Developing the Whole

Person-Aspects of Holistic
Development –Part 1
OPENING PRAYER
Checking of Attendance
KUMUSTAHAN
TIME: ➢How do you feel right, is there anyone
here who doesn’t feel well?
➢Are there anyone here who got sick this
past few days?
➢Is anyone here experiencing depression
or a different kind of emotion and is in
need of emotional support?
 Review of past lesson: Knowing and Understanding Oneself
during Middle and Late Adolescence
Activity 1: Fun Game Group
Collaboration
• The teacher will present each question that
the students will identify. Students will write
their responses on their tablets.
• Once the learner has finished writing their
answer, the first group to show their answer
to the class with the correct answer wins the
game.
• Learners will be applying literacy skill by
writing the correct spelling of the correct
answer
REVIEW OF THE PAST LESSON: Identification

1.It is one of the self-concept of

personal development which refers
to the self that you aspire to be.
IDEAL SELF
 REVIEW OF THE PAST LESSON: Identification

2. It refers to the skill that will help

you keep moving forward regardless
of emerging obstacles.
PERSEVERANCE
 REVIEW OF THE PAST LESSON:
Identification
3. There are three kinds of people in
the world, one of these is the person
who doesn’t only watch, he actually
create the entire movie.
SCRIPTWRITER
REVIEW OF THE PAST LESSON: Identification

4. This is where you write your daily

activities where you can assess your
action at the end of the day.

JOURNAL
REVIEW OF THE PAST LESSON: Identification

5. It means making use of all

personal resources such as talents,
skills, energy and time.

PERSONAL EFFECTIVENESS
 Objectives
At the end of this module, you will be able
to:
1. discuss the relationship among
physiological, cognitive, psychological,
spiritual and social aspects of
development, to understand your
thoughts, feelings, and behaviors,
2. evaluate your own thoughts, feelings
and actions, and
3. demonstrate understanding of the
different aspects of the holistic
development.
 HOTS QUESTIONS?

1. What is the first thing that

comes to your mind when you
think about being a teen-ager?

2. How would you characterize

your growth as a teenager in
terms of your cognitive,
physical, spiritual, and
psychological well-being?
Activity 2: MOTIVATION “Look at me now”

Activity 1: Click
• Take an “instagrammable selfie”
• Write a caption, word or phrase that
will give you the best title for your
picture.
• Create a short paragraph with (5
adjective) that would describe you
as a person.
• Share your journal to the class.
NNow, let us reflect
and answer the
following questions.
MODULE 2
Developing the Whole
Person
Physical Self
1. 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, pores 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, co-students 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,
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.
Arrange the Scrambled Letters-2 Groups
 calsiogiphylo DEVELOPMENT
PHYSIOLOGICAL DEVELOPMENT
nigocveti DEVELOPMENT
COGNITIVE DEVELOPMENT
 chopsy-cilaos DEVELOPMENT
PSYCHO-SOCIAL DEVELOPMENT
ualritdspi DEVELOPMENT
SPIRITUAL DEVELOPMENT
Lesson Discussion: 1. Physiological
Development

2. Cognitive
Development
3. Psycho-social
Development

. Spiritual
4

Development
 Reading:
ASPECTS OF
HOLISTIC
DEVELOPMENT
 ASPECTS OF WHOLE PERSON
DEVELOPMENT

1. Physiological Development
2. Cognitive Development
3. Psycho-social Development
4. Spiritual Development
HOLISTIC DEVELOPMENT
• The process of self-actualization and learning that combines an
individual’s mental, physical, social, emotional and spiritual growth.
 ASPECTS OF HOLISTIC DEVELOPMENT
1. Physiological development
During the beginning of puberty, • Rapid body growth
teenagers experience noticeable
physiological or behavioral changes • Hair growth
triggered by physical growth. These • Muscle Modification
changes occur before you are more or The changes are
less fully developed or stable as boys and preparing you to become
girls reach late adolescence. Teenagers
have a hand to consider themselves and physically capable of
that other mental and psychological biological reproduction
aspects are partly influenced by
physiological factors.
 2. Cognitive development.
• Due to lack of experience and life • More complex thinking processes.
skills, the immaturity of many • Often questions and analyzes
middle and late teens is still situations more extensively.
prevalent in several respects. • Begins to form your own code of
Nevertheless, they are now in a ethics (for example, “What to do I
position to do self-reflection and think is right?)
introspection, to allow a deeper • Developing own’s identity
study and comprehension of the • Thinking possible future goals and
things that are happening to them. long-term plans.
We can be idealistic and, at the • Becoming more involved in politics,
same time, face truth by
social issues, and global concepts.
developing imaginative and
constructive solutions to problems.
 3. Psycho-social
• Much of teenagers’ creation is affected by their • Relationship with
interactions with them. All the others. As
teenagers go through the tumultuous process, families
they must be able to develop positive and • Peer pressure
stable relationships with their families • Choosing what is good
members, mates, colleagues, and other
influential people. They need to feel that way or bad
experience recognition, encouragement, • Identity crisis
gratitude, approval, and recognition attention • Changes in the
to such social networks. In other words, to
learn how to love back with kindness, they emotions, feelings and
must be loved, they must know how to practice manner of thinking.
the perspective-taking, compassion , and • Social independence
empathy required to live and function well with
those around them and maturity
 4. Spiritual-moral development
• The spiritual soul is the essence of life and • Interest in spiritual concerns.
the way one interacts with the body needs to
be properly nurtured. Obviously, due to their • Questions about existence,
cognitive, physiological, and psycho-social essence, spirituality, religion
shifts, some teenagers may begin to and relationship with GOD
entertain the influx of faith-related questions • Meditate and pray
or ultimately cease to practice what they
believed in any of the causes of such actions
➢Better health
may be a mistaken development of critical ➢Less depression and stress
thinking skills, peer and media influence, ➢More positive feelings
lack of examples of a lifestyle compatible
with faith and morality, difficulty in
recognizing the connection between well-
being and misery, or immoral behaviors that
give them a hard time competing with God
and spirituality
Role Play:
• This activities will help you evaluate your thoughts, feelings, and
behaviors that will help you develop as a whole person.
Let’s
Evaluate:
• How are thought feelings and behavior
connected to each other?
• Who will be responsible in developing
oneself?
 Portfolio Output No. 3: Personal Assessment of
Aspects of Development with Plan of Action
• Create a Pie chart and write about the 4 segments of your EXAMPLE
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.
KEY TO CORRECTION
1. SOCIAL DEVELOPMENT
2. PHYSIOLOGICAL
3. COGNITIVE
4. SPIRITUAL
5. PSYCHOLOGICAL
Reflection