This module has been carefully structured by the course instructor to cater the needs and

demands of the Senior High School Curriculum: to address and bring to life the shifts in
teaching and learning as a way of adapting to a new normal of academic instruction. To
prepare students for college and the workplace, where they will be expected to work on
complex tasks with high volume of informational text, the alternative instruction highlights the
need for students to learn and practice these skills through a remote scheme.
This module has been designed to make this learning process engaging with an ideal format,
compelling topics and challenging tasks. Indeed, quite a few structures, approaches, and
strategies may be new to both teachers and students yet the flexibility of edifying knowledge
is sustainable and prolific. Further, the materials have been designed to perk up students’ skills
and knowledge in alignment with the respective competencies.
In this module, the adolescence will learn what self-image theory is, some examples of it, as
well as ideas to improve one’s self-image.
Our self-image is all about how we see ourselves. It gives us a sense of our personality and
gives us clarity and understanding about our life. Our self-image is also about how we perceive
ourselves in terms of our life. Self-image also determines what kind of person we think we are
and what we believe others think about us.
It really boils down to how much we believe in ourselves and in our self-worth. If you hesitate
to do things because of what others might think or have thoughts about yourself that you
continually want to change, you may have issues when it comes to a healthy self-image.
Moreover “Self Concept” is dissected into key ideas like differentiation of Real VS. Ideal Self,
Understanding a Fully Functioning Person, and Congruent and Incongruent Self, Self Worth,
Self Esteem and How To Open Oneself To Others (Johari Window)
Lastly, this module aims to let students process that knowing oneself can make a person
accept his/her strengths and limitations and dealing with others better. In the same way, he/
she will be able to share his/her unique characteristics, habits, and experiences as well.
 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Activity-Based Self Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Subject Area Personal Development Teacher Jerome L. Salazar

Grade Level 11 Week no. 1
Topic: Pre-Test on Self Concept

Instructions: Let’s find out how much you have known the topics for this module. Read and understand each
question below. Write your answer on the space provide before each item.

1. Which of the following refers to the individual's belief about himself or herself, including the person's attributes
and who and what the self is?
a. Self Image b. Self Concept c. Self Esteem d. Self Worth
2. Which is the most basic part of the self-scheme or self-concept; the sense of being separate and distinct from
others and the awareness of the constancy of the self?
a. Existential Self b. Categorical Self c. Ideal Self d. Real Self
3. Which refers to internal or affective aspects of oneself such as gregarious, impatient, humorous?
a. Character b. values c. traits d. qualities
4. Which refers to the third dimension of our self-descriptions?
a. Social Roles b. Personal Traits c. Physical Description d. Existential Statements
5. Which if the following is an existential statement?
a. I have blue eyes b. I am a student c. I am generous d. I am a human being
6. Which refers to the extent to which we like, accept or approve of ourselves, or how much we value ourselves?
a. Self Image b. Self Concept c. Self Esteem d. Self Worth
7. Which of the options below is also described as the self image?
a. Self Concept b. Self Esteem c. Ideal Self d. Real Self
8. Which term is referred to as when the self image does not meet the standard of the ideal self?
a. Incongruent Self b. Congruent Self c. Categorical Self d. Existential Self
9. Which term is referred to as when the self image is aligned to the ideal self?
a. Incongruent Self b. Congruent Self c. Categorical Self d. Existential Self
10. Which is not a factor that influences self esteem?
a. Reaction of others b. Comparison with others c. Personal Traits d. Identification

“To be wronged is nothing unless you continue to remember it”

 Sessions 1 and 2
Subject Area Personal Development Teacher Jerome Salazar
Grade Level& Strand GRADE 11 Consultation
schedule
Activity no. 1 and 2 Week no. 1
Topic: Self Concept

LEARNING TARGET

At the end of the week, the students are able to;

1. Define self concept and its nature
2. Differentiate self image, self-esteem and ideal Self
3. Identify some key aspects of self concept

REFERENCES
• Argyle, M. (2008). Social encounters: Contributions to social interaction. Aldine Transaction
• Baumeister, R. F. (Ed.) (1999). The self in social psychology. Philadelphia, PA: Psychology Press
(Taylor & Francis).
• Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as
developed in the client-centered framework. In (ed.) S. Koch,Psychology: A study of a
science. Vol. 3: Formulations of the person and the social context. New York: McGraw Hill.
• Lewis, M. (1990). Self-knowledge and social development in early life. In L. A. Pervin
(Ed.), Handbook of personality (pp. 277-300). New York: Guilford.
• Morse, S. J. & Gergen, K. J. (1970). Social comparison, self-consistency and the concept of
self. Journal of Personality and Social Psychology, 16, 148-156.

LEARNING ACTIVITIES
I. Priming Activities

A. Brain Breaks

Head Rotation
Move your head in a circular motion 10 times clockwise and counterclockwise.

B. Activating Prior Knowledge

What do you see in the mirror? What do you think is the best
representation of a mirror in connection to one’s individuality?
What are some of the impressions can you possibly draw when you
look yourself in front of the mirror? Could you make a guess of what
others see in the mirror about you? What do you think could be
their impression or perception? Is there a difference when you look
yourself in the mirror with the way you think others see you? How
well you know this person you see in the mirror? How well others
know about this person? You may probably be confronted with a
few significant issues about your self whenever you see a mirror and
see someone who seems to be a reflection of yourself. Who are you
anyway? The mirror will tell you everything!

Linking Statement

Mirrors are everywhere and each one provides the opportunity for self-affirmation or self-criticism.
This session will make you discover how a mirror works differently in a way you do not only literally see
your physical body. This material will enable you to discover and understand yourself deeper about
your inner person. This is about “self concept”.
II. Guided Instructions
A. Concept Digest

Self Concept
The term self-concept is a general term used to refer to how someone thinks about, evaluates or
perceives themselves. To be aware of oneself is to have a concept of oneself.
Baumeister (1999) provides the following self-concept definition:
"The individual's belief about himself or herself, including the person's attributes and who and what
the self is".
The self-concept is an important term for both social and humanistic psychology. Lewis (1990)
suggests that the development of a concept of self has two aspects:

(1) The Existential Self

This is 'the most basic part of the self-scheme or self-concept; the sense of being separate and
distinct from others and the awareness of the constancy of the self' (Bee, 1992).
The child realizes that they exist as a separate entity from others and that they continue to exist over
time and space.
According to Lewis awareness of the existential self begins as young as two to three months old and
arises in part due to the relation the child has with the world. For example, the child smiles and
someone smiles back, or the child touches a mobile and sees it move.

(2) The Categorical Self

Having realized that he or she exists as a separate experiencing being, the child next becomes
aware that he or she is also an object in the world.
Just as other objects including people have properties that can be experienced (big, small, red,
smooth and so on) so the child is becoming aware of himself or herself as an object which can be
experienced and which has properties.
The self too can be put into categories such as age, gender, size or skill. Two of the first categories to
be applied are age (“I am 3”) and gender (“I am a girl”).
In early childhood. the categories children apply to themselves are very concrete (e.g., hair color,
height and favorite things). Later, self-description also begins to include reference to internal
psychological traits, comparative evaluations and to how others see them.
Carl Rogers (1959) believes that the self-concept has three different components:
• The view you have of yourself (self-image)
• How much value you place on yourself (self-esteem or self-worth)
• What you wish you were really like (ideal-self)

Self-image (how you see yourself)

This does not necessarily have to reflect reality. Indeed a person with anorexia who is thin may have
a self-image in which the person believes they are fat. A person's self-image is affected by many
factors, such as parental influences, friends, the media etc.
Kuhn (1960) investigated the self-image by using The Twenty Statements Test.
He asked people to answer the question 'Who am I?' in 20 different ways. He found that the
responses could be divided into two major groups. These were social roles (external or objective
aspects of oneself such as son, teacher, friend) and personality traits (internal or affective aspects of
oneself such as gregarious, impatient, humorous).
The list of answers to the question “Who Am I?” probably include examples of each of the following
four types of responses:
1) Physical Description: I’m tall, have blue eyes...etc.
2) Social Roles: We are all social beings whose behavior is shaped to some extent by the roles we
play. Such roles as student, housewife, or member of the football team not only help others to
recognize us but also help us to know what is expected of us in various situations.
3) Personal Traits: These are the third dimension of our self-descriptions. “I’m impulsive...I’m
generous...I tend to worry a lot”...etc.
4) Existential Statements (abstract ones): These can range from "I’m a child of the universe" to "I’m a
human being" to "I’m a spiritual being"...etc.
Typically young people describe themselves more in terms of personal traits, whereas older people
feel defined to a greater extent by their social roles.

Self-esteem (the extent to which you value yourself)

Self-esteem (also known as self-worth) refers to the extent to which we like, accept or approve of
ourselves, or how much we value ourselves. Self-esteem always involves a degree of evaluation and
we may have either a positive or a negative view of ourselves.

Even though self-esteem might fluctuate, there are times when we continue to believe good things
about ourselves even when evidence to the contrary exists. This is known as the perseverance effect.
Miller and Ross (1975) showed that people who believed they had socially desirable characteristics
continued in this belief even when the experimenters tried to get them to believe the opposite. Does
the same thing happen with bad things if we have low self-esteem? Maybe not, perhaps with very
low self-esteem, all we believe about ourselves might be bad.
Argyle (2008) believes there are 4 major factors that influence self-esteem.
Ideal Self (what you'd like to be)
If there is a mismatch between how you see yourself (e.g., your self-image) and what you’d like to be
(e.g., your ideal-self ) then this is likely to affect how much you value yourself.
Therefore, there is an intimate relationship between self-image, ego-ideal and self-esteem.
Humanistic psychologists study this using the Q-Sort Method.
A person’s ideal self may not be consistent with what actually happens in the life and experiences of
the person. Hence, a difference may exist between a person’s ideal self and actual experience. This
is called incongruence.

Where a person’s ideal self and actual experience are consistent or very similar, a state of
congruence exists. Rarely, if ever does a total state of congruence exist; all people experience a
certain amount of incongruence. The development of congruence is dependent on unconditional
positive regard. Roger’s believed that for a person to achieve self-actualization they must be in a
state of congruence.
Michael Argyle (2008) says there are four major factors which influence its development:

1. The ways in which others (particularly significant others) react to us.

2. How we think we compare to others
3. Our social roles
4. The extent to which we identify with other people

Linking Statement

Now that you have processed through with the issues concerning self concept. Try to explore the
activities prepared below.

B. Checking for Understanding

• What are the two aspects of self concept?
• What are the attributes comprising the question “Who am I?”
 • Briefly explain self image, self esteem and ideal self

III. Productive Collaboration

Activity 1 A. Discuss among the members of your group about self concept based from the lesson
above and be able to identify possible traits attributed by both your real and ideal self. Write these
traits inside the circle.
WHO AM I?
SELF-IMAGE/REAL SELF EGO-IDEAL/ALTER EGO

Implication on self concept:

Follow-up Activity
Activity 1B
This self-esteem chart allows you to assess your self esteem at the same time gives you a perception
on how others would rate you too based on impression.

You Self Esteem Pa More!!! You

Direction: Rate from 0 to 10 how much weight you put to each statement. "0" means it is
pointless and "10" means very significant.
STATEMENT RATING
1. I believe in my self.
2. I am just as valuable as other people.
3. I would rather be me than someone else.
4. I am proud of my accomplishments.
5. I feel good when I get complements.
6. I can handle on criticism.
7. I am good at solving personal problems.
8. I love trying new things.
9. I respect my self.
10. I love myself even when others reject me.
11. I know my positive qualities.
12. I am forcused more on succeeding than quitting.
13. I am not afraid to make mistakes.
14. I am happy to be me.
SCALE
0 10
I wish I am someone else I just love the way I am.

Implication on Self Esteem:

 Your Partner Self Esteem Pa More!!! Your Partner
Direction: Rate from 0 to 10 how much weight you put to each statement. "0" means it is
pointless and "10" means very significant.
STATEMENT RATING
1. You always believe in yourself.
2. You always think you are valuable as other people.
3. You prefer to be real than being someone else not you.
4. You are proud of your accomplishments.
5. You feel good when you get complements.
6. You can handle on criticism.
7. You are good at solving personal problems.
8. You love trying new things.
9. You respect yourself.
10. You find ways to love yourself even when others reject you.
11. You know your positive qualities.
12. You are forcused more on succeeding than quitting.
13. You are not afraid to make mistakes.
14. You are happy the way you are.
SCALE
0 10
Do not be hard on your self. You are a great person.

Analysis Questions
• How important/significant is self concept to the personal growth and development of
adolescents?
• How can you define an individual having a congruent self?
• How are self image, self esteem and ideal self interrelated with each other?
• As an adolescent how will you confront about others’ impression on you?

IV. Synthesis
• After completing the activities, I felt
______________________________________________________________
because __________________________________________________________________________________
• I would rate my work on the following activities (Excellent/Good/Fair/Poor) because
________________________
__________________________________________________________________________________________

V– INDEPENDENT PRACTICE
Draw a personality doll that shows your alter ego. Make sure that your self image can reach to the expectations you set for
your ideal self.
 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Activity-Based Self Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Subject Area Personal Development Teacher Jerome L. Salazar

Grade Level 11 Week no. 1
Topic: Pre-Test on Fully Functioning Person

Instructions: Let’s find out how much you have known the topics for this module. Read and understand each
question below. Write your answer on the space provide before each item.

1. Which pertains to the acceptance of both the positive and negative emotions?
a. Existential living b. Openness to experience c. Trust feelings d. Creativity
2. Which condition occurs when you are in touch with different experiences as they occur in life, avoiding
prejudging and preconceptions?
a. Existential living b. Openness to experience c. Trust feelings d. Creativity
3. Which refers to the feelings, instincts, and gut-reactions that are paid attention to and trusted?
a. Existential living b. Openness to experience c. Trust feelings d. Creativity
4. Which is a definition of a person having a happy and satisfied life?
a. Existential living b. Openness to experience c. Fulfilled Life d. Trust Feeling
5. Which of the following implies on the regard where parents and significant others accept and love the person
for what he or she is?
a. Conditional Positive Regard b. Reserved Positive Regard c. Unconditional Positive Regard
d. Infinite Positive Regard
6. Which of the following implies in the regard where praise and approval depend upon the child behaving in ways
that the parents think is correct?
a. Conditional Positive Regard b. Reserved Positive Regard c. Unconditional Positive Regard
d. Infinite Positive Regard
7. To which context does this statement is implied “Life is a process, not a state of being. It is a direction not a
destination”
a. Perfect Life b. Satisfied Life c. Contented Life d. Good Life
8. To which context does this statement is implied “The organism has one basic tendency and striving - to actualize,
maintain, and enhance the experiencing organism”
a. Self Worth b. Self Esteem c. Self Actualization D. Self Concept
9. It is only when a person has achieved these aspects where self actualization is realized. Which among the option is
not an aspect of self actualization?
a. Goals b. Wishes c. Desires d. Values
10. Which of the following is not an implication of Carl Rogers?
a. The very essence of the creative is its novelty, and hence we have no standard by which to judge it
b. The good life is a process, not a state of being. It is a direction not a destination
c. The organism has one basic tendency and striving - to actualize, maintain, and enhance the experiencing organism

d. The eyes are the windows of one’s soul.

“Life is really simple but we insist on making it difficult.”

 Sessions 3 and 4

Subject Area Personal Development Teacher Jerome Salazar

Grade Level& Strand GRADE 11 Consultation
schedule
Activity no. 3 and 4 Week no. 1
Topic: Self Worth

LEARNING TARGET
At the end of the week, the students are able to;
1. Differentiate conditional and unconditional positive regard
2. Associate self actualization in real life situation as adolescence.
3. Appraise one self.

REFERENCES
Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London:
Constable.
Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in
the client-centered framework. In (ed.) S. Koch, Psychology: A study of a science. Vol. 3:
Formulations of the person and the social context. New York: McGraw Hill.
Rogers, C. R. (1961). On Becoming a person: A psychotherapists view of psychotherapy. Houghton
Mifflin.
Rogers, C. R., Stevens, B., Gendlin, E. T., Shlien, J. M., & Van Dusen, W. (1967). Person to person:
The problem of being human: A new trend in psychology. Lafayette, CA: Real People Press..

LEARNING ACTIVITIES
I. Priming Activities
A. Brain Breaks
Spin x3
Stand up, spin around 3 times, sit back down.
This is a super fast brain break. This gives the students a little bit of quick movement. I will sometimes use this as a super
quick way to get students focused during a lesson since it is so quick.

B. Activating Prior Knowledge

How revealing is this statement to you as adolescence: “Just remember, son, it

doesn’t matter whether you win or lose, unless you want daddy’s love.”? Do you
often get regards from your parents at home? How have they dealt with things
you have accomplished at home or in school perhaps? How about when you
failed at something and have not met their expectations on you? What is your
context of self worth? To what extent you think you need someone to push you
forward in your waking reality? Do you get by with praises everytime you do
something right? Or things that you do right are expected from you and should
always consider standards. How are you as a person? Are you fine? Are you
okay? Let us talk it over.

Linking Statement

Your value doesn’t decrease based on someone’s inability to see your worth. This session will allow you to discover
more about self appraisal. Thus, the beginning statement is a bridge towards understanding coonditional and
unconditional positive regards.
II. Guided Instructions
A. Concept Digest
Carl Rogers (1902-1987) was a humanistic psychologist who agreed with the main assumptions of Abraham Maslow.
However, Rogers (1959) added that for a person to "grow", they need an environment that provides them with
genuineness (openness and self-disclosure), acceptance (being seen with unconditional positive regard), and empathy
(being listened to and understood).
Without these, relationships and healthy personalities will not develop as they should, much like a tree will not grow
without sunlight and water.
Rogers believed that every person could achieve their goals, wishes, and desires in life. When, or rather if they did
so, self actualization took place.
This was one of Carl Rogers most important contributions to psychology, and for a person to reach their potential a
number of factors must be satisfied.

Self Actualization
"The organism has one basic tendency and striving - to actualize, maintain, and enhance the experiencing organism”
(Rogers, 1951, p. 487).

Rogers rejected the deterministic nature of both psychoanalysis and behaviorism and maintained that we behave as we
do because of the way we perceive our situation. "As no one else can know how we perceive, we are the best experts on
ourselves."

Carl Rogers (1959) believed that humans have one basic motive, that is the tendency to self-actualize - i.e., to fulfill one's
potential and achieve the highest level of 'human-beingness' we can.
Like a flower that will grow to its full potential if the conditions are right, but which is constrained by its environment, so
people will flourish and reach their potential if their environment is good enough.
However, unlike a flower, the potential of the individual human is unique, and we are meant to develop in different
ways according to our personality. Rogers believed that people are inherently good and creative.
They become destructive only when a poor self-concept or external constraints override the valuing process. Carl
Rogers believed that for a person to achieve self-actualization they must be in a state of congruence.
This means that self-actualization occurs when a person’s “ideal self” (i.e., who they would like to be) is congruent with
their actual behavior (self-image).
Rogers describes an individual who is actualizing as a fully functioning person. The main determinant of whether we will
become self-actualized is childhood experience.

The Fully Functioning Person

Rogers believed that every person could achieve their goal. This means that the person is in touch with the here and
now, his or her subjective experiences and feelings, continually growing and changing.
In many ways, Rogers regarded the fully functioning person as an ideal and one that people do not ultimately achieve. It
is wrong to think of this as an end or completion of life’s journey; rather it is a process of always becoming and changing.
Rogers identified five characteristics of the fully functioning person:
1. Open to experience: both positive and negative emotions accepted. Negative feelings are not denied, but worked
through (rather than resorting to ego defense mechanisms).
2. Existential living: in touch with different experiences as they occur in life, avoiding prejudging and preconceptions.
Being able to live and fully appreciate the present, not always looking back to the past or forward to the future (i.e.,
living for the moment).
3. Trust feelings: feeling, instincts, and gut-reactions are paid attention to and trusted. People’s own decisions are the
right ones, and we should trust ourselves to make the right choices.
4. Creativity: creative thinking and risk-taking are features of a person’s life. A person does not play safe all the time.
This involves the ability to adjust and change and seek new experiences.
5. Fulfilled life: a person is happy and satisfied with life, and always looking for new challenges and experiences.
For Rogers, fully functioning people are well adjusted, well balanced and interesting to know. Often such people are high
achievers in society.
Critics claim that the fully functioning person is a product of Western culture. In other cultures, such as Eastern cultures,
the achievement of the group is valued more highly than the achievement of any one person.

Positive Regard and Self Worth

Carl Rogers (1951) viewed the child as having two basic needs: positive regard from other people and self-worth.
How we think about ourselves, our feelings of self-worth are of fundamental importance both to psychological health
and to the likelihood that we can achieve goals and ambitions in life and achieve self-actualization.

Self-worth may be seen as a continuum from very high to very low. For Carl Rogers (1959) a person who has high self-
worth, that is, has confidence and positive feelings about him or herself, faces challenges in life, accepts failure and
unhappiness at times, and is open with people.
A person with low self-worth may avoid challenges in life, not accept that life can be painful and unhappy at times, and
will be defensive and guarded with other people.
Rogers believed feelings of self-worth developed in early childhood and were formed from the interaction of the child
with the mother and father. As a child grows older, interactions with significant others will affect feelings of self-worth.
Rogers believed that we need to be regarded positively by others; we need to feel valued, respected, treated with
affection and loved. Positive regard is to do with how other people evaluate and judge us in social interaction. Rogers
made a distinction between unconditional positive regard and conditional positive regard.

Carl Rogers Quotes

"The very essence of the creative is its novelty, and hence we have no standard by which to judge it". (Rogers, 1961, p.
351)
"I have gradually come to one negative conclusion about the good life. It seems to me that the good life is not any fixed
state. It is not, in my estimation, a state of virtue, or contentment, or nirvana, or happiness. It is not a condition in which
the individual is adjusted or fulfilled or actualized. To use psychological terms, it is not a state of drive-reduction, or
tension-reduction, or homeostasis". (Rogers, 1967, p. 185-186)
"The good life is a process, not a state of being. It is a direction not a destination". (Rogers, 1967, p. 187)
Linking Statement

Now that you have processed through on the topic “self-worth”. Try to explore the activities prepared below.

B. Checking for Understanding

• What is self actualization?
• What are the 5 characteristics of a fully functioning person?”
• What are the types of positive regards? Give a brief description of their nature.

III. Productive Collaboration

Activity 1
This is a group activity of 3 members. Supply the boxes with the significant information on positive regard. Give a short
implication for each situation.

POSITIVE REGARD

UNCONDITIONAL - NATURE CONDITIONAL - NATURE

example of situation example of situation

UNCONDITIONAL - NATURE CONDITIONAL - NATURE

Implication: Implication:
Activity 2
This activity is called “Wheel of Self Actualization”. Work yourself out by filling in the significant aspect of your wort as
an adolescent. Then discuss and share your output with your group members.

Implication:

Analysis Questions
• How relatable are these regards in your waking reality as adolescents?
• How significant are these regards in addressing your identity as adolescents?
• As an adolescent how will you confront to such situation if positive regard is conditional?

IV. Synthesis

• After completing the activities, I felt ______________________________________________________________

because __________________________________________________________________________________
• I would rate my work on the following activities (Excellent/Good/Fair/Poor) because ________________________
__________________________________________________________________________________________

V – INDEPENDENT PRACTICE

Understanding Self-Confidence Worksheet

This worksheet can be completed by adolescents who wish to build up their self-esteem and self-confidence. The
completed worksheet can be kept handy for the next time you’re feeling low in self-esteem and need a boost.

You can always your worksheet and be reminded of your personal power, and use it to transform situations in which you
feel less confident.

The worksheet is divided into three parts:

Part A involves thinking of a situation in which you felt confident and experienced a sense of self-worth.

Part B involves thinking of a recent situation in which you felt lacking in self-confidence and answering the same four
questions listed above.

In Part C, you are instructed to look at your answers to Parts A and B, then use that information to answer these
question

Completing this worksheet will help adolescents explore their feelings in two very different situations, analyze their
responses to these situations, and come up with an action plan for the next time they experience low self-esteem. This
exercise will help them take control of their development and give them a sense of ownership in their own well-being, a
trait that will serve them well in the future.
 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Activity-Based Self Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Subject Area Personal Development Teacher Jerome L. Salazar

Grade Level 11 Week no. 1
Topic: Pre-Test on Johari Window

Instructions: Let’s find out how much you have known the topics for this module. Read and understand each
question below. Write your answer on the space provide before each item.

1. Which is a tool used to identify aspects of personal traits which might either be hidden, unknown, known and
open?
a. Big Five b. Johari c. Multiple Intelligences d. Psychodynamics
2. Which is not a part of the the johari window model?
a. Hidden b. Closed c. Open d. Unknown
3. Which pertains to the implication on what others know about you that you don’t have an idea?
a. Hidden b. Open c. Unknown d. Known
4. Which pertains to the implication on what you and others know about you?
a.Hidden b. Open c. Unknown d. Known
5. Which pertains to the implication on traits that you and others are unaware of?
a.Hidden b. Open c. Unknown d. Known
6. Which two psychologists’ names Johari is rooted from?
a. Jonas and Harry b. Joe and Harris c. Joe and Harry d. Joel and Harry
7. Which of the following areas is also considered as the area of free activity?
a.Hidden b. Open c. Unknown d. Known
8. Which of the following areas is also considered as the blind spot or blind self?
a.Hidden b. Open c. Unknown d. Known
9. Which of the following areas is also considered as the “facade”?
a.Hidden b. Open c. Unknown d. Known
10. Which of the following areas is also considered as the unknown self?

a.Hidden b. Open c. Unknown d. Known

“Don’t be afraid of failure; be afraid of petty success.”

 Sessions 5 and 6
Subject Area Personal Development Teacher Jerome Salazar
Grade Level& Strand GRADE 11 Consultation
schedule
Activity no. 5 and 6 Week no. 1
Topic: Johari Window Lesson 3

LEARNING TARGET
At the end of the week, the students are able to;
3. Explain Johari Window
4. Identify the different attributes of Johari Window
5. Classify different personality traits
4. Make a journal on self image

REFERENCES
https://www.selfawareness.org.uk/news/understanding-the-johari-window-model
http://sourcesofinsight.com/know-and-share-yourself-enough/
https://www.businessballs.com/self-awareness/johari-window-model-and-free-diagrams/

LEARNING ACTIVITIES
I. Priming Activities
A. Brain Breaks

Tap 1 finger on desk, then 2, … , tap whole hand, a little harder, then do it backward.
This isn’t a lot of movement, but students do like this. This really does sound like a rain storm when doing it with a whole
class. Students also love that they can make noise just with their fingers. I model this one before we do it, so students
know exactly what is appropriate behavior.

B. Activating Prior Knowledge

What comes into your mind when you see a window? What do you think is the
reason behind why houses have windows aside from ventilation purpose? Are
you aware that you can pleasure a sight of the scenery outside while you are
inside the house at the same time having the ability to see what is inside the
house when you are outside? Both perspectives work and would give you varied
views. Most often times we hear the phrase: “the eyes are windows of one’s
soul”. But what do we really mean by this? Do you know that there are 4 areas
of your attributes? Do you have attributes in you that you want to keep it
hidden? Are you aware that others may know your attributes which you are
unaware of? Or do you know that you have attributes totally unknown to you
and to others as well?

Linking Statement

One of the keys to effectiveness is to know and show yourself enough. If you know yourself well enough, you can
share relevant information to improve communication and connect with others. Thus, this session will help you discover
more about your attributes and perspective about your self. Get ready to explore your interpersonal awareness.

II. Guided Instructions

A. Concept Digest
The Johari Window Model
History
It is necessary to improve self-awareness and personal development among individuals when they are in a group. The
‘Johari’ window model is a convenient method used to achieve this task of understanding and enhancing communication
between the members in a group. American psychologists Joseph Luft and Harry Ingham developed this model in 1955.
The idea was derived as the upshot of the group dynamics in University of California and was later improved by Joseph
Luft. The name ‘Johari’ came from joining their first two names. This model is also denoted as feedback/disclosure
model of self-awareness.

Introduction
The Johari window model is used to enhance the individual’s perception on others. This model is based on two ideas-
trust can be acquired by revealing information about you to others and learning yourselves from their feedbacks. Each
person is represented by the Johari model through four quadrants or window pane. Each four window panes signifies
personal information, feelings, motivation and whether that information is known or unknown to oneself or others in
four viewpoints.

What is the Johari Window Model?

The Johari Window model is a simple and useful tool for illustrating and improving self-awareness, and mutual
understanding between individuals within a group. This model can also be used to assess and improve a group's
relationship with other groups. This model is particularly useful in team development.

It was devised by American psychologists Joseph Luft and Harry Ingham in 1955 while researching group dynamics at
the University of California Los Angeles. The model was first published in the Proceedings of the Western Training
Laboratory in Group Development by UCLA Extension Office in 1955, and was later expanded by Joseph Luft. Today the
Johari Window model is especially relevant due to modern emphasis on, and influence of, 'soft' skills, behaviour,
empathy, cooperation, inter-group development and interpersonal development.

The Johari Window concept is particularly helpful in understanding employee/employer relationships within the
Psychological Contract. Over the years, alternative terminology has been developed and adapted by different people -
particularly leading to different descriptions of the four regions, hence the use of different terms in this explanation.

The Johari Window Model Diagram

Download the Johari Window Model as a pdf file here:

• Landscape
• Portrait
• also available in MSWord format from the free resources section

Background Information

Luft and Ingham called their Johari Window model 'Johari' after combining their first names, Joe and Harry. In early
publications, the word appears as 'JoHari'. The Johari Window soon became a widely used model for understanding and
training self-awareness, personal development, improving communications, interpersonal relationships, group
dynamics, team development and inter-group relationships.

How is the Johari Window Model used?

This model is also referred to as a 'disclosure/feedback model of "self-awareness" and by some people an "information
processing tool".

• The Johari Window actually represents information - feelings, experience, views, attitudes, skills, intentions,
motivation, etc - within or about a person - in relation to their group, from four perspectives, which are
described below.
• The model can also be used to represent the same information for a group in relation to other groups.
Terminology hereafter refers to 'self' and 'others': 'self' means oneself, ie, the person subject to the analysis.
'Others' means other people in the person's group or team.
• The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. Each of these regions contains
and represents the information - feelings, motivation, etc - known about the person, in terms of whether the
information is known or unknown by the person, and whether the information is known or unknown by others
in the group. The four regions in the model are outlined in detail below.

Note: When the Johari Window model is used to assess and develop groups in relation to other groups. The 'self' would
be the group, and 'others' would be other groups. However, for ease of explanation and understanding of the model and
examples in this article, think of the model applying to an individual within a group, rather than a group relating to other
groups.

What are the Four Regions of the Johari Window Model?

1. What is known by the person about him/herself and is also known by others - open area, open self, free area,
free self, or 'the arena'
2. What is unknown by the person about him/herself but which others know - blind area, blind self, or 'blindspot'
3. What the person knows about him/herself that others do not know - hidden area, hidden self, avoided area,
avoided self or 'facade'
4. What is unknown by the person about him/herself and is also unknown by others - unknown area or unknown
self

Johari Window Model Quadrant 1

'Open Self/Area' or 'Free Area' or 'Public Area', or 'Arena'

Region 1 is also known as the 'area of free activity'. This is the information about the person - behaviour, attitude,
feelings, emotion, knowledge, experience, skills, views, etc. - known by the person ('the self') and known by the group
('others').

The aim in any group should always be to develop the 'open area' for every person because when we work in this area
with others we are at our most effective and productive, and the group is at its most productive too. The open free area,
or 'the arena', can be seen as the space where good communications and cooperation occur, free from distractions,
mistrust, confusion, conflict and misunderstanding.

• Established team members logically tend to have larger open areas than new team members. New team
members start with relatively small open areas because relatively little knowledge about the new team member
is shared. The size of the open area can be expanded horizontally into the blind space, by seeking and actively
listening to feedback from other group members. This process is known as 'feedback solicitation'.
• Other group members can help a team member expand their open area by offering feedback, sensitively of
course. The size of the open area can also be expanded vertically downwards into the hidden or avoided space
by the person's disclosure of information, feelings, etc. about him/herself to the group and group members.
• Group members can help a person expand their open area into the hidden area by asking the person about
him/herself. Managers and team leaders can play an important role in facilitating feedback and disclosure
among group members and indirectly giving feedback to individuals about their own blind areas.
• Leaders also have a big responsibility to promote a culture and expectation for open, honest, positive, helpful,
constructive, sensitive communications, and the sharing of knowledge throughout their organization. Top-
performing groups, departments, companies and organizations always tend to have a culture of open positive
communication, so encouraging the positive development of the 'open area' or 'open self' for everyone is a
simple yet fundamental aspect of effective leadership.

Johari Window Model Quadrant 2

'Blind Self' or 'Blind Area' or 'Blindspot'

Region 2 is what is known about a person by others in the group, but is unknown by the person him/herself.

• By seeking or soliciting feedback from others, the aim should be to reduce this area and thereby to increase the
open area i.e, to increase self-awareness.
• This blind area is not an effective or productive space for individuals or groups. This blind area could also be
referred to as ignorance about oneself, or issues in which one is deluded.
• A blind area could also include issues that others are deliberately withholding from a person. This relates to the
difficulty one experiences when being "kept in the dark".

Group members and managers can take some responsibility for helping an individual to reduce their blind area - in turn
increasing the open area - by giving sensitive feedback and encouraging disclosure.

• Managers should promote a climate of non-judgemental feedback, and group response to individual disclosure,
which reduces fear and therefore encourages both processes to happen.
• The extent to which an individual seeks feedback, and the issues on which feedback is sought, must always be at
the individual's own discretion.
• Some people are more resilient than others - care needs to be taken to avoid causing emotional upset. The
process of soliciting serious and deep feedback relates to the process of 'self-actualization' described
in Maslow's Hierarchy of Needs development and motivation model.

Johari Window Model Quadrant 3

'Hidden Self' or 'Hidden Area' or 'Avoided Self' or 'Facade'

Region 3 is what is known to ourselves but kept hidden from, and therefore unknown, to others.

• This hidden or avoided self represents information, feelings, etc., anything that a person knows about him/self,
but which is not revealed or is kept hidden from others.
• The hidden area could also include sensitivities, fears, hidden agendas, manipulative intentions, secrets -
anything that a person knows but does not reveal, for whatever reason.
• It is natural for very personal and private information and feelings to remain hidden, indeed, certain
information, feelings and experiences have no bearing on work, and so can and should remain hidden. However,
typically, a lot of hidden information is not very personal, it is work- or performance-related, and so is better
positioned in the open area.

Relevant hidden information and feelings, etc, should be moved into the open area through the process of 'disclosure'.

• The aim should be to disclose and expose relevant information and feelings - hence the Johari Window
terminology 'self-disclosure' and 'exposure process', thereby increasing the open area.
• By telling others how we feel and other information about ourselves we reduce the hidden area and increase
 the open area, which enables better understanding, cooperation, trust, team-working effectiveness and
productivity.
• Reducing hidden areas also reduces the potential for confusion, misunderstanding, poor communication, etc,
which all distract from and undermine team effectiveness.

Organizational culture and working atmosphere have a major influence on group members' preparedness to disclose
their hidden selves. Most people fear judgement or vulnerability and therefore hold back hidden information and
feelings, etc., that if moved into the open area, i.e known by the group as well, would enhance mutual understanding,
and thereby improve group awareness, enabling better individual performance and group effectiveness.

The extent to which an individual discloses personal feelings and information, and the issues which are disclosed, and to
whom, must always be at the individual's own discretion. As with feedback, some people are more resilient than others -
care needs to be taken to avoid causing emotional upset. Also as with soliciting feedback, the process of serious
disclosure relates to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and
motivation model.

Johari Window Model Quadrant 4

'Unknown Self' or 'Area of Unknown Activity' or 'Unknown Area'

Region 4 contains information, feelings, latent abilities, aptitudes, experiences etc, that are unknown to the person
him/herself and unknown to others in the group. These unknown issues take a variety of forms:

• They can be feelings, behaviours, attitudes, capabilities, aptitudes, which can be quite close to the surface, and
which can be positive and useful, or they can be deeper aspects of a person's personality, influencing his/her
behaviour to various degrees. Large unknown areas would typically be expected in younger people, and people
who lack experience or self-belief.

Examples of unknown factors are as follows, and the first example is particularly relevant and common, especially in
typical organizations and teams:

• An ability that is under-estimated or un-tried through lack of opportunity, encouragement, confidence or

training
• A natural ability or aptitude that a person does not realise they possess
• A fear or aversion that a person does not know they have
• An unknown illness
• Repressed or subconscious feelings
• Conditioned behaviour or attitudes from childhood

The processes by which this information and knowledge can be uncovered are various and can be prompted through
self-discovery or observation by others, or in certain situations through collective or mutual discovery, of the sort of
discovery, experienced on outward bound courses or other deep or intensive group work. Counselling can also uncover
unknown issues, but this would then be known to the person and by one other, rather than by a group.

• Whether unknown 'discovered' knowledge moves into the hidden, blind or open area depends on who discovers
it and what they do with the knowledge, notably whether it is then given as feedback, or disclosed. As with the
processes of soliciting feedback and disclosure, striving to discover information and feelings in the unknown is
related to the process of 'self-actualization' described in Maslow's Hierarchy of Needs development and
motivation model.
• Again as with disclosure and soliciting feedback, the process of self-discovery is a sensitive one. The extent and
depth to which an individual is able to seek out discover their unknown feelings must always be at the
individual's own discretion.
• Uncovering 'hidden talents' - that is unknown aptitudes and skills, not to be confused with developing the Johari
'hidden area' - is another aspect of developing the unknown area, and is not so sensitive as unknown feelings.
Providing people with the opportunity to try new things, with no great pressure to succeed, is often a useful way
to discover unknown abilities, and thereby reduce the unknown area.

Example
Linda got a job in an organization. Her co-workers knew a little about her and in this context the unknown and hidden
areas will be larger and the open area will be small. As the others don’t know much about her the blind spot also will be
smaller and the model will be as shown in Figure 1.
Linda spent most of her free time sketching in the office which was her preferred pastime and her co-workers found her
very shy and elusive. With that evaluation she got the idea how she was and tried to be more talkative and interacted
more with other co-workers. This helped her to increase her open area and thus making the hidden and unknown areas
smaller. (Figure 2)

Through the feedback Linda got from her co-workers she could perform well in the office and her real capacity
could be obtained as a result of an effective interaction among the colleagues.

Linking Statement

Now that you have processed through on this topic. Try to explore the activities prepared below.

B. Checking for Understanding

• What is Johari Window?
• What are the areas/models of the Johari window?
• What significant contribution can this model offer to adolescence?

III. Productive Collaboration

Activity 1
In this activity, each team member will assess your own selves and then each other using the Johari Window. Through
this activity, each of you will learn more about yourselves and how others perceive them too.
The goal of this activity is to initiate discussion on each team member’s strengths and blind spots, and how the team can
better work together.
Our blind spots lie at the intersection of how we perceive ourselves and how others perceive us. The Johari Window was
developed by Psychologists Joseph Luft and Harry Ingham to help us become more self-aware.
Self Assessment:
Using the following list choose 5 adjectives that best describe yourself. Be objective and honest.

Assessing Teammates (By Four Members)

Once everyone has finished their own self-assessment, the entire team will evaluate their colleagues.
Assess your teammates with the same criteria you evaluated yourself. Remember to choose only 5 and to be both
honest and objective.

Fill In the Johari Window Panes

Compare this list with the list the individual generated about themselves.
• Where an adjective appears on both lists, place it in the Arena Quadrant.
• If an adjective appears on the individual’s list, but not on the group’s, place it in the Mask Quadrant.
• When an adjective appears on the group’s list, but not on the individual’s, put it in the Blind Spots quadrant.
• Any adjective that appeared on neither list can go in the Unconscious Quadrant.
Once everyone has finished, allow each participant to review his/ her Johari Window assessment. You are to compare
notes between self and team assessment.
Spend a few minutes discussing the adjectives that appear in the open quadrant.
Ask an individual to disclose by talking about one of the adjectives they selected for themselves, but the group did not.
Have the individual select one of the adjectives the group has identified, but the individual did not. The group now has
the opportunity to give some feedback to the individual about this adjective.

Analysis Questions
• As an adolescent how does Johari window improve self awareness?
• How do you react on feedbacks of other people about you?

IV. Synthesis

• After completing the activities, I felt ______________________________________________________________

because __________________________________________________________________________________
• I would rate my work on the following activities (Excellent/Good/Fair/Poor) because ________________________
__________________________________________________________________________________________

V – INDEPENDENT PRACTICE

Write a journal about oneself. The title of the journal must be “This is ME”. You may adapt the
concept of the song This is Me by Keala Settle
 in PERSONAL
DEVELOPMENT
for Week 1: SELF CONCEPT

JEROME L. SALAZAR, LPT

Course Instructor
 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Activity-Based Self Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Checking for Understanding

• What are the two aspects of self concept?

• What are the attributes comprising the question “Who am I?”

• Briefly explain self image, self esteem and ideal self.

Productive Collaboration

Activity 1 A. Discuss among the members of your group about self concept based from the lesson
above and be able to identify possible traits attributed by both your real and ideal self. Write these
traits inside the circle.
WHO AM I?
SELF-IMAGE/REAL SELF EGO-IDEAL/ALTER EGO

Implication on self concept:

Follow-up Activity
Activity 1B
This self-esteem chart allows you to assess your self esteem at the same time gives you a perception
on how others would rate you too based on impression.

You Self Esteem Pa More!!! You

Direction: Rate from 0 to 10 how much weight you put to each statement. "0" means it is
pointless and "10" means very significant.
STATEMENT RATING
1. I believe in my self.
2. I am just as valuable as other people.
3. I would rather be me than someone else.
4. I am proud of my accomplishments.
5. I feel good when I get complements.
6. I can handle on criticism.
7. I am good at solving personal problems.
8. I love trying new things.
9. I respect my self.
10. I love myself even when others reject me.
11. I know my positive qualities.
12. I am forcused more on succeeding than quitting.
13. I am not afraid to make mistakes.
14. I am happy to be me.
SCALE
0 10
I wish I am someone else I just love the way I am.

Implication on Self Esteem:

Your Partner Self Esteem Pa More!!! Your Partner

Direction: Rate from 0 to 10 how much weight you put to each statement. "0" means it is
pointless and "10" means very significant.
STATEMENT RATING
1. You always believe in yourself.
2. You always think you are valuable as other people.
3. You prefer to be real than being someone else not you.
4. You are proud of your accomplishments.
5. You feel good when you get complements.
6. You can handle on criticism.
7. You are good at solving personal problems.
8. You love trying new things.
9. You respect yourself.
10. You find ways to love yourself even when others reject you.
11. You know your positive qualities.
12. You are forcused more on succeeding than quitting.
13. You are not afraid to make mistakes.
14. You are happy the way you are.
SCALE
0 10
Do not be hard on your self. You are a great person.
Analysis Questions
• How important/significant is self concept to the personal growth and development of
adolescents?

• How can you define an individual having a congruent self?

• How are self image, self esteem and ideal self interrelated with each other?

• As an adolescent how will you confront about others’ impression on you?

INDEPENDENT PRACTICE
Draw a personality doll that shows your alter ego. Make sure that your self image can reach to the expectations you set for
your ideal self.
 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Activity-Based Self Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Checking for Understanding

• What is self actualization?

• What are the 5 characteristics of a fully functioning person?”

• What are the types of positive regards? Give a brief description of their nature.

Productive Collaboration
Activity 1
This is a group activity of 3 members. Supply the boxes with the significant information on positive regard. Give a short
implication for each situation.

POSITIVE REGARD

UNCONDITIONAL - NATURE CONDITIONAL - NATURE

example of situation
UNCONDITIONAL - NATURE example of situation
CONDITIONAL - NATURE

Implication: Implication:
Activity 2
This activity is called “Wheel of Self Actualization”. Work yourself out by filling in the significant aspect of your wort as
an adolescent. Then discuss and share your output with your group members.

Implication:

Analysis Questions
• How relatable are these regards in your waking reality as adolescents?

• How significant are these regards in addressing your identity as adolescents?

• As an adolescent how will you confront to such situation if positive regard is conditional?

INDEPENDENT PRACTICE

Understanding Self-Confidence Worksheet

This worksheet can be completed by adolescents who wish to build up their self-esteem and self-confidence. The
completed worksheet can be kept handy for the next time you’re feeling low in self-esteem and need a boost.

You can always your worksheet and be reminded of your personal power, and use it to transform situations in which you
feel less confident.

The worksheet is divided into three parts:

Part A involves thinking of a situation in which you felt confident and experienced a sense of self-worth.

Part B involves thinking of a recent situation in which you felt lacking in self-confidence and answering the same four
questions listed above.

In Part C, you are instructed to look at your answers to Parts A and B, then use that information to answer these
question

Completing this worksheet will help adolescents explore their feelings in two very different situations, analyze their
responses to these situations, and come up with an action plan for the next time they experience low self-esteem. This
exercise will help them take control of their development and give them a sense of ownership in their own well-being, a
trait that will serve them well in the future.
 Gen. Vicente Alvarez St., Zamboanga City
Junior High School Unit
Local nos. (062) 991 – 4277, (062) 991 – 1676, Telefax: 992 – 3045

Activity-Based Self Regulated Learning Unit

Name of Student: _____________________________________ Date:___________________

Grade and Section:____________________________________ Score: __________________

Checking for Understanding

• What is Johari Window?

• What are the areas/models of the Johari window?

• What significant contribution can this model offer to adolescence?

Productive Collaboration
Activity 1
In this activity, each team member will assess your own selves and then each other using the Johari Window. Through
this activity, each of you will learn more about yourselves and how others perceive them too.
The goal of this activity is to initiate discussion on each team member’s strengths and blind spots, and how the team can
better work together.
Our blind spots lie at the intersection of how we perceive ourselves and how others perceive us. The Johari Window was
developed by Psychologists Joseph Luft and Harry Ingham to help us become more self-aware.

Self Assessment:
Using the following list choose 5 adjectives that best describe yourself. Be objective and honest.

Assessing Teammates (By Four Members)

Once everyone has finished their own self-assessment, the entire team will evaluate their colleagues.
Assess your teammates with the same criteria you evaluated yourself. Remember to choose only 5 and to be both
honest and objective.
Fill In the Johari Window Panes
Compare this list with the list the individual generated about themselves.
• Where an adjective appears on both lists, place it in the Arena Quadrant.
• If an adjective appears on the individual’s list, but not on the group’s, place it in the Mask Quadrant.
• When an adjective appears on the group’s list, but not on the individual’s, put it in the Blind Spots quadrant.
• Any adjective that appeared on neither list can go in the Unconscious Quadrant.
Once everyone has finished, allow each participant to review his/ her Johari Window assessment. You are to compare
notes between self and team assessment.
Spend a few minutes discussing the adjectives that appear in the open quadrant.
Ask an individual to disclose by talking about one of the adjectives they selected for themselves, but the group did not.
Have the individual select one of the adjectives the group has identified, but the individual did not. The group now has
the opportunity to give some feedback to the individual about this adjective.

Analysis Questions
• As an adolescent how does Johari window improve self awareness?

• How do you react on feedbacks of other people about you?

INDEPENDENT PRACTICE

Write a journal about oneself. The title of the journal must be “This is ME”. You may adapt the
concept of the song This is Me by Keala Settle