Personal

Development
Quarter 1 – Module 2:
Understanding the Connections
Between Thoughts, Feelings and

Behavior
Personal Development – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2: Understanding the Connections Between Thoughts,
Feelings and Behavior
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 Edu cation

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)
Telphone Number: (045) 598-8580 to 89
E-mail Address:[email protected]
 Personal
Development
Quarter 1 – Module 2:
Understanding the Connections
Between Thoughts, Feelings and
Behavior
Introductory Message
For the facilitator:

Welcome to the Personal Development/ Grade 11 Alternative Delivery Mode

(ADM) Module on Understanding the Connections Between Thoughts, Feelings and
Behavior!

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 Connections Between Thoughts, Feelings
and Behavior. 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.

ii
You will be enabled to process the contents of the learning resource while being an
active learner.
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.

The following are some reminders in using this module:

iii
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 understand the connections between thoughts, feelings, and
behavior. 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 the meaning of thoughts, feelings, and behavior

2. understand the connections between thoughts, feelings, and behaviors; and
3. respond positively in dealing with actual life situations

What I Know

Read and analyze each statement below and carefully choose the letter that best
describe the statement. Write your answers on the separate worksheet or paper.

1. What do you call the way how we feel and affects our behaviors?
a. Feelings
b. Moods
c. Thoughts
d. Trauma
2. Fear, happiness, and disgust are examples of?
a. Feelings
b. Moods
c. Thoughts
d. Trauma
3. What is a process of what we perceived in our mind that creates mental
images?
a. Actions
b. Mental
c. Moods
d. Thoughts

1
4. Cindy was surprised when she received a bouquet of flowers coming from
Robert. What feelings should Cindy be showing? a. angry
b. disgust
c. happy
d. sad
5. The waiter was fired to his job because the restaurant should layoff some of
its staff. What do you think that the waiter feels when he heard the news that
he is one of the staff that will be laid off? a. angry
b. disgust
c. happy
d. sad
6. The teacher comes in the room with smiling face. What kind of emotions does
the teacher is showing to her students? a. angry
b. disgust
c. happy
d. sad
7. Helen is usually fetch by his boyfriend Aljade however today to her surprised
and she waited too long her boyfriend didn’t come? What do you think Helen
would be thinking?
a. She is too worried about what happen to her boyfriend that maybe he has
to do overtime for his job.
b. She will be angry and will break up with her boyfriend.
c. She will go home and ask her boyfriend why he didn’t come up and they
end up fighting to each other.
d. She will call him that she rides in a taxi and it is okay if he will not be able
to fetch her.
8. What are probably the results of your feelings and negative thoughts? a.
Attitude
b. Behavior
c. Tantrums
d. Trauma
9. Nurses are too tired because of the number of COVID 19 victims are soaring
high. If you are a nurse handling COVID 19 cases what would you feel? a.
angry
b. disgust
c. happy
d. tired
10. Why feelings affect human’s behaviors?
a. Because how do we feel started on our thoughts and soon affect our
behaviors.
b. Because feelings what drives our behaviors.

2
 c. Because feelings are emotions and humans react usually based on what
they feel.
d. None of the above.
11. Social development requires ____________.
a. social status
b. social security
c. social interaction
d. social responsiveness
12. Adolescent stage of development is a transition stage from ____________.
a. childhood to adulthood
b. childhood to adolescence
c. adolescence to adulthood
d. adolescence to middle adulthood
13. Cognitive development is known as ____________.
a. social growth
b. physical growth
c. spiritual growth
d. intellectual growth
14. Physiological development is ____________.
a. social growth
b. physical growth
c. spiritual growth
d. intellectual growth
15. Spiritual development is the process of becoming fit ____________.
a. physically and mentally
b. physiologically and socially
c. for higher level in the spirit world
d. for the standards set by the society

3
 Understanding the
Lesson
Connections Between
2 Thoughts, Feelings, and
Behavior

What’s In

“Thoughts, Feelings, and Actions”

Instructions: Imagine you have an upcoming test and you think “I’m going to fail”.
Because of this thought, you start to worry. You are so worried that you feel sick just
thinking about the test. Because it is so uncomfortable you decide not to study.
Given the illustration below write down any situation that has happened to you
recently and what are your thoughts, feelings and actions towards it.

4
Everyone has problems, both big and small. To better solve your big problems, it
helps to learn how your thoughts, feelings, and actions are connected.

What’s New
Have you had trouble in understanding why you cannot control your
emotion and you ended up like having no control of your yourself and regret it?
Direction: To begin exploring the connection between emotions, thoughts and
behaviors, revisit some of your own experiences with primary emotions. Copy this
table on a sheet of paper and write there your answer.

Experience/Situation Emotions: Thoughts: What Behaviors: What

Describe the types of thoughts did you do?
range of were in your
emotions you felt mind?

5
 Think of a time you
were angry

Think of a time you were

sad or hurt

Think of a time you were

fearful
Think of a time you were
happy

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

Developing the Whole Person

6
What is your understanding of a Whole Person?

Holistic development essentially means the development of intellectual,

mental, physical, emotional, and social abilities in a child so that he or she can face
the demands and challenges of everyday life. These abilities are vitally important for
success in professional fields of work.

Every child is unique. He or she has her unique personality traits, interests,
preferences, values, attitudes, strengths, and weaknesses. The educational
curriculum must be able to help every child find his or her unique place in the world
in alignment with the uniqueness that he or she has. To achieve this, the holistic
development of a child is of utmost importance.

Why holistic development?

Nowadays, most
companies or organizations
not only consider a student’s
overall academic
performance but also
consider the holistic
development of students
when they recruit for various
jobs. This makes the holistic
development of students in
schools and colleges very
important.

Key elements of holistic development

When we talk about the holistic development of a child, we need to understand

that it is the overall development that matters. Thus, holistic growth seeks to target
child personality development in the following ways:

7
Physical
It is common knowledge that children are little balls of unbridled energy. This
energy is essential to make the necessary neural connections for overall holistic
growth. Thus, exercise and movement of any form lead to increased blood flow in the
body.

With increasing blood flow to the brain, the child becomes capable of acquiring
new information and concepts. It is the development of the gross and fine motor skills
that enable a child to be healthy and fit. Not only that, children learn to be more
aware of their sensory understandings and recognize their implications to implement
well in the future.

Cognitive
Adolescents graduate from the concrete operational stage and move to the
formal operational stage of thought around the age of 12. As the fourth and last stage
of Piaget’s cognitive
development theory, this
stage brings about the
ability to engage in
abstract thought (Piaget,
1972). With this new
form of thought,
adolescents can
comprehend and
methodically handle
theoretical concepts. No
longer bound by
concrete reasoning,
adolescents develop a
complex imagination
and a hypothetical
approach to problem-
solving. They are often concerned with the reason or the “why” behind things.

Instead of being limited to concrete thinking, adolescents can imagine both

the possible and the impossible, form thoughts, and use logical reasoning to
determine the possibility of a concept or task. Suggesting that teenagers have reached
the formal operational stage, they now could correspond to concepts by holding ideas
in their minds instead of having to use objects. To explain this, one could ask a child
to rank items based on reasoning: If A = B and B = C, then A = C. The child still in
the concrete operational stage will not be able to understand this task without using
drawings or objects. In contrast, teenagers in the formal operational stage will be able
to imagine the idea in their minds and justify the logic behind it (Miller, 2011).

Adolescent thought is often self-centered and influenced by the belief that

others are very aware of their every action. They live with the knowledge of a fictional
audience and often act out in attention-seeking behavior. Elkind (1976) called this
heightened self-consciousness adolescent egocentrism, which gives rise to numerous

8
weaknesses of adolescent thought. For example, a personal story occurs when
teenagers believe that their thoughts, feelings, and experiences are fully different,
more extraordinary, or more terrible than others’. Similar to the personal story is the
invincibility fable, which happens when adolescents believe that they cannot be
affected or hurt by anything that would negatively affect an average person (e.g.,
unprotected sex, drug abuse, or speeding) (Alberts, Elkind, & Ginsberg, 2007). It is
important to note that many developmentalists do not support the belief that
individuals make a quick jump into the formal operational stage, with many noting
the gradual, individual progression of cognitive development (Siegler, 2007).

Language
Language and speech are integral parts of a childhood process. Speaking well
and articulating are necessary skills in today’s world. Below the age of 5, children
capture linguistic abilities fast and bloom well. Since the brain develops quickly, it is
necessary to stimulate sight, sounds, and speech patterns. Children start with small
words in their mother tongue and slowly move on to complex sentences. Gradually,
the shift is made towards other languages, commonly English or a third language,
and is the second most crucial element in the holistic development of the child.

Psychosocial
As children grow into adolescents, they enter a process through which they
figure out who they are, passing through various stages along the way. In working
towards identity achievement, both parents and peers’ function as influential sources
of direction and support for the adolescent. Though many exciting changes occur
during this period, teens also face several risk factors, such as depression, suicide,
and drugs. Teens experience growth in their relationships, not only with their parents
and peers but also with romantic partners. Despite adolescents’ developing
independence, parents should not underestimate how influential they can be during
this stage.

Psychosocial Development for Erikson is a series of stages in which a child

experiences conflict that serves as primary element for his/her development. If the
child has successfully dealt with these conflicts it will contribute much to his/her
well-being particularly on how he/she will optimistically live his/her live-in latter
years. He/she will manifest positive behavior and good disposition in life that makes
him/her feel good about him/herself.

However, if he/she fail to deal with the conflict effectively he/she may not
develop skills needed for him/her to see a great sense of individuality. The eight
stages of Psychosocial Development according to Erikson are as follows:

1. Trust vs Mistrust (birth to 8 months)

2. Autonomy vs Shame and Doubt (2 to 3 years)
3. Initiative vs Guilt (3 to 5 years)
4. Industry vs Inferiority (6 to 11 years)
5. Identify vs confusion (12 to 18 years)
6. Intimacy vs Isolation (19 to 40 years)

9
 7. Generativity vs Stagnation (40 to 65 years)
8. Integrity vs Despair (65 to death)

As individuals move into adolescence, Erikson (1968) theorized that they enter
his fifth stage of psychosocial development, identity versus role confusion. It is during
this stage that the question “Who am I?” takes center stage. In adolescence, identity
is often shaped by their impression of what others think of them as well as their own
view of themselves (Cole et al., 2001). Their improved cognitive functioning now
allows them to view themselves from a psychological perspective, whereas before they
defined themselves using only concrete and specific traits. When teenagers are
younger, they may struggle to accept that their desired self-concept (social and
friendly) differs from their behavior (wanting alone time). However, older teenagers
can reconcile that conflict by understanding that their behaviors may be altered by
situations and circumstances (Hitlin, Brown, & Elder, 2006).

In Erikson’s fifth psychosocial stage, teenagers often test out various roles,
activities, and ideologies to reach identity achievement. James Marcia (1966) built
upon Erikson’s theory, finding four different ways in which teenagers work through
the identity crisis: 1) identity confusion, 2) foreclosure, 3) moratorium, and 4) identity
achievement.
1. The first stage, identity confusion, impedes a teenager from forming close
relationships and engaging in meaningful activities, which often leads to social
withdrawal.
2. Second, foreclosure occurs when teenagers simply adopt others’ values or
norms to avoid confusion and to find comfort in some form of commitment
(Meeus, 2011).
3. The third stage of moratorium commonly occurs around age 19, and it allows
adolescents to take a break from figuring out their identity, such as by
attending college or joining the military (Kroger, Martinussen, & Marcia, 2010;
Meeus, 2011).
4. Once a teenager progresses through a time of identity crisis, the final and ideal
stage is identity achievement.

As teenagers work through these stages and move towards identity

achievement, it is important for parents to guide them and emphasize God’s love and
plans. Given the influence of parents and the environment on teenagers’ identity
formation, it is not surprising that Erikson (1968) found four venues by which
formation occurs at the chronosystem level: religious, political, sexual, and
vocational.

Moral

During adolescence and emerging adulthood, individuals undergo moral

development — that is, they witness changes in their thoughts, feelings, and
behaviors about what is right and wrong. Kohlberg’s theory of moral reasoning (1976)
argues that moral development occurs in three levels, each with two stages. By
increased internalization and observing positive models, adolescents move to the

10
second stage, which involves living according to the specific standards of others. Then
adolescents move to the third stage, in which morality is more internal and becomes
one’s own. Compared to children, adolescents engage in more prosocial behavior, and
girls do so more than boys. Two important aspects of prosocial behavior are
forgiveness and gratitude, which are clearly emphasized throughout Scripture.
According to behaviorists, moral behavior is influenced by reinforcement,
punishment, and imitation. In contrast, Freud believed that children may adopt their
parents’ moral standards to avoid feeling guilty (Kohlberg, 1963). Currently, many
views both negative and positive feelings such as guilt and empathy as important to
moral development.

Kohlberg's Theory of Moral Reasoning

• What is right and wrong is determined
by what is punishable. Moral action is
essentially the avoidance of
punishment.
Preconventional Morality • What is right and wrong is determined
by what brings rewards and what
people want. Other people's wants and
needs come into the picture, but only
in a reciprocal sense.
• Make decisions based on what will
please others. Concerned
about maintaining interpersonal
Conventional Morality relations.
• Looks to society for guidelines about
behavior. Thinks of rules as flexible,
unchangeable.
• Recognizes that rules are social
agreements that can be changed when
necessary.
Post-Conventional Morality • Adheres to a small number of abstract
principles that transcend specific,
concrete rules. Answers to an inner
conscience.

Spiritual
This involves many advances in cognitive development, and such advances
may cause them to ask questions about their religious or spiritual beliefs. Consistent
with Piaget’s view of cognitive development, adolescents improve in their ability to
think abstractly, idealistically, and logically. This allows them to think about various
religious and spiritual concepts. Some adolescents may question how a God could
possibly be considered loving if so many people across the world experience so much
pain and distress. Adolescents’ improved idealistic thinking abilities allow them to
consider if religion is the best way to build a better, more ideal world. Likewise, their

11
improved ability to reason logically allows them to form hypotheses and consider
various answers to spiritual questions.

Adolescents ask themselves who they really are, what they want out of life,
and what the purpose of life is. In addition, they may question the existence of God
or other higher spiritual being, wondering if they have simply adopted their parents’
views or if they are their own views as well. Research suggests that the link between
identity and spirituality in adolescence may lead the way to one developing a spiritual
identity that goes beyond, but not necessarily excludes, one’s childhood religious
identity (MacDonald, 2011).

There are numerous ways in which parents may introduce their children to
religion, such as Sunday school, parochial education, tribal transmission, or
teaching their children at home. In general, adolescents do adopt the religion of their
parents (King & Roeser, 2009). However, if people’s religion changes or they
experience a reawakening, then it typically takes place in adolescence or emerging
adulthood. Research has shown that the religiosity of people’s parents is positively
associated with their religiosity during adolescence (Kim-Spoon et al., 2012). This,
too, is correlated with individuals’ religiosity after they transition to adulthood.
Parents who have positive relationships with their children have a bigger effect on
their adolescents’ religious beliefs, just as mothers have more of an impact than
fathers. Likewise, adolescents’ peers have an influence on their religious interest.

What’s More

Independent Activity 1
“Thoughts, Feelings and Behaviors”
Word Hunt. Find the words listed below. Words appear straight across, backward
straight across, up and down, down and up, and diagonally. Write your answers on
the separate worksheet or paper.

12
Independent Assessment 1
Instructions: Identify what is being asked. Write your answers on the separate
worksheet or paper.

_________________1. Affective state of consciousness an emotional state or reaction.

_________________2. System of beliefs that adheres to the highest ideals of human
existence
_________________3. The development relates to the brain and its development, i.e.,
the child’s intelligence.
_________________4. A person's thoughts, feelings, and emotions about another
person, object, idea, behavior, or situation.
_________________5. It means to move or be upset or agitated. it is a variation in level
of arousal, affective state or mood, expressive movements, and attitudes.

13
_________________6. Various emotional experiences such as emotions, moods, and
affective traits.
_________________7. Describes things related to the idea that the whole is more than
the sum of its parts.
_________________8. Defined as the process of growth or new information or an event.
_________________9. Often the result of experience or upbringing, and they can have
a powerful influence over behavior.
_________________10. Consists of an organism's external reactions to its environment.

Independent Activity 2
Instructions: Write down the functions of the given key elements of holistic
development. Write your answers on the separate worksheet or paper.

Independent Assessment 2
Instructions: Identify if the given statements are True or False. Write your answers
on the separate worksheet or paper.

___________________1. Something that is made parts and yet is somehow more than
or different from the combination of its parts; broadly, the general quality or
character of something → Spiritual.
___________________2. Emphasizing the complete aspects of a person or his totality →
Holistic Development.
___________________3. Independent thought and action → Self-direction.
___________________4. Understanding, appreciation, tolerance, and protection for the
welfare of all people and of nature → Holism.
___________________5. Primary output of our attitude → Behavior.

14
___________________6. Originate from the things we have learned both in a right or
wrong way → Thoughts.
___________________7. The Various Aspects of Holistic Development of Persons (4) →
Social.
___________________8. how thinking, feeling, and behaving interact and happen in a
person. → Psychological
___________________9. The attribute of a person's consciousness and beliefs, including
the values and virtues that guide and put meaning into a person's life. → Cognitive
___________________10. Not everyone develops in the same speed as the majority →
Holistic development

Independent Activity 3
Instructions: Enumerate the different holistic development concepts. Write your
answers on the separate worksheet or paper.

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

15
 ____ 1. Holism a. The relationships a person has with
____ 2. Virtues other people.
____ 3. Social b. Excitement, novelty, and challenge
____ 4. Values in life.
____ 5. Stimulation c. The tendency in nature to form
____ 6. Cognitive Triangle wholes which are greater than the
____ 7. Cognitive Development sum of the parts through creative
____ 8. Holistic Development evolution.
____ 9. Social Development
d. Virtues are adjectives that describe
____ 10. Psychological Development
positive and desirable qualities
which usually mirror a value it
represents.
e. refers to a "psychological model
encompassing the interrelationships
of thought, actions, and feelings
surrounding an event.
f. At the core of every person lies a
system of beliefs that adheres to the
highest ideals of human existence.
These ideals create meaning and
purpose in a person's life
g. process of self-evaluation which
leads to long-range goal setting,
emotional and independence, and
maturity.
h. This is the beginning to think from
concrete to abstract terms.
i. The adolescents begin to rely more
on their friends or peer groups for
support than on their family
j. A stage when physiological changes
occur in the body that signifies
sexual maturity.
k. refers to the process of
selfactualization and learning that
combines an individual's mental,
physical, social, emotional, and
spiritual growth.

What I Have Learned

Write your answers on the separate worksheet or paper.

16
  What are thoughts, feelings, and behavior?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

 What have you learned on the connections between thoughts, feelings, and
behaviors?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

 What have you learned about Holistic Development of a person?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What I Can Do

Instructions: Review the 8-wheel categories – think briefly what a satisfying life
might look like for you in each area. Next, draw a line across each segment that
represents your satisfaction score for each area. Write your answers on the separate
worksheet or paper.

17
• Imagine the center of the wheel is 0 and the outer edge is 10
• Choose a value between 1 (very dissatisfied) and 10 (fully satisfied)
• Now draw a line and write the score alongside (see example below)
• Important: Use the first number (score) that pops into your head, not the
number you think it should be!

18
 Assessment

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

1. Cognition can be also known as __________?

a. Intellectual development
b. Social development
c. Physical development
d. Personal development
e. This is a stage where 12-14 years old belong.
2. What is also the same as development?
a. Growth
b. Behavior
c. Social
d. Cognition
3. What are the 3 areas of Physical development?
a. Fine, gross and locomotion
b. Large, small and balance
c. Heads, shoulders, knees, and toes
d. Hearing, seeing, and speaking
4. Which refers to "the range of actions and mannerisms made by individuals
which includes the other system or organism around, as well as the physical
environment?
a. Middle adolescence Stage
b. Late adolescence Stage
c. Holistic Development
d. Early adolescence stage
5. Nonverbal communication does NOT include?
a. Body Language
b. Speaking
c. Hand gestures
d. Facial expressions
6. Communication skills include expressive language. What does this usually
mean?
a. Talking and writing
b. Talking and reading
c. Writing and listening
d. Writing and Thinking

19
7. What does Social development means?
a. Co-operating
b. Mixing with others
c. How we behave in an acceptable way
d. All of these
8. Which is biologically related (hunger and thirst)?
a. Power
b. Virtues
c. Drives
d. Values
9. What are the Independent thought and action?
a. 6 basic emotions
b. Psychological
c. Self-direction
d. Tradition
10. Which cannot be defined by one of its notes alone, putting the notes and
instruments together produces an entirely new piece?
a. Symphony
b. Spiritual
c. Security
d. Virtues
11. Which statement does NOT state a fact about physical growth?
a. It is noticeable.
b. It is the last stage to experience.
c. It may give negative feeling for adolescent.
d. It also involves behavioral changes among adolescents.
12. What statement defines Psychosocial Development of Erikson?
a. It is related to child’s moral and ethical concept of self.
b. It is the first noticeable changes that occur in a man’s life.
c. Conflict is the inevitable things that a man encounters in life.
d. Conflict that a child experience in life serves as a form of development.
13. What statement gives the reason why spiritual development plays a big role
in the personal growth of an adolescent?
a. It gives him/her sense of direction.
b. It gives him/her the skills in socialization.
c. It gives him/her freedom to choose his/her religion.
d. It gives him/her ideas on why changes in his/her body occur.
14. Complete social development must include ______________.
a. spiritual growth
b. social interaction
c. social responsibility
d. cognitive development
15. What statement gives reason why negative behaviors are observed among
teenagers during the physiological growth?

20
 a. Physical growth is so stressful.
b. All of kinds of physiological changes are negative.
c. Some physical changes are not pleasing for the youth.
d. Physiological changes are not observable to some people.
Additional Activities

“Self-talk Worksheet”
Changing from Negative to Positive

Introduction: In many situations like what’s happening now that we are

experiencing COVID19, the only thing we can control is our own response. Changing
self-talk from negative to positive is an excellent way to manage that response and
stress. Write your answers on the separate worksheet or paper.

Naming

We all name our experience “crisis”, “bad as usual”, “a great challenge” are
names you might give to things that happen.

Pick a recent upsetting experience. Describe it in a few words. ____________________

Is there a positive name you could give it? (learning experiences, chance to change,
etc.) ____________________________

List the names you gave to five recent experiences, good or bad.
_________________________________________________________________________________

If they happened to someone else, what other positive names could you give them?
_________________________________________________________________________________

Letting Go

You often must let go of dreams, people or parts of your life. Letting go allows
you to get on with your life when something is over.

Write down two things you need to let go of.

__________________________________________________________________________________

Imagine that each one is really going out of your life. How do you feel? (sad, angry,

relieved, etc.)

__________________________________________________________________________________

__________________________________________________________________________________

Who can you tell about your feelings?

21
__________________________________________________________________________________
What advice would you give to someone who is in your situation?

__________________________________________________________________________________

__________________________________________________________________________________

Belief and Faith

Self-talk reflects our belief in who we are or in the universe. A positive faith
can help during stressful times.

Name 10 positive things you believe in about yourself, others, or the universe. If you

can’t think of 10 beliefs, you can ask other people for theirs.

__________________________________________________________________________________

__________________________________________________________________________________

Describe a recent experience and how you used one of these beliefs to help you.

__________________________________________________________________________________

__________________________________________________________________________________

22
References

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

Chiara Verzeletti, Vanda Lucia Zammuner, Cristina Galli & Sergio Agnoli | Cornelia
Duregger (Reviewing Editor) Emotion regulation strategies and psychosocial
well-being in adolescence, Cogent Psychology, 3:1, DOI:
10.1080/23311908.2016.1199294, 2016

Ciranka Simon, van den Bos Wouter. Social Influence in Adolescent DecisionMaking:
A Formal Framework. Frontiers in Psychology, 10, 19-15.
DOI=10.3389/fpsyg.2019.01915. 2019
https://www.frontiersin.org/article/10.3389/fpsyg.2019.01915

Inga Dora Sigfusdottir, Alfgeir Logi Kristjansson, Thorolfur Thorlindsson, John P

Allegrante, Stress and adolescent well-being: the need for an interdisciplinary
framework, Health Promotion International, Volume 32, Issue 6, December
2017, Pages 1081–1090, https://doi.org/10.1093/heapro/daw038

McLaughlin, K. A., Garrad, M. C., & Somerville, L. H. What develops during emotional
development? A component process approach to identifying sources of
psychopathology risk in adolescence. Dialogues in clinical neuroscience, 17(4),
403–410, 2015

Renata Arrington Sanders. Adolescent Psychosocial, Social, and Cognitive

Development Pediatrics in Review August 2013, 34 (8) 354-359; DOI:
https://doi.org/10.1542/pir.34-8-354

Yurgelun-Todd, Deborah. Emotional and cognitive changes during adolescence.

Current opinion in neurobiology. 17. 251-7. 10.1016/j.conb.2007.03.009.,
2017
https://www.researchgate.net/publication/6423404_Emotional_and_cogniti
ve_changes_during_adolescence/citation/download

23
 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]

24