Personal Development

MODULE 1:
Knowing and Understanding Oneself during Middle and

Late Adolescence
Big question: How can understanding yourself pave the way to self-acceptance and better relationship with others?
Objectives:
At the end of this module, you will be able to:
1. Explain that knowing yourself can make you accept your strengths and limitations and dealing with others
better;
2. Share your unique characteristics, habits, and experiences; and
3. Start and maintain a journal.
Activity: SELF-CONCEPT INVENTORY

Take a look at your own self-concept and answer the following self-concept inventory in your journal.
Give yourself a rating using the scale: 0= very weak; 1 = weak; 2= somewhat weak or somewhat strong; 4 = very
strong.
____1. I have strong sex appeal.

____2. I am proud of my physical figure.
____3. I am physically attractive and beautiful/handsome.
____4.I exude with charm and poise.
____5. I am easy to get along with.
____6. I can adjust to different people and different situation.
____7.I am approachable; other people are at ease and comfortable with me.
____8. I am lovable and easy to love.
____9.I am a fast learner, can understand with one instruction.
____10.I am intelligent.
____11. I have special talents and abilities.
____12. I can easily analyze situations and make right judgements.
____13. I can be trusted in any transaction.
____14. I have a clean conscience and carry no guilty feeling.
____15. I have integrity and good reputation.
____16. My friends and classmate can look up to me as a model worth emulating.
____17.I can express my ideas without difficulty.
____18. I talk in a persuasive manner that I can easily get people to accept what I say.
____19. I can express my ideas in writing without difficulty.
____20. I am a good listener.
____21. I am emotionally stable and not easily rattled when faced with trouble.
____22. I am logical and rational in my outlook and decisions.
____23. I feel and act with confidence.
____24. I am a mature person.
____25. I obey house and school rules.
Scoring: Copy this table in your journal. Write your score opposite each number and get the subtotal.
Physical appeal Human Relations Intelligence
1. _______________ 1. ________________ 1. _______________
2. _______________ 2. ________________ 2. _______________
3. _______________ 3. ________________ 3. _______________
4. _______________ 4. ________________ 4. _______________
Subtotal: Subtotal: Subtotal:
Character Communications Maturity

1. _______________ 1. ________________ 1. _______________
2. _______________ 2. ________________ 2. _______________
3. _______________ 3. ________________ 3. _______________
4. _______________ 4. ________________ 4. _______________
Subtotal: Subtotal: Subtotal:
How do you perceive yourself?

Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score 14-16 or somewhat weak (score of
10-13) and very weak (below 10)?
2. Are there qualities you consider as your weakness but other people consider as your strength?
What are these? Check with a partner.
Example: A lady can say “I’m ugly” yet others consider her very charming. Or conversely one can
have the illusion of saying “I am very intelligent or competent “when most of his ideas sound
unreasonable or illogical of saying to most of the people. There is indeed a big difference between
what you see in yourself (real self-image) and what is projected in the eyes of the others (your
Social image).
3. How realistic is your self-image?
4. To what extent does it reflect your real self?
Reading: Self-Concept
Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual self?
Your ideal self is the self that you aspire to be. It is the one that you hope will possess characteristics similar to
that of a mentor or some other worldly figure. Your Actual self, however is the one that you actually see. It is
the self that has characteristics that you where nurtured or, in some cases, born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to your
awareness of yourself. It is the construct that negotiates these two selves. In other words, it connotes first the
identification of the ideal self as separate from others, and second, it compasses all the behaviors evaluated in
the actual self that you engage in to reach the ideal self.
The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that
provide insight into how others react to you. The actual self is who we actually are. It is how we think, how we
feel, look, and act. The actual self can be seen by others, but because we have no way of truly self is our self-
image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we have develop
over time, based on what we have learned and experienced. The ideal self could include components of what
our parents have taught us, what we admire in others, what our society promotes, and what we think is in our
best interest.
There is negotiation that exist between the two selves which is complex because there are numerous
exchanges between the ideal and actual self. These exchanges are exemplified in social roles that are adjusted
and readjusted. And are derived from outcomes of social interactions from infant to adult development.
Alignment is important. If the way that I am (the actual self) is aligned with the way that I want to be (the ideal
self), then I will feel the sense of mental well-being or peace of mind. If the way that I am is not aligned with
how I want to be, the incongruence, or lack of alignment, will result in mental distress or anxiety. The greater
the level of incongruence between the ideal self and real self, the greater the level of resulting distress. Personal
development modules ultimate aim is greater self-knowledge that will lead to higher alignment between this
two personality domains.
Activity: SEARCH FOR OUTSTANDING QUALITIES

This activity is a showcase of talents of students with they previously planned and prepared. The class groups
perform at the Talent or Varity Show. Audience gives feedback of the performances.
Portfolio Output No.1: Talent/Variety Show Presentation

Each group shall have a presentation in front of the class. The leaders of each group shall rate the
performance of each group based on the following criteria: originality (4 points), teamwork (4 points), and
audience impact (4 points), for a maximum of 16 points. Each students computes the average rating for their
group and records it in their journal. They write about their experience as a group leader/member in this
activity.
Reading: PERSONAL EFFECTIVENESS

Personal Effectiveness means making use of all the personal resources- talents, skills, energy and
time, to enable you to achieve life goals.
Your knowledge of yourself and how you manage yourself impacts directly on your personal
effectiveness. Being self-aware, making the most of your strengths, learning new skills and techniques and
behavioral flexibility are all keys to improving your personal performance.
Our personal effectiveness depends on our innate characteristics- talent and experience accumulated in
the process of personal development. Talents first are needed to be identified and then develop to be used in a
particular subject area (science, literature, sports, politics, etc.).
Experience includes knowledge and skills that we acquire in the process of cognitive and practical
activities.
Knowledge is required for setting goals, defining an action plan to achieve them and risk assessment.
Skills also determine whether real actions are performed in accordance with the plan. Here are some
skills that will greatly increase the efficacy of any person who owns them:
1. Determination. It allows you to focus only on achieving a specific goal without being distracted by less
important things or spontaneous desires. It may be developed with the help of self-disipline exercise.
2. Self-confidence. It appears in the process of personal development, as a result of getting aware

of yourself, your actions and their consequences. Self-confidence is manifested in speech,
appearance, dressing, gait, and physical conditions. To develop it, you need to learn yourself
and your capabilities, gain positive attitude and believe that by performing right actions and
achieving right goals you will certainly reach success.
3. Persistence. It makes you keep moving forward regardless of emerging obstacles-problems, laziness,
bad emotional state, etc. it reduces the cost of overcoming obstacles.
4. Managing stress. It helps combat stress that arises in daily life from the environment and other
people. Stress arises from the uncertainty in an unknown situation when a lack of information creates
the risk of negative consequences of your actions. It increases efficiency in the actively changing
environment.
5. Problem-solving skills. They help cope with the problems encountered with a lack of experience. It
increases efficiency by adopting new ways of achieving goals when obtaining a new experience.
6. Creativity. It allows you to find extraordinary ways to carry out a specific action that no one has tried to
use. It can lead you a decrease or an increase of cost, but usually the speed of action is greatly increased
when using creative tools.
7. Generating ideas. It helps you achieve goals using new, original unconventional ideas, Idea is a mental image of
an object formed by the human mind, which can be changed before being implemented in the real world. For
generating ideas you can used a method of mental maps, which allows you to materialize, visualize and scrutinize
all your ideas, which in turn contributes to the emergence of new ideas. These are just some, but the most
important personal effectiveness skills which make the achievement of any goal easier and less costly.
Instead of simply focusing on your weaknesses, recognize your own talents and abilities, build
on them, utilize them to your greatest advantage. This is where you can build your name and
popularity. Handicapped people like Jose Feliciano and other blind singers did not brood over their
physical handicap. They recognized that they have a golden voice so they search for ways to enrich
that talent and now they have won international fame in the field of music.
Source: Roldan, Amelia S. 2003. On Becoming a Winner: A Workbook on Personality Development and
Character Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila.
Portfolio Output No. 2: Journal Reflection from My Banner Write about your
banner.
1. What do you consider as your weaknesses, abilities and talents?
2. What are the remedies you will take to improve or compensate for your weakness?
3. How can you further enrich your assets and strengths?
4. Where and how do you use it to your best advantage?
Reading: Story: YOU NEED TO TAKE CHARGE OF YOUR FUTURE

There are three kinds of people in this world:
The first is the Moviegoer. This person watches the movie of their lives, admires some parts
and criticizes others. Aside from that, they do nothing else. All she says the whole day is, “I like this
thing and but I don’t like that thing.” The Moviegoer feels she has absolutely no control of their lives ---
except to comment about it. Moviegoers are the most pathetic, miserable people in the world.
The second is the Actor. This person does not only watch the movie of her life. She actually
realizes she’s the Actor – and can control a big part of her life. She can actually make or break the
movie – by how well she delivers her lines and how she portrays her character. Actors are a happy
bunch, realizing they’re the start of the show and enjoy some level of control. But many times, they
wish the movie would end in another way – but realize that they have no say in such things.
The third is the Scriptwriter. This person does not only watch, and she doesn’t only act, but
she actually creates the entire movie from her mind. She determines what she will say, what she will
do, and how the movie will end. She realizes she has enormous control over her life, and sees to it that
the movie of her life will turn out beautiful.
Who are you among these three people?
Do you merely watch your life go y?
Or do you act out a script that you feel has been handed to you? Or do you write the
script and make your life beautiful?
By the way, the Producer of the movie is God. He tells you, “Make the movie beautiful, and I will
give you all that you need for success.”
Source: Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass Your
Dreams One Step at a Time. Shepherd’s Voice Publishing.
The purpose of journal writing is to help you become the Scriptwriter of your life. There are four
(4) practical reasons to maintain a journal:
1. It is cost-efficient and available. Emotional stress can be dealt in many ways like talking
to a friend over a cup of coffee, eating, travelling, shopping, painting and many more but writing
is the most inexpensive. Notebook and pens are easy to find, available and do not cost so
much.
2. It is preventive and pro-active. Writing yields self-awareness. When you write, you can
discover your strengths and limitations. You will know what your reactions are in different
situations and what better ways to prevent, avoid, or face your fears.
3. It is creative and productive. Journal writing expounds your imagination. You can see
various dimensions of your problem, different points of view and better solutions.
4. Lastly, it is personal and private. Unless you want to share your stories, you have the
choice to keep them to yourself. Writing is your time alone. It is your way of loving yourself. You
will not be judged by your writing.
You just need one (1) notebook to maintain a personal journal. You may use these questions
as you write in your journal:
1. How do you find this day? What are the positive things that happened? What are those
things that made you irritated or upset?
2. As you reflect the ups and downs of your day, what may be the greatest lesson you can
learn from them? What actions have you done well and what actions you can do better?
3. What do you really want in life? What do you want to achieve for yourself, your family,
your community, and your country?
4. As you close the day, what are the small and big things you are thankful of? Who are
the people that made your day extra special?
Processing: Write your answers in your personal journal.

1. What have you discovered in yourself?
2. What are your core strengths?
3. What are the qualities you want to hone and improve on?
“A pen is certainly is certainly an excellent instrument to fix a man’s attention and inflame his
ambition” – John Adams
MODULE 2:
Developing the Whole Person
Big Question: What is the relationship of the different aspects of development with the students’ thoughts, feelings, and
actions in dealing with life situations?
Objectives:
At the end of this module, learners will be able to:
1. Discuss the relationship among the physiological, cognitive, psychological, spiritual and social aspects of
development, to understand their thoughts, feelings and behaviors.
2. Evaluate their own thoughts, feelings and actions and
3. Show the connections of their thoughts, feelings and actions to actual life situations.
Activity: ASSESS ASPECTS OF YOUR DEVELOPMENT

Draw a circle on a blank sheet of paper and divide the circle into 8 segments. In each segment they will
write some descriptions of the different aspects of themselves as follows:
1. Physical self: describe yourself. Try not to censor any thoughts which come to your mind. Include
descriptions of body areas such as your neck, chest, waist, legs.
2. Intellectual Self: Include here an assessment of how well you reason and solve problems, your capacity
to learn and create, your general amount of knowledge, your specific areas of knowledge, wisdom you
have acquired, and insights you have.
3. Emotional Self: Write as many words or phrase about typical feelings you have, feelings you seldom
have, feelings you try to avoid, feelings you especially enjoy, feelings from your past and present, and
feelings which are associated with each other.
4. Sensual Self: Write how you feel as a sensual person. What sense do you used most – sight, hearing,
speaking, smelling touching? How do you feel about the different ways you can take in information—
through the eyes, ears, mouth, nose and skin? In what ways do you let information in and out of your
body?
5. Interactional Self: Include description of your strengths and weaknesses in intimate relationships and
relation to friends, family, classmates and strangers in social settings. Describe the strengths and
weaknesses which your friends and family have noticed. Describe what kind of son or daughter, brother
or sister you are.
6. Nutritional self: how do you nourish yourself? What food do you like and dislike? Why do you like and
dislike about these?
7. Context self: Descriptors could be in the areas of maintenance of your living environment: reaction to
light, temperature, space, weather, colors, sound and seasons and your impact on the environment.
8. Spiritual Self or Life Force: write words or phrases which tell about how you feel in this area. This
could include your feelings about yourself and organized religion, reactions about your spiritual
connections to others, feelings about your spiritual development and history, and thought about your
metaphysical self. Think about your inner peace and joy. Think about your spiritual regimen or routine.
Portfolio Output No. 3: Personal Assessment of Aspects of Development with Plan of

Action
Write about the eight segments of your Development. What are the words or phrase which
represent aspects about yourself which you like? What are the items which you consider to be weaknesses
or areas for improvement? What words which are neutral or factual, such as “5 feet 4 inches tall, 120
pounds”? Do some categories have more minus than plus areas? The larger proportion of minus to plus
areas you have, the more effort will be needed to achieve positive self-esteem. If the vast majority of your
minus responses are in one or two areas, your self-esteem is likely to be good but has a few self- estimates
which need to be improved. Name some ways in which you can improve the minus areas and further
enhances the positive aspects.
Reading: ASPECTS OF THE SELF

The self-concept is represented by several aspects of the self. It is conceived as collection of
multiple, context-dependent selves. This construct believes that context activates particular regions of
self-knowledge and self-relevant feedback affects self-evaluations. A deeper look on a different aspects of
self can identify specific areas for self-regulation, stability and improvement.
In a nutshell, an individual is composed of three basic, but very different aspects of the self. They
are the physical or tangible aspect as they relate to the body, the intellectual and conscious aspects as
they relate to the mind, and the emotional and intuitive aspects as they relate to the spirit. All three
aspects of the self-work together in perfect harmony when attention is paid to all three simultaneously.
Many individuals put a strong emphasis on the physical aspect of the self. The body is tangible,
obvious and we respond to it easily. More time and money is spent on enhancing the physical component
than either of the other two aspects. This does not mean, however, that the body is healthy or strong. The
body provides a place to house the spirit (often experienced as feelings) and the mind (often experienced
as thought).
It may be important to some that their mind can be prominent and well educated. The mind is
important, as it is the part of the self that directs the other two aspects. The mind learns what to do and
communicates the information to the body and the feelings. What the mind believes, the body manifest or
acts on, and the emotions feel or respond with. People store both healthy and destructive thoughts and
belief’s and responds to life’s circumstances in the most prominent manner. The mind provides access
creativity and serenity which are necessary for such processes as prayer, forgiveness and acceptance, and
passion.
The human emotions are the most feared aspects of the self as individuals are reluctant and
unprepared to manage them. Managing feelings is like trying to hold water in the palm of your hand.
They are illusive and deceptive. A decision made under emotional stress and strain usually impacts
emotion and negativity. Negative emotions that are not manage are stored and repressed. Repression is
destructive to a content self since all feelings, not only negative ones are stored away. Accessing feelings
when they are needed now becomes difficult, leaving the individual numb and hopeless.
For instance, a girl realizes that she giving much attention on a physical aspects and less attention
on her intellectual self. In this way, she can discover how much money and time spent maintaining her
physique and its consequences on her grades. By this honest evaluation of herself, she can plan effective
actions to improve her study habits. She can start seeking for help and for related books to read or browse
articles to help her improve her study habits.
Source: http://www.innerwisdom.com/aspects-of-the-self.htm
Activity: Analyze this. . . THREE SUCCESS STORIES
1. Manny Pacquiao’s Unbelievable Success Story Will Inspire You

It’s 1990 in the province of General Santos in the Philippines. Manny Pacquiao is 12 years old. Pacquiao
often speaks of his debt to his maternal uncle, Sardo Mejia, who introduced him to boxing after he dropped
out of school. It was this moment that would spark an unforeseen passion and drive in Paquiao to be one of
the best boxers in the entire world. According to his autobiography, he describes watching Mike Tyson’s
shocking defeat to James “Buster” Douglas in 1990 on television with his uncle as an experience that
“change his life forever”.
In his hometown, he set up an open-for-all boxing match and beat every opponent who came. He was
well on the road of transforming himself from a lanky school dropout to a junior boxing champion.
Despite his success, his family is still living in extreme poverty and hunger. They became so desperate to
the point that his father had to kill his pet dog for dinner. Pacquiao couldn’t forgive his father for what he
did he left home, slept on cardboard boxes, and sold bread on the streets just to make a meager living. At
that point, he used boxing and won matches for $2 each, as a means of escaping poverty.
He soon moved to Manila and continued winning several boxing matches, but giving the increased
standards of living, he wasn’t making enough to survive. He soon got a job at a local gym doing gardening,
cleaning and construction while boxing on the side. He trained crazily all day and all night when possible,
waking up the earliest and leaving the gym at the latest possible time. Early on, his perseverance and
determination to be a part of the boxing world swayed him to cheat and add on some weights to meet the
featherweight class requirements.
As the fights got more serious, Pacquiao started getting more famous as well. He would beat fighters
from South Korea, Japan and Thailand and at the very young age of 19, he won his first World Champion title
by beating Chatchai Sasakul, the reigning World Boxing Council (WBC) World Flyweight Champion that
time. The turning point for Pacquiao came when he won against world-class featherweight boxer Marco
Antonio Barrera at the Alamodome in Texas with a TKO. After that fight, he was recognized internationally
as a force to be reckoned with.
Today, at 37, he is one of the most respected boxers. Despite his loss during the Mayweather match, he
still has won the hearts of many boxing fans both in the Philippines and worldwide. His one-of –a-kind story
will continue to inspire and it will always portray the journey of what millions of Filipinos continue to aspire
for.
Source: https://www.kalibrr.com/advice/2015/manny-pacquiao-success-story-will-inspire-you/
2. The Pia Wurtzbach Success Story

Pia Alonzo Wurtzbach was crowned “Miss Universe” at the 64th Miss Universe 2015 pageant held at Las
Vegas, Nevada, USA. Pia is an actress and Model of German-Philippine origin. She is Miss Philippines 2015 . She
symbolizes the deadly combination of beauty with brains. Pia is a beauty-writer, chef and make-up artist.
Pia Wurtzbach was born on 24 September 1989 in Stuttgart, Baden Württemberg. Her father is a
German and her mother is a Filipino. Pia has a younger sister. Pia was named in keeping with the Philippines'
tradition. Her middle name 'Alonzo' is her mother's maiden name. Pia did her secondary education from
ABSCBN Distance Learning School in Quezon City. She studied Culinary Arts from the Centre for Asian Culinary
Studies, San Juan, Metro Manila. Pia ventured into the world of glitz and glamour at the tender age of fourteen.
She joined an acting and modelling agency for children, 'Star Magic Talent'. Pia got a break in television when
she featured in K2BU, a series for teenagers, the romance collection, 'Your Song' and the concert programmed,
'ASAP'. Pia has acted in films;
'All My Life', 'All About Love' and 'Kung Ako Na Lang Sana'. Pia was the brand ambassador for 'Avon Teen' for a
period of five years. She has graced the cover of several prestigious fashion magazines. Pia writes for the 2bU
column of 'Inquirer Lifestyle'. She is popular as Pia Romero, her screen name. Pia is a pageant title-holder. Her
first beauty contest was the 'Binibining Pilipinas 2013'. She was the 'first runner-up'. She participated in the
'Binibining Pilipinas 2015' as a representative of Cagayan de Oro and won the title, paving the path for bigger
victories.
Pia Alonzo walked away with the “Miss Universe” title at the Miss Universe Pageant 2015 held on
December 20 at The Axis, Las Vegas, Nevada, USA. The 26- year old beauty set the stage ablaze with her poise,
incredible class and talent in her exotically gorgeous ball gown and costumes. Pia was crowned by her
predecessor, Paulina Vega. As Miss Universe, Pia aspires to lead the youth and spread awareness about HIV,
especially in Philippines.
Source: http://successstory.com/people/pia-alonzo-wurtzbac
3. A Love Affair that Got Me Close to a Great Doctor

I am blissfully married and a proud mother to three young men. My husband Leo knows that I am also
engaged in another love affair, a sweet and enduring one. And he approves, so do my sons. This love affair is
with research, and it started during my pediatric residency training. I can still remember vividly the excitement
and the long nights, of meaningful developments, the joy of reading medical journals, and the eagerness to
prepare something thorough and relevant. The excitement I felt continued up to my postgraduate internship,
my fellowship in infectious diseases and it has lasted till now. My husband was never jealous and my
relationship with my sons never soured despite this other ongoing and never-ending love affair. I could not ask
for more. This is the best life. So last May 23, the family accompanied me to Vigan, Ilocos Sur, to attend the
107th annual convention hosted by the Philippine Medical Association (PMA). Being included as one of the 15
finalists for the coveted Dr. Jose P. Rizal Memorial Awards is a proud moment for my family. With them around, I
was the proudest wife, mom and doctor. While individual citations were being read on stage for the top
awardees for Community Leadership (Dr. Purisima A. Bueno), Government Service (Dr. Maria Victoria M.
Abesamis), Clinical Practice (Dr. Bonaleth M. De Vera) and Academe (Dr. Estrella B. Paje-Villar), I never expected
that the final citation was all about the fruits of my other love affair, with research.
“Lead investigator for the much-awaited clinical trials on the multivalent dengue vaccine…” “Repeatedly cited by
researchers here and abroad…” “Served as the springboard for the Expanded Program of Immunization (EPI) of
the Department of Health…” “Provided the evidence and the science…” “Extended her work to the
communities…” “Greater things to come that will benefit science, medicine and the Filipino
people…”“Epitomizes the virtues of Dr. Jose P. Rizal…” “…love of country and service to our countrymen…” All
these brought me back to the past 30 years of my medical, family and community life. My love affair with
research did not happen overnight. It was a journey that began with a case presentation as a first-year pediatric
resident, and a prospective study on how to prevent early jaundice in newborns. My recommendation that a
nursery should always be facing the direction the sun rises so that a newborn can benefit from exposure to
morning sunlight won the top prize for the hospital’s annual research competition. This did not happen once. It
was a back-to-back win for three straight years. I got hooked. Who would not be? Year 1991 was my first
immersion in dengue research. Twenty-three years later, I am now the lead investigator of the country’s clinical
trials for dengue vaccine, in the countries where dengue is a major public health problem. It’s a vaccine the
medical community worldwide is waiting for. In Vigan, the Philippine Medical Association (PMA) bore witness to
the conferment of the award. The title comes with a specially designed trophy in the image of Dr. Jose P. Rizal by
National Artist Napoleon V. Abueva, a gold medallion, free trip to the United States to attend the convention of
the American Academy of Family Physicians and P150, 000 worth of medicines that I can share with a civic
organization of my choice. Was it just a coincidence or pure fate that it is also the 23rd year of the presentation
of the prestigious Dr. Jose P. Rizal Memorial Awards? If the number“23” is a coincidence, what a joyful one. If
this is destiny, let me accept it with gratitude. This award is a fitting tribute to those who have encouraged and
inspired me to continue my love affair with research — participants and their families as well as my teams in
clinical trials, officials of the local health, school and government units, the Research Institute for Tropical
Medicine, collaborators/ partners and sponsors of my researches, Basaynon Katiguban, Inc. and my town mates
in Basey, Samar, who continue to show resiliency despite the tragedy during the super typhoon Yolanda, the
Philippine Pediatric Society and Manila Medical Society for the recognition of my works and the nomination.
For more than three decades, I have never felt happier and accomplished than when doing medical research. It
is tiring but exciting, demanding yet humbling, intimidating but empowering, exacting yet fulfilling. My work is
my loving tribute to a great Filipino and a fellow doctor, Jose P. Rizal, MD. (Dr. Rose Zeta Capeding is the 23rd Dr.
Jose P. Rizal Memorial Awardee for Research. She is currently the head of the Microbiology Department of the
Research Institute for Tropical Medicine (RITM) and head of the Dengue Research Group. She is the head,
Section of Infectious Diseases, Department of Pediatrics, Asian Hospital and Medical Center.)
Source: http://www.philstar.com/business-life/2014/06/30/1340085/love-affair-got-me-closegreat-doctor
Processing Questions:
1. Can you identify with any of the characters mentioned – Manny, Pia and Dr.
Rose? In what way?
2. What lessons can you learn from the character you have chosen?
3. How would you like your life story to be told?
Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personal
A REAL WINNER is one who is able to:

• win over his/her battles and difficulties in life and
turns them into a learning and glorifying experience;
• find meaning in pleasant and unpleasant events in
his
life;
• live in peace with difficult people and difficult
situations;
• win the goodwill of others, their respect and
admiration;
• get what he wants using win-win strategies; never at
the expense of others;
• discover and use opportunities to his best
advantage;
• develop and use his talents and abilities to the best
advantage and in so doing, make meaningful
contribution in making this world a better place to live in.
Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and
Character Building. AR Skills Development and Management Services (SDMS), Paranaque City, Metro Manila.
Portfolio Output No. 4: Personal Recipe for Success with Reflection
Review the success stories of Manny Pacquiao, Pia Alonzo and Dr.
Rose Zeta-Capeding. What do you think was the recipe for the success of
these well-featured individuals?
Now make your personal recipe for achieving personal goals. Identify
your goal (you may refer to the previous activity of aspects of self inspired by
the success stories) and break it down into a recipe. Here are two samples of
recipes:
RECIPE FOR SUCCESS

INGREDIENTS :
1 TEASPOON OF ID EAS ½ CUP OF GOODWILL
1 PINCH OF POSITIVITY ¾ CUP OF IMAGINATION
1 LB OF LEADERSHIP 2 SPOONFULS OF TEAMWORK
1 CUP OF MARKET VISION 3 TABLESPOONS OF CHALLENGE
AND 1 BAG OF HOPE!
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https://www.google.com.ph/search?q=recipes+for+success&biw=1024&bih=598&source=ln m
s&tbm=isch&sa=X&ved=0ahUKEwjj49rn4 -
TKAhUFhqYKHfAEAZ8Q_AUIBigB#imgrc=Yuh0GlMrqqHueM%3 A
Reading: THE STORY OF THE TWO WOLVES
The following is an old Cherokee
Indian story that is enlightening and helpful.
One evening an old Cherokee told his
grandson about a battle that goes on inside
people. He said, "My son, the battle is
between two wolves inside us all."
"It is a terrible fight and it is between
two wolves. One is evil - he is anger, envy,
sorrow, regret, greed, arrogance, self-pity,
guilt, resentment, inferiority, lies, false pride,
superiority, and ego." He continued, "The
other is good - he is
joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth,
compassion, and faith. The same fight is going on inside you - and inside every other person, too."
The grandson thought about it for a minute and then asked his grandfather,
"Which wolf will win?"
The old Cherokee simply replied, "The one you feed".
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managingyour-thoughts-
feelings-and-actions.html
Knowing which wolf to feed is the first step towards recognizing you have control over your own
self.
Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself but
felt powerless to control? The purpose of this story is to help you find ways to manage your mind so
that you can live your life more in accordance with what your own judgment says is best for you.
As we grow up, we gradually become aware of the many things in the external world which are
largely beyond our ability to control. These include other people in general and most events in our
lives. Initially this is difficult to accept, but a more shocking realization is that there are many things
about ourselves that we seem powerless to control.
Some of these are our own thoughts, feelings, and actions which unfortunately can be the
source of much distress. It may be thoughts such as “I cannot stop hating my teacher for not giving me
high grades.” It may involve an emotion e.g. “My girlfriend left me and I cannot stop feeling sad, lonely
and unloved.” It can also be in the form of a behavior such as the inability to control one's craving for
food such as cakes and chocolates.”
But are we indeed really powerless to control our own maladaptive thoughts, feelings and
actions? The grandfather’s answer "The one you feed" is deceivingly simple. The results of
psychological research indicate that there are at least four important concepts or ideas implied by the
answer:
1. The mind is not the unitary entity it seems to us but consists of different parts.
For example in the story there are the two wolves and the “you” that chooses between them.
2. These parts of the mind/brain can interact and be in conflict with each other
i.e. the two wolves fight for dominance over our mind and behavior.
3. The “you” has the ability to decide which wolf it will feed.
4. Having made a choice, “you” can decide specifically how to “feed” or nurture the
selected wolf.
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolvesmanaging-your-thoughts-
Reading: THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS
The STORY OF THE TWO WOLVES gives rise to a number of questions. Let us share our
thoughts, feelings and opinions on the following questions. By taking time to do this, you will learn to
better manage your mind, feelings, and actions and consciously feeding the good wolf in you.
• How aware are you of the two different opposing “wolves” operating within your mind,
one of which leads to pain and a diminished sense of life and the other to a joyous, meaningful,
and fulfilling life?
• When was the time you feel disappointed by the choice of behavior because you knew
that there was a more positive option but you just didn’t choose it?
• What ways or techniques or exercises do you use to strengthen yourself so as to
increase its potency to choose and hence control your life?
• In what specific ways do you feed the negative wolf?
• What specific ways do you use to feed the positive wolf?
Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolvesmanaging-your-thoughts-
MODULE 3:
Developmental Stages in Middle and Late Adolescence
Big Question: How can adolescents be prepared for adult life by accomplishing various developmental tasks according to
developmental stages?
Objectives:
At the end of this module, learners will be able to:
1. Classify various developmental tasks according to developmental stage,
2. Evaluate their development in comparison with persons of the same age group, and
3. List ways to become responsible adolescents prepared for adult life.
“Maturity is achieved when a person postpones

immediate pleasures for long-term values”
--Joshua L. Liebman
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 on your representations. You may also use
symbols, figures and drawings. Think of a title for your personal timeline.
You may use crayons or art materials depending on the available resources of 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/bussiness/timeline-templates/personal-timeline-template/
Portfolio Output No.5: My Personal Timeline with Reflection
Write about your personal timeline which you made in class. Answer the following questions:
1. Is there a “center” or a central team 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 on your timeline. What were the thoughts feelings and actions that you
experienced?
3. Who are/were the most significant people in your life? How?
4. What would you change or add, if you could? Also, how would each of these changes or additions affect
your life, or even change its present course?
5. Continue to your future, where do you want to be in a year, 5 years, and 10 years?
6. What do you expect your timeline will be?
Source: http:// blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-probing-to-create-shift-to-life-

liberating-meanings-2-of-2/
Reading: DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across the lifespan, including physical, cognitive,
social, intellectual, perceptual, personality and emotional growth.
The study of human developmental stages 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.
Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and sex are fixed and all body
(Conception to birth) features, both external and internal are developed.
2. Infancy Foundation age when basic behavior are organized and many
(Birth to 2 years) ontogenetic maturation skills are developed.
3. Early Childhood Pre-gang age, exploratory, and questioning. Language and Elementary
(2 to 6 years) reasoning are acquired and initial socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills, social skills, school skills,
(6 to 12 years) and play are developed.
5. Adolescence Transition age from childhood to adulthood when sex maturation and
(puberty to 18 years) rapid physical development occur resulting to changes in ways of
feeling, thinking and acting.
6. Early Adulthood (18 to Age of adjustment to new patterns of life and roles such as spouse,
40 years) parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical and mental decline
(40 years to retirement) are experienced.
8. Old Age Retirement age when increasingly rapid physical and mental decline are
(Retirement to death) experienced.
Reading: HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN
Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most systematic and extensive
manner. His main assertion is that development is continuous throughout the entire lifespan, occurring in
stages, where the individual moves from one stage to the next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those that are typically encountered by most people in
the culture where the individual belongs. If the person successfully accomplishes and masters the
developmental task, he feels pride and satisfaction, and consequently earns his community or society’s
approval. This success provides a sound foundation which allows the individual to accomplish tasks to be
encountered at later stages. Conversely, if the individual is not successful at accomplishing a task, he is unhappy
and is not accorded the desired approval by society, resulting in the subsequent experience of difficulty when
faced with succeeding developmental tasks. This theory presents the individual as an active learner who
continually interacts with a similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the developmental tasks at each
stage are influenced by the individual’s biology (physiological maturation and genetic makeup), his psychology
(personal values and goals) and sociology (specific culture to which the individual belongs).
THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early
Middle Childhood (6-12) Adolescence (13-18)
Childhood (0-5)
• Learning to walk • Learning physical skills • Achieving mature relations with
• Learning to take necessary for ordinary games both sexes
solid foods • Building a wholesome • Achieving a masculine or
• Learning to talk attitude toward oneself feminine social role
• Learning to control • Learning to get along with • Accepting one’s physique
the elimination of body age-mates • Achieving emotional
wastes • Learning an appropriate sex independence of adults
• Learning sex role • Preparing for marriage
differences and sexual • Developing fundamental and family life
modesty skills in reading, writing, and • Preparing for an economic
• Acquiring concepts calculating career
and language to • Developing concepts • Acquiring values and an ethical
describe social and necessary for everyday living system to guide behavior
physical reality • Developing conscience, • Desiring and achieving
• Readiness for morality, and a scale of values socially responsibility behavior
reading • Achieving personal
• Learning to independence
distinguish right from • Developing acceptable
wrong and developing a attitudes toward society
conscience
Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)

• Selecting a mate • Helping teenage children to • Adjusting to decreasing strength
• Learning to live with become happy and responsible and health
a partner adults • Adjusting to retirement and
• Starting a family • Achieving adult social and reduced income
• Rearing children civic responsibility • Adjusting to death of spouse
• Managing a home • Satisfactory career • Establishing relations with one’s
• Starting an achievement own age group
occupation • Developing adult leisure • Meeting social and civic
• Assuming time activities obligations
civic • Relating to one’s spouse as • Establishing satisfactory living
responsibility a person quarters
• Accepting the physiological
changes of middle age
• Adjusting to aging parent
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason,
Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House, Inc.
Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Using the Developmental Tasks Summary Table above, assess your own level of development as a Grade 11
student.
What are the expected What are the expected tasks you What are the expected tasks you have
tasks you have have partially accomplished? not accomplished?
successfully
accomplished?
Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10
(10 as the highest) on whether you have accomplished those expected tasks.
2. As you are in Grade 11, you are in transition from high school to college, from being an
adolescent to young adult. How do you feel about this transition?
3. Do you think you are ready for this transition which may mean more responsibilities and
greater accountability? If no, what are the expected tasks you need to work on? If yes, what are the
ways to take so you can better plan for the future?
Activity: HOW MINDFUL AM I?
For each of the following situations, decide whether the person followed 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]
In your journal, for each number, mark √ for yes, X for no, or? If you’re not sure. There could be more
than one 'correct' answer. 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 T.H.I.N.K. before I spoke? ____T____H____I____N____K
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.
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.”
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.”
5. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Hey, I’m not pregnant! You sayin’ I’m fat?”
6. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Thank you for holding the door, but I’m actually not pregnant.”
7. 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.
8. 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.
9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria and said her boyfriend
was cheating on her.
10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them and said hi, and
asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K Remember: T.H.I.N.K. Before You Speak.
Have Mindful Speech.
Portfolio Output No. 6: Mindfulness with Reflection
Analyze each case on How Mindful Am I? Answer the following questions:

1. Has someone ever asked you a question that you really didn't want to answer? How did you
respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you
feel afterwards?
3. Did you ever do something to be helpful that turned out badly? What happened? What do you
wish had happened?
4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did
you say anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating (or thought you were
cheating)? What happened? What do you wish had happened?
6. In what other situations have you seen someone T.H.I.N.K. (or not) before speaking? What
happened?
Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.
Reading: 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.
MODULE 4:
The Challenges of Middle and Late Adolescence
Big Question: How can you, as an adolescent, balance the expectations of significant
people in your life and your personal aspirations?
Objectives:
1. discuss how facing the challenges during adolescence, you 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, and
3. Make affirmations that help you become more lovable and capable as an adolescent.
“Successful people are always looking for opportunities to help others.

Unsuccessful people are always asking: “What’s in it for me?” – Brian Tracy
Portfolio Output No. 7

I. Due to this pandemic. We cannot perform a group role play…. But instead, you can create your own
play. You will choose your own choice of story to portray, and all of your cast should be done with
only one person (YOU). And it should be recorded (video), using your cellphones. Using Props,
improvised costumes is better. It depends on your play. A perfect example of this is Tiktok. This will
serve as 50% of your first grading exam. So make your play interesting. No time limit. Originality is
the main criteria….
Get discovered and be a future STAR….
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.
Source: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf
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.
Source: http://carterandevans.com/portal/index.php/adlerian-theory/84-encouragement-101the-courage-
to-be-imperfect
Reading: THE POWER OF PERSONAL DECLARATIONS

By: Dr. Emily De Carlo
So often we accept the declarations that others have made concerning our own lives, well-being or fate.
It is imperative that we recognize that in order to achieve what we want in life, we must not give our power
away to others by accepting their declarations concerning our affairs. When one decides that he or she will
boldly declare good fortune, wellness, joy, etc. relative to his or her life, all of heaven will break loose!
Goodness and mercy shall surely follow.
From birth, we are often told what we are going to be. Sometimes, this is a good thing, but suppose you have
been told time and time again that "you will not amount to anything just like your mother or father"? This is a
dangerous declaration because it sets into motion the actualization of an unwanted occurrence. All of us want
to amount to something! In order to counteract this and all of the negative declarations with their destructive
potential, one must consciously replace them with one's own declarations. In so doing, you are now in control
of setting into action what you really want to occur. You can declare that goodness and mercy shall surely
follow you all the days of your life!
The following are some declarations that you may want to make concerning your life:
I declare:
that I am totally free of all addictions. that I will survive any attempts of others to
control my life. that I am free in my mind, body, and emotions.
that I am free to set goals and reach them. that I am a loving individual with the capacity to
give love. that I am a child of God with all rights and privileges thereof. that I will contribute
to the welfare of others. that I will be an ambassador of goodwill to all I meet on the
journey. that I will be a good example for others to follow. that I will help all that I can to
reach their goals. that I will speak words of encouragement to others. that I will find the
goodness in life and focus on it. that I will not succumb to the negative influences of others.
that I will read the information that will encourage my personal, and spiritual growth.
that I will commit to being the best I can be.
These declarations are meant to encourage you to take control of the influences in your life. They are
suggestions as to what positive things you can speak about your own life instead of accepting whatever has
been said about you in the past. You now have the authority to plant the seeds of love, encouragement and
victory in your garden, thereby crowding out the weeds of negativity that may already have taken root! Just as
in a garden, you may have to pull and pull until you get some weeds out. Sometimes, the negative comments
and declarations of others have taken such a stronghold in our lives, that we must persist until we see the
bough not only fall, but break into pieces. Don't be discouraged if you don't reach your goals overnight. Just
remember that even a small stream of water will crack concrete eventually!!
Source: http://www.selfgrowth.com/articles/the_power_of_personal_declarations
Portfolio Output No. 8: Slogan or Personal Declaration on Being Happy

1. Read the essay on “Being Happy”.
2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan or personal declaration on how you can be committed to your self-development.
4. Explain your thoughts and feelings about it. Include specific ways in which you will develop
yourself further.
Reading: BEING HAPPY

You may have defects, be anxious and sometimes live irritated, but do not forget that your life is the
greatest enterprise in the world. Only you can prevent it from going into decadence. There are many that need
you, admire you and love you. I would like to remind you that being happy is not having a sky without storms,
or roads without accidents, or work without fatigue, or relationships without disappointments.
Being happy is finding strength in forgiveness, hope in one’s battles, security at the stage of fear, love in
disagreements.
Being happy is not only to treasure the smile, but that you also reflect on the sadness. It is not just
commemorating the event, but also learning lessons in failures. It is not just having joy with the applause, but
also having joy in anonymity.
Being happy is to recognize that it is worthwhile to live, despite all the challenges, misunderstandings and times
of crises.
Being happy is not inevitable fate, but a victory for those who can travel towards it with your own
being.
Being happy is to stop being a victim of problems but become an actor in history itself. It is not only to cross the
deserts outside of ourselves, but still more, to be able to find an oasis in the recesses of our soul. It is to thank
God every morning for the miracle of life.
Being happy is not being afraid of one's feelings. It is to know how to talk about ourselves. It is to bear
with courage when hearing a "no". It is to have the security to receive criticism, even if is unfair. It is to kiss the
children, pamper the parents, have poetic moments with friends, even if they have hurt us.
Being happy means allowing the free, happy and simple child inside each of us to live; having the
maturity to say, "I was wrong"; having the audacity to say, "forgive me". It is to have sensitivity in expressing, "I
need you"; to have the ability of saying, "I love you." So that your life becomes a garden full of opportunities for
being happy...
In your spring-time, may you become a lover of joy. In your winter, may you become a friend of wisdom. And
when you go wrong along the way, you start all over again. Thus you will be more passionate about life. And
you will find that happiness is not about having a perfect life but about using tears to water tolerance, losses to
refine patience, failures to carve serenity, pain to lapidate pleasure, obstacles to open the windows of
intelligence.
Never give up ... Never give up on the people you love. Never give up from being happy because life is an
incredible show. And you are a special human being! Source:
https://www.facebook.com/mcspa/posts/10153625162832490
End of Unit 1 Assessment Unit 1: Self-Development
List of Outputs for Portfolio:
Module 1
1. Talent / Variety Show Presentation (Group work)
2. Journal Reflection from My Banner (Individual work)
Module 2
3. Personal Assessment of Aspects of Development with Plan of Action (Individual work)
4. Personal Recipe for Success with reflection (Individual work)
Module 3
5. My Personal Timeline with Reflection (Individual work)
6. Mindfulness with Reflection (Individual work)
Module 4
7. Role Play on Challenges of Middle Adolescence (Group work)
8. Slogan or Personal Declaration on Being Happy (Individual work)
Unit 2: Aspects of Personal Development
MODULE 5:
Coping with Stress in Middle and Late Adolescence
Big Question: What is Stress and how does it affect you?
Objectives:
At the end of this module you will be able to:
1. discuss that understanding stress and its sources during adolescence may help in identifying
ways to cope and have a healthful life,
2. identify sources of your stress and illustrate the effect of stress on your system, and
3. demonstrate personal ways of coping with stress for healthful living.
Activity: STRESS BINGO
Copy the bingo card in your journal. Find someone who regularly participates in one of these activities. Ask
him/her to sign his/her name in the appropriate box. Find a different person for each box. Wait for your
teacher to call out the type of BINGO activity.
Listens to Keeps a Plays a Makes “to Has hiked to

music journal or a musical do” lists the top of a
diary instrument mountain
Eats Enjoys Plays with an Likes to laugh Has a fish
Breakfast baking electronic and does so a tank /
cookies device lot aquarium
Plays outside Talks to Your favorite Enjoys nature Sleeps 9-11
after school family about activity hours a night
problems
Goes for Volunteers Practices a Daydreams Does yoga or
walks / bike martial art pilates
riding
Enjoys going Goes window Works out at Skis, Rented a
for a drive shopping a gym/ at Skateboards movie on the
home weekend
Reading: STRESS MANAGEMENT

Dictionary definitions 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 to 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.
Causes and Effects of Stress

Just as there is great variety in the range of emotions you might experience, there are many possible
manifestations of stress – in your private life and in your working life. Here are some words that describe the
emotions associated (as cause and effect) with stress.
• Anxiety
• Pressure
• Misery
• Strain
• Desperation
• Tension
• Anger
• Panic
• Dejection
Prolonged stress can be devastating; burnout, breakdown, and depression are some of the potential results of
long-term, unmanaged stress. By wearing a mask, you may expect to hide stress caused by problems in your
personal life and not let them influence your performance on the job. This will probably not work. The more
you try to hold your emotions in, the greater the pressure build-up will be.
Everyday frustrations cause stress build-up

From the time you wake up until you go to sleep, you may be confronted with a succession of stressful
situations. Managing to get yourself (and possibly a spouse and children) out of bed and ready to face the day
can be a challenge to your patience and ingenuity. Driving to school or work can be harrowing – especially if
you’re running late. You may experience frustration in arranging to get the car repaired. You may face conflicts
in school or at work, such as coping with unrealistic deadlines, equipment failures, or unexpected bad weather.
If part of your job is selling, you may experience feelings of rejection when most of your customers say
“no.”
A series of stressful and frustrating experiences throughout the day can cause you to lie awake at night in an
emotional turmoil – unable to get needed rest. You face the next day with less emotional and physical stamina.
After another stressful day and another night without rest, you may have even less emotional strength and
stability. Therefore, stress build-up, if not resolved, continues day after day.
Problems in our personal life can be devastating

Surviving the normal, everyday stress described above can be difficult. But far more serious and painful
circumstances can create long-term stress. More serious stressful circumstances may include separation from
loved ones, personal illness, or illness of a loved one, death of someone you care about, or conflict with a
spouse or close friend. Other major causes of stress are problems with drug and alcohol abuse, domestic
violence, care of children and elderly relatives, chronic mental illness, injury, physical handicaps, even moving
to a new home, if you’ve lived in the same place for more than 10 years. The list goes on and on.
Managing your personal finances can be another stressful experience. This can be a problem no matter what
your income level, but it is especially difficult if you must support a family and do not earn enough to live
comfortably. Unpaid bills, unwise use of credit, and budget limitations can make life difficult.
A common cause of stress is dealing with life’s transitions

This is especially true when a person must cope with too many transitions all at once. For example, Ellen has
just completed a program in fashion merchandising. She is eager to get started on her new job. Her mother is
ill and requires care. Her father died a few months ago. Ellen’s new job requires that she relocate to a town
100 miles from home. The move, a new career, and a change in family relationships may cause excessive stress
for her. Too many changes have arrived at the same time.
Source: Personal Development for Life and Work, 8th Ed., by Wallace, H.R. & Masters, L.A., 2001.
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
causes you stress. There are blank spaces provided so you can add your own.
______ being late ______ parents fighting
______ too much homework ______ getting detention
______ speaking in public ______ your job
______ babysitting ______ taking tests
______ going to the dentist ______ video games
______ arguments with friends ______ using a computer
______ restrictions at home ______ closed-in spaces
______ chores ______ commercials
______ lack of sleep ______ interruptions while busy
______ no date for a dance ______ getting an injection
______ pimples ______ arguments with parents
______ physical education class ______ fight with boyfriend/girlfriend
______ math class ______ losing
______ English class ______ careless drivers
______ other class ______ slow drivers
______ boredom ______ loud people ______ rude people ______ baby crying
______ no money ______ disrespectful children
______ no transportation ______ a friend betrays you
______ playing on a sports team ______
______ not being included in a sports team ______
______ losing something valuable ______
Source: Emotional Intelligence Activities for teens 13-18.

Activity: STRESS SIGNALS
Take a look at the warning signs of stress listed below. Write down in your Journal all of the warning
signs that apply to you.
Physical Emotional Behavioral

______ headaches ______ mood changes ______ smoking
______ stomach aches ______ lack of ______ nail biting
______ dizziness concentration ______ tapping
______ back pain ______ nightmares ______ pulling hair
______ neck stiffness ______ panic attacks ______ grinding hair ______ ulcer sores on ______anxiety
______ use of alcohol mouth ______ anger ______ use of medication
______ jaw pains ______ irritability ______ compulsive
______ weight loss ______ crying dieting
______ weight gain ______ thoughts of ______ hair chewing
______ twitches suicide ______ nervous laughter
(eyelids, ______ depression ______ pacing face) ______ Confusion
______ lateness ______ weakness ______ feelings of ______ putting things off
______ nausea helplessness ______ not caring about
______ indigestion ______ restlessness physical
______ excessive ______ racing thoughts appearance sleeping ______ aggressiveness ______
compulsive
______ overeating overeating
______ loss of appetite
______ inability to sleep
______ skin problems
______ constant fatigue
______ cold hands or feet
______ excessive sweating
______ chest pains
______ high blood pressure
______ rapid or difficult breathing
When you have finished checking your warning signs, discuss your list with your partner.
Source: Emotional Intelligence Activities for teens 13-18.
Portfolio Output No. 9: My Stress Signals

Write about your stress signals. Answer the following questions:
1. How do you know that you are stressed?
2. What stress signals do you have that your partner does not have?
3. How much stress do you think you are currently under?
4. How are your stress signals different for different types of stressors?
5. What are some ways that you usually remove or reduce the stress that cause you
physical, emotional or behavioral difficulties?
Reading: 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:
• Redirection of blood away from extremities and instead to major organs
• The release of cortisol and other hormones, which bring other short- and long-term changes.
• 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.
This helped our ancestors, who faced numerous physical threats, to stay safe. However, now our threats tend
to be less physical and more associated with our way of life—a challenge to our status, a demand for
performance, etc. In addition to giving us a set of changes that may not match our needs as well (it might be
more effective for us to have a burst of mental clarity or wisdom than a burst of physical strength, for
example), the stress response can actually cause harm if it leads to a state of chronic stress—that is, if our
stress response is triggered, and then our body doesn’t go back to its normal state via the relaxation response.
Source: “What is a stress response?” by Scott, E. (2016)
Reading: 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 suggestions that may help.
Understand the Causes of Stress
Understanding why you are under stress is important. This may seem obvious, but it requires deliberate,
conscious effort to pause and simply ponder your situation. By now, you are familiar with the stress response,
the emotional or physical symptoms of uncontrolled stress. Now you need to try to discover the stressors, the
factors of which create the stress in your life.
Analyze your Stress Factors and Write Them Down

Write down your response to stress. For example, you may write down, “I feel tired most of the time. My
lower back seems to ache all through the day and night. I miss deadlines and run behind schedule.” Analyze
stress responses and consequences, and consider each item, and ask why. “Why am I feeling tired? Why does
my back ache? Why do I run behind schedule? Carefully consider each answer, because the answers will reveal
stressors, such as deadlines, anxieties, trying to do so much, managing time or money poorly, or poor health
habits.
Deal with the Stressors

Develop techniques to deal with the causes of stress. The longer you avoid dealing with the stress factors, the
more the stress will build up. If tension comes because you have put off an unfinished task, restructure your
priorities so you can get the task that you have been avoiding out of the way and off your mind.
Learn to Work under Pressure or Unusual Conditions

When you can’t reduce the stressors, you need to manage your stress response. Almost everyone, at
least at some point, has to meet deadlines, keep several jobs going at once, resolve problems that come up, and
do extra work when necessary. However, when the pressure mounts, you can relieve it. Relaxation is key—but
most people must train themselves to relax when the pressure is on.
Some tips to relax when under pressure are the following:
• Stop for a moment (especially when you feel your muscles tightening up) and take a few deep
breaths.
• Do a relaxing exercise. Swing your hands at your sides and stretch.
• Take a “power nap.” Lie down and totally relax for a few minutes.  Find time to do the
things you enjoy.
• Leave your study area for a while to take a brisk walk.
• Find a quiet place to read a magazine or novel during break or at lunch.
• If possible, look at some peaceful images such as forests, beaches, etc. These images can
initiate a relaxation response.
• Look up.
• Keep something humorous on hand, such as a book of jokes.
Source: The Nemours Foundation, available from kidshealth.org
Activity: STRESS SURVIVAL KIT

1. Choose 3 objects or symbols that make you feel relaxed to include in your kit.
2. You can make the symbols.
3. You can use words or pictures.
4. You can bring an object from home.
5. Think about how the symbol helps you when you are dealing with stress and stressful
situations.
6. Write a paragraph for each symbol or object in your kit and how it helps you cope with stress in
your everyday life. You may add this to your Portfolio Output No. 9.
7. Sharing a part of your kit with peers may be a follow up activity.
Source: Mental Health Kit, Junior High School, Alberta Health Services
Activity: PROJECT TO-DO-LIST

In senior high, you may become increasingly more responsible for your own use of time. You may be given
multiple tasks and expectations, for example academic work, extracurricular activities, family, friends, and
work. Learning how to prioritize tasks and break them down into manageable steps is an important skill to learn
for managing stress. Here is an activity that will help you learn to do this.
Sample Project To-Do List Now you do it!

Project To-Do List
Project Overview: Psychology Term Project Overview:

Paper
Step 1: Find a Topic Tasks: Step 1: _____________________________ Tasks:
Talk to the professor _______________________________
Check my textbook _______________________________
Peruse the available books and _______________________________
journals at the library
Step 2: Locate Research Step 2:

Materials Tasks: Tasks:
Use library databases to _______________________________
locate articles _______________________________
Check online databases _______________________________
Get articles (download, copy, order
from interlibrary loan)
Step 3: Research Paper Tasks: Step 3:

Read articles, taking notes as I go Tasks:
Determine if I need references _______________________________
Piece together an outline of my _______________________________
paper based on my notes _______________________________
Source: Mental Health Kit, Junior High School, Alberta Health Services
Portfolio Output No. 10: Project-To-Do
With your group mates, plan your Grade 11 year-end fun day following the Project-To-Do Template. Write this
plan down. Then write a reflection on how your experience of planning changed with the use of the planning
tool. What did you notice about your group’s work? Was there a lot of stress in planning? How did your group
reduce their stress level? How can you apply this planning method to other real-life projects?
MODULE 6:
The Powers of the Mind
Big Question: How do we develop the powers of our mind?
Objectives:
1. discuss that understanding the left and right brain functions may help in improving one’s
learning,
2. explore mind-mapping techniques suited to right brain- or left brain-dominant thinking styles,
and
3. Make a plan to improve learning using both left and right brain development.
Activity: LATERAL THINKING PUZZLES

1. You are driving down the road in your car on a wild, stormy night, when you pass by a bus stop and you
see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
Knowing that there can only be one passenger in your car, whom would you choose?
2. Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They don't
know what he looks like but they know his name is John and that he is inside the house. The police bust in on a
carpenter, a lorry driver, a mechanic and a fireman all playing poker. Without hesitation or communication of
any kind, they immediately arrest the fireman. How do they know they've got their man?
3. A man lives in the penthouse of an apartment building. Every morning he takes the elevator down to
the lobby and leaves the building. Upon his return, however, he can only travel halfway up in the lift and has to
walk the rest of the way - unless it's raining. What is the explanation for this?
4. A man and his son are in a car crash. The father is killed and the child is taken to hospital gravely
injured. When he gets there, the surgeon says, 'I can't operate on this boy - for he is my son!!!' How can this
possibly be?
Reading: BRAINPOWER: COMPLEX ORGAN CONTROLS YOUR EVERY THOUGHT AND MOVE
How did you get here?
No, no, no! It's not a question about your conception or birth.
How did you get here? On this page. Reading this story.
The answer is a lot more complex than, "My teacher told me to read it" or "I clicked on it by accident."
The answer involves thought, as in "I want to get on the Internet"; movement — pressing the
computer's power button and grasping a mouse; memory—like recalling how to use a browser or a search
engine; and word recognition such as "Brainpower" and an understanding of its meaning.
In short, the answer involves a wrinkled, pinkish-gray, three-pound organ that is primarily composed of
fat and water and goes by the name of brain.
You got to this article because that jelly-like mass topping off your spinal cord fired electrical signals to
your hand telling it how to move. You got to this article because your brain stored information about using a
computer and the definition of words that you learned years ago. You got to this article because your brain is
working.
Keep reading to find out how it functions, if it repairs itself and if the effects of drug use are
permanent.
The power to act
The brain has three major parts -- the cerebrum, the cerebellum and the brain stem. The brain stem
connects the spinal cord and the brain. It controls functions that keep people alive such as breathing, heart rate,
blood pressure and food digestion. Those activities occur without any thought. You aren't telling yourself,
"Inhale. Exhale. Inhale." You're just breathing.
Things are different in the cerebellum. That region controls voluntary movement. When you want to lift
your fork, wave your hand, brush your hair or wink at a cutie, you form the thought and then an area in the
cerebellum translates your will into action. It happens so quickly. Think about how little time passes between
your desire to continue reading this sentence and the time it takes your eyes to move to this word or this one. It
seems automatic, but it isn't.
Neurons, the basic functional units of the nervous system, are three-part units and are key to brain
function. They are comprised of a nerve cell body, axon and dendrite, and they power the rapid-fire process
that turns thought into movement.
The thought moves as an electrical signal from the nerve cell down the axon to a dendrite, which looks
like branches at the end of nerve cells. The signal jumps from the end of the dendrite on one cell across the
space, called a synapse, to the dendrite of another cell with the help of chemicals called neurotransmitters. That
signal continues jumping from cell to cell until it reaches the muscle you need to wave, wink or walk.
The cerebrum is the largest of the three brain sections, accounts for about 85 percent of the brain's
weight, and has four lobes. The lobes-frontal, parietal, temporal and occipital -- each have different functions.
They get their names from the sections of the skull that are next to them.
The parietal lobe helps people understand what they see and feel, while the frontal lobe determines
personality and emotions. Vision functions are located in the occipital lobe, and hearing and word recognition
abilities are in the temporal lobe.
A critical age
Because the brain's healthy functioning is essential to living and determines quality of life, doctors
emphasize protecting the organ from injury and chemical abuse.
There is a consensus among researchers that brain cells regenerate throughout life, said Doug Postels, a
pediatric neurosurgeon in New Orleans, but that new growth happens very slowly after a certain age.
"The size of the brain doesn't increase much after 3," Postels explains.
During the first three years of life, the brain experiences most of its growth and develops most of its
potential for learning. That's the time frame in which synaptogenesis, or the creation of pathways for brain cells
DEPY
to communicate, occurs.
Doctors generally accept that cut-off point for two reasons, Postels said. First, in situations where
doctors removed parts of the brains of patients younger than 3 to correct disorders, the remaining brain
sections developed to assume the role of the portions those doctors removed. But when physicians performed
the same surgery on older patients, that adaptability function did not occur.
Second, "We know from experiments that if you deprive people of intellectual stimulation and put them
in a dark room, that it produces permanent changes in the brain," Postels said. "That occurs most dramatically
before age 3. After that age, it's impossible to ethically do a study."
Previous research produced information about the effects of stimulation deprivation, but modern
ethical guidelines prohibit such research on people because of the potentially harmful outcome.
Drug damage
Because so little recovery occurs to brains damaged after age 3, the effects of drugs and alcohol on the
brain might be lasting.
Doctors know what inhalants, steroids, marijuana, cocaine and alcohol do to the brain when people use
them. "The question scientists can't answer now is if the damage is permanent," said Sue Rusche, co-author of
"False Messengers," a book on how addictive drugs change the brain.
Inhalants, such as glue, paint, gasoline and aerosols, destroy the outer lining of nerve cells and make
them unable to communicate with one another. In 1993, more than 60 young people died from sniffing
inhalants, according to National Families in Action, a drug education center based in Atlanta.
Studies have found that marijuana use hinders memory, learning, judgment and reaction times, while
steroids cause aggression and violent mood swings.
Ecstasy use is rising among young people, Rusche said, and scientists have found that drug destroys
neurons that make serotonin, a chemical crucial in controlling sleep, violence, mood swings and sexual urges.
While doctors and scientists know about some effects drugs have on the brain, they don't have a full
picture, Rusche said.
"When people start using a drug, the scientists know nothing about it. These people are volunteering to
be guinea pigs," said Rusche, who is co-founder and executive director of National Families in Action. "Once
enough people take it, scientists apply for grants and start studying it. People are inventive. They find new drugs
or new ways to take old drugs-like crack from cocaine.
"There's a lot we won't know about until later," she said. "The classic example is cigarettes. We allowed
people to smoke for 100 years before we knew about all the horrible things that nicotine will do.
Source: Christy Oglesby, CNNfyi Senior Writer, December 5, 2000 from
http://edition.cnn.com/fyi/interactive/news/brain/structure.function.html
Activity: BRAIN DOMINANCE
Which of these apply to you?
___ I am very organized.
___ I remember faces more than names.
___ I think things through before making a decision.
___ If someone’s mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space.
___ I daydream a lot.
___ I hate taking risks.
___ I tend to get emotional.
___ I make a to-do-list.
___ I trust my “gut instinct”.
If you have more “yes” answers from the left column, you are probably left-brain dominant, while if you have
more “yes” answers from the right column, you are probably right-brain dominant.
Reading: THE DOMINANT SIDE OF THE BRAIN

Researchers believed that brain dominance determines a person’s preferences, problem-solving style,
personality characteristics, and even career choices. For example, a right-brain individual will quickly get a
feeling for a situation, while a left-brain person will usually ask a lot of questions first. The following chart
reflects additional difference between left and right-brain dominance.
PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical music Popular music
Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music
There is nothing good or bad about either preference. Both orientations can be equally successful in
accomplishing a single task; however, one may be more appropriate over the other depending on the situation.
Reading: RESEARCH STUDY “THE BRAIN’S LEFT AND RIGHT SIDES SEEM TO WORK
TOGETHER BETTER IN MATHEMATICALLY GIFTED MIDDLE-SCHOOL YOUTH”
WASHINGTON- There really may be something different about the brains of math-heads.
Mathematically gifted teens did better than average-ability teens and college students on tests that required
the two halves of the brain to cooperate, as reported in the April issue of Neuropsychology, published by the
American Psychological Association (APA).
In the study, a joint effort of psychologists at the U.S. Army Research Institute for the Behavioral and
Social Sciences at Fort Benning, Ga. and the University of Melbourne, Australia, researchers studied 60 right-
handed males: 18 mathematically gifted (averaging nearly 14 years in age), 18 of average math ability
(averaging just over 13), and 24 college students (averaging about 20). Math giftedness seems to favor boys
over girls, appearing an estimated six to 13 times more often. It's not known why but prenatal exposure to
testosterone is suspected to be one influence due to its selective benefit to the right half of the brain.
The gifted boys were recruited from a Challenges for Youth-Talented program at Iowa State University.
Whereas the average Scholastic Aptitude Test (SAT) math score for college-bound high-school seniors is 500
(out of 800), the mathematically gifted boys' average SAT math score in middle school was 620.
The boys viewed letter patterns flashed on the left or right sides of a computer screen, and had to
indicate whether two patterns matched or not - a simple way of learning how the brain responds to data put
before either the left or right visual field, corresponding to processing in the right or left brain because the input
generally crosses over to the other side.
The letter patterns were presented in three conditions - one-sided, to the right hemisphere (left eye);
one-sided, to the left hemisphere (right eye); or bilaterally (both eyes). There were two types of tasks -- "local,"
saying two letters matched or mismatched on the small letters that went into making big letters (for example, a
big T whose two strokes were made of smaller T's), and "global," saying two big letters matched or mismatched.
For the average teens and college students, the left brain hemisphere was faster for local matches and
the right brain hemisphere was faster for global matches. This fit prior research, which has indicated that the
left hemisphere is adept at processing visual "parts," in this case the letter details, while the right hemisphere is
more adept at analyzing visual "wholes," in this case the global shapes of the big letters.
However, the mathematically gifted boys showed no such hemispheric differences. Those who were precocious
in math were equally good at processing global and local elements with either hemisphere, suggesting more
interactive, cooperative left and right brains.
In addition, whereas average-ability boys and college students were slower on cooperative trials, which
presented letter patterns on both sides of the screen, the math-gifted showed the opposite pattern. They were
slower on one-sided trials, but when a task "asked" both sides of the brain to work together, they were
considerably faster than the other boys
The study supports the growing notion that the mathematically gifted are better at relaying and
integrating information between the cerebral hemispheres. Says co-author Michael O'Boyle, PhD, "It's not that
you have a special math module somewhere in your brain, but rather that the brain's particular functional
organization - which allows right-hemisphere contributions to be better integrated into the overall
cognitive/behavioral equation -- predisposes it towards the use of high-level imagery and spatial skills, which in
turn just happen to be very useful when it comes to doing math reasoning."
The research supports the broader notion that "the functional (though not necessarily structural)
organization of the brain may be an important contributor to individual differences in cognitive abilities, talents
and, at the very least, information processing styles," says O'Boyle.
He adds, "Various expressions of exceptionality, such as giftedness in math, music or art, may be the by-
product of a brain that has functionally organized itself in a qualitatively different way than the usual left/right
hemispheric asymmetry."
At the same time, O'Boyle is not sure whether the findings could apply to math education in general.
"Our work may perhaps have something to say about the optimal timing of when a particular brain is most
'ready to learn' or acquire a given skill, but I don't think we can 'create' a math genius without the innate talent
already there," he says.
Finally, given the rising use of testosterone by adult men, O'Boyle cautions that, "Testosterone taken
later in life will not help your math, as the window of influence on brain development is pretty much prenatal. It
may enhance muscle mass, but it is unlikely to help you solve calculus problems."
Source: "Interhemispheric interaction during global-local processing in mathematically gifted adolescents,
average-ability youth, and college students," Harnam Singh, Ph.D., U.S. Army Research Institute for the
Behavioral and Social Sciences, and Michael W.
O'Boyle, PhD, University of Melbourne, Australia; Neuropsychology, Vol. 18, No. 2.
Reporters: Michael O’Boyle, from the American Psychological Association, available from
http://www.apa.org/news/press/releases/2004/04/interhemispheric.aspx
Activity: MIND MAPPING
Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the way the brain
works, and was invented by Tony Buzan. Mind mapping helps to make thinking visible. Most people make notes
using lined paper and blue or black ink. Making notes more attractive to the brain by adding color and rhythm
can aid the learning process, and can help to make learning fun. The subject being studied is crystallized in a
central image and the main theme radiates out from the central image on branches. Each branch holds a key
image or a key word. Details are then added to the main branches and radiate further out. Mind maps have a
wide variety of uses, for example, note taking, revision planning, planning for writing and problem solving can
all be successfully carried out using the technique. The colors and the graphics used will help children to
organize their ideas and thoughts. They can be very simple or, quite detailed depending upon the age of the
children and the complexity of the subject. Because creating the mind map involves the use of the left and right
brain, remembering the information becomes easier!
Below is an example of a simple mind map linked to the information above.
How to draw a mind map:

1. Turn the page on its side (landscape). Use plain paper.
2. Draw the central image using different colors. The central image should encapsulate
the subject of the map.
3. Add the branches representing the subject’s main topics or themes using key words or
images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly.
6. Use arrows to connect linked ideas.
Source: Dodd (2004). Learning to Think: Thinking to Learn,
http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf
Reading: YOU CAN GROW YOUR INTELLIGENCE

New Research Shows the Brain Can Be Developed Like a Muscle
Many people think of the brain as a mystery. They don’t know much about intelligence and how it works. When
they do think about what intelligence is, many people believe that a person is born either smart, average, or
dumb—and stays that way for life. But new research shows that the brain is more like a muscle—it changes and
gets stronger when you use it. And scientists have been able to show just how the brain grows and gets
stronger when you learn. Everyone knows that when you lift weights, your muscles get bigger and you get
stronger. A person who can’t lift 20 pounds when they start exercising can get strong enough to lift 100 pounds
after working out for a long time. That’s because the muscles become larger and stronger with exercise. And
when you stop exercising, the muscles shrink and you get weaker. That’s why people say “Use it or lose it!” But
most people don’t know that when they practice and learn new things, parts of their brain change and get
larger a lot like muscles do when they exercise.
Inside the cortex of the brain are billions of tiny nerve cells, called neurons. The nerve cells
have branches connecting them to other cells in a complicated network. Communication
between these brain cells is what allows us to think and solve
Figure 1: Section of the Cerebral Cortex problems.
When you learn new things, these tiny connections in the brain actually multiply and get stronger. The
more that you challenge your mind to learn, the more your
brain cells grow. Then, things that you once found very hard
or even impossible to do—like speaking a
foreign language or doing algebra—seem to become easy.
The result is a stronger, smarter brain.
Figure 2: A typical nerve cell
How Do We Know the Brain Can Grow Stronger?

Scientists started thinking that the human brain could develop and change when they studied animals’ brains.
They found out that animals who lived in a challenging environment, with other animals and toys to play with,
were different from animals who lived alone in bare cages. While the animals who lived alone just ate and slept
all the time, the ones who lived with different toys and other animals were always active. They spent a lot of
time figuring out how to use the toys and how to get along with the other animals.
These animals had more connections between the nerve
cells in their brains. The connections were bigger and stronger,
too. In fact, their whole brains were about 10% heavier than the
brains of the animals who lived alone
Nerves in brain of Brain of animal living with without toys. The animals who were animal living in bare other
animals and toys exercising their brains by playing with cage. © Mindset Works toys and each other were also
Figure 3: Effect of an Enriched Environment “smarter”—they were better at solving problems and learning
new things. Even old animals got smarter and developed more connections in their brains when they got the
chance to play with new
toys and other animals. When scientists put very old animals in the cage with younger animals and new toys to
explore, their brains also grew by about 10%!
The Key to Growing the Brain: Practice!

From the first day they are born, babies are hearing people around them talk—all day, every day, to the baby
and to each other. They have to try to make sense of these strange sounds and figure out what they mean. In a
way, babies are exercising their brains by listening hard. Later, when they need to tell their parents what they
want, they start practicing talking themselves. At first, they just make goo-goo sounds. Then,
words start coming. And by the time they are three years old, most can say whole sentences almost perfectly.
Once children learn a language, they don’t forget it. The child’s brain has changed—it has actually
gotten
At birth At age 6 smarter. This can happen because
© Mindset Works
Figure 4: Growth of neuron connections in a child learning causes permanent changes in from birth to 6
years old the brain. The babies’ brain cells get larger and grow new connections
Between them. These new, stronger connections make the child’s brain stronger and smarter, just like a
weightlifter’s big muscles make them strong.
The Real Truth about “Smart” and “Dumb”. No one thinks babies are stupid because they can’t talk. They
just haven’t learned how to yet. But some people will call a person dumb if they can’t solve math problems, or
spell a word right, or read fast—even though all these things are learned with practice. At first, no one can read
or solve equations. But with practice, they can learn to do it. And the more a person learns, the easier it gets to
learn new things—because their brain “muscles” have gotten stronger! The students everyone thinks as the
“smartest” may not have been born any different from anyone else. But before they started school, they may
have started to practice reading. They had already started to build up their “reading muscles.” Then, in the
classroom, everyone said, “That’s the smartest student in the class.” They don’t realize that any of the other
students could learn to do as well if they exercised and practiced reading as much. Remember, all of those
other students learned to speak at least one whole language already—something that grownups find very hard
to do. They just need to build up their “reading muscles” too.
What Can You Do to Get Smarter? Just like a weightlifter or a basketball player, to be a brain athlete, you
have to exercise and practice. By practicing, you make your brain stronger. You also learn skills that let you use
your brain in a smarter way—just like a basketball player learns new moves. But many people miss out on the
chance to grow a stronger brain because they think they can’t do it, or that it’s too hard. It does take work, just
like becoming stronger physically or becoming a better ball player does. Sometimes it even hurts! But when you
feel yourself get better and stronger, all the work is worth it!
Source:http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-B44C-
2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf © 2010 Mindset Works
Portfolio Output No. 11: Make a Mind Map

1. Choose a subject or activity that you do well (for example, math, basketball, playing the guitar,
painting, cooking, or computer games).
2. Make a mind map of the chosen topic, following the procedure described earlier.
3. Explain your mind map and how you worked on it.
Assignment: Bring some print ads of body beautifying products, clothes, or fashion.
Reading: THE MYTH OF MICHAEL JORDAN

Michael Jordan is one of the best basketball players of all time. His average points per game is the
highest in NBA history – 31.5. He is one of two players to score more than 3000 points in a single season. And
he has 11 MVP awards – five for the regular season and six for the finals.
It was dazzling to watch Jordan play. People often spoke of his grace on the court. They talked about his
natural abilities. But the true story is different. When he was a sophomore in high school, Michael Jordan didn’t
even make the team. “It was embarrassing not making the team,” he says. “They posted the roster [list of
players] and it was there for a long, long time without my name on it. I remember being really mad, too,
because there was a guy who made it that wasn’t as good as me.”Someone else might have sulked, or quit. But
this setback only fueled Jordan’s desire to improve. “Whenever I was working out and got tired and figured I
ought to stop, I’d close my eyes and see that list in the locker room without my name on it,” Jordan says, “and
that usually got me going again.”
The physical education teacher at Jordan’s high school, Ruby Sutton, describes Jordan’s commitment to
the game in those days. “I would normally get to school between 7 and 7:30. Michael would be at school before
I would. Every time I’d come in and open these doors, I’d hear the basketball. Fall, wintertime, summertime.
Most mornings I had to run Michael out of the gym.”
Adapted from “Michael Jordan transcends hoops” by Larry Schwartz.ESPN.com, 2007.

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MODULE 1:

Knowing and Understanding Oneself during Middle and

Activity: SELF-CONCEPT INVENTORY

____1. I have strong sex appeal.

Character Communications Maturity

How do you perceive yourself?

Activity: SEARCH FOR OUTSTANDING QUALITIES

Portfolio Output No.1: Talent/Variety Show Presentation

Reading: PERSONAL EFFECTIVENESS

2. Self-confidence. It appears in the process of personal development, as a result of getting aware

Reading: Story: YOU NEED TO TAKE CHARGE OF YOUR FUTURE

Processing: Write your answers in your personal journal.

Activity: ASSESS ASPECTS OF YOUR DEVELOPMENT

Portfolio Output No. 3: Personal Assessment of Aspects of Development with Plan of

Reading: ASPECTS OF THE SELF

Activity: Analyze this. . . THREE SUCCESS STORIES

1. Manny Pacquiao’s Unbelievable Success Story Will Inspire You

2. The Pia Wurtzbach Success Story

3. A Love Affair that Got Me Close to a Great Doctor

Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personal

A REAL WINNER is one who is able to:

RECIPE FOR SUCCESS

Reading: THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS

“Maturity is achieved when a person postpones

Portfolio Output No.5: My Personal Timeline with Reflection

Source: http:// blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-probing-to-create-shift-to-life-

Reading: DEVELOPMENTAL STAGES

Developmental Stage Characteristics

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)

Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Portfolio Output No. 6: Mindfulness with Reflection

Analyze each case on How Mindful Am I? Answer the following questions:

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Reading: LIVING MINDFULLY

“Successful people are always looking for opportunities to help others.

Portfolio Output No. 7

Reading: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE

Reading: ENCOURAGEMENT 101: The Courage to Be Imperfect

Most commonly, we discourage in five general ways:

Reading: THE POWER OF PERSONAL DECLARATIONS

Portfolio Output No. 8: Slogan or Personal Declaration on Being Happy

Reading: BEING HAPPY

End of Unit 1 Assessment Unit 1: Self-Development

List of Outputs for Portfolio:

Unit 2: Aspects of Personal Development

Coping with Stress in Middle and Late Adolescence

Big Question: What is Stress and how does it affect you?

Listens to Keeps a Plays a Makes “to Has hiked to

Reading: STRESS MANAGEMENT

Causes and Effects of Stress

Everyday frustrations cause stress build-up

Problems in our personal life can be devastating

A common cause of stress is dealing with life’s transitions

Activity: WHAT CAUSES YOU TO “LOSE YOUR COOL”?

Source: Emotional Intelligence Activities for teens 13-18.

Physical Emotional Behavioral

Portfolio Output No. 9: My Stress Signals

Source: “What is a stress response?” by Scott, E. (2016)

Reading: KEEP STRESS UNDER CONTROL