SHS CORE PERDEV Wk4-6 Day1-10

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Name: _______________________________ Year and Section: _____________ Score: ______

PERSONAL DEVELOPMENT
QUARTER 1
Quarter : 1 Week : 4 Day : 1 Activity No. : 13

Competency: : Identify ways that help one become capable and responsible
adolescent prepared for adult life (EsP-PD11/12DS-Id-3.3)
Objective : Classify various developmental tasks according to
developmental stage
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.
https://www.template.net/business/timeline-
templates/personal-timeline-template/
Copyrights : DepEd owned

For classroom use only
Concept Notes:
“HUMAN DEVELOPMENT”- focuses on the human growth and changes across the
lifespan, including physical, cognitive, social, intellectual, perceptual, personality, and
emotional growth.
The study of human development is essential to understanding how humans learn,
mature and adapt. Throughout their lives, humans go through various stages of
development.
The human being is either in a state of growth or decline, but either condition imparts
change. Some aspects of our life change very little over time, are consistent. Other
aspects change dramatically. By understanding these changes, we can better respond
and plan ahead effectively.
Activity: MY PERSONAL TIMELINE
A personal timeline portrays the influential events and happenings of a person’s

life so that he can understand where he has gone wrong and right in the past. It helps
to plan the future in a better constructive way.
Using a bond paper, write the major events in your life and the significant people
in your life. you may add your age, specific dates and places, you may draw the timeline
horizontally, vertically, diagonally or even using ups and down depending on your
imagination. Be creative in your representations. You may also use symbols, figures,
and drawings. Think of a title of your personal timeline.
You may use crayons or art materials depending on the available resources or
just a simple paper and pen may be fine. You can also go for the personal timeline
website template samples available online. The link is
https://www.template.net/business/timeline-templates/personal-timeline-template/
Division of Bohol

QUARTER 1

Competency: : Identify ways that help one become capable and responsible
adolescent prepared for adult life (EsP-PD11/12DS-Id-3.3)
Objective : Classify various developmental tasks according to
developmental stage
Materials :
http://www.apa.org/action/sceince/developmental/
Concept Notes:
Developmental Stages and Its Characteristics

1. Pre-natal (Conception to Birth) – Age when hereditary endowments and sex are
fixed and all body features, both external and internal are developed.
2. Infancy (Birth to 2 Years) – Foundation age when basic behavior are organized
and many ontogenetic maturation skills are developed.
3. Early Childhood (2 to 6 Years) – Pre-gang age, exploratory, and questioning.
Language and elementary reasoning are acquired and initial socialization is
experienced.
4. Late Childhood (6 to 12 Years) – Gang and creativity age when self-help skills,
social skills, school skills, and play are developed.
5. Adolescence (Puberty to 18 Years) – Transition age from childhood to adulthood
when sex maturation and rapid physical development occur resulting to
changes in ways of feeling, thinking, and acting.
6. Early Adulthood (18 to 40 Years) – Age of adjustment to new patterns of life and
roles such as spouse, parent and bread winner.
7. Middle Age (40 Years to Retirement) – Transition age when adjustments to
initial physical and mental decline are experienced.
8. Old Age (Retirement to Death) – Retirement age when increasingly rapid
physical and mental decline are experienced.
Source: http://www.apa.org/action/sceince/developmental/
Activity: Write about your personal timeline which you made on the previous activity.
Answer the following questions:
1. Is there a center or a central theme in your timeline and life? if you will give a
title for your timeline, what would it be and why?
2. Identify the turning points of your timeline. What were the thoughts, feelings
and actions that you experienced?
3. Who are/were the most significant people in your life? What made them
significant?
4. What are/were the changes in your life? how does it affects your life?
5. Continue to your future, where do you want to be in a year, 5 years, 10 years?
Division of Bohol

QUARTER 1

Competency: : Discuss understanding of mental health and psychological
well-being to identify ways to cope with stress during
adolescence (EsP-PD11/12/DS-Id-3.3)
Objective : Evaluate the development of adolescence in comparison with
persons of the same age and list ways to become responsible
adolescents prepared for adult life.
Materials :
Concept Notes:
Living Mindfully
Living mindfully is like being an artist: you need the right tools to practice your
craft, and you need to constantly refine your technique to achieve your creative
potential. In the same way, using the present moment tools below will help you to hone
a consistent mindfulness practice that will in time lead to a more aware, compassionate
and fulfilling way of life.
Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring
your focus back to the present moment.
Tool 2: Listen Deeply. Listen with Intention. Let others fully express themselves and
focus on understanding how they think and feel.
Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an opportunity
for learning.
Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let
tenderness, kindness, and empathy be your guide.
Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause,
breathe, and choose skillful response based on thoughtful speech and non-violence
under every condition.
Tool 6: Express Gratitude. Practice gratitude daily and expand it outward, appreciating
everyone and everything you encounter.
Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value different
perspectives as well as your own.
Tool 8: Build Integrity. Cultivate constructive values and consistently act from respect,
honestly and kindness.
Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique
talents and generosity so that others can also be inspired.
Tool 10. Be Peace. Cultivate your own inner peace, becoming an agent for
compassionate action and social good.
Division of Bohol
Activity: HOW MINDFUL AM I?

For each of the following situations, decide whether you follow these guidelines
for mindful speech:
Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?

Is it Kind to this person and others?
(THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard)
Mark T for yes, X for no, or ? if you are not sure. The purpose of this activity is to reflect
on the situations and whether you’ve witnessed or experienced something similar in
your own life.
_____1. I did really well on an exam. I said to my friends, “I got the top score. What did
you get?” Did I THINK before I spoke?
_____2. One of my friends was bragging about getting a good score on a test, and I didn’t
want to tell him I failed. I said, “Congratulations!” then started talking about something
else. Did I THINK before I spoke?
_____3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When
I saw her, I didn’t think it looked that bad, so I told her, “Your hair’s not as weird as
everyone says it is.” Did I THINK before I spoke?
_____4. A woman with a big belly was about to enter the building. I told my friend, “We
need to go open the door for that lady, She’s pregnant.” Did I THINK before I spoke?
_____5. I saw a couple of kids cheating on a test. I went up to the teacher after class and
told him what I’d seen. Did I THINK before I spoke?
_____6. I saw a girl looking at her phone during a test. I went up to the teacher after
class and told him she was cheating. Did I THINK before I spoke?
_____7. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria
and said her boyfriend was cheating on her. Did I THINK before I spoke?
_____8. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to
them and said hi, and asked “Where is Maria tonight?” Did I THINK before I spoke?
_____9. I noticed that our neighbor used our pail to water their plants. I went out to tell
her that it is our pail that she is using and I want to get it back. Did I THINK before I
spoke?
_____10. In a resort, one of the security guards uses his cellphone while on duty. I call
the attention of the manager and told her what I saw. Did I THINK before I spoke?
Division of Bohol

QUARTER 1

Competency: : Discuss understanding of mental health and psychological
well-being to identify ways to cope with stress during
adolescence (EsP-PD11/12/DS-Id-3.3)
Objective : The learners will be able to establish ways in identifying the
sources of one’s stress and illustrate the effects of stress on
one’s system
Materials :
Reference : Santos, Ricardo Rubio. 2016. Personal Development. Manila:
Rex Bookstore.
Copyrights : For classroom use only
Concept Notes:
What is Stress?
Stress is defined as a reaction of the mind and body to stimulus that disturbs
the well-being, state of calm, or equilibrium of a person. There is a common belief that
stress is unhealthy, but discussions among experts conclude that this is not entirely
the case. Psychologist have agreed that small and sporadic amounts of stress can be
helpful and beneficial to individuals, while excessive amounts of stress sustained over
a lengthy period of time can be destructive to both physical and mental health.
Healthy Stress
These types of stress can motivate, energize, and spur an individual into fruitful
action. Example, speaking in front of an audience is a healthy type of stress as it pushes
the speaker to prepare and be an effective speaker. Other types of healthy stress would
be competing sports. Healthy stress can propel the competing individual to perform
better.
Bad Stress
It can be transformed into good stress depending on how an individual assesses
the situation. Adolescent students, who are in constant stressful situations particularly
related to school work and relationships, should learn some coping mechanisms to
assist them in their development toward healthy adult life.
What are the usual Stressors of Middle and Late Adolescents?
1. School Demands and Expectations
2. Selecting School, College Course, or Career
3. Separation Anxiety
4. College Life
5. Romantic Relationship or the Lack of It
6. Family Demands and Expectations
7. Health Concerns
8. Demands of Social Life
9. Bullying
Coping may also be a combination of both problem-focused and emotional-focused
remedies. Here are some examples: Conduct creative imagery of the problem, Seek group
or social support, Get into relaxation activities like breathing exercises, Create situation
where you can feel more relaxed like a quiet environment or a comfortable position, and
project a passive attitude toward the stressor, Learn to manage your time, and Eat
properly by selecting nutritious, healthy foods.
Division of Bohol
Activity: ELABORATE (5 points each)

1. Given the stressors stated above in the concept note, choose one that you
think that will greatly affect you, and list at least five (5) ways to get rid of
the stressor.
2. Share a personal experience about a stressful situation you were in and
what kind of coping mechanism helped you manage the situation.
3. If you see someone who is stressed out and needs help, what do you do?
4. In your own idea, what possible things can happen to a person if he or she
is expose to stress over a period of long time?
5. How do stress and stressors help a person in identifying ways to cope?
6. In your own idea, why is it that stress cannot be avoided in our daily living?
7. List some ways on how a person can cope with stress.
Activity: TRUE or FALSE

Write True if the statement is correct and False if the statement is wrong. Write
your answer in the space provided in each number.
__________1. Stress maybe both good and bad, depending on the acuteness and length
of time it persists.
__________2. Coping is the human organism’s way of bringing itself back to a state of
equilibrium, which is the healthy state.
__________3. Coping is a way for a person to deal with stress in a healthy, acceptable
manner.
__________4. Coping is necessary to avoid psychological trauma and mental diseases.
__________5. Coping may also be a combination of both problem-focused and

emotional-focused remedies.
Division of Bohol
QUARTER 1

Competency: : Identify causes and effects of stress in one’s life (EsP-
PD11/12CS-If-5.2)
Objective : Identify sources of one’s stress and illustrate the effects of
stress on one’s system.
Topic : Coping with stress in Middle and Late Adolescence
Materials :
Reference : Santos, Ricardo Rubio. 2016. Personal Development. Manila:
Rex Bookstore.
Copyrights : For classroom use only
Concept Notes:
Causes and Effects of Stress:
Anything that brings on feelings of stress is called a stressor. Today, people often
face many stressors. When you’re faced with stress, certain chemicals (hormones) in
your body are released. These hormones trigger many changes in your body. For
instance, your: blood pressure may rise, heart my pound, muscles may tighten, stomach
may become tense, concentration may get worse, forgetfulness may get worse.
Other stressors may include: adapting to constant, rapid change; worrying about
your finances and the economy; handling a major life event, such as changing jobs or
moving to a new home; being overwhelmed by technology such as keeping up with
cellphone messages, e-mails, and text messages; and, going from one challenging
situation to the next without taking time to relax.
Long-term Effects of Stress:
If you are often under stress, you need to learn to manage it well. Effects of stress
is evident over time. These includes:
1. Physical – frequent colds or flu, headaches, trouble sleeping, muscle tension, skin
problems, trouble with digestion.
2. Mental – poor concentration, forgetfulness, learning problems, frequent negative
thoughts, speech problems.
3. Emotional – Anxiety, depression, anger, irritability, feelings of helplessness, lack
of purpose, relationship troubles.
4. Behavioral – eating poorly, driving recklessly, abusing alcohol or drugs, being
accident prone, showing aggression.
Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”

We all have certain things, situations, or people that cause us to lose our
composure from time to time. Determine what causes YOU to “lose your cool” by
completing this activity. When you begin to identify your stressors, you can become
skilled at preventing negative consequences. Place an X next to each factor that cause
you stress. There are blank spaces provided so you can add your own.
_____being late _____chores _____other class____
_____too much homework _____lack of sleep _____boredom
_____speaking in public _____no date for a dance _____rude people
_____babysitting _____pimples _____no money
_____going to the dentist _____physical education class
_____arguments with friends _____math class
_____restrictions at home _____English class
Division of Bohol
_____no transportation _____getting an injection

_____playing on a sport team _____arguments with parents
_____not being included on a sports team _____fight with boyfriend/girlfriend
_____losing something valuable _____losing
_____parents fighting _____careless drivers
_____getting detention _____slow drivers
_____your job _____loud people
_____taking test _____baby crying
_____video games _____disrespectful children
_____using computer _____a friend betrays you
_____closed in spaces _____
_____commercials _____
_____interruptions while busy _____
_____
Division of Bohol
QUARTER 1
Competency: : Identify causes and effects of stress in one’s life (EsP-
PD11/12CS-If-5.2)
Objective : Demonstrate personal ways of coping with stress for healthful
living.
Materials :
Concept Notes:
STRESS MANAGEMENT
Dictionary definition do not quite capture the meaning of stress as it is seen and
experienced in the world of work. One of the Webster’s definitions describes it as an
“emotional factor that causes bodily or mental tension.”
A practical way of defining stress is the feeling one gets from prolonged, pent-up
emotions. If the emotions you experience are pleasant and desirable – joy, elation,
ecstasy, delight – you usually feel free lo let them show. They are not suppressed.
Therefore, positive emotions do not usually cause stress. Negative emotions, on the
other hand, are more often held inside. They are hidden. You suffer quietly and you
experience stress. Do not confuse positive situations with positive emotions. A wedding
for example, is a positive situation that often brings about the negative emotions of
anxiety and tension. So, stress can exist in great situations.
Activity: STRESS SIGNALS
Take a look at the warning signs of stress listed on the table below. Check each
of the warning signs that applies to you. when you are finished checking your warning
signs, discuss your list with someone you trust, and answer the following questions:
1. How much stress do you think you are currently under?

2. Are there any similarities of warning signs of stress between you and the person
whom you discussed with? Elaborate.
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PHYSICAL EMOTIONAL BEHAVIORAL

_____headaches _____overeating _____mood changes _____smoking
_____stomachache _____loss of _____lack of _____nail biting
_____dizziness appetite concentration _____tapping
_____back pain _____inability to _____nightmares _____pulling hair
_____neck stiffness sleep _____panic attacks _____grinding hair
_____ulcer soars _____skin _____anxiety _____use of
on mouth problems _____anger alcohol
_____jaw pains _____constant _____irritability _____use of
_____weight loss fatigue _____crying medication
_____weight gain _____cold hands _____thoughts of _____compulsive
_____twitches or feet suicide dieting
(eyelids, face) _____excessive _____depression _____hair chewing
_____weakness sweating _____confusion _____nervous
_____nausea _____chest pains _____feelings of laughter
_____indigestion _____high blood helplessness _____pacing
_____excessive pressure _____restlessness _____lateness
sleeping _____rapid or _____racing _____putting
difficult breathing thoughts things off
_____aggressiveness _____not caring
about physical
appearance
_____compulsive
overeating
Division of Bohol
QUARTER 1
Competency: : Demonstrate personal ways to cope with stress and maintain
mental health (EsP-PD11/12CS-Ifg5.3)
living.
Materials :
Concept Notes:
STRESS RESPONSE
Your stress response is the collection of physiological changes that occur when
you face a perceived threat-when you face situations where you feel the demands
outweigh your resources to successfully cope. These situations are known as stressors.
When your stress response is triggered, a series of changes occur within your
body. They include:
1. Redirection of blood away from extremities and instead of major organs.

2. The release of cortisol and other hormones, which bring other short-and long-
term changes
3. The stress response is intended to give you a burst of energy so you’re able to
fight off attackers or run away from them effectively.
4. This helped our ancestors, who faced numerous physical threats, to stay safe.
Activity: QUIET TIME
Find a place in your home (in your room or in any spot in your house that is
quiet) for you to spend 15 minutes of quiet time. Play calm music from your cellphone
or radio. You may put your head on a wall, bark of a tree, or simply lean in your
arm, until you feel more relax.
After 15 minutes of quiet time, simply think your experience how you felt before,
during, and after. Write you answer on the box below.
Division of Bohol
QUARTER 1
Competency: : Demonstrate personal ways to cope with stress and maintain
mental health (EsP-PD11/12CS-Ifg5.3)
living.
Materials :
Concept Notes:
KEEP STRESS UNDER CONTROL
There are many effective ways to handle stress. Of course, you can’t avoid stress
– in fact, you wouldn’t want to avoid all stress, because you’d never grow. However, you
can manage your life so that you survive the emotional down times without allowing
stress to engulf you. Also, you can work to eliminate controllable stress factors, such as
running late or not getting enough sleep. But when stress is constant or too great, your
wisest option is to find ways to reduce or control it. You need not, and should not, live
your life in emotional stress and discomfort. Stress can be successfully managed. Here
are some tips: Understand the Causes of Stress, Analyze your Stress Factors and Write
Them Down, Deal with the Stressors, Learn to Work Under Pressure or Unusual
Conditions.
Activity: ELABORATE
1. Write down at least 5 major causes of your stress.
A.
B.
C.
D.
E.
2. Deal with the stressors. Develop techniques to deal with the causes of stress
listed above.
A.
B.
C.
D.
E.
Division of Bohol
QUARTER 1
Competency: : Discuss that understanding the different parts of the brain,
processes and functions may help in improving thoughts,
behavior and feelings. (EsP-PD11/12PM-Ig-6.1)
Objective : Discuss that understanding the left and right brain functions
may help in improving one’s learning.
Topic : The Powers of the Mind
Materials :
Concept Notes:
Ned Herrmann labeled the four quadrants of the brain as:
1. Upper Left (A) Cerebral Mode – key word for this quadrant is Analytical
2. Lower Left (B) Limbic Mode – key word for this quadrant is Organized
3. Lower Right (C) Limbic Mode – key word for this quadrant is Interpersonal
4. Upper Right (D) Limbic System – key word for this quadrant is Imaginative
Based on this model, Ned Herrmann developed the Herrmann Brain Dominance
Instrument (HBDI), a 120 question survey instrument that measured the preference
strengths of the four quadrants. This is very useful in identifying occupational profiles
(Herrmann International). Herrmann was not trying to differentiate the functions of
the quadrants and how the brain works. Instead, he pointed out the preferences of
styles in thinking. Real life application of this is in solving problems and taking a
different approach to finding solutions through more creative problem solving.
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Activity: EXPLAIN
1. Name and explain the key characteristics of the four quadrants of the brain as
theorized by Ned Herrmann.
2. How does the whole brain theory affect the learning process of a person?
3. Which brain side do you think is more dominant among these popular Filipinos
and explain why do you think so?
Photo Credit: MO1/mandirigma.org Photo Credit: Jacque Line

mandirigma.org
Photo Credit: Diana Walker Photo Credit: leasalonga.com

Division of Bohol
QUARTER 1
Competency: : Discuss that understanding the different parts of the brain,
processes and functions may help in improving thoughts,
behavior and feelings. (EsP-PD11/12PM-Ig-6.1)
Objective : Discuss that understanding the left and right brain functions
may help in improving one’s learning.
Topic : The Powers of the Mind
Materials :
http://sourceforge.net/projects/freemind/?source=typ_redirect
Concept Notes:
MIND MAPPING
Organizing information and concepts through the use of maps or diagrams has been a
practice among thinkers as early as the third century. Educators, planners, engineers,
and other professionals had been using these pictorial methods throughout the
centuries that followed. According to Dictionary.com, “A mind map is a diagram used to
represent ideas or information branching from a central key word or idea and used as
an aid in study, organization, problem solving, decision-making, and writing.”
According to the website www.mindmapping.com, there are five essential characteristics

of mind mapping:
1. The center image represents the main idea, subject, or focus.

2. The main branches radiate from the central image.
3. The branches comprise a key image or word drawn or printed on its line.
4. Twigs represent the lesser topics.
5. The branches form a connected nodal structure.
Division of Bohol
Activity: EXPLAIN and ILLUSTRATE
1. What is a mind map and explain when it is useful?

2. Create your own mind map using your favorite weekend activities as the main
topic.
Note: You may get your free mind mapping tool from
http://sourceforge.net/projects/freemind/?source=typ_redirect or you may use
online application called “Exam Time”
You may also refer to the sample indicated at the concept notes.

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Republic of the Philippines

Name: _______________________________ Year and Section: _____________ Score: ______

Quarter : 1 Week : 4 Day : 1 Activity No. : 13

Copyrights : DepEd owned

Activity: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s

Name: _______________________________ Year and Section: _____________ Score: ______

Quarter : 1 Week : 4 Day : 2 Activity No. : 14

Developmental Stages and Its Characteristics

Name: _______________________________ Year and Section: _____________ Score: ______

Quarter : 1 Week : 4 Day : 3 Activity No. : 15

Activity: HOW MINDFUL AM I?

Is it necessary to say it Now?

Name: _______________________________ Year and Section: _____________ Score: ______

Quarter : 1 Week : 4 Day : 4 Activity No. : 16

Activity: ELABORATE (5 points each)

Activity: TRUE or FALSE

__________4. Coping is necessary to avoid psychological trauma and mental diseases.

__________5. Coping may also be a combination of both problem-focused and

Quarter : 1 Week : 5 Day : 5 Activity No. : 17

Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”

_____no transportation _____getting an injection

Activity: STRESS SIGNALS

1. How much stress do you think you are currently under?

PHYSICAL EMOTIONAL BEHAVIORAL

1. Redirection of blood away from extremities and instead of major organs.

Activity: QUIET TIME

1. Write down at least 5 major causes of your stress.

Ned Herrmann labeled the four quadrants of the brain as:

Photo Credit: MO1/mandirigma.org Photo Credit: Jacque Line

Photo Credit: Diana Walker Photo Credit: leasalonga.com

According to the website www.mindmapping.com, there are five essential characteristics

1. The center image represents the main idea, subject, or focus.

Activity: EXPLAIN and ILLUSTRATE

1. What is a mind map and explain when it is useful?

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Name: _________________________ Year and Section: _ Score:

Name: _________________________ Year and Section: _ Score:

Name: _________________________ Year and Section: _ Score:

Name: _________________________ Year and Section: _ Score:

_no transportation _getting an injection