Perdev Core

GEN -ED
2020-2021
DATAMEX COLLEGE OF SAINT ADELINE, INC.
PERSONALITY DEVELOPMENT
Prepared by:
Mr. Mark Joseph De Vega

WEEK 1
UNIT I: SELF DEVELOPMENT
Knowing and Understanding oneself during Middle and Late
Adolescence.
I. MISSION
DCSA develops a culture of world-class education that will produce holistic graduates. Create
professionals, entrepreneurs, and train to be globally competitive in robotics, excellent
hospitality management, and computer programming in a technologically driven industry. DCSA
takes the lead in the innovation of modern technology and their bids through leading-edge
exploration and world-class facilities.
DCSA encourages each one to passionately toil for the good of the community, and help those
in need, particularly those in the marginalized sector.
II. VISION
DCSA envision being the hub of premier educational institutions in hospitality, information
technology, business, and education in Asia, recognized globally as a competitive institution of
quality education and research.
Core Values
These are the core values and Graduates Attributes:
D –desire for Excellence

C- Compassionate and Competitive
S- Socially Responsible
A – Achiever
III. ONLINE NETIQUETTE
1. No Yelling, Please! – THERES A TIME AND A PLACE FOR EVERYTHING- but in most
situations typing in all caps is inappropriate.
2. Sarcasm can (and will) backfire- Avoid sarcasm altogether during online classes, lean
toward being polite and direct in the way you communicate with others.
3. Don’t abuse the chat box- 0treat chat box as a learning tool and try not to distract your
classmates with off topic discussions.
4. Attempt to find your own answer- attempt to find the answers to any other questions on
your own using a search engine.
5. Stop… Grammar time- always make an effort to use proper punctuation, spelling, and
grammar.
PERSONAL DEVELOPMENT
General Education 2020-2021
6. Set a respectful tone- it‟s a netiquette to use respectful greetings and signatures, full
sentences and even the word “Please”, and “Thank you.
IV. RULES AND REGULATIONS
1. Come to class Prepared.

2. Don’t Ever Cheat.
3. Always be on time.
4. Be attentive to teachers while teaching.
5. Be well dressed during the online classes.
6. Don’t ever distract the class during lessons.
7. Wait for your turn in queues.
8. Actively participate in discussions.
9. Always do your best.
V. LEARNING OUTCOME
1. Understand and explain what personal development is.

2. Explain the psychological basis of personal development.
3. Relate the concept of personal development to your own experiences as an adolescent.
4. Express your spiritual and religious beliefs and how these influence your personal
development.
VI. DISCUSSION
Human Development and Personal Development.
Developmental Scientist identified the three aspects or domains of human development. (

Papalia and Feldman, 2012) as:
 Physical Development- which covers the growth of the body and the brain, motor and
sensory skills, and even physical health;
 Cognitive Development- which covers our capacity to learn, to speak, to understand, to
reason, and to create.
 Psychosocial Development- which includes our social interactions with other people, our
emotions, attitudes, self-identity, personality, beliefs and values.
While human development covers the whole lifespan of human existence in relation to the
three domains, Personal Development is one‟s own development and growth within the
context of the three aspects of human development. Human development is also influenced
by the following:
 Heredity- or the inborn traits passed on by the generations of offspring‟s from both sides of
the biological parents‟ families.
 Environment- is the world outside of ourselves and the experiences that result from our
contact and interaction with this external world.
 Maturation- is the natural progression of the brain and the body that affects the cognitive
(thinking and intelligence), Psychological (Emotion, attitude, and self-identity.), and Social
(relationships.) dimensions of a person. The influence over a person‟s development is most
pronounced during his or her childhood and adolescence stages.
Is it Personality Development or Personal Development?
Definition of “PERSONAL”, “PERSONALITY, and “DEVELOPMENT”. Source: Merriam

Webster Online Dictionary:
The word “PERSONAL” is defined as:
 Belonging or relating to a particular person;

 Made or designed to be used by one person;
 Someone whose job involves working for or helping a particular person and
 Of, relating to, or affecting a particular person.
The word “PERSONALITY” on the other hand, is defined as:
 The set of emotional qualities, ways of behaving, etc. , that makes a person different
from other people;
 Attractive qualities (such as energy, friendliness and humor) that make a person
interesting or pleasant to be with;
 Attractive qualities that make something unusual or interesting.
 Distinction or excellence of personal and social traits; also a person having such quality
and;
 A person of importance, prominence, renown or notoriety.
And finally, the word “DEVELOPMENT” is defined as:
 The act or process of growing or causing something to grow or become larger or more
advanced.
 The act or process of creating something over a period of time; and
 The state of being created or made more advanced.
What is Personal Development?
Personal Development may be defined as a process in which persons reflect upon

themselves, understand who they are, accept what they discover about themselves, and learn
(or unlearn) new sets of values, attitudes, behavior, and thinking skills to reach their fullest
potentials as human beings.
Zorka Hereford( 2007), author of the book, 9 essential life skills- A guide for Personal
development and Self Realization, defined personal development as “the process of striving to
be the best that you can be in order to reach and realize your full potential. It is a journey of self-
discovery, self-improvement, and self- realization.”
Psychology and Personal Development
Psychology, being the study of human thinking and behavior, serves as foundation of personal
development.
The school of thought that gave birth to the contemporary understanding of personal
development started during the flourishing of humanistic and positive psychology in the 1950‟s,
which dealt with personal growth and meaning as a way of reaching one‟s fullest potentials.
The two proponents of humanistic psychology were Abraham Maslow and Carl Rogers. While
Maslow theorized the Five stages of Human development based on a hierarchy of needs,
peaking in what he termed as “Self Actualization”, Carl Rogers, in his psychotherapy,
theorized that “the individual has within himself the capacity and the tendency, latent if
not evident, to move forward toward maturity:”. (Rogers, 1961).
The Positive Psychology Center of the University of Pennsylvania define positive

psychology as the scientific study of the strengths and virtues that enables individuals and
communities to thrive. The field is founded on the belief that people want to lead meaningful and
fulfilling‟s lives, to cultivate what is best within them, and to enhance their experiences of love,
work, and play.
Personal Development in Adolescence.
Adolescence is the transition period between childhood and early adulthood. Although
scientists and psychologists may slightly differ in pegging the exact age of adolescence, it is
widely believed to be between ages 11 or 12, and lasting to about 18 years of age. (Feist and
Rosenberg, 2012).
In the Philippine context, authors Corpuz, Lucas, Borabo, and Lucido (2010) define the three
stages of adolescence as:
 Early Adolescence- between 10 and 13 years of age.

 Middle Adolescence- between 14 and 16 years of age.
 Late Adolescence- between 17 and 20 years of age.
Adolescence starts with the biological changes called puberty, the physical body undergoes
growth spurts at this time, for both male and female leading toward physical maturity.
Biological changes bring about cognitive (thinking and reasoning), and affective (feelings and
emotions) change. The child who has reached adolescence, is now capable of reasoning about
abstract concepts and problems.
Spirituality and Religious Beliefs in Personal Development.
FeIst and Rosenberg (2012) infer that during adolescence, young people will start asking
about abstract questions, like about politics or religion and eventually from their own beliefs.
This
reflection is left to the student to find out how is or her religious beliefs influence once identity
development and understanding of personal development. Personal Development may be
approached from different religious perspectives; Buddhism, Christianity, Hinduism, Islam, and
Judaism, among others, whose teachings may serve as the core or basis in developing one‟s
self.
VII. CHAPTER SUMMARY
There are three aspects of Human Development: Physical, Cognitive, and Psychosocial.
There are also three factors affecting or influencing human development: Heredity, environment,
and maturation. Personal development is a process in which persons reflect upon themselves,
understand who they are, accept what they discover about themselves, and learn or unlearn
new sets of values, attitudes, behavior, and thinking skills to reach their fullest potentials as
human beings.
Psychology serves as a foundation of personal development. There are several schools

of thought or theories on personal development that were developed through the years:
Humanistic Psychology by its lead proponents Carl Rogers and Abraham Maslow, and positive
psychology espoused by Martin Seligman and Mihaly Csikszentmihalyi.
Adolescence is the transition period between childhood and early adulthood. It is widely
believed that the adolescent age spans from 11 or 12, up to age 18 to 20... Spiritual and
religious beliefs influence personal development. Research shows that the information of one‟s
personal identity includes attitudes about religion.
VIII. GLOSSARY
 Adolescence- the period of life when a child develops in an adult.

 Attitude- the way you think or feel about someone or something.
 Beliefs- a feeling of being sure that someone or something exists or that something is
true.
 Emotions- s strong feeling (such as love, anger, joy, hate or fear.)
 Environment- the condition that surround someone or something.
 Heredity- the natural process by which physical and mental qualities are passed from a
parent to child.
 Maturation- the process of becoming mature, the process of developing the body or
mind.
 Values- usefulness of importance.
IX. REFERENCES
 Personal Development Ricardo Rubio Santos, 2019

 Personal Development Reader, Department of Education, Republic of the
Philippines.
X. REFLECTION
Relate your spiritual and/or religious beliefs to personal development. How does this
manifest in terms of your day to day behavior at home? In School?
XI. ASSIGNMENT
PORFOLIO NO.1: Title: I am What I am.
Direction: In a short size bond paper elaborate the question given below. Use your
creativity and artistic presentation in making this portfolio.
What are your personal experiences as an adolescent in terms of the way you
think, reason, feel and the way you express yourself?
WEEK 2
UNIT II: KNOWING ONESELF
I. LEARNING OUTCOMES
1. Conduct self-exploration and simple disclosure.

2. Explain that knowing oneself can make a person accept his or her strengths and limitations,
and deal with others better.
3. Share some unique characteristics, habits and experiences.
4. Evaluate your own thoughts, feelings and actions.
5. Show the connection of your thoughts, feelings and actions to actual life situations.
II. DISCUSSION
Defining the “SELF.”
Before we discuss how to know one‟s self, we have to define first the concept of the
“Self.” In philosophical terms, it is the being,. Which is the source of a person‟s consciousness.
It is the agent responsible for an individual‟s thoughts and actions. Based on this definition, the
“Self” is an intangible entity that directs a person‟s thoughts and actions. It is outside the
physical realm of the person.
The “Self” may be identified in various contexts, such as in Psychology, Sociology or

Religion.
In Psychology, the „Self” is their essence of a person: his thoughts, feelings and actions,
experiences, beliefs, values, principles, and relationships.
In Religion or in the spiritual realm, the “Self” includes a person‟s life purpose, meaning,
aspirations, and ones relationship with a higher being.
In Sociology, the “Self” is said to be defined by the roles we take when we relate with
others, such as being your parent‟ child, being a classmate, a friend or team mate.
Since our approach to personal development is holistic, we will integrate the various
definitions of “Self” from the philosophical, spiritual and psychological realms, but we will focus
and give more emphasis on its psychological definitions.
When the “Self:” is defined as the cognitive ad affective representation of one‟s identity,
it is then described in terms of human characteristics such as behavior and thoughts.
Personality
In psychology, the term “Personality” is referred to as the set of behaviors, feelings,

thoughts and motives that identifies individuals, personality is usually described in behavioral
terms that are observable and measurable.
Personality psychologists have different viewpoints. One definition states:
 Personality refers to the unique and relatively enduring sets of behaviors,

feelings, thoughts, and motives that characterize an individual. ( Feist and
Rosenberg, 2012).
 the uniqueness of an individual‟s thoughts, feelings and behavior; and their being
relatively enduring, or being consistent, over different situations and over time.
 A pattern of habits, attitudes, and traits that determines an individual‟s
characteristics, behavior and traits. (Sanchez, Abad, and Jao, 2012)
Nature, Nurture and Personality
Personality is influenced by both nature (Heredity or Generic makeup) and Nurture

(Environment). There is no single gene that creates a trait. It is always a complex combination
of genes, environmental exposure and experiences, and cultural backgrounds.
There are common personality traits that cross many cultures. Agreeableness and
openness to experiences are some examples of the cross cultural traits. There are, however,
other personality traits that are more prominent in one culture than another. for example, Asian‟s
exhibit strong “Interpersonal relatedness” or how their behavior impacts relationships, compared
to Westerners who look at their behavior and its impact on their personal goals.
Personality Traits.
Personality Trait is a disposition to behave consistently in a particular way, while

personality is a broader term that comprises traits, motives, thoughts, self- concept, and
feelings. Examples of personality traits are shyness, or social awkwardness, loyalty, and
honesty.
Measuring Personality
There are different ways to measure the personality. One is by observing people‟s
behavior. This is quite limited as other people may not be able to observe all aspects of
personality such as loneliness, which is internal and is observed by others very subjectively.
Personality can be measured using different kinds of test. Like the Rorschach Inkblot Test, the
Myers-Briggs Type Indicator (MBTI), and the Keirsey Temperament Sorter.
An example of popular personality test used is the Myers-Briggs Type Indicator (MBTI).
Katherine Briggs and Isabel Briggs Myers developed the Myers- Briggs personality model
based on four preferences of individuals: these are:
 E or I ( Extraversion or Introversion)
Is how an individual prefers to channel his or her energy when dealing with people,
whether it is inward (Introversion) or outward (Extraversion).
 S or I (Sensing or Intuition)
Is how one prefers to process information, whether through the use of senses such as
being able to describe what one sees, or intuitively like dealing with ideas?
 T OR F (Thinking or Feeling)
is how an individual prefers to make decisions, either thinking or using logic and
analysis, or feeling which uses the cognitive senses based on values and beliefs.
 J OR P (Judgment or Perception)
Is how an individual prefers to manage one‟s life, whether trough judging, which means
a planned and organized life, versus perception, which has a more flexible approach to
living.
III. CHAPTER SUMMARY
The “Self” can be defined in different ways: Philosophically, psychologically,

spiritually, and also in thoughts, actions or behavior. Personality is the unique and
enduring set of behaviors, feelings, thoughts, motives, and attitudes that
characterizes a person. Both nature (heredity or genetic makeup) and nurture
(environment) influence the development of one‟s personality..
There are different personality theories and one of theories and one of them is
the Big Five or Five Factor Model by Costa and McCrae, which defines five
dimensions of personality, openness to experience, conscientiousness, extraversion,
agreeableness, and neuroticism. Personality traits can be measured using different
personality tests such as the Myers- Briggs Type Indicator. (MBTI).
The two key characteristics of personality are: the uniqueness of an individual‟s

thoughts, feelings, and behaviors and their being relatively enduring or consistent
trough different situations overtime personality trait is the disposition to behave
consistently in a particular way.
IV. GLOSSARY
 Extraversion- tendency to experience positive emotions, as well as traits such as

sociable, lively and Active.
 Feeling- an awareness by your body of something in it or on it.
 Intuition- a natural ability or power that makes it possible to know something without
any proof or evidence.
 Introversion- the state of, or tendency toward being wholly or predominantly
concerned with and interested in one‟s own mental life.
 Judgment- an opinion or decision that is based on careful thought.
 Perception- the way you think or understand someone or something.
 Sensing- one of the five natural powers trough which you receive information about
the world around you.
 Thinking- the action of using your mind to produce ideas, dimension and memories.
 Traits- a quality that makes a person or thing different from another.
V. REFLECTION
Write your thoughts and feelings about what you have discovered and understood about
you “Self”, your personality traits, and your reflection regarding the question “Who am
I.?”
VI. ASSIGNMENT
PORFOLIO NO.2: Title: 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?
WEEK 3
UNIT III: Developing the Whole Person
1. Discuss the relationship among Physiological, cognitive, psychological, spiritual and

social aspects of development, to understand your thoughts, feelings, and behaviors.
2. Evaluate your own thoughts, feelings and actions.
3. Show the connection of your thoughts, feelings and actions to actual life situations.
4. Discover the different aspects of Holistic Development of persons.
5. Apply the basic human values taught to a person.
DISCUSSION
What is Holistic Development?

The key phrase in this chapter that you have to pay attention to is “whole person”,
emphasizing the completer aspects of a person or his totality. In order to understand what it
meant to perceive, a person as a whole organism, we will discuss philosophical theories such
as dualism and holism.
Mind and Body Dualism of Descartes

.
Rene Descartes, one of the modern philosophers of our time, influenced much of
mankind‟s thinking with this theory of duality and understanding the nature of things in a simple,
dual mode. Hence, you are familiar with the separation of body and spirit in Western Religion,
and of the mind and body in the study of human sciences. People perceive things as dual in
character.
Western Philosophy‟s early understanding of duality is one that regards opposite as
rigidly the negation of the other, like black or white, good or bad, life or death, and mind or body.
Holism and Gestalt
In 1926, General Jan C. Smuts, a South African statesman, military leader, and
philosopher, wrote about holism in his book Holism and Evolution. He introduced the
academic terminology for holism as “the tendency in nature to form wholes which are
greater than the sum of the parts trough creative evolution.” (Holism, 2018.)
Earlier in 1890, a German philosopher and psychologist, Christian Von Ehrehfels, and
later on supported by psychologist Max Wertheimer, Kurt Koffa, and Wolfgang Kohler of the
Berlin School, introduce the concept of gestalt. This is defined by Merriam Webster’s
Dictionary as “something that is made of many parts and yet is somehow more than or
different from the combination of its parts; broadly, the general quality or character of
something.”
The Various Aspects of Holistic Development of Persons.
When we consider a human person and what various aspects make up this complex
organism, five aspects come to mind:
 Physiological- or the physical attributes including the five physical senses;

 Cognitive- or the intellectual functions of the mind; thinking, recognizing, reasoning,
analyzing, projecting, synthesizing, recalling, and assessing;
 Psychological- or how thinking, feeling and behaving interact and happen in a person;
 Social- or the manner by which an individual interacts with other individuals or group of
individuals; and
 Spiritual- or the attribute of a person‟s consciousness, and beliefs, including the values
and virtues that guide and put meaning into a person‟s life.
When you look at a person and try to understand this individual, it is always good to
consider these five aspects and what it is about this person that makes him or her unique from
yourself and from others.
Basic Drives and Affect
Psychologist often refer to basic human drives as those that are biologically related such
as hunger, and thirst. Affect, on the other hand is the various emotional experiences such as
emotions, moods, and affective traits. (Feist and Rosenberg, 2012).
Feelings and Emotions
Feelings, moods, and emotions do not exactly mean one on the same. Paul Ekman of
the University of California identified six basic emotions that human beings experience.
(Feist and Rosenberg, 2012): Happiness, Sadness, Fear, Anger, Surprise, and Disgust.
Ho0wever, a recent study (2014) conducted by Institute of Neuroscience and Psychology at
the University of Glasgow, and published in the Journal Current Biology, has concluded that
there are only Four basic Emotions: these are: Happy, Sad, Afraid or Surprised, and Angry
or Disgusted.
Emotion is taken from Latin verb, Movare, which means to move or be upset or
agitated. It is defined by Smith (1973) as a descriptive term referring to variations in level of
arousal, affective state or mood, expressive movements, and attitudes. (Sanchez, Abad, and
Jao, 2002).
Are feelings the same as emotion? In an online article of Scientific American

entitled”Feeling our emotions” (Lenzen, n.d), the author interviewed noted neurologist, Dr,
Antonio R. Damasio, about the distinction between feelings and emotions. According to Dr.
Damasio, from a neuro scientific approach, feelings arises from the brain as it interprets an
emotion which is usually caused by physical sensations experienced by the body. As a reaction
to a certain external stimulus. An example of this would be the emotion of fear which produces a
feeling of being afraid.
Attitudes and Behavior
Attitudes are a person‟s thoughts. Feelings, and emotions about another person, object,
idea, behavior, or situation. Attitude is a result of a person‟s evaluation of an experience with
another person, object, idea, behavior or situation based on his or her values and belief
systems.
Can attitudes be changed? Yes, there are ways to change attitudes, behavior can
change attitudes.
Values
At the core of every person lies a system of beliefs that adheres to the highest ideals of
human existence. These ideals create meaning and purpose in a person‟s life. These ideals are
called values.
The United Nations, for example listed the following universal values: Peace, Freedom,
Social Progress, Equal Rights, and Human Dignity. These values are enshrined in the
charter of the United Nations and in the Universal Declar5ation of Human Rights.
If you check out the corporate values of Facebook, you will see this five core values:
1. Be Bold
2. Focus on Impact
3. Move Fast
4. Be Open
5. Build Social Value
Shalom H. Schwartz, a psychologist and cross cultural researcher from the Hebrew
University of Jerusalem, conducted a research which covered many different people
and cultures to identify the 10 common values of people have regardless of their racial
and cultural backgrounds. Schwartz wrote in his basic report: “Basic Human Values:
Theory, Measurement, and Applications” the findings of his research, which identified
the 10 basic values that can be characterized by describing their central motivational
goals. (Schwartz, 2006). These 10 basic values are:
1. Self-Direction- independent thought and action, choosing, creating and

exploring.
2. Stimulation- Excitement, novelty, and challenge in life.
3. Hedonism- pleasure and sensuous gratification for oneself.
4. Achievement- personal success through demonstrating competence according
to social standard.
5. Power- social status and prestige, and control or dominance over people and
resources.
6. Security- safety, harmony and stability of society, of relationships, and of self.
7. Conformity- restraint of actions, inclinations, and impulses that are likely to
upset or harm others and violate social expectations or norms.
8. Tradition- respect, commitment, and acceptance of the customs, and ideas that
traditional culture or religion provides the self.
9. Benevolence- preserving and enhancing the welfare of those with whom one is
in frequent personal contact. (The “In Group”.)
10. Universalism- understanding, appreciation, tolerance, and protection for the

welfare of all people and of nature.
The motivational goals that that characterize the 10 values he identified were:
1. Openness to change
2. Self-Transcendence
3. Self Enhancement and
4. Conservation
Virtues
In the Catechism of the Catholic Church, virtue is defined as “a habitual and firm
disposition to do the good. It allows the person not only to perform good acts, but also to
give the best of himself or herself. The virtuous person tends toward the good with all his
sensory and spiritual powers; he pursues the good and chooses it in concrete actions”
(Catechism of the Catholic Church, n.d.).
II. CHAPTER SUMMARY
Holism is about seeing things as a whole and as something that is bigger than the sum
of its parts. To understand people better is to see them in their totality.
There are five aspects of a whole person, these are:
 Physiological- refers to the physical body and how this affect the other aspects
of a person.
 Cognitive- refers to the thinking process of a person.
 Psychological- refers to a person‟s way of thinking, feeling, and behaving..
 Social- refers to the relationship a person has with other people.
 Spiritual- refers to the higher ideals, beliefs, and values a person adheres to
which help, guide the person in achieving person as happiness and self-
fulfillment.
Basic drives are the biological instincts that humans experience such as hunger,
thirst, and the like. Emotions are usually caused by the physical sensations experienced
by the body as a reaction to a certain external stimulus. Feelings are the result from the
emotions that were experienced.
Attitudes are a person‟s thoughts, feelings, and emotions about another person,
object, idea, behavior, or situation. Attitude is a result of a person‟s evaluation of an
experience with another person object, idea, behavior or situation. Attitude is a result of
person‟s evaluation of an experience with another person, object, idea, behavior or
situation based on his or her values and belief systems.
Behavior is an outward manifestation or acting out of the attitudes an individual has.

Values are a system of beliefs that adhere to the highest ideals of human existence,
these
Ideals create meaning and purpose in a person‟s life that often result in personal
happiness and self-fulfillment. Virtues are disposition to do good deeds.
III. GLOSSARY
 Agitated- troubled in mind: disturbed and upset.

 Affective- relating to arising from, or influencing feelings or emotions.
 Belief- a feeling of being sure that someone or something is good, right, or valuable.
 Dualism- the idea or belief that everything has two opposite parts or principles.
 Gratification- a source of satisfaction or pleasure.
 Holistic- relating to or concerned with complete systems rather than with individual
parts.
 Hedonism- the belief that pleasure or happiness is the most important goal in life.
IV. REFLECTION
How do your feelings and emotions affect the way you think and behave cite some
personal examples.
V. ASSIGNMENT
PORFOLIO NO.3: Title: Personal Recipe for Success
Make your personal recipe for achieving your personal goals. Identify your goal. You may
refer to the previous activity of aspects of self-inspired and break it down into a recipe.
RECIPE FOR SUCCESS

 1 teaspoon of ideas
 1 pinch of positivity
 1 Lb. of Leadership
 1 Cup of Market Vision
 ¼ Cup of Goodwill
 ¾ Cup of Imagination
 2 spoonful of teamwork
 3 tablespoon of challenge
 1 bag of hope.
WEEK 4
Unit IV: Development Stages in Middle and Late Adolescence
1. Classify various developmental tasks according to developmental stage.

2. Evaluates one’s development in comparison with persons of the same age group.
3. List ways on how to become a responsible adolescent prepared for adult life
4. Be aware that money is an asset.
II. DISCUSSION
Adolescence: Between Childhood and Adulthood.
Do you remember the feeling you had when you finally celebrated your 13th Birthday,
which symbolized your crossing over the developmental stage of childhood to teen-hood? There
was a probably some sadness because you realized you were not a child anymore. You
probably felt some excitement because suddenly you have strong needs and desires to be with
people you age, making friends and having fun without your family. You also must have felt
afraid of the future. You also started to notice certain Physical changes happening to your
body- the growth of hair in armpits and ther pubic area, the increase of height, and for the
males, the deepening of the voice. For females, it is the start of their menstruation period and
the developing of their breasts. These physical changes mark the onset of puberty and the
beginning of the adolescent stage of human development.
As adolescent develop physically, they also develop cognitively, psychologically,

socially, and spiritually. The ages during adolescence may be bracketed as follows (Corpuz,
Lucas, Borabo, Lucido, 2010):
 Early Adolescence- around 10-13 years old.

 Middle Adolescence- from 14 to 16 years old.
 Late Adolescence- from 17 to 20 years old.
American Psychologists differ slightly with their age definitions of adolescence. Feist and
Rosenberg (2012) pegged early adolescence at age 121 or 12, and late adolescence at about
age 18.
Erikson’s Eight Stages of Psychosocial Development
Erik Erikson‟s eight stages of psychosocial development define each stage of human
development with a crisis or a conflict. Each crisis or conflict either gets resolved or may be left
unresolved, resulting in favorable or unfavorable outcomes.
In referring to these eight stages of development espoused by Erikson, it is important to

know that the stages and their corresponding developmental crisis may overlap. For example,
an adolescent who is experiencing Identity issues may also be experiencing intimacy issues
(young adulthood) or may still be struggling with inferiority (of school age), depending on
whether or not they were able to resolve each stage crisis.
Adolescence: Identity VS Role Confusion
In the description for the adolescent stage the crisis or conflict identified is that of identity
and role confusion. What does this mean?
Identity is the concept of an individual about himself and is often referred to as “Self
Identity”. That is influenced and molded by their external environment. These may include the
manner which they interact with people.
Role Confusion is the negation of self-identity in a sense that there is no confusion over
one‟s self concept or the absence or lack of such concept. Role confusion affects an individual‟s
relationship with others, because there is no clear definition of what he is and how he relates to
others.
Changes during Adolescence
The adolescent‟s physiological transitioning is very important is very pronounced at this

stage. Puberty kicks in and is fueled by the hormonal changes that are occurring and pushing
the adolescent toward sexual maturation at this stage the brain also continues to develop.
Cognitive growth among adolescents is usually marked by the way they are able to comprehend
abstract concepts such as freedom and human rights. Their beliefs about morality, religion and
politics are also starting to evolve.
Experimentation is a common activity among adolescents as they search for their

identity. They want to be treated as adults and they see adult behavior as something to emulate.
Unfortunately, they also mimic negative behaviors like smoking and drinking which are
perceived as marks of manhood in some cultures such as ours. Different clothing and fashion
styles are often the most obvious ways used by adolescents in expressing their independence
and in asserting their unique selves.
Sexual experimentation also happens at this stage, however due to their

underdeveloped cognitive and affective capacities and education of the matter, t6his
experimentation sometimes end up in disaster, such as teen pregnancies, and contracting
sexually transmitted disease.
SKILLS AND TASKS APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE
 Developing self-esteem
 Becoming aware, critical and being involved with social issues.
 Developing spirituality.
 Embracing a healthy lifestyle.
 Being courageous in standing up and being different from your friends.
 Learning how media and advertising are trying to influence your thinking and feelings
 Being true to yourself and avoiding the tendency to please others.
 Adjust to sexually maturing bodies and feelings
 Develop and apply a new perspective on human relationships.
Ten Desirable Developmental Tasks Every Adolescent Should Develop
 Develop and apply abstract thinking skills

 Ability to manage their finances
 Self-reliance
 Developing occupational skills
 Developmental Tasks a Filipino Adolescent Needs to Learn.
 Social responsibility.
 Positive attitude toward work
 Personal Responsibility.
 Mature work orientation.
 Develop and apply new coping skills in areas such as decision-making, problem solving,
and conflict resolution.
 Establish key aspects of identity.
 Renegotiate relationships with adults in parenting.
 Form friendships that are mutually close and supportive.
 Meet the demands of increasingly mature roles and responsibilities
 Understand and express more complex emotional experiences.

 Identify meaningful moral standards, values and belief systems.
Puberty involves the physical changes that happen during the adolescent
stage. During puberty, the adolescent body matures sexually. Cognitive
development also happens during adolescence as the brain continues to grow
and develop. New cognitive skills develop such as reasoning, abstract, thinking,
and increased intelligence.
Social development happens during adolescence when adolescents desire

for more autonomy and independence from their families; and as their friends.
And peers become their primary influence, taking over the previous roles their
parents had.
Idealism and experimentation are hallmarks of the adolescent stage. Beliefs

and values are formed at this stage. Sometimes even questioning the existing
and accepted social norms. With puberty, the adolescent also goes into
experimentation of their bodies, exploring their sexuality, as well as substances
such as alcoholic drinks or drugs, which may result in addiction or crime when
left uncontrolled.
There are certain developmental tasks and skills adolescents have to learn
and imbibe so that they can prepare themselves in becoming more responsible
adolescents and mature toward young adulthood. These task and skills will also
help adolescents in defining their career preferences while preparing them for
more meaningful and productive lives.
Self-identity or self-concept evolves from an individual‟s own set of beliefs

and values system. In the roles he has identified for himself, the responsibilities
he recognizes and owns, expectations others have on him.
IV. GLOSSARY
 Autonomy- the right or condition of self-government.

 Behavior- the way in which one acts or conduct ones self.
 Confusion- a situation in which people are uncertain about what to do or are
unable to understand something clearly.
 Despair- to no longer have any hope or belief that a situation will improve or
change.
 Guilt- responsibility for a crime or for doing something bad or wrong.
 Intimacy- the state of being intimate.
 Identity- who someone is, the name of a person.
 Integrity- the quality of being honest and fair.
 Industry- a group of business that provide a particular product or service.

 Inferiority- of poor quality, low or lower in quality
 Stagnation- to stop developing, progressing, moving etc.
V. REFLECTION
Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from
1-10 (10 as the highest) 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? What is your turning point?
3. Do you think you are ready in 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 so you can better plan for the future?
VII. ASSIGNMENT
PORTFOLIO NO. 4: 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 tasks you have successfully accomplished?

 What are the expected tasks you have partially accomplished?
 What are the expected tasks you have not 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?
WEEK 5
Unit V: The Challenges of Middle and Late Adolescence
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.
II. DISCUSSION
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
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.25
• 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.
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!!
Transition period from childhood to adulthood extending from puberty to

independence Adolescence Attitude and behavior toward sexuality and sexual relationship.
Adolescents exploring their sexuality should be able to draw their limits in terms of sexual
expressions, and be responsible enough to see the future results or consequences of their
behavior. Be responsible to deal with academic challenges, Academic grades aren‟t the only
indicator of learning but also: discipline, diligence, curiosity, excellence, understanding
cooperation, teamwork, respecting other people‟s opinion and beliefs, leadership and more.
Female Adolescent desires autonomy and independence will encounter more parental
objections. She may not be allowed to attend social gathering without chaperones, or go out of
town trips with males in the group.
Adolescence is a period that extends over a substantial part of a person‟s life. Each adolescent
experiences individual changes and growth at differing rates, with some moving through the
adolescent phase quicker and more smoothly than others. Learning through success and failure
is part of the challenge of the learning process for the adolescent. Significant other refers to any
individual who has pronounced importance in a person‟s life or well- being.
Through socialization with them, and perception of their reactions to one‟s behavior, a person
gains a sense of who he or she is, and comes to understand how to act in a given context and
role. The significant others thus play a big role in the development and maintenance of a
person‟s identity. Adolescents express their feelings on the expectations of their significant
others including parents, siblings, friends, teachers and community leaders.
IV. GLOSSARY
 Attitude- the way you think, feel about someone or something.

 Adulthood- fully grown and developed.
 Courage- the ability to do something that you know is difficult or dangerous.
 Encouragement- the act of making something more appealing or more likely to happen.
 Discouragement- the act of making something less likely to happen or making people
less likely to do something.
 Failure- lack of success.
 Independence- freedom from outside control or support.
VI. REFLECTION
How can you, as an adolescent, balance the expectations of significant people in your
life and your personal aspirations?
VII. ASSIGNMENT
Submission of Portfolio for the first FIVE WEEKS.
WEEK 6
Unit VI: Coping with Stress in Middle and Late Adolescence
Transition period from childhood to adulthood extending from puberty to

independence Adolescence Attitude and behavior toward sexuality and sexual relationship.
Adolescents exploring their sexuality should be able to draw their limits in terms of sexual
expressions, and be responsible enough to see the future results or consequences of their
behavior. Be responsible to deal with academic challenges, Academic grades aren‟t the only
indicator of learning but also: discipline, diligence, curiosity, excellence, understanding
cooperation, teamwork, respecting other people‟s opinion and beliefs, leadership and more.
Female Adolescent desires autonomy and independence will encounter more parental
objections. She may not be allowed to attend social gathering without chaperones, or go out of
town trips with males in the group.
Adolescence is a period that extends over a substantial part of a person‟s life. Each adolescent
experiences individual changes and growth at differing rates, with some moving through the
adolescent phase quicker and more smoothly than others. Learning through success and failure
is part of the challenge of the learning process for the adolescent. Significant other refers to any
individual who has pronounced importance in a person‟s life or well- being.
Through socialization with them, and perception of their reactions to one‟s behavior, a person
gains a sense of who he or she is, and comes to understand how to act in a given context and
role. The significant others thus play a big role in the development and maintenance of a
person‟s identity. Adolescents express their feelings on the expectations of their significant
others including parents, siblings, friends, teachers and community leaders.
IV. GLOSSARY
 Attitude- the way you think, feel about someone or something.

 Adulthood- fully grown and developed.
 Courage- the ability to do something that you know is difficult or dangerous.
 Encouragement- the act of making something more appealing or more likely to happen.
 Discouragement- the act of making something less likely to happen or making people
less likely to do something.
 Failure- lack of success.
 Independence- freedom from outside control or support.
VI. REFLECTION
How can you, as an adolescent, balance the expectations of significant people in your
life and your personal aspirations?
VII. ASSIGNMENT
Submission of Portfolio for the first FIVE WEEKS.

Perdev Core

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DATAMEX COLLEGE OF SAINT ADELINE, INC.

Mr. Mark Joseph De Vega

D –desire for Excellence

III. ONLINE NETIQUETTE

IV. RULES AND REGULATIONS

1. Come to class Prepared.

1. Understand and explain what personal development is.

Human Development and Personal Development.

Developmental Scientist identified the three aspects or domains of human development. (

Is it Personality Development or Personal Development?

Definition of “PERSONAL”, “PERSONALITY, and “DEVELOPMENT”. Source: Merriam

The word “PERSONAL” is defined as:

 Belonging or relating to a particular person;

The word “PERSONALITY” on the other hand, is defined as:

And finally, the word “DEVELOPMENT” is defined as:

What is Personal Development?

Personal Development may be defined as a process in which persons reflect upon

Psychology and Personal Development

The Positive Psychology Center of the University of Pennsylvania define positive

Personal Development in Adolescence.

 Early Adolescence- between 10 and 13 years of age.

Spirituality and Religious Beliefs in Personal Development.

VII. CHAPTER SUMMARY

Psychology serves as a foundation of personal development. There are several schools

 Adolescence- the period of life when a child develops in an adult.

 Personal Development Ricardo Rubio Santos, 2019

PORFOLIO NO.1: Title: I am What I am.

1. Conduct self-exploration and simple disclosure.

Defining the “SELF.”

The “Self” may be identified in various contexts, such as in Psychology, Sociology or

In psychology, the term “Personality” is referred to as the set of behaviors, feelings,

Personality psychologists have different viewpoints. One definition states:

 Personality refers to the unique and relatively enduring sets of behaviors,

Nature, Nurture and Personality

Personality is influenced by both nature (Heredity or Generic makeup) and Nurture

Personality Trait is a disposition to behave consistently in a particular way, while

III. CHAPTER SUMMARY

The “Self” can be defined in different ways: Philosophically, psychologically,

The two key characteristics of personality are: the uniqueness of an individual‟s

 Extraversion- tendency to experience positive emotions, as well as traits such as

PORFOLIO NO.2: Title: journal reflection from My Banner

Write about your banner:

1. What do you consider as your weaknesses, abilities and talents?

1. Discuss the relationship among Physiological, cognitive, psychological, spiritual and

What is Holistic Development?

Mind and Body Dualism of Descartes

Holism and Gestalt

The Various Aspects of Holistic Development of Persons.

 Physiological- or the physical attributes including the five physical senses;

Basic Drives and Affect

Feelings and Emotions

Are feelings the same as emotion? In an online article of Scientific American

Attitudes and Behavior

1. Self-Direction- independent thought and action, choosing, creating and

10. Universalism- understanding, appreciation, tolerance, and protection for the

II. CHAPTER SUMMARY

There are five aspects of a whole person, these are:

Behavior is an outward manifestation or acting out of the attitudes an individual has.

 Agitated- troubled in mind: disturbed and upset.

PORFOLIO NO.3: Title: Personal Recipe for Success

RECIPE FOR SUCCESS

1. Classify various developmental tasks according to developmental stage.

Adolescence: Between Childhood and Adulthood.

As adolescent develop physically, they also develop cognitively, psychologically,

 Early Adolescence- around 10-13 years old.

Erikson’s Eight Stages of Psychosocial Development

In referring to these eight stages of development espoused by Erikson, it is important to

Adolescence: Identity VS Role Confusion

Changes during Adolescence

The adolescent‟s physiological transitioning is very important is very pronounced at this

Experimentation is a common activity among adolescents as they search for their

Sexual experimentation also happens at this stage, however due to their

SKILLS AND TASKS APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE

Ten Desirable Developmental Tasks Every Adolescent Should Develop

 Develop and apply abstract thinking skills