I.

COURSE NAME – Personal Development

II. INTRODUCTION TO THE COURSE
a. Course Description – This course makes senior high school students aware of the
developmental stage that they are in, for them to better understand themselves and the
significant people around them as they make important career decisions as adolescents. The
course consists of modules, each of which addresses a key concern in personal
development. Using the experiential learning approach, each module invites students to
explore specific themes in their development. Personal reflections, sharing, and lectures help
reveal and articulate relevant concepts, theories, and tools in different areas in psychology.

III. MODULE/LESSON SEQUENCE

Most Essential Learning Competencies Learning Task

Lesson 1: -Explain that knowing oneself can make a person -Portfolio Output: My Personal Banner
Knowing Oneself accept his/her strengths and limitations and dealing Portfolio with Reflection (Forum)
with others better. -Vlog (Talent Show)
-Share his/her unique characteristics, habits, and -Journal Writing: Designing e-journal /
experiences. website using wix.com
-Audio-Visual Presentation
Lesson 2: -Evaluate his/her own thoughts, feelings, and -Portfolio Output: 60-SECOND Elevator
Developing the behaviors. Pitch! (Personal Assessment of Aspects of
Whole Person -Show the connections between thoughts, feelings, Development)
and behaviors in actual life situations. -Journal Writing: Personal Assessment of
Aspects of Development (Plan of Action)
-Journal Writing: Reflection on the Story of
Two Wolves (Forum)
-Portfolio Output: My Personal Recipe for
Success with Reflection
-Audio-Visual Presentation
Lesson 3: -Discuss developmental tasks and challenges being -Portfolio Output: My Personal Timeline
Developmental experienced during adolescence. with Reflection (FORUM)
Stages in Middle -Evaluate one’s development through the help of -Readings: Developmental Task and Living
and Late significant people around him/her (peers, parents, Mindfully
Adolescence siblings, friends, teachers, community leaders). Journal Writing: Living Mindfully
-Audio-Visual Presentation
Lesson 4: -Identify ways that help one become capable and -Readings: Encouragement, Being Happy
Mental Health responsible adolescent prepared for adult life. and Mental Health Challenges
-Discuss understanding of mental health and -Forum: The Good Opinion of Others,
psychological well-being to identify ways to cope with Slogan or Personal Declaration on Being
stress during adolescence. Happy
-Portfolio Output: Role Play Situation on
Being a Responsible Adolescent
-Fact or Fiction: A Quiz on Mental Health
-Journal Writing: Essay on Mental Health
-Audio-Visual Presentation
Lesson 5: -Identify causes and effects of stress in one’s life. - Activity: Stress BINGO
Stress -Demonstrate personal ways to cope with stress and - Reading: Stress Management and Stress
Management maintain mental health. Response
Reading: Encouragement 101: The
Courage to be Imperfect by Timothy D.
Evans, Ph.D.
Reading: The Power of Personal
Declaration
Lecture
Audio-Visual Presentation (Stress
Management)
 Most Essential Learning Competencies Learning Task
Group Discussion
Reflective Journal Writing (e-Journal)
(Portfolio Output #4- My Stress Signals)

Activity: Lateral Thinking Puzzle

Lesson 6: -Discuss that understanding the different parts of the Reading: Brainpower
The Powers of brain, processes and functions may help in improving Reading: The Dominant Side of the Brain
the Mind thoughts, behaviour and feelings, Activity: Mind Mapping
-Explore ways on how to improve brain functions for Lecture
personal development. Audio-Visual Presentation (Mental Disorder)
Group Discussion
Reflective Journal Writing (e-Journal)
(Portfolio Output #5-MInd Mapping)
Lesson 7: -Develop a personal plan to enhance brain functions. Reading: Emotional Intelligence
Emotional -Discuss that understanding the intensity and Activity :1.Introduction to emotions
Intelligence differentiation of emotions may help in communicating 2. Exploring emotions
emotional expressions. 3. I Am…
Portfolio Output # 6 Reflections on
“Exploring Emotions” and “I Am”

Lesson 8: -Explore one’s positive and negative emotions and Reading: Types of Responses
Managing how one expresses or hides them. Activity: “Am I Assertive?”
Emotions -Demonstrate and create ways to manage various Lecture
emotions. Audio-Visual Presentation (Mental Disorder)
Group Discussion
Reflective Journal Writing (e-Journal)
(Portfolio Output #7 Responsible Action)
Lesson 9: -Discuss an understanding of teen-age relationships, Readings: What Do We Mean by Personal
Personal including the acceptable and unacceptable Relationships?,
Relationships expressions of attractions. Letter from Mom, Nurture your Relationship
-Express his/her ways of showing attraction, love, and Actvity: Statements on Relationship
commitment. Reflective Journal Writing (e-Journal)
Portfolio Output: Reflection Paper on your
relationship
Forum
Lesson 10: -Identify ways to become responsible in a relationship.
Social -Distinguish the various roles of different individuals in
Relationships society and how they can influence people through
their leadership or followership.

Lesson 11: -Compare one’s perception of himself/herself and how

Filipino others see him/her.
Relationships -Conduct a mini-survey on Filipino relationships
(family, school, and community).

Lesson 12: -Appraise one’s family structure and the type of care
Family Structures he/she gives and receives, which may help in
understanding himself/herself better.
-Make a genogram and trace certain physical,
personality, or behavioral attributes through
generations.

Lesson 13: -Prepare a plan on how to make the family members

Personal Life firmer and gentler with each other.
Goals
 Most Essential Learning Competencies Learning Task
Lesson 14: -Explain that understanding different factors, career
Career development concepts and personal life goals
Development influence career planning and decision-making.
-Identify career options based on different factors,
career development concepts and personal life goals.

Lesson 15: -Prepare a career plan based on the identified career

Career Plan options to attain personal life’s goals.
-Explain the factors in personal development that may
guide him/her in making important career decisions as
adolescents.

Lesson 16: -Share insights that make him/her realize the

Insights Into importance of personal development in making a
One’s Personal career decision as adolescent.
Development -Construct a creative visualization of his/her personal
development through of the various stages he/she
went through, stressors, influences, and decision-
making points, and a personal profile analysis.

A. Module Title: Knowing and Understanding Oneself during Middle and Late Adolescence

B. Introduction
Let’s begin by knowing oneself. This module demonstrates an understanding of himself/herself during
middle and late adolescence. You will be able to conduct self-exploration and simple disclosure. At
the end of this lesson, you are expected to be able to explain that knowing oneself can make a
person accept his/her strengths and limitations and dealing with others better and share your unique
characteristics, habits, and experiences.
Big Question: How can understanding oneself pave the way to self-acceptance
and better relationship with others?

C. Development
1. OASIS: Online Avenue Showcasing Identity and Self
Create your online portfolio using wix.com. Start your design by creating a personalized
avatar/profile picture. Use photo editing apps to edit your profile picture, attach a word that best
describes you as a person (avoid using demeaning, disrespectful, rude or nasty words). Create a
short bio about yourself. Be as creative as possible.

2. Brain Fart: As an active member of this course. Share your thoughts, on the question/s below, in
our FORUM.

“Why did you choose that word to describe yourself? Is there any else you’ve
done in your avatar that you would like to explain?”

3. Fillin’ your Cup

Imagine yourself looking in the mirror. What do you see? In order for you to have a broader
perspective on the concepts of I, Me and self as tiny chunks of Self-concept, read these two
articles using the following links:

https://www.verywellmind.com/what-is-self-concept-2795865
This article explains self-concept. It also tackles the development of self as a result of interactions
with people in our lives.

https://www.learning-mind.com/7-basic-personal-effectiveness-skills/
This article contains 7 basic personal effectiveness skill to boost one’s efficiency in dealing with
daily lives, and its novelties
 4. e-Portfolio Output No. 1: MY BANNER – THE TREASURE WITHIN ME
Directions: In the spaces indicated by numbers, write down the following. Upload your output in the
google drive provided by your instructor.

1 and 2 two things I do very well

3 and 4 my two greatest achievements in life
5 what in myself am I proudest of
6 my happiest moment
7 positive words that my friends use to describe me
8 a personal goal that I have already achieved
9 three blessings for which I am most thankful to God
10 three of my positive qualities
11 difficulties, challenges and problems that I was able to solve and overcome

D. Engagement
Talent Show: Share your unique talents and abilities by making a VLOG entry in your OASIS. Use
your creativity to produce a short video showing your unique talents, abilities, characteristics and/or
interests. Your Vlog should not exceed 5 minutes.

E. Assimilation
Journal Writing No. 1: Journal Reflection from My Banner.
Write about your banner. Summarize your answers, containing 4-5 sentences, into one paragraph.
Post your answers to the FORUM.

1. What do you consider as your weaknesses, abilities and talents?

2. What are the remedies you will take to improve or compensate for your weakness?
3. How can you further enrich your assets and strengths?
4. Where and how do you use it to your best advantage?
5. How can understanding yourself pave the way to self-acceptance and better relationship with
others?

If you are new to journal writing/reflection, here’s a link to help you out in doing this activity. You are
going to need these tips throughout the entire course:
(https://education.yourdictionary.com/for-teachers/reflective-journal-writing-tips-for-students.html)

F. Additional Resources

G. References
 Personal Development, DepEd Teacher’s Guide (2016), page 7
https://www.verywellmind.com/what-is-self-concept-2795865
https://www.learning-mind.com/7-basic-personal-effectiveness-skills/
https://education.yourdictionary.com/for-teachers/reflective-journal-writing-tips-for-students.html
A. Module Title: Developing the Whole Person

B. Introduction
Do you think that you can develop all aspects of yourself or you believe that “one cannot have
everything”?
You may find one aspect important and the other one least important and this must be dealt with an
open mind. For instance, you may feel that the spiritual self is more important than the physical self
so a person must devote his/her time in the church rather than developing his/her physique. Holistic
development is not an overnight project but instead it must be seen as a lifelong project a person has
to undertake.
At the end of this lesson, you are expected to be able to evaluate your own thoughts, feelings, and
behaviors. Show the connections between thoughts, feelings, and behaviors in actual life situations.

ELEVATOR PITCH

Imagine yourself in an online job interview. The interviewer asked you to be as honest as possible, try
not to censor details of yourself, as it would be needed for your career development in their institution.
Introduce yourself by describing the aspects listed below in 60 seconds. Practice your speech before
the final recording. Upload your work to our google drive.

1. Physical Self. Describe yourself. Try not to censor any thoughts which come to your mind. Include
descriptions of your height, weight, facial appearance, and quality of skin, hair and descriptions of
body areas such as your neck, chest, waist, legs.
2. Intellectual Self. Include here an assessment of how well you reason and solve problems, your
capacity to learn and create, your general amount of knowledge, your specific areas of knowledge,
wisdom you have acquired, and insights you have.
3. Emotional Self. Write as many words or phrase about typical feelings you have, feelings you
seldom have, feelings you try to avoid, feelings you especially enjoy, feelings from your past and
present, and feelings which are associated with each other.
4. Sensual Self. Write how you feel as a sensual person. What sense do you use most – sight,
hearing, speaking, smelling, touching? How do you feel about the different ways you take in
information - through the eyes, ears, mouth, nose, 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.

Journal Writing: In our FORUM, write about the eight aspects of your development. What are the
words or phrases which represent aspects about yourself which you like? What are the items
which you consider to be weaknesses or areas for improvement?
C. Development
Aside from the aforementioned aspects of personal development. These articles would further explain
the three basic aspects of self.

http://www.innerwisdom.com/aspect-of-the-self.htm
This article contains the three basic aspects of self. It describes the connection and importance of
each aspect to others.

https://youtu.be/E8CHjX8HauA
The video shows the story of the two wolves. Do your best to analyze the message of the video and
reflect of the guide questions below

Journal Writing: The STORY OF THE TWO WOLVES gives rise to a number of questions. Let us
share our thoughts, feelings and opinions on the following questions. By taking time to do this, you
will learn to better manage your mind, feelings, and actions and consciously feeding the good wolf in
you.

1. How aware are you of the two different opposing “wolves” operating within your mind, one of which
leads to pain and a diminished sense of life and the other to a joyous, meaningful, and fulfilling life?

2. When was the time you feel disappointed by the choice of behavior because you knew that there
was a more positive option but you just didn’t choose it?

3. What ways or techniques or exercises do you use to strengthen yourself so as to increase its
potency to choose and hence control your life?

4. In what specific ways do you feed the negative wolf?

5. What specific ways do you use to feed the positive wolf?

D. Engagement
Portfolio Output: Personal Recipe for Success with Reflection

Cite an inspirational story of success. Briefly write about his/her challenges/difficulties before his/her
success and how he/she overcame those.

What do you think was the recipe for the success of this well-featured individuals? Now make your
personal recipe for achieving personal goals. Identify your goal and break it down into a recipe.

Here are two samples of recipes:

http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-for-success-in-school/

E. Assimilation
Create a graphic organizer showing the relationship of these concepts: thoughts, feelings, action, life
situations, success. Use your creativity to come up with a unique output.

Here are some tips in making a graphic organizer. https://you.tube/oSDVRHQYZfA

F. Additional Resources

G. References
Personal Development, DepEd Reader’s Manual (2016), pages 8-9
http://www.innerwisdom.com/aspect-of-the-self.htm
https://youtu.be/E8CHjX8HauA
http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-for-success-in-school/
https://youtu.be/oSDVRHQYZfA
 http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolvesmanaging-your-thoughts-
feelings-and-actions.htmlReflection on “The Story of Two Wolves”

A. Module Title: Developmental Stages in Middle and Late Adolescence

B. Introduction
Adolescence is the challenging period for both parents and their children. Stages of adolescence
varies significantly from each child which are associated with physical development and hormone
balance, neither of which the youth can control. Adolescence must be cared as individuals. At the end
of this lesson, you are expected to be able to discuss developmental tasks and challenges being
experienced during adolescence. You will learn to evaluate one’s development through the help of
significant people around you (peers, parents, siblings, friends, teachers, community leaders).

ACTIVITY: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s life so that he can
understand where he has gone wrong and right in the past. It helps to plan the future in a better
constructive way. Write the major events in your life and the significant people in your life. You may
add your age, specific dates and places. You may draw the timeline horizontally, vertically, diagonally
or even using ups and down depending on your imagination. Be creative in your representations. You
may also use symbols, figures and drawings. Think of a title for your personal timeline.

You may use any photo editing applications depending on the available resources or just a simple
paper and pen may be fine. Upload your work in your website. You can also go for the personal
timeline website template samples available online. The link is
https://www.template.net/business/timeline-templates/personal-timeline-template/

C. Development
The Changes in the Different Stages of Adolescence Development
Stages of Physical Cognitive Social-Emotional
Adolescence Development Development Development
Early Adolescence - Puberty grow body hair, - Growing capacity for abstract - Struggle with sense of
increase perspiration and thought identity
Approximately 11-13 oil production in hair and - Mostly interested in present - Feel awkward about one’s
years of age skin. with limited thought to the future self and one’s body: worry
Girls – breast and hip - Intellectual interest expand about being normal
development, onset of and become more important - Realize that parents are not
menstruation - Deeper moral thinking perfect, increased conflict with
Boys – growth in testicles parents
and penis, wet dreams, - Increased influence of peer
deepening of voice group
- Tremendous physical - Design for independence
growth gain height and - Tendency to return to
weight “childish” behavior, particularly
- Greater sexual interest when stressed
- Moodiness
- Rule and limit testing
- Greater interest in privacy

Middle Adolescence - Puberty is completed - Continued growth of capacity - Intense self-involvement,

- Physical growth slows for for abstract thought changing between high
Approximately 14-18 girls, continues for boys - Greater capacity for setting expectations and poor self-
years of age goals concept
- Interest in moral reasoning - Continued adjustment to
 Stages of Physical Cognitive Social-Emotional
Adolescence Development Development Development
- Thinking about the meaning of changing body, worries about
life being normal
- Tendency to distance selves
from parents, continued drive
for independence
- Driven to make friends and
greater reliance on them,
popularity can be an important
issue
- Feelings of love and passion

Late Adolescence - Young women, typically, - Ability to come up with new - Firmer sense of identity
are fully developed ideas - Increased emotional stability
Approximately 19-21 - Young men continue to - Ability to delay gratification - Increased concern for others
years of age gain height, weight, and - Examination of inner - Increased independence and
muscle mass and body experiences self-reliance
hair - Increased concern for future - Peer relationships remain
- Continues interest in moral important
reasoning - Development of more serious
relationships
- Social and cultural traditions
regain some of their
importance.
Source: Pablo, Venus Ma. Hilaria G. (2016). Grade 11 Personal Development. Scolaire Publishing

Readings: LIVING MINDFULLY

Living mindfully is like being an artist: you need the right tools to practice your craft, and you need to
constantly refine your technique to achieve your creative potential. In the same way, using the
present moment tools below will help you to hone a consistent mindfulness practice that will in time
lead to a more aware, compassionate and fulfilling way of life.

Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring your focus back
to the present moment.

Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and focus on
understanding how they think and feel.

Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an opportunity for learning.

Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let tenderness,
kindness and empathy be your guides.

Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause, breathe, and
choose a skillful response based on thoughtful speech and nonviolence under every condition.

Tool 6: Express Gratitude. Practice gratitude daily and expand it outward, appreciating everyone and
everything you encounter.

Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value different perspectives
as well as your own.

Tool 8: Build Integrity. Cultivate constructive values and consistently act from respect, honesty and
kindness.
 Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique talents and
generosity so that others can also be inspired.

Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for compassionate action and
social good.

Which tools do you use most often? Which tools do you use least often? Can you think of ways to
incorporate those tools into your life? Which one could you try today?

D. Engagement
Answer the following questions.

1. Has someone ever asked you a question that you really didn't want to answer? How did you
respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you feel
afterwards?
3. Did you ever do something to be helpful that turned out badly? What happened? What do you wish
had happened?

E. Assimilation
Porfolio Output: My Personal Timeline with Reflection

Write about your Personal Timeline which you made and answer the following questions in paragraph
form.

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a title for your timeline
what would it be and why?
2. Identify the turning points in your timeline. What were the thoughts, feelings and actions that you
experienced?
3. Who are/were the most significant people in your life? How did they influence you?
4. What would you change or add, if you could? How would each of these changes or additions affect
your life, or even change its present course?
5. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future timeline
will be?

F. Additional Resources

G. References
https://www.template.net/business/timeline-templates/personal-timeline-template/
http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-storyprobing-to-create-
shift-to-life-liberating-meanings-2-of-2
Pablo, Venus Ma. Hilaria G. (2016). Grade 11 Personal Development. Scolaire Publishing
[email protected] http://www.mindfulteachers.org/2015/04/how-mindfulam-i-quiz.html

A. Module Title: Mental Health

B. Introduction
How well do you understand yourself? Are you a happy, friendly, confident, or shy person? Do you
anticipate facing life's encounters? Your reactions to these questions reveal aspects of your mental /
emotional health. By the end of this lesson, you are expected to be able to identify ways that help one
 become capable and responsible adolescent prepared for adult life. You will discuss understanding of
mental health and psychological well-being to identify ways to cope with stress during adolescence.

C. Development
Allow students to read “ENCOURAGEMENT 101: The Courage to Be Imperfect”, “Being Happy” and
“Mental Challenges”

THE COURAGE TO BE IMPERFECT BY TIMOTHY D. EVANS, PH.D.

Encouragement is the key ingredient for improving your relationships with others. It is the single most
important skill necessary for getting along with others – so important that the lack of it could be
considered the primary cause of and misbehavior. Encouragement develops a person’s psychological
hardiness and social interest. Encouragement is the lifeblood of a relationship. And yet, this simple
concept is often very hard to put into practice.

Encouragement is not a new idea. Its spiritual connotation dates back to the Bible in Hebrews 3:11
which states “Encourage one another daily.” Encouragement, as a psychological idea, was developed
by psychiatrist Alfred Adler in the early 20th century and continued to evolve through the work of
Adler’s follower Rudolph Dreikurs. However, even today, relatively few educators, parents,
psychologists, leaders or couples have utilized this valuable concept. Most of the time, people
mistakenly use a technique like praise in an effort to “encourage” others. Half the job of
encouragement lies in avoiding discouraging words and actions. When children or adults misbehave,
it is usually because they are discouraged. Instead of building them up, we tear them down; instead
of recognizing their efforts and improvements, we point out mistakes; instead of allowing them to
belong through shared decision-making and meaningful contributions, we isolate and label them.

Most of us are skilled discouragers. We have learned how to bribe, reward and, when that fails, to
punish, criticize, nag, threaten, interrogate and emotionally withdraw. We do this as an attempt to
control those we love, bolstered by the mistaken belief that we are responsible for the behavior of
everyone around us, especially our spouses and children. These attempts to control behavior create
atmospheres of tension and conflict in many houses.

Most commonly, we discourage in five general ways:

We set standards that are too high for others to meet because we are overly ambitious.
We focus on mistakes as a way to motivate change or improved behavior.
We make constant comparisons (self to others, siblings to one another).
We automatically give a negative spin to the actions of others.
We dominate others by being overly helpful, implying that they are unable to do it as well.
Encouragement is not a technique nor is it a special language used to gain compliance.
Encouragement conveys the idea that all human beings are worthwhile, simply because they exist. In
one sentence, Mr. Rogers does more for a child’s sense of adequacy than a hundred instances of
praise when he says, “I like you just the way you are.” Not I like you when you do it well enough, fast
enough and get it all correct. Encouragement develops children’s psychological hardiness -- their
ability to function and recover when things aren’t going their way.

Encouragement enhances a feeling of belonging which leads to greater social interest. Social interest
is the tendency for people to unite themselves with other human beings and to accomplish their tasks
in cooperation with others. The Junior League mission of “developing the potential of women and
improving communities through the effective action and leadership of trained volunteers” is rooted in
the idea of social interest.

The first step to becoming an encouraging person is to learn to distinguish encouragement from
discouragement. As a rule, ask yourself: Whatever I say or do, will it bring me closer together or
farther apart from this person?

We all have the power to be more encouraging people. The choice, as always, is yours.
BEING HAPPY

You may have defects, be anxious and sometimes live irritated, but do not forget that your life is the
greatest enterprise in the world. Only you can prevent it from going into decadence. There are many
that need you, admire you and love you.

I would like to remind you that being happy is not having a sky without storms, or roads without
accidents, or work without fatigue, or relationships without disappointments.

Being happy is finding strength in forgiveness, hope in one’s battles, security at the stage of fear, love
in disagreements.

Being happy is not only to treasure the smile, but that you also reflect on the sadness. It is not just
commemorating the event, but also learning lessons in failures. It is not just having joy with the
applause, but also having joy in anonymity.

Being happy is to recognize that it is worthwhile to live, despite all the challenges, misunderstandings
and times of crises.

Being happy is not inevitable fate, but a victory for those who can travel towards it with your own
being.

Being happy is to stop being a victim of problems but become an actor in history itself. It is not only to
cross the deserts outside of ourselves, but still more, to be able to find an oasis in the recesses of our
soul. It is to thank God every morning for the miracle of life.

Being happy is not being afraid of one's feelings. It is to know how to talk about ourselves. It is to bear
with courage when hearing a "no". It is to have the security to receive criticism, even if is unfair. It is to
kiss the children, pamper the parents, have poetic moments with friends, even if they have hurt us.

Being happy means allowing the free, happy and simple child inside each of us to live; having the
maturity to say, "I was wrong"; having the audacity to say, "forgive me". It is to have sensitivity in
expressing, "I need you"; to have the ability of saying, "I love you." So that your life becomes a garden
full of opportunities for being happy...

In your spring-time, may you become a lover of joy. In your winter, may you become a friend of
wisdom. And when you go wrong along the way, you start all over again. Thus you will be more
passionate about life. And you will find that happiness is not about having a perfect life but about
using tears to water tolerance, losses to refine patience, failures to carve serenity, pain to lapidate
pleasure, obstacles to open the windows of intelligence.

Never give up ... Never give up on the people you love. Never give up from being happy because life
is an incredible show. And you are a special human being!

MENTAL HEALTH CHALLENGES

ADHD (Attention Deficit Hyperactivity Disorder)

ADHD is pretty common and can make it hard to focus and sit still. ADHD makes it hard to finish
things, and makes thoughts jump around. Kids who have ADHD can learn to control their thoughts
and bodies by figuring out what helps them focus, or by talking to a doctor or mental health
professional. Some kids with ADHD do better in school if they can do their work in a quiet room.
Sometimes medicine can help too. Even though having ADHD can make some things harder, people
who have ADHD are just as smart as other people. They can still do well in school and in life.
Anxiety (Panic Disorder)

Have you ever been really nervous? Maybe from a test, a speech, or a big game? When you’re
nervous, your heart starts pounding, you breathe fast, or your stomach might feel funny. Feeling
anxious and nervous is common. But a person diagnosed with an Anxiety Disorder will have these
feelings suddenly and often. These strong, sudden feelings of stress or fear are called “panic
attacks.” A panic attack can make your chest or stomach hurt, your heart speed up, make you feel
afraid, dizzy, or feel like you can’t breathe.

Even kids can have panic attacks. People who have panic attacks sometimes feel scared to go
places because they are afraid of having an attack. Their daily life can be scary, but they can get
help, get better and be okay.

Autism Spectrum Disorder

Autism Spectrum Disorder changes the way the brain understands the world. People diagnosed with
autism can have a hard time talking about their feelings, understanding people’s actions, and being
social. They can also be very sensitive about being touched.

To a person diagnosed with autism, being hugged can be scary and uncomfortable. Kids who have
autism are just as smart as other kids. They can be very good at things like math or music. Just
because some things are hard for kids with autism, they are not acting mean or weird. Their brains
just work in a different way. They still make friends and learn how to work and play with others.

Bi-Polar Disorder

Everybody has feelings that change. When something good happens, you feel happy. If something
bad happens, you feel sad. Bi-polar disorder changes the way people feel emotions. If people have
bi-polar disorder, their emotions can go from happy to sad very quickly. They can be very cheerful
one moment, and very angry, sad and tired the next moment. When people with bi-polar disorder
experience intense feelings of happiness it is called “mania.” They can’t think clearly or sleep well,
and they might do things without thinking about them first. When people with bi-polar disorder feel
intense sadness and tiredness, it is called “depression.” Having bi-polar disorder can be very tiring
and stressful. Medication can help. Talking to a mental health professional, friends and family can
also help someone with bi-polar disorder learn how to manage feelings and live a healthy life.

Depression

Depression is a mental health challenge that makes people feel very sad all the time. It can change
how you think, feel, and act. It can even make your body feel sick too. A person diagnosed with
depression can feel so sad that it makes it hard to think clearly. Someone diagnosed with depression
might feel very sad every day, or feel that nobody loves them. They might not want to do things they
used to think were fun. People diagnosed with depression may not know why they feel so sad. Even if
you have a good life, you can struggle with depression. It is good to have family and close friends to
talk to and help when things are bad, and talking to a mental health professional about these strong
feelings can help. Depression can be very hard, but people with depression can get better too, and
learn how to enjoy life.

Eating Disorders

An eating disorder exists when a person's thoughts and behaviors are focused too much on food and
body weight. The person may worry about being "too fat." The person may have a big fear of
becoming obese. Yet, the person's weight may be quite healthy. Three of the most common types of
eating disorders are anorexia, bulimia, and extreme overeating.

Anorexia refers to weight loss that occurs from not eating.

 Bulimia refers to eating large amounts of food over a short period of time followed by an attempt to
get rid of the food. This getting rid of food is called "purging."
Extreme overeating is marked by eating, and eating, and eating and then having feelings of guilt and
shame.
The important thing to remember is that having an eating disorder is about more than body weight
and food. Behind the problem we see is something bigger – a person's sense of self-esteem,
relationships, feelings, and how the person handles the stresses of life. A medical doctor, a mental
health professional and a nutritionist are important helpers for this type of problem.

Post-Traumatic Stress Disorder (PTSD)

Sometimes if you see or live through something very scary, you can keep feeling afraid even after the
scary part is over. It is normal to feel afraid sometimes, but people with Post-Traumatic Stress
Disorder (PTSD) feel scared even if they are safe and there is nothing to be afraid of. Kids with
PTSD might have very bad dreams that seem real, or think something bad is going to happen again.
Even when they are safe, the feelings of fear are very real. Talking to a mental health professional or
friends and family can help. It takes time and hard work, but kids who are diagnosed with PTSD can
learn ways to handle their fears and can live healthy, happy lives.

Schizophrenia

Schizophrenia makes it hard for people to know what is real and what is not real. Schizophrenia can
make the brain think it sees or hears things that aren’t really there. A person diagnosed with
schizophrenia can also start to think that people are trying to control them or read their minds. Even
though the things they see, hear, believe or feel might not be true, their brains think they are real and
true, and that can be very scary. Having schizophrenia does not mean a person is violent or bad.
Usually people do not get this illness until their late teens or early adulthood, and there are ways to
make their lives better, like therapy and medication.

D. Engagement
Forum: The Good Opinion of Others
The objective of this session is for students to express how they feel about the expectations of the
significant people (parents, siblings, friends, teachers, community leaders) in their lives.

The activity aims to assist students to realize that the opinions of other people are important but they
need to classify the effects of those opinions to their over-all well-being. They have the power to
accept or negate it.

Being an adolescent, opinions of their peers are often considered as their highest priority but they
often realized how powerful the expectations of other significant people in their lives especially their
parents or even grandparents. If you notice that a student has difficulty giving and receiving
affirmations, you
may refer him or her to the guidance counselor.

Slogan on Being Happy

1. On the essay “Being Happy”.
2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan on how you can be committed to your self-development.
4. Explain your thoughts and feelings about it. Include specific ways in which you will develop yourself
further.
5. Use any editing application available. Post your creative work on your website.

FACT OR FICTION
By stating that not all sickness is physical in nature. There may also be mental illnesses. It is
important to find out what they know about mental illness. Read out each statement and answer
whether this is fact or fiction. You may give answers later, after all statements are answered by the
 students. Get students’ reactions to the Fact or Fiction activity and correct students’ perceptions, read
and discuss the Reading.

E. Assimilation
Portfolio Output: Answer the following questions honestly.
1. Did you experience feeling worthless, rejected, hopeless, or helpless? Describe the situation. Do
you feel that you lack energy or interests in daily or physical activities?
2. Do you blame yourself for things you cannot control, or have you considered suicide?
3. Do you have trouble concentrating / thinking clearly and that you feel you are being watched or
persecuted by others?

F. Additional Resources

G. References
http://carterandevans.com/portal/index.php/adlerian-theory/84-encouragement-101- the-courage-to-
be-imperfect
https://www.facebook.com/mcspa/posts/10153625162832490
Walk in our Shoes. http://walkinourshoes.org/content/Classroom_Lesson_Plans.pdf)

A. Module Title: Stress Management

B. Introduction
Two common sources of stress are change and loss. Common experiences of students include
migration, parents’ separating, breaking up with boyfriends or girlfriends, changes in peer group and
death of a grandparent. Reactions to loss are individually different and can vary for many reasons.
Finding ways to cope and adjust to the changes and losses are critical for students. At the end of this
module, you are expected to be able to identify causes and effects of stress in one’s life and
demonstrate personal ways to cope with stress and maintain mental health. How do I cope with
stress? Let's find out.

Activity: The Stress Test. The following simple test is designed to see how stressed you are and to
give you some ideas as how to “take control” if necessary.

Read the following statements and tick the ones you feel often or always apply to you.

The Stress Test

C. Development

STRESS MANAGEMENT
Dictionary definitions do not quite capture the meaning of stress as it is seen and experienced in the
world of work. One of the Webster’s definitions describes it as an “…emotional factor that causes
bodily or mental tension.”

A practical way of defining stress is the feeling one gets from prolonged, pent-up emotions. If the
emotions you experience are pleasant and desirable – joy, elation, ecstasy, delight – you usually feel
free to let them show. They are not suppressed. Therefore; positive emotions do not usually cause
stress. Negative emotions, on the other hand, are more often held inside. They are hidden. You suffer
quietly and you experience stress. Do not confuse positive situations with positive emotions. A
wedding, for example, is a positive situation that often brings about the negative emotions of anxiety
and tension. So stress can exist in great situations.

CAUSES AND EFFECTS OF STRESS

 Just as there is great variety in the range of emotions you might experience, there are many possible
manifestations of stress – in your private life and in your working life. Here are some words that
describe the emotions associated (as cause and effect) with stress.

 Anxiety
 Pressure
 Misery
 Strain
 Desperation
 Tension
 Anger
 Panic
 Dejection

Prolonged stress can be devastating; burnout, breakdown, and depression are some of the potential
results of long-term, unmanaged stress. By wearing a mask, you may expect to hide stress caused by
problems in your personal life and not let them influence your performance on the job. This will
probably not work. The more you try to hold your emotions in, the greater the pressure build-up will
be.

EVERYDAY FRUSTRATIONS CAUSE STRESS BUILD-UP

From the time you wake up until you go to sleep, you may be confronted with a succession of
stressful situations. Managing to get yourself (and possibly a spouse and children) out of bed and
ready to face the day can be a challenge to your patience and ingenuity. Driving to school or work
can be harrowing – especially if you’re running late. You may experience frustration in arranging to
get the car repaired. You may face conflicts in school or at work, such as coping with unrealistic
deadlines, equipment failures, or unexpected bad weather. If part of your job is selling, you may
experience feelings of rejection when most of your customers say “no.”

A series of stressful and frustrating experiences throughout the day can cause you to lie awake at
night in an emotional turmoil – unable to get needed rest. You face the next day with less emotional
and physical stamina. After another stressful day and another night without rest, you may have even
less emotional strength and stability. Therefore, stress build-up, if not resolved, continues day after
day.

PROBLEMS IN OUR PERSONAL LIFE CAN BE DEVASTATING

Surviving the normal, everyday stress described above can be difficult. But far more serious and
painful circumstances can create long-term stress. More serious stressful circumstances may include
separation from loved ones, personal illness, or illness of a loved one, death of someone you care
about, or conflict with a spouse or close friend. Other major causes of stress are problems with drug
and alcohol abuse, domestic violence, care of children and elderly relatives, chronic mental illness,
injury, physical handicaps, even moving to a new home, if you’ve lived in the same place for more
than 10 years. The list goes on and on.

Managing your personal finances can be another stressful experience. This can be a problem no
matter what your income level, but it is especially difficult if you must support a family and do not earn
enough to live comfortably. Unpaid bills, unwise use of credit, and budget limitations can make life
difficult.

A COMMON CAUSE OF STRESS IS DEALING WITH LIFE’S TRANSITIONS

This is especially true when a person must cope with too many transitions all at once. For example,
Ellen has just completed a program in fashion merchandising. She is eager to get started on her new
job. Her mother is ill and requires care. Her father died a few months ago. Ellen’s new job requires
that she relocate to a town 100 miles from home. The move, a new career, and a change in family
relationships may cause excessive stress for her. Too many changes have arrived at the same time.
 Audio-Visual Presentation on Managing Stress

D. Engagement
A. WHAT CAUSES YOU TO “LOSE YOUR COOL”?
We all have certain things, situations, or people that cause us to lose our composure from time to
time. Determine what causes YOU to “lose your cool” by completing this activity. When you begin to
identify your stressors, you can become skilled at preventing negative consequences. Place an X
next to each factor that causes you stress. There are blank spaces provided so you can add your
own.
______ being late
______ too much homework
______ speaking in public
______ babysitting
______ going to the dentist
______ arguments with friends
______ parents fighting
______ getting detention
______ your job
______ taking tests
______ video games
______ using a computer
______ restrictions at home
______ chores
______ lack of sleep
______ no date for a dance
______ pimples
______ physical education class
______ math class
______ English class
______ other class ____________
______ boredom
______ rude people
______ no money
______ no transportation
______ playing on a sports team
______ not being included in a sports team
______ losing something valuable
______ closed-in spaces
______ commercials
______ interruptions while busy
______ getting an injection
______ arguments with parents
______ fight with boyfriend/girlfriend
______ losing
______ careless drivers
______ slow drivers
______ loud people
______ baby crying
______ disrespectful children
______ a friend betrays you
Source: Emotional Intelligence Activities for teens 13-18

Students may choose the top 5 stressors from those listed and compare with other classmates. If
there is time, the class can vote on the top 5 stressors.for the class.

E. Assimilation
 Porfolio Output: My Stress Management Plan
Directions: Describe three stressors you have faced in your life. Then:
 Suggest at least one negative response you might have for stressor and explain why it would
not be an effective way to handle stress.
 Describe at least two positive responses that would help you manage each stressor. Be
specific.
 Identify which of the stress management techniques that you have learned today would be
most effective with each of these stressors and explain why you have chosen them.

Stressor 1: Stressor 2: Stressor 3:

Negative response: Negative response: Negative response:

Why it is not effective: Why it is not effective: Why it is not effective:

Positive responses: Positive responses: Positive responses:

Stress management technique: Stress management technique: Stress management technique:

Why it would be effective: Why it would be effective: Why it would be effective:

F. Additional Resources

G. References
Personal Development,DepEd Teacher’s Guide (2016), pp.33-36
https://youtu.be/hnpQrMqDoqE
Personal Development for Life and Work, 8th Ed., by Wallace, H.R. & Masters, L.A.,2001.
Pablo, Venus Ma. Hilaria G. (2016). Grade 11 Personal Development. Scolaire Publishing

A. Module Title: The Powers of the Mind

B. Introduction
In recent years, there has been an increase in understanding about the relationship between good
mental health, healthy eating and physical activity. Mental health is a key element of a person’s
overall health. The relationship between physical and mental health (and the social, biological,
environmental and psychological determinants of health) is
complex and not completely understood.

C. Development
Reading: Brainpower:Complex Organ Controls your everyday thought and move
How did you get here? No, no, no! It's not a question about your conception or birth.
How did you get here? On this page.
Reading this story.
The answer is a lot more complex than, "My teacher told me to read it" or "I
clicked on it by accident."The answer involves thought, as in "I want to get on the
Internet"; movement—pressing the computer's power button and grasping a mouse;
memory—like recalling how to use a browser or a search engine; and word recognition
such as "Brainpower" and an understanding of its meaning.
In short, the answer involves a wrinkled, pinkish-gray, three-pound organ that is
primarily composed of fat and water and goes by the name of brain.
You got to this article because that jelly-like mass topping off your spinal cord
fired electrical signals to your hand telling it how to move. You got to this article because
your brain stored information about using a computer and the definition of words that you
learned years ago. You got to this article because your brain is working.
The power to act
The brain has three major parts -- the cerebrum, the cerebellum and the brain stem. The brain stem
connects the spinal cord and the brain. It controls functions that keep people alive such as breathing,
heart rate, blood pressure and food digestion.Those activities occur without any thought. You aren't
telling yourself, "Inhale. Exhale. Inhale." You're just breathing. Things are different in the cerebellum.
That region controls voluntary movement. When you want to lift your fork, wave your hand, brush
your hair or wink at a cutie, you form the thought and then an area in the cerebellum translates your
will into action. It happens so quickly. Think about how little time passes between your desire to
continue reading this sentence and the time it takes your eyes to move to this word or this one. It
seems automatic, but it isn't. Neurons, the basic functional units of the nervous system, are three-part
units and are key to brain function. They are comprised of a nerve cell body, axon and dendrite, and
they power the rapid-fire process that turns thought into movement. The thought moves as an
electrical signal from the nerve cell down the axon to a dendrite, which looks like branches at the end
of nerve cells. The signal jumps from the end of the dendrite on one cell across the space, called a
synapse, to the dendrite of another cell with the help of chemicals called neurotransmitters. That
signal continues jumping from cell to cell until it reaches the muscle you need to wave, wink or walk.
The cerebrum is the largest of the three brain sections, accounts for about 85 percent of the brain's
weight, and has four lobes. The lobes-frontal, parietal, temporal and occipital -- each have different
functions. They get their names from the sections of the skull that are next to them. The parietal lobe
helps people understand what they see and feel, while the frontal lobe determines personality and
emotions. Vision functions are located in the occipital lobe, and hearing and word recognition abilities
are in the temporal lobe.
A critical age
Because the brain's healthy functioning is essential to living and determines quality of life, doctors
emphasize protecting the organ from injury and chemical abuse. There is a consensus among
researchers that brain cells regenerate throughout life, said Doug Postels, a pediatric neurosurgeon
in New Orleans, but that new growth happens very slowly after a certain age. "The size of the brain
doesn't increase much after 3," Postels explains. During the first three years of life, the brain
experiences most of its growth and develops most of its potential for learning. That's the time frame in
which synaptogenesis, or the creation of pathways for brain cells to communicate, occurs. Doctors
generally accept that cut-off point for two reasons, Postels said. First, in situations where doctors
removed parts of the brains of patients younger than 3 to correct disorders, the remaining brain
sections developed to assume the role of the portions those doctors removed. But when physicians
performed the same surgery on older patients, that adaptability function did not occur. Second, "We
know from experiments that if you deprive people of intellectual stimulation and put them in a dark
room, that it produces permanent changes in the brain," Postels said. "That occurs most dramatically
before age 3. After that age, it's impossible to ethically do a study." Previous research produced
information about the effects of stimulation deprivation, but modern ethical guidelines prohibit such
research on people because of the potentially harmful outcome.
Source:Christy Oglesby, CNNfyi Senior Writer, December 5, 2000 from
http://edition.cnn.com/fyi/interactive/news/brain/structure.function.html

Task/ Activities
LATERAL THINKING PUZZLES
Introduce the puzzles, one at a time. Tell students that you can answer only yes or no questions. You
can do as many as time permits. Only the first four are in the student reader. After a few attempts at
answers from the class, you may give the correct answer.
1. You are driving down the road in your car on a wild, stormy night, when you
pass by a bus stop and you see three people waiting for the bus:
 a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
Knowing that there can only be one passenger in your car, whom would you choose?
(Answer: The old lady of course! After helping the old lady into the car, you can give
your keys to your friend, and wait with your perfect partner for the bus.)
2. Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They
don't know what he looks like but they know his name is John and that he is inside the house. The
police bust in on a carpenter, a lorry driver, a mechanic and a fireman all playing poker. Without
hesitation or communication of any kind, they immediately arrest the fireman. How do they know
they've got their man?
(Answer: The fireman is the only man in the room. The rest of the poker players are women.)
3. A man lives in the penthouse of an apartment building. Every morning he takes the elevator down
to the lobby and leaves the building. Upon his return, however, he can only travel halfway up in the lift
and has to walk the rest of the way - unless it's raining. What is the explanation for this?
(Answer: The man is a dwarf. He can't reach the upper elevator buttons, but he can ask people to
push them for him. He can also push them with his umbrella.)
4. A father and his son are in a car crash. The father is killed and the child is taken to hospital gravely
injured. When he gets there, the surgeon says, 'I can't operate on this boy - for he is my son!!!' How
can this possibly be?
(Answer: The surgeon cannot operate on her own son; she is his mother.)
5. There are six eggs in the basket. Six people each take one of the eggs. How can it be that one egg
is left in the basket?
(Answer: The last person took the basket with the last egg still inside.)
6. How could a baby fall out of a twenty-story building onto the ground and live?
(Answer: The baby fell out of a ground floor window.)
Processing questions:
As you were thinking of solutions to the puzzles, what was going on inside you? What organ was
working?
Source: www.folj.com/lateral/

D. Engagement
Introduce students to the Mind Mapping Activity. Say something like:
However, some learning tools that help you utilize both sides of the brain may
help you learn more effectively.

Note:
MIND MAPPING
Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the way the brain
works, and was invented by Tony Buzan. Mind mapping helps to make thinking visible.
Below is an example of a simple mind map linked to the information above:

https://www.flickr.com/photos/26449036@N06/44843213782

Mind mapping can be used in all curriculum areas and can help children to think about
their learning.
How to draw a mind map:
1. Turn the page on its side (landscape). Use plain paper.
2. Draw the central image using different colors. The central image should
encapsulate the subject of the map.
3. Add the branches representing the subject’s main topics or themes using key
 words or images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly.
6. Use arrows to connect linked ideas.
Source: Dodd (2004).Learning to Think: Thinking to Learn,
http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf

Portfolio Output No. 11: Make a Mind Map

 Choose a subject or activity that you do well (for example, math, basketball, playing the guitar,
painting, cooking, or computer games). Make a mind map of the chosen topic, following the
procedure described earlier. Explain your mind map and how you worked on it.

E. Assimilation

Just like a weightlifter or a basketball player, to be a brain athlete, you have to exercise and practice.
By practicing, you make your brain stronger. You also learn skills that let you use your brain in a
smarter way—just like a basketball player learns new moves. But many people miss out on the
chance to grow a stronger brain because they think they can’t do it, or that it’s too hard. It does take
work, just like becoming stronger physically or becoming a better ball player does. Sometimes it even
hurts! But when you feel yourself get better and stronger, all the work is worth it!
http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-
B44CFCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf © 2010 Mindset Works

F. Additional Resources

G. References
Personal Development,DepEd Teacher’s Guide (2016), pp.42-51
https://www.youtube.com/watch?v=cLqjK3ddSy0&t=150s
http://edition.cnn.com/fyi/interactive/news/brain/structure.function.html
https://www.flickr.com/photos/26449036@N06/44843213782
http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-B44C-
2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf © 2010 Mindset Works
www.folj.com/lateral/

A. Module Title: Emotional Intelligence

:

B. Introduction
Most people have had the experience of feeling overwhelmed by a strong emotion. At those times,
the strength of the anger, sadness, anxiety, or discouragement may have made you feel like the
emotion was in control of you.Emotional intensity may have affected your attitude and behavior in
ways that were distressing both to you and those around you.
Source: https://rdc.ab.ca/sites/default/files/uploads/documents/2965/managing-difficult-emotions.pdf

Presentation Objectives:
At the end of this module learners will be able to:
1. discuss that understanding the intensity and differences of their emotions
may help in communicating emotional expressions;
2. explore their positive and negative emotions and how they express or hide
them, and
 3. demonstrate and create ways to manage various emotions.

Readiness Check
Introduce the topic. For the following lessons, you will be talking about emotions, how they affect
our lives, and how we can manage them.

Expectation Setting
Conduct Motivation on “Today I Feel”.
Introduce the topic. For the following lessons, you will be talking about emotions, how they affect our
lives, and how we can manage them.
Discuss the Reading on Emotional Intelligence.
Introduce Activity 1: Today I feel like..
Once you have completed them, you will be able to identify emotions, and identify when you have felt
these emotions.
Discuss the Reading on Type of responses
Explain the requirement for Portfolio Output No. 15: Reflection on Responsible Action

Getting to Know the Topic

Motivation: TODAY I FEEL...
1. On a blank piece of paper, have students draw a face or an emoticon that expresses their feelings
today.
2. Ask students to share their drawing and why they feel that way today.

C. Development

Reading: EMOTIONAL INTELLIGENCE

More Than One Kind of Intelligence
You may have heard people mention "IQ" when talking about intellect and how smart someone is.
(For example, "My brother doesn't need to study as much as I do because he has a really high IQ.")
IQ stands for "intellectual quotient." It can help predict how well someone may do academically. IQ is
just one measure of our abilities, though.There are many other kinds of intelligence in addition to
intellect. For example, spatial intelligence is the ability to think in 3D. Musical intelligence is the ability
to recognize rhythm, cadence, and tone. Athletic, artistic, and mechanical abilities are other types of
intelligence.One important type of intelligence is emotional intelligence.
What Is Emotional Intelligence?
Emotional intelligence is the ability to understand, use, and manage our emotions.
Emotional intelligence is sometimes called EQ (or EI) for short. Just as a high IQ can predict top test
scores, a high EQ can predict success in social and emotional situations. EQ helps us build strong
relationships, make good decisions, and deal with difficult situations. One way to think about EQ is
that it's part of being people-smart. Understanding and getting along with people helps us be
successful in almost any area of life. In fact, some studies show that EQ is more important than IQ
when it comes to doing well in school or being successful at work.
Improving Your EQ
Emotional intelligence is a combination of several different skills:
-Being Aware of Your Emotions
Most people feel many different emotions throughout the day. Some feelings (like surprise) last just a
few seconds. Others may stay longer, creating a mood like happiness or sadness. Being able to
notice and accurately label these everyday feelings is the most basic of all the EQ skills. Being
aware of emotions — simply noticing them as we feel them — helps us manage our own emotions. It
also helps us understand how other people feel. But some people might go through the entire day
without really noticing their emotions. Practice recognizing emotions as you feel them. Label
them in your mind (for example, by saying to yourself "I feel grateful," "I feel frustrated," etc.).
Make it a daily habit to be aware of your emotions.
Understanding How Others Feel and Why
People are naturally designed to try to understand others. Part of EQ is being able to imagine
how other people might feel in certain situations. It is also about understanding why they feel the way
 they do. Being able to imagine what emotions a person is likely to be feeling (even when you don't
actually know) is called empathy. Empathy helps us care about others and build good friendships and
relationships. It guides us on what to say and how to behave around someone who is feeling strong
emotions.
Managing Emotional Reactions
We all get angry. We all have disappointments. Often it's important to express how you feel.
But managing your reaction means knowing when, where, and how to express yourself. When you
understand your emotions and know how to manage them, you can use self-control to hold a reaction
if now is not the right time or place to express it. Someone who has good EQ knows it can damage
relationships to react to emotions in a way that's disrespectful, too intense, too impulsive, or harmful.
Choosing Your Mood
Part of managing emotions is choosing our moods. Moods are emotional states that last a bit.
We have the power to decide what mood is right for a situation, and then to get into that mood.
Choosing the right mood can help someone get motivated, concentrate on a task, or try again instead
of giving up. People with good EQ know that moods aren't just things that happen to us. We can
control them by knowing which mood is best for a particular situation and how to get into that mood.
EQ: Under Construction
Emotional intelligence is something that develops as we get older. If it didn't, all adults would
act like little kids, expressing their emotions physically through stomping, crying, hitting, yelling, and
losing control! Some of the skills that make up emotional intelligence develop earlier. They may seem
easier: For example, recognizing emotions seems easy once we know what to pay attention to. But
the EQ skill of managing emotional reactions and choosing a mood might seem harder to master.
that's because the part of the brain that's responsible for self-management continues to mature
beyond our teen years. But practice helps those brain pathways develop. We can all work to build
even stronger emotional intelligence skills just by recognizing what we feel, understanding how we
got there, understanding how others feel and why, and putting our emotions into heartfelt words when
we need to.
Source: http://kidshealth.org/en/teens/eq.html

D. Engagement

Activity: I AM…
Emotional self-awareness is the ability to recognize one’s own feelings. In your journal,
complete each statement based on how you feel. Use the blanks to add your own feeling words.
Examples:

1. I am most happy when _________________.

2. I feel embarrassed when __________________.

3. I think negative thoughts about myself when _________________.

4. I am ____________ when ______________________.

5. I feel ________________ when ____________________.

6. I think _________ about __________ when ______________.

7. I am _________ when _____________________________.

8. I feel ________________ when _____________________.

9. I think ___________ about ____________ when ______________.

E. Assimilation
Portfolio Output: Reflection on “I Am”
 Write on:
1. The emotions you have felt recently and the circumstances in which you felt them;
2. Your emotional self-awareness; and
3. What you learned through these exercises and how you can use these learnings to
improve your emotional development.

F. Additional Resources

G. References
Personal Development, DepEd Teacher’s Guide (2016), pp.68-71
Source: http://kidshealth.org/en/teens/eq.html
www.DannyPettry.Com
https://rdc.ab.ca/sites/default/files/uploads/documents/2965/managing-difficult-emotions.pdf

A. Module Title: Managing Emotions

B. Introduction
When we teach teens to be assertive, we need to also teach them to assess situations
and to consider their personal safety. In some situations, speaking up and communicating
assertively can be dangerous (if someone has a weapon, has been drinking or taking drugs, is
extremely angry and so on). When you introduce the topic of assertiveness, keep in mind that
communicating assertively, especially for women, is not considered the norm in some cultures.
Individual cultural teachings regarding assertiveness will vary among your participants. Some
will come from families in which speaking up for oneself or refusing a request, especially from
an adult or a male, is considered inappropriate. You do not want to encourage teens to behave
in a way that could have
unpleasant consequences for them in their cultural or family circles. It is important, however,
that all participants understand there are certain situations in which assertive behavior will often
yield positive results. (Examples include resisting pressure from romantic partners or peers to
have sex, use alcohol or other drugs, join a gang, or fail in school.) Be aware that assertive,
aggressive and passive forms of communication are defined culturally and regionally.
Source: http://www.advocatesforyouth.org/publications/1190-lessons

C. Development

Reading: TYPES OF RESPONSES

Passive response: Behaving passively means not expressing your own needs and feelings, or
expressing them so weakly that they will not be addressed.  If Geneva behaves passively, by
standing in line and not saying anything, she will probably feel angry with the girls and herself. If
the ticket office runs out of tickets before she gets to the head of the line, she will be furious and
might blow up at the girls after it's too late to change the situation.  A passive response is not
usually in your best interest, because it allows other people to violate your rights. Yet there are
times when being passive are the most appropriate response. It is important to assess whether
a situation is dangerous and choose the response most likely to keep you safe. Aggressive
response: Behaving aggressively is asking for what you want or saying how you feel in a
threatening, sarcastic or humiliating way that may offend the other person(s).
 If Geneva calls the girls names or threatens them, she may feel strong for a moment, but
there is no guarantee she will get the girls to leave. More importantly, the girls and their friend
may also respond aggressively, through a verbal or physical attack on Geneva.  An aggressive
response is never in your best interest, because it almost always leads to increased conflict
Assertive response: Behaving assertively means asking for what you want or saying how you
feel in an honest and respectful way that does not infringe on another person's rights or put the
individual down. If Geneva tells the girls they need to go to the end of the line because other
people have been waiting, she will not put the girls down, but merely state the
facts of the situation. She can feel proud for standing up for her rights. At the same time, she will
probably be supported in her statement by other people in the line. While there is a good
chance the girls will feel embarrassed and move, there is also the chance that they will ignore
Geneva and her needs will not be met.
 An assertive response is almost always in your best interest, since it is your best chance of
getting what you want without offending the other person(s). At times, however, being assertive
can be inappropriate. If tempers are high, if people have been using alcohol or other drugs, if
people have weapons or if you are in an unsafe place, being assertive may not be the safest
choice.

Task/ Activities
Motivation: GENEVA’S STORY
Geneva has been standing in line for over two hours to buy a concert ticket. The rule is, one
person, one ticket. Her feet are killing her and she knows she is in trouble with her mom, who
expected her home by now. But there are only five people left in front of her and she is sure she
will get a ticket. Out of nowhere, two girls from school walk up, make a big deal about meeting
up with their friend who just happens to be standing in front of Geneva, and take places in line in
front of her.
Source: http://www.advocatesforyouth.org/publications/1190-lessons

Processing Questions:
1. What do you think Geneva should do?
2. How will Geneva feel? How will the two girls feel?
3. What is the worst possible outcome?

D. Engagement

Personal Assessment : AM I ASSERTIVE?

Assertiveness is the ability to express your wishes and beliefs in a positive way. Too little
assertiveness can make you a doormat. Too much, and you can be bossy and aggressive.

1. Think of a time when you were a doormat.

What happened? ______________________.
What did you do? _____________________.
How did you feel? _____________________.
Now think of a better way to handle that situation in the future. Write a better response and
practice it.
2. Think of a time when you were too bossy.
What happened? ______________________.
What did you do? _____________________.
How did you feel? _____________________.
Now think of a better way to handle that situation in the future. Write a better response and
practice it.
Source: Emotional Intelligence Activities for Teens Ages 13-18 from the Youth Deployment Activity
Guide, available from http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf

Portfolio Output No. 16: Responsible Action

What have you learned in this Unit on Aspects of Personal Development? Write down your
plans to take responsible actions on your emotions.

E. Assimilation
Integration Lecturette
A part of growing up is learning how to "Be the Boss of Your Feelings." It is normal to
experience many feelings, and you develop tools to help them express and manage their
difficult feelings. Here are some challenges: The Smile Challenge: Next time you are feeling
sad or grumpy, smile at someone or try to make someone laugh. Notice how making
someone laugh or smile makes you smile too. The Breathing Challenge: Who controls how
you breathe? That's right, you do! So here is a challenge. Next time you are upset, feeling
nervous, or can't get to sleep, take your hand and put it on your heart or your tummy. You
may like to close your eyes as we count five breaths. With each full breath, that's one breath
in and one breath out, press one finger, and then the next, against your tummy. Let's do this
five times with long, slow, easy breaths." After the five breaths, say, "Open your eyes. Do
you feel better? Tell your teacher if it works for you. Maybe you can all do it as a class if you
need to take a break, to turn the day around, or to get ready for a test.”The “Bee Breath”:
If you start to feel angry or upset, sit quietly with your hands in your lap. Close your eyes
and make an angry face. Then take a deep breath in and as you breathe out, hum or
buzz that angry bee out. Keep buzzing using all your breath. Now make a happy face,
breathe in again, and make a happy humming or buzzing sound as you breathe out.
Keep buzzing until you feel that the angry bee is gone.
Source:http://www.educationworld.com/a_lesson/lesson-plan-
managingfeelings.shtml#sthash.qUEP980m.dpuf

F. Additional Resources

G. References

Personal Development, DepEd Teacher’s Guide (2016), pp.72-76

https://rdc.ab.ca/sites/default/files/uploads/documents/2965/managing-difficult-emotions.pdf
http://kidshealth.org/en/teens/eq.html
Emotional Intelligence Activities for Teens Ages 13-18 from the Youth Deployment Activity
Guide, http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf
http://www.educationworld.com/a_lesson/lesson-plan-managingfeelings.shtml#sthash.qUEP980m.dpuf

A. Module Title: Personal Relationships

B. Introduction
In our previous lessons, we discussed the individual. We talked about your strengths and limitations,
stages of development and challenges, stress management, mental and emotional development. In
this topic, we will talk about your relationships with significant persons in your life. You are expected
to be able to discuss an understanding of teen-age relationships, including the acceptable and
unacceptable expressions of attractions. You will be able to express ways of showing attraction, love,
and commitment and identify ways to become responsible in a relationship.
To introduce the topic and to check on the prior knowledge of the students, ask the students what
they understand by the following words/terms: relationship, personal relationships, love, commitment,
and attraction.
Big Question: How does knowing more about attraction, love, and commitment help you become
more responsible in a relationship?

C. Development
Discussion
A. Give the basic definitions to clarify the meanings of these words.
1. Relationship - a relation between people; a state of connectedness between people (especially an
emotional connection)
2. Personal relationships - relationships between people, especially those between friends, lovers and
family members
3. Love - strong affection for another arising out of kinship or personalities <maternal love for a child>;
attraction based on sexual desire: affection and tenderness felt by lovers -affection based on
admiration, benevolence, or common interests <love for his old schoolmates>
4. Commitment - the act of binding yourself (intellectually or emotionally) to a course of Action; a
message that makes a pledge
5. Attraction - the act, power, or property of attracting; attractive quality; magnetic charm; fascination;
allurement; enticement; a person or thing that draws, attracts, allures, or entices
6. Responsibility - the social force that binds you to the courses of action demanded by that force; a
form of trustworthiness; the trait of being answerable to someone for something or being
responsible for one’s conduct

B. Readings:

WHAT DO WE MEAN BY PERSONAL RELATIONSHIPS?

The concept of relationship is very broad and complex. In our model, personal relationships refer to
close connections between people, formed by emotional bonds and interactions. These bonds often
grow from and are strengthened by mutual experiences. Relationships are not static; they are
continually evolving, and to fully enjoy and benefit from them we need skills, information, inspiration,
practice, and social support. In our model there are three kinds of personal relationships:
Family
The concept of "family" is an essential component in any discussion of relationships, but this varies
greatly from person to person. The Bureau of the Census defines family as "two or more persons who
are related by birth, marriage, or adoption and who live together as one household." But many people
have family they don't live with or to whom they are not bonded by love, and the roles of family vary
across cultures as well as throughout your own lifetime. Some typical characteristics of a family are
support, mutual trust, regular interactions, shared beliefs and values, security, and a
sense of community. Although the concept of "family" is one of the oldest in human nature, its
definition has evolved considerably in the past three decades. Non-traditional family structures and
roles can provide as much comfort and support as traditional forms.
Friends
A friendship can be thought of as a close tie between two people that is often built upon mutual
experiences, shared interests, proximity, and emotional bonding. Friends are able to turn to each
other in times of need. Nicholas Christakis and James Fowler, social-network researchers and
authors of the book Connected, find that the average person has about six close ties—though some
have more, and many have only one or none. Note that online friends don’t count toward close ties—
research indicates that a large online network isn’t nearly as powerful as having a few close, real-life
friends.
 Partnerships
Romantic partnerships, including marriage, are close relationships formed between two people that
are built upon affection, trust, intimacy, and romantic love. We usually experience this kind of
relationship with only one person at a time.

WHY PERSONAL RELATIONSHIPS ARE IMPORTANT?

Healthy relationships are a vital component of health and well being. There is compelling evidence
that strong relationships contribute to a long, healthy, and happy life. Conversely, the health risks
from being alone or isolated in one's life are comparable to the risks associated with cigarette
smoking, blood pressure, and obesity. Research shows that healthy relationships can help you:
• Live longer. A review of 148 studies found that people with strong social relationships are 50% less
likely to die prematurely. Similarly, Dan Buettner’s Blue Zones research calculates that committing to
a life partner can add 3 years to life expectancy (Researchers Nicholas Christakis and James Fowler
have found that men’s life expectancy benefits from marriage more than women’s do.)
• Deal with stress. The support offered by a caring friend can provide a buffer against the effects of
stress. In a study of over 100 people, researchers found that people who completed a stressful task
experienced a faster recovery when they were reminded of people with whom they had strong
relationships. (Those who were reminded of stressful relationships, on the other hand, experienced
even more stress and higher blood pressure.)
• Be healthier. According to research by psychologist Sheldon Cohen, college students who reported
having strong relationships were half as likely to catch a common cold when exposed to the virus. In
addition, 2012 international Gallup poll found that people who feel they have friends and family to
count on are generally more satisfied with their personal health than people who feel isolated. And
hanging out with healthy people increases your own likelihood of health—in their book Connected,
Christakis and Fowler show that non-obese people are more likely to have non-obese friends
because healthy habits spread through our social networks.
• Feel richer. A survey by the National Bureau of Economic Research of 5,000 people found that
doubling your group of friends has the same effect on your wellbeing as a 50% increase in income!
On the other hand, low social support is linked to a number of health consequences, such as:
• Depression. Loneliness has long been commonly associated with depression, and now research is
backing this correlation up: a 2012 study of breast cancer patients found that those with fewer
satisfying social connections experienced higher levels of depression, pain, and fatigue.
• Decreased immune function. The authors of the same study also found a correlation between
loneliness and immune system dysregulation, meaning that a lack of social connections can increase
your chances of becoming sick.
• Higher blood pressure. University of Chicago researchers who studied a group of 229 adults over five
years found that loneliness could predict higher blood pressure even years later, indicating that the
effects of isolation have long-lasting consequences.
According to psychiatrists Jacqueline Olds and Richard Schwartz, social alienation is an inevitable
result of contemporary society's preoccupation with materialism and frantic "busy-ness." Their
decades of research support the idea that a lack of relationships can cause multiple problems with
physical, emotional, and spiritual health. The research is clear and devastating: isolation is fatal.

 Tasks/Activities
Introduce the activity: Statements on Relationships by asking:
1. What are the basics of a relationship?
2. What do we really know about relationships?
3. Are our ideas about relationships true or false?

STATEMENTS ON RELATIONSHIPS
State whether these statements are True or False.
1. It is important to work on communicating our feelings in relationships.
2. To love someone, we must love our self first.
3. Trying to understand where other people are coming from rather than judging them helps us build
and maintain relationships.
4. Having a good relationship does not contribute anything to us having good health.
 5. When people listen deeply and let us know that they recognize the feeling behind our words, more
likely than not, our relationship is doing good.
6. In our relationships, it is vital that we practice forgiveness when a loved one has hurt us.
7. Our loved ones cannot help us when we deal with stress.
8. Using positive methods to resolve conflict will more likely help us maintain good relationships.
9. Expressing gratitude to our friends and family help us maintain good relationships.
10. Significant differences in core values and beliefs never create a problem in relationships.

D. Engagement
Check on their comprehension and analysis by doing any or combinations of the following:
1. Share with the class key points each article has.
2. Share their comments/reactions about the article.
3. Explain why they agree or disagree with the article.
4. Expound on the part/s of the article that has/have an impact on them.
5. Share story/stories that would support or negate the point/s of the article. (Take note to
remind the students that too personal information or confidential matters need not be
mentioned/shared with the class.)
6. Write a paragraph or two as a reaction to the article/s.

E. Assimilation
Write a reflection paper on your relationships, why they are important, and how you intend to
keep the good relationships strong and healthy. (Portfolio Output)

F. Additional Resources

G. References

Personal Development, DepEd Teacher’s Guide (2016), pp. 77 – 82

http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/whatdo-
we-mean-personal-relationships

http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/whypersonal-
relationships-are-important

A. Module Title:Social Relationships

B. Introduction
Middle and late adolescents usually find themselves in the company of their peers, usually
from the school or the neighborhood. From high school to college, adolescents mature faster socially,
and new lessons are learned especially on how their social interactions affirm their self-identity,
increase their self-esteem, and develop their capacity to nurture relationships. At the end of this
module, learners will be able to distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership, compare their self-perception and
how others see them, and conduct a mini-survey on Filipino relationships (family, school, and
community).
Big Question: How does understanding group membership and leadership improve social
relationships?

C. Development
Discussion
A. 1. Who belong to the following groups/ clubs/organizations?
• choir
• dance group
• play/theater arts
• school cheer leading team
• school paper
 • others (identify existing organizations in your school and/or area)
2. . Why did you choose to be in that particular group/organization?
3. What was the biggest factor that made you decide to be in that group/organization?
4. Who decided on your role in that organization?
5. How do you fulfill your responsibilities in that organization?
6. How do you find the leader/s of the organization?

The society/community/culture plays a major role in the life of a teenager. Teens have to be
mindful of who they follow, go with/join, and imitate. Being with the majority is not always correct. Point
out the many benefits of being able to help others; teens are in the best position to serve older people or
be of service to the community. Mention also how studies and research have shown that being in a
club/organization and serving the community benefit teens.

B. Readings
1. HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT DEVELOPMENT

As you have known by now, the relationships adolescents have with their peers, family, and
embers of their social sphere play a vital role in their development. Adolescence is a crucial period in
social development, as adolescents can be easily swayed by their close relationships. Research
shows there are four main types of relationships that influence an adolescent: parents, peers,
community, and society. In this part of the module, we will focus on Community, Society, and
Culture. There are certain characteristics of adolescent development that are more rooted in culture
than in human biology or cognitive structures. Culture is learned and socially shared, and it affects
all aspects of an individual's life. Social responsibilities, sexual expression, and belief-system
development, for instance, are all likely to vary based on culture. Furthermore, many distinguishing
characteristics of an individual (such as dress, employment, recreation, and language) are all
products of culture.

Many factors that shape adolescent development vary by culture. For instance, the degree to
which adolescents are perceived as autonomous, or independent, beings varies widely in different
cultures, as do the behaviors that represent this emerging autonomy. The lifestyle of an adolescent
in a given culture is also profoundly shaped by the roles and responsibilities he or she is expected to
assume. The extent to which an adolescent is expected to share family responsibilities, for example,
is one large determining factor in normative adolescent behavior: adolescents in certain cultures are
expected to contribute significantly to household chores and responsibilities, while others are given
more freedom or come from families with more privilege where responsibilities are fewer.
Differences between families in the distribution of financial responsibilities or provision of allowance
may reflect various socioeconomic backgrounds, which are further influenced by cultural norms and
values.

Adolescents begin to develop unique belief systems through their interaction with social,
familial, and cultural environments. These belief systems encompass everything from religion and
spirituality to gender, sexuality, work ethics, and politics. The range of attitudes that a culture
embraces on a particular topic affects the beliefs, lifestyles, and perceptions of its adolescents, and
can have both positive and negative impacts on their development. As an example, early-maturing
girls may suffer teasing or sexual harassment related to their developing bodies, contributing to a
higher risk of depression, substance abuse, and eating disorders.
Source: Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, 1997; Striegel-Moore & Cachelin,
1999; https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/humandevelopment-
14/adolescence-73/cultural-and-societal-influences-on-adolescentdevelopment-285-12820/
2. TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE HAPPIER AND
LESS LIKELY TO DRINK

Teenagers who belong to youth groups and other clubs lead happier lives and are less likely
to drink or smoke, a research shows. Although they may be exposed to more peer pressure,
researchers found they were also more socially able and likely to be physically active. And the
benefits increased the more groups that they joined, the findings show. Teens should be encouraged
to join clubs, international researchers, including a group from the University of Hertfordshire, advise.
The findings show that they were a fifth less likely to smoke and to ever have been drunk than other
teenagers their age.They were also a fifth more likely to eat fruit and vegetables regularly. The study
also found taking part in club activities increased the youngsters' happiness levels. Those who rated
their lives as highly satisfactory were 51 per cent more likely to belong to a sports club than those
who were less happy.

The study looked at 15-year-olds across six countries – England, Canada, Belgium, Italy,
Poland and Romania. However, the study suggests that not all clubs for young people offered the
same health benefits. Youngsters were two thirds more likely to smoke if were members of political
organisations or youth clubs than if they joined no clubs at all.“The present findings support the
notion that encouraging participation in a range of associations is a useful and beneficial policy goal
especially for young people, increasing their facility to access and become part of wide-ranging
networks,” the authors report in their findings, published in the Journal of Epidemiology and
Community Health.
Source: http://www.telegraph.co.uk/news/health/news/6810651/Teenagers-who-join-youthgroups-and-other-clubs-
are-happier-and-less-likely-to-drink.html

3. COMMUNITY ACTIVITY: GET INVOLVED

Getting involved in local community activities or volunteering can boost your confidence and
self-esteem and help you build new skills. You can get started by finding activities that interest you.

Community activities and civic responsibility

Community activity is part of ‘civic responsibility’. It’s about doing things in our community
because we want to or feel we should, rather than because we have to by law. You can take civic
responsibility and be active in your community by:

 joining a Youth Club, a scouting group or a local environmental or clean-up group

 helping with a primary school play, or coordinating or coaching junior sport

 setting up an arts space for the community or getting involved in youth radio

 being part of a youth advisory group through the local council

 promoting causes – for example, clean environment, recycling, get active in sports

You might be interested in online civic or community activities – for example, an online
campaign to save a local area of wildlife. Online community involvement can motivate you to get
involved in face-to-face community activities.
What you can get from being involved in community activities

It doesn’t matter what you do. Any involvement is good! When you get involved in
community activities, you get a lot of personal rewards and feelings of achievement.

Role models

By getting involved with community activities, you can come into contact with like-minded
peers and positive adult role models other than your parents. Interacting and cooperating with other
adults encourages you to see the world in different ways. It puts your own family experiences and
values into a wider context. For example, your family might have certain religious or spiritual beliefs
– or none at all – but when you come into contact with others who believe different things, perhaps
through some charity work, you might see some new ways of putting beliefs into action for the good
of others.

Identity and connection

Young people are busy working out who they are and where they fit in the world. They try out
different identities, experiment with different styles of dress and might try out a range of different
activities and hobbies. Being involved in community activities can give you a positive way of
understanding who you are. As a result, you might come to see yourself as helpful, generous,
political or just a ‘good’ person in general. Being involved in community activities can also help
create a sense of being connected to your local community and the wider world.

Skills

Community activities give you the chance to apply the skills you already have.For example,
you could use the cooking skills you have learned at home at a community feeding program or at a
school fund-raising project. Voluntary work and community activities are also great opportunities to
show initiative and develop skills to get a job. For example, the school fund-raising project could
give you experience in speaking to customers and handling cash. Volunteering for the community
feeding project might help you prepare for getting a part-time job as a waiter. For those who are
interested in being a vet, helping out at an animal shelter or washing and walking local dogs is a
good way to demonstrate commitment and get a reference. Being able to manage free time, while
balancing leisure, work and study, is an important life skill. Being part of community activities could
motivate you to get more organized and start to manage your own time.

Self-confidence, mental health and well-being

Community activities can boost one’s self-confidence. You can learn to deal with challenges,
communicate with different people and build up your life skills and abilities in a supportive
environment. This is also good for your self-esteem. It’s also a great foundation for general and
mental health and wellbeing. It can be very positive psychologically for you to have something that
gets you involved, where others expect you to turn up and take part, and where you’re supported to
achieve something as part of a group. These positive feelings can help protect you from sadness
and depression. Being involved in some kind of community activity can also reduce the likelihood of

substance abuse, mental illness and criminal activity.

Source: http://raisingchildren.net.au/articles/community_activity_teenagers.html

D.Engagement
  Tasks/Activities
‘My Organizations’
Write down the name of organization the student’s belong to, the type of organization and the
position/role in the organization.

Name Of Organization Type Of Organization* My Position/Role In The Organization

*Neighborhood association, church group, singing/dance group, community organization, youth group, club, school
organization, volunteer group, etc.

E.Assimilation
Portfolio Output: Description of My Social Group
Write about one of your social groups, its nature, activities, and benefits. Include a photo of yourself with
the group.

F. Additional Resources

G. References

Personal Development, DepEd Teacher’s Guide (2016), pp. 94 – 97

https://www.slideshare.net/RupertGarryTorres/social-relationship-in-middle-and-late-
adolescence#:~:text=From%20high%20school%20to%20college,their%20capacity%20t
o%20nurture%20relationships.

Ge, Conger, & Elder, 2001; Graber, Lewinsohn, Seeley, & Brooks-Gunn, 1997;
Striegel-Moore & Cachelin, 1999;

https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/human
development-14/adolescence-73/cultural-and-societal-influences-on-adolescent
development-285-12820/

http://www.telegraph.co.uk/news/health/news/6810651/Teenagers-who-join-youthgroups-and-other-
clubs-are-happier-and-less-likely-to-drink.html

http://raisingchildren.net.au/articles/community_activity_teenagers.html

A. Module Title - Leadership

B.Introduction
The word "leadership" can bring to mind a variety of images. For example:
 A political leader, pursuing a passionate, personal cause.
 An explorer, cutting a path through the jungle for the rest of his group to follow.
 An executive, developing her company's strategy to beat the competition.
Leaders help themselves and others to do the right things. They set direction, build an
inspiring vision, and create something new. Leadership is about mapping out where you need to
go to "win" as a team or an organization; and it is dynamic, exciting, and inspiring.Yet, while
leaders set the direction, they must also use management skills to guide their people to the right
destination, in a smooth and efficient way.
Source: https://www.mindtools.com/pages/article/newLDR_41.htm
At the end of this module, learners will be able to compare their self-perception and how
others see them, and conduct a mini-survey on Filipino relationships (family, school, and
community).

C.Development

Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES

Can you identify the lesson being taught by each story?
1. The Farmer and the Stork
A Farmer placed nets on his newly sown plough lands, and caught a quantity of Cranes, which
came to pick up his seed. With them he trapped a Stork also. The Stork having his leg fractured
by the net, earnestly besought the Farmer to spare his life. “Pray, save me, Master,” he said,
“and let me go free this once. My broken limb should excite your pity. Besides, I am no Crane, I
am a Stork, a bird of excellent character; and see how I love and slave for my father and
mother. Look too, at my feathers, they are not the least like to those of a Crane.” The Farmer
laughed aloud, and said, “It may be all as you say; I only know this, I have taken you with these
robbers, the Cranes, and you must die in their company.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops fables/
2. The Hunter and the Woodsman
A hunter, not very bold, was searching for the tracks of a Lion. He asked a man felling oaks in
the forest if he had seen any marks of his footsteps or knew where his lair was. “I will,” said the
man, “at once show you the Lion himself.” The Hunter, turning very pale and chattering with his
teeth from fear, replied, “No, thank you. I did not ask that; it is his track only I am in search of,
not the Lion himself.”
Source:
http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm
3. Bear and man lying down
Two men were traveling together, when a bear suddenly met them on their path. One of them
climbed up quickly into a tree, and concealed himself in the branches. The other, seeing that he
must be attacked, fell flat on the ground, and when the Bear came up and felt him with his
snout, and smelt him all over, he held his breath, and feigned the appearance of death as much
as he could. The Bear soon left him, for it is said he will not touch a dead body. When he was
quite gone, the other traveler descended from the tree, and accosting his friend, jocularly
inquired “what it was the Bear had whispered in his ear?” he replied, “He gave me this advice:
Never travel with a friend who deserts you at the approach of danger.”
Source: http://www.moralstories.org/the-bear-and-the-two-friends/
4. Goatherd and the wild goats
A Goatherd, driving his flock from their pasture at eventide, found some Wild Goats mingled
among them, and shut them up together with his own for the night. The next day it snowed very
hard, so that he could not take the herd to their usual feeding places, but was obliged to keep
them in the fold. He gave his own goats just sufficient food to keep them alive, but fed the
strangers more abundantly in the hope of enticing them to stay with him and of making
them his own. When the thaw set in, he led them all out to feed, and the Wild Goats scampered
away as fast as they could to the mountains. The Goatherd scolded them for their ingratitude in
leaving him, when during the storm he had taken more care of them than of his own herd. One
of them, turning about, said to him: “That is the very reason why we are so cautious; for if you
yesterday treated us better than the Goats you have had so long, it is plain also that if others
came after us, you would in the same manner prefer them to ourselves.”
Source: http://fablesofaesop.com/the-goatherd-and-the-wild

goats.html

5. The Gnat and the Bull

A Gnat settled on the horn of a Bull, and sat there a long time. Just as he was about to fly off, he
made a buzzing noise, and inquired of the Bull if he would like him to go. The Bull replied, “I did
not know you had come, and I shall not miss you when you go away.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops fables/
6. The Man and the Little Cat
One day, an old man was having a stroll in the forest when he suddenly saw a little cat stuck in
a hole. The poor animal was struggling to get out. So, he gave him his hand to get him out. But
the cat scratched his hand with fear. The man pulled his hand screaming with pain. But he did
not stop; he tried to give a hand to the cat again and again. Another man was watching the
scene, screamed with surprise, “Stop helping this cat! He’s going to get himself out of there”.
The other man did not care about him, he just continued saving that animal until he finally
succeeded, And then he walked to that man and said , “Son, it is cat’s Instincts that makes him
scratch and to hurt, and it is my job to love and care”.
Source: http://www.moralstories.org/the-man-and-the-little-cat/
Reading: SERVANT LEADERSHIP
While the idea of servant leadership goes back at least two thousand years, the modern servant
leadership movement was launched by Robert K. Greenleaf in 1970 with the publication of his
classic essay, The Servant as Leader. It was in that essay that he coined the words "servant-leader"
and "servant leadership." Greenleaf defined the servant-leader as follows: "The servant-leader is
servant first... It begins with the natural feeling that one wants to serve, to serve first. Then conscious
choice brings one to aspire to lead. That person is sharply different from one who is leader first,
perhaps because of the need to assuage an unusual power drive or to acquire material
possessions...The leader-first and the servant-first are two extreme types. Between them there are
shadings and blends that are part of the infinite variety of human nature."
 "The difference manifests itself in the care taken by the servant-first to make sure that other
people's highest priority needs are being served. The best test, and difficult to administer, is: Do
those served grow as persons? Do they, while being served, become healthier, wiser, freer, more
autonomous, more likely themselves to become servants? And, what is the effect on the least
privileged in society? Will they benefit or at least not be further deprived?"

Robert Greenleaf's concept of the servant-leader was stimulated by his reading of Journey to
the East by Herman Hesse. It is the story of a group of travelers who were served by Leo, who did
their menial chores and lifted them with his spirit and song. All went well until Leo disappeared one
day. The travelers fell into disarray and could go no farther. The journey was over. Years later, one
of the travelers saw Leo again—as the revered head of the Order that sponsored the journey. Leo,
who had been their servant, was the titular head of the Order, a great and noble leader.

In The Servant as Leader, Greenleaf said: ...this story clearly says—the great leader is seen
as servant first, and that simple fact is the key to his greatness. Leo was actually the leader all of the
time, but he was servant first because that was what he was, deep down inside. Leadership was
bestowed upon a man who was by nature a servant. It was something given, or assumed, that could
be taken away. His servant nature was the real man, not bestowed, not assumed, and not to be
taken away. He was servant first.

If there is a single characteristic of the servant-leader that stands out in Greenleaf's essay, it
is the desire to serve. A walk through The Servant as Leader provides a fairly long list of additional
characteristics that Greenleaf considered important. They include listening and understanding;
acceptance and empathy; foresight; awareness and perception; persuasion; conceptualization; self-
healing; and rebuilding community. Greenleaf describes servant-leaders as people who initiate
action, are goaloriented, are dreamers of great dreams, are good communicators, are able to
withdraw and re-orient themselves, and are dependable, trusted, creative, intuitive, and situational.

Greenleaf described a philosophy, not a theory. However, based on the views of a number of
scholars, the elements that are most unique to servant leadership compared with other theories are:

(1) the moral component, not only in terms of the personal morality and integrity of the servant-
leader, but also in terms of the way in which a servant-leader encourages enhanced moral reasoning
among his or her followers, who can therefore test the moral basis of the servant-leader's visions
and organizational goals; (2) the focus on serving followers for their own good, not just the good of
the organization, and forming long-term relationships with followers, encouraging their growth and
development so that over time they may reach their fullest potential; (3) concern with the success of
all stakeholders, broadly defined—employees, customers, business partners, communities, and
society as a whole—including those who are the least privileged; and (4) self-reflection, as a counter
to the leader's hubris.
Source: http://toservefirst.com/definition-of-servant-leadership.html
Source:https://medium.com/domain-tech/why-its-good-to-be-a-servant-leader-b25fbf28bf9d

D.Engagement

Activity: QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP

Answer the following statements with a True or False.
1. Leaders can follow their whims and fancies. FALSE
2. Leaders are capable to do anything they like. FALSE
3. Leaders don’t need to mind their subjects. FALSE
4. Leaders should follow ethical principles. TRUE
5. Leaders are responsible. TRUE
6. Leaders are to serve others. TRUE
7. An Ethical Leader is someone who works for other people’s interests and not
for his own hidden agenda or ulterior motives as guided by sound principles.
TRUE
8. Servant leadership is the type of leadership that puts others first before one’s
own self. TRUE
9. A servant leader listens deeply to others and empathizes with the people
around him/her. TRUE
10. A servant leader puts others’ concerns first and foremost above own self
interests and
E.Assimilation

SERVANT LEADERSHIP
Servant leadership is not about “I”,
nor is it about “we”.
It is about “THEM”.
Portfolio Output No. 21: Reflections on Leadership and Membership
Write on any one or a combination of the following:
1. A leader that fits in the description “servant leader.”
2. An organization that has a ‘servant leader.’
3. The key points of the article.
4. Your comments/reactions about the article.
5. The part of the article that has an impact to you.
6. A story that would support or negate the points of the article.
7. A poster or slogan on the things you learned from the article.
F. Additional Resources

G.References
Personal Development, DepEd Teacher’s Guide (2016), pp. 98 – 102
https://www.mindtools.com/pages/article/newLDR_41.htm
http://www.artofmanliness.com/2010/10/17/manvotional-aesops fables/
http://fablesofaesop.com/the-goatherd-and-the-wild
http://www.moralstories.org/the-man-and-the-little-cat/
http://toservefirst.com/definition-of-servant-leadership.html
https://medium.com/domain-tech/why-its-good-to-be-a-servant-leader-b25fbf28bf9d

A. Module Title - Family Structures

B.Introduction

Family' is a single word, with many different meanings. People have many ways
of defining a family and what being a part of a family means to them. Families differ in terms of
economic, cultural, social, and many other facets, but what every family has in common is that
the people who call it a family are making clear that those people are important in some way to
the person calling them his family.
The dictionary defines family in several ways. One definition is "a fundamental social
group in society typically consisting of one or two parents and their children." While this
definition is a good starting point, there are several modern family structures that are excluded
by this definition, such as childless couples or other variations on the family unit. Another
definition is "Two or more people who share goals and values, have long-term commitments to
one another and reside usually in the same dwelling." This definition encompasses the vast
majority of modern family units; for the purposes of this article, the second definition will be
used.
Source:https://family.lovetoknow.com/about-family-values/meaning-family

At the end of this module, learners will be able to appraise their family structure and the
type of care they give and receive, which may help in understanding themselves better , make a
genogram and trace certain physical, personality, or behavioral attributes through generations.

Big Question: How does your family affect the learner as a developing individual?
C.Development

A. Discussion:
Describe your respective families in terms of people in their family, physical set
up/agreement, place of residence, who leads/makes decision in the family.

B. Readings:
 1. FAMILY STRUCTURE
The traditional family structure is considered a family support system which involves
two married individuals providing care and stability for their biological offspring. However, this
two-parent, nuclear family has become less prevalent, and alternative family forms have
become more common. The family is created at birth and establishes ties across
generations. Those generations, the extended family of aunts, uncles, grandparents, and
cousins, can all hold significant emotional and economic roles for the nuclear family.
Different kinds of family structures:
 Nuclear family: A family unit consisting of at most a father, mother and dependent children. It is
considered the “traditional” family.

 Extended family: A family consisting of parents and children, along with grandparents,
grandchildren, aunts or uncles, cousins etc. In some circumstances, the extended family comes to live
either with or in place of a member of the nuclear family.

 Step families: Two families brought together due to divorce, separation, and remarriage.

 Single parent family: This can be either a father or a mother who is singly responsible for the
raising of a child. The child can be by birth or adoption. They may be a single parent by choice
or by life circumstances. The other parent may have been part of the family at one time or not at all.

 Adoptive family: A family where one or more of the children has been adopted. Any structure of
family may also be an adoptive family.

 Bi-racial or multi-racial family: A family where the parents are members of different racial identity
groups.

 Trans-racial adoptive family: A family where the adopted child is of a different racial identity group
than the parents.

 Blended family: A family that consists of members from two (or more) previous families.

 Conditionally separated families: A family member is separated from the rest of the family. This
may be due to employment far away; military service; incarceration; hospitalization. They remain
significant members of the family.

 Foster family: A family where one or more of the children is legally a temporary member of the
household. This “temporary” period may be as short as a few days or as long as the child’s
entire childhood.

 Gay or Lesbian family: A family where one or both of the parents’ sexual orientation is gay or
lesbian. This may be a two-parent family, an adoptive family, a single parent family or an
extended family.

 Immigrant family: A family where the parents have immigrated to another country as adults. Their
children may or may not be immigrants. Some family members may continue to live in the
country of origin, but still be significant figures in the life of the child.

 Migrant family: A family that moves regularly to places where they have employment. The most
common form of migrant family is farm workers who move with the crop seasons. Children
may have a relatively stable community of people who move at the same time - or the family may know no
one in each new setting. Military families may also lead a migrant life, with frequent relocation, often on short
notice.

Sources: https://www.scoe.org/files/ccpc-family-structures.pdf;
https://www.boundless.com/sociology/textbooks/boundless-sociology
Reading#2:
2: INSPIRING STORIES OF FAMILIES
What does it mean to put others’ first before ourselves?

A doctor entered the hospital in a hurry after being called in for an urgent surgery. He
answered the call ASAP, changed his clothes & went directly to the surgery block. He found the boy’s
father pacing in the hall waiting for the doctor. On seeing him, the dad yelled: “Why did you take all this
time to come? Don’t you know that my son’s life is in danger? Don’t you have any sense of
responsibility?” The doctor smiled & said: “I am sorry, I wasn’t in the hospital & I came as fast as I could
after receiving the call… And now, I wish you’d calm down so that I can do my work.” “Calm down?
What if your son was in this room right now, would you calm down? If your own son dies now what will
you do?” said the father angrily. The doctor smiled again & replied: “… Doctors cannot prolong lives.
Go and intercede for your son, we will do our best by God’s grace”. “Giving advises when we’re not
concerned is so easy,” murmured the father. The surgery took some hours after which the doctor went
out happy, “Your son is saved!”. And without waiting for the father’s reply, he carried on his way
running. “If you have any questions, ask the nurse!!” “Why is he so arrogant? He couldn’t wait some
minutes so that I can ask about my son’s state,” commented the father when seeing the nurse minutes
after the doctor left. The nurse answered, tears coming down her face: “His son died yesterday in a
road

accident, he was at the burial when we called him for your son’s surgery. And now that he

saved your son’s life, he left running to finish his son’s burial.”

Source: https://vk.com/topic-62771305_29403044?offset=0

The Wooden Bowl

A frail old man went to live with his son, daughter-in-law, and four-year old grandson. The old
man’s hands trembled, his eyesight was blurred, and his step faltered. The family ate together at the
table. But the elderly grandfather’s shaky hands and failing sight made eating difficult. Peas rolled off
his spoon onto the floor. When he grasped the glass, milk spilled on the tablecloth.

The son and daughter-in-law became irritated with the mess. “We must do something about
father,” said the son. “I’ve had enough of his spilled milk, noisy eating, and food on the floor.” So the
husband and wife set a small table in the corner. There, Grandfather ate alone while the rest of the
family enjoyed dinner. Since Grandfather had broken a dish or two, his food was served in a wooden
bowl! When the family glanced in Grandfather’s direction, sometime he had a tear in his eye as he sat
alone. Still, the only words the couple had for him were sharp admonitions when he dropped a fork or
spilled food. The four-year-old watched it all in silence. One evening before supper, the father noticed
his son playing with wood scraps on the floor. He asked the child sweetly, “What are you making?” Just
as sweetly, the boy responded, “Oh, I am making a little bowl for you and Mama to eat your food in
when I grow up.” The four-year-old smiled and went back to work .

The words so struck the parents so that they were speechless. Then tears started to stream
down their cheeks. Though no word was spoken, both knew what must be done. That evening the
husband took Grandfather’s hand and gently led him back to the family table. For the remainder of his
days he ate every meal with the family. And for some reason, neither husband nor wife seemed to care
any longer when a fork was dropped, milk spilled, or the tablecloth soiled.

Source: http://www.moralstories.org/the-wooden-bowl/

Give time to our family

After 21 years of marriage, my wife wanted me to take another woman out to dinne r and a
movie. She said, “I love you, but I know this other woman loves you and would love to spend some time
with you.” The other woman that my wife wanted me to visit was my MOTHER, who has been a widow
 for 19 years, but the demands of my work and my three children had made it possible to visit her only
occasionally.

That night I called to invite her to go out for dinner and a movie. “What’s wrong, are you well?”
she asked. My mother is the type of woman who suspects that a late night call or a surprise invitation is
a sign of bad news. “I thought that it would be pleasant to spend some time with you,” I responded.
“Just the two of us.” She thought about it for a moment, and then said, “I would like that very much.”
That Friday after work, as I drove over to pick her up I was a bit nervous.

When I arrived at her house, I noticed that she, too, seemed to be nervous about our date. She
waited in the door with her coat on. She had curled her hair and was wearing the dress that she had
worn to celebrate her last wedding anniversary. She smiled from a face that was as radiant as an
angel’s. “I told my friends that I was going to go out with my son, and they were impressed, “she said,
as she got into the car. “They can’t wait to hear about our meeting.” We went to a restaurant that,
although not elegant, was very nice and cozy.

My mother took my arm as if she were the First Lady. After we sat down, I had to read the
menu. Her eyes could only read large print. Half way through the entries, I lifted my eyes and saw Mom
sitting there staring at me. A nostalgic smile was on her lips. “It was I who used to have to read the
menu when you were small,” she said. “Then it’s time that you relax and let me return the favor,” I
responded. During the dinner, we had an agreeable conversation – nothing extraordinary but catching
up on recent events of each other’s life. We talked so much that we missed the movie. As we arrived at
her house later, she said, “I’ll go out with you again, but only if you let me invite you.” I agreed. “How
was your dinner date?” asked my wife when I got home. “Very nice. Much more so than I could have
imagined,” I answered.

A few days later, my mother died of a massive heart attack. It happened so suddenly that I
didn’t have a chance to do anything for her. Some time later, I received an envelope with a copy of a
restaurant receipt from the same place mother and I had dined. An attached note said: “I paid this bill in
advance. I wasn’t sure that I could be there; but nevertheless, I paid for two plates – one for you and
the other for your wife. You will never know what that night meant for me. I love you, son.” At that
moment, I understood the importance of saying in time: “I LOVE YOU” and to give our loved ones the
time that they deserve. Nothing in life is more important than your family. Give them the time they
deserve, because these things cannot be put off till “some

other time.”

Source: http://academictips.org/blogs/give-time-to-our-family/

D.Engagement

Task/Activity: POEM WRITING

Make two five-line poems about your family. Follow this pattern:
First line is _____ family
Second line is two adjectives (joined by and) which describe the noun
Third line is a verb and an adverb to describe the noun in action
Fourth line begins with like and presents a comparison
Fifth line starts with if only and expresses a wish.

Ex: (___ family) Mine family (adjective + adjective) Unique and chaotic
 (verb + adverb) Changing constantly
(like) Like flaming hot Thai dishes, which are quite exotic
(if only) If only we could relive our family life, of jolly years gone by

E.Assimilation

GENOGRAM
A genogram or family tree is a useful tool to gather information about a person's
family. This visual representation of a family can help us to identify patterns or themes
within families that may be influencing or driving a person's current behavior.

Symbols for drawing the genogram or family tree:

Source: http://www.strongbonds.jss.org.au/workers/families/genograms.html
Source: mutagh.fhost.com.au

Source: genopro.com

Activity:
Portfolio Output: My Genogram

Using a blank sheet of paper make your own genogram using the symbols and samples
given. Be sure to write your name and the date on your paper. Enjoy!

F. Additional Resources
G. References

Personal Development, DepEd Teacher’s Guide (2016), pp. 102-107

https://family.lovetoknow.com/about-family-values/meaning-family
https://www.scoe.org/files/ccpc-family-structures.pdf;

https://www.boundless.com/sociology/textbooks/boundless-sociology

https://vk.com/topic-62771305_29403044?offset=0

http://www.moralstories.org/the-wooden-bowl/

http://academictips.org/blogs/give-time-to-our-family/

http://www.strongbonds.jss.org.au/workers/families/genograms.html

A. Module Title - PERSONAL LIFE GOALS

B. Introduction

When you plan goals, you are really talking about creating a legacy. Since in many cases you
won’t be alive for longer years, you’ll necessarily need to plan your goals around other people.

Processing Questions:
1. How do you feel about your relationships?
2. How they feel about their various relationships (family, friends, partner, and
community/social/organizations)?
3. How do you feel about your relationships?
4. Where do you see your relationships going?
5. Are you happy with your relationships?
6. How will you make a difference in the world?
At the end of this module, learners will be able to Prepare a plan on how to make the family
members firmer and gentler with each other.

C. Development

Reading: FAMILY LEGACIES

No matter who we are, where we live, or what our goals may be, we all have one thing in common: a
heritage. That is, a social, emotional and spiritual legacy passed on from parent to child. Every one of us is
passed a heritage, lives out a heritage, and gives a heritage to our family. It's not an option. Pa rents always
pass to their children a legacy … good, bad or some of both. A spiritual, emotional and social legacy is like a
three-stranded cord. Individually, each strand cannot hold much weight. But wrapped together, they are strong.

That's why passing on a positive, affirming legacy is so important and why a negative legacy can be so
destructive. The good news is that you can decide to pass a positive legacy on to your children whether you
received one or not. Today, if we don't intentionally pass a legacy consistent with our beliefs to our children, our
culture will pass along its own, often leading to a negative end. It is important to remember that passing on a
spiritual, emotional and social legacy is a process, not an event. As parents, we are responsible for the
process. God is responsible for the product.

The Emotional Legacy

 In order to prosper, our children need an enduring sense of security and stability nurtured in an
environment of safety and love. Sadly, many of us struggle to overcome a negative emotional legacy that
hinders our ability to cope with the inevitable struggles of life. But imagine yourself giving warm family
memories to your child. You can create an atmosphere that provides a child's fragile spirit with the nourishment
and support needed for healthy emotional growth. It will require time and consistency to develop a sense of
emotional wholeness, but the rewards are great. A strong emotional legacy:

• Provides a safe environment in which deep emotional roots can grow.

• Fosters confidence through stability.

• Conveys a tone of trusting support.

• Nurtures a strong sense of positive identity.

• Creates a “resting place” for the soul.

• Demonstrates unconditional love.

Which characteristics would you like to build into the legacy you pass along to your children? Even if
you don't hit the exact mark, setting up the right target is an important first step.

The Social Legacy

To really succeed in life, our children need to learn more than management techniques, accounting,
reading, writing and geometry. They need to learn the fine art of relating to people. If they learn how to relate
well to others, they'll have an edge in the game of life.

In order to prosper, our children need to gain the insights and social skills necessary to cultivate
healthy, stable relationships. As children mature, they must learn to relate to family members, teachers, peers
and friends. Eventually they must learn to relate to coworkers and many other types of people such as
salespeople, bankers, mechanics and bosses. Nowhere can appropriate social interaction and relationships be
demonstrated more effectively than in the home. At home you learned — and your children will learn — lessons

about respect, courtesy, love and involvement. Our modeling as parents plays a key role in passing on a strong
social legacy.

Key building blocks of children's social legacy include:

• Respect, beginning with themselves and working out to other people.

• Responsibility, fostered by respect for themselves, that is cultivated by assigning children duties within the
family, making them accountable for their actions, and giving them room to make wrong choices once in a
while.

• Unconditional love and acceptance by their parents, combined with conditional acceptance when the parents
discipline for bad behavior or actions.

• The setting of social boundaries concerning how to relate to God, authority, peers, the environment and
siblings.

• Rules that are given within a loving relationship

The Spiritual Legacy

The Spiritual Legacy is overlooked by many, but that's a mistake. As spiritual beings, we adopt
attitudes and beliefs about spiritual matters from one source or another. As parents, we need to take the
initiative and present our faith to our children. Parents who successfully pass along a spiritual legacy to their
children model and reinforce the unseen realities of the godly life. We must recognize that passing a spiritual
legacy means more than encouraging our children to attend church, as important as that is.
 The church is there to support parents in raising their children but it cannot do the raising; only parents
can. The same principle applies to spiritual matters. Parents are primary in spiritual upbringing, not secondary.
This is especially true when considering that children, particularly young children, perceive God the way they
perceive their parents. If their parents are loving, affirming, forgiving and yet strong in what they believe,
children will think of God that way. He is someone who cares, who is principled and who loves them above all
else.

The Legacy You Want to Give

We all have good and bad parts to the legacy we have inherited. The key is to move forward from
here. For some, taking a closer look at the legacy they've been given helps them assess the legacy they want
to pass on. After considering your past, here are some practical tips for the future:

Decide what you'll keep

You probably have things you received that are wonderful and need to be kept and passed on. Other
things may need to be thrown out. Or, perhaps you have a weak legacy that needs strengthening. Whatever
you received, you can now intentionally pass along the good. This isn't always easy. If you saw hypocrisy in
your parents' lives, you may be tempted to throw everything out even though much of what your parents
modeled was good. Don't. That would be like burning down the house to get rid of some bugs

Realize that there is a being who can redeem even the "bad stuff" in your legacy.

Unfortunately many of us have parts of our legacy that are weak or even awful. Maybe one of your
parents was an alcoholic or abusive or didn't provide the nurturing you needed. In today's society, the stories of
such families are common. You may be asking, "How do I give something I didn't receive? Nobody modeled
this stuff for me." Hope is not lost. Consider the story of Josiah from the Old Testament in the Bible. His father
and grandfather were involved in many wicked things, including idol worship that threatened the entire nation.
But after 8-year-old Josiah became king of Judah, he reversed that trend. He sought God and purged Judah of
idols, repaired the temple and saved a nation. Like Josiah, you can choose which things in your legacy are no
good and throw them away. It's important to break the cycle of hurt by leaving bad things behind and creating a

new legacy. Legacies are not easily broken and always benefit from His guidance.Chart a new course as you
begin a positive legacy for yourself and those you love. Research suggests that most fathers will parent the
way they were parented. That means only a minority of fathers will change their parenting style — even if their
parenting is wrong! Today, you can take positive steps to design a new heritage for yourself and your family.

Source: http://www.focusonthefamily.com/parenting/building-relationships/family-legacies/family

legacies-passing-on-a-legacy

D. Engagement

The activity that we are about to do will identify the legacies our family/parents has/have
passed on to us. Are you aware of these legacies? What if you don’t like the legacies your
parents passed on to you? Is there a chance that we can change the legacy we received from
our parents? “

Activity: EMOTIONAL, SOCIAL AND SPIRITUAL LEGACY

Emotional Legacy Evaluation
Answer each question by circling the number that best reflects the legacy you have received

from your parents. Then add up your score.

1. When you walked into your house, what was your feeling?

1 Dread 4 Stability

2 Tension 5 Calm

3 Chaos 6 Warmth

2. Which word best describes the tone of your home?

1 Hateful 4 Serious

2 Angry 5 Relaxed

3 Sad 6 Fun

3. What was the message of your family life?

1 You are worthless. 4 You are respected.

2 You are a burden. 5 You are important.

3 You are okay. 6 You are the greatest.

4. Which word best describes the "fragrance" of your home life?

1 Repulsive 4 Sterile

2 Rotten 5 Fresh

3 Unpleasant 6 Sweet

5. Which was most frequent in your home?

1 An intense fight 4 A strong disagreement

2 The silent treatment 5 A kind word

3 Detached apathy 6 An affectionate hug

Results:

Above 24 = Strong emotional legacy

19 - 24 = Healthy legacy

14 - 18 = Mixed legacy - good and bad elements

10 - 13 = Weak emotional legacy

Below 10 = Damaged emotional legacy

Social Legacy Evaluation

Answer each question by circling the number that best reflects the legacy you have received

from your parents. Then add up your score.

1. Which words most closely resemble the social tone of your family?

1 Cruel and abusive 4 Non-communicative but stable

2 Cutting sarcasm 5 Secure with open communication

3 Chaotic and distant 6 Loving and fun

2. What was the message of your home life with regard to relationships?

1 "Step on others to get your way." 4 “Mind your own business.”

2 "Hurt them if they hurt you." 5 “Treat others with respect.”

3 "Demand your rights." 6 “Put others before yourself.”

3. How were rules set and enforced in your home?

1 Independent of relationship 4 Inconsistently

2 In reaction to parental stress 5 Out of concern for my well-being

3 Dictatorially 6 In the context of a loving relationship

4. Which word best characterizes the tone of communication in your home?

1 Shouting 4 Clear

2 Manipulation 5 Constructive

3 Confusing 6 Courteous

5. How did your family deal with wrong behavior?

1 Subtle reinforcement 4 Severe punishment

2 Accepted in the name of love 5 Discussion

3 Guilt trip 6 Loving, firm discipline

Results:

Above 24 = Strong social legacy

19 - 24 = Healthy legacy

14 - 18 = Mixed legacy — good and bad elements

10 - 13 = Weak social legacy

Below 10 = Damaged social legacy

Spiritual Legacy Evaluation

Answer each question by circling the number that best reflects the legacy you have received

from your parents. Then add up your score.

1. To what degree were spiritual principles incorporated into daily family life?

1 Never 4 Frequently

2 Rarely 5 Almost always

3 Sometimes 6 Consistently

2. Which word captures the tone of how you learned to view/relate to God?

1 Absent 4 Casual

2 Adversarial 5 Solemn

3 Fearful 6 Intimate
3. How would you summarize your family's level of participation in spiritual activities?

1 Nonexistent 4 Regimental

2 Rare 5 Active

3 Occasional 6 Enthusiastic

4. How were spiritual discussions applied in your home?

1 They weren't 4 To teach

2 To control 5 To influence

3 To manipulate 6 To reinforce

5. What was the perspective in your home regarding moral absolutes?

1 If it feels good, do it! 4 Dogmatic legalism

2 There are no absolutes. 5 Moderate conservatism

3 Let your heart guide you. 6 Clear boundaries

Results:

Above 24 = Strong spiritual legacy

19 - 24 = Healthy legacy

14 - 18 = Mixed legacy — good and bad elements

10 - 13 = Weak spiritual legacy

Below 10 = Damaged spiritual legacy

Source: http://www.focusonthefamily.com/parenting/building-relationships/family

legacies/the-legacy-you-want-to-give

E. Assimilation
Portfolio Output : Reactions to the Emotional, Social and Spiritual Legacy Evaluation

1. What were your scores in the emotional, social and spiritual legacy
evaluation?
2. How do these scores reflect your home atmosphere?
3. What is the legacy you have received from your parents and siblings?
4. How do you plan to give a legacy when you start your own family in the
future?

F. Additional Resources

G. References
Personal Development, DepEd Teacher’s Guide (2016), pp. 107-111
 http://www.focusonthefamily.com/parenting/building-relationships/family-legacies/family legacies-
passing-on-a-legacy
http://www.focusonthefamily.com/parenting/building-relationships/family legacies/the-legacy-you-want-
to-give

A. Module Title - Lesson 14: CAREER DEVELOPMENT

B. Introduction
Career development is the lifelong process of managing learning, work, leisure, and transitions in
order to move toward a personally determined and evolving preferred future.
(https://en.m.wikepedia.org)

H. Development

A. Ask the class: “Para kanino ka bumabangon sa umaga?”

B. Explain that a popular coffee drink used this tag line in one of their banner commercials in
2001. It is a question that prompts an individual to ask about one’s purpose in life – that one
thing that drives them to wake up early in the morning and embark on a mission that enables
them to provide for the needs of the people that they hold dear.
C. Some of the most important decisions we will make in our lifetime concern our career that
makes it possible for us to realize our dreams and aspirations in life. One’s career is defined
as the combination and sequence of roles played by a person during the course of a lifetime
(Super, 1980).
D. Two Ideal Days
1. Project yourself into the future, anytime from tomorrow to several years from now, and
imagine two days that would be ideal for you. Imagine 48 hours of what for you would be
the best possible use of that period of time. You can fantasize whatever you want; the only
limit is the time limit of 48 hours.
2. Describe your perfect, ideal two days. Go into as much detail as you can picture in your
fantasy.
3. You will be asked to share your story with the class.

Readings:
Question: Why is personal development an important component of setting career and life goals?

Personal development covers activities that improve awareness and identity, develops talent
and potential, build human capital, and facilitate employability, enhance the quality of life and
contribute to the realization of dreams and aspirations (wikepedia.org).
Every individual has his own strengths and weaknesses, this what makes a person a unique
individual. Different people exhibit different behaviours, it may be a positive or a negative
behaviour, however these can be changed if an individual so desires. Every one of us can
control our behaviour.
In order to become “your best self” , one must constantly change, one has to grow and develop.
Change or growth can only be possible when realistic goals are set and a specific plan for
improvement, is developed. To set goals, it must be determined by what the individual wants to
do or be. Also, what weakness is desired to be changed, or possibly even what strength is
desired to be improved upon or capitalized on.
(https://medium.com)
(https://personal-development.com)

Super’s Career Development Theory

Donald Super influenced the idea that developing a sense of self and realize that you
change over time is important when planning your career.
 One of Donald Super’s contributions to career development has been his emphasis on
the importance of the development of self-concept. According to Super, self-concept changes
over time, and develops as a result of experience. As such, career development is lifelong.

Super’s Five Life and Career Development Stages

Stage Age Characteristics
Growth Birth-14 Development of self-concept, attitudes, needs, and general world of
work
Exploration 15-24 “Trying out” through classes, work hobbies. Tentative choice and skill
development
Establishment 25-44 Entry-level skill building and stabilization through work experience
Maintenance 45-64 Continual adjustment process to improve position
Decline 65+ Reduced output, prepare for retirement

Developmental Tasks At These Different Stages

Life Stage Adolescence Early Adulthood Middle Adulthood Late Adulthood
14-15 25-45 45-65 65+
Decline Giving less time to Reducing sports Focusing on Reducing
hobbies participation essentials working hours
Maintence Verifying current Making Holding one’s Keeping what
occupational choice occupational own against one’s enjoys
position secure competition
Establishment Getting started in a Setting down in a Developing new Doing things
chosen field suitable position skills what one has
wanted to do
Exploration Learning more Finding desired Identifying new Finding a good
about opportunities opportunity tasks to work on retirement place
Growth Developing a Learning to relate Accepting one’s Developing and
realistic self- to others own limitations valuing
concept occupational
roles

Super states that in making a vocational choice, individuals are expressing their self-concept, or
understanding of self, which evolves over time. People seek career satisfaction through work
roles in which they can express and themselves and further implement and develop their self-
concept.

I. Engagement

Activity 1:
My Parachute

Instructions:
Have students fill out the worksheets. In groups, discuss their answers. The data will show skills
and interest of teens. As a teacher, group common results and glean data and insight from your
class informing you of how else you can help your student/teen. Connect with a counsellor or life
coach and discuss further ways to help your students find direction in their career paths in the
future.
 MY PARACHUTE

My Favorite Interests

My Best
My Ideas For Dream
Transferrable Skills
Jobs

My Goals

Three to Five Year Goals

Lifetime Goals My Ideal work

My Ideal Community Environment

My Favorite Types of
People

Activity 2
 Career Counseling

1. Students are asked to accomplish their career plan.

2. They have to identify at least three persons with whom they want to share their career plan.
The following are recommended:
a. Guidance or career counsellor at school
b. Parent
c. A person working on the student’s chosen field.
3. The students schedule a “kwentuhan” session with those three individuals. T hey share
their career plans and ask for what they have to say about it.
4. As an output, the student creates a simple report showing photos of them with the three
individuals and some memorable pieces of advice or comments from them. The students
are encouraged to exercise their creativity in this activity.

J. Assimilation

Journal Writing: Ask the students to answer the following questions in their journal.

1. What are the factors influencing your career development, career choice and decision
making?
2. What are your present developmental goals?

K. Additional Resources

https://en.m.wikepedia.org
https://medium.com
https://personal-development.com

L. References

BPI – SHAPE Personal Development Resource Book

Copyright 2016 by BPI Foundation

Personal Development
Teacher’s Guide
Dep-Ed

From: Mrs. Rosemarie C. Palaganas - DEIHS

 A. Module Title - Lesson 15 : CAREER PLAN

B. Introduction
Career planning is the process by which one selects career goals and the path to these
goals. The major focus of career planning is on assisting the employees achievhttps://e a better
match between personal goals and the opportunities that are realistically available in the
organization. (https://corerh.wordpress.com)
There are four steps of Career Planning:
Step 1: Self Assessment
Step 2: Career Information
Step 3: Decision Making
Step 4: Career Planning
(https://careers.appstate.edu)

C. Development
Arrange the jumbled letters according to the concept given:
The purpose of this game is to familiarize the students about the career basic concepts.

A position an individual holds doing specific

1 B J O duties
Defined as the similar work for which people
2 N O I T O C U P C A have similar responsibilities and for which they
develop a common set of skills and knowledge.
The integration of personality with work
activities. A sequence of attitudes and
3 E C R E A R behaviours that are associated with work and
that relate to one’s total life experience.
These are “internal representations of desired
4 E I L F S L A O G outcomes”, a person’s context and aspirations
of the future.
One’s internal compass, set of self-motivators
5 U E V A L S that indicate what one considers most important
in his life.
The sum total of one’s “complex set of
6 Y P T E I R L S A O N tendencies, behaviours, attitudes and
characteristics that makes each person unique”.
These are sets of preferences in activities, a
7 S T S R E E T N I person’s likes, things where he tends to spend
most of his resources – time, energy, and
money.
A set of competencies a person has, mastery
over some tasks that are useful in performing
8 KSLISL bigger or more complicated jobs. It also play a
vital role in career suitability and consequently,
success.
9 Y L F A I M One of the biggest influence in one’s choice of
career, parents strive hard to send their children
to school.
Current direction or tendency in employment
10 S D R E N T also affect career choices
Which career pathway is right for you?

Career assessments are tools that are designed to help individuals understand
how a variety of personal attributes (i.e.., data values, preferences, motivations, aptitudes and
 skills), impact their potential success and satisfaction with different career options and work
environments.
The most important use of assessment results is to assist individuals at a given
point in time to identify their interest, skills and/or work values in order to identify the next
educational or vocational choice in the sequence that makes up career development.
Don’t expect a career assessment to point you to your dream job. Most career test measure one
aspect of a person, such as interest, personality or aptitude, and the results are merely
suggestions based on that one area of assessment. Do make sure that the test meets the two
primary criteria: valid and reliable.
There are four major types of career assessments: personality tests, interest inventories,
skills assessments and value assessments. All four types of career assessments can be found
through a career counsellor or online (https://www.balancecareers.com).

1. Career Basic Concepts

Factors Affecting One’s Career Choices

Career and Life Goals Defined

Career is the integration of personality with work activities. More than just a series of
tasks or activities within work, career “is a sequence of attitudes and behaviours that are
associated with work and that relate to one’s total life experience. Career then is closely linked to
life’s goals since the former can be the means towards achieving the latter.
Experts would say that life goals are “internal representations of desired outcomes”.
They go on to note that goals are very helpful in trying to understand a person – his context and
aspirations of the future.
There are two types of life’s goals, intrinsic and extrinsic. Intrinsic goals involve “personal
growth, e motional intimacy and community service”, while extrinsic goals include
“financial success, physical attractiveness, and social fame and/or popularity”. In understanding
these two types of life’s goals, experts hypothesised that intrinsic life goals are those consistent
with “human nature and needs” which means these are things that are essential and absolutely
necessary. On the other hand, extrinsic life goals are more influenced by society and culture,
involving “symbols of social status and positive evaluation of other people”.
There are two other concepts that we often associate with the concept of career. One is
a job. A job is a position an individual hold doing specific duties. For example, if you would look
closely at the job of a lawyer, you can say that a lawyer’s job is working as an associate in a
certain law firm.
Another term is occupation. An occupation is defined as the similar work for which
people have similar responsibilities and for which they develop a common set of skills and
knowledge. For example, people who are in the mental health occupation would include
psychologists, clinical psychologists, counsellors and psychiatrists.

2. Personal factors Influencing Career Choices

a. Values
 Values are one’s internal compass. This is a set of “self motivators that indicate (one)
consider(s) most important in life”. A few examples of values are God, Family, Relationships,
Peace, Career and Education. These values and given utmost importance in one’s life and are
most of the time the standards used by a person in making important life decisions. For instance,
moving to another place alone does not come easy to someone who values his family so much.
He may take a considerable amount of time weighing things before he comes up with a decision
whether to stay with family or living alone in a place far from home. Because values are very
important and are at a person’s core, they are most often chosen among alternatives and even
after consideration of consequences. To illustrate, if a person who just finished engineering and
an avid supporter of environmental protection is given a chance to work either with a large and
controversial mining company or a firm advocating for sustainable infrastructures, he is most
likely to choose the latter because it is more aligned with his values. Choosing the former would
cause him negative well-being and even moral dilemma because he knows that mining may
destroy the environment. He is most likely to make that decision even after considering that
working with a mining company will pay more than working with a firm.

b. Personality
Personality is said to be the sum total of one’s “complex set of tendencies, behaviours,
attitudes and characteristics that makes (each person) unique”. One basic trait that may define
one’s personality is introversion and extroversion. In many theories, a person may have more
inclination towards an inflow of energy (introversion) than outward flow of energy (extroversion).
This means that some people are more comfortable spending time alone and doing things by
themselves such as reflecting, painting, writing and the like. Other people, on the other hand, are
more comfortable spending time interacting with other people and doing activities that require
socialization. Another characteristic is the way people take in information. Some people tend to
use their senses – what they can see, hear, smell, taste and touch – in situations involving
analysis, conceptualization, problem solving, and the like. There are those, however, who tend to
use their imagination or intuition in dealing with experiences. They are more adept in thinking
about possibilities and abstract ideas. There are many other things that contribute to one’s
unique personality and they can be both attributed to innate characteristics or influenced by the
larger society. In choosing a career, personality plays a very important role because it may
dictate which line of work best suits a person. For instance, a person who enjoys being alone,
spending time with very few people, and engaging in deep and intimate conversations may find
jobs that do not require frequent and extensive interaction with people as more appealing. An
example of this may be working in a counselling center or writing novels or songs. Those who
enjoy dealing with people and handling large crowds may prosper in jobs such as managing a
company’s human resources or public service.

c. Interests
Closely related to personality is interest. Basically, interests are sets of preferences in
activities. Interests are one person’s likes, things where he tends to spend most of his resources
– time, energy, and money. To demonstrate, there are people who are more interested in dealing
with things rather than with people. They are especially enthusiastic in interacting with machines
and making things work. These people may find a suitable careers as architects, mechanics,
engineers, medical technologies, and the like. Another group of people may be inclined to use
their intuition, mull over ideas, and do things in a more unstructured fashion. These people may
be suited to careers as songwriters, writer, designers or actor. Those who are more drawn to
activities that require adventure, persistence and risk-taking may find happiness in careers
entrepreneurs, business executive, and politicians.

d. Skills
Skills also play a vital role in career suitability and, consequently, success. Skills are
basically set of competencies a person has. These are mastery over some tasks that are useful
in performing bigger or more complicated jobs. This implies that skills may have started as
interests where a person has spent a significant amount of time to achieve a certain level of
 proficiency. For example, a person who has a strong interest in sketching and spends hours
getting better at that task may develop a skill in designing landscapes and even buildings which
may point to a career in architecture. Skills take time to develop. It requires focus and
dedication.
A person’s career choices and life goals are greatly influenced by the interplay of his
values, personality, interests, and skills. His job satisfaction, sense of fulfilment, success at the
workplace, and general-well being may depend on how his choices are aligned with what he
believes to be important, his personal disposition, inclinations, and competencies. It is important
to be aware of all of these personal factors to make wise decision for the future.

3. External Factors Influencing Career Choices

a. Family and Societal Expectations
Filipinos place great value in education. Parents strive hard to send their children to
school even if it means using their resources for this purpose. For many families, having a
college graduate can spell the difference between remaining in poverty and enjoying a relatively
comfortable life.
When a person graduates, he is expected to land a good opportunity. Whether
expressed or implied, the graduate feels the need to immediately find a job and start earning to
support the family.

With the expectation – and sometimes pressure – from the family and community, the
graduate is influenced to make career choices that can help improve the quality of their lives.
Many times, the fresh graduate is torn between choosing a career path that is consistent with his
passion but not financially fulfilling and one that is more lucrative or profitable and not necessarily
what he truly wants.
Firstborns usually carries the biggest burden. As the eldest child, he bears great
responsibility to look after his siblings to the point of actively supporting them financially, helping
the parents with household expenses.

b. Trends in Employment
Career trends in employment also affect career choices of the fresh graduates. For
instance, jobs known to pay higher are more likely chosen by young people because of its
economic value.

4. Career Planning
A career plan is practically a map that a person uses in planning where he wants to be in
the future in terms of his profession or career. This process entails deep understanding of the
self and a strong drive to pursue one’s aspirations.
One of the most crucial part of career planning is self-awareness. Being aware of one’s
strengths and areas for improvement, personal values, personality type, interests and skills can
go a very long way in calibrating what one can and cannot do in relation to achieving life and
career goals.
Further, a person has to have clear preferences for him to consciously set his directions such as
the nature of work he envisions to do, the kind of workplace in which he wants to work, the type of
superior or colleagues he wants to work or and with, respectively, and what he wants to get out of
those prospects (BPI – SHAPE Personal Development Resource Book Copyright 2016 by BPI
Foundation).

D. Engagement
Activity 1 Reflective Journal Writing
Direction: Students are asked to create their own career plans based on the tool presented
below:
 MY CAREER PLAN

I. Who am I?
A. What do I enjoy doing?

B. What skills do I have that I can offer to my work?

C. What are my personal values?

II. Where Am I Going?

A. What are my top objectives?
1.

2.

3.

B. What kind of workplace I am looking for?

C. What kind of boss/superior do I want to work for?

D. What things do I want to learn from my workplace?

E. How will I know If I am succeeding? What are my indicators for success?

III. How do I get there?

A. In which companies do I want to work?
1.

2.

3.

4.

5.

B. What skills do I need to possess to be qualified for the job?

C. Who can guide me or teach me more about my chosen field?

 D. Where will this job take me one year from now?

E. What goals – professional or personal - do I want to reach in the next 5 years?

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

Activity 2 CAREER PARTY

1. Students are asked to dress up according to their dream job.

2. Each student is given 2-3 minutes to stand in front and speak like a real professional.
The following guide may be used:
a. Name and occupation
b. What made me want to take this profession
c. What are my joys and difficulties at work.

After everyone is done speaking, a class photo may be taken as a souvenir

Source: BPI – SHAPE Personal Development Resource Book

Copyright 2016 by BPI Foundation

E.Assimilation

Journal Writing: Students will write in their journal note book a reflection paper guided by the
following questions:
1. How do internal factors influence career choices?
2. How do external factors influence career choices?
3. What are your thoughts/feelings after accomplishing activities 1 and 2
4. How did it feel behaving like a person in your dream career?
5. How was it listening to the stories of your classmates?

F. Additional Resources
https://corerh.wordpress.com
https://careers.appstate.edu
https://www.balancecareers.com
G. References
BPI – SHAPE Personal Development Resource Book
Copyright 2016 by BPI Foundation
Personal Development
Teacher’s Guide, DepEd