URBIZTONDO CATHOLIC SCHOOL, INC.

Urbiztondo, Pangasinan
S. Y. 2021-2022

Module 1
Introduction to Personal Development
Content Standard: The learners demonstrate an understanding of
himself/herself during middle and late adolescence.
Performance Standard: The learners shall be able to conduct self-
exploration and simple disclosure.
Transfer Goal: The learners are able to determine the changes and
development of adolescents.
Introduction & Focus Question:

Personal development is the process of improving oneself. But

you can only improve yourself if you know who you are. How well
do you know yourself? Developing oneself opens you to new
discoveries and new growth. It may take time but it is worth the
journey. Starting to build your life now determines what your future
will be.
In contrast to human development which primarily deals with
the physical, mental, social as well as emotional development,
personal development involves self-awareness that includes
thoughts, feelings, and behaviour. One has to consciously work
toward personal growth. You should not stop at being content with
what you have now or stay where you are. You need to press on
toward reaching your full potential.
As you go through the journey of self-development, you will
acquire qualities, attitudes, and values that will make you a better
person. Others will notice that you have become a better daughter or
better son, a better student, a better friend, and a better citizen. It does
not happen overnight. Each day matters in your life. It is like building
a house in stages.
As the old saying goes “Knowledge is power.” Knowing
ourselves – how we develop, how we acquire new characteristics,
and how we gain our individual strengths and weaknesses – results
in knowing who we were, what we are, and who will be.

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S. Y. 2021-2022

It can irrefutably give us an advantage in this long sordid journey we call

life.
A close look at our weaknesses (vulnerabilities, blind spots, things
we need improvement on), our strengths (capabilities, talents, potential),
and the wholeness of ourselves make us more effective as we face
challenges in life.
As you go through this module, you must be able to answer this
essential question; how are you going to achieve your full potential in
understanding oneself?

LESSONS & COVERAGE:

In order to answer on your own, the said essential question you need to
take the following lessons:
 To know yourself
 Developing the whole person
 The developmental skills and tasks among adolescents
 The developmental stages in middle and late adolescence
 The challenges of middle and late adolescence
EXPECTED SKILLS:
To do well in this module, you need to analyze and understand well the
following:
 Explain that knowing oneself can make a person accept his or her
strengths and limitations and dealing with others better.
 Share his or her unique characteristics, habits, and experiences.
 Appreciate and value myself.
 Discuss the relationship among physiological, cognitive,
psychological, spiritual, and social development to understand my
thoughts, feelings, and behaviors.
 Evaluate my own thoughts, feelings, and behaviors.
 Show the connections between thoughts, feelings, and behaviors in
actual life situations.
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S. Y. 2021-2022

 Classify various developmental tasks according to developmental

stage.
 Evaluate one’s development in comparison with person of the same
age group.
 List ways to become responsible adolescents prepared for adult life.
 Discuss that facing the challenges during adolescence may be able
to clarify and manage the demands of teen years.
 Express my feelings on the expectations of the significant people
around me.
 Make affirmations and help me become more lovable and capable
as an adolescent.

Module Map

Knowing Developing the

Oneself Whole Person

The Challenges of Development

Middle and Late al Skills and
Adolescence Tasks Among
Adolescents

LESSON 1: Knowing Oneself

Defining the Concept of the Self

Self – is the union of elements, namely: body, thoughts, feelings or

emotions, and sensations that constitute the individuality and identity of a
person
•Body – constitutes your physical attributes, your health, and your posture
and poise.
•Thoughts – the way you think, and how you perceive things around you
affect how you feel about them and bring about sensations.

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S. Y. 2021-2022

•Emotions & sensations – these are the elements that you experience
prompt you to act and behave the way you do. The union of these elements
makes up your character or personality and essentially distinguishes you
from others.
REMEMBER:
Self- actualization – refers to the achievement of your
potential through creativity, independence, and an
understanding of the real world.

The Three Dimensions of the Self

 Physical Dimension – This dimension is responsible for giving us
the ability to move our muscles, to perceive our surroundings, and
to think of the ideas and opinions that bring wonders to our lives and
of others.
 Psychological Dimension – which contains the concepts of stress,
cognition, behavior, attitude, emotion and ultimately, personality.
 Spiritual Dimension – it allows us to view ourselves in a spiritual
level – as spiritual beings. This dimension cannot be observed but
can be subjectively altered and perceived by the person.

Attitudes and Its Components: Affect, Behavior, Cognition

A key factor in personality development is attitude – a settled way of
thinking and feeling about someone or something, typically reflecting in
a person’s behavior.
Attitude can be both implicit and explicit. Implicit attitudes are thoughts
or feelings that conscious awareness does not cover. Explicit attitudes,
however, can be perceived consciously and expressed accordingly.
The three components of attitude:
 Affect, in Psychology, is the term used to represent emotions
directed to the self, the environment and to others.
 Cognition is the way we think. It encompasses our thoughts in
different levels, ranging from ourselves to our environment, from
imaginary to perceivable reality.

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 Behavior is the action form or manifestation of attitude. Without

attitude, affect and cognition, behavior will be rendered baseless and
undergrounded.

Identifying Strengths and Weaknesses

Cognition
 Being aware of how you look, think, feel, and act helps you to
know more about yourself.
 In knowing your strengths, you are more empowered to do
developmental emotional independence, and your ability to
demonstrate responsible behaviors.
 Determining your weaknesses gives you the opportunity to know
your limitations or boundaries.
 Becoming more aware of your strengths, you are equipped with
skills essential in making wise decisions in life; you are able to
analyze complex situations logically and sensibly.

REMEMBER:
 Self-awareness - these components require you to pause and
analyze what you think, feel, and do. These components are
important in assessing ourselves.
 Introspection – is the ability to reflect and think about your own
thoughts, feelings, and actions.
 Affirmation – is the process of encouraging or motivating others
through positive statements.
 Positive Feedback - this feedback will have energized you and help
you to become more enthusiastic because you are affirmed, your
worth as a person was recognized and in this way you feel more
confident to yourself.
 Negative Feedback or criticism – when you hear this kind of
feedback, you tend to get angry and may even deny what others have
observed about you.
 Self-concept - These is our cognition to ourselves, what we think
and know about our identity, personality, and individuality. It
requires a lot of self-evaluation and reflection to be able to say that
your self-concept is high.

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S. Y. 2021-2022

 Self-esteem - is related to self-concept but it is different. It does not

focus on how ourselves but rather our attitude towards ourselves. It
is a more situational approach in terms of attitude because self-
esteem is how we value ourselves, given the negative or positive
feedback we received.
ACTIVITY 1.1
A. Fill in the blanks with the correct answer. Write your answer in a
separate sheet of paper.
1. The psychological tern used to represent emotion is______.
2. ______ attitude represents unconscious thoughts-our perceptions
that are beyond our awareness.
3. Behavior that occurs within our awareness is called______.
4. A behavior pattern wherein we mimic the actions of particular
recognized individual is_______.
5. This dimension of oneself that is responsible for giving us the
ability to move our muscles, to perceive our surroundings, and to
think of the ideas and opinions that bring wonders to our lives and
others’ is _______.
B. Enumerate the concepts asked on each item.
6-8. What are the three components of attitude?
9-10. What are the two similar yet different terms discussed in this
lesson that are usually wrongly interchanged.
ACTIVITY 1.2
Write your answer on a separate sheet of paper.
1. What is the importance of understanding yourself?
2. In what ways can you become more aware of yourself?
3. How does self-awareness help boost your self-confidence?
Consider this Rubric for your essay
5 4 3 2 1
The The The The The
explanation explanation explanation explanation explanation
is very clear is clear and is slightly is slightly is vague &
& well- detailed. clear & vague. not related
detailed detailed. to the
questions.

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Urbiztondo, Pangasinan
S. Y. 2021-2022

ACTIVITY 1.3 My Journal

1. Write a journal entry that tells your unique characteristics, habits
and experiences.
2. Write a journal entry about how you have come to know yourself
better and how you expect this to help you become a better person.

FOCUS QUESTIONS
How can knowing oneself make someone a better person?
(Note: Do it in a separate sheet of paper.)
Consider this Rubric for your essay.
Criteria 5 4 / VERY 3/ 2 / NEEDS 1 /
/EXCELLE GOOD AVERAGE IMPROVEME UNACCEPTAB
NT NT LE
Ideas The idea is The idea is The writer is Topic is not As yet, the idea
clear and mostly beginning to well-defined has no clear sense
focused. It focused, define the and/or there are of purpose or
holds the and has topic, even too many topics. central theme. To
reader's some good though extract meaning
attention. details and development from the text, the
Relevant quotes. is still basic reader must make
details and or general. inferences based
quotes enrich on sketchy or
the central missing details.
theme.
Organizati The Idea (and The Sentences The writing lacks
on organization paragraph organization within a clear sense of
enhances and s) are al structure is paragraphs direction. Ideas,
showcases mostly strong make sense, but details, or events
the central organized, enough to the order of seem strung
idea or in order, move the paragraphs does together in a
theme. The and makes reader not. loose or random
order, sense to through the fashion; there is
structure of the reader. text without no identifiable
information too much internal structure.
is compelling confusion.
and moves
the reader
through the
text.
Sentence The writing The The text The text seems The reader has to
Fluency has an easy writing hums along choppy and is practice quite a
flow, rhythm, mostly with a steady not easy to read bit in order to
and cadence. flows, and beat, but orally. give this paper a
Sentences are usually tends to be
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well built, invites more fair interpretive

with strong oral businesslike reading.
and varied reading. than musical,
structure that more
invites mechanical
expressive than fluid.
oral reading.
Convention The writer The writer The writer The writer Errors in spelling,
s demonstrates understan shows seems to have punctuation,
a good grasp ds good reasonable made little capitalization,
of standard writing control over a effort to use usage, and
writing conventio limited range conventions: grammar and/or
conventions ns and of standard spelling, paragraphing
(e.g., usually writing punctuation, repeatedly
spelling, uses them conventions. capitalization, distract the reader
punctuation, correctly. Conventions usage, grammar and make the text
capitalization Idea is are and/or difficult to read.
, grammar, easily read sometimes paragraphing
usage, and errors handled well have multiple
paragraphing are rare; and enhance errors.
) and uses minor readability;
conventions touch-ups at other
effectively to would get times, errors
enhance this piece are
readability. ready to distracting
publish. and impair
readability.
Presentatio The form and The The writer's The writer's The reader
n presentation format message is message is only receives a
of the text only has a understandab understandable garbled message
enhances the few le in this occasionally, due to problems
ability for the mistakes format. and paper is relating to the
reader to and is messily written. presentation of
understand generally the text, and is
and connect easy to not typed.
with the read and
message. It is pleasing to
pleasing to the eye.
the eye.

LESSON 2: Developing the Whole Person

Adolescence, from 13 to 19 years old, is considered as transition
from childhood to adulthood, a passage from one stage to another
(Hurlock, 1982).
• To prove that they are adults already, they strive to establish their
personalities however instantaneously and frustratingly
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• Changes regarding sexual maturation and attainment of

reproductive capacity may be overwhelming and catch you off
guard, but they are integral to your personality as they affect your
attitude and behavior.
• Rejection is a primary issue during adolescence. The pains brought
about by not belonging, unaccepted, and being alone place a
teenager in a difficult situation. Hence, they are easily influenced by
peers. Such influence is called peer pressure.
• Frustrations and other negative emotions may make adolescence a
problematic or challenging period for many teenagers.

Physical or Physiological Changes and Their Implications

Cognition
*You started to experience various body changes when you were around
13 years old, which is the onset of adolescence for most children.
*Girls start their growth spurt earlier than boys, but boys eventually grow
taller than girls.
*Also, boy’s muscles grow larger than girls’, so that after adolescence,
boys are usually physically stronger than girls
*Moreover, you can notice physical changes in your sex organs, which
are your primary sex characteristics. The boys’ testes or gonads rapidl
You started to experience various body changes when you were around
13 years old, which is the onset of adolescence for most children.
*Boys come to know that there is production and release of sperm,
spermarche, when they experience nocturnal emissions. This is an
indication that their male reproductive organs have become mature in
function and that they are already capable of reproduction.
* In girls, the uterus, Fallopian tubes, ovaries, and vagina, grow rapidly
during puberty. Menarche, or the first menstrual period, marks a girl’s
sexual maturity and is indicative of her capacity to be pregnant.

The Secondary Characteristics

Cognition
These characteristics are your physical features that distinguish
males from females as well as those that give you sex appeal (Hurlock,
1982).
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For the boys:

• Their voice becomes husky at first and then eventually lowers in
pitch.
• Boys’ muscles markedly grow and give shape to their torso.
• Body hair appears after the pubic hair has almost completed its
growth.
For the girls:
• Come to have a fuller and more melodious voice.
• Girls’ hips become wider and rounder, which resulted from the
enlargement of their pelvic regions.
• Their breasts also develop ang their muscles grow in size and
strength, which give their arms, shoulders, and legs shape.
• Pubic hair and body hair appear together with the development of
primary sex characteristics.
Androgens & Estrogens
 are hormones or chemical substances produced by endocrine glands
that actively affect physical growth and development. These
hormones are present in both males and females; however, each of
them functions more strongly in one sex than the other.
 Testosterone is an androgen that is strongly associated in the
physical maturation of boys. Increased level of testosterone in males
is related to changes in height, deepening of voice, and development
of genitals, as well as sexual desires and activities.
 Estradiol is an estrogen that is strongly associated in the physical
development of girls, such as widening of hips, and breast and
uterine development. More so, sebaceous glands and apocrine
glands become more active during this stage; the former cause acne
and other skin problems, and the latter produce perspiration that
results, at times, in body odor.
Cognitive Changes and Their Implications
AtCognition
this stage:
During adolescence your brain goes through significant structural development
stages as well. At this stage, the neurons in the corpus callosum thicken and connect
the left hemisphere and the right hemisphere of your brain, making the brain
process information faster and more effectively.

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Remember:
Prefrontal Cortex –which is involved decision making, reasoning, and
controlling one’s emotions.
Amygdala – the seat of your emotions such as anger, sadness, and
happiness, matures much earlier than the prefrontal cortex.

Jean Piaget
According to him, an adolescent’s cognitive ability
for abstraction and advanced reasoning is a
characteristic of the formal operation period that he
explained in his theory of cognitive development.
This means that you can follow clear logic and
reason, such that you can already process
information into meaningful messages and
understand complex situations for you to solve
problems.

Piaget’s Developmental Theory

Stage: Sensorimotor
Age Range: 0-2 yrs. Old
Description: Coordination of senses with motor response, sensory
curiosity about the world. Language used for demands and cataloguing.
Object permanence developed.
Stage: Preoperational
Age Range: 2-7 yrs. Old
Description: Symbolic thinking, use of proper syntax and grammar to
express full concepts. Imagination and intuition are strong, but complex
abstract thought still difficult. Conservation developed.
Stage: Concrete Operational
Age Range: 7-11 yrs. Old
Description: Concepts attached to concrete situations. Time, space, and
quantity are understood and can be applied, but not as independent
concepts.
Stage: Formal Operations
Ange Range: 11 & above

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Description: Theoretical, hypothetical, and counterfactual thinking.

Abstract logic and reasoning. Strategy and planning become possible.
Concepts learned in one context can be applied to another.

Psychological or Emotional Changes and Their Implications

Cognition
 As a transition period, adolescence has often been described as a
period of “storm and stress” (Hurlock, 1982)
Teenagers like you experience a lot of emotional ups and downs:
•You get easily excited with some situations.
•You also tend to easily show your irritation
At this stage:
Adolescents who experience the emotional storm and stress in this period,
most adolescents are emotionally unstable from time to time.
Being envious of others who possess more material things is common
among adolescents. According to Hurlock (1982), teenagers use these
possessions as status symbols.
You eventually gain a degree of control on how you express your emotions.
Emotional maturity should be achieved by the end of adolescence.
Your become less reactive to provocations and emotionally heated
situations, reflecting moods that do not swing from one emotion to another.
You also realize that lessons can be learned from each obstacle you conquer.

Social Changes and Their Implications

Cognition
At this stage:
 Social pressures and demands add to the stress and storm of the
adolescence years.
 Your attitude, speech, interests, appearance, and behavior are
heavily influenced by your peers, as you spend more time outside
your home in your teenage years.
 Peer acceptance becomes very important.
 You became curious about relationships with the opposite sex and
experience physical attraction to them.
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 You give in to drinking alcoholic beverages and learn to smoke to

avoid being labeled as “kill joy” or “KJ.”
 Also, instead of studying your lessons after class, you may join your
friends to play computer games or stroll in the mall.
 At an extreme, some adolescents even cut classes, take illegal drugs,
and perform sexual activities with their peers because of peer
pressure.
 You became more capable of judging members of the opposite sex
objectively.
 The more you participate in social gatherings, the more socially
competent you become, which is manifested by your ability to carry
on conversations, behave properly in front of people, and have
confidence to share your talents.
 Moreover, choosing a leader who would represent the peer group is
important for teenagers.
 To successfully make social adjustments, you need to enhance your
social skills.
 You should also learn to clarify your boundaries so that you
maintain self-reliance.
Remember:
Peer pressure – or the expectation that you comply with the norms of
your peer group.
Early Adolescence is characterized by bias regarding the members of
the opposite sex.

Moral/Spiritual Changes and Their Implications

Cognition
At this stage:
 Moral development starts with obeying your elders when you were
a child to more internal, moral thinking during adolescence.
 According to Kohlberg, adolescents should have attained the post
conventional reasoning or have developed moral reasoning based on
the universal human rights.
 When faced with normal dilemma, adolescents must be able to stand
on what their personal conscience dictates them to do.

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 Adolescents who deviate from their own general principles and act
upon the wishes of others even though these are wrong are more
likely to suffer from self-condemnation (Hurlock, 1982)
 You want to build your own moral codes, which you will use as
bases in judging what is right and what is wrong.
 You will definitely agree that building and sticking with moral code
is difficult for adolescents.
 Through mass media, children and teenagers see inconsistencies in
upholding these moral standards, which add up to the confusion.
 Moreover, being focused will assist you in your journey on how you
want to live your life.
 Your moral judgement becomes clearer when you see your life
purpose.
 A personal journey may be a lot smoother when you know what
roads to travel and which crossroads to take, and committing one’s
delft to do good.
LAWRENCE KOHLBERG’S stages of Moral development
Lawrence Kohlberg
He believed in Piaget’s theory and expanded it
further to add complex comprehension to the
matter. He devised levels that have two stages each
rooting Piaget’s theories.

LEVEL 1: PRE-CONVENTIONAL MORALITY

Kohlberg theorized that pre-conventional morality begins around 9
years in the average. At this level, our personal code of morality is not
personal but is instead shaped externally – implying that our morality at
this level is based on the standards of adults and the consequences of
obeying or disobeying the rules they have set.
This level has two stages. First, obedience and punishment orientation.
Children avoid punishment by being in good order. Being punished meant
something wrong was done. Second, individualism and exchange, is
transition to the next level because at this stage, children realize that
different persons have different beliefs or viewpoints regarding a deed.
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LEVEL 2: CONVENTIONAL MORALITY

At this level, individuals begin to internalize the learned moral
standards they have with their valued adult role models.
This level has two stages. First, led by good interpersonal relationships,
the growing individual is good based on the approval of others in his or
her group. The second stage is maintaining social order wherein the
individual becomes aware of a broader set of rules in society resulting to
judgement concerning rule compliance to uphold the law system and
avoid guilt.
LEVEL 3: POST- CONVENTIONAL MORALITY
In this level of morality, an individual’s basis of his or her morality
rests on self-chosen principles.
This level has two stages. First, social contract and individual rights.
The individual becomes aware that while the laws and rules of a society
exist for the good of the majority, there will be instances that these may
work contradictory to the preferences of particular individuals or minority
groups.
Universal Principles, the second stage in this level, implies that
individuals have developed their own set of moral guidelines which may
not at all times fit the law of society. During this stage, the individual
would be able to go against the majority or even the society to defend his
or her morals.
Remember:
Morality is not just knowing right from wrong, but knowing the
consequences of each to an individual. That is why empathy needs to be
learned to make morality stronger.
Relationship of Thoughts, Feelings, and Behaviors
Thoughts:
What we
think

Emotions:
What we Behavior:
feel What we do

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 Your thoughts, feelings, and actions interplay with one another.

 Your thoughts determine your mood or emotions. You act upon
what you think and feel.
 Your way of thinking is influenced by your personal, familial, and
social experiences, which may not all be positive.
 Automatic negative thoughts – or anxiety-provoking thoughts that
just seem to come into our mind without any basis, which can make
you feel sad, hopeless, and angry.
 Further, you may also be nurturing ANT’s unconsciously. The more
you believe them, the more pessimistic and unhappy you become.
 Hence, the way to overcome these negative feelings is to challenge
your negative thoughts.
 Positive dispositions bring about good-natured feelings, which are
reflected in your facial expressions and your body movements.
 Lastly, your bodily reactions influence your thoughts and feelings.
When you are tired, your body produce sluggish thoughts and you
may get easily irritated or sad about pretty things.
ACTIVITY 2.1
You Are Your Thoughts
This activity will help you identify certain beliefs about yourself,
which may be positive or negative. You will also be exploring evidence
that supports such beliefs.
Instructions:
1.Using the activity table below, write the following:
(Note: Do it in a separate sheet of paper.)
a. In the first column, write one belief about yourself.
b. In the second column, write your experiences that may support this
belief.
c. Finally, in the last column, write the experiences that does not support
this belief.
For example:
Belief: “I am not good in reciting”
Experiences that support your belief:
a. I stutter when I speak.
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b. My knees tremble when I stand in front.

c. I cannot establish eye contact with people around me.
Experiences that do not support your belief:
a. When I practiced for an hour every day for one week, I was able to
deliver my speech well.
b. I got a final grade of 85 in my English class last year.
c. When I am at home, I can speak in English fluently.
Belief Experiences That Experiences That Do
Support Belief Not Support Belief

ACTIVITY 2.2
Identify the following situations if it is under Physical Changes, Cognitive
Changes, Psychological or Emotional Changes, Social Changes, or
Moral/Spiritual Changes. Write your answer in a separate sheet of paper.
1. Having an idealistic sense of social justice and
fairness.
2. Seeking more responsibility, both at home and at
school.
3. Thinking more about “right” and “wrong.”
4. Begins to think long-term.
5. Hair growth in different private body parts.
6. Shows strong feelings and intense emotions at
different times.
7. Starting to develop and explore a sexual identity.
8. An interest in learning about other cultures and
beliefs.
9. Penis, testes, and scrotum will start to grow.
10. Experienced using more complex thinking
processes.

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Activity 2.3: Connect Me!

Write an essay that discuss the relationship among physiological,
cognitive, psychological, spiritual and social development to understand
your thoughts, feelings, and behaviors. Write your essay on a sheet of
paper.
Consider this Rubric for your essay
Descriptor Score
The topic was sufficiently discussed. 6
Information presented were correct and relevant to the topic. 6
The essay is clear and organized. 3
TOTAL 15

LESSON 3: Developmental skills and tasks among

adolescents
Erikson’s Psychosocial stages of development: identity formation
vs identity confusion
Cognition
The Formation of identity is an on-going process.
Forming identity comes with risks we all wanted to take for the sake of
eliminating particular behaviors that proved to be unpleasant for us or
keeping and nourishing the ones that seem satisfying, pleasant, and
worthwhile.

At approximately age 12 to 18, Erik

Erikson, a famous developmental
psychologist, stated in his Theory of
Psychosocial Development that adolescents
are going to face a struggle with what they
think of themselves and who they want to be.
That is why it is a matter of forming identity
versus confusion.

Here’s the Theory of Psychosocial Development of Erikson

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Stage Issue Description of Task

Infancy Trust vs Mistrust If need are dependably met, infants
(0-1 yr. Old) develop a sense of basic trust.
Toddlerhood Autonomy vs Toddlers learn to exercise their will and
(1-3 yrs old) Shame & Doubt do things for themselves, or they doubt
their abilities.
Pre-school Initiative vs Preschooler learn to initiate tasks and
(3-6 yrs old) Guilt carry out plans, or they feel guilty about
their efforts to be independent.
Elementary Industry vs Children learn the pleasure of applying
School Inferiority themselves to tasks, or they feel
(6 yrs to inferior.
puberty)
Adolescence Identity vs Role Teenagers work at refining a sense of
(teen yrs. into Confusion self by testing roles and then integrating
20s) them to form a single day identity or
they become confused about who they
are.
Young Intimacy vs Young adult struggle to form close
Adulthood Isolation relationships and to gain the capacity
(20s to early for intimate love, or they feel socially
40s) isolated.
Middle Generativity vs In middle age, people discover a sense
Adulthood Stagnation of contributing to the world, usually
(40s to 60s) through family and work, or they may
feel a lack of purpose.
Late Adulthood Integrity vs Reflecting on his or her life, an older
(Late 60s & up) Despair adult may feel a sense of satisfaction or
failure.

Havighurst’s developmental tasks for adolescents

Cognition
Robert Havighurst
an American educator and writer, elaborated stages
of developmental tasks that any individual must
successfully go through.

Six Major Stages in Human Life

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Stage Age Range

Infancy and early childhood Birth till 6 years old
Middle childhood 6 to 12 years old
Adolescence 13 to 18 years
Early adulthood 19 to 30 years old
Middle Age 30 to 60 years old
Late Maturity 60 years old and over
Here are some Developmental Tasks in Adolescence according to
Havighurst:
1. The adolescent must adjust to a new physical sense of self. This
adjustment may drive us to being self-conscious and anxious for ourselves
around our peers and our environment, but given we adjust to the rapid
change, we will be more accustomed to the ways of the adult human being.
2. The adolescent must adjust to new intellectual abilities. To exploit
this ability is to extend and stretch its bounds for the sake of avoiding
stagnation and atrophy.
3. The adolescent must adjust to increased cognitive demands at
school. With a fast-developing intellectual devices, the adolescent must
expect that their educational system believes them enough that the mental
load demanded of them increases as well.
4. The adolescent must develop expanded verbal skills. If you have
developed a higher form of intellectual capacity, should it mean that your
language and verbal skills must also progress further. It is not enough to
know what words mean but also on how to use them.
5. The adolescent must develop a personal sense of identity. This
stands for being you as you personally prefer – excluding who are around
your family and your friends, beyond their pressure, wants, whims, and
expectations. If you do not know what makes you happy, you might end
up going for what makes others happy.
6. The adolescent must establish adult vocational goals. Once an
adolescent has formed his or her personal identity, he or she can start
formulating goals and milestones – quests and side quests and the paths
to each.
7. The adolescent must establish emotional and psychological
independence from his or her parents. The adolescent situation
revolves around developing individuality even that to the point that
excludes parents. It is part of growing up to be self-reliant from his or her
parents, elders, and guardians – emotionally and psychologically.
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8. The adolescent must develop stable and productive peer

relationships. As adolescents, you would do better to be around people
that actually bring best out of you rather than the worst. Listen to people
who are honest enough to tell you the truth even if it hurts just so they
could help you.
9. The adolescent must learn to manage his or her sexuality.
Adolescents need to know how to act their sexual orientation and remain
true to themselves. Their self-image must relate to their personal sense of
masculinity and femininity.
10. The adolescent must adopt a personal value system. As
adolescence begins, our individual knowledge systems expand into more
complex yet more dynamic frameworks. It is viable to realize our own
value system and set of personal beliefs.
11. The adolescent must develop increased impulse control and
behavioral maturity. We need to utilize our thinking power to be able to
look ahead with due wisdom so we could control our impulses and prevent
ourselves from going into destructive habits, addictions, and lifestyles.
Learning how to identify which to try from what not to try is key to
achieving behavioral maturity.

THREE STAGES OF ADOLESCENCE

 Early
Cognition Adolescence
- Happens when you are 12-13 years old. At this stage, you experience
rapid growth and various changes.
- Also at this stage, you have to accept the fact that you are already
sexually capable of reproduction.
- Accepting these facts imply that you experience less emotional
tension and learn ways to handle challenges, as you grow more
comfortably in this developmental stage.
 Middle Adolescence
- Happens when you are 14-16 years old, the primary tasks of a
teenager are achieving new and more mature relations with age
mates of both sexes, achieving a masculine or feminine social role,
and achieving emotional independence from parents and other
adults.
- Your mastery of these tasks suggests that you need to be physically
self-reliant and psychologically independent from your parents,
which is not that easy.
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- Another task during the middle adolescence stage is becoming more

adept in social settings and more capable of establishing intimate
relationships.
- At this stage, rejection and peer pressure may be inevitable. Hence,
you should learn to conform to social demands without sacrificing
your own identity.
- One developmental task important at this stage is learning to handle
heterosexual relationships, dating, and sexuality.
- At this stage, even though you may still get bothered with your
physical appearance and your capabilities, you are also more
concerned with knowing who you are, not only a person can do
things independently but also as a person who is interdependent.
 Late Adolescence
- Happens when you are roughly 17 years old. At this stage, you
should have already formed attitudes, learned skills, and established
relationships that will give you bases of ascertaining what kind of a
person you are or what kind of life you want to lead.
- Late adolescents should be focused on planning and preparing for
marriage and family life, on preparing for an economic career, on
acquiring a set of values and an ethical system as a guide to behavior
or ideology, and on desisting and achieving socially responsible
behavior.

ADOLESCENTS IN THE 21ST CENTURY

Social
Cognition development has effect on your personality. Personality and
behavioral factor, which are prominently noticed about adolescents of this
generation, may have already been present before, but they have been
emphasized by modern social developments, such as the culture of
“instant results,” value placed on materialism, technology, and family
structure.
 Culture of Instant Results
- As a result of advancements in telecommunications, today’s
Romeo’s and Juliet’s do not anymore write love letters; instead, they
merely text each other.
- This implies that entering into a romantic relationship is easy. Yet,
adolescents may not value such relationships as they should be.

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 Materialism
- These material possessions become status symbols for adolescents
nowadays.
- Status symbols, according to Hurlock (1982), are prestige symbols
that tell others that the owner is of higher status than other people.
- However, being materialistic results in prioritizing image rather than
working on one’s inner beauty and holistic value as a person.
 Technology
- Modern teenagers are described as digital natives, who are tech-
savvy, capable of easily accessing information, and capable of
multitasking.
- According to Catherine Wood, founder and President of
Relationships under Construction, pornography destroys the person
and the family, and it can be accessed freely on the Internet.
- Also, technology can distract today’s learners. Although social
media bring family members closer to each other, teenagers may get
distracted from studying their lessons well.
 Family Structure
- An equally important factor that contributed to the shaping of the
personality of today’s adolescents is family structure.
- With a social pressure that you have to deal with, you may
sometimes feel alone because your both parent may possibly come
home late in the evening already.
- Thus, to fill your need for belonging and attention, you usually turn
to your peers. As a consequence, you may engage in romantic
relationships earlier, which may lead to premarital sex and teenage
pregnancy.
- Also, you may be tempted to abuse the freedom you have when your
parents are not around.
- You may also feel neglected by your parents because you see them
very infrequently because of their busy work schedules.
- Alarmingly, many adolescents do not realize that they play an
integral role in the family. In your family, your parents depend on
you to fulfill your responsibilities and obligations.
HOW TO BE A RESPONSIBLE PERSON?
 Taking charge or assuming responsibility is the ability to choose
your own responses (Covey, 2004) to encountered circumstances.
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 Taking ownership or accountability of your behaviors, without

making excuses or blaming others for your mistakes.
 They take charge to realize their goals, they act with motivation and
determinism, and they correct their mistakes to stay on track of their
goals.
Start looking into yourself and work on these building blocks of
responsibility (Feiden, 1991):
1. A strong sense of self-esteem. According to Feiden (1991), the most
important building block of responsibility is high self-esteem, which
should be a positive belief in oneself.
2. The capacity for empathy. It is the ability to put oneself in another’s
shoes so that you understand what he or she is going through.
3. Knowing right from wrong. Being responsible means abiding with
what is right and avoiding what is wrong.
4. Developing good judgement. Your ability to make good decisions
make you rooted to integrity and strong personal values

Extend Your Knowledge

To be more informed of these developmental tasks, visit
http://www.utmb.edu/pedi_ed/CORE/AdolescentMedicine/page_08.ht
m (accessed on 22 September 2015)

ACTIVITY 3
Ganito Kami Noon, Paano Kayo Ngayon?
This activity aims to help you discover what life was like before and
compare it with your present life as teenager. By discovering the
differences, you may be able to understand how generations evolve and
be able to describe the characteristics of the modern generation. Write
your answer on a separate sheet of paper.
Instructions:
1. Think of your parent(s) or perhaps an older family member.
2. Identify how this person is different from you. You can ask how they
communicated with their partners when they were your age, what
they went to have fun, among other things.

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3. Try to identify as many differences as you can. Write your answers

on a separate sheet of paper.
What Your Parents Did Before How You Do Things Now

LESSON 4: THE CHALLENGES OF MIDDLE AND LATE

ADOLESCENCE
Santrock (2012) cited the biopsychosocial approach in emphasizing
that biological, psychological, and social factors interplay and contribute
to create problems that you need to overcome during adolescence.
 Biological or physical factors such as genes, puberty, hormones, and
brain development cause challenges that adolescents need to face.
 Hormonal changes that teenagers go through during puberty have
been linked to higher rates of depression and heightened sex drives.
 One of the most difficult challenges that you encounter as a teenager
is finding a sense of identity.
 These are social factors that contribute to the emergence of an
adolescent. These factors include the family, peers, school,
socioeconomic status, and immediate environment.

Pitfalls and challenges of Adolescents

Cognition
 At this point, you will learn about some of the common pitfalls and
challenges that adolescents encounter, namely, using and abusing
drugs, being addicted to computer games, running away from home,
being sexually promiscuous, becoming a teenage parent, and being
depressed and committing suicide.
 The use of drugs is often due to peer pressure. Sequentially, it starts
with drinking alcoholic beverages, smoking cigarettes, smoking
marijuana, and eventually using or abusing other illegal drugs.
 Computer gaming is really a popular recreational activity.
Adolescents get hooked to them not only because they are fun but
also because these games provide opportunities for adolescents to
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express what they feel, create their own world, and most
importantly, find their identity in the characters in the game.
 However, because adolescents have created their own world in the
game, they are sometimes unable to distinguish reality from the
virtual one.
 It is uncommon to observe some adolescents stay awake the whole
night just playing games. They come so engrossed with this virtual
world that they even sometimes forget to take a bath or brush their
teeth before attending their classes.
 Some teenagers today run away from home for different reasons.
Their reasons range from their parents hurting them physically,
feeling unhappy at home, to using it as a means to get what they
want.
 There are different reasons why teenagers run away. According to
Kimmel and Weiner (1995), runaways who anticipate to finding
something pleasant at home return home sooner and manifest that
they are less traumatized than those who run away from something
unpleasant, such as being physically hurt or violated at home.
 As teenagers normally experience heightened sexual desire, due to
hormonal changes that occur in their body during this stage, they try
to engage in sexual activities and sexual explorations accentuated by
the prodding’s of their peers.
 Another challenge that you may encounter is depression. According
to the Diagnostic and Statistical Manual of Mental Disorders, at
least five of the nine symptoms represent a change in the
individual’s functioning:
1. Depressed mood most of the day
2. Markedly diminished interest or pleasure in all, or almost all,
activities most of the day.
3. Significant weight loss or weight gain, or decrease or increase in
appetite nearly every day.
4. Insomnia or hypersomnia nearly everyday
5. Psychomotor agitation or retardation nearly every day
6. Fatigue or loss of energy nearly every day
7. Feelings of worthlessness or excessive or inappropriate guilt
nearly every day
8. Diminished ability to think or concentrate, or indecisiveness,
nearly every day
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9. Recurrent thoughts of death, recurrent suicidal ideation without a

specific plan
 Suicide is usually associated with depression. It is closely related
with a sense of hopelessness, low self-esteem, and high self-blame
(O’Donnell, 2004).
 Knowing these pitfalls and challenges will help you avoid being
trapped to difficult situations. However, teenagers sometimes
unknowingly put themselves in these situations mainly because of
their inability to express their feelings or emotions especially those
toward the expectations of significant others from them.

Strategies to Cope with Challenges

Cognition
To be able to cope well in different challenges and make sure to
emerge in this journey victoriously, here are some strategies that may help
you do so (Sevilla, 2000).
1.Learn to accept what you feel
 When you feel sad, angry, or envious, you need to embrace these
feelings because they are real emotions.
 Accepting your feelings means allowing yourself to feel and express
them.
 Trying to understand your feelings will give you a venue to study
your experience and express feelings in a more socially accepted
manner.
2. Identify your vulnerabilities
 Knowing when you feel intense emotions is important to
acknowledge.
 Also, it is beneficial when you know the warning signs or red flags
of your emotions because they tell you when to walk away or let go
before you do or say things that you will just regret later on.
3. Develop your talents and interests
 Attaining positive self-esteem helps boost your psychological well-
being.
 Doing so needs patience and perseverance, because mastering skills
and honing talents do not happen overnight.
 Knowing your interests or things that you enjoy doing.
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 Engaging in sports may divert your attention from the challenges of

life and will prevent you from feeding your negative thoughts.
4. Become more involved with others
 Happy people do not just live for themselves and do not think of
themselves alone.
 They attain happiness through helping others and sharing what they
have with others.
 Involvement with others allows you to appreciate what you have and
gives you lesser time to think of what you do not have.
5. Seek help when needed
 Asking for help is as beneficial as helping others.
 Many adolescents are shy and hesitant to ask for help because they
feel that they only add weight to the problems of others when they
do.
ACTIVITY 4.1
Write TRUE if the statement is correct, False if the statement is not.
Write your answer on separate sheet of paper.
1. Having low self-esteem means not having a personal fable.
2. Delinquency and anti-social tendencies are traced back to histories
of physical and sexual abuse.
3. Being overly conscious of physical appearance like that of
adolescence is permanent.
4. Having an imaginary audience is comparable to the feeling that
your life is being broadcasted to a huge crowd.
5. Having a strong personal fable might cause the adolescent to feel
invincible, thus, predisposing himself/herself to risk-taking and
impulsive behaviors.
6. Sexual behavior does not need to be monitored nor approached
with caution.
7. Impulses can be interrupted with well-thought out of logic and
application of self-monitoring.
8. Hormones are not to be accounted for during the emotional spurts
during adolescence.
9. Having an imagery audience is not natural.

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10. Every adolescent struggles with all the mentioned cases

above. No exceptions.
ACTIVITY 4.2
MY JOURNAL
1. Write a journal entry that expresses your feelings on the
expectations of the significant people around you such as your
parents, siblings, friends, and community leaders.
2. Write a journal entry that contains affirmations that will help you
become more lovable and capable as an adolescent. Write your
answer on a separate sheet of paper.
FOCUS QUESTIONS
What are the challenges facing an adolescent and how can he or she
manage to overcome them and be a responsible individual? Write
your answer on a separate sheet of paper. Used the rubric below as
your guide.

Criteria 5 4 / VERY 3/ 2 / NEEDS 1 /

/EXCELLE GOOD AVERAGE IMPROVEME UNACCEPTAB
NT NT LE
Ideas The idea is The idea is The writer is Topic is not As yet, the idea
clear and mostly beginning to well-defined has no clear sense
focused. It focused, define the and/or there are of purpose or
holds the and has topic, even too many topics. central theme. To
reader's some good though extract meaning
attention. details and development from the text, the
Relevant quotes. is still basic reader must make
details and or general. inferences based
quotes enrich on sketchy or
the central missing details.
theme.
Organizati The Idea (and The Sentences The writing lacks
on organization paragraph organization within a clear sense of
enhances and s) are al structure is paragraphs direction. Ideas,
showcases mostly strong make sense, but details, or events
the central organized, enough to the order of seem strung
idea or in order, move the paragraphs does together in a
theme. The and makes reader not. loose or random
order, sense to through the fashion; there is
structure of the reader. text without no identifiable
information internal structure.

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is compelling too much

and moves confusion.
the reader
through the
text.
Sentence The writing The The text The text seems The reader has to
Fluency has an easy writing hums along choppy and is practice quite a
flow, rhythm, mostly with a steady not easy to read bit in order to
and cadence. flows, and beat, but orally. give this paper a
Sentences are usually tends to be fair interpretive
well built, invites more reading.
with strong oral businesslike
and varied reading. than musical,
structure that more
invites mechanical
expressive than fluid.
oral reading.
Convention The writer The writer The writer The writer Errors in spelling,
s demonstrates understan shows seems to have punctuation,
a good grasp ds good reasonable made little capitalization,
of standard writing control over a effort to use usage, and
writing conventio limited range conventions: grammar and/or
conventions ns and of standard spelling, paragraphing
(e.g., usually writing punctuation, repeatedly
spelling, uses them conventions. capitalization, distract the reader
punctuation, correctly. Conventions usage, grammar and make the text
capitalization Idea is are and/or difficult to read.
, grammar, easily read sometimes paragraphing
usage, and errors handled well have multiple
paragraphing are rare; and enhance errors.
) and uses minor readability;
conventions touch-ups at other
effectively to would get times, errors
enhance this piece are
readability. ready to distracting
publish. and impair
readability.
Presentatio The form and The The writer's The writer's The reader
n presentation format message is message is only receives a
of the text only has a understandab understandable garbled message
enhances the few le in this occasionally, due to problems
ability for the mistakes format. and paper is relating to the
reader to and is messily written. presentation of
understand generally the text, and is
and connect easy to not typed.
with the read and
message. It is pleasing to
the eye.

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pleasing to
the eye.

Post-assessment
Choose the letter of the correct answer and write it on a separate sheet of
paper.
1. An American educator and writer, elaborated stages of developmental
tasks that any individual must successfully go through.
A. Erik Erikson C. Jean Piaget
B. Robert Havighurst D. Lawrence Kohlberg
2. According to him, an adolescent’s cognitive ability for abstraction and
advanced reasoning is a characteristic of the formal operation period that
he explained in his theory of cognitive development.
A. Erik Erikson C. Jean Piaget
B. Robert Havighurst D. Lawrence Kohlberg
3. A famous developmental psychologist, known for his Theory of
Psychosocial Development.
A. Erik Erikson C. Jean Piaget
B. Robert Havighurst D. Lawrence Kohlberg
4. He believed in Piaget’s theory and expanded it further to add complex
comprehension to the matter.
A. Erik Erikson C. Jean Piaget
B. Robert Havighurst D. Lawrence Kohlberg
5. Which of the following is NOT a secondary characteristic for boys?
A. Muscles markedly grow and give shape to their torso.
B. Pubic hair and body hair appear together with the development of
primary sex characteristics.
C. Their voice becomes husky at first and then eventually lowers in
pitch.
D. Body hair appears after the pubic hair has almost completed its
growth.
6. Which of the following is NOT a secondary characteristic for girls?

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A. Body hair appears after the pubic hair has almost completed its
growth.
B. Pubic hair and body hair appear together with the development of
primary sex characteristics.
C. Come to have a fuller and more melodious voice.
D. Girls’ hips become wider and rounder, which resulted from the
enlargement of their pelvic regions.
7. This dimension is responsible for giving us the ability to move our
muscles, to perceive our surroundings, and to think of the ideas and
opinions that bring wonders to our lives and of others.
A. Physical Dimension C. Social Dimension
B. Spiritual Dimension D. Psychosocial Dimension
8. At this level, individuals begin to internalize the learned moral
standards they have with their valued adult role models.
A. Pre-Conventional C. Conventional
B. Middle-Conventional D. Post-Conventional
9. In this level of morality, an individual’s basis of his or her morality rests
on self-chosen principles.
A. Pre-Conventional C. Conventional
B. Middle-Conventional D. Post-Conventional
10. What stage of Psychosocial Development Theory is this, when
toddlers learn to exercise their will and do things for themselves, or they
doubt their abilities?
A. Infancy C. Toddlerhood
B. Pre-school D. Elementary School
11. According to person, the most important building block of
responsibility is high self-esteem, which should be a positive belief in
oneself.
A. Hurlock C. Piaget
B. Covey D. Feiden
12. According to this person, suicide is usually associated with
depression and it is closely related with a sense of hopelessness, low
self-esteem, and high self-blame.

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Subject Teacher: Rey C. Viernes.
Contact: 09568645580
Facebook Account: REY ‘Cardejo’. VIERNES
 URBIZTONDO CATHOLIC SCHOOL, INC.
Urbiztondo, Pangasinan
S. Y. 2021-2022

A. Feiden C. Sevilla
B. Hurlock D. O’Donnell
13. According to this person, adolescence has often been described as a
period of “storm and stress.”
A. Feiden C. Sevilla
B. Hurlock D. O’Donnell
14. What stage of Pyschosocial Development Theory is this, when
children learn the pleasure of applying themselves to tasks, or they feel
inferior?
A. Infancy C. Toddlerhood
B. Pre-school D. Elementary School
15. This person cited the biopsychosocial approach in emphasizing that
biological, psychological, and social factors interplay and contribute to
create problems that you need to overcome during adolescence.
A. O’Donell C. Sevilla
B. Santrock D. Covey
16. At this stage, you have to accept the fact that you are already sexually
capable of reproduction.
A. Early Adolescence C. Late Adolescence
B. Middle Adolescence D. Pre- Adolescence
17. At this stage, you should have already formed attitudes, learned skills,
and established relationships that will give you bases of ascertaining what
kind of a person you are or what kind of life you want to lead.
A. Early Adolescence C. Pre- Adolescence
B. Middle Adolescence D. Late Adolescence

18. At this stage, rejection and peer pressure may be inevitable. Hence,
you should learn to conform to social demands without sacrificing your
own identity.
A. Early Adolescence C. Late Adolescence
B. Middle Adolescence D. Pre- Adolescence
19. These components require you to pause and analyze what you think,
feel, and do. These components are important in assessing ourselves.

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Subject Teacher: Rey C. Viernes.
Contact: 09568645580
Facebook Account: REY ‘Cardejo’. VIERNES
 URBIZTONDO CATHOLIC SCHOOL, INC.
Urbiztondo, Pangasinan
S. Y. 2021-2022

A. Affirmation C. Introspection
B. Self-awareness D. Self-concept
20. These is our cognition to ourselves, what we think and know about
our identity, personality, and individuality.
A. Introspection C. Self-concept
B. Self-esteem D. Self-awareness

REFERENCES:
Aida Maria Hernandez-Perez, Ph.D. Introduction to Personal
Development. Quezon City, Philippines: Vibal Group, Inc.
Myreen P. Cleofe, Personal Development. Makati City, Philippines: Diwa
Learning Systems, Inc.

Learning Module in Personal Development Page | 34

Subject Teacher: Rey C. Viernes.
Contact: 09568645580
Facebook Account: REY ‘Cardejo’. VIERNES