PERSONAL

DEVELOPMEN
T
 lesson 3
Developing the Whole Person-
Evaluate One’s Personality
Developing oneself holistically may be the goal
of everyone. However, there are times that we
lack awareness of our doings and actions that
leads to misunderstanding with others
especially our parents. This can also
potentially lead to self-harm. To know oneself
is also quite challenging. To start picking the
pieces of ourselves and subsequently develop
our individuality completely to be like an
“ideal” person is not easy.
Since you have already obtained a clear
understanding of yourself as you have
done all the activities in the previous
lesson, understanding the competencies
included in this module will be easy for
you. Thus, you will eventually use all the
skills developing the whole person within
yourself. So, get ready to unfold the reality
by removing the barriers toward
understanding your true self.
What I Need to Know
This material was crafted to give you – learners, the right amount of assistance for you
to absorb and acquire all the necessary concepts and nature comprising oneself.
Lessons are bounded on the performance and content standard, learning competencies
and level of the learners. This also uses languages appropriate to the
understanding of the varied types of students’ learning acquisition. Sequence of the
lessons adheres to the arrangement of the competencies as reflected on the DepEd’s
curriculum guide for this course.
This lesson is entitled Developing the Whole Person-Evaluate One’s Personality
After going through this lesson, you are expected to:
1. Evaluate his/her own thoughts, feelings, and behaviors
 What’s In
You are about to discover and share more of yourself. Try answering the following
activity below.
Activity 1:
Let us know more about yourself. Recall your childhood and teenage days. Share your
activities, thoughts, feelings, strength, weakness,
and other characteristics that describe you. Write three or more descriptions each item. Do
this on a sheet of paper
Processing questions:
1. What aspect did you find difficult to answer? Why
2. How does each aspect influence each other?
3. Can you share a situation or experience that prove your answer?
What’s New
Teenage years give us unfamiliar feelings and put us in situations that form our
personal qualities.

Activity 1:
Complete the box by interviewing 5 people and ask them to give 5 emotional
adjectives. Take note that it should not be repeated.
Activity 2:
Let us see how well you can relate to the situations given. Discuss how you
behaves when you encounter these scenarios.
Processing questions:
1. What did you discover about yourself?
2. Which aspect of personality do you give more
priority to be dominant in developing your well-
being?
3. How will you improve the weakest aspect of your
personality?
 What is It
Who would be responsible in developing one’s personality?
Every individual undergoes different phases of development that form his/her
individuality. Our personality is a product of genetic response that we inherit
from our parents and from the influence of our environment. This
environment shaped
by the people around us, culture, and practices that we are being raised in
continuously creates social interactions and relationships. This interaction
contributes to who we are today and how we choose and decide for ourselves.
Personality development is complex administration of thoughts, feelings,
emotion, and behavior that influence personal judgement.
As a child, you are dream of a good and satisfying life when you grow
up. Your family becomes your helping hand in nurturing, guiding, and
educating yourself. When you reach adolescence, you experience drastic
changes in your physical appearance, cognitive abilities, social
relationship, and emotional behavior. At this stage, our environment
becomes part of our development from which we acquire knowledge
and collect information to organize and interpret different life situations.

According to Erik Erikson, adolescence stage of Psychosocial

development, also known as “identity vs. role confusion” is the stage
wherein teens need to develop the sense of self and personal identity. At
this point, teenagers start to have circle of friends in which they build
their trust.
Teenagers also experience adolescence cognitive empathy, known as “theory of mind,”
which is described as having high regards toward the perspective of others and feeling
concern for others. Being adolescents, they tend to foster social cooperation that
prevents problems and leads to avoidance of conflicts with peers. Teenagers are very
careful in understanding the emotions of their friends as they start to create deep trust
with them. Sometimes, this leads to misunderstanding with their family, abuse of
prohibited drugs, pre-marital sex, cigarette smoking and alcohol intake. Based on
research, teenagers are commonly high risk-takers and impulsive due to incomplete
development of frontal lobe during adolescence. The frontal lobe is responsible for
judgement, impulse control, and planning. That is why they search for their self-
identify and independence which requires guidance from their parents, relatives, and
other people like teachers with whom they can share their struggles. These experiences
and challenges are part of a process of personality development that adolescents need to
understand. It is necessary for them to examine all the circumstances and opportunities
so that they can deal with them
There are instances when feelings are faster than emotion and thought. This would
result to fast reaction and realizing the emotion and thought afterwards. Either
positive or negative, feelings result to actions. Emotions can direct and control
thoughts that sometimes affect your consciousness. This can also lead to loss of focus.
As a teenager, it is very important to be focused on your goals. A focused thought will
lead to high intelligence. That is why if you are disturbed with your emotion, try to
figure out where the emotion is coming from and it will bring you back to reality.
Teenagers experience enjoyment and daunting times but it is very important to stay
focused so that they will lead you to the route of your goal. It is not easy to
achieve the goal but if you have self-regulation that will control your emotions,
thoughts, and behavior it will help you to be successful in life. Learning from
mistakes and facing challenges with confidence and faith in God will give you the
power to be successful in life.
Watch : https://www.oercommons.org/authoring/21202-adolesce/1/view
What’s More
There are a lot of challenges that would help us understand ourselves better. Try
answering the activities below to find out the relationship of thoughts, feelings, and
actions to better understand yourself and how to manage conflicts between you and
your family, friends and others. Using the following situation, complete the conflict
management diagram. Write the negative response in letter A and positive response
in letter B.
Conflict Management Diagram
Situation 1: You are walking alone on the road that is so dark and you heard a
whimper nearby.
Situation 2: You are working on your research paper and you need to concentrate on
it, but your brother plays his electric guitar despite you calling his attention many
times.
Situation 3: You are about to enter the door of your house then you hear your father
who is drunk shouting sarcastically at you because it is already past 8:00 pm when
you class ends at 3:00 pm.
Situation 4: Your teacher tells you that you that you have been selected as the
representative of the school to compete for a division contest and this is your first
time to participate in a competition.
Situation 5: You are the leader of your group but while presenting the concept that
you worked on the whole night, but your ideas fail to impress one of your classmates
which upset you.
What I Have Learned
Recall some important key points in understanding developmental
change experienced by an adolescent like you.
Horizontal
COMPLETE THE CROSS WORD Vertical 2. a high regard to
1. growth through perceptions of others
social interaction 3. it gives life to our
5. anything that we do thought
4. it is a transition between
6. uncertainty or lack childhood to adulthood
of understanding 7. ability to control thought,
9. strange and difficult emotion and behavior
experiences 8. the 5th ego of
by adolescents that is psychosocial
part development by Erik
Erikson
of developing self- 10. it is an impression to
identity. stimulus
What I Can Do
Sharing one’s thoughts and feelings is important, but it should be expressed with
focus and gentleness. Painting is an outlet for the expression of your thoughts,
feelings, and emotion. It is an opportunity to see and hear your feelings and emotions
through a tangible and authentic output.
Materials:
• Poster paint (different colors)
• Brush
• 1/8 Illustration board
• Instruction:
• Find a place where you can work.
• Prepare the materials.
• Close your eyes and contemplate for 30 seconds.
• While your eyes are closed, try to capture the colors, shades, textures or shapes of your
feelings.
• Now, it’s your time to paint your feelings.
• Write a short description and title for your output.
Assessment

1. This is an important aspect that we need to consider focusing on to be developed as a

strong and healthy individual.
A. Cognitive empathy
B. B. Personality
C. C. Life motivation D. None
2. The following are changes experienced during adolescence stage, EXCEPT
A. Change of interests that lead to have a circle of friends
B. Change in physical characteristics and being more conscious
about their appearance.
C. Change in mood which results to them being risk-takers.
D. Change in their belief and interest for intimate relationshi
3. According to Erik Erikson’s theory of Psychosocial development, adolescents should able
to resolve the conflicts they experience at their age. What conflict experience of adolescents
based on Psychosocial theory needs to be successfully developed?
A. Trust and Mistrust B. Initiative vs. Shame
B. Intimacy vs. Isolation D. Identity vs. Role Confusion
4. Which of the following characterizes the Psychosocial theory of Erik Erikson during
Identity vs. Role Confusion stage?
A. to develop a sense of direction in life
B. to form a strong identity
C. to develop a personal exploration
D. to remain insecure and confused about the future
5. Adolescence is transition age between childhood and adulthood. What are the
characteristics of adolescence?
A. social cooperation
B. avoidance of conflict
C. high risk takers
D. all of the above
6. Parents continuously guide and support their children during adolescence stage, yet
teenagers tend to have a conflict with their parents. Which of the following reasons does not
explain the cause of this conflict?
A. because of house rules
B. because of strong trust in their friends
C. because of incomplete development of their frontal lobe
D. because of confusion
7. Which of the following is an expression of cognitive empathy?
A. Adolescents dream of a good and satisfying life
B. Adolescents have broader perspective and self determination to reach their goal.
C. Adolescents show high regards to the perspective of others and they feel
concern for others
D. B&D
8. How does cognitive empathy create a conflict among adolescents?
A. because they are able to develop social relationship
B. because they develop their trust toward their friends more than their
parents.
C. because they test their self-control
D. because they create effective business partner
9. The following are ways on how to be responsible with our own behavior and actions,
except.
A. Have a focused mind B. manage feelings and emotion
C. Examine the situation D. Make a fast reaction
10. While you are cooking you accidentally touched the hot surface of the pan.
What reaction of your body comes first?
A. feelings, action, thoughts
B. actions, feelings, thoughts
C. thought, feelings, action
D. feelings, thoughts, actions
11. Learning to identify our strength and weakness will help in forming our individual
personality. The following statement are parts of development, except?
A. We can judge others easily
B. We learn to accept others too.
C. We can understand our selves better
D. We become successful in dealing with
12. You are playing at the covered court with your friends, while playing, you notice that your crush
is looking at you. You want to show that you are good in playing. What is the best thing for you to
do?
A. Stop playing and ask her to watch you.
B. Concentrate on your play while she is watching.
C. Inform your teammate that there are girls watching
D. Stop playing and hide.
13. You are invited to help in organizing a youth event in your church. You are about to work with
other teenagers whom you do not really know. Which of the following situations shows a social
interaction barrier?
A. Show a smile when you have eye contact with them.
B. Show to them that you want to be friends with them, saying Hi for example
C. Show that you are hesitant because you think they are not approachable
D. Show a feeling disgust and discomfort
14. How can you attain your goals in life?
A. Give up when you feel it is hard to live up to expectations
B. Practice self-regulation in every situation
C. Learn from mistakes and face challenges with confidence
D. B&C
15. What makes us understand our thoughts, feelings, and action?
A. Handling a thought or information with positive outlook will help us handle the
situation with intense reaction.
B. Handling a thought or perceive information with negative feeling will result to better
outcome
C. Handling the thought or perceive information with too much emotion, we can
understand the situation.
D. Handling the thoughts or perceive information with positive feelings and focus on the
situation can solve the problem with less stress.
Additional Activities

Since you have a wide range of understanding on your thoughts and how you behaved
in the past, recall an instance wherein you became so unfair to your parents, siblings or
friends because you were experiencing adolescence developmental change which was
broadening and refining your characteristics that would help in realizing your
perspective in life.
Kindly write a letter of apology addressed to the person whom you have hurt the most,
but very much deserves to hear your story. Explain to him/her the difficulties you were
undergoing during those days. Make this person remember how you behaved and tell
him/her the reason why. Also, make him/her understand that you also needed his/her
understanding so you would be able to surpass the stage of development.
.
 lesson 4
Thoughts, Feelings, and
Behaviors in Actual Life
Situations
While you may notice and feel
drastic physical changes within you,
it is, too important to know how
these transformations develop you
as an individual. Not only does the
physical aspect affect your thoughts
and feelings, but this more
importantly positively converts your
behaviors---toward yourself and the
people around you.
Additional Activities

Since you have a wide range of understanding on your thoughts and how you behaved
in the past, recall an instance wherein you became so unfair to your parents, siblings or
friends because you were experiencing adolescence developmental change which was
broadening and refining your characteristics that would help in realizing your
perspective in life.
Kindly write a letter of apology addressed to the person whom you have hurt the most,
but very much deserves to hear your story. Explain to him/her the difficulties you were
undergoing during those days. Make this person remember how you behaved and tell
him/her the reason why. Also, make him/her understand that you also needed his/her
understanding so you would be able to surpass the stage of development.
What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the nature of Personal Development. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The lesson in this module is about Actual Life Situations of the Middle and Late
Adolescence. After going through this module, you are expected to: show the
connections between thoughts, feelings, and behaviors in actual life situations.
 What’s In
In the previous module that you have accomplished, you have understood that every
individual experiences certain stages of life that form his or her being a person. Likewise,
you have understood that adolescents tend to experience “cognitive empathy,” a
phenomenon where a person pays high regards to perspective of others and feeling
concerned towards people in the society. In this specific module, you will be able to aptly
appreciate the changes within you that you have evaluated in the previous module: your
thoughts, feelings, and behaviors. Now that you have enumerated and assessed yourself, it
is about time for you to appreciate that understanding these three elements leads you to
better weigh of what is going on around you, making you a keener observer and a more
active participant to the betterment of your personal goals and others’ individual roles in
the society. To assess yourself further, accomplish the proceeding activity about your
thoughts, feelings, and behavior.
What’s New
Read and internalize the poem entitled “I Wandered Lonely as a Cloud” by a notable romantic poet,
William Wordsworth. You may use either your physical dictionary or electronic dictionary for you to
understand the words that may be unfamiliar to you.
 I Wandered Lonely as a Cloud
by William Wordsworth
I wandered lonely as a cloud That floats on high o'er vales and
hills, When all at once I saw a crowd, A host, of golden
daffodils; Beside the lake, beneath the trees, Fluttering and
dancing in the breeze. Continuous as the stars that shine And
twinkle on the milky way, They stretched in never-ending line
Along the margin of a bay: Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they Out-did the sparkling
waves in glee: A poet could not but be gay, In such a jocund
company: I gazed—and gazed—but little thought What wealth
the show to me had brought: For oft, when on my couch I lie In
vacant or in pensive mood, They flash upon that inward eye
Which is the bliss of solitude; And then my heart with pleasure
fills, And dances with the daffodils.
 What is It
The poem that you have just read manifests how a person can be lonely and happy at the same time.
Likewise, an adolescent like you might be able to transform your thoughts and feelings onto a positive
behavior. For instance, like a cloud, you might be alone at times, perhaps left behind by the ones you
consider as close and significant to you; thus you might think and feel (hence the thoughts and feelings)
that you are unimportant to them. However, as what Wordsworth wrote, “A poet could not but be gay,”
he did not let the loneliness envelop him, so he found his own ways, controlling his behavior, to be
“gay” or happy even though the situations are against him. By analyzing the poem and relating this to
your everyday life as an adolescent, you can now clearly identify the connections between your
thoughts, feelings, and behavior. As discussed above, the three do not necessarily have to be of the same
succeeding level or intensity that one of them may contradict or control the others. That is the reason
that as a responsible adolescent, it is imperative that you evaluate yourself through self-assessment.
Self-assessment is your own assessment of your thoughts, feelings, and behaviors which is completely
necessary for you to arrive to an informed decision..
However, while decisions may be individual, these are affected by factors like values,
goals, and positive affiliations. In the study of B. Bradford Brown entitled The
Psychology of Adolescence, he wrote that the aforementioned factors are affected by
positive family and community context, emphasizing that skills to deal with anxiety and
adversity are also keys. Hence, an individual must be able to assess himself or herself
accurately prior to making decisions as the outcomes of his or her actions can be the
reflections of how he or she is raised, chooses peers, and deals with the community.

Meanwhile, in an online article published in carolinapeds.com entitled “The Connection

Between our Thoughts, Feelings, and Behaviors, the author Courtney Bancroft”, it was
discussed that the three are connected with one another in such a means that when one
(e.g. thought) or any two of the three (e.g. thought and feeling) is/are on negative pole, it
may be changed by having the remaining factor/s focused on the positive pole.
Now that you have seen the connections of the three elements, it is about time that you
share a real situation that you have experienced in the past when your thoughts, feelings,
and behaviors either agreed with one another, or otherwise. Please answer the following
questions:

• -Have you had an experience when your thoughts, feelings, and behaviors agreed with
one another? What situation was that?
• -Have you had an experience when your thoughts, feelings, and behaviors disagreed
with one another? What situation was that? How did you arrive to an informed
conclusion afterwards?
• -Why do you think that at times, people tend to have thoughts, feelings, and behaviors
that do not agree with each other?
• -Can we control our thoughts, feelings, and behavior? How can we do that?
What’s More
Activity 1.1 Making Connections
Your thoughts, feelings, and behaviors allow you to arrive at certain decisions. These decisions,
however, might be informed or uninformed. In order for you to be able to arrive at a fruitful and
helpful conclusion, you should be able to track the three elements, so it would be easy for you to show
the connections among them. In this activity, you are given a set of situations where you should track
your thoughts, feelings, and behavior until you reach a decision. Your answer must be in full sentence
or paragraph, depending on your intent. Use a different sheet of paper.
1. You saw one of your friends getting something from the teacher’s drawer without
permission. What would your decision be?
2. You felt an urge to help an old man crossing the street, but you are already in the
jeepney. How would you decide on it?
3. One of your neighbors is insulting the religion of your other neighbor by posting
blasphemous articles on social media. How would you decide on it?
Activity 1.3 Reconnect the Connections
Through the tune of “Bahay Kubo,” compose a song with the theme
“Millennial Adolescents: Responsible, Empowered, and Virtuous”.
The song must contain the essential characteristics adolescents must
possess when it comes to their thoughts, feelings, and behavior.
Provide a creative title.
What I Have Learned
Complete the statements according to the concepts that you have learned.
Through this module, I have learned that thoughts, feelings, and behaviors
are sometimes not vertically aligned with one another
because________________________________________________________
______. I have also understood that self-assessment is considerably
important to an adolescent for the reason that
______________________________________________________________
____. Therefore, in making decisions, it is always necessary to
_______________ for an individual to arrive to an informed decision.
What I Can Do
While it takes effort and time for you to be able to go through the middle and
late adolescent stages, it is important to take one step at a time. Having that
said so, you may begin listing down a monthly plan that will serve as your
guide in improving yourself.

For example, in Day 1, you can write “I will try to reach out to a friend whom
I know I have hurt feelings back then” or “I will research about ways to
become a better individual.”

Note that in your monthly plan, it is acceptable to leave some days blank if
you intend not to include an activity on that day. Be creative, inspired, and
enjoy planning!
Assessment
1. Adolescence is the stage when a person transforms from puberty to adulthood.
a. true
b. false
c. perhaps
d. most of the time
2. Thoughts, feelings, and behaviors do not always have the same level and intensity
among one another.
a. true
b. false
c. perhaps
d. most of the time
8-9. Identify two (2) statements which are not true to an actual situation:
a. Thoughts may sometimes overpower a person.
b. Our feelings always control our thoughts.
c. Behavior is always the product of thoughts and feelings.
d. Decisions are made by behavior alone.
10. Teacher George saw one of his students cheating in the class. Being so, he
called the attention of the student after the class and said he was sad of what his
student did. When the teacher called the attention of the student after class, he
used his:
a. feelings
b. thoughts
c. behavior
d. all of the above
11-12. A person with disability (PWD) finds it difficult to walk towards an elevator in
a certain shopping mall. You know how she feels because one of your relatives also
has a walking disability, therefore you immediately assist her towards the elevator.
How are thoughts, feelings, or behavior absent in the situation? Choose two (2).
a. When you knew what she was feeling.
b. When you were walking at the mall.
c. When you assisted her towards the elevator.
d. When you saw the person
13. For us to identify where we have gone wrong in making ________,
it is always important for us to revisit our thoughts, feelings, and behaviors.
a. poems
b. stories
c. decisions
d. assignment
14-15. Find two (2) accurate statements:
a. When we make decisions, these may be informed or uninformed.
b. When we make decisions, these are always informed.
c. When we make decisions, these are always uninformed.
d. When we make decisions, these may be products of our own thoughts.
Additional Activities
Using the Activity 1.1 sheet, interview three (3) persons and note their answers. Prepare
to share your answers on the proceeding modules. Copy the table on separate sheets.
Thank You
for listening!