Do you merely watch your life goes by?
Or do you act out a script that you feel has been handed to you?
Or do you write the script and make your life beautiful?
By the way, the Producer of the movie is God. He tells you, “Make the movie
beautiful, and I will give you all that you need for success.”
Source: Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve
and Surpass Your Dreams One Step at a Time. Shepherd’s Voice Publishing.

1. What are the qualities you want to hone and improve on?

MODULE 2:
Developing the Whole Person

Big Question: What is the relationship of the different aspects of development

with the students’ thoughts, feelings and actions in dealing with life
situations?

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

9
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2016.
 1. Physical Self: Describe yourself. Try not to censor any thoughts which come
to your mind. Include descriptions of your height, weight, facial appearance,
and quality of skin, hair and descriptions of body areas such as your neck,
chest, waist, legs.
2. Intellectual Self: Include here an assessment of how well you reason and
solve problems, your capacity to learn and create, your general amount of
knowledge, your specific areas of knowledge, wisdom you have acquired,
and insights you have.
3. Emotional Self: Write as many words or phrase about typical feelings you
have, feelings you seldom have, feelings you try to avoid, feelings you
especially enjoy, feelings from your past and present, and feelings which are
associated with each other.
4. Sensual Self: Write how you feel as a sensual person. What sense do you
use most – sight, hearing, speaking, smelling, touching? How do you feel
about the different ways you take in information - through the eyes, ears,
mouth, nose, and skin. In what ways do you let information in and out of your
body?
5. Interactional Self: Include descriptions of your strengths and weaknesses in
intimate relationships and relationships to friends, family, classmates and
strangers in social settings. Describe the strengths and weaknesses which
your friends and family have noticed. Describe what kind of son or daughter,
brother or sister you are.
6. Nutritional Self: How do you nourish yourself? What foods do you like and
dislike? What do you like and dislike about these?
7. Contextual Self: Descriptors could be in the areas of maintenance of your
living environment: reaction to light, temperature, space, weather, colors,

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sound and seasons and your impact on the environment.
8. Spiritual Self or Life Force: Write words or phrases which tell about how you
feel in this area. This could include your feelings about yourself and
organized religion, reactions about your spiritual connections to others,
feelings about your spiritual development and history, and thought about your
metaphysical self. Think about your inner peace and joy. Think about your
spiritual regimen or routine.

Portfolio Output No. 3: Personal Assessment of Aspects of Development with

Plan of Action
Write about the eight segments of your development. What are the words or
phrases which represent aspects about yourself which you like. What are the items
which you consider to be weaknesses or areas for improvement? What words which
are neutral or factual, such as “5 feet 4 inches tall, 120 pounds”? Do some
categories have more minus than plus areas? The larger proportion of minus to plus
areas you have, the more effort will be needed to achieve positive self-esteem. If the
vast majority of your minus responses are in one or two areas, your self-esteem is
likely to be good but has a few self-estimates which need to be improved. Name
some ways in which you can improve the minus areas and further enhance the
positive aspects.

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2016.
 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

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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 entity 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

Deepening / Processing: 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.
 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?
 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?
 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?
 In what specific ways do you feed the negative wolf?
 What specific ways do you use to feed the positive wolf?

18

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2016.
 MODULE 3:
Developmental Stages in Middle and Late Adolescence

Big Question: How can adolescents be prepared for adult life by

accomplishing various developmental tasks according to
developmental stages?

Objectives:

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At the end of this module, learners will be able to:
1. Classify various developmental tasks according to developmental stage,
2. Evaluate their development in comparison with persons of the same age
group, and
3. List ways to become responsible adolescents prepared for adult life.

“Maturity is achieved when a person postpones immediate pleasures for long-term values.”
- Joshua L. Liebman

Week 4 Session 7

Topic 7: Understanding Development Process, Stages and Tasks

Introduction / Procedure / Reminders:
1. Use the Motivation to introduce the topic on developmental stages and tasks.
Remind students that things have progression or certain patterns. Life also
has developmental stages.
2. Activity on Personal Timeline can be a sensitive activity especially for
students who are quite emotional. So before you start the activity, give a very
positive introduction by orienting them about the purpose of the activity.
Remind students that this activity is not just about placing all their
experiences, both the positive or negative but it is about seeing their
transitions and developments as they go through life. They need to plan their
personal timeline carefully and be mindful of the events that made them grow,
that they have learned important wisdom in life and where they rise from the
challenges (besides the topic is on developmental stages). Focus on the
resiliency rather than the downfall. In this way, they can see the future
progressively and full of hope. If there are students whom you observe highly
sensitive or apathetic, refer them to the guidance counselor.
3. Explain the Developmental Stages, and concentrate on the developmental
tasks during Adolescence and Early Adulthood. Entertain questions and
discussions on the issues of this developmental stage.
4. Explain the expected Portfolio Output No. 5: My Personal Timeline with
Reflection.

Motivation: LINE-UP
Tell the students that you want them to line up in the order of their birthdays,
so that the order goes from oldest to youngest. However, they cannot speak to one
another to figure out when their birthdays are. The students will try different things
like charades and writing to figure out the order. This teaches them to cooperate with

19

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2016.
one another and also gives them a chance to learn something about the other
people in the group. In very large groups, you can choose to have them go from
tallest to shortest or by largest to smallest shoe size to save time.
Be creative with your categories and you may include category with a twist
where you will just disclose the qualifier after they formed their line. After the
icebreaker, ask how they feel and the process they underwent.
http://teens.lovetoknow.com/teen-activities/youth-icebreakers-without-materials

Activity: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a

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

Portfolio Output No. 5: My Personal Timeline with Reflection

Write about your Personal Timeline which you made in class. Answer the
following questions:
1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a
title for your timeline what would it be and why?
2. Identify the turning points in your timeline. What were the thoughts, feelings and
actions that you experienced?
3. Who are/were the most significant people in your life? How?
4. What would you change or add, if you could? Also, how would each of these
changes or additions affect your life, or even change its present course?
5. Continue to your future, where do you want to be in a year, 5 years, 10 years?
What do you expect your future timeline will be?
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-
probing-to-create-shift-to-life-liberating-meanings-2-of-2/

Reading: 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 development is essential to understanding how humans
learn, mature and adapt. Throughout their lives, humans go through various stages
of development.
The human being is either in a state of growth or decline, but either condition
imparts change. Some aspects of our life change very little over time, are
consistent. Other aspects change dramatically. By understanding these changes, we
can better respond and plan ahead effectively.

20

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2016.
 Developmental Stage Characteristics
1. Pre-natal Age when hereditary endowments and sex are fixed and all
(Conception to birth) body features, both external and internal are developed.
2. Infancy Foundation age when basic behavior are organized and
(Birth to 2 years) many ontogenetic maturation skills are developed.
Pre-gang age, exploratory, and questioning. Language and
3. Early Childhood
elementary reasoning are acquired and initial socialization is
(2 to 6 years)
experienced.
4. Late Childhood Gang and creativity age when self-help skills, social skills,
(6 to 12 years) school skills, and play are developed.

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Transition age from childhood to adulthood when sex
5. Adolescence
maturation and rapid physical development occur resulting to
(puberty to 18 years)
changes in ways of feeling, thinking and acting.
6. Early Adulthood Age of adjustment to new patterns of life and roles such as
(18 to 40 years) spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical and
(40 years to retirement) mental decline are experienced.
8. Old Age Retirement age when increasingly rapid physical and mental
(Retirement to death) decline are experienced.
Source: http://www.apa.org/action/science/developmental/

Reading: HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated 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
society, resulting in the subsequent experience of difficulty when faced with
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).

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood Adolescence (13-18)
Childhood (0-5) (6-12)
Learning to walk Learning physical skills necessary Achieving mature relations
Learning to take solid for ordinary games with both sexes
foods Building a wholesome attitude Achieving a masculine or
Learning to talk toward oneself feminine social role
Learning to control the Learning to get along with age- Accepting one’s physique
elimination of body mates Achieving emotional

21

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2016.
 Infancy and Early Middle Childhood Adolescence (13-18)
Childhood (0-5) (6-12)
wastes Learning an appropriate sex role independence of adults
Learning sex differences Developing fundamental skills in Preparing for marriage
and sexual modesty reading, writing, and calculating and family life
Acquiring concepts and Developing concepts necessary Preparing for an economic
language to describe for everyday living career
social and physical reality Developing conscience, morality, Acquiring values and an
Readiness for reading and a scale of values ethical system to guide
Learning to distinguish Achieving personal independence behavior

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right from wrong and Developing acceptable attitudes Desiring and achieving
developing a conscience toward society socially responsibility
behavior

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61+)

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

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.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition,
2016.