Senior High School Department

Personal Development

Personal
Development

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

Prepared by:
Ms. April Kisses S. Polgado
05/14/17

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Chapter I
Content:
 Knowing Oneself
 Developing the Whole Person
 Developmental Stages in Middle and Late Adolescence
 The Challenges of Middle and Late Adolescence

Learning Competencies: (As given in the Curriculum Gide of K to 12 Phil.)

At the end of the chapter learners as expected to...

A. Knowing Oneself
 explain that knowing oneself can make a person accept his/her strengths
and limitations and dealing with others better;
 share his/her unique characteristics, habits, and experiences; and
 maintain a journal

B. Developing the Whole Person

 discuss the relationship among physiological, cognitive, psychological,
spiritual, and social development to understand his/her thoughts, feelings,
and behaviors;
 evaluate his/her own thoughts, feelings, and behaviors; and
 show the connections between thoughts, feelings, and behaviors in actual
life situations

C. Developmental Stages in Middle and Late Adolescence

 classify various developmental tasks according to developmental stage;
 evaluate one’s development in comparison with persons of the same age
group; and
 list ways to become a responsible adolescent prepared for adult life

D. The Challenges of Middle and Late Adolescence

 discuss that facing the challenges during adolescence may able to clarify
and manage the demands of teen years;
 express his/her feelings on the expectations of the significant people
around him/her (parents, siblings, friends, teachers, community leaders);
and
 make affirmations that help one become more lovable and capable as an
adolescent

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Lesson 1: Knowing Oneself

Learning Outcomes (Objectives)

 Explain the importance of One’s self.

 Cite your Strengths and Weaknesses.
 Respect the differences of others.

STARTER ACTIVITY

Activity 1: Pick one!

The teacher will flash two pictures at a time and the students will choose one and will
explain why.

Activity 2: Affirmation
The students will be grouped into four groups. Each group will be having sharing
activity. They are given 10-15 minutes to share their strengths and weaknesses. Also
what are the positive attributes that they have observed in their group mates.

ACTIVITY ANALYSIS

A. Choose one

1. Why do you think we do this activity?

2. Do you experience of having hard times in decision making?

B. Affirmation
1. In what ways can you become more aware yourself?
2. How does self-awareness help boost your self-confidence

ABSTRACTION and DISCUSSION

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Self
Have you ever asked yourself this question: Who am I? If you have, you are not
alone. Adolescence is the time when young people start to ask questions about
themselves, about their future, and even about their religious and political beliefs.
Learning about ourselves, our wants, desires, interests, thoughts and the like allows not
only a more understanding of what we are but what we want and what will make us
happy.

Self is defined as the individuality of a person which is subject of learning

experiences, varied emotions and thoughts. It is the union of elements, namely: body,
thoughts, feelings or emotions, and sensations that constitute the individuality and
identity of a person. The body constitutes your physical attributes, your health, and your
posture and poise. Your thoughts, the way you think, and how you perceived things
around you. Emotions and sensations that you experience prompt you to act and behave
the way you do. These union of elements makes up your personality distinguishes you
from others.

Personality refers to the unique and relatively enduring set of behaviors, feelings,
thoughts, and motives that characterize an individual (Feist and Rosenberg 2012).
Personality is influenced by both nature and nurture. Nature is the heredity or genetic
make-up. Like for example, being temperament may be inherited from your parents.
Nurture is the attributes and traits brought about b environmental factors.

Strengths and Weaknesses

When you are conscious on how you look, think, feel, and act which helps you to
know more about yourself. You congregate more information about yourself when you
observe and identify your strengths and weaknesses. In knowing your strengths, you are
more allowed to do developmental tasks. These tasks include your capacity to establish
emotional independence, mature relationships with others, and your ability to show
responsible behavior. Also, you are provided with skills essential in making prudent
decisions in life; you are able to analyze and solve problems in life. Finally, when you
know your capabilities, you can develop a sense of competence and perseverance.

On the other hand, identifying your weaknesses gives you the opportunities to
know your limitations and boundaries. Becoming more aware of your weaknesses is
becoming your starting point. You must discover ways to enhance your capabilities and
develop positive attitudes in dealing with life’s challenges.

The unfolding of our strengths, weaknesses, potentials and talents creates a

concept and schema of the “self” which leads to self-determination. Learning about one’s
unique individuality requires the use of the Johari Window.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Johari Window
1 2
Open/free area Blind area

3 4
Hidden area Unknown

Ingham and Luft’s Johari Window Model Diagrams

The Johari Window model which is a four-quadrant grid was developed by

American psychologists Joseph Luft and Harry Ingham in 1955 at the University of
California Los Angeles.

1. Open Area (quadrant 1)

This quadrant represents the things that you know about yourself, and the things
that others know about you. This includes your behavior, knowledge, skills, attitudes, and
“public” history.

2. Blind Area (quadrant 2)

This quadrant represents things about you that you aren’t aware of, but that are
known by others.
This can include simple information that you do not know, or it can involve deep
issues, which are often difficult for individuals to face directly, and yet can be seen by
others.

3. Hidden Area (quadrant 3)

This quadrant represents things that you know about yourself, but that others
don’t know.

4. Unknown Area (quadrant 4)

This last quadrant represents things that are unknown to you, and are unknown to
others.

Importance of One’s Self

Are you aware in yourself? Have you observed your positive attributes as well as
the negative? In observing ourselves we are require to pause and think for a while to
assess our feelings and the way of thinking. Thus, you were encouraged to write journals
and reflect about yourself.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Introspection is your ability to think and reflect about your own thoughts,
feelings, and actions. Engaging on self-questioning may lead one to answer that may
include a look into the pros and cons, advantages and disadvantages, positives and
negative sides of the idea in question. When you listen to positive feedback, you become
more confident and enthusiastic because you are affirmed. However, not all kinds of
feedback are positive, this is called criticism or negative feedback. When you are
criticized, you may feel angry and it may cause stress or depression.

APPLICATION of LEARNING

1. What is the importance of understanding yourself?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are those traits that you have and others hope you possess?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What are your traits that you say that you have but you are unaware of? What
are your traits that others are aware of?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK TO DO

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
Performance Task 1: My Unique Self

1. On a sheet of paper, use pencil to draw symbols that would best illustrate
your thoughts and feelings about who you are.
2. You have to work silently and finish your tasks within 10 minutes.
3. Then, answer the following questions.
a. How did you feel about the activity?
b. What symbols, figures, or drawings best illustrate who you are?
Why?
c. What do you think have influenced such traits or characteristics?

Performance Task 2: Strengths and Weaknesses

Jot down your strengths and weaknesses.

My Strengths My Weaknesses

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition
o https://www.google.com.ph/search?
q=prefrontal+cortex+meaning&espv=2&biw=1517&bih=735&source=ln
ms&tbm=isch&sa=X&ved=0ahUKEwjtjqmS_pfQAhUDupQKHda3Ac4Q
_AUIBigB&dpr=0.9#tbm=isch&q=prefrontal+cortex+and+amygdala&im
grc=qQzSH6BBl6FN8M%3A

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Lesson 2: Developing the Whole Person

Learning Outcomes (Objectives)

 Identify the various aspects of holistic development; physiological, cognitive,

psychological, social and spiritual development.
 Describe your changes in terms of physical, emotional, and psychological.
 Create a photo collage that will illustrate your meaning and purpose in life as a
teenager.

STARTER ACTIVITY

Activity 2: Find the Changes

The teacher will present two pictures and the students will find the changes from the first
picture to the second picture.

Activity 2: Picture Perfect!

The class will be grouped into four groups. Then, they will be given pieces of paper
containing the event or scenario that the group has to demonstrate. They have 3 minutes
discussion on how the group can create a perfect picture that will illustrate the scenario or
event. Wait for the teacher to say” freeze”. This signal that times up. The group that best
captures the given scenario will be the winner.

ACTIVITY ANALYSIS

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
A. Find the changes

1 What are the changes happened to you?

2. How did you feel about these changes that you observed about yourself at the
onset of adolescence?
3. How did you cope with such changes?

B. Picture Perfect

1. How do you satisfy your need for belongingness?

2. In what ways do your friends influence you?

ABSTRACTION and DISCUSSION (NOTES OF THE LESSON)

The wonders and challenges that you will face as an adolescent add meaning to
who you are and the person that you will be in the future. The key phrase in this lesson
that you have to pay attention to is whole person, emphasizing the totality of a person.

Adolescence is considered as a transition from childhood to adulthood, a passage

from one stage to another (Hurlock, 1982). Puberty which is part of adolescence has its
onset at ages 10-11 for girls and 11-12-for boys.

All of us experienced physiological, psychological, spiritual, and social

development to understand what we think, feel and the way we act as we grow.

Physical Changes and Their Implications

An individual’s physique, body and health are significant areas in assessing the
over-all characteristics of a person. Evidently, it is not only influenced by internal factors
such as one’s brain and emotions but it is influenced as well by our physique. Our image
is a reflection of our lifestyle and the kind of lives lead.
There are several changes happened and
experienced when you were around 13 years old, which is
the onset of adolescence for most children. Girls start their
growth burst earlier than boys, but boys eventually grow
taller than girls. In terms of body size, your height and
weight has rapidly increased, their muscles grow larger
than boys, so boys are usually stronger than girls. When
you get older, your thin and long trunk has broadened at
the hips and shoulders, and you may notice a pronounced
waistline. Your arms and legs to be seemly in the right
proportion to your hands and feet when you reach puberty.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Moreover, you can notice physical changes in your sex organs, which are primary
sex characteristics. In boys, their testes or gonads rapidly grow bigger for a year, but
shortly after the rapid change in the testes, the penis also grow noticeably during early
pubescence. Spermarche is the production and release of sperm. The boys know this
when they experience nocturnal emission. Girls’ also grow rapidly their sex
characteristics which are uterus, fallopian tubes, ovaries, and vagina during puberty.
Menarche is the first menstrual period that marks a girl’s sexual maturity and is capable
to be pregnant.

Furthermore, there are also secondary sex characteristics which you may
obviously notice during puberty stage. These characteristics are your physical features
that distinguishes female from male. For boys, they will have adam’s apple and their
voice become husky at first and eventually lowers in pitch. Boys muscles noticeably
grow and give shape to their torso. Body hair appears after the pubic hair has almost
completed in growth. On the other hand, girls come to have melodious voice. Girls’ hips
become wider which resulted from enlargement of their pelvic regions. and for some,
their waist becomes smaller. Girls’ breasts also develop and their arms, and legs shape
because of their muscles. Like boys, girls develop hairs in different parts of the body.

Both boys and girls have physical development because of hormonal changes in
the body. Androgens and estrogens are hormones or chemical substances produced by
endocrine glands that actively affect physical growth and development.

Testosterone is an androgen that strongly associated in the physical maturation of

boys. It is related to development of genitals, changes in height, and deepening of voice,
as well as sexual desires and activities. On the other hand, estradiol is an estrogen that is
associated in the physical development of girls, such as breast, widening of hips, and
development of their uterus.
Sebaceous glands and apocrine glands become more active during this stage;
they are the former cause acne and other skin related problems, and the latter produce
perspiration that results, at times,
in body odor. These hormonal changes especially among girls may trigger weight gain
and is often associated with obesity.

Cognitive Changes and Their Implications

Individuality is never measured by external factors alone. Mental ability forms

part and parcel of one’s persona. People differ in several ways. Intelligence is one
element that separates one from all others of the same demographic people. All other
things equal, individuals have the ability and even the skills to learn.
As you grow older, your physical attributes
changes and developed as well as the mind.
Prefrontal cortex is the gray matter of the anterior
part of the frontal lobe that is highly developed in
humans and plays a role in the regulation of complex
# cognitive, emotional,
143 Narra St., and behavioral
Mt.viewSubd.,Brgy. functioning. Batangas
3, TanauanCity, It
is involved in decision-making, reasoning, and
controlling one’s emotions.
 Senior High School Department
Personal Development

Wwwwwwww4

Amygdala is thought to be a part of the limbic system within the brain, which is
responsible for emotions, survival instincts, and memory. It is a section of the brain that
is responsible for detecting fear and preparing for emergency events. While your
amygdale is already fully developed to recognize your emotions, your prefrontal cortex is
not yet adequately mature to reason and understand your experiences objectively and may
fail to control intense emotions.

Metacognition is the understanding and awareness of one’s own thought

processes. According to Wikipedia, It is "cognition about cognition", "thinking about
thinking", or "knowing about knowing" and higher order thinking skills. It comes

from the root word "meta", meaning beyond. It can take many forms; it includes
knowledge about when and how to use particular strategies for learning or for problem
solving. This results in increased introspection, but may also lead to some

sort of egocentrism or preoccupation with the self. For example, you may think that the
people around you are talking about you which make you feel conscious.

Psychological or Emotional Changes and Their Implications

Are feelings and emotions are the same? Although the two words are used
interchangeably, there are distinct differences between feelings and emotions. ... Feelings
and emotions are two sides of the same coin and highly interconnected, but are two very
different things. Emotion chemicals are released throughout our bodies, not just in our
brains, and they form a kind of feedback loop between our brains & bodies. Feelings
happen as we begin to integrate the emotion, we use “feel” for both physical and
emotional sensation — we can say we physically feel cold, but we can also emotionally
feel cold. This is a clue to the meaning of “feeling,” it’s something we sense. Feelings
are more “cognitively saturated” as the emotion chemicals are processed in our brains &
bodies. Feelings are often fueled by a mix of emotions, and last for longer than emotions.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
As a transition period, adolescence has often been described as a period of
“storm and stress” (Hurlock, 1982). Adolescence experienced a lot of emotions.
Sometimes you get easily excited or irritated, depending on the situations. Most of the
teenagers like you are emotionally unstable from time to time. For example, you may be
happy with your relationship with your family but easily get affected when there is a
challenge or problems that you encountered.

These are the changes occur during adolescence period. (menstrupedia.com)

1. Feeling overly sensitive

During puberty, since your body undergoes

many changes, it is common to feel uncomfortable
about them and become overly sensitive about your
physical appearance. As a result you may feel
irritated quite easily, lose your temper or feel
depressed. It will be useful to be aware of the changes
in your behavior and talk about it with someone that
you're comfortable talking to.
https://www.menstrupedia.com/articles/puberty/emotional-changes

2. Looking for an identity

Since you are in the process of becoming an

adult, you may feel inclined to figure out what makes
you unique as a person. There is also a general
tendency that you associate more with your friends
than your family members. Psychologically, it may be
because your friends are going through a similar
phase as you. You may try to figure out how you are
different from others and how you fit into the world.
This may eventually lead to some sort of a struggle to
become more independent of your parents and family. https://www.menstrupedia.com/articles/puberty/emotional-changes

3. Feeling uncertain

Since you're not completely an adult and are

not a child anymore, puberty can potentially lead to
uncertain times. As a transition phase, you may begin
to wonder and think about new and unfamiliar aspects
of life such as career, livelihood and marriage. Since,
all of this is new and unfamiliar when you start
thinking along these directions, you may feel
uncertain about the future. This uncertainty becomes
more evident when the expectations that people close
to you have from you also change. You may be
expected to take on greater responsibilities than what
was expected from you as a child. Eventually you
# 143 Narra
will growSt., into
Mt.viewSubd.,Brgy.
your new roles3, and
TanauanCity,
become Batangas
more
certain about yourself, but this process will take its
own time depending on how you respond to this
 Senior High School Department
Personal Development

https://www.menstrupedia.com/articles/puberty/emotional-changes

4. Peer pressure

With the onset of puberty, your conversations

with your friends will increase. Your peer group and
you are likely to be influenced by what you see
around you in popular media and the culture that is
represented through them.

https://www.menstrupedia.com/articles/puberty/emotional-changes

You might often pick up on what's in and what's out in terms of the way you
dress, your language and even your behavior depending upon what you see.
This maybe uncomfortable at times and would probably even change your likes and
dislikes. It's also one of the ways in which you struggle to fit in with your peers. These
events can lead to a gap between what is perceived as appropriate by your parents and
your friends.

5. Conflicting thoughts

Since you are somewhere in between as a

teenager during puberty, you may feel stuck between
how you were as a child and how you wish to be as
an adult. For example, you might want to be more
independent and at the same time, might also look for
support from your parents. Another example could be
along the lines of whether you wish to give up on
your interests that you had as a child to be able to fit
in with your friends. As a result you may feel
conflicted and look for clarity.
https://www.menstrupedia.com/articles/puberty/emotional-changes

6. Mood swings

To add to the uncertainty and conflicting

thoughts, you may also experience frequent and
sometimes extreme changes in your mood. For
example, sometimes your mood will swing between
feeling confident and happy to feeling irritated and
depressed in a short span of time. These frequent
swings in how you feel are called mood swings. They
may occur due to shifting levels of hormones in your
body and other changes taking place during puberty.
# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas
 Senior High School Department
Personal Development

https://www.menstrupedia.com/articles/puberty/emotional-changes

7. Feeling conscious about self

The onset of puberty can vary on an

individual basis. Therefore the way you grow maybe
different from the way your friends grow. This can
make you conscious about the way you're growing up
and your body.

These experiences are more pronounced for girls because they develop faster and
earlier than boys. Also the changes in their bodies such as development of breasts and
widening of hips are more noticeable. This may make them feel more conscious about
their body in presence of their peers of the same age group.

8. Getting sexual feelings

Puberty is also the phase after which you

develop sexual maturity. Sexual maturity is the stage
of your life when you can have children. One aspect
of sexual maturity is being curious about sex and also
about bodies of people that you are attracted to. With
the onset of puberty, it is normal for a boy or a girl to
be sexually attracted to people that they would want
be more than 'just friends' with.
https://www.menstrupedia.com/articles/puberty/emotional-changes

You may also feel sexually excited by normal everyday activities such as reading
a romantic novel or watching a romantic scene on television. These feelings are normal
and there is nothing to feel guilty about. You may have many questions about sex. It is a
good idea to talk to a mature adult (like your mother, doctor or a counselor) with whom
you're comfortable discussing sex. You should get your questions answered and should
stay informed on safe sex.

Social Changes and their Implications

Adolescence is the period of developmental transition between childhood and

adulthood. It involves changes in personality, as well as in physical, intellectual and
social development. During this time of change, teens are faced with many issues and

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
decisions. The social development of adolescents is best considered in the contexts in
which it occurs; that is, relating to peers, family, school, and community. Social pressures
and demands add to the stress and storm of the adolescence years.

The social development of people extends beyond childhood and even

adolescence. As persons continue to age, they continue to mature and change as well
depending on the resolution of the issues confronting them.

Peer Relationship

One of the most obvious changes in adolescence is that the hub around which the
adolescent’s world revolves shifts from the family to the peer group. It is

important to note that this decreased frequency of contact with family does not mean that
family closeness has assumed less importance for the adolescent (O’Koon, 1997). As
they spend more time outside your home, teenagers become close to their friends instead
of their family. As a result, friends can influence a child's thinking and behavior. This is
the essence of peer pressure. Peer pressure can be a positive influence—for example,
when it motivates your child to do well in school, or to become involved in sports or
other activities. On the other hand, peer pressure can be a negative influence—for
example, when it prompts your child to try smoking, drinking, using drugs, or to practice
nunsafe sex or other risky behaviors.

Here are some tips to help minimize the negative influences of peer pressure and to
maximize the positive:

 Develop a close relationship with your child, and encourage open and honest
communication. Children who have good relationships with their parents are more
likely to seek a parent's advice about decisions or problems.
 Help your child understand what peer pressure is. The child will be better able to
resist negative influences if he or she understands what's happening and why.
 Reinforce the values that are important to you and your family.
 Nurture your teen's own abilities and self-esteem so that he or she is not as
susceptible to the influences of others.
 Teach your child how to be assertive, and praise assertive behavior.
 Give your teen breathing room. Don't expect him or her to do exactly as you say
all of the time.
 Try to avoid telling your child what to do; instead, listen closely and you may
discover more about the issues influencing your child's behavior.

School

For most adolescents, school is a prominent part of their life. It is here that they
relate to and develop relationships with their peers and where they have the opportunity
to develop key cognitive skills. For some youth, it is also a source of safety and stability.
Some of the same qualities that characterize families of adolescents who do well—a

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
strong sense of attachment, bonding, and belonging, and a feeling of being cared about
—also characterize adolescents’ positive relationships with their teachers and their
schools. One additional factor, adolescent perception of teacher fairness, has also been
found to be associated with positive adolescent development.

Family

During adolescence, parent–adolescent conflict tends to increase, particularly

between adolescent girls and their mothers. This conflict appears to be a necessary

part of gaining independence from parents while learning new ways of staying connected
to them (Steinberg, 2001). Daughters, in particular, appear to strive for new ways of
relating to their mothers (Debold, Weseen, & Brookins, 1999). In their search for new
ways of relating, daughters may be awkward and seem rejecting. Understandably,
mothers may withdraw, and a cycle of mutual distancing can begin that is sometimes
difficult to disrupt. If parents can be reassured that the awkwardness their teen is
displaying is not rejection and can be encouraged to stay involved, a new way of relating
may eventually evolve that is satisfying for all.

Community

The characteristics of the community in which an adolescent lives can have a

profound impact on the adolescent’s development. Community includes such factors as
the socioeconomic characteristics of one’s neighborhood, the types of resources
available, the service systems within the community (including schools), religious
organizations, the media, and the people who live in the community. Some communities
are rich in resources that provide support and opportunity for adolescents. Unfortunately,
many communities, particularly in inner cities or poor rural areas, do not.

To successfully make social adjustments, you need to enhance your social skills.
Doing so will let you be comfortable in social settings, carry yourself gracefully in front
of others, and enjoy the company of your peers. To cope well with social pressures,
however, you should also learn to clarify your boundaries so that you maintain self-
reliance.

Moral/Spiritual Changes and Their Implications

Morality refers to the way people choose to live their lives according to a set of
guidelines or principles that govern their decisions about right versus wrong, and good
versus evil.

As youths' cognitive, emotional, social development continue to mature, their

understanding of morality expands and their behavior becomes more closely aligned with
their values and beliefs. Therefore, moral development describes the evolution of these
guiding principles and is demonstrated by the ability to apply these guidelines in daily
life. Moral development starts with obeying your elders when you

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

were child to more internal, moral thinking during adolescence. According to Kohlberg,
adolescents should have attained postconventional reasoning or have developed moral
reasoning based on the universal rights. Also, when faced with moral dilemma,
adolescents must be able to stand on what their personal conscience dictates them to do.
For example, you know that stealing is a crime.

Furthermore, adolescents are looking for a way to express their spiritual nature
and organizations such as churches and faith-based teen clubs can attract them if they
offer lively discussion and activities that encourage youth to explore faith in a relevant
way. Teens who express their faith in home through prayer, Scripture reading and other
religious practices are more likely to retain their faith into their adult years, according to
an article in “Lifelong Faith” about helping teens maintain faith into the adult years.
Strong parental leadership seems to help teens find and keep a strong spiritual faith.

APPLICATION of LEARNING

1. What are your changes in terms of physical, emotional, and psychological?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How do you feel about the changes that you observe in yourself during adolescence?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How did you cope with these changes?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

4. How do you satisfy your need for belongingness?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. What are the influences of your friends that you get used to?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________

TASK TO DO

Performance task: Photo Collage!

Instructions:

• Collect magazine or newspaper.

• Prepare art materials and illustration or board paper and pictures.
• Create a collage that will show your traits, talents, interests, skills and career goals.
• Use the words or phrase from the magazine or newspaper for the caption of your
collage.

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition
o http://www.menstrupedia.com

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Lesson 3: Developmental Stages in

Middle and Late Adolescence
Learning Outcomes (Objectives)

 Identify the Various Developmental Tasks during Middle and Late

Adolescence
 Explain the ways to become more responsible adolescent
 Perform a role play that shows different situation in adolescence period.

STARTER ACTIVITY

Activity: Choose only one!

The teacher will flash two pictures at a time and the students will choose one and
will explain why.

ACTIVITY ANALYSIS

 Do you like some things that you don’t have? What is it?
 What do you do to get what you want? To be what you want to become?
 What are your insecurities in yourself?

ABSTRACTION and DISCUSSION (NOTES OF THE LESSON)

Human development refers to the changes that individuals undergo through the
life span. It involves processes that involve physiological, biological, cognitive and social
development that we experience during our journey from babyhood to adulthood.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
Adolescents face the major task of creating stable identities and becoming
complete and productive adults (Perkins, 2001). They take on this task in small steps
along the way as they adapt to the changes they experience.

Developmental Task in Adolescence

 Early Adolescence

This is the first stage of adolescence that occurs from ages 10 to 14. It is at this
point that puberty becomes evident. They experience rapid growth and various changes.
Your primary developmental task involves adapting to biological and mental
development. At this stage, they start to feel being shy and conscious at the mere
presence of the opposite sex. Furthermore they start to demand for privacy like texting in
private or being alone in their rooms.

 Middle adolescence

This occurs from ages 15 to 17. Puberty has taken place at this stage. Remarkably,
teens in this developmental stage become extremely conscious of their physical looks and
how others see them. Their primary task are achieving new and more mature relations
with age mates of both sexes, achieving a masculine or feminine social role, and
achieving emotional independence from parents and other adults.

Further, another task during the middle adolescence stage is becoming more adept
in social settings and more capable of establishing intimate relationships. You now enjoy
going to school more because of your friends. However, at this stage, rejection and peer
pressure may be inevitable. Hence you should learn to conform to social demands
without sacrificing your own identity.

 Late adolescence

Late adolescence generally happens during highshool years starts from being a
freshmen who feels anxious about the bigger school with a bigger crowd while feeling
excited and enthusiastic about the new world of possibilities.

This stage is when you are roughly 17 years old. This continues until you have
shown a sense of consistency in your personal identity in relation to the people around
you, and you have begun to form some fairly definite social roles, value systems, and life
goals (Kimmel and Weiner, 1995)

Now that you are more aware of the developmental tasks of the stages in
adolescence, you are guided on how people expect you to think, feel, and behave. Taking
charge or assuming responsibility is the ability to choose your own responses (Covey,
2004) to encountered circumstances. Now, heed this call for responsibility! Start looking

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
into yourself and work on these building blocks of responsibility (Feiden, 1991). We
want to see you successful someday.
1. A strong sense of self-esteem. According to Feiden, (1991), the most important
building block of responsibility is high self-esteem, which should be a positive belief in
oneself.
2. The capacity for empathy. It is the ability to put oneself in another’s shoes so that you
understand what he or she is going through.
3. Knowing right from wrong. Being responsible means abiding with what is right and
avoiding what is wrong.
4. Developing good judgment. Your ability to make good decisions make you rooted to
integrity and strong personal values.

APPLICATION of LEARNING

1. What other developmental tasks and skills do you think you need to develop and
learn?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________

2. What are the ways to become more responsible adolescent?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________

TASK TO DO

Performance task: Pick! Pak! Act!

Instructions:

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
• The class will be divided into three groups
• Each group will perform a role play that will show different developmental tasks of an
adolescent.
• You will be given 10 minutes to prepare.

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

Lesson 4: The Challenges of Middle and

Late Adolescence
Learning Outcomes (Objectives)

 Identify the challenges during middle and late adolescence.

 Explain the different strategies to cope with the challenges of adolescents.
 Express your feelings on the expectations of the people around you.
 Make a poster about the challenges of adolescents on the 21st century.

STARTER ACTIVITY

Activity: Choose only one!

The teacher will flash two pictures at a time and the students will choose one and
will explain why.

ACTIVITY ANALYSIS

 Do you like some things that you don’t have? What is it?
 What do you do to get what you want? To be what you want to become?
 What are your insecurities in yourself?

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

ABSTRACTION and DISCUSSION (NOTES OF THE LESSON)

Human development refers to the changes that individuals undergo through the
life span. It involves processes that involve physiological, biological, cognitive and social
development that we experience during our journey from babyhood to adulthood.

Growing up is never easy. You are faced with a lot of changes. These challenges
rooted in the various changes that happen in adolescents. Below is a list

of common challenges a Filipino adolescents encounter. The list is not exhaustive nor is
definitive. Let us examine each of these challenges and reflect on which ones we are also
experiencing.

1. Attitudes and behavior toward sexuality and sexual relationships.

Puberty drives the adolescent to experience surges of sexual desires, which often
lead them to experimentation and exploration. Adolescents exploring their sexuality
should be able to draw their limits in terms of sexual expressions, and should be
responsible enough to see the future results or consequences of their behaviors.
The adolescent is also prone to exploring pornography, which usually starts out of
curiosity. A research in the USA shows that people who are heavily exposed to
pornography tend to imitate what they watch and relive these in their lives.

2. Academic concerns

Being responsible is called for when dealing with academic challenges. Be aware
that academic grades are not the only indicators of learning. Discipline, openness,
perseverance, diligence, excellence, curiosity, analytical and critical thinking, memory,
understanding, cooperation and teamwork, respecting other

people’s opinions and beliefs, social interactions, leadership and followership are some of
the more important skills and values that an adolescent student can also learn while in
school.

3. Group belongingness

An adolescent wants to belong. During adolescence, you spend more time with
your peers, which may have negative effects on your attitudes and behaviors. The
students with low self esteem might be drawn toward organizations that promise
camaraderie in the form of “walang iwanan,””do or die,” or “one for all and all for one”
kind of social support. However, there is a possibility that these types of organizations
whose objectives aim to help individuals develop not be lured by organizations that

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
promise “exclusivity” or “superiority,” often touting false courage through strength in
their numbers.

4. Health and nutrition

A healthy mind and body is what every adolescent should strive for. However,
adolescents, because of their growing bodies and brains, are gifted with so much energy
that seems inexhaustible, resulting in abuse of one’s body and mind.
Drink plenty of water and regulate intakes of rich foods. Dieting might work for some but
the long term results aren’t commendable because more often than not, the person returns
eventually to his bad eating habits.

5. Developing Self-esteem

Adolescents who are creating their self-identity should be objective and balanced
when viewing themselves. Being objective means seeing one’s self as having both
strengths and weaknesses or having positive and negative characteristics. They have to
learn to be gentler, kinder, and less demanding in order for them to maintain balance in
their view of what and who they are.

6. Roles

Roles are part of one’s identity, such as being a son or daughter to your parents,
being a brother or sister to your siblings, being a student in your school, or a member of
your organization. Although these roles seem separate and different from each other,
adolescents must learn to integrate those roles are related to the tasks expected of them by
others.

Strategies to Cope with Challenges

To be able to cope well and make sure to emerge in this journey victoriously, here are
some strategies that may help you do (Sevilla, 2000).

1. Learn to accept what you feel. When you feel sad, angry, or envious, you need to
embrace these feelings because they are real emotions. Accepting your feelings means
allowing yourself to feel and express them. This means that you acknowledge what you
feel. Trying to understand your feelings will give you venue to study your experience and
express feelings in a more socially accepted manner.

2. Identify your vulnerabilities. Knowing when you feel intense emotions is important to
acknowledge. Also, it is beneficial when you know the warning signs or red flags of your
emotions because they tell you when to let go before you do or say things that you will
just regret later on.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

3. Develop your talents and interest. Know your interests that you enjoy doing. Engaging
in sports may divert your attention from challenges of life and will prevent you from
feeding your negative thoughts.

4. Become more involved with others. Involvement with others allows you to appreciate
what you have and gives you lesser time to think of what you do not have.

5. Seek help when needed. As an adolescent, you are still need to ask assistance and you
are not able to solve some problems that you encountered. Asking for help is beneficial as
helping others. You may ask help from any trusted people such as your parent, friends,
and teacher.

APPLICATION of LEARNING

1. What challenges do you experienced during adolescence?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How did you cope with these challenges?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. In your own opinion, what are the other possible ways to overcome the challenges in
adolescence?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

TASK TO DO

Performance task: Express through Sketch!

On an oslo paper, create a poster about the challenges of adolescents on the 21 st

century.

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Chapter II
Content:
 Coping with Stress in Middle and Late Adolescence
 The Powers of the Mind
 Mental Health and Well-being in Middle and Late adolescence
 Emotional Intelligence

Learning Competencies: (As given in the Curriculum Gide of K to 12 Phil.)

At the end of the chapter learners as expected to...

Coping with Stress in Middle and Late Adolescence

 discuss that understanding stress and its sources during adolescence may
help in identifying ways to cope and have a healthful life
 identify sources of one’s stress and illustrate the effect of stress on one’s
system
 demonstrate personal ways of coping with stress for healthful living

The Powers of the Mind

 discuss that understanding the left and right brain may help in improving
one’s learning
 explore two types of mind-mapping techniques, each suited to right brain-
or left brain-dominant thinking styles
 make a plan to improve learning using left and right brain through mind-
mapping activities

Mental Health and Well-being in Middle and Late adolescence

 interpret the concepts of mental health and psychological well-being in
everyday observations about mental health problems during adolescence
 identify his/her own vulnerabilities
 make a mind map on ways of achieving psychological well-being
 create a plan to stay mentally healthy during adolescence

Emotional Intelligence
 discuss that understanding the intensity and differentiation of emotions
may help in communicating emotional expressions
 explore one’s positive and negative emotions and how one expresses or
hides them
 demonstrate and create ways to manage various emotions

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Lesson 5: Coping with Stress in Middle

and Late Adolescence.
Learning Outcomes (Objectives)

 Recognize and explain the sources of stress, various stress responses, and coping
strategies for healthful living in middle and late adolescence.
 Show the understanding of the various strategies on how to deal with stress.
 Create a poster that shows the different stressors experienced by an adolescent.

STARTER ACTIVITY

Activity: Case Analysis!

Lexie, an 18 year old freshman student has issues pertaining her worrisome
attitude and behavior. Often she would be so stressed out with her school workloads,
friends relations and house chores as she is the eldest among a brood of 4. Usual day
would mean waking up to 4am, preparing food for her younger siblings before finally
leaving for school which requires a travel time of 2 hours by bus. In school she needs to
attend to all her workloads while having classes. At 5 in the afternoon she travels home
again for at least 2 hours. At home she begins again preparing for the next day and dozes
off to sleep at 10 or 11pm while complying with her professors’ assigned homework.
She’s wasted according to her as she feels that her life is so full of stress for having
unsupportive parents who would assign her much work at home and sending her to a
school that is so far from her home. She could have been allowed to stay in a dormitory.

ACTIVITY ANALYSIS

 What are Lexie’s stressors?

 Why does she feel stressed out about these?
 Is it normal to feel ‘wasted’? why?
 How do you think she should confront these issues?

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

ABSTRACTION and DISCUSSION

Stress is part of growing up. You may feel pressure in everything you do, both at
home and in school. You experience stress when you respond to stressors that you
perceive to exceed your capabilities.

Stress is defined as a reaction of the mind and body to a stimulus that disturbs the
well-being, state of calm, or equilibrium of a person. It is as s state of extremely difficult,
pressure or strain.

Some Stressors include the following:

1. Illness in the family

2. Loss of a loved one
3. Quitting school
4. Divorce/separation
5. Failing in school
6. Getting into trouble
7. Sibling rivalry
8. Hunger
9. Financial constraints
Degree of Stress
Types of Stress

Eustress is a stress that can challenge and motivate you to find creative solutions
to your concerns, and this kind of stress.
Distress, on the other hand, when stress becomes so overwhelming and leads to a
sense of helplessness and exhaustion.

Stress can affect your physical appearance, cognitive, emotions, and behavior.
Let’s start with the cognitive symptoms such as:
 having memory problems,
 being unable to concentrate
 having poor judgment
 seeing only the negative
 being anxious
 worrying constantly.

Sometimes physical symptoms of stress comes out, these are the following:
 body aches and pain
 diarrhea or constipation
 nausea and dizziness
 chest pain

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 rapid heartbeat
 frequent colds

You will also feel emotional symptoms, which are the following:
 moodiness
 irritability or short temper
 agitation or restlessness
 feeling of being overwhelmed
 sense of loneliness and isolation
 depression or unhappiness

There are also behavioral symptoms, include:

 eating more or less
 sleeping too much or too little
 isolating yourself from others
 procrastinating
 neglecting responsibilities
 drinking alcoholic beverages, smoking cigarettes, taking illegal drugs, or playing
computer for several hours,
 having nervous habits such as nail biting and pacing restlessly.

According to Santrock (2012), coping involves managing difficult situations,

exerting efforts to solve your problems, and striving to master or reduce the stressful
effects of these situations. In order to cope successfully, attitude plays a key role.

Here are additional suggestions for coping with stress provided from the APA (2014).

 Get some sleep- between homework, activities and hanging with friends, it can be
hard to get enough sleep, especially during the school week. Ideally, adolescents
should get nine hours a night. To maximize your chance of sleeping soundly, cut
back on watching TV or texting and avoid drinking caffeinated drinks before
going to sleep.
 Focus on your strengths- Spend some time thinking about the things that you
good at. Focusing on your strengths will help you keep your stresses in
perspective.

 Engage in physical activity- it is the most effective stress busters. Find activities
you enjoy and build them into your routine such as playing different sports.
 Do things that make you happy- Aside from physical activities, find other hobbies
that bring you joy. Make a point of doing these things even when you’re stressed
and busy.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 Talk to someone- it’s so much easier to manage stress when you let others lend
a hand. They may be able to help you find new ways to manage stress.

Indicators That You Have Successfully Handled Stress

1. Emotional Stability. Remaining calm and not being carried away by your emotions
signals a healthy way of coping stress.
2. Being tactful. Being able to express your thoughts and feelings in a nonaggressive
manner indicates your capacity to handle stress.
3. Doing well in school. Your ability to meet all your academic requirements and get
high scores show your capacity to cope with the various demands of the school.
4. Learning to say “no.”By being firm on what you believe is right and saying “no” to
peer pressure is a positive sign of being able to cope well with stress.

APPLICATION of LEARNING

1. What are your stressors in life?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. As an adolescent, what are the sources and effects of stress in you?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How do you cope with your stress?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

TASK TO DO

Performance task: Express through Sketch!

Create a poster that shows the different stressors experienced by an adolescent.

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Lesson 6: The Powers of the Mind

Learning Outcomes (Objectives)

 Identify the functions of the Interior and Exterior Parts of the Brain and how it
helps in improving one’s learning.
 Explain the difference between the brain and the mind.
 Create a plan that shows the dominant thinking styles of left and right parts of the
brain through mind-mapping.

STARTER ACTIVITY

Activity: Word Hunt!

H D E T H M I N D T R X H
K E N O J B N N H R C N E
N Z M L F O A A T O E U L
G Y O I R D L I R U R I S
B C R U S X V U E P E I T
R T E D Y P P G A H B G H
A N V A A J H T I R R L A
I S C E R E B E L L U M L
N S R B A N M X R D M W A
C O G N I T I O N E J Q M
I Q S U A L V C G F G T U
S U P M A C O P P I H K S
E C N E G I L L E T N I Y

Instruction: Find these words in the word hunt.

Cerebrum Hippocampus
Cerebellum Mind
Brain Intelligence
Neurons Cognition
Thalamus Hemisphere

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

ACTIVITY ANALYSIS

 What can you say about the words that you found?
 Do you know the parts of the brain?
 What are the functions of different parts of the brain?

ABSTRACTION and DISCUSSION

The brain makes up a significant part in the Central Nervous Systems (CNS) that
serves as the human body’s command center. It is a 3-pound organ encased in the human
in the human skull and filled with the Cerebro Spinal Fluid (CSF). The brain requires
20% of the total blood supply as it cannot holds its own oxygen supply. Hence seconds of
oxygen loss which is being supplied by the Red Blood Cells (RBC) can lead to severe
brain damage and even death. The brain is ’plastic’ and flexible as it can grow billions of
neurons as a result of one’s learning experiences.

The mind is the function of the brain. It is one’s cognition and mental process that
gives meaning to the stimuli from the external environment. The mind is an abstraction
that has the abilities and characteristics measured through tests.

Exterior Parts of the Brain

1. Frontal lobe is involved in planning and thinking. It is the rational and executive
control center of the brain, which plays an important role in monitoring higher-order
thinking, directing problem solving, and regulating the excesses of the emotional system.
2. Temporal lobes are found above the ears. They deal with sound, music, face, and
object recognition, and some parts of long-term memory. The speech center is located at
the left temporal lobe.
3. Occipital lobes, which functions for visual processing.

4. Parietal lobes are involved mainly with spatial orientation, calculation, and certain
types of recognition.
5. Motor cortex is the part of your brain that controls your body movement; it also works
with the cerebellum to coordinate the learning of motor skills.
6. Somatosensory cortex processes the signals of touch, which are received from other
parts of the body.

Some Interior Parts of the Brain

Brain Stem resembles the entire brain of reptile; hence, it is sometimes referred
to as the reptilian brain. It consists of the midbrain, pons, and medulla oblongata. Your

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
vital body functions such as heartbeat, respiration, body temperature, and digestion, are
monitored and controlled by your brain stem. Also, the reticular activating system (RAS)
is located in the brain stem, and it is responsible for your brain’s alertness.

Limbic system, which located above your brain stem and below the cerebrum
composed of the structures that have different functions such as generation of emotion
and processing emotional memories.

The four parts of limbic system are the following:

1. Thalamus is involved in many cognitive activities, including memory.

2. Hypothalamus is in charge in monitoring the internal systems to maintain homeostasis
or the normal state of the body. It moderates different body functions, which include
sleep, body temperature, and food intake, by controlling the release of some hormones.
3. Hippocampus does an important role in consolidating learning and converts
information to the long term storage regions. This is capable of neurogenesis, which is
the production of new neurons.
4. Amygdala which is known to take part in emotions, especially fear. It encodes
emotions whenever a memory is kept in long-term storage.

Cerebrum is the largest brain structure, representing nearly 80 percent of the

brain by weight (Sousa, 2011). This is divided into two halves, called the cerebral
hemispheres, by sulcus that goes from front to back. The two hemispheres are connected
by the corpus callosum, which is made up of more than 200 million fibers that function as
the bridge by which the hemispheres communicate with each other and coordinate
activities.

Cerebellum, located below the rear part of the cerebrum and right behind the
brain stem which accounts for 11 percent of the weight of your brain. It coordinates
movement and monitors impulses from nerve endings in the muscles.

Neurons, these are nerve cells that are the functioning core for the brain and the
entire nervous system. The process of forming neurons called neurogenesis. Each neuron
consists of nucleus, as well as the neuron’s cell body, dendrites, and axons. The
dendrites receive electrical impulses from the other neurons and transmit the message to
another neuron through the long fiber, called axon, by an electrochemical process. The
axon is surrounded by a layer called the myelin sheath, which insulates it from other cells
and increases the speed of impulse transmission.

Brain Lateralization

Brain Lateralization is a complex and ongoing process by which differing regions

of the brain “take over” the functioning of specific behaviors and cognitive skills.

 logical  Intuitive or uses

 pays attention to feelings
details  Looks at the bigger
 prioritizes safety picture
# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas
 thinks of strategies  Risk taker
 language and words  Thinks of possibilities
 good with patterns
 Senior High School Department
Personal Development

APPLICATION of LEARNING

Directions: Give the functions of the external and internal parts of the brain.

External Parts of the Brain Internal Parts of the Brain

Frontal lobe Brain stem

Temporal lobe Limbic system

Occipital lobe Thalamus

Parietal lobe Hypothalamus

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Motor cortex Cerebellum

Somatosensory cortex Cerebrum

TASK TO DO

Performance task: I’m the map!

Create a plan about “SELF” that shows the dominant thinking styles of left and right
parts of the brain through mind-mapping.

SELF

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

H D E T H M I N D T R X H
K E N O J B N N H R C N E
N Z M L F O A A T O E U L
G Y O I R D L I R U R I S
B C R U S X V U E P E I T
R T E D Y P P G A H B G H
A N V A A J H T I R R L A
I S C E R E B E L L U M L
N S R B A N M X R D M W A
C O G N I T I O N E J Q M
I Q S U A L V C G F G T U
S U P M A C O P P I H K S
E C N E G I L L E T N I Y

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Lesson 7: Mental Health and Well-being

in Middle and Late adolescence
Learning Outcomes (Objectives)

 Identify the different prevention of mental health in the Middle and Late
adolescence
 Explain the different mental disorder disorders.
 Create a slogan about the importance of mental health to daily living.

STARTER ACTIVITY

Activity: Jumbled! Rambled!

The class will be divided into four (4) groups. Each group will be given two
jumbled letters that they have to arrange to form a word.

ACTIVITY ANALYSIS

 What are the words that formed in the given letters?

 Are you familiar with these disorders?

ABSTRACTION and DISCUSSION

You are psychologically healthy if you are free from mental or emotional
disorders. Your inability to positively cope with such changes, demands, or expectations
may affect your psychological well-being and even cause mental health problems.

Hales (2001) stated that mental health is the capacity to think rationally and
logically to cope with life’s transitions, stress, trauma and loses in a way that allows
stability and growth.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Well-being is

dimensions as well as health-related behaviors. The Ryff Scales of Psychological Well-

Being is a theoretically grounded instrument that specifically focuses on measuring
multiple facets of psychological well-being.

The following are example statements from each of the areas of well-being measured by
the Ryff inventory:

 Autonomy
I have confidence in my opinions, even if they are contrary to the general consensus.
 Environmental Mastery
In general, I feel I am in charge of the situation in which I live.
 Personal Growth
I think it is important to have new experiences that challenge how you think about
yourself and the world.
 Positive Relations with Others
People would describe me as a giving person, willing to share my time with others.
 Purpose in Life
Some people wander aimlessly through life, but I am not one of them.
 Self-Acceptance
I like most aspects of my personality

There are different types of mental disorders specified by the Diagnostic and
Statistical Manual of Mental Disorders (DSM). This may include eating disorders,
personality disorders, anxiety disorders, and depressive disorders.
Eating Disorder

These are characterized by persistent disturbance of eating that result in altered

consumption or absorption of food and significantly impair physical health or
psychosocial functioning (DSM, 2013). Also, a study conducted by Mond, et, al. (2011)
showed that one aspect contributing to depression among overweight adolescents is
caused by their dissatisfaction in their bodies.

• Anorexia nervosa, adolescents who experience intense fear of gaining weight, disturbed
body image, refusal to maintain normal body weight, and dangerous measures to lose
weight.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
• Bulimia nervosa involves overeating, and it is followed by efforts to induce vomiting,
fasting, and excessive exercise.
• Binge-eating disorder involves an overindulgence of food, but it is not followed by
efforts to induce vomiting, fasting, and excessive exercise.

Anxiety Disorders

It includes phobic disorder, panic disorder, and obsessive-compulsive disorder.

• Phobic anxiety is accompanied by physical symptoms such as trembling and

palpitations (Rapee and Barlow, 2001).
• Panic attacks are characterized by an abrupt surge of intense fear or discomfort (DSM
5, 2013).
• Obsessive-compulsive disorder is manifested when one experiences persistent,
uncontrollable intrusions of unwanted thoughts and urges to engage in senseless rituals
(Weiten et, al., 2009).

Major Depressive Disorder

These are characterized by hopelessness, lack of energy in their usual activities,

crying for unexplained reasons, and low self-esteem. The Diagnostic and statistical
Manual of Mental Disorders IV (2013) stated that if five or more of the following
symptoms have been present during the same two-week period, an individual may be
diagnosed with major depressive disorder. The following are the diagnostic criteria:

1. Depressed mood most of the day.

2. Diminished interest in all or almost all of the activities of the day.
3. Significant weight loss or weight gain.
4. Insomnia or hypersomia.
5. Psychomotor agitation or retardation

6. Fatigue or loss of energy nearly every day.

7. Feelings of worthlessness or excessive and inappropriate guilt.
8. Diminished ability to think or concentrate.
9. Recurrent thoughts of death, suicide ideation, or suicide attempt.

Bipolar Disorder

Formerly called manic-depressive disorder. Individuals with bipolar disorder are

observed with very high levels of energy, exaggerated plans, and very optimistic views.
They are said to be hyperactive and may even work without sleeping for days. More so,
they tend talk very fast and have overflowing ideas in their minds.

Conduct Disorder

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
It is characterized by repeated pattern of behaviors in which the basic rights of
others are violated. Persons with this disorder are even violating policies, rules, and
regulations. Juvenile delinquency refers to any illegal act by a minor, and it emphasizes
the criminal as well as the legal aspects of the behavior (Dacey and Kenny, 1997).

Personality Disorder

According to DSM 5, a personality disorder is an enduring pattern of inner

experience and behavior that deviates markedly from the expectations of the individual’s
culture, is pervasive and inflexible, has an onset in adolescence or early adulthood, is
stable over time, and leads to distress or impairment. DSM 5 classified and defined
personality disorders into the following categories:

1. Paranoid personality disorder. Individuals with this type of disorder usually

demonstrate a pattern of distrust and suspiciousness on the motives of the people around
them.
2. Antisocial personality disorder. This is manifested by the individual’s disregard or
violation of the rights of others.
3. Histrionic personality disorder. This disorder is manifested by individuals who show
excessive emotionality and attention-seeking behaviors.
4. Narcissistic personality disorder. Individuals with this type of disorder exhibit a
pattern of grandiosity.
5. Avoidant personality disorder. This disorder is evident when individuals show a
pattern of social inhibition, feelings of inadequacy, and hypersensitivity to negative
evaluation.
6. Obsessive-compulsive personality disorder. This disorder is manifested by a pattern of
preoccupation with orderliness, perfectionism, and control.

Schizophrenia and Other Psychotic Disorders

This means “split mind” (Comer, 2013). According to DSM 5, schizophrenia and
psychotic disorders are defined by abnormalities in one or more of the following:
delusions, hallucinations, disorganized thinking, and abnormal motor behavior.
Adolescents who experience this type of disorder experience loss of contact with reality,
or the so-called psychosis.

Substance-related Disorders

Drug is a substance such as alcohol, caffeine, marijuana, and tobacco, whose

chemical action alters the biological and psychological functioning of the person. The
American Psychiatric Association or APA (2000) states that maladaptive patterns of
behavior such as drug dependency or addiction and drug abuse may be developed if
individuals regularly take any of those substances.

Computer Addiction

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

It is characterized by an excessive use of the computer or the Internet. Computer

addicts find it difficult to control or regulate themselves in using the Internet or the
computer; their addiction already interferes with their usual daily activities.

Prevention of Mental Health

Enhancing Self esteem

Self esteem can be enhanced through several ways:

 Identify the real causes of having low or unrealistic high self-esteem.

 Seek social and emotional support.

 Invest on your talents.

 Finally, use positive coping strategies when you experience problems.

Enhancing Resilience

Resilience is your capacity to recover from an unpleasant experience. Here are

some techniques to enhance resilience:

 Establish connections
 Accept the reality that nothing is permanent in this world.
 Love and take care of yourself.

 Be more optimistic.
 Strengthen your problem-solving activities.

Developing Self-regulation

Self-regulation is your capacity to control and monitor your own behavior. It

involves setting goals and standards and delaying gratification of needs.
Becoming Mentally Healthy

Maintaining a positive and good mental health may involve the following:

1. Be aware of ways to cope.

2. Connect with others and express yourself.
3. Be physically active.
4. Ask for Professional Health if Needed.
5. Be positive despite of Odds.
6. Rest and sleep.
7. Be benevolent.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

APPLICATION of LEARNING

1. Explain the following terms in your own words.

a. Eating disorder

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Anxiety disorder

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

c. Bipolar disorder

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

d. Conduct disorder

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

e. Personality disorder

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

f. Schizophrenia

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

g. Substance-related disorder

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

h. Computer Addiction

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are your own ways of preventing mental disorders? Give at least three (3).

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK TO DO

Performance task: My motto!

Create a slogan about the importance of mental health to daily living. Put design
to make it more presentable.

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Lesson 8: Emotional Intelligence

Learning Outcomes (Objectives)

•Identify the varied emotions and its effect.

•Recognize ways to communicate and manage emotions in a healthy
manner.
•Perform a role play that shows different emotions.

STARTER ACTIVITY

Activity: Emoji Reactions

The students will draw emoji reactions in every situation that the teacher will
give. They will raise their reaction and the teacher will ask some students why is their
reactions.

ACTIVITY ANALYSIS

 Do you know where your emotions came from?

 How your emotions affect the people around you?
 Is your given emotion will always be right in certain situation?

ABSTRACTION and DISCUSSION

Emotion is your reaction to any stimulus and comes from your limbic system, the
area in your brain that reacts automatically to the world around you without your rational
thought or reasoning (Hasson, 2012).

Kind of emotions that affect you:

A. Positive Emotions

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
A classification of pleasant emotion which may includes happiness, excitement,
joy, relief, triumph, and jubilation. It connotes an expression where one finds himself
smiling or laughing with a feel of ‘elation’.

B. Negative Emotions

A classification of emotion involving sadness, disgust, annoyance, anxiety, anger,

jealousy, fear, and the like it is shown through facial expression that is manifested in an
unhappy face, tears, discomfort, pain, and even psychosomatic illness.

Emotional intelligence is the capacity to understand and manage emotions.

According to Daniel Goleman, one of the proponents of emotional intelligence, this
includes the individual’s ability to motivate oneself despite frustrations, the capacity to
control impulses, and the ability to empathize with others.

Salovey identified five domains of emotional intelligence, namely:

1. Knowing one’s emotions or self-awareness

Self awareness brings with it the skill for self-reflection. It is about a person who
recognizes an emotion being felt, and is able to verbalize it.

2. Managing emotions
There are steps in managing emotions which are the following:
• Notice and be aware of your emotions
• Identify and name what you feel
• Owning and accepting what you feel
• Discerning what you feel
• Taking the necessary actions

3. Motivating oneself

Hope is the element present when one is fighting some overwhelming anxiety, a
defeatist attitude, or depression. Goleman points out that optimism is a great motivator,
and like hope, it provides a person with expectations that things will turn out better or
right, when faced adversity.

4. Recognizing emotions in others

If we recognize our own emotions and how these affect us, then it will be easier to
recognize other people’s emotions. Empathy is important in maintaining relationships as
this also taps on the caring capacity of people.

5. Handling relationships

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
Howard Gardner, the proponent of multiple intelligences, and his colleague,
Thomas Hatch, came up with four components of social intelligence. These are:

• Organizing groups
• Negotiating solutions
• Personal connection
• Social analysis

APPLICATION of LEARNING

1. What are different emotions that affect you? Please cite experiences.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________

2. Based on your experience, what usually triggers your negative emotions?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK TO DO

Performance task: Pick!Pak! Act!

The class will be divided into five (5) groups. Each group will pick a piece of
paper from the teacher. These papers have different emotions written on it. Then, the
students will think any situations that are related to the emotions assigned to their groups.

References:

o DepEd & OBE Compliant; Personal Development: Theory &

Practice K to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Chapter III
Content:
 Personal Relationships
 Social Relationships in Middle and Late Adolescence
 Family Structures and Legacies

Learning Competencies: (As given in the Curriculum Gide of K to 12 Phil.)

At the end of the chapter learners as expected to...

A. Personal Relationships
 discuss an understanding of teen-age relationships, including the
acceptable and unacceptable expressions of attractions
 express his/her ways of showing attraction, love, and commitment
 identify ways to become responsible in a relationship

B. Social Relationships in Middle and Late Adolescence

 distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership
 compare one’s perception of himself/herself and how others see him/her
 conduct a mini-survey on Filipino relationships (family, school, and
community)

C. Family Structures and Legacies

 appraise one’s family structure and the type of care he/she gives and
receives, which may help in understanding himself/herself better
 make a genogram and trace certain physical, personality, or behavioral
attributes through generations
 prepare a plan on how to make the family members firmer and gentler
with each other

Lesson 9: Personal Relationships

Learning Outcomes (Objectives)

 Distinguish the nature and significance of personal relationships

 Identify ways on how to become responsible in a relationship.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 Perform a role play about different situations in relationships.

STARTER ACTIVITY

Activity: Where is my Match?

The class will be divided into two groups. Each group will be given pictures.
They will be given 10 seconds to raise what picture they had pick. Each student from the
first group will find their partner from the second group. Make sure that the second group
will not tell what picture is in their hands. The pairs that found each others’ partner will
be the winners.

ACTIVITY ANALYSIS

 What kind of relationship you have right now?

 Are you happy with your relationship with your friends? Family? Or with
someone?
 How do you express your feelings with your loved ones?

ABSTRACTION and DISCUSSION

Adolescence is a time of dramatic changes. With adolescence come puberty,

expanded cognitive abilities, a new sense of self and identity, and often new and
increased expectations at school or work. Relationships with parents and peers change
too. As they mature, adolescents’ social skills are called upon to form and maintain
relationships. Fortunately, with these relationships, especially those of high quality, come
beneficial outcomes, such as psychological health, improved academic performance and
success in relationships as adults. Conversely, the absence of such quality relationships is
associated with negative outcomes, such as delinquency and psychological problems.

Friendship

Friendship is a form of relationship between two or more people. It is during adolescence

that you make time for friends and even hang out with them. Parker and Asher (1993)
identified three types of friendship during this stage. These are the following:

 Acquaintances, which are a type of friendship whom you join only once in a
while or occasionally such as fellow members of school organizations.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 Companions, which type of friendship where you share same interests through
regular interactions, such as team mates in volleyball team.
 Intimates or best friends, which are a type of friendship where you give and
receive opinions and support.

Arthur (1999) describes two types of peer groups. These are the following:

 Clique, usually composed of smaller members (4-6 members) and exclusive to

peers who share the same interests.
 Crowd, on the other hand, a larger peer group, composed of 10-20 members and
they share similar social activities.

In a study of Furman (1999), it was found out that among girls, having friends as
a source of social support is more common, compared with the boys. Girls are more
expressive than boys and usually show their intimacy by talking personal matters; boys,
on the other hand, show their intimacy in nonverbal ways (Newcomb, Bukowski, and
Bagwell, 1999). Thus, boys tend to get together for certain events or to compete, whereas
girls tend to get together to have bonding moments through emotional sharing where they
talk about their crushes, their happy moments, their frustrations, and even their demands.
Girls tend to easily trust others; Berndt (1994) said that they are more intimate and
emotionally attached to others. They are easily affected by threats or relationship
problems and are more sensitive to rejection issues.

Attraction and Romantic Relationship

Another type of personal relationships is called romantic relationship. As you

become more capable of forming intimate relationships during adolescence, the
emergence of romantic relationships may occur after you have experienced emotional
closeness with members of the opposite sex. Attraction or being attracted to someone is
just normal for your age. At times, you call the object of this attraction as your “crush.”

Being attracted to someone is different from attraction, although loving another

person begins with liking or being attracted. People engaged in romantic relationships
experience a special type of feeling called love. According to Fisher, there are three
stages of falling in love:

1. Lust- is driven by the sex hormones, testosterone, and estrogen. These hormones affect
both sexes.

2. Attraction- is described as the lovestruck phase, which involves neurotransmitters in

the brain such as dopamine, neropinephrine, and serotonin. This is the stage when a
person loses sleep and appetite over someone, and swoons while daydreaming of this
special person.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
3. Attachment- when the couple in love decides to continue with the relationship, they
enter the attachment stage where long-lasting commitments are exchanged, and may lead
to raising a family.

Fisher concluded that since loving has a genetic basis, this is a natural drive that is
as powerful as hunger. Love is a choice. You express your love for another person not
because you are forced to do so, but because you have decided to share yourself with
another person. Love also involves trust and commitment. As a form of commitment,
love entails being loyal to your partner; you are there to support and care for him/her
during good and bad times.

Ways to Become responsible in a Relationship

1. Clarify your boundaries

2. Learn to communicate
3. Invest in an “emotional bank account”
4. Learn to forgive others
5. Consult professionals

APPLICATION of LEARNING

1. What is the significance of having personal relationship?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are your own ways to become responsible in any kind of relationship?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What is your definition of love? How do you express it to someone?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
______________________________________________________________________
__

TASK TO DO

Performance task: Pick!Pak! Act!

The class will be divided into three groups. Each group will perform a role play
that shows different relationships (Friendship, Romantic relationship, and family
relationship). You will be given 10 minutes preparation

References:

o DepEd & OBE Compliant; Personal Development: Theory &

Practice K to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

Lesson 10: Social Relationships in Middle

and Late Adolescence
Learning Outcomes (Objectives)

 Explain the concepts about social influence, group leadership, and followership.
 Identify the different roles of leaders and followers in society.
 Conduct a mini survey on Filipino relationships (family, school, and community)

STARTER ACTIVITY

Activity: Case Analysis!

Mary Ann, the eldest in a brood of 6, is a 16 year old high school dropout. She
often would be found loitering around the streets with her gang (a clique) even during

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
midnight. She even learned to smoke and drink alcoholic substance as an influence of
her valued peers. Her parents would call her a very irresponsible child and useless as
well. She took this so negatively and decided to spend more time with her peers. She
even had a tattoo of their gang name of her arms. People in the neighborhood consider
their gang as a band of lawless juveniles.

ACTIVITY ANALYSIS

 What is the dilemma of Mary Ann?

 Why are her parents against her gang?
 Why does Mary Ann opt to have such peers?
 Why are there some adolescents like Mary Ann?

ABSTRACTION and DISCUSSION

Social relationships tend us to be less intimate, with lesser self-disclosure

involved, but may still be exclusive, and may demand certain levels of loyalty as in
fraternities or religious organizations, and to a lesser extent, loosely knitted social clubs
like practitioners of certain specialized professions.
Middle and late adolescents usually find themselves in the company of their
peers, usually from the school or the neighborhood. They mature faster socially, and new
affirm their self-identity, increase their self-esteem, and develop their capacity to nurture
relationships.
According to Rashotte, social influence is defined as things such as behavior,
attitude, concepts, ideas, communications, wealth, and other resources that bring about
changes in the beliefs, attitudes, and/or behavior of persons as a result of the action/s of
another person.

Varieties or Types of social Influence

Herbert Kelman, a Harvard psychologist, suggested that there are three varieties of social
influence, namely:

1. Compliance- is when a person seems to agree, and follows what is requested or

required of him/her to do or believe in, but does not necessarily have to really believe to
it;
2. Identification- is when a person is influenced by someone he/she looks up to, like a
movie star, social celebrity, or superhero; and
3. Internalization- is when a person is able to own a certain belief, and is willing to make
it known publicly and privately.

Leadership

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Leadership is the ability of a person in position of authority to influence others to behave

in such a manner that goals are achieved (Barnard, 1938). Then, Hogg and Vaughan
(2011) cited the three leadership styles that Lippit and White had observed in their classic
study:

1. Autocratic Leadership. This leadership style centralizes in authority. This leader

derives power from the position, controls rewards, and uses coercion to make his/her
group members follow.
2. Democratic Leadership. This type of leader delegates authority to others, asks for
suggestions, and discuss plans with members. He/she depends on the respect of his/her
members for influence.
3. Laissez-faire Leadership. This leader leaves the group to its own capacity to finish its
tasks. He/she intervenes minimally.

Judge et al. (2002) found in their study the big five personality dimensions. These are the
traits that a leader should have. (1) extraversion/surgency, (2) agreeableness, (3)
conscientiousness, (4) emotional stability, (5) intellect/openness to experience.

Followership

The qualities of that are desirable in a leader are the same qualities that are sought
after in a follower. According to Chaleff (1997), a desired follower shows initiative, self-
reliance, and commitment, as well as an enthusiastic support to the leader. The follower
is responsible in speaking up when the leader does something wrong.
The following are some of the things expected from an effective follower (Bossidy, 2007)

1. A make-it-happen attitude.
2. A willingness to collaborate.
3. The passion to drive your own growth.

APPLICATION of LEARNING

1. What kind of influence would you like to have on others?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. If you would be a leader, what kind of leader you would be?

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. If you are a leader, what do you want o do for your organzaion?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK TO DO

Performance task: Survey!

Conduct a mini survey on Filipino relationships (family, school, and community)

using your own format. Identify how Filipino understand leadership and followership,
social influence, and social relationship.

References:

o DepEd & OBE Compliant; Personal Development: Theory &

Practice K to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

Lesson 11: Family Structures and Legacies

Learning Outcomes (Objectives)

 Distinguish the characteristics between the different family structures.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 Explain briefly the impact of one’s family on their personal development during
middle and late adolescence
 Create a family genogram with behavioral attributes.

STARTER ACTIVITY

Activity: May Hugot!

On a one (1) whole sheet of paper, write your hugot about the status, relationship,
or structure of your family.

ACTIVITY ANALYSIS

 What is the structure of your family?

 Give one positive characteristic of your family that you will always be proud of?

ABSTRACTION and DISCUSSION

The definition of family has changed and continues to change as lifestyle, social
norms, and standards are also shifting. The simplest definition of what family is
according to Merriam Webster Online Dictionary is “a group of individuals living under
one roof and usually under one head.”From a sociological point of view, Filipino
sociologist Belen T.G. Medina, PhD (Medina, 2001), defined family as “two or more
persons who share resources, share responsibility for decisions, share values and goals,
and have a commitment to each other over time.”

The family is our source of love and strength. It is where we first experience life
with its splendors and complexities. Families offer companionship, security, and a
measure of protection against an often uncaring world. The family provides a source of
acceptance, and nurturance. It acts as unit of economic cooperation and consumptions,
where earning family members share in the expenses of the whole family. It is where
social roles and status of its members are founded.

Family Structure

Nuclear family- it compromises the father, mother, and children.

Extended family- composed of two or more nuclear family.
Blended families- refer to couple living with at least one child from his/her previous
relationship.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
Single parent family- either the father or the mother takes good care of one or more
children, which may have resulted from the death of the partner, separation, or lack of
marriage.
Adoptive family- another family structure which a couple who wants to take good care of
a child born to others commits legally to raise and provide for the child.

Each of these family structures reflects the dynamics that influence your
development and personality. In each structure, the splendors and complexities of family
life are experienced and relating with others is first learned.

Parenting Style

Authoritative child-rearing style- parents make use of positive reinforcement and

seldom use punishment. This style can be both demanding and responsive. Parents guide
their children through tapping their feelings and capabilities. Children are allowed to
voice out their feelings and they get support from their parents (Strong and Cohen, 2014).

Authoritarian child-rearing style- it is characterized by a high level of

demandingness and may not be that responsive to their children’s needs. The primary
important for them is to maintain control. Hence, they are get irritated when they are
questioned and they may use physical force to ensure obedience (Strong and Cohen,
2014).
Permissive or indulgent child-rearing style- is manifested by parents who are
lenient and give their children freedom to do what they like. They make few demands on
their children to take household responsibilities (Strong and Cohen, 2014).

Handling Family Stressors Maintaining Healthy Family Relationships

The factors that make families resilient in the midst of adversity are the following
(Rasheed, 2011):
• A positive outlook
• Spiritual values and support groups
• Open, supportive communication
• Adaptability
• Informal social support

APPLICATION of LEARNING

1. . What parenting style did your parents have?

________________________________________________________________________
________________________________________________________________________

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__

3. What attitudes or behaviour have you picked up from your family?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK TO DO

Performance task: Family Genogram!

Create a family genogram and trace certain physical, personality, or behavioural

attributes that have been passed on through generations. Refer on your teacher for the
format of genogram.

References:

o DepEd & OBE Compliant; Personal Development: Theory &

Practice K to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

Chapter IV
Content:
 Persons and Careers
 Career Pathways
 Insights into One’s Personal Development

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Learning Competencies: (As given in the Curriculum Gide of K to 12 Phil.)

At the end of the chapter learners as expected to...

A. Persons and Careers

 explain that through understanding of the concepts of career and life goals
can help in planning his/her career
 identify the personal factors influencing career choices
 take a self-assessment tool to know his/her personality traits and other
personal factors in relation to his/her life goals

B. Career Pathways
 discuss the external factors influencing career choices that may help in
career decision making
 identify pros and cons of various career options with the guidance of
parent, teacher, or counselor
 prepare a career plan based on his/her personal goal and external factors
influencing career choices

C. Insights into One’s Personal Development

 explain the factors in personal development that may guide him/her in
making important career decisions as adolescents
 share insights that make him/her realize the importance of personal
development in making a career decision as adolescent
 construct a creative visualization of his/her personal development through
of the various stages he/she went through, stressors, influences, and
decision-making points, and a personal profile analysis

Lesson 12: Persons and Career

Learning Outcomes (Objectives)

 Identify the concepts of career and life goals, and factors influencing career
choice.
 Discuss the personal factors influencing career choices.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 Be inspired to have career based on your personality traits.
 Perform a modeling based on the career and personality traits.

STARTER ACTIVITY

Activity: May Hugot!

Draw a symbol that will represent what profession or career do you want to
pursue. This is an individual activity which will identify the students’ dream.

ACTIVITY ANALYSIS

 From the previous activity, the students will explain and share their works in the
class. Then, the teacher will meet the center of discussion which is about career
and life goals.

ABSTRACTION and DISCUSSION

Career development
for work are formed.

There are four categories of career development theories:

1. Trait factor- skills, values, interests, and personality characteristics are analyzed and
matched with job factors or an occupational profile.
2. Psychological- developed by John Holland. This is an offshoot of Parson’s Trait factor
theory where Holland identified six personality categories. People in search of their
career path are often confused because they mix their dominant type with their other
preferences.
3. Decision- this theory is based on Bandura’s theory of self-efficacy, which means that a
person may exercise control over his/her thoughts, beliefs, and actions, and that self-
efficacy is the predictor of behavior.
4. Developmental or the Life-Span or Life Space Theory- proposed by Donald Super who
based the theory on the idea that humans are always in constant change and go through
life learning and doing new things while changing roles in the process.

Personality Traits Influencing Career Choices

Personality

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
This may include your traits or characteristics. Your personality affects the way
you do your work. There are careers that require certain personality traits.

Values
These are the principles or standards that guide you in making choices and
decisions in life.

Interests
Interests or preferences are activities that you enjoy doing. These may include you
likes/dislikes, or the things that motivate you.

Skills
This includes your abilities that have been developed through training or formal
education. Skills are what you are good at. These may group to two. Technical skills
which include your knowledge of theories and your capabilities to put into practice the
theories that you learned in the class. Soft skills or functional skills are proficiencies that
enable you to stand out with employers when you apply for work or change your career.
These skills include the following: Communication skills, teamwork, organization,
problem-solving, and writing.

Attitudes
These are also essential factors in career development success. Attitudes have
three components: cognition, your beliefs of perceptions; affects, how you feel about
certain situations; and behavior, actions caused by the way you think and how you feel.

Personality Traits and Career Options

Holland (Niles and Harris-Bowlsby, 2009) described these six personality types.

Realistic Type
People with these personality types enjoy activities where they can create and
manipulate things by using their hands.

Investigative Type
People with this personality type prefer occupations that focus on scientific
endeavors.

Artistic Type
People with this personality type usually prefer activities that are free,
unsystematic, and creative.

Social Type
People with this personality type prefer activities that will help others to develop
and be enlightened.

Enterprising Type

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
People with this personality type prefer activities that influence or convince
others to achieve organization and economic growth.

Conventional Type
People with this personality type prefer activities that are structured and orderly.

APPLICATION of LEARNING

1. What are your career goals?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are your personality and skills?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What activities do you find interesting?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What are the personal factors influencing career choices? Explain each.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

TASK TO DO

Performance task: Modelling!

From the six (6) personality types, the teacher will group the class into six. Each
group will perform modeling based on the personality types that will be assigned in your
group. Make sure to provide costumes and props.

References:

o Diwa Senior High School Series Personal Development

o Personal Development, Rex Edition
o www.pacareerstandards.com
o http://www.ccdf.ca/ccdf/NwCoach/english/ccoache/e4a_bp_theory.htm

Lesson 13: Career Pathways

Learning Outcomes (Objectives)

 Differentiate job from a career.

 Discuss the external factors influencing career choices.
 Create a career plan based on personal goal.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

STARTER ACTIVITY

Activity: Professionals!

The teacher will present pictures of different career and the students will tell the
work/job of the given profession.

ACTIVITY ANALYSIS

 The students will now differentiate career from job. Then the teacher will discuss
the career pathways and the external factors influencing choice of career.

ABSTRACTION and DISCUSSION

Job versus Career

Job includes all the activities or tasks that people do whether they are paid or not.
It may include the job description or specific duties and responsibilities that a person
should do in the organization.
Career, on the other hand, is a life-long vocation that is planned and follows a
logical progression of jobs within the chosen profession. Sta. Maria (2000) claimed that a
career is a profession that individuals pursue in their lifetime, even though it may change.

External Factors Influencing Choices of Career

Family
Your choice of career is sometimes influenced by your parents. Your parents have
some idea of what course you should take up in college. If you admire them because of
what they do, you may be influenced to pursue the same. Also, parents may favor certain
careers for their children.

Peer Pressure
Many adolescents are fearful of what college life will be like. They may also
influence your choice of career. In study conducted by Hezlina and Embong (2015), it
was found out that there is a strong impact on the influence of peers on the career choice
or preference of teenagers.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Financial Constraints
This is usually a major consideration among families especially if your siblings
are already in college, or about to enter college soon like yourself. Some families who
have average incomes find it difficult to support college courses offered by private
institutions or universities with high tuition fees.

Mass media
Television and movie personalities may even influence you choice of career. For
example, you may be influenced to take a psychology course because you favorite
actor/actress portraying the role of a admirable guidance counselor.

Career pathways are small groups of occupations within a career cluster.

Occupations within a pathway share common skills, knowledge, and interests. Here are
the career pathways which offer opportunities after earning a certain degree or certificate:

Agriculture, Food, and Natural 7. Business, Management, and

resources Administration
8. Administrative Support
1. Agribusiness Systems 9. Business Information Management
2. Animal Systems 10. General Management
3. Environmental Service Systems 11. Human Resources Management
4. Food Products and Processing 12. Operations Management
Systems
5. Natural Resources Systems Education and Training
6. Plant Systems
7. Power, Structural and Technical 1. Administration and Administrative
Systems Support
2. Professional Support Services
Architecture and Construction Teaching and Training

1. Construction Government and Public

2. Design and Pre-Construction Administration
3. Maintenance and Operations
1. Foreign Service
Arts, Audio/Video Technology, and 2. Governance
Communications 3. National Security
4. Planning
1. Audio and Video Technology and 5. Public Management and
Film Administration
2. Journalism and Broadcasting 6. Regulation
7. Revenue and Taxation
3. Performing Arts
4. Printing Technology Heath Sciences
5. Telecommunications
6. Visual Arts

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
1. Biotechnology Research and Law, Public Safety, Corrections,
Development and Security
2. Diagnostic Services
3. Health Information 1. Correction Services
4. Support Services 2. Emergency and Fire Management
5. Therapeutic Services Services
3. Law Enforcement Services
Hospitality and Tourism 4. Legal Services
5. Security and Protective Services
1. Lodging
2. Recreation, Amusements and Manufacturing
Attractions
3. Restaurants, and Food and Beverage 1. Health, Safety and Environmental
Services Assurance
4. Travel and Tourism 2. Logistics and Inventory Control
3. Maintenance, Installation and Repair
Human Services

1. Consumer Services 4. Manufacturing Production Process

2. Counseling and Mental Health Development
Services 5. Production
6. Quality Assurance
7. Marketing
3. Early Childhood Development and 8. Marketing Communications
Services 9. Marketing Management
4. Family and Community Services 10. Market Research
5. Personal Care Services
11. Merchandising
Information Technology 12. Professional Sales

1. Information Support and Services Science, Technology, Engineering, and

2. Network Systems Mathematics
3. Programming and Software
Development 1. Engineering and Technology
4. Web and Digital Communication 2. Science and Mathematics

Transportation, Distribution, and Logistics

1. Facility and Mobile Equipment Maintenance

2. Health, Safety and Environmental Management
3. Logistics Planning and Management Services
4. Sales and Services
5. Transportation Operations
6. Transportation Systems/Infrastructure Planning, Management and Regulation
7. Warehousing and Distribution Center Operations

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Finance

1. Accounting
2. Banking Services
3. Business Finance
4. Insurance
5. Securities and Investments

Career Paths

Career paths involve the series of positions that an employee in the organization
has held (Sta. Maria, 2000). There are four types of career paths (Sta. Maria, 2000).
These are the following:
1. Steady State is characterized by fixed improvement in knowledge and skills.
2. Linear path involves an upward movement where an increase in responsibility
and authority at work is observed.
3. Transitory path involves continuous movement in a career, and jobs are usually
short term.
4. Spiral path involves regular changes in one’s job, usually in a span of five to
seven years.

Another career movement is called laddered career path, which usually

traditional, from singular path moving upward. Then, the latticed career path has

been introduce, which aims to build connections between the employer and the employee,
as well as instill loyalty among individuals.

Steps in Creating a Career Plan

The following steps according to Sta. Maria (2000) may help you plan your own career.

1. Assessment. The first step in creating a career plan is to become more aware of
yourself.
2. Explore career opportunities. After evaluating yourself, you now consider different
work environments where you can apply your knowledge.
3. Arrow down your list of career choices or options. After having identified the possible
career options that match your interests, values, skills and personality traits, you need to
identify the top three possible careers that you find interesting.
4. Decide or choose the best option. At this stage, you need to identify which among the
top three choices you will pursue.
5. Set your career goals and implement your plans. This stage requires you to identify
your purpose or the goals that you want to achieve in life.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

APPLICATION of LEARNING

1. What is the difference between job and career?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the external factors influencing career choices?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What career do you want to pursue? Is it fit in your personality and interests?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. How do you see yourself in that job?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK TO DO

Performance task: My Career!

Make a career plan after knowing your personality, skills, attitude, behaviour, and
interests. Set your personal goal and share it in your class.

Career Plan
# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas
 Senior High School Department
Personal Development

References:

o DepEd & OBE Compliant; Personal Development: Theory &

Practice K to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o Personal Development, Rex Edition

Lesson 14: Insights into One’s Personal

Development
Learning Outcomes (Objectives)

 Explain the different factors affecting personality development.

 Identify the steps to attain career goals.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 Make your own resume.

STARTER ACTIVITY

Activity: Case Analysis!

Gian , has just earned his diploma in Information Technology. But he thinks that
he is not equipped yet with the facility of preparing for the ‘world of work’. He does not
have the slightest idea as to how to look for a vacancy, prepare for the interview as well
as what to bring to complete the process.

Does this mean that Gian will have a slim chance of being hired?

ACTIVITY ANALYSIS

 What is bothering Gian?

 What does he need to do about this?

 Is there a chance by which he can be hired? How?

 Should an individual be trained to apply for a job even before graduation? Why?

ABSTRACTION and DISCUSSION

Factors Affecting Personality Development

 Communication Skills
These include both verbal and non-verbal, have been repeatedly cited by the
People Management Association (PMAP) as one of the best assets that an employee
should possess. Enhancing your communication skills will greatly prepare you for the
world of work, as you will be judged by the impression you give when you communicate.
Verbal skills include your speaking skills in having one-on-one conversations and
public speaking, presenting, and talking over the phone.

Speaking Skills
Speaking is a powerful mechanism to influence others. It is a tool to let your
audience know your thoughts and feelings. There are factors to consider in choosing the
right words and the right manner of speaking these words include the following:
 Rate- how fast or slow you speak;
 Pitch- how high and low your voice;

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
 Tone- how positive or nice you sound
 Articulation- how clear your words are.

Conversation Skills.
To be a good conversationalist, you need to give your total attention to the person
you are dealing with so that you can remember his/her interests. This does not mean that
a good conversationalist does the most of the talking; rather, to be a good effective
conversationalist, you must oftentimes do most of the listening.

Writing Skills.
Knowing how to write effectively gives you a competitive edge when applying
for a job because you can compose clear and accurate letters or resumes.

Listening Skills
The importance of listening cannot be overvalued and should be overlooked.
Listening is giving your full attention to the person you are talking to and your
willingness to understand what is being said. There are two kinds of listening, which are
the following:
 Passive listening- hearing what someone is saying without understand the
meaning.
 Active listening- always beneficial because it makes you communicate more
effectively.

Body Language
It includes facial expression, poise, posture, and mannerisms, which are a form of
nonverbal communication.

 Time and Stress Management Skills

When you are able of managing your time, you are able to reduce stress and stay
focused and think clearly. You maintain work-life balance and demonstrate a high sense
of responsibility, which results in increased productivity.

 Personal Care and Personal Appearance

Your appearance plays a critical role in applying for a job as well as giving a positive
impression in the workplace. A professional appearance is an image depicting confidence
and reliability.

 Personal Finances
Knowing how to manage your personal finances determines your priorities, values, and
motivation to realize your goals. Budgeting is important to manage your personal
finances.

Career Preparations

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
Getting a job is not as simple as one, two, three…undergoing the rudiments of
applying, taking the exams, being interviewed etc. requires not only patience but a lot of
preparation whether intellectually, physically and emotionally.

Preparing for the application process itself demands knowledge in working on the
best resume or curriculum vitae; sending out or bringing your resume personally;
preparing for the battery of tests as well as for the interview before finally knowing if you
are hired or not.

Before one decides to splurge into the world of work preparations should be
considered as imperative. Following are the suggested steps to ensure attainment of
career goals (Bloch 2002).

a. Obtain Career Information

Start searching for feasible work opportunities that will be aligned to your innate
abilities, knowledge and skills. This can be done by searching on-line, checking on
employment ads and checking with some friends or acquaintances.

b. Prepare a Resume

A resume is a summary of statement that describes your assets, experiences,

education and potential in a way that will maximize the possibility of being hired for a
particular job.

Types of Resume

1. Functional

This type of resume highlights one’s abilities rather than the chronology of one’s
career. This type of resume is useful for those who have frequently changed jobs; have
stopped working and decided to return; for those who wanted to have a change in career.

2. Chronological

The chronological resume seems to be the most popular format used. This type of
resume usually contains an objective and/or career summary statement and a
chronological listing (from most recent to past) of all your employers along with related
accomplishments. Educational information is included along with certifications and
special skills. (Matuson, 2016)

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

3, Combination or Hybrid Resume

Combination resumes are designed for job seekers who already have quite a bit of
experience under their belts. Like functional resumes, a combination style heavily
focuses on the applicant’s skills and abilities right from get-go. For those applying for a
position that requires a lot of technical skills and expertise, using a combination format is
the best way to showcase these abilities to the hiring manager.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

Do’s and Don’t’s During Job Interviews (Susan, 2004)

The DO’s

Gather all necessary and important information when you are invited to the interview:

When you accept the invitation to the interview, DO be sure you know the name of the
company, and request the names and job titles of each of the people who will be
interviewing you (if they’re not offered). You’ll want to research the interviewers on
LinkedIn. Displaying a little bit of knowledge about an interviewer’s professional
background can go a long way toward making a great impression.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
DO know the type of job interview you will encounter. Ask, if the information is not
volunteered by the person setting up the interview. (See Types of Interviews for Job-
Seekers.)
DO ask how long the interview(s) is/are expected to take so you can know how it will
impact the rest of your day.
DO ask for the street address of the interview location (and, if appropriate, the floor of a
building, and/or office number). Also, inquire about parking and/or public transportation,
if appropriate.

Prep for the interview well ahead of time:

If you have a few days before the interview, DO take a practice run to the interview
location, preferably at the same time you would be traveling on the day of the actual
interview.
Be sure you know exactly where the employer’s location is and how long it takes to get
there, where to park your car or get off public transportation, etc.
DO demonstrate your interest in the job—and protect yourself—by doing research on the
employer, their products and/or services, their competitors, their reputation, and their
financial status (you don’t want to be the last person hired before the layoffs begin).
Search LinkedIn, and search Google (using the News filter) to discover as much as you
can about the organization, its management, and even their competitors. (See our Guide
to Researching Companies.)
DO prepare to ask intelligent questions about the job, the employer, or the industry.
Having no questions to ask shows a lack of interest and/or preparation. Both are
interview killers!
DO practice answering the most common job interview questions, with a focus on
answers customized for this employer and this job. Keep in mind that the employer is
most interested in how hiring you will benefit them. (See our Job Interview Question
Collections for Job-Seekers.)
DO dress the part—for the job, the company, and the industry—and err on the side of
caution if you’re unsure of how to dress (i.e., dress more formally than casually). If
you’re not sure what to wear, consider reading our article When Job-Hunting: Dress for
Success.

Make a great impresssion at the interview:

DO plan to arrive about 10 to 15 minutes early. A late arrival for a job interview is never
excusable. If you are running late, do phone the employer to let them know. If you arrive
more than 15 minutes early, wait until 10 minutes before the interview to present yourself
to the employer.
DO turn off or mute your cellphone, and put it out of sight (unless you must use it to
demonstrate a job-related skill or accomplishment).
DO be sure to greet the receptionist or assistant and other staff members with courtesy
and respect.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
If presented with a job application, DO fill it out neatly, completely, and accurately.
Keep it “in sync” with both your LinkedIn profile and resume because they will probably
be compared to ensure consistency.
DO bring a notepad, in case you need to jot down anything of interest regarding the job.
Also bring a copy of the job description, extra resumes, and your personal business cards.
If you have a job skills portfolio, bring that with you, too.
DO shake hands firmly, make eye contact, and smile when you are introduced to
someone. Avoid having a limp, sweaty, or clammy handshake!
DO wait until you are offered a chair before sitting. And DO remember body language
and posture: sit upright with your shoulders back. No slouching!
DO exchange business cards with each person who interviews you, or at least get their
business cards (if you don’t have your own).
DO maintain eye contact with your interviewer(s), and show enthusiasm in the position
and the company at all times.
DO avoid using poor grammar, bad language, slang, and pause words (such as “like,”
“uh,” and “um”).
When you are answering questions, DO focus on what you can do for the company rather
than what the company can do for you. Stress your achievements and accomplishments,
particularly those related to the requirements of the job, and mention what you learned in
your research about their products/services, competitors, and the industry.
DO ask your questions to determine if the company will be a good place for you to work,
and if the job will be a good fit for you. Ask your questions throughout the interview, as
appropriate, unless you are instructed to hold your questions until the end.
DO your best to dodge the “salary requirement” question, if asked. Respond that you are
sure the salary will be appropriate for the job (even if you aren’t sure), and that you’d like
to learn more about the job before discussing salary. (Visit our salary tutorial for more
tips and strategies.)
DO close the interview by telling the interviewer(s) that you’re very interested in the job
(if that applies once the interview wraps), and ask if they have any concerns about your
qualifications or fit for the job and the organization. Also inform the interviewers that if
they think of additional questions at a later point, to reach out by phone or email.

Make a great impression after the interview:

At the end of the interview, DO ask about next steps in the hiring process—who you
should stay in touch with, the details (name, phone number, and email address) for
staying in touch, and when they plan to be back in touch with you.
After you have left, DO take down notes (if you were unable to jot any down during the
interview) on any crucial job/company details that you want fresh in your head.
DO write a unique thank you letter/email within 24 hours to each person who interviewed
you, and also to the person who set up the interviews (if that person didn’t interview
you). And do know all the rules of following up after the interview.

The DON’Ts

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
Now we’ve come to the next section of interviewing do’s and dont’s. The
don’ts represent a much shorter list, fortunately, because you’ll be so well-prepared based
on the DO’s!

As you are getting ready for the interview:

DON’T assume that you can “wing it” and be impressive without trying, or without
advanced preparation.
assume that an invitation to a job interview means that you have a job offer “in the bag.”
That’s wrong and a big mistake and the farthest thing from the truth!
DON’T arrive late. Let’s repeat that one: DON’T arrive late.
DON’T dress inappropriately. If you’re unsure of how to dress (formal vs. business
casual), aim for clothing that is a bit more formal to be on the safe side.

During the interview:

DON’T eat, drink, or chew gum during the interview, and DON’T drink alcohol prior to
the interview. Also, DON’T smoke before the interview—you’ll end up smelling like
smoke if you do.
DON’T answer cellphone calls or send or respond to texts during the interview. Keep
your cellphone turned off and stowed away.
DON’T inquire about salary, vacations, bonuses, retirement, or other benefits until
you’ve received an offer. This is a very big DON’T that you can’t lose track of during the
interview.
DON’T act desperate, as though you would take any job with any employer.
DON’T act disinterested in the job or the employer.
DON’T say anything negative about former colleagues, supervisors, or employers, and
DON’T offer any negative information about yourself, even if you’re being self-
deprecating.
DON’T answer questions with a simple “yes” or “no.” Explain whenever possible.
Describe those things about yourself that showcase your relevant talents, skills, and
determination. Give detailed examples of your accomplishments.
DON’T be soft-spoken. Speak clearly, and project confidence and preparation.
DON’T fidget or slouch.
DON’T bring up or discuss personal issues or family problems.
DON’T respond to an unexpected question with an extended pause or by saying
something like, “boy, that’s a good question.” A short pause before responding is okay.
Ask for a clarification if you don’t understand the question or want guidance on what is
an appropriate response.
DON’T ever lie. Answer questions truthfully, frankly, and succinctly.
DON’T over-answer questions. Sharing too much information (TMI) can be more
damaging than not sharing enough. Be sure to answer the question asked, and then wait
for the next question, or ask a question of your own.
DON’T tell jokes during the interview.
DON’T ask the interviewers personal questions.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development
After the interview:

DON’T forget to follow up immediately with your thank you notes (or emails) to each
interviewer.

Now that you’re armed with these interviewing do’s and dont’s, go forward and
rock your interview!

APPLICATION of LEARNING

1. What are the different factors affecting personality development?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Cite the steps to attain career goals. Explain each.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What are the different types of resume? Explain each.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TASK TO DO

Performance task: Resume Writing!

On a long bond paper, make your own resume by using your chosen type of
resume.

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas

 Senior High School Department
Personal Development

References:

o DepEd & OBE Compliant; Personal Development: Theory & Practice K

to 12 Curriculum compliant
o Diwa Senior High School Series Personal Development
o https://www.livecareer.com/quintessential/interviewing-dos-donts
o https://www.google.com.ph/search?
q=functional+resume+format&biw=1242&bih=602&tbm=isch&tbo=u&s
ource=univ&sa=X&sqi=2&ved=0ahUKEwik8fPhzq_UAhUBW7wKHZ8
LAeAQsAQIYg#imgrc=acO10yWjIOTYVM:
o https://www.google.com.ph/search?
q=combination+resume&source=lnms&tbm=isch&sa=X&ved=0ahUKEw
iYj5SY06_UAhVHu7wKHaoLB30Q_AUICigB#imgrc=lq_mEBVktwrT0
M:
o https://www.google.com.ph/search?
q=chronological+resume+format&biw=1242&bih=602&source=lnms&tb
m=isch&sa=X&sqi=2&ved=0ahUKEwjSi-
ix0K_UAhULiLwKHbzdBq4Q_AUIBigB#imgrc=_
o https://www.monster.com/career-advice/article/chronological-resume-or-
functional-resume

# 143 Narra St., Mt.viewSubd.,Brgy. 3, TanauanCity, Batangas