Module 2 - Developing The Whole Person
Module 2 - Developing The Whole Person
Module 2 - Developing The Whole Person
Q W E R T Y U I O P
Q
A Q
S Q
D Q
F Q
G H J K L
Z X C V B N M
P H Y S I C A L
__ __ __ __ __ __ __ __
External
Q W E R T Y U I O P
Q
A Q
S Q
D Q
F Q
G H J K L
Z X C V B N M
Adolescence
: The state or process of growing up
: A stage of development prior to maturity.
Sexual desires
Height
Deepening of voice
Development of genitals
Estradiol
Is an estrogen that is strongly associated in the
physical development of girls.
breast
Widening of hips
Uterine Development
Sebaceous glands
a small gland in the skin which secretes a
lubricating oily matter (sebum) into the hair
follicles to lubricate the skin and hair.
Physical attractiveness
Self-conscious
Low self-esteem
Lack of self-confidence
Adjustments
Physical Hygiene
Physical Exercises
Self-acceptance
Cognitive changes and their
Implications
Cognitive
: Of, relating to, or involving conscious
mental activities (such as thinking,
understanding, learning, and remembering)
Structural development stages
The neurons in the corpus callosum thicken and
connect the left hemisphere and the right
hemisphere of your brain.
Development is also observed in the prefrontal
cortex
The Amygdala matures much earlier than the
prefrontal cortex
Corpus Callosum
Is the Latin word for
“tough body”
Will form in the brain
between 12 and 16
weeks after
conception and near
the end of the first Acts as a connector
trimester of It will continue to develop
pregnancy. throughout childhood, until 12
years old.
In 1955, Ronald Myers,
a graduate student at the
University of Chicago,
proved its function was
related to coordination
and complex problem-
solving.
Prefrontal cortex
is the cerebral cortex covering
the front part of the frontal
lobe. This brain region has
been implicated in planning
complex cognitive behavior,
personality expression,
decision making, and
moderating social behavior.
Egocentrism Preoccupation
Caring too much about yourself and not about other
people.
Searching for deeper meaning
of things
Doubts on the ways
parents raised them
Compare parenting styles
Lack of clear plans or fast changing
decisions engages you to Risky
behavior
Fickle-mindedly explore and
experiment
Curiosity and
Confusion on self-improvement
Big idea
Changes in your cognitive ability are manifested
by your ability to think more abstractly, to process
information into meaningful messages, and to
understand complex situations.
Psychological or Emotional
changes and their implications
Emometer
Instructions:
1. Think of your favorite feeling. Is it excitement?
Amazement? Surprise? Then think of a feeling that
bothers you often, is it anger? Fear?
Disappointment? Choose one that you want to focus
on this activity.
2. Based on the chosen feeling, identify thoughts that
come to your mind.
3. Write these thoughts in the box provided below.
Align these thoughts with the corresponding intensity of
your chosen feeling indicated by the emometer.
Adolescence is a transition of “storm and stress”
(Hurlock, 1982)
e.g.
Slightest problem with their
partner
Envious to those who possess
more material things
Teenagers use these material possessions as status
symbols (Hurlock, 1982)
Peer Pressure
“KJ” or Kill joy
Drinking alcohol
Cutting classes
Sexual activities
UNFRIENDED
BLOCKED
MUTED
“Choose your
friend wisely”
Early adolescence is characterized by bias
regarding the members of the opposite sex.
As they progress through the years of
adolescence, social insight improves
(Hurlock, 1982)
You become more capable of
judging members of the
opposite sex objectively.
You can now relate with them
and adjust in social situations
more easily.
Further, the more you
participate in social gatherings,
the more socially competent
you become.
You are able to carry on
conversations
Behave properly in front of
people
You’ll have confidence to share
your talents
“Choose a leader”
Admired
Respected
How to make successful social
adjustments?
Enhance social skills
Carry yourself gracefully in front of others
Enjoy the company of your peers
Learn to clarify your boundaries
“Skit me this”
Instructions:
1. Once you grouped yourselves, construct a skit with
your group using the topic assigned to the group.
2. Rules: do not use any kind of props.
you can use the chairs in side the
classroom.
using profanity is not allowed.
Scoring:
Rate the other groups in Group 1
Section: 11 - Platinum
your class from 1-10
Group 2:
Group 3:
Group 4:
Journal
1. How do you satisfy your need for belongingness?
2. In what ways do your friends influence you?
Moral/Spiritual changes and their
Implications
What is the most important in your
life right now?
What do you think is the purpose of
your existence?
BEHAVIOR
FEELINGS S
THOUGH
TS