Personal

Development
Quarter 1 – Module 1:
Knowing and Understanding
Oneself during Middle and Late
Adolescence
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Knowing and Understanding Oneself during Middle and
Late Adolescence
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Nicolas T. Capulong, PhD, CESO V
Ronilo AJ K. Firmo, PhD, CESO V
Librada M. Rubio, Ph
Development Team of the Module
Writers: Christine Ann C. Buenaventura
Annie P. Francisco
Editors: Honey Rocehl V. Sapitan
Ann Christian A. Francisco
Reviewers: Angelica M. Burayag, PhD
George Lucas
Nelie D. Sacman, PhD
Mercedita D. Saldero
Illustrators: Cristoni A. Macaraeg
Ryan Pastor
Jonathan Paranada
Layout Artists: Agnes P. Baluyot
Christine Ann C. Buenaventura
Ryan Pastor
Jonathan Paranada
Management Team: Nicolas T. Capulong, PhD, CESO V
Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Ramil G. Ilustre, PhD.
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
Nelie D. Sacman, PhD
Printed in the Philippines by Department of Education – Region III
Office Address: Matalino St. D. M. Government Center, Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: [email protected]
 Personal
Development
Quarter 1 – Module 1:
Knowing and Understanding
Oneself during Middle and Late
Adolescence
Introductory Message
For the facilitator:

Welcome to the Personal Development/ Grade 11 Alternative Delivery Mode

(ADM) Module on Knowing and Understanding Oneself during Middle and Late
Adolescence!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This uses the experiential learning approach,
wherein students will participate in the self-
administered activities provided to explore
specific themes on their development. Students
will be able to share their thoughts, feelings, and
experiences. Students will be able to make
personal reflections and write them down.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the learners:

This module will let you understand the different changes that occur during
adolescence. It will help you to know how you can develop your self-identity.

This module is designed to provide you fun and meaningful opportunities for
guided and independent learning at your own pace and time.

You will be enabled to process the contents of the learning resource while
being an active learner.
ii
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

iii
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

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

After going through this module, you are expected to:

1. Explain that knowing oneself can make a person accept his/her
strengths and limitations and dealing with others better.
2. Share his/her unique characteristics, habits, and experiences.

What I Know

Read and analyze each statement below and carefully choose the letter that best
describes the statement. Write your answers on the separate worksheet or
paper.
1. Self-development is ____________.
a. believing you are good
b. knowing God existence
c. taking steps to better oneself
d. the effort to be known in the community
2. Self-concept is the totality of our point of view toward our ____________.
a. life c. existence
b. career d. objectives
3. What are the three physical puberty changes that happen ONLY to males?
a. hair growth, growing taller, voice changes
b. facial hair growth, wet dreams, start producing sperm
c. oily skin, underarm hair growth, start menstruating
d. hips get wider, menstruation, ovulation
4. All are social change that happens in puberty, EXCEPT?
a. caring more about your appearance
b. wanting more independence from parents
c. growth of pubic hair
d. stronger feelings of wanting to be liked and fit in
5. Who experiences voice changes, acne and mood swings during puberty?
a. Only females b. Only males
c. Males and females d. No one

1
6. What type of development that includes our social interactions with other
people, our emotions, attitudes, self-identity, personality, beliefs and
values?
a. Physical Development b. Psychological Development
c. Psychology d. Cognitive Development
7. What is the term used in psychology to describe the information that an
individual draws upon when finding an answer to the question "What am
I like?"?
a. Self-awareness b. Self-knowledge
c. Environment d. Self-actualization
8. What type of development that covers our capacity to learn, to speak, to
understand, to reason, and to create?
a. Physical Development b. Cognitive development
c. Personal development d. Psychological development
9. What type of development that covers the growth of the body and the
brain, motor and sensory skills, and even physical health?
a. Physical Development b. Personal development
c. Cognitive development d. Psychological development
10. What is the transition period between childhood and early adulthood?
a. Has low-self worth
b. Adolescence
c. Consequence of unconditional positive regard
d. People who are able to self-actualize
11. What do you call inborn traits passed on by the generations of off
springs from both side of biological parent's families?
a. Maturation b. Heredity
c. Environment d. Carl rogers
12. What do you call the reliable behavioral traits that describe how
individuals interact with their world, again emphasizing that it is
biologically based, observable early life, and stable over time?
a. Personality b. Self-esteem
c. Self-concept d. Personal development
13. When you have strong sense of yourself, what would possibly happen to
you?
a. You will be easily deceived by others.
b. You will be swayed easily by problems in life.
c. You will be properly guided and ready to accept the challenges in
life because you know yourself very well.
d. You easily give up on problems because you know your worth.
14. Which is NOT true about self-development?
a. every people will undergo this process.
b. everybody will look for ways to understand himself/herself.
c. everyone will find it difficult to know himself/herself better.
d. every individual has the chance of knowing himself/herself better
15. What is likely to happen when one gained complete understanding of
himself/herself?
a. he/she will seek professional help.
b. he/she will find difficult knowing others.
c. he/she will build a better life on his/her own.
d. he/she will take his/her part in the society successfully.
2
 Lesson Knowing and Understanding

1 Oneself during Middle and

Late Adolescence

What’s In

The first stage of knowing yourself is to identify what are your strengths
and weaknesses. This may help you to guide in getting to know more yourselves
and become more acceptable on what you can do, and what your limitations. So,
below is the activity that will guide you to know more about yourself.
Direction: Answer the graphic organizer below. On your worksheet, write as
many as you can your identified strengths, weaknesses, abilities, and hobbies.

STRENGHTS WEAKNESSES

CAPABILITIES HOBBIES

3
 What’s New

Johari’s Window
One great way of assessing the self and know how much the individual
knows the self is by asking the people around them. Though this may be
awkward, particularly when asking someone straightforwardly. Know that even
your friends can be a great source of information, whether it be positive or
negative about the self. To avoid being awkward and extract the best possible self-
assessment without compromising the individual, psychologists Joseph Luft
(1916-2014) and Harrington Ingham (1916-1995) devised a technique to help
people better understand themselves as well as their relationship with others. As
used frequently in groups (group dynamics), this activity helps understand people
to develop teamwork. Below are some post-activities to challenge yourself on how
much you know about your “self.”
Instruction: Write your answers on the separate worksheet or paper.
1. Below is the table devised by Joseph and Harrington in assessing the self.
Write your name (optional) on the first box indicated.
2. On the first box (no.1) write everything that you know about yourself; and
everything that people around you/others often think or feel everything
about you.
3. On the second box (no. 2) Write everything about yourself that is only
known to you and to you alone.
4. On the third box (no. 3) You may need the help of others to fill out this
space for you. At the beginning of this activity, your name is optional if you
want to write it or not. This box explains people/others know something
about you, but you yourself need to check or to re-affirm.
5. On the last box (no. 4), you may leave it blank.
Johari’s Window
Name: Known to Self Not Known to Self
1. (Arena) 3. (Blind Spot)

Known to others

2. (Facade) 4. (Unknown)

Not Known to Others

4
 Notes to the Teacher
The learners may answer the questions at home, discuss
answers during the videoconferencing with teachers and/or during
chat sessions.

What is It

During adolescence, the child continues to grow physically, cognitively,

and emotionally, changing from a child into an adult. The body grows rapidly in
size, and the sexual and reproductive organs become fully functional. At the same
time, as adolescents develop more advanced patterns of reasoning and a stronger
sense of self, they seek to forge their own identities, developing important
attachments with people other than their parents. Particularly in Western
societies, where the need to forge a new independence is critical (Twenge,
2006), this period can be stressful for many children, as it involves new emotions,
the need to develop new social relationships, and an increasing sense of
responsibility and independence.

Area of Development Early Adolescence Mid-Adolescence

(10–15 years) (14–17 years)
Physical Development  Secondary sexual  Has advanced
characteristics appear secondary sexual
 Rapid growth reaches characteristics
a peak  Growth slows down;
reaches
approximately 95% of
adult size

5
Cognitive  Individual variations  Major broadening of
Development among some children thinking abilities for
who are still focused many youths are
on logic and others better able to think
who can combine abstractly, follow a
logical and abstract “what if” line of
thinking. thought and apply
 Some early lessons learned in one
adolescents can’t situation to a different
think ahead to situation; tend to
consequences of their think a lot about the
actions. future, considering
 Developing new many possible and
thinking skills, such logical outcomes of
as thinking more possible events.
about possibilities,  Greater perspective-
thinking more taking ability can
abstractly, thinking result in increased
more about the empathy and concern
process of thinking for others, and new
itself, thinking in interest in societal
multiple dimensions, issues for many.
and seeing things as
relative rather than
absolute.
 Practicing new
thinking skills
through humor and
by arguing with
parents and others.
Use of humor focused
on satire, sarcasm,
and sex (often
irritating to adults).
Psychological and  Changes due to  Helping each other
Social Development puberty and peer explore develop an
reactions commonly own identity.
alter social  Cross-gender
relationships. friendships become
 Socialization still more common.
begin with perceived  Close friendships help
commonalities, but youth with the
increasingly involve process of developing
sharing of values and an individual identity
personal confidences. separate from that of a
child in a family.

6
  Might develop cliques
of three to six friends
(usually same gender),
providing a greater
sense of security.
 Friendships, romantic
crushes are common,
and some dating
begin.

Physical Changes in Adolescence

Adolescence begins with the onset of puberty, a developmental period in
which hormonal changes cause rapid physical alterations in the body, culminating
in sexual maturity. Although the timing varies to some degree across cultures, the
average age range for reaching puberty is between nine and 14 years for girls and
between 10 and 17 years for boys.

Puberty begins when the pituitary gland begins to stimulate the production
of the male sex hormone testosterone in boys and the female sex
hormones estrogen and progesterone in girls. The release of these sex hormones
triggers the development of the primary sex characteristics, the sex organs
concerned with reproduction. These changes include the enlargement of the
testicles and the penis in boys and the development of the ovaries, uterus, and
vagina in girls. In addition, secondary sex characteristics (features that
distinguish the two sexes from each other but are not involved in reproduction) are
also developing, such as an enlarged Adam’s apple, a deeper voice, and pubic and
underarm hair in boys, and enlargement of the breasts and hips and the
appearance of pubic and underarm hair in girls. The enlargement of breasts is
usually the first sign of puberty in girls and, on average, occurs between ages 10
and 12.

A major milestone in puberty for girls is menarche, the first menstrual

period, typically experienced at around 12 or 13 years of age (Anderson, Dannal,
& Must, 2003). The age of menarche varies substantially and is determined by
genetics, as well as by diet and lifestyle, since a certain amount of body fat is
needed to attain menarche. Girls who are very slim, who engage in strenuous
athletic activities, or who are malnourished may begin to menstruate later. Even
after menstruation begins, girls whose level of body fat drops below the critical
level may stop having their periods.

Cognitive Development in Adolescence

Although the most rapid cognitive changes occur during childhood, the
brain continues to develop throughout adolescence, and even into the 20s
(Weinberger, Elvevag, & Giedd, 2005). As teenagers mature, the prefrontal cortex,
the area of the brain responsible for reasoning, planning, and problem solving,
also continues to develop (Goldberg, 2001).

7
 Adolescents often seem to act impulsively, rather than thoughtfully, and
this may be in part because the development of the prefrontal cortex is, in general,
slower than the development of the emotional parts of the brain, including the
limbic system (Blakemore, 2008). Furthermore, the hormonal surge that is
associated with puberty, which primarily influences emotional responses, may
create strong emotions and lead to impulsive behavior. Teenagers are likely to be
highly self-conscious, often creating an imaginary audience in which they feel
that everyone is constantly watching them (Goossens, Beyers, Emmen, & van
Aken, 2002). It is no wonder that everything a teen’s parents do suddenly feels
embarrassing to them when they are in public.

The Self
The Self, in contemporary literature and even common sense, is commonly
defined by the following characteristics: “separate, self-contained, independent,
consistent, unitary, and private” (Stevens, 1996). When we talk about the self,
being “separate,” it means it is distinct, different, and unique from others. It has
its own uniqueness that defines him/her from others. It has an identity of its
own, even twins, may it be fraternal, is very much distinct from the other. When
we are talking about “self-contained,” we describe its existence as having its own
independence. It may exist with or without others; it is self-containing of its own
thoughts, characteristics, and volition. For example, we make our profile pictures
in social media, carefully choosing a picture that expresses more of our thoughts,
that tells us of what we are, that tells us what we are in real life. Although, in
these given times, it is easy to create another “self” or deceive someone using a
make-up “self”.

Nevertheless, although it is relatively easy to make another “self” in this

age of social media and advance technology, the “self” is very much consistent
and persisting. Every “self” has its own personality that is enduring, that lasts
during late adolescence. Its uniqueness and its consistency allow it to be studied,
described, and even measured (also means that a particular self’s traits,
characteristics, tendencies and potentialities) are very evident and
distinguishable from other “selves.” The Self is unitary in that it is the center of
all experiences and thoughts that run a person. It is the topmost executive in an
individual where all processes, emotions, and thoughts converged. Lastly, the self
is private. A person may sort out information, feelings, and emotions, and thought
processes within the self. The whole process is never accessible to anyone but the
self. This suggests that the self is isolated from the external world. It lives within
its own world.

Having in its own world means, you can create or nurture what you can
be (ideal self) or maintain/improve your current self (actual self). The ideal self
pertains to the image or aspirations of what you want to become. This may be
similar in hoping characteristics that you do not possess but may one day be part
of who you are, just like what Filipinos tend to watch in various talent shows.
This may be the ability to have a beautiful voice; or have different achievements
like the characteristics of your idols or other international figures. While the
8
actual self as the term implies “actual”, is your present self that you see on the
daily basis. It is the self that is constantly keeping in touch in your everyday
experiences. It has the potential to improve or develop as deemed by every
individual. This may also pertain to the gifts that you possess that is innate in
you when you were born.

Combining these two categories of the self, it established the distinction of

the Self-Concept. This is a collection of beliefs about one’s basic nature, unique
qualities, and typical behavior. Although we may have so many dimensions in
which we describe ourselves such as “I’m grateful” or “I’m friendly”, we have
separate concepts of our physical, social, emotional and intellectual selves; yet
we are still referring to one single entity that is unique and very distinct from
others (Don Hamachek, 1992). Our various self-concepts are characterized by
relatively distinct thoughts and feelings. That is, we may have considerable
information about our social skills and feel quite confident about them but have
limited information about our physical skills and feel less confident about this
aspect of our self. When a self-concept is operating, its attendant thoughts and
feelings will strongly influence the way we process self-relevant information (Fiske
& Taylor, 1991).

Development in Adolescence

Individuals have countless picture about themselves, this fact influences

their behaviors, attitudes, and responses. One of the main factors that develop
this picture is self-concept (Weiten, Dunn, & Hammer, 2014). Some of the most
important changes that occur during adolescence involve the further development
of the self-concept and the development of new attachments. Whereas young
children are most strongly attached to their parents, the important attachments
of adolescents move increasingly away from parents and increasingly toward
peers. As a result, parents’ influence diminishes at this stage.

According to Erikson, the main social task of the adolescent is the search
for a unique identity — the ability to answer the question “Who am I?” In the
search for identity, the adolescent may experience role confusion in which he or
she is balancing or choosing among identities, taking on negative or undesirable
identities, or temporarily giving up looking for an identity altogether if things are
not going well.

Cultural Values/ Cultural Guidelines

Self-concept is also indirectly influenced by cultural values. In the study

of Cultural Psychology, in this age of technology and social media, we accept our
differences, especially on how we accept the culture and beliefs of others.
Japanese society does not tolerate corruption; the Philippines has always been
influenced or has always had that familial clinging of thinking and protectiveness.
The Chinese have always thought to have a strong business minded stand in their

9
points of view. The society in which we are raised defines what is “good” and “bad”
in personality and behavior. American culture tends to put a premium on
individuality, competitive success, strength and skills. These cultural values
influence how we interpret our behavior. In the Philippines, our cultural values
were shaped by historical colonization, which is evident in our present society,
particularly our strong family ties. Another is cultural hospitality that is deemed
acceptable as our nature. Even the dismal corruption that has been the perennial
problem of the country also shaped the tolerance of Filipinos as a way of
answering societal problems.

Having Self-knowledge stems from the actual – self. It derives from our
social interactions of society that provide insight into how others react to us. It is
the same as gaining feedback from others. The reaction of other people is an
essential aspect of gaining actual-self or our self-image. Even our social roles are
adjusted, on how we view ourselves today, and how ideally (ideal self) what we
would like to be in the future. There is a negotiation that exists between the two
selves, which is complicated by numerous exchanges between the ideal self and
actual self. These exchanges are exemplified in these social roles, and they are
adjusted continuously and re-adjusted.

What’s More

Independent Activity 1
“Growth and Development”
Word Hunt. On your worksheet, Circle the 15 words listed below. Words appear
straight across, backward straight across, up and down, down and up, and
diagonally.

10
Independent Assessment 1
Instructions: Write the word TRUE if the statement is correct; otherwise, write
FALSE. Write your answers on the separate worksheet or paper.
_________ 1. Our self-knowledge cannot be influenced by our past.
_________ 2. In determining our ideal self in the society, we must see our behavior
on an everyday basis.
_________3. Being private is irrelevant if we wish to continue in developing our
actual self.
_________4. Through studies conducted in history, our parents have no important
role in child-rearing practices.
_________5. In biopsychology and cultural psychology, the crossing path of
hereditary and environment are irrelevant and shaping the self-
concept.
_________ 6. Allowing ourselves to be molded by our surroundings and be
influenced by others is a decisional aspect in reshaping our ideal self.
_________7. We cannot change our behavior, hence our destiny when it comes to
familial or hereditary inclination.
_________8. In determining our self-concept, three categories of the self must be
considered.
_________9. In the early stages of development among children, oftentimes, they
are independent. Hence, they do not let their behavior be influenced;
neither do they need approval from their parents.
________10. The self has no privacy, as often depicted in social media; we allow
ourselves to be who we are and what we do.
Independent Activity 2
“Changes in Me”
Instructions: Write down to each process the changes you undergone based on
the things you have learned in the previous pages. Write your answers on the
separate worksheet or paper.

11
______________________________________________________________________________
______________________________________________________________________________
You will be graded according to the rubric below.
ACCEPTABLE
TARGET UNACCEPTABLE
HIGH LOW
9-10 4-5
7-8 6
Interesting content and Some interesting Conventional Cursory; gives the
_____
presentation; ideas content: points ideas or clichés; impression of writing
out of
Content well-conceived and not sustained or little supporting just to complete the
10
developed with not fully detail included. activity.
points
sufficient examples. developed.

Independent Assessment 2
Instructions: Identify if the given statements are Physical, Cognitive, or
Psychosocial development. Write your answers on the separate worksheet or
paper.

___________________1. Growing new brain cells.

___________________2. Establishment of a system of values.
___________________3. Taller, heavier, and stronger.
___________________4. An involuntary increase in sexual feelings and fantasies.
___________________5. Broader understanding of more abstract ideas.
___________________6. Increasing autonomy from family.
___________________7. Greater importance of peer relationships.
___________________8. Hair growing around their genitals, under their arms and
on their legs and arms.
___________________9. Predict the results of their actions by using logic to imagine
multiple options and different situations.
___________________10. Emergence of skills and coping strategies to overcome
problems and crises

Independent Activity 3
Instructions: Read and analyze the quote below. Write your answers on the
separate worksheet or paper.

12
In 3-5 sentences, write your insight about the quote.
______________________________________________________________________________
______________________________________________________________________________
You will be graded according to the rubric below.
ACCEPTABLE
TARGET UNACCEPTABLE
HIGH LOW
9-10 4-5
7-8 6
Interesting content and Some interesting Conventional Cursory; gives the
_____
presentation; ideas content: points ideas or clichés; impression of writing
out of
Content well-conceived and not sustained or little supporting just to complete the
10
developed with not fully detail included. activity.
points
sufficient examples. developed.

Independent Assessment 3
Matching Type. Match the definition in column B with the words in column A.
Write your answers on the separate worksheet or paper.
Column A Column B

____ 1. Development a. This means that a person who is self-aware must

____ 2. Progressive be able to answer and explain some
____ 3. Reflective contemplative questions about oneself.
____ 4. Public self b. is a process of change.
____ 5. Blind self c. impose important changes and development on
____ 6. Puberty an individual in various ways and in different
____ 7. Early adolescence aspects.
____ 8. Peer group d. also known as the "teenage years" covering ages
____ 9. Hereditary factors from 13 - 17.
____ 10. Adolescent stage e. strongly influences and draws out natural
attributes of a person that are transmitted
through the genes from generation to generation.
f. Development entails 'increasing' or 'advancing'
either in quantity or quality, or both of certain
personal characteristics (i.e., traits, abilities,
skills).
g. The last but the longest (in terms of years of
coverage) stage of development
h. A part of ourselves that are unknown to us and
only other people knows it but are hesitant to
discuss it openly to us.
i. a time of storm and stress, a transition age, and a
threshold of adulthood.
j. A stage when physiological changes occur in the
body
that signifies sexual maturity.
k. It is the part of ourselves that we explicitly show
to others that that we are happy to share with
others and discuss everything with them openly.
13
 What I Have Learned

Write your answers on the separate worksheet or paper.

 What are the characteristics of Self?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

 Describe the idea of Self-concept?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

 Explain the importance of Self Knowledge?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

14
 What I Can Do

Instructions: Fill-in the boxes below with your strengths, weaknesses, and like
as swell as dislikes. This is to measure the extent of your understanding of who
you really are. Write your answers on the separate worksheet or paper.

In a drawing below, label the three (3) major parts of the human body; the mind,
the heart, and the body by writing the persons/individuals responsible for its
development.

Reflect on what you have listed above, write at least 3 observations on how it
affects your self-view, beliefs, and how you think.
1. ____________________________________________________
2. ____________________________________________________
3. ___________________________________________________
15
 Assessment

Instructions: Choose the best answer and encircle the letter of the correct
answer. Write your answers on the separate worksheet or paper.

1. In what stage, your body undergoes changes like having pubic hair, gaining
muscles, and body shapes?
a. Emotional Development
b. Mental Development
c. Physical Development
d. Social Development
2. What is the stage where 12-14 years old belong?
a. Early adolescence
b. Late adolescence
c. Middle adolescence
d. Middle late adolescence
3. What is the stage that student like you can be classified because of your age
18-20 years old?
a. Early adolescence
b. Late adolescence
c. Middle adolescence
d. Middle late adolescence
4. What kind of development when you already established your own moral
standards and beliefs in life?
a. Emotional Development
b. Mental Development
c. Physical Development
d. Social Development
5. Before, Cherry is very shy, but now she became too confident and talkative.
Which of the following development best explains Cherry’s development?
a. Emotional Development
b. Mental Development
c. Physical Development
d. Social Development
6. Aljade becomes more too self-conscious and he started to develop romantic
feelings to Kyrel. Which the following can best explain Aljade’s development?
a. Emotional Development
b. Mental Development
c. Physical Development
d. Social Development

16
7. Rolando is too confused about his identity. What could be the possible
causes of his confusion?
a. Doesn’t established clear self-identity
b. Lack of parental guidance
c. Not undergone physical development
d. None of the above
8. What is the time of life when very little is normative? It is a period of frequent
change and exploration that covers many aspects of their life: home, family,
work, school, resources, and role.
a. Early adolescence
b. Late adolescence
c. Middle adolescence
d. Middle late adolescence
9. When you develop firm opinions and fight for it, it means that you undergo
which type of development?
a. Emotional Development
b. Mental Development
c. Physical Development
d. Social Development
10. When you have strong sense of yourself, what would possibly happen to you?
a. You will be easily deceived by others.
b. You will be swayed easily by problems in life.
c. You will be properly guided and ready to accept the challenges in
life because you know yourself very well.
d. You easily give up on problems because you know your worth.
11. What is meant by “Knowing others is intelligence.”?
a. Having ideas towards identify of others is just a mental state.
b. Getting to know others is also a gift that only few are blessed.
c. Knowing how to deal with different personalities is a special talent.
d. It is not easy to know others it requires mental capability to do this.
12. Which is NOT true about self-development?
e. every people will undergo this process.
f. everybody will look for ways to understand himself/herself.
g. everyone will find it difficult to know himself/herself better.
h. every individual has the chance of knowing himself/herself better
13. What is meant by “Knowing yourself is true wisdom.”?
a. Self-concept is a great power of mind.
b. Knowing oneself is achieving a higher level of thinking.
c. Knowing oneself is a process that is developed through self-
discovery.
d. Self-concept is a kind of intelligence that is developed through
education.

17
14. What is likely to happen when one gained complete understanding of
himself/herself?
a. he/she will seek professional help.
b. he/she will find difficult knowing others.
c. he/she will build a better life on his/her own.
d. he/she will take his/her part in the society successfully.
15. To where a person is believed to acquire his/her first and primary concept
of right and wrong?
a. from his/her family
b. from his/her school
c. from his/her friends
d. from his/her society

18
 Additional Activities

“The Big Five Personality Test”

from personality-testing.info
courtesy ipip.ori.org

Introduction: This is a personality test; it will help you understand why you act
the way that you do and how your personality is structured. Please follow the
instructions below, scoring and results are on the next page. Write your answers
on the separate worksheet or paper.

Instructions: In the table below, for each statement 1-50 mark how much you
agree with on the scale 1-5, where 1=disagree, 2=slightly disagree, 3=neutral,
4=slightly agree and 5=agree, in the box to the left of it.

19
Scoring: Add your rating according to the number given below. Then get the total
score.

The scores you calculate should be between zero and forty.

Below is a description of each trait.

 Extroversion (E) is the personality trait of seeking fulfillment from sources

outside the self or in community. High scorers tend to be very social while
low scorers prefer to work on their projects alone.

 Agreeableness (A) reflects many individuals adjust their behavior to suit

others. High scorers are typically polite and like people. Low scorers tend
to 'tell it like it is'.

 Conscientiousness (C) is the personality trait of being honest and

hardworking. High scorers tend to follow rules and prefer clean homes.
Low scorers may be messy and cheat others.

 Neuroticism (N) is the personality trait of being emotional.

 Openness to Experience (O) is the personality trait of seeking new

experience and intellectual pursuits. High scores may daydream a lot. Low
scorers may be very down to earth.

20
 21
Assessment
1. C 11. D
2. A 12. C
3. B 13. C
4. D 14. D
5. B 15. A Independent
6. A Independent Assessment 2
7. A Assessment 3
8. B 1. Cognitive
9. B 1. B 2. Psychosocial
10.C 2. F 3. Physical
3. A 4. Physical
4. K 5. Cognitive
5. H 6. Psychosocial
6. J 7. Psychosocial
Independent Activity 3 7. D 8. Physical
Answers may vary. You will be 8. C 9. Cognitive
graded according to the rubric. 9. E 10. Psychosocial
10.L
Independent Activity 2
Independent Assessment 1
Answers may vary. You will be 1. False 6. True What I Know
graded according to the rubric. 2. False 7. False 1. B
3. True 8. True 2. C
4. False 9. False 3. C
Independent Activity 1 5. False 10. False 4. B
5. B
6. B
7. A
8. B
9. B
What’s new What’s in
10.A
Answers may Answers may 11.C
12.C
vary vary
13.C
14.C
15.D
Answer Key
References

Cox, M.G. Personal Development. Pasay City. JFS Publishing Services, 2016

Anderson, S. E., Dannal, G. E., & Must, A. (2003). Relative weight and race
influence average age at menarche: Results from two nationally
representative surveys of U.S. girls studied 25 years apart. Pediatrics, 111,
844–850.

Answerbag. What were you like as a teenager? (e.g., cool, nerdy, awkward?).
(2007, March 20). Retrieved
from http://www.answerbag.com/q_view/171753

Blakemore, S. J. Development of the social brain during adolescence. Quarterly

Journal of Experimental Psychology, 61, 40–49. 2008

Goldberg, E. The executive brain: Frontal lobes and the civilized mind. New York,
NY: Oxford University Press, 2001

Goossens, L., Beyers, W., Emmen, M., & van Aken, M. The imaginary audience
and personal fable: Factor analyses and concurrent validity of the “new
look” measures. Journal of Research on Adolescence, 12(2), 193–215, 2002

Haidt, J. The emotional dog and its rational tail: A social intuitionist approach to
moral judgment. Psychological Review, 108(4), 814–834, 2001

Kohlberg, L. The psychology of moral development: Essays on moral

development (Vol. 2, p. 200). San Francisco, CA: Harper & Row, 1984

Lynne, S. D., Graber, J. A., Nichols, T. R., Brooks-Gunn, J., & Botvin, G. J. Links
between pubertal timing, peer influences, and externalizing behaviors
among urban students followed through middle school. Journal of
Adolescent Health, 40, 181.e7–181.e13 (p. 198).

Mendle, J., Turkheimer, E., & Emery, R. E. (2007). Detrimental psychological

outcomes associated with early pubertal timing in adolescent
girls. Developmental Review, 27, 151–171, 2007

Rubin, K. H., Bukowski, W. M., & Parker, J. G. Peer interactions, relationships,

and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook
of child psychology: Social, emotional, and personality development (6th ed.,
Vol. 3, pp. 571–645). Hoboken, NJ: John Wiley & Sons, 2006

Steinberg, L. Risk taking in adolescence: New perspectives from brain and

behavioral science. Current Directions in Psychological Science, 16, 55–59,
2007

22
 For inquiries or feedback, please write or call:

Department of Education Region III- Learning resources

Management Section (DepEd Region III LRMS)
Office Address: Diosdado Macapagal Government Center
Maimpis City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: [email protected]

23