The Challenges of Quarter 1 Module 4 Middle and Late Adolescence Personal Development First Edition 2016 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.
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Published by the Department of Education
Secretary: Dr. Leonor Briones Undersecretary: Alain Del B. Pascua Development Team of the Module Writers: Harry J. Pereye Editors/ Reviewers: Alfredo V. Villanueva III Illustrator: Harry J. Pereye Layout Artist: Harry J. Pereye \ Psalm David Go Management Team Ma. Evalou Concepcion A. Agustin OIC – Schools Division Superintendent Aurelio G. Alfonso, Ed. D., OIC - Assistant Schools Division Superintendent Victor M. Javeña, Ed. D. Chief – School Governance & Operations Division OIC – Chief Curriculum Implementation Division Education Program Supervisors 1. Librada L. Agon, Ed. D., EPP/TLE 2. Liza A. Alvarez, Science 3. Bernard R. Balitao, Araling Panlipunan 4. Joselito E. Calios, English 5. Norlyn D. Conde, Ed. D., MAPEH 6. Wilma Q. Del Rosario, LRMS 7. Ma. Teresita E. Herrera,Ed. D., Filipino 8. Perlita M. Ignacio, Ph. D., ESP/SPED 9. Dulce O. Santos, Ed.D., Kinder/MTB 10. Teresita P. Tagulao, Ed. D., Mathematics
Printed in the Philippines by Department of Education – NCR Schools
Division of Pasig Buting Senior High School
Office Address: A. Santos Street Buting, Pasig City
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Welcome to this course, PERSONAL DEVELOPMENT, or PERDEV for
short. This is a very interesting course, and can become the most personally rewarding for you, because the subject matter for this course is YOU! As a new senior high school student, you have now entered a new educational level, as well as a new psychological and social level, called the middle and late adolescence. You may feel that you are no longer the rapidly growing and awkward teenager, but you also feel you are not quite ready to call yourself a mature adult either. This course shall make you take a deeper look at yourself and analyze your developmental changes, your skills and traits which can help you meet the various tasks that you must undertake at this point in your life. It shall provide you with some techniques to meet stress and other mental health issues with one’s strengths and coping powers. The course shall also give you the chance to analyze your relationships with your family, friends and significant others. Finally, the PERDEV course shall help you take stock of where you are in your career development and how to get to where you want to be. This module was collaboratively designed, developed and reviewed by educators from Schools Division Office of Pasig City headed by its Officer-In- Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local Government of Pasig through its mayor, Honorable Vico Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) while overcoming their personal, social, and economic constraints in schooling.
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the learners.
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. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module.
For the learner:
The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with 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 material while being an active learner. This module has the following parts and corresponding icons:
Expectation - These are what you will be able to know
after completing the lessons in the module
Pre-test - This will measure your prior knowledge and
the concepts to be mastered throughout the lesson.
Recap - This section will measure what learnings and
skills that you understand from the previous lesson.
Lesson- This section will discuss the topic for this
module.
Activities - This is a set of activities you will perform.
Wrap Up- This section summarizes the concepts and
applications of the lessons.
Valuing-this part will check the integration of values in
the learning competency.
Post-test - This will measure how much you have learned
from the entire module. PERDEV 12 Personal Development
Quarter 1 Module 4 Lesson 1: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE EXPECTATION
Most Essential Learning Competencies:
1.1 Identify ways that help one become capable and responsible adolescent prepared for adult life Specific Objectives: 1. discuss how facing the challenges during adolescence, they may able to clarify and manage the demands of teen years, 2. express your feelings on the expectations of the significant people around you, such as your parents, siblings, friends, teachers, community leaders.
PRE–TEST
Directions: Answer our Big Question in this module.
1. How can you, as an adolescent, balance the expectations of significant people in your life and your personal aspirations?
RECAP
Directions: Answer the following questions briefly.
1. What does T.H.I.N.K stands for?
2. How T.H.I.N.K helps you to become a better person? LESSON
Reading: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE
ADOLESCENCE Physical Development Most girls have completed the physical changes related to puberty by age 15. Boys are still maturing and gaining strength, muscle mass, and height and are completing the development of sexual traits. Emotional Development May stress over school and test scores. Is self-involved (may have high expectations and low self-concept). Seeks privacy and time alone. Is concerned about physical and sexual attractiveness. May complain that parents prevent him or her from doing things independently. Starts to want both physical and emotional intimacy in relationships. The experience of intimate partnerships Social Development shifts in relationship with parents from dependency and subordination to one that reflects the adolescent’s increasing maturity and responsibilities in the family and the community, Is more and more aware of social behaviors of friends. Seeks friends that share the same beliefs, values, and interests. Friends become more important. Starts to have more intellectual interests. Explores romantic and sexual behaviors with others. May be influenced by peers to try risky behaviors (alcohol, tobacco, sex). Mental Development Becomes better able to set goals and think in terms of the future. Has a better understanding of complex problems and issues. Starts to develop moral ideals and to select role models.
Reading: ENCOURAGEMENT 101: The Courage to Be Imperfect
by Timothy D. Evans, Ph.D. Encouragement is the key ingredient for improving your relationships with others. It is the single most important skill necessary for getting along with others – so important that the lack of it could be considered the primary cause of conflict and misbehavior. Encouragement develops a person’s psychological hardiness and social interest. Encouragement is the lifeblood of a relationship. And yet, this simple concept is often very hard to put into practice. Encouragement is not a new idea. Its spiritual connotation dates back to the Bible in Hebrews 3:11 which states “Encourage one another daily.” Encouragement, as a psychological idea, was developed by psychiatrist Alfred Adler in the early 20th century and continued to evolve through the work of Adler’s follower Rudolph Dreikurs. However, even today, relatively few educators, parents, psychologists, leaders or couples have utilized this valuable concept. Most of the time, people mistakenly use a technique like praise in an effort to “encourage” others. Half the job of encouragement lies in avoiding discouraging words and actions. When children or adults misbehave, it is usually because they are discouraged. Instead of building them up, we tear them down; instead of recognizing their efforts and improvements, we point out mistakes; instead of allowing them to belong through shared decision-making and meaningful contributions, we isolate and label them. Most of us are skilled discouragers. We have learned how to bribe, reward and, when that fails, to punish, criticize, nag, threaten, interrogate and emotionally withdraw. We do this as an attempt to control those we love, bolstered by the mistaken belief that we are responsible for the behavior of everyone around us, especially our spouses and children. These attempts to control behavior create atmospheres of tension and conflict in many houses. Most commonly, we discourage in five general ways: We set standards that are too high for others to meet because we are overly ambitious. We focus on mistakes as a way to motivate change or improved behavior. We make constant comparisons (self to others, siblings to one another). We automatically give a negative spin to the actions of others. We dominate others by being overly helpful, implying that they are unable to do it as well. Encouragement is not a technique nor is it a special language used to gain compliance. Encouragement conveys the idea that all human beings are worthwhile, simply because they exist. In one sentence, Mr. Rogers does more for a child’s sense of adequacy than a hundred instances of praise when he says, “I like you just the way you are.” Not I like you when you do it well enough, fast enough and get it all correct. Encouragement develops children’s psychological hardiness -- their ability to function and recover when things aren’t going their way. Encouragement enhances a feeling of belonging which leads to greater social interest. Social interest is the tendency for people to unite themselves with other human beings and to accomplish their tasks in cooperation with others. The Junior League mission of “developing the potential of women and improving communities through the effective action and leadership of trained volunteers” is rooted in the idea of social interest. The first step to becoming an encouraging person is to learn to distinguish encouragement from discouragement. As a rule, ask yourself: Whatever I say or do, will it bring me closer together or farther apart from this person? We all have the power to be more encouraging people. The choice, as always, is yours.
ACTIVITIES
Essay: Answer the following questions below. Write your answers in 3-5 sentences for each question.
1. What are the challenges you currently facing as an adolescent?
2. From the past challenges you faced, how did solve it? Did you do it alone or with someone? 3. What are the expectations coming from your parents, siblings, friends, teachers and community leaders that becomes a challenge to you? 4. What advice that you can give to a teenager like you facing a great pressure or challenge facing right now? WRAP–UP
Directions: Answer the following Questions
1. Give at least 2 challenges present during adolescence in terms
of Physical, Emotional and Social aspects. 2. What is the importance of Encouragement to a teenager? 3. Give the five common general ways we discourage others.
VALUING
Encouragement is important to an individual, it helps us to keep
going in life during the time when we feel that we can’t overcome obstacles or sometime during hard emotional time. There are people who love us dearly and they are also there to give us encouragement during these times. Let us appreciate these gestures of love shown to us. Most especially during these times of pandemic.
POST TEST
Directions: Identify what development stated below.
PD for Physical Development
ED for Emotional Development
SD for Social Development
MD for Mental Development
1. May stress over school and test scores. 2. Explores romantic and sexual behaviors with others. 3. Start develop moral ideals and to select role models. 4. The experience of intimate partnerships. 5. Most girls completed the physical changes related to puberty by age of 15. 6. Has better understanding of complex problems and issues. 7. Friends become more important. 8. Maybe influenced by peers to try risky behaviors (Alcohol, tobacco, sex) 9. Boys are maturing and gaining strength, muscle mass and height and completing the development of sexual traits. 10. Seeks privacy and time alone. Wrap-Up 1. Self-Explanatory 2. Self-Explanatory 3. A. We set standards that are too high for others to meet because we are overly ambitious. B. We focus on mistakes as a way to motivate change or improved behavior. C. We make constant comparisons (self to others, siblings to one another). D. We automatically give a negative spin to the actions of others. E. We dominate others by being overly helpful, implying that they are unable to do it as well. Post Test 1. ED 2. SD 3. MD 4. SD 5. PD 6. MD 7. SD 8. SD 9. PD 10.ED The Rest are based on the learners’ perspective Key to Corrections REFERENCES
Websites:
http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp. pdf
