NORTHEASTERN MINDANAO ACADEMY

“The School That Trains For Life”

P10 Los Angeles, Butuan City

PERSONAL DEVELOPMENT

Statement of Vision
Northeastern Mindanao Academy has
greatly envisioned transforming the students, into
exemplary citizens, and leaders by providing them,
with physical, mental and social and spiritual
trainings.

Statement of Mission
By making Christ the Bedrock of Education,
Northeastern Mindanao Academy is committed to
prepare students, for higher academic pursuits, by
consistently providing enhanced learning
experiences that will promote the maximum
development of the mind, body, and soul. And to
inspire them to gain the highest possible capacity
for usefulness and service in the life that now is
and in the life of the better world.

Statement of Philosophy
Northeastern Mindanao Academy
conforms to the Seventh – day Adventist belief,
that the students are God’s heritage, and their
teachers are His servants. NEMA adheres the
commission, to educate the young, for a true
knowledge of God and experience His
companionship, in study and service. Primarily, its
purpose is to put in effect, the Divine Plan, “to
restore in man the lost image of God”.

Jelmar A. Orapa Grading System

Teacher Written Work - 25%
09761119073 Performance Task - 50%
[email protected]
Quarterly Assessment - 25%
m.me/jelmar.orapa.1

Name of Learner:
Grade Level:
Section:
Address:
Date:
Contact #:

To the Students of Personal Development:

 Welcome to this course, PERSONAL DEVELOPMENT, or PERDEV for short. This is a very
interesting course, and can become the most personally rewarding for you, because the subject matter
for this course is YOU!
As a senior high school student, you have now entered a new educational level, as well as a new
psychological and social level, called the middle and late adolescence. You may feel that you are no
longer the rapidly growing and awkward teenager, but you also feel you are not quite ready to call
yourself a mature adult either.
This course shall make you take a deeper look at yourself and analyze your developmental
changes, your skills and traits which can help you meet the various tasks that you must undertake at this
point in your life. It shall provide you with some techniques to meet stress and other mental health issues
with one’s strengths and coping powers. The course shall also give you the chance to analyze your
relationships with your family, friends, and significant others. Finally, the PERDEV course shall help
you take stock of where you are in your career development and how to get to where you want to be.

COURSE CONTENT:
There are 4 units in PERDEV, as follows:
Unit 1 – Self-Development
Unit 2 – Aspects of Personal Development
Unit 3 – Building and Maintaining Relationships
Unit 4 – Career Development
There will be several modules under each unit, to be taken up in several class sessions, each of
which addresses a key concern in personal development. COURSE METHOD: PERDEV uses
the experiential learning approach, wherein you as a student will participate in activities in class
to explore specific themes in your development. You will interact with your classmates, do
projects with them, discuss various topics, and share your own thoughts, feelings, and
experiences. You will also make personal reflections and write them down. In this manner of
self-reflection and sharing, you shall help reveal and articulate relevant concepts, theories, and
tools in different areas of your life.

YOUR TEACHER:
Your teacher is the guide and facilitator of this course. He/she shall lead the activities by giving
instructions and supervising the procedures. However, since the subject matter is yourself, the
success of the modules depends on the participation and cooperation of you and your classmates.

Lesson Knowing and Understanding

1 Oneself during Middle and Late

2|Page
 Adolescence
 Explain that knowing oneself can make a person accept his/her
MELCs strengths and limitations and dealing with others better. (EsP-
PD11/12KO-Ia-1.1)
 Share his/her unique characteristics, habits, and experience. (EsP-
PD11/12KO-Ia-1.2)

At the end of the lesson, students should be able to:

 recognize oneself during middle and late adolescence stages

Objectives  identify one’s weaknesses and strengths during middle and late
adolescence stages
 express thru writing one’s experiences on personal development
during middle and late adolescence stages

Day 1-
4:
Self-

Concept
ACTIVITY 1 - What’s New: SELF-CONCEPT INVENTORY
Instruction: Take a look at your own self-concept and answer the following self-concept inventory in
your journal. Give yourself a rating using the scale:
0 = very weak; 1 = weak; 2 = somewhat weak 3 = somewhat strong; 4 = strong; 5 = very strong
___1. I have a strong sex appeal.
___2. I am proud of my physical figure.
___3. I am easy to get along with.
___4. I can adjust to different people and different situations.
___5. I am a fast learner, can understand with one instruction.
___6. I am intelligent.
___7. I can be trusted in any transaction.
___8. I have a clean conscience and carry no guilty feelings.
___9. I can express my ideas without difficulty.
___10. I talk in a persuasive manner that I can easily get people to accept what I say.
___11. I am emotionally stable and not easily rattled when faced with trouble.
___12. I am logical and rational in my outlook and decisions.

Scoring: Write your score opposite each number and get the subtotal.

Physical Appeal Human Relations Intelligence

3|Page
 1 __________ 3 __________ 5__________
2 __________ 4 __________ 6 __________
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
7 __________ 9__________ 11 __________
8 __________ 10 __________ 12 __________
Subtotal: Subtotal: Subtotal:

How do you perceive yourself?

Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score 8-10 or somewhat strong (score of
6-8) and very weak (below 6).
2. Are there qualities you consider as your weakness, but other people consider as your
strength? What are these? Check with a partner. Example: A lady can say “I`m ugly” yet other consider
her very charming. Or conversely, one can have the illusion of saying “I am very intelligent or
competent” when most of his ideas sound unreasonable or illogical to most of the people. There is
indeed a big difference between what you see in yourself (real self-image) and what is projected in the
eyes of the others (your social image).
3. How realistic is your self- image?
4. To what extent does it reflect your real self?

Reading: SELF-CONCEPT

Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your
actual self? Your ideal self is the self that you aspire to be. It is the one that you hope will possess
characteristics similar to that of a mentor or some other worldly figure. Your actual self, however, is
the one that you actually see. It is the self that has characteristics that you were nurtured or, in some
cases, born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to
your awareness of yourself. It is the construct that negotiates these two selves. In other words, it
connotes first the identification of the ideal self as separate from others, and second, it encompasses
all the behaviors evaluated in the actual self that you engage in to reach the ideal self.
Knowledge is required for setting goals, defining an action plan to achieve them and risk assessment.
Skills also determine whether real actions are performed in accordance with the plan. If the same
ability is used many times in the same situation, then it becomes a habit that runs automatically,
subconsciously. Here are some skills that will greatly increase the efficiency of any person who owns
them:

1. Determination. It allows you to focus only on achieving a specific goal without being distracted by
less important things or spontaneous desires. It may be developed with the help of self-discipline
exercise.

2. Self-confidence. It appears in the process of personal development, as a result of getting aware of

yourself, your actions and their consequences. Self-confidence is manifested in speech, appearance,
dressing, gait, and physical condition. To develop it, you need to learn yourself and your capabilities,
gain positive attitude and believe that by performing right actions and achieving right goals you will
certainly reach success.

3. Persistence. It makes you keep moving forward regardless of emerging obstacles – problems,
laziness, bad emotional state, etc. It reduces the costs of overcoming obstacles. It can also be
developed with the help of self-discipline exercise.
4. Managing stress. It helps combat stress that arises in daily life from the environment and other
people. Stress arises from the uncertainty in an unknown situation when a lack of information creates
the risk of negative consequences of your actions. It increases efficiency in the actively changing
environment.

4|Page
5. Problem-solving skills. They help cope with the problems encountered with a lack of experience. It
increases efficiency by adopting new ways of achieving goals when obtaining a new experience.

6. Creativity. It allows you to find extraordinary ways to carry out a specific action that no one has tried
to use. It can lead to a decrease or an increase of costs, but usually the speed of action is greatly
increased when using creative tools.

7. Generating ideas. It helps you achieve goals using new, original, unconventional ideas. Idea is a
mental image of an object formed by the human mind, which can be changed before being
implemented in the real world. For generating ideas, you can use a method of mental maps, which
allows you to materialize, visualize and scrutinize all your ideas, which in turn contributes to the
emergence of new ideas. These are just some, but the most important personal effectiveness skills
which make the achievement of any goal easier and less costly.

ACTIVITY 2 What I know: MY BANNER – THE TREASURE WITHIN

In the spaces indicated by numbers, write down the following:

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

Reading: BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES

Most failures emanate from weaknesses that are not recognized or probably recognized but
not given appropriate attention or remedy. This could be a weakness in communications, personality
5|Page
or ability. Instead of giving up or indulging in self-pity, take action. Go for speech lessons, get skills
upgrading, attend personality development sessions or whatever appropriate remedies to your
perceived weakness.
Instead of simply focusing on your weaknesses, recognize your own talents and abilities, build
on them, utilize them to your greatest advantage. This is where you can build your name and
popularity. Handicapped people like Jose Feliciano and other blind singers did not brood over their
physical handicap. They recognized that they have a golden voice, so they search for ways to enrich
that talent and now they have won international fame in the field of music.
The first is the Moviegoer. This person watches the movie of their lives, admires some parts and
criticizes others. Aside from that, they do nothing else. All she says the whole day is, “I like this thing,
but I don’t like that thing.” The Moviegoer feels she has absolutely no control of their lives --- except to
comment about it. Moviegoers are the most pathetic, miserable people in the world.

The second is the Actor. This person does not only watch the movie of her life. She actually realizes
she’s the Actor – and can control a big part of her life. She can actually make or break the movie – by
how well she delivers her lines and how she portrays her character. Actors are a happy bunch, realizing
they’re the start of the show and enjoy some level of control. But many times, they wish the movie
would end in another way – but realize that they have no say in such things.

The third is the Scriptwriter. This person does not only watch, and she doesn’t only act, but she
actually creates the entire movie from her mind. She determines what she will say, what she will do,
and how the movie will end. She realizes she has enormous control over her life and sees to it that the
movie of her life will turn out beautiful.
Who are you among these three people?
Do you merely watch your life go y?
Or do you act out a script that you feel has been handed to you?
Or do you write the script and make your life beautiful?
By the way, the Producer of the movie is God. He tells you, “Make the movie beautiful, and I will give
you all that you need for success.”

ACTIVITY 3 What’s more: REFLECTION FROM MY BANNER

Write about your banner.

1. What do you consider as your weaknesses, abilities and talents? (3 pts)
2. What are the remedies you will take to improve or compensate for your weakness? (4 pts)
3. How can you further enrich your assets and strengths? (4 pts)
4. Where and how do you use it to your best advantage? (4 pts)

CLOSURE/REFLECTION:
 What have you discovered in yourself?

6|Page
  What are your core strengths?

 What are the qualities you want to hone and

improve in?

Essay

Write an essay expressing your experiences and realizations on personal development during middle
and late adolescence stages. Use the space provided below.

Integration of Faith and Learning

Romans 13:13-14 Let us walk properly as in the daytime, not in orgies and drunkenness, not in sexual
immorality and sensuality, not in quarrelling and jealousy. But put on the Lord Jesus Christ, and make no
provision for the flesh, to gratify its desires.

REFERENCES:
1. http://www.chrysalisdevelopment.com/page6/page4/page4.html
2. http://www.learning-mind.com/7-basic-personal-effectiveness-skills/

7|Page
 Lesson
Developing the Whole
2 Person
 Evaluate his/her own thoughts, feelings, and behaviors. EsP-
PD11/12DWP-Ib-2.2
MELCs  Show the connections between thoughts, feelings, and behaviors in
actual life situations. EsP-PD11/12DWP-Ic-2.3

At the end of the lesson, students should be able to:

 enumerate the different aspects of personal development

Objectives  identify and explain the relationship among the different aspects of
personal development
 evaluate and determine one’s thoughts, feelings, and actions and
their connection in actual life situations

Activity 1 Draw a large circle on the space provided. Divide the circle into 8 segments. In each segment,
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 as possible 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
8|Page
 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.

THREE SUCCESS STORIES

1. Manny Pacquiao’s Unbelievable Success Story Will Inspire You

It’s 1990 in the province of General Santos in the Philippines. Manny Pacquiao is 12 years old.
Pacquiao often speaks of his debt to his maternal uncle, Sardo Mejia, who introduced him to boxing
after he dropped out of school. It was this moment that would spark an unforeseen passion and drive
in Pacquiao to be one of the best boxers in the entire world. According to his autobiography, he
describes watching Mike Tyson’s shocking defeat to James “Buster” Douglas in 1990 on television with
his uncle as an experience that “changed [his] life forever.” In his hometown, he set up an open-for-all
boxing match and beat every opponent who came. He was well on the road of transforming himself
from a lanky school dropout to a junior boxing champion.
Despite his success, his family was still living in extreme poverty and hunger. They became so
desperate to the point that his father had to kill his pet dog for dinner. Pacquiao couldn’t forgive his
father for what he did, so he left home, slept on cardboard boxes, and sold bread on the streets just to
make a meager living. At that point, he also used boxing and won matches for $2 each, as a means of
escaping poverty.
He soon moved to Manila and continued winning several boxing matches, but given the increased
standards of living, he wasn’t making enough to survive. He soon got a job at a local gym doing
gardening, cleaning and construction while boxing on the side. He trained crazily all day and all night
when possible, waking up the earliest and leaving the gym at the latest possible time. Early on, his
perseverance and determination to be a part of the boxing world swayed him to cheat and add on
some weights to meet the featherweight class requirements.
As the fights got more serious, Pacquiao started getting more famous as well. He would beat
fighters from South Korea, Japan and Thailand and at the very young age of 19, he won his first World
Champion title by beating Chatchai Sasakul, the reigning World Boxing Council (WBC) World Flyweight
Champion at that time. The turning point for Pacquiao came when he won against world-class
featherweight
boxer Marco Antonio Barrera at the Alamodome in Texas with a TKO. After that fight, he was
recognized internationally as a force to be reckoned with.
Today, at 37, he is one of the most respected boxers. Despite his loss during the Mayweather match,
he still has won the hearts of many boxing fans both in the Philippines and worldwide. His one-of-a-
kind story will continue to inspire, and it will always portray the journey of what millions of Filipinos
continue to aspire for.

9|Page
2. The Pia Wurtzbach Success Story

Pia Alonzo Wurtzbach was crowned “Miss Universe” at the 64th Miss Universe 2015 pageant
held at Las Vegas, Nevada, USA. Pia is an actress and model of German-Philippine origin. She is Miss
Philippines 2015. She symbolizes the deadly combination of beauty with brains. Pia is a beauty-writer,
chef and make-up artist.
Pia Wurtzbach was born on 24 September 1989 in Stuttgart, Baden- Württemberg. Her father is a
German, and her mother is a Filipino. Pia has a younger sister. Pia was named in keeping with the
Philippines' tradition. Her middle name 'Alonzo' is her mother's maiden name. Pia did her secondary
education from ABS-CBN Distance Learning School in Quezon City. She studied Culinary Arts from the
Centre for Asian Culinary Studies, San Juan, Metro Manila.
Pia ventured into the world of glitz and glamour at the tender age of fourteen. She joined an
acting and modelling agency for children, 'Star Magic Talent'. Pia got a break in television when she
featured in K2BU, a series for teenagers, the romance collection, 'Your Song' and the concert
programme, 'ASAP'. Pia has acted in films; 'All My Life', 'All About Love' and 'Kung Ako Na Lang Sana'.
Pia was the brand ambassador for 'Avon Teen' for a period of five years. She has graced the cover of
several prestigious fashion magazines. Pia writes for the 2bU column of 'Inquirer Lifestyle'. She is
popular as Pia Romero, her screen name.
Pia is a pageant titleholder. Her first beauty contest was the 'Binibining Pilipinas 2013'. She was
the 'first runner-up'. She participated in the 'Binibining Pilipinas 2015' as a representative of Cagayan
de Oro and won the title, paving the path for bigger victories.
Pia Alonzo walked away with the “Miss Universe” title at the Miss Universe Pageant 2015 held
on December 20 at The Axis, Las Vegas, Nevada, USA. The 26-year-old beauty set the stage ablaze with
her poise, incredible class and talent in her exotically gorgeous ball gown and costumes. Pia was
crowned by her predecessor, Paulina Vega. As Miss Universe, Pia aspires to lead the youth and spread
awareness about HIV, especially in Philippines.

3. A Love Affair that Got Me Close to a Great Doctor

I am blissfully married and a proud mother to three young men. My husband Leo knows that I
am also engaged in another love affair, a sweet and enduring one. And he approves, so do my sons.
This love affair is with research, and it started during my pediatric residency training. I can still
remember vividly the excitement and the long nights, the discovery of meaningful developments, the
joy of reading medical journals, the eagerness to prepare something thorough and relevant. The
excitement I felt continued up to my postgraduate internship, my fellowship in infectious diseases and
it has lasted till now. My husband was never jealous and my relationship with my sons never soured
despite this other ongoing and never-ending love affair. I could not ask for more. This is the best life.
So last May 23, the family accompanied me to Vigan, Ilocos Sur, to attend the 107th annual convention
hosted by the Philippine Medical Association (PMA). Being included as one of the 15 finalists for the
coveted Dr. Jose P. Rizal Memorial Awards is a proud moment for my family. With them around, I was
the proudest wife, mom and doctor.
While individual citations were being read on stage for the top awardees for Community
Leadership (Dr. Purisima A. Bueno), Government Service (Dr. Maria Victoria M. Abesamis), Clinical
Practice (Dr. Bonaleth M. De Vera) and Academe (Dr. Estrella B. Paje-Villar), I never expected that the
final citation was all about the fruits of my other love affair, with research.
“Lead investigator for the much-awaited clinical trials on the multivalent dengue vaccine…”
“repeatedly cited by researchers here and abroad…” “served as the springboard for the Expanded
Program of Immunization (EPI) of the Department of Health…” “provided the evidence and the
science…” “extended her work to the communities…” “greater things to come that will benefit science,
medicine and the Filipino people…” “epitomizes the virtues of Dr. Jose P. Rizal…” “…love of country and
service to our countrymen…” All these brought me back to the past 30 years of my medical, family and
community life.
My love affair with research did not happen overnight. It was a journey that began with a case
presentation as a first-year pediatric resident, and a prospective study on how to prevent early
jaundice in newborns. My recommendation that a nursery should always be facing the direction the
sun rises so that a newborn can benefit from exposure to morning sunlight won the top prize for the
hospital’s annual research competition. This did not happen once. It was a back-to-back win for three
10 | P a g e
straight years. I got hooked. Who would not be? Year 1991 was my first immersion in dengue research.
Twenty-three years later, I am now the lead investigator of the country’s clinical trials for dengue
vaccine, in the countries where dengue is a major public health problem. It’s a vaccine the medical
community worldwide is waiting for.
In Vigan, the Philippine Medical Association (PMA) bore witness to the conferment of the
award. The title comes with a specially designed trophy in the image of Dr. Jose P. Rizal by National
Artist Napoleon V. Abueva, a gold medallion, free trip to the United States to attend the convention of
the American Academy of Family Physicians and P150, 000 worth of medicines that I can share with a
civic organization of my choice.
Was it just a coincidence or pure fate that it is also the 23rd year of the presentation of the prestigious
Dr. Jose P. Rizal Memorial Awards? If the number “23” is a coincidence, what a joyful one. If this is
destiny, let me accept it with gratitude.
This award is a fitting tribute to those who have encouraged and inspired me to continue my
love affair with research — participants and their families as well as my teams in clinical trials, officials
of the local health, school and government units, the Research Institute for Tropical Medicine,
collaborators/ partners and sponsors of my researches, Basaynon Katiguban, Inc. and my town mates
in Basey, Samar, who continue to show resiliency despite the tragedy during the super typhoon
Yolanda, the Philippine Pediatric Society and Manila Medical Society for the recognition of my works
and the nomination.
For more than three decades, I have never felt happier and accomplished than when doing medical
research. It is tiring but exciting, demanding yet humbling, intimidating but empowering, exacting yet
fulfilling. My work is my loving tribute to a great Filipino and a fellow doctor, Jose P. Rizal, MD.

A REAL WINNER is one who is able to:

 win over his/her battles and difficulties in life and turns them into a learning and glorifying
experience.
 find meaning in pleasant and unpleasant events in his life.
 live in peace with difficult people and difficult situations;
 win the goodwill of others, their respect and admiration.
 get what he wants using win-win strategies; never at the expense of others;
 discover and use opportunities to his best advantage;
 develop and use his talents and abilities to the best advantage and in so doing, make
meaningful contribution in making this world a better place to live in.

Day 3: What I know: Recipe for Success

ACTIVITTY: PERSONAL RECIPE FOR SUCCESS WITH REFLECTION
 Now make your personal recipe for achieving personal goals. Identify your goal (you may refer
to the previous activity of aspects of self-inspired by the success stories) and break it down into a
recipe. Here are two samples of recipes:












Day 4 What’s More: The story of the two wolves
READING: THE STORY OF THE TWO WOLVES

11 | P a g e
 The following is an old Cherokee Indian story that is enlightening and helpful.
One evening an old Cherokee told his grandson about a battle that goes on inside people. He
said, "My son, the battle is between two wolves inside us all."
"It is a terrible fight, and it is between two wolves. One is evil - he is anger, envy, sorrow, regret,
greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego." He
continued, "The other is good - he is joy, peace, love, hope, serenity, humility, kindness, benevolence,
empathy, generosity, truth, compassion, and faith. The same fight is going on inside you - and inside
every other person, too."
The grandson thought about it for a minute and then asked his grandfather, "Which wolf will
win?"
The old Cherokee simply replied, "The one you feed".
Knowing which wolf to feed is the first step towards recognizing you have control over your
own self.
Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself but felt
powerless to control? The purpose of this story is to help you find ways to manage your mind so that
you can live your life more in accordance with what your own judgment says is best for you.
As we grow up, we gradually become aware of the many things in the external world which are
largely beyond our ability to control. These include other people in general and most events in our lives.
Initially this is difficult to accept, but a more shocking realization is that there are many things about us
that we seem powerless to control.
Some of these are our own thoughts, feelings, and actions which unfortunately can be the source
of much distress. It may be thoughts such as “I cannot stop hating my teacher for not giving me high
grades.” It may involve an emotion e.g. “My girlfriend left me, and I cannot stop feeling sad, lonely and
unloved.”
It can also be in the form of a behavior such as the inability to control one's craving for food such
as cakes and chocolates.”
But are we indeed really powerless to control our own maladaptive thoughts, feelings and
actions? The grandfather’s answer "The one you feed" is deceivingly simple. The results of
psychological research indicate that there are at least four important concepts or ideas implied by the
answer:
1. The mind is not the unitary entity it seems to us but consists of different parts. For example, in
the story there are the two wolves and the “you” that chooses between them.
2. These parts of the mind/brain can interact and be in conflict with each other i.e., the two wolves
fight for dominance over our mind and behavior.
3. The “you” has the ability to decide which wolf it will feed.
4. Having made a choice, “you” can decide specifically how to “feed” or nurture the selected wolf.
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.
 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?
 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?
 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?
 In what specific ways do you feed the negative wolf?
 What specific ways do you use to feed the positive wolf?

12 | P a g e
CLOSURE/REFLECTION:
Attitude can be changed depending on the situation that we’re in. Our
attitude change, and behavior can change them. The beliefs and values that
we have in life also affects our attitude. Our values pertain to what people
prioritize in life, or the principles that we have in life. It also determines our
needs. Shalom Schwartz wrote ten basic human values, self-direction,
stimulation, hedonism, achievement, power, security, conformity, tradition,
benevolence, universalism. There were also different motivational goals that characterized the said
values like the openness to change, self-transcendence, self enhancement, and conservation. Although
values may contradict others when motivations are considered. Values are usually nouns, and virtues are
adjectives that describe the positive and desirable qualities which usually mirror the value it represents.

13 | P a g e
Direction: Draw a large circle on the space below. Divide the circle into 8 segments. Each segment,
write an evaluation of the different aspects of yourself as follows:
1. Physical Self 2. Intellectual Self
3. Emotional Self 4. Sensual Self
5. Intellectual Self 6. Nutritional Self
7. Contextual Self 8. Spiritual Self or Life Force

Integration of Faith and Learning

You must realize that nothing and no one except God has the power to complete you as a person. Psalm 73:26
reads, “My flesh and my heart may fail, but God is the strength of my heart and my portion forever.” God is our
portion. He is a part of our whole. We are not complete without him.

REFERENCES:
1. (Source:http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-your-
thoughts-feelings-and-actions.html)
2. (Source:http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-your-
thoughts-feelings-and-actions.html)
3. Source: http://www.innerwisdom.com/aspect-of-the-self.htm

14 | P a g e
 Lesson Developmental Stages in
3 Middle and Late Adolescence
 Discuss developmental tasks and challenges being
MELCs experienced during adolescence EsP-PD11/12DS-Ic-3.1
 Evaluate one’s development through the help of significant
people around him/her (peers, parents, siblings, friends,
teachers, community leaders) EsP-PD11/12DS-Id-3.2

At the end of the lesson, students should be able to:

 list the different stages of development in middle and late

adolescence;
Objectives  classify various developmental tasks according to
developmental stage;
 formulate ways to become a responsible adolescent prepared
for adult life.

Activity 1: Big Question:

How can you as an adolescent be prepared for adult life?

Reading: DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across the lifespan, including
physical, cognitive, social, intellectual, perceptual, personality and emotional growth.
The study of human developmental stages is essential to understanding how humans learn,
mature, and adapt. Throughout their lives, humans go through various stages of development.
The human being is either in a state of growth or decline, but either condition imparts change.
Some aspects of our life change very little over time, are consistent. Other aspects change dramatically.
By understanding these changes, we can better respond and plan effectively.

15 | P a g e
1. Pre-natal Age when hereditary endowments
and sex are fixed and all body
(Conception to birth) features, both external and internal
are developed.

2. Infancy Foundation age when basic

behaviors are organized, and many
(Birth to 2 years) ontogenetic maturation skills are
developed.

3. Early Childhood Pre-gang age, exploratory, and

questioning. Language and
(2 to 6 years) Elementary reasoning are acquired,
and initial socialization is
experienced.

4. Late Childhood Gang and creativity age when self-

help skills, social skills, school skills,
(6 to 12 years) and play are developed.

5. Adolescence Transition age from childhood to

adulthood when sex maturation
(Puberty to 18 years) and rapid physical development
occur resulting to changes in ways
of feeling, thinking, and acting.

Age of adjustment to new patterns

6. Early Adulthood of life and roles such as spouse,
parent, and bread winner.
(18 to 40 years)

7. Middle Age Transition age when adjustments to

initial physical and mental decline
(40 years to retirement) are experienced.

8. Old Age Retirement age when increasingly

rapid physical and mental decline
(Retirement to death) are experienced.

Reading: HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most systematic and
extensive manner. His main assertion is that development is continuous throughout the entire lifespan,
occurring in stages, where the individual moves from one stage to the next by means of successful
resolution of problems or performance of developmental tasks. These tasks are those that are typically
encountered by most people in the culture where the individual belongs. If the person successfully
accomplishes and masters the developmental task, he feels pride and satisfaction, and consequently
earns his community or society’s approval. This success provides a sound foundation which allows the
individual to accomplish tasks to be encountered at later stages. Conversely, if the individual is not
successful at accomplishing a task, he is unhappy and is not accorded the desired approval by society,
resulting in the subsequent experience of difficulty when faced with succeeding developmental tasks.
This theory presents the individual as an active learner who continually interacts with a similarly active
social environment.

16 | P a g e
 Havighurst proposed a bio psychosocial model of development, wherein the developmental
tasks at each stage are influenced by the individual’s biology (physiological maturation and genetic
makeup), his psychology (personal values and goals) and sociology (specific culture to which the
individual belongs).

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Childhood Middle Childhood (6-12) Adolescence (13-18)
(0-5)

o Learning to walk o Learning physical skills o Achieving mature relations

o Learning to take solid foods necessary for ordinary with both sexes
o Learning to talk games o Achieving a masculine or
o Learning to control the o Building a wholesome feminine social role
elimination of body wastes attitude toward oneself o Accepting one’s physique
o Learning sex differences o Learning to get along with o Achieving emotional
and sexual modesty age-mates independence of adults
o Acquiring concepts and o Learning an appropriate sex o Preparing for marriage and
language to describe social role family life
and physical reality o Developing fundamental o Preparing for an economic
o Readiness for reading skills in reading, writing, career
o Learning to distinguish right and calculating o Acquiring values and an
from wrong and developing o Developing concepts ethical system to guide
a conscience necessary for everyday behavior
living o Desiring and achieving
o Developing conscience, socially responsibility
morality, and a scale of behavior
values
o Achieving personal
independence
o Developing acceptable
attitudes toward society

Activity 2: My Personal Timeline with Reflection

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.
Using a bond paper, 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 crayons or art materials depending on the available resources or just a simple paper and
pen may be fine.
Attach your paper in this module.
Reading: 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.

17 | P a g e
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 non-violence 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.

Activity 3. Write about your Personal Timeline which you made. Write your answer at the back of
your timeline paper. Answer the following questions:
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?

Activity 4. HOW MINDFUL AM I?

For each of the following situations, decide whether the person followed these guidelines for mindful
speech:
Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]
In your journal, for each number, mark √ for yes, X for no, or? if you’re not sure. There could be more
than one 'correct' answer. The purpose of this activity is to reflect on the situations and whether
you've witnessed or experienced something similar in your own life.
1. I did well on an exam. I said to my friends, “I got the top score. What did you get?”

18 | P a g e
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

2. One of my friends was bragging about getting a good score on a test, and I didn't want to tell
him I failed. I said, "Congratulations!" then started talking about something else. Did I T.H.I.N.K.
before I spoke? ____T____H____I____N____K

3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw her, I
didn't think it looked that bad, so I told her, “Your hair’s not as weird as everyone says it is.” Did
I T.H.I.N.K. before I spoke? ____T____H____I____N____K

4. A woman with a big belly was about to enter the building. I told my friend, “We need to go
open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

5. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Hey, I’m not
pregnant! You saying I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

6. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Thank you for
holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

7. I saw a couple of kids cheating on a test. I went up to the teacher after class and told him what
I’d seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

8. I saw a girl looking at her phone during a test. I went up to the teacher after class and told him
she was cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria and said her
boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them and said
hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

CLOSURE/REFLECTION:
 What are the challenges faced by adolescence

 How do you overcome adolescent

challenges

 How do you manage adolescent problems

19 | P a g e
Direction: Make a personal timeline. Write the major events of your life during the developmental
stages in middle and late adolescence including the significant people who have helped you become a
responsible adolescent. Then, based on your experiences and learnings, formulate ways to become
more responsible adolescent prepared for the adult life. You can write your timeline on the space
below or on a separate sheet of paper.

Integration of Faith and Learning

Romans 13:13-14 Let us walk properly as in the daytime, not in orgies and drunkenness, not in sexual
immorality and sensuality, not in quarrelling and jealousy. But put on the Lord Jesus Christ, and make no
provision for the flesh, to gratify its desires.

REFERENCES:
3. (Source:http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-
probing-to-create-shift-to-life-liberating-meanings-2-of-2/)
4. http://www.mindfulteachers.org/2015/04/how-mindful-am-i-
quiz.html )file:///C:/Users/Administrator/Desktop/perdev%20dep%20ed/PerDev.pdf

20 | P a g e
 Lesson The Challenges of Middle and
4 Late Adolescence
 Identify ways that help one become capable and responsible
MELCs adolescent prepared for adult life. EsP-PD11/12DS-Id-3.3
 Discuss understanding of mental health and psychological
well-being to identify ways to cope with stress during
adolescence. EsP-PD11/12CA-Id-4.1

At the end of the lesson, students should be able to:

 identify the different challenges of middle and late

adolescence;
Objectives  discuss how to face the challenges during middle and late
adolescence; and
 develop their own ways to manage the challenges and
demands of the teen years (middle and late adolescence)

Reading: ENCOURAGEMENT 101: 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 conflict 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:

o We set standards that are too high for others to meet because we are overly ambitious.
o We focus on mistakes as a way to motivate change or improved behavior.
o We make constant comparisons (self to others, siblings to one another).

21 | P a g e
 o We automatically give a negative spin to the actions of others.
o 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.
Activity 1 Reading: The Passage to Adulthood: Challenges of Late Adolescence
Physical Development
o Most girls have completed the physical changes related to puberty by age 15.
o Boys are still maturing and gaining strength, muscle mass, and height and are completing the
development of sexual traits.
Emotional Development
o May stress over school and test scores.
o Is self-involved (may have high expectations and low self-concept).
o Seeks privacy and time alone.
o Is concerned about physical and sexual attractiveness.
o May complain that parents prevent him or her from doing things independently.
o Starts to want both physical and emotional intimacy in relationships.
o The experience of intimate partnerships
Social Development
o shifts in relationship with parents from dependency and subordination to one that reflects the
adolescent’s increasing maturity and responsibilities in the family and the community,
o Is more and more aware of social behaviors of friends.
o Seeks friends that share the same beliefs, values, and interests.
o Friends become more important.
o Starts to have more intellectual interests.
o Explores romantic and sexual behaviors with others.
o May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).
Mental Development
o Becomes better able to set goals and think in terms of the future.
o Has a better understanding of complex problems and issues.
o Starts to develop moral ideals and to select role models.

Day 2: Power of Personal Declarations

Activity 2 Reading: The Power of Personal Declarations
So often we accept the declarations that others have made concerning our own lives,
well-being or fate. It is imperative that we recognize that in order to achieve what we want in
life, we must not give our power away to others by accepting their declarations concerning our
22 | P a g e
 affairs. When one decides that he or she will boldly declare good fortune, wellness, joy, etc.
relative to his or her life, all of heaven will break loose! Goodness and mercy shall surely follow.
From birth, we are often told what we are going to be. Sometimes, this is a good thing,
but suppose you have been told time and time again that "you will not amount to anything just
like your mother or father"? This is a dangerous declaration because it sets into motion the
actualization of an unwanted occurrence. All of us want to amount to something! In order to
counteract this and all of the negative declarations with their destructive potential, one must
consciously replace them with one's own declarations. In so doing, you are now in control of
setting into action what you really want to occur. You can declare that goodness and mercy
shall surely follow you all the days of your life!
o The following are some declarations that you may want to make concerning your life:
o I declare:

o that I am totally free of all addictions.

o that I will survive any attempts of others to control my life.
o that I am free in my mind, body, and emotions.
o that I am free to set goals and reach them.
o that I am a loving individual with the capacity to give love.
o that I am a child of God with all rights and privileges thereof.
o that I will contribute to the welfare of others.
o that I will be an ambassador of goodwill to all I meet on the journey.
o that I will be a good example for others to follow.
o that I will help all that I can to reach their goals.
o that I will speak words of encouragement to others.
o that I will find the goodness in life and focus on it.
o that I will not succumb to the negative influences of others.
o that I will read the information that will encourage my personal, and spiritual growth.
o that I will commit to being the best I can be.

These declarations are meant to encourage you to take control of the influences in your life. They
are suggestions as to what positive things you can speak about your own life instead of accepting
whatever has been said about you in the past. You now have the authority to plant the seeds of love,
encouragement and victory in your garden, thereby crowding out the weeds of negativity that may
already have taken root! Just as in a garden, you may have to pull and pull until you get some weeds
out. Sometimes, the negative comments and declarations of others have taken such a stronghold in
our lives, that we must persist until we see the bough not only fall but break into pieces. Don't be
discouraged if you don't reach your goals overnight. Just remember that even a small stream of water
will crack concrete eventually!!
Day 4: Slogan on Being Happy
Activity 3: Slogan or Personal Declaration on Being Happy
1. Read the essay on “Being Happy”.
2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan or personal declaration 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

23 | P a g e
 SAMPLE SLOGAN

CLOSURE/REFLECTION:
 What are the challenges faced by adolescence

 How do you overcome adolescent

challenges

 How do you manage adolescent problems

24 | P a g e
Direction: List down ten challenges that you faced during your teen years and develop your
own ways on how to manage them.

Challenges Ways to manage challenges

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Integration of Faith and Learning

The Scripture represents youth as a time both of danger and challenge. Moses said that “the
imagination of man’s heart is evil from his youth” (Gen. 8:21), and Paul admonished Timothy to “flee
youthful lusts” (2 Tim. 2:22).

REFERENCES:
o http://carterandevans.com/portal/index.php/adlerian-theory/84-encouragement-101-
the-courage-to-be-imperfecthttp://www.mindfulteachers.org/2015/04/how-mindful-

25 | P a g e
 am-i-
quiz.html )file:///C:/Users/Administrator/Desktop/perdev%20dep%20ed/PerDev.pdf
o http://www.selfgrowth.com/articles/the_power_of_personal_declarations

Lesson Coping with Stress in Middle and

5 Late Adolescence
 Identify causes and effects of stress in one’s life. EsP-
MELCs PD11/12CS-If-5.2
 Demonstrate personal ways to scope with stress and
maintain mental health. EsP-PD11/12CS-Ig-5.3

At the end of the lesson, students should be able to:

Objectives  identify causes and effects of stress in one’s life.
 plan and construct ways of coping with stress for healthful
living

Reading: 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.

26 | P a g e
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,

27 | P a g e
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 levels, 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.

Day 1: Stress Signals

Activity 1: 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 ______ parents fighting
______ too much homework ______ getting detention
______ speaking in public ______ your job
______ babysitting ______ taking tests
______ going to the dentist ______ video games
______ arguments with friends ______ using a computer
______ restrictions at home ______ closed-in spaces
______ chores ______ commercials
______ lack of sleep ______ interruptions while busy
______ no date for a dance ______ getting an injection
______ pimples ______ arguments with parents
______ physical education class ______ fight with boyfriend/girlfriend
______ math class ______ losing
______ English class ______ careless drivers
______ other class ______ slow drivers

28 | P a g e
______ boredom ______ loud people
______ rude people ______ baby crying
______ no money ______ disrespectful children
______ no transportation ______ a friend betrays you
______ playing on a sports team ______
______ not being included in a sports team ______
_ ____ losing something valuable ______
Activity 2: Stress Signals
Look and put a check mark at the warning signs of stress listed below.
Physical Emotional Behavioral
______ headaches ______ mood changes ______ smoking
______ stomach aches ______ lack of concentration ______ nail biting
______ dizziness ______ nightmares ______ tapping
______ back pain ______ panic attacks ______ pulling hair
______ neck stiffness ______ anxiety ______ grinding hair
______ ulcer sores on mouth ______ anger ______ use of alcohol
______ jaw pains ______ irritability ______ use of medication
______ weight loss ______ crying ______ compulsive dieting
______ weight gain ______ thoughts of suicide ______ hair chewing
______ twitches (eyelids, face) ______ depression ______ nervous laughter
______ weakness ______ confusion ______ pacing
______ nausea ______ feelings of helplessness ______ lateness
______ indigestion ______ restlessness ______ putting things off
______ excessive sleeping ______ racing thoughts ______ not caring about
physical appearance
______ overeating ______ aggressiveness
______ compulsive
______ loss of appetite
overeating
______ inability to sleep
______ skin problems
______ constant fatigue
______ cold hands or feet
______ excessive sweating
______ chest pains
______ high blood pressure
______ rapid or difficult breathing
When you have finished checking your warning signs, analyze your list.

29 | P a g e
Write about your stress signals. Answer the following questions:
1. How do you know that you are stressed?
2. What stress signals do you have that your partner does not have?
3. How much stress do you think you are currently under?
4. How are your stress signals different for different types of stressors?
5. What are some ways that you usually remove or reduce the stress that cause you physical,
emotional or behavioral difficulties?

Reading: STRESS RESPONSE

Your stress response is the collection of physiological changes that occur when you face a perceived
threat—when you face situations where you feel the demands outweigh your resources to successfully
cope. These situations are known as stressors.
When your stress response is triggered, a series of changes occur within your body. They include:
 Redirection of blood away from extremities and instead to major organs
 The release of cortisol and other hormones, which bring other short- and long-term changes.
 The stress response is intended to give you a burst of energy so you’re able to fight off attackers or
run away from them effectively.

This helped our ancestors, who faced numerous physical threats, to stay safe. However, now
our threats tend to be less physical and more associated with our way of life—a challenge to our
status, a demand for performance, etc. In addition to giving us a set of changes that may not match our
needs as well (it might be more effective for us to have a burst of mental clarity or wisdom than a burst
of physical strength, for example), the stress response can actually cause harm if it leads to a state of
chronic stress—that is, if our stress response is triggered, and then our body doesn’t go back to its
normal state via the relaxation response.
Source: “What is a stress response?” by Scott, E. (2016)

Reading: KEEP STRESS UNDER CONTROL

There are many effective ways to handle stress. Of course, you can’t avoid stress—in fact, you wouldn’t
want to avoid all stress, because you’d never grow. However, you can manage your life so that you
survive the emotional down times without allowing stress to engulf you. Also, you can work to
eliminate controllable stress factors, such as running late or not getting enough sleep. But when stress
is constant or too great, your wisest option is to find ways to reduce or control it. You need not, and
30 | P a g e
should not, live your life in emotional stress and discomfort. Stress can be successfully managed. Here
are some suggestions that may help.

Understanding the Causes of Stress

Understanding why you are under stress is important. This may seem obvious, but it requires
deliberate, conscious effort to pause and simply ponder your situation. By now, you are familiar with
the stress response, the emotional or physical symptoms of uncontrolled stress. Now you need to try
to discover the stressors, the factors of which create the stress in your life.

Analyze your Stress Factors and Write Them Down

Write down your response to stress. For example, you may write down, “I feel tired most of the time.
My lower back seems to ache all through the day and night. I miss deadlines and run behind schedule.”
Analyze stress responses and consequences, and consider each item, and ask why. “Why am I feeling
tired? Why does my back ache? Why do I run behind schedule? Carefully consider each answer,
because the answers will reveal stressors, such as deadlines, anxieties, trying to do so much, managing
time or money poorly, or poor health habits.

Deal with the Stressors

Develop techniques to deal with the causes of stress. The longer you avoid dealing with the stress
factors, the more the stress will build up. If tension comes because you have put off an unfinished task,
restructure your priorities so you can get the task that you have been avoiding out of the way and off
your mind.

Learn to Work under Pressure or Unusual Conditions

When you can’t reduce the stressors, you need to manage your stress response. Almost everyone, at
least at some point, has to meet deadlines, keep several jobs going at once, resolve problems that
come up, and do extra work when necessary. However, when the pressure mounts, you can relieve it.
Relaxation is key—but most people must train themselves to relax when the pressure is on.
Some tips to relax when under pressure are the following:
 Stop for a moment (especially when you feel your muscles tightening up) and take a few deep
breaths.
 Do a relaxing exercise. Swing your hands at your sides and stretch.
 Take a “power nap.” Lie down and totally relax for a few minutes.
 Find time to do the things you enjoy.
 Leave your study area for a while to take a brisk walk.
 Find a quiet place to read a magazine or novel during break or at lunch.
 If possible, look at some peaceful images such as forests, beaches, etc. These images can initiate a
relaxation response.
 Look up.
 Keep something humorous on hand, such as a book of jokes.
Day 3-4: Stress Survival Kit
Activity 3: Stress Survival Kit
1. Choose 3 objects or symbols that make you feel relaxed to include in your kit. (For Modular, you
must draw the objects or symbols.)
2. You can make the symbols.
31 | P a g e
 3. You can use words or pictures.
4. Think about how the symbol helps you when you are dealing with stress and stressful situations.
5. Write a short explanation for each symbol or object in your kit and how it helps you cope with
stress in your everyday life.

USE THE SPACE PROVIDED BELOW!

CLOSURE/REFLECTION:

Stress affects us all in different ways, not all of which are negative. (In
fact, the stress of an exciting life can actually serve as a good
motivator and keep things interesting.) When stress levels get too
intense, however, there are some stress symptoms that many people
experience. For example, headaches, irritability, and ‘fuzzy thinking’
can all be symptoms that you’re under too much stress.1 While not
everybody who’s under stress will experience these specific
symptoms, many will. If you find that you don't realize how stressed
you are until you are overwhelmed, it's important to learn to notice your body's subtle cues and your
32 | P a g e
own behavior, almost like an outside observer might. To notice how your body is reacting to stress, you
can try this body scan meditation (it helps relax at the same time).

Direction: Write an essay about stress in middle and late adolescence and how you would deal with it
to live a healthy life.

Integration of Faith and Learning

We experience stress for countless reasons, especially in the modern world. So how do we deal with
stress in a biblical manner? Christians are not immune to the pitfalls of life, but we are called to place
our anxieties on God living by faith instead of fear.
REFERENCES:
 Personal Development for Life and Work, 8th Ed., by Wallace, H.R. & Masters, L.A., 2001.

33 | P a g e
  Emotional Intelligence Activities for teens 13-18.
 What is a stress response?” by Scott, E. (2016)

Lesson The Power of the Mind

6
 Discuss that understanding the different parts of the brain,
MELCs processes and functions may help in improving thoughts, behavior
and feelings. EsP-PD11/12PM-Ig-6.1
 Explore ways on how to improve brain functions for personal
development. EsP-PD11/12PM-Ig-h-6.2

At the end of the lesson, students should be able to:

 identify the different parts, processes, and functions of the brain

Objectives that help improve their thoughts, behavior, and feelings.
 create a plan to improve brain functions for personal development

Day 1 Brainpower
Activity 1: Lateral Thinking Skills
Mental Acuity:
1. Johnny’s mother had three children. The first child was named April. The second child was
named May. What was the third child’s name?
______________________________________________________________________________
__________________________________________________________________
2. If you were running a race and you passed the person in 2nd place, what place would you be in
now?
______________________________________________________________________________
__________________________________________________________________
3. Some months has 30 days, other have 31. How many months have 28 days?
______________________________________________________________________________
__________________________________________________________________
4. 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?

34 | P a g e
 ______________________________________________________________________________
__________________________________________________________________

Reading: BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY 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.
Keep reading to find out how it functions, if it repairs itself and if the effects of drug use are
permanent.

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 the 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.

35 | P a g e
 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.

Day 2 Dominant Side of the Brain

Activity 2: Brain Dominance
Which of these apply to you?
___ I am very organized.
___ I remember faces more than names.
___ I think things through before making a decision.
___ If someone’s mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space
___ I daydream a lot.
___ I hate taking risks.
___ I tend to get emotional.
___ I make a to-do-list.
___ I trust my “gut instinct”.
If you have more “yes” answers from the left column, you are probably left-brain dominant,
while if you have more “yes” answers from the right column, you are probably right-brain dominant.

Reading: THE DOMINANT SIDE OF THE BRAIN

Researchers believed that brain dominance determines a person’s preferences, problem-solving style,
personality characteristics, and even career choices. For example, a right-brain individual will quickly
get a feeling for a situation, while a left-brain person will usually ask a lot of questions first. The
following chart reflects additional difference between left and right-brain dominance.

PERSONAL PREFERENCE

LEFT DOMINANCE RIGHT DOMINANCE

 Classical music  Popular music
 Being on time  A good time
 Careful planning  To visualize the outcome
 To consider alternative  To go with the first idea
 Being thoughtful  Being active
 Monopoly, scrabble, or  Athletics, art, or music
chess

36 | P a g e
There is nothing good or bad about either preference. Both orientations can be equally successful in
accomplishing a single task; however, one may be more appropriate over the other depending on the
situation.

READING: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO WORK
TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”

WASHINGTON- There really may be something different about the brains of math-heads.
Mathematically gifted teens did better than average-ability teens and college students on tests that
required the two halves of the brain to cooperate, as reported in the April issue of Neuropsychology,
published by the American Psychological Association (APA).
In the study, a joint effort of psychologists at the U.S. Army Research Institute for the
Behavioral and Social Sciences at Fort Benning, Ga. and the University of Melbourne, Australia,
researchers studied 60 right-handed males: 18 mathematically gifted (averaging nearly 14 years in
age), 18 of average math ability (averaging just over 13), and 24 college students (averaging about 20).
Math giftedness seems to favor boys over girls, appearing an estimated six to 13 times more often. It's
not known why but prenatal exposure to testosterone is suspected to be one influence due to its
selective benefit to the right half of the brain.
The gifted boys were recruited from a Challenges for Youth-Talented program at Iowa State
University. Whereas the average Scholastic Aptitude Test (SAT) math score for college-bound high-
school seniors is 500 (out of 800), the mathematically gifted boys' average SAT math score in middle
school was 620.
The boys viewed letter patterns flashed on the left or right sides of a computer screen and had
to indicate whether two patterns matched or not - a simple way of learning how the brain responds to
data put before either the left or right visual field, corresponding to processing in the right or left brain
because the input generally crosses over to the other side.
The letter patterns were presented in three conditions - one-sided, to the right hemisphere (left
eye); one-sided, to the left hemisphere (right eye); or bilaterally (both eyes). There were two types of
tasks -- "local," saying two letters matched or mismatched on the small letters that went into making
big letters (for example, a big T whose two strokes were made of smaller T's), and "global," saying two
big letters matched or mismatched.
For the average teens and college students, the left-brain hemisphere was faster for local
matches and the right brain hemisphere was faster for global matches. This fit prior research, which
has indicated that the left hemisphere is adept at processing visual "parts," in this case the letter
details, while the right hemisphere is more adept at analyzing visual "wholes," in this case the global
shapes of the big letters.
However, the mathematically gifted boys showed no such hemispheric differences. Those who
were precocious in math were equally good at processing global and local elements with either
hemisphere, suggesting more interactive, cooperative left and right brains.
In addition, whereas average-ability boys and college students were slower on cooperative
trials, which presented letter patterns on both sides of the screen, the math-gifted showed the
opposite pattern. They were slower on one-sided trials, but when a task "asked" both sides of the brain
to work together, they were considerably faster than the other boys
The study supports the growing notion that the mathematically gifted are better at relaying and
integrating information between the cerebral hemispheres. Says co-author Michael O'Boyle, PhD, "It's
not that you have a special math module somewhere in your brain, but rather that the brain's
particular functional organization - which allows right-hemisphere contributions to be better integrated
into the overall cognitive/behavioral equation -- predisposes it towards the use of high-level imagery
and spatial skills, which in turn just happen to be very useful when it comes to doing math reasoning."
The research supports the broader notion that "the functional (though not necessarily
structural) organization of the brain may be an important contributor to individual differences in
cognitive abilities, talents and, at the very least, information-processing styles," says O'Boyle.

He adds, "Various expressions of exceptionality, such as giftedness in math, music or art, may
be the by-product of a brain that has functionally organized itself in a qualitatively different way than
the usual left/right hemispheric asymmetry."
37 | P a g e
 At the same time, O'Boyle is not sure whether the findings could apply to math education in
general. "Our work may perhaps have something to say about the optimal timing of when a particular
brain is most 'ready to learn' or acquire a given skill, but I don't think we can 'create' a math genius
without the innate talent already there," he says.
Finally, given the rising use of testosterone by adult men, O'Boyle cautions that, "Testosterone taken later in life
will not help your math, as the window of influence on brain development is pretty much prenatal. It may
enhance muscle mass, but it is unlikely to help you solve calculus problems.”
Day 3-4 Mind Map
Reading: Mind Map
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. Most
people make notes using lined paper and blue or black ink. Making notes more attractive to the brain
by adding color and rhythm can aid the learning process and can help to make learning fun. The subject
being studied is crystallized in a central image and the main theme radiates out from the central image
on branches. Each branch holds a key image or a key word. Details are then added to the main
branches and radiate further out. Mind maps have a wide variety of uses, for example, note taking,
revision planning, planning for writing and problem solving can all be successfully carried out using the
technique. The colors and the graphics used will help children to organize their ideas and thoughts.
They can be very simple or, quite detailed depending upon the age of the children and the complexity
of the subject. Because creating the mind map involves the use of the left and right brain,
remembering the information becomes easier!
Below is an example of a simple mind map linked to the information above.

How to draw a mind map:

1. Turn the page on its side (landscape). Use plain paper.
Modular - Use clean blank bond paper and attach your work in this module
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. Write the words clearly.
6. Use arrows to connect linked ideas.

Reading: YOU CAN GROW YOUR INTELLIGENCE

New Research Shows the Brain Can Be Developed Like a Muscle
38 | P a g e
 Many people think of the brain as a mystery. They don’t know much about intelligence and how
it works. When they do think about what intelligence is, many people believe that a person is born
either smart, average, or dumb—and stays that way for life. But new research shows that the brain is
more like a muscle—it changes and gets stronger when you use it. And scientists have been able to
show just how the brain grows and gets stronger when you learn. Everyone knows that when you lift
weights, your muscles get bigger, and you get stronger. A person who can’t lift 20 pounds when they
start exercising can get strong enough to lift 100 pounds after working out for a long time. That’s
because the muscles become larger and stronger with exercise. And when you stop exercising, the
muscles shrink, and you get weaker. That’s why people say, “Use it or lose it!” But most people don’t
know that when they practice and learn new things, parts of their brain change and get larger a lot like
muscles do when they exercise.
Inside the cortex of the brain are billions of tiny nerve cells, called neurons. The nerve cells have
branches connecting them to other cells in a complicated network. Communication between these
brain cells is what allows us to think and solve problems

When you learn new things, these tiny connections in the brain actually multiply and get
stronger. The more that you challenge your mind to learn, the more your brain cells grow. Then, things
that you once found very hard or even impossible to do—like speaking a foreign language or doing
algebra—seem to become easy. The result is a stronger, smarter brain.

How Do We Know the Brain Can Grow Stronger?

Scientists started thinking that the human brain could develop and change when they studied
animals’ brains. They found out that animals who lived in a challenging environment, with other
animals and toys to play with, were different from animals who lived alone in bare cages. While the
animals who lived alone just ate and slept all the time, the ones who lived with different toys and other
animals were always active. They spent a lot of time figuring out how to use the toys and how to get
along with the other animals.

These animals had more connections between the nerve cells in their brains. The connections
were bigger and stronger, too. In fact, their whole brains were about 10% heavier than the brains of
the animals who lived alone without toys. The animals who were exercising their brains by playing with
toys and each other were also “smarter”—they were better at solving problems and learning new
things.
Even old animals got smarter and developed more connections in their brains when they got the
chance to play with new toys and other animals. When scientists put very old animals in the cage with
younger animals and new toys to explore, their brains also grew by about 10%!

39 | P a g e
The Key to Growing the Brain: Practice!
From the first day they are born, babies are hearing people around them talk—all day, every
day, to the baby and to each other. They have to try to make sense of these strange sounds and figure
out what they mean. In a way, babies are exercising their brains by listening hard. Later, when they
need to tell their parents what they want, they start practicing talking themselves. At first, they just
make goo-goo sounds. Then, words start coming. And by the time they are three years old, most can
say whole sentences almost perfectly. Once children learn a language, they don’t forget it. The child’s
brain has changed—it has actually gotten smarter. This can happen because learning causes
permanent changes in the brain. The babies’ brain cells get larger and grow new connections between
them. These new, stronger connections make the child’s brain stronger and smarter, just like a
weightlifter’s big muscles make them strong.

The Real Truth About “Smart” and “Dumb”.

No one thinks babies are stupid because they can’t talk. They just haven’t learned how to yet.
But some people will call a person dumb if they can’t solve math problems, or spell a word right, or
read fast—even though all these things are learned with practice. At first, no one can read or solve
equations. But with practice, they can learn to do it. And the more a person learns, the easier it gets to
learn new things—because their brain “muscles” have gotten stronger! The students everyone thinks
as the “smartest” may not have been born any different from anyone else. But before they started
school, they may have started to practice reading. They had already started to build up their “reading
muscles.” Then, in the classroom, everyone said, “That’s the smartest student in the class.” They don’t
realize that any of the other students could learn to do as well if they exercised and practiced reading
as much. Remember, all of those other students learned to speak at least one whole language already
—something that grownups find very hard to do. They just need to build up their “reading muscles”
too.

What Can You Do to Get Smarter?

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!

40 | P a g e
THE MYTH OF MICHAEL JORDAN
Michael Jordan is one of the best basketball players of all
time. His average points per game is the highest in NBA history –
31.5. He is one of two players to score more than 3000 points in a
single season. And he has 11 MVP awards – five for the regular
season and six for the finals.
It was dazzling to watch Jordan play. People often spoke of
his grace on the court. They talked about his natural abilities. But
the true story is different. When he was a sophomore in high
school, Michael Jordan didn’t even make the team. “It was
embarrassing not making the team,” he says. “They posted the
roster [list of players] and it was there for a long, long time without
my name on it. I remember being really mad, too, because there
was a guy who made it that wasn’t as good as me.” Someone else
might have sulked or quit. But this setback only fueled Jordan’s desire to improve. “Whenever I was
working out and got tired and figured I ought to stop, I’d close my eyes and see that list in the locker
room without my name on it,” Jordan says, “and that usually got me going again.”
The physical education teacher at Jordan’s high school, Ruby Sutton, describes Jordan’s commitment to the
game in those days. “I would normally get to school between 7 and 7:30. Michael would be at school before I
would. Every time I’d come in and open these doors, I’d hear the basketball. Fall, wintertime, summertime. Most
mornings I had to run Michael out of the gym.”

CLOSURE/REFLECTION:
The automatic thinking involved in cognitive distortions  is of a
certain kind: it involves adopting automatically ideas, beliefs, or
interpretations. Another kind of automatic thinking is different in
that it involves doing rather than just believing. Donald Norman, a
cognitive scientist, has called this kind of thinking “experiential.”
(Look closely at that word: It is “experiential,” having to do
with experience, not “experimental.”)  We all rely on experiential
thinking when we do something that has become a habit. When you
drive to work or to college over the same route every day you are probably not consciously aware of
making any decisions about your driving. If traffic is normal, you take the curves and make the same
familiar turns to get where you are going without even being aware of doing so. If you are like me, you
can get completely absorbed in a conversation or a thought and lose all awareness of where you are.
But you still get there. I moved not long ago into a house that was closer to the college but on the
same route as the one I took when I lived farther away. Twice so far I have gotten into the car to go to
the store, preoccupied with some problem, and realized only when I was halfway to Palomar that I
turned in the wrong direction. I wasn’t consciously “thinking” about where to turn, so experiential
thinking took over and drove me on the most familiar route–until I realized where I was and made a U-
turn.

41 | P a g e
Direction: Make a daily routine to enhance your left and right brain functions using this format. Give at
least 3 activities per day for each left and right brain.

Integrated Faith and Learning

Scripture has several things to say about the mind: First, the Bible says that the mind is
naturally at enmity with God (Romans 8:7). A person’s mind is against God. The Apostle Paul wrote to
the Colossians that before they came to Christ, they were “alienated and enemies in [their] mind” to all
things relating to the true knowledge of God. Because of sin, the mind is an enemy of God (Colossians
1:21). Such a mind will not obey the law of God. You may say you believe in God, you may say you love
God, but you don’t obey God.

REFERENCES:
https://www.intelligencetest.com/puzzles/logic.html
https://www.slideshare.net/MarkArchieLejana/brain-teaser-ppt?from_action=save
https://testyourself.psychtests.com/testid/3178
https://youtu.be/Xe817Aj-mgM
https://www.mindmeister.com/blog/why-mind-mapping/
42 | P a g e
 Lesson Mental Health and Well-Being in
7 Middle and Late Adolescence
 Develop a personal plan to enhance brain functions.
MELCs EsP-PD11/12PM-Ih-6.3 2
 Discuss that understanding the intensity and differentiation of
emotions may help in communicating emotional expressions.
EsP-PD11/12EI-Ii-j-8.1 2

At the end of the lesson, students should be able to:

 explain the concepts of mental health and psychological well-being

Objectives in everyday observations about mental health problems during
adolescence
 identify his/her own vulnerabilities
 create a plan to stay mentally healthy during adolescence

Mental health. It’s the way your thoughts, feelings, and behaviors affect your life. Good mental
health leads to positive self-image and in-turn, satisfying relationships with friends and others. Having
good mental health helps you make good decisions and deal with life’s challenges at home, work, or
school. It is not uncommon for teenagers to develop problems with their mental health. Problems can
range from mild to severe, and can include depression, anxiety, body esteem issues, and suicide,
among others. Unfortunately, most young people with mental health problems don’t get any
treatment for them. Research shows that effective treatments are available that can help members of
all racial, ethnic, and cultural groups. If you broke your leg or came down with pneumonia, you
wouldn’t let it go untreated.
Day 1 Mental Health
Activity 1: Media Motives
1. What type of product or service is featured in your ad?
_______________________________________
_______________________________________
2. What approach has the advertiser used to promote or sell this product or service?
_______________________________________
_______________________________________

43 | P a g e
Information: Strategies for Becoming
Critical Viewer of the Media

Media messages about body shape and size will affect the way we feel about ourselves and our
bodies, only if we let them. One of the ways we can protect our self-esteem and body image from the
media’s narrow definitions of beauty is to become a critical viewer of the media messages we are
bombarded with each day. When we effectively recognize and analyze the media messages that
influence us, we remember that the media’s definitions of beauty and success do not have to define
our self-image or potential. Remember:
• All media images and messages are constructions. They
are NOT reflections of reality. Advertisements and other media
messages have been carefully crafted with the intent to send a
very specific message.
• Advertisements are created to do one thing: convince you
to buy or support a specific product or service.
• To convince you to buy a specific product or service,
advertisers will often construct an emotional experience that looks
like reality. Remember that you are only seeing what the
advertisers want you to see.
• Advertisers create their message based on what they
think you will want to see and what they think will affect you and
compel you to buy their product. Just because they think their
approach will work with people like you doesn’t mean it has to
work with you as an individual.
• As individuals, we decide how to experience the media messages we encounter. We can
choose to use a filter that helps us understand what the advertiser wants us to think or believe and
then choose whether we want to think or believe that message. We can choose a filter that protects
our self-esteem and body image.
Through the use of magazine advertisements, we have discussed what motivates the
advertising industry and the effect that media has on body image. A final conclusion is that each
student is left with strategies about how to strengthen themselves against these
Day 2 Self-Esteem and Body Esteem
Activity 2: Media Influences (How Ads Affected My Self-Esteem)
Name some ads that appear on TV, billboards, the internet.
1. What messages do these ads give to middle adolescents like you?
2. How have these ads affected your lifestyle, self-esteem, and values?
3. How has this lesson changed your perception about ads?

44 | P a g e
 SELF ESTEEM AND BODY ESTEEM

Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too skinny." "If only I were
shorter/taller/had curly hair/straight hair/a smaller nose/longer legs, I'd be happy."
Are you putting yourself down? If so, you're not alone. As a teen, you're going through lots of changes
in your body. And, as your body changes, so does your image of yourself. It's not always easy to like
every part of your looks, but when you get stuck on the negatives it can really bring down your self-
esteem.

Why Are Self-Esteem and Body Image Important?

Self-esteem is all about how much you feel you are worth — and how much you feel other
people value you. Self-esteem is important because feeling good about yourself can affect your mental
health and how you behave.
People with high self-esteem know themselves well. They're realistic and find friends that like
and appreciate them for who they are. People with high self-esteem usually feel more in control of
their lives and know their own strengths and weaknesses.
Body image is how you view your physical self — including whether you feel you are
attractive and whether others like your looks. For many people, especially people in their early teens,
body image can be closely linked to self-esteem.

What Influences a Person's Self-Esteem?

Puberty and Development

Some people struggle with their self-esteem and body image when they begin puberty because
it's a time when the body goes through many changes. These changes, combined with wanting to feel
accepted by our friends, means it can be tempting to compare ourselves with others. The trouble with
that is, not everyone grows or develops at the same time or in the same way.

Media Images and Other Outside Influences

Our tweens and early teens are a time when we become more aware of celebrities and media
images — as well as how other kids look and how we fit in. We might start to compare ourselves with
other people or media images ("ideals" that are frequently airbrushed). All of this can affect how we
feel about ourselves and our bodies even as we grow into our teens.

Families and School

Family life can sometimes influence our body image. Some parents or coaches might be too
focused on looking a certain way or "making weight" for a sports team. Family members might struggle
with their own body image or criticize their kids' looks ("why do you wear your hair so long?" or "how
come you can't wear pants that fit you?"). This can all influence a person's self-esteem, especially if
they're sensitive to others peoples' comments.

45 | P a g e
 People also may experience negative comments and hurtful teasing about the way they look
from classmates and peers. Although these often come from ignorance, sometimes they can affect
body image and self-esteem.

Common Eating Disorders

The most common eating disorders are anorexia nervosa and bulimia nervosa (usually called
simply "anorexia" and "bulimia"). But other food-related disorders, like avoidant/restrictive food intake
disorder, binge eating, body image disorders, and food phobias, are becoming more and more
commonly identified

1. Anorexia nervosa
People with anorexia have a real fear of weight gain and a distorted view of their body size and
shape. As a result, they eat very little and can become dangerously underweight. Many teens with
anorexia restrict their food intake by dieting, fasting, or excessive exercise. They hardly eat at all — and
the small amount of food they do eat becomes an obsession in terms of calorie counting or trying to
eat as little as possible. Others with anorexia may start binge eating and purging — eating a lot of food
and then trying to get rid of the calories by making themselves throw up, using some type of
medication or laxatives, or exercising excessively, or some combination of these.

2. Bulimia nervosa
Bulimia is similar to anorexia. With bulimia, people might binge eat (eat to excess) and then try
to compensate in extreme ways, such as making themselves throw up or exercising all the time, to
prevent weight gain. Over time, these steps can be dangerous — both physically and emotionally. They
can also lead to compulsive behaviors (ones that are hard to stop).
To have bulimia, a person must be binging and purging regularly, at least once a week for a couple of
months. Binge eating is different from going to a party and "pigging out" on pizza, then deciding to go
to the gym the next day and eat more healthfully
People with bulimia eat a large amount of food (often junk food) at once, usually in secret. Sometimes
they eat food that is not cooked or might be still frozen, or retrieve food from the trash. They typically
feel powerless to stop the eating and can only stop once they're too full to eat any more, or they may
have to go to extreme measures (like pouring salt all over a dessert to make it inedible) in order to get
themselves to stop eating. Most people with bulimia then purge by vomiting, but also may use
laxatives or excessive exercise.
Although anorexia and bulimia are very similar, people with anorexia are usually very thin and
underweight, but those with bulimia may be an average weight or can be overweight.

46 | P a g e
Day 3 - 5
Activity 3: Signs of Trouble: Depression
Put a check mark under the Column Yes or No for each of the items below:

Test Your Mood Yes No

Do you feel sad or down most of the time?
Are you unable to enjoy the things that once gave you pleasure?
Do you feel tired and/or lack energy most of the time?
Do you have trouble sleeping or do you sleep too much?
Do you find it difficult to concentrate or make decisions?
Have you had an increase or decrease in appetite or weight?
Have you had feelings of worthlessness or guilt?
Have you felt frightened or panicky for no apparent reason at all?
Have you felt restless and found it difficult to sit still?
Have you been feeling anxious or worried?
Have you felt like you just cannot go on or had thoughts of death or dying?

CLOSURE/REFLECTION:

Everyone requires a social network to satisfy the human need to be

cared for, accepted, and emotionally supported, particularly in
times of stress. Research has shown that strong social support may
significantly improve recovery from both physical and mental
illnesses. Changes in society have diminished the traditional support
once offered by neighbors and families. As an alternative, self-help
groups and mutual aid groups have sprung up throughout the
country.

Some self-help groups, such as Alcoholics Anonymous and Narcotics Anonymous, focus on addictive
behavior. Others act as advocates for certain segments of the population, such as the disabled and
older people. Still others, such as the National Alliance for the Mentally Ill, provide support for family
members of people who have a severe mental illness.

47 | P a g e
Mind Mapping
Direction: Make a mind map of your personal ways of achieving psychological well-being
1. Choose a subject or activity that you do well (for example, math, basketball, playing the guitar,
painting, cooking, or computer games).
2. Make a mind map of the chosen topic, following the procedure described in previous lessons.
3. Explain your mind map and how you worked on it.

Integrated Faith and Learning

The most loving thing that we can do to a person struggling with a mental illness is to honor
them enough to acknowledge their struggles. We should love them enough to listen and fight to
connect with them. There is freedom in knowing that we can’t fully understand each other’s stories,
but in Gospel community we find a way to connect.

Proverbs 13:10 “By insolence comes nothing but strife, but with those who take advice is wisdom.

REFERENCES:
 Psychological Association, available from: http://www.apa.org/helpcenter/change.aspx
 (adapted from Mental Health Kit (Junior High School)–Be Kind to Yourself and Others
http://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-gr7.pdf)
48 | P a g e
 Lesson
Emotional Intelligence
8
 Explore one’s positive and negative emotions and how one
MELCs expresses or hides them. EsP-PD11/12EI-Ij-8.2
 Demonstrate and create ways to manage various emotions. EsP-
PD11/12EI-Ij-8.3

At the end of the lesson, students should be able to:

 list their positive and negative emotions and how they express or
hides them
Objectives  discuss the intensity and differentiation of emotions which may
help in communicating emotional expressions
 create ways to communicate and manage emotions in a healthy
manner

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

49 | P a g e
 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.

Day 1 Exploring Emotions

50 | P a g e
Activity 1: Exploring Emotions
Emotions What was happening when you felt this emotion?
Afraid
Angry
Ashamed
Confident
Confused
Depressed
Embarrassed

Energetic
Excited
Glad
Jealous
Lonely
Proud
Relaxed
Stressed
What are the top three feelings that you do not like to have most?
1.
2.
3.
Activity 2: “I am”
Emotional self-awareness is the ability to recognize one’s own feelings. complete each
statement based on how you feel. Use the blanks to add your own feeling words.
Examples:
I am most happy when _________________.
I feel embarrassed when __________________.
I think negative thoughts about myself when __________________.
I am _________________ when ________________________.
I feel _______________________ when ___________________.
I think ________________ about ________________ when _________.
I am _________________ when ______________________.
I feel ____________________ when ____________________.
I think _______________ about _______________ when ____________.

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 is 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).
51 | P a g e
  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.

Activity 3: 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.
Activity 4: Responsible Action Sheets
I am the BOSS of my feelings!
1. When I get angry, it helps me feel better if I _________________________
2. When I feel sad, it helps me feel better if I __________________________ .
3. When I feel anxious or nervous, it helps me feel better if I ______________.
4. When I feel grumpy, it helps me if I ______________________.
5. When I feel lonely, it helps me if I ______________________________.
6. When I feel embarrassed, it helps if I ____________________________.
7. When I feel sick, it helps me feel better if I _______________________.
8. When I feel silly, I like to _____________________________________.
9. When I feel disappointed, it helps me if I _________________________.
10. When I am honest, I feel ______________________________________.
11. When I feel _____________, it helps me feel better if I ______________.
CLOSURE/REFLECTION: Emotional intelligence (EQ) is a different type of intelligence. It’s about being “heart
smart,” not just “book smart.” The evidence shows that emotional intelligence matters
just as much as intellectual ability, if not more so, when it comes to happiness and
success in life. Emotional intelligence helps you build strong relationships, succeed at
work, and achieve your goals. It is the ability to identify, use, understand, and manage
your emotions in positive and constructive ways. It's about recognizing your own
emotional state and the emotional states of others. Emotional intelligence is also
about engaging with others in ways that draw people to you. 

52 | P a g e
Direction: Fill in the blanks of the Responsible Sheet with your personal ways on how you communicate
and manage your emotions in a healthy manner

RESPONSIBLE ACTION SHEET

I am the BOSS of my feelings!

When I get angry, it helps me feel better if I _______________________________________________.

When I feel sad, it helps me feel better if I _________________________________________________.

When I feel anxious or nervous, it helps me feel better if I ____________________________________.

When I feel ______, it helps me if I ______________________________________________________.

When I feel lonely, it helps me if I _______________________________________________________.

When I feel embarrassed, it helps if I _____________________________________________________.

When I feel sick, it helps me feel better if I ________________________________________________.

When I feel silly, I like to ______________________________________________________________.

When I feel disappointed, it helps me if I __________________________________________________.

When I am honest, I feel _______________________________________________________________.

When I feel __________________, it helps me feel better if I _________________________________.

Integrated Faith and Learning

Our heavenly Father has been instructing us on the importance of emotional intelligence from the
beginning. Long before the era of standardized tests, the Bible has provided God’s definition of wisdom
which has always transcended knowledge or intellectual ability. Proverbs is a treasure trove for those
seeking to grow in emotional intelligence. Consider three proverbs that contain timeless truths:
“Through patience a ruler can be persuaded, and a gentle tongue can break a bone.” (Proverbs 25:15)
 “Without wood a fire goes out; without gossip a quarrel dies down.” (Proverbs 26:20)

REFERENCES:
 http://kidshealth.org/en/teens/eq.html

 www.DannyPettry.Com

 http://www.pbs.org/inthemix/educators/lessons/schoolviol3/

53 | P a g e
 Performance Task
Journal Writing

The life we have contains a bundle of insights and knowledge, and no single day left unneedful for us.
Ever more, the most recent events in our life contain the most useful insights and knowledge for
personal development. The hidden lessons in life are already in us, and they carry a great impact on how
we are doing at a moment. The challenge is, how do we get access to these lessons and insights?
Preachers, Psychologists, teachers, spiritual directors, successful persons, professionals, great persons,
they are all saying for journal writing, as ways for us to record our thoughts, feelings, and actions that
we may keep tract of ourselves and evaluate where we are leading our self.

Goal: You are to write or illustrate your thoughts, feelings, and actions throughout this quarter
in a journal

Role: You will be an author, the main character, and the recipient of your own writing. You
will be telling stories of yourself. Use your skills in writing, illustrating, graphic
designing, drawing, etc., in completing the task.

Audience: Your target audience will be those people who need to listen to your own success story in
life someday. They could be your future sons and daughters, grandsons and
granddaughters, community members, etc.

Technically, this task will be submitted to your Per Dev teacher, as person who will
accompany to your self-journey.

Situation: In the time of pandemic where everything becomes partial and temporary and with
technocratic era where one’s experience is manipulated for the sake of exposure in social
media, you are challenged to become authentic and discover the intimate ingredients of
your own daily journey, finding meaning with people around you and ways to become a
holistic person.

Product: The product would be a journal and other personal entry whereas students wish to add.

You could write your journal through:

Notebook/ Portfolio - Have your own personal notebook where you write all what is
asked in every journal entry. Up to date submission would be capturing the pages of your
notebook and send via google classroom, or through private message in particular social
media account. However, submission of the Journal notebook will be during the 1st
quarter exam.

MS word - For those equipped with Microsoft skills and had access on computers, they
could do journal writing through MS word. Their up-to-date submission would be
sending the PDF file of their writing via email or private message on a particular social
media account.

Standard: The product will be rated from the given criteria: “Relevance to the lessons presented

54 | P a g e
 Rubrics

Criteria for Exemplary 4 Points Sufficient 3 points Minimal 2 points Beginning 1 point
presentation
Student demonstrates an Students demonstrates Student demonstrates Student demonstrates
in-depth reflection on, a general reflection on, a minimal reflection a lack of reflection on,
and personalization of and personalization of, on and personalizes or personalization of,
the theories, concepts, the theories, concepts, of, the theories, the theories, concepts,
and/or strategies and/or strategies concepts, and/ or and/or strategies
presented in the course presented in the course strategies presented presented in the course
Self-disclosure / Depth materials. Viewpoints materials. Viewpoints in the course materials. Viewpoints
of reflection and interpretations are and interpretations are materials. Viewpoints and interpretations are
insightful and well supported. and interpretations missing, inappropriate,
supported. Clear, Appropriate examples are supported or and/or unsupported.
detailed examples from are provided from unsupported with Examples are not
personal experiences are personal experiences, flawed arguments. provided.
provided, as applicable. as applicable. Examples are not
provided or are
irrelevant to the
assignment.
Student makes in-depth Student goes into more Student goes into Student merely
synthesis of thoughtfully detailed explaining little detail explaining identifies some
selected aspects of some specific ideas or some specific ideas general ideas or issues
experiences related to issues from readings or issues from outside from outside
Connection to outside the topic and makes clear related to the topic and experiences related to experiences related to
experiences connections between makes general the topic and m very the topic
what is learned from connections between few connections
outside experiences and what is learned from between what is
the topic. readings and the topic. learned from outside
Includes reference to experiences and the
at least one reading topic
other than those
assigned for class.
Student makes in-depth Student goes into more Student goes into Student identifies
synthesis of thoughtfully detailed explaining little detail explaining some general ideas or
selected aspects of some specific ideas or some specific ideas issues from readings
readings related to the issues from readings or issues from related to the topic.
Connection to topic and makes clear related to the topic and readings related to Readings are only
readings and connections between makes general the topic and makes those assigned for the
objectives what is learned from connections between general connections topic
readings and the topic. what is learned from between what is
Includes all reference readings and the topic. learned from readings
Includes reference to and the topic.
at least one reading
other than those
assigned for class.
Creativity The journal is unique The journal is creative The journal is The journal is not
and very creative. and appealing. common and plain. creative.

55 | P a g e