PERSONAL DEVELOPMENT 1st Quarter

Diocese of Bayombong Educational System (DBES)
Saint Louis School of Solano, Inc.

Solano, Nueva Vizcaya
Telefax # (078) 326 – 7458
e-mail: saintlouisschoolofsolano@yahoo.com
SELF-PACED LEARNING MODULE

Subject : Personal Development
Teacher: __________________
FIRST QUARTER
Name of Student: ____________________________ Year and Section: __________________

Week No. : __________ Inclusive Dates: ___________________
The learners demonstrate an understanding of

Content Standard
himself/herself during middle and late adolescence.
The learners shall be able to conduct self-exploration and simple
Performance Standard
disclosure.
Explain that knowing oneself can make a person accept his/her
Most Essential Learning
strengths and limitations and dealing with others better
Competencies (MELCs)
share his/her unique characteristics, habits, and experiences.
21st Century Learning Skills Creative and Critical Thinking
Core Values Excellence, Social Responsibility
MODULE 1: KNOWING AND UNDERSTANDING ONESELF DURING MIDDLE

AND LATE ADOLESCENCE
Activit
Week 1 Learning Targets/ Specific Objectives Remarks y
Score
Explain Concepts and Conduct self-exploration and
Day 1
simple disclosure
Explain that knowing oneself can make a person accept
Day 2 his or her strengths and limitations, and deal with others
better
Share his or her unique characteristics, habits, and
Day 3
experiences; and
Day 4 Write a journal to help know and understand yourself
TOTAL
REFERENCES: (Please be guided with the given references to help you perform the given daily
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Online: https://www.verywellmind.com
B. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D
CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

queries or questions regarding the content provided, please feel free to consult or message the subject
teacher through messenger, text, call, or video chat.
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KNOWING AND UNDERSTANDING ONESELF DURING MIDDLE AND LATE
ADOLESCENCE
Day 1: Explain Concepts and Conduct self-exploration and simple disclosure

INTRODUCTION TO PERSONAL DEVELOPMENT
HUMAN DEVELOPMENT AND PERSONAL DEVELOPMENT
Human Development. Covers the whole lifespan, it is one of the most stunning processes
(changes) in life.
Five aspects or domains of Human Development
1. Physical/Physiological Development- covers the growth of the body and brain, motor
and sensory skills, and even physical health.
 Adolescence is the transition period of development that begins at puberty and

ends at emerging adulthood; the typical age range is from 12 to 18 years, and this
stage of development has some predictable physical milestones.
 Puberty involves distinctive physiological changes in an individual's height,

weight, body composition, sex characteristics, and circulatory and respiratory
systems. These changes are largely influenced by hormonal activity.
 During puberty, the adolescent develops secondary sex characteristics (such as a

deeper voice in males and the development of breasts and hips in females) as their
hormonal balance shifts strongly towards an adult state.
 The adolescent growth spurt is a rapid increase in an individual's height and

weight during puberty resulting from the simultaneous release of
growth hormones, thyroid hormones, and androgens.
 Because rates of physical development vary so widely among teenagers, puberty

can be a source of pride or embarrassment.
How to keep your body healthy?
- watch what you eat (It is important to eat nutritious food.)
- keep yourself fit and strong (Regular exercise)
- Avoid abuse of your body (Avoid smoking and drinking alcohol;
however, social drinking is acceptable if it is in moderation.)
2. Cognitive Development- covers our capacity to learn, to speak, to understand, to

reason, and to create. Intellectual functions of the mind. As you grow old, your brain
continues to grow and develop. New cognitive skills develop such as reasoning, abstract
thinking and increased intelligence.
3. Social Development- includes our social interactions with other people, our emotions,
attitudes, self-identity, personality, beliefs, and values.
4. Spiritual Development- is an integral part of our self, it includes religious affiliations,

belief in God, search for meaning, and meaning of life.
5. Psychological Development – refers to a person’s way of thinking, feeling and

behaving.
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Three Factors that Influence Human Development
1. Heredity (Nature). The inborn traits passed on by the generations of offsprings from
both sides of the biological parents’ families.
2. Environment (Nurture). The world outside of ourselves and the experiences that
results from our contact and interaction with the external world.
3. Maturation. The natural progression of the brain and body that affects the cognitive
(thinking and intelligence), psychological (emotions, attitudes, and self-identity), and
social (relationship) dimensions of a person. The influence of physical maturation over a
person’s development is important pronounced during his childhood and adolescence
stages.
Two Proponents of Humanistic Psychology
Abraham Maslow – His theory of the five stages of human development was based on a hierarchy of
needs.
Carl Rogers – His theory of “the individual has within himself the capacity and the tendency, latent if
not evident to move forward toward maturity.”
Personal Development
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.
A lifelong process. It is a way for people to assess their skills and qualities, consider their
aims in life and set goals in order to realize and maximize their potential.
Why is Personal Development Important?
There are many ideas surrounding personal development, one of which is Abraham
Maslow's process of self-actualization.
The extent to which people are able to develop depends on certain needs being met and
these needs form a hierarchy. Only when one level of need is satisfied can a higher one be
developed. As change occurs throughout life, however, the level of need motivating someone’s
behavior at any one time will also change.
The first level at the bottom of the hierarchy are the basic physiological needs for food, drink, sex and
sleep, i.e., the basics for survival.
Second level are the needs for safety and security in both the physical and economic sense.
Third level, progression can be made to satisfying the need for love and belonging.
Fourth level refers to meeting the need for self-esteem and self-worth. This is the level most closely
related to ‘self-empowerment’.
The fifth level relates to the need to understand. This level includes more abstract ideas such as
curiosity and the search for meaning or purpose and a deeper understanding.
The sixth relates to aesthetic needs of beauty, symmetry and order.
Finally, at the top of Maslow’s hierarchy is the need for self-actualization.
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Self-actualization
Refers to the desire that everybody has ‘to become everything that they are capable of
becoming’. In other words, it refers to self-fulfillment and the need to reach full potential as a unique
human being.
For Maslow, the path to self-actualization involves being in touch with your feelings,
experiencing life fully and with total concentration.
Benefits of Personal Development

1. Awareness of one’s potentials and abilities.
2. Gives purpose and direction
3. Focused and effective
4. Give motivation
KNOWING ONESELF DURING MIDDLE AND LATE ADOLESCENCE

How do you define who you are? Do you rely on the different roles you have, such as being a
student, son or daughter, friend, or a member of the community?
Teenage period is the time when adolescents start to ask questions about themselves, about their
future, and even some aspects regarding to their religious and political beliefs. During the adolescent
stage of development, the young person experiences different struggles or troubles when it comes to
knowing with his or her self/identity.
SELF can be defined in various ways:
(a.) philosophically, (b.) psychologically, and (c.) spirituality.
A. Philosophy- In philosophical terms, it is the being, which is the source of a person’s consciousness.
B. Psychology- defined as the cognitive and affective representation of one’s identity. It can also
defined in terms of human characteristics such as behavior and thought.
 Cognitive: intellectual thinking
 Affective: behavior, feelings and emotions
C. Spiritual- the essence of a person: his thoughts, feelings and actions, experiences, beliefs, values,
principles, and relationships.
However, one of the greatest characteristic of the self is that it is constantly changing. For example:
Think back when you were in grade school. Are you the same person now? Perhaps, in some way you
are, but you probably can’t consider yourself entirely the same.
Humanist Psychologist, Carl Rogers believed that there were three different parts of self-concept: (a.)
Self-image, (b.) Self-esteem, (c.) Ideal self.
SELF-CONCEPT
Generally thought of as our individual perceptions of or behavior, abilities, and unique
characteristics. A mental picture of who you are as a person. For example, beliefs such as “I am a good
friend” or “I am a kind person” are part of an overall self-concept.
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A. Self-image, or how you see yourself. Each individual’s self-image is a mixture of different attributes
including our physical characteristics, personality traits, and social roles. Self-image doesn’t necessarily
coincide with reality. Some people might have an inflated self-image of themselves, while others may
perceive or exaggerate the flaws and weaknesses that others don’t see.
B. Self- esteem, is how much you value yourself. A number of factors can impact self-esteem,
including of how we compare ourselves to others and how others respond to us.
Example: When people respond positively to our behavior, we are more likely to develop positive self-
esteem. When we compare ourselves lacking, it can have a negative impact on our self-esteem.
C. Ideal self, or how you wish you could be. In many cases, the way we see ourselves and how we
would like to see ourselves do not quite match up.
ACTIVITY 1
Try to do some “self-talk” and ask yourself the following questions. Write your answers on the
space provided.
1. Who am I?
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2. What do I really want?
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3. Why am I here?
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4. What will become of me?
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Day 2: Knowing oneself can make a person accept his or her strengths and limitations, and deal
with others better.
CASE ANALYSIS:
Essen is 16 years of age and has been constantly problematic about her weight. She considers her
weight and built as a great burden in her life as she thought that her classmates since grade school and
high school have tagged her as “fatty Essen”. She constantly was bullied for this and so she had to cease
from befriending anybody, not even the neighbors’ kids. She was resigned to this reality and even found
herself ugly and dirty compared to her schoolmate. This concept about her looks prevented her from
joining social events including their school’s ‘Junior-Senior Prom’, Field Trips and even Intramurals
where she would just stay in one corner while appearing to be busy with her phone. She would be very
elusive to any attempt of any acquaintance who would converse with her. She thought that nobody
would be serious about somebody as ‘fat and ugly’ like her.
POINTS TO REFLECT…
1. How does Essen see herself?
2. Why is it that she does not want to make friends?
3. How do these issues affect her life as an individual?
4. How do you think can such issue be resolved?
The unfolding of our strengths, weaknesses, potentials and talents creates a concept of schema of
the ‘self’ which leads to self-determination. However, there is a need to scrutinize the varied areas of
one’s existence to finally come up with a concrete essence of the ‘self’. Learning about one’s unique
individuality requires the use of the Johari Window.
INGHAM AND LUFT’S JOHARI WINDOW MODEL DIAGRAM
The Johari Window model which is a four-quadrant grid was developed by American
psychologists Joseph Luft and Harry Ingham in 1995 at the University of California Los Angeles. This
tool is a direct and useful to achieve self-awareness, learning about the self as a human being as well as
developing healthy relations between individuals. Disclosing elements, traits and characteristics about
the self lead to evaluation of the self as well a driving feedback from the significant others.
FOUR QUADRANTS
1. OPEN AREA (Quadrant 1)

This quadrant represents the things that you know about yourself, and the things that others know
about you. This includes your behavior, knowledge, skills, attitudes, and “public” history.
2. BLIND AREA (Quadrant 2)

This quadrant represents things about you that you aren’t aware of, but that are known by others.
For example: Feelings of inadequacy, incompetence, unworthiness, or rejection), which are often
difficult for individuals to face directly, and yet can be seen by others.
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3. HIDDEN AREA (Quadrant 3)
This quadrant represents things that you know about yourself, but that others don’t know.
4. UNKNOWN AREA (Quadrant 4)

This last quadrant represents things that are unknown to you, and are unknown to others.
“Learning about ourselves, our wants, desires, interests, thoughts, and the like allows not only a more
understanding of what we are but what we want and what will make us happy”.
ACTIVITY 2.1
Reflect and try to check on your strengths and weaknesses as a person and write it down below
until you come up with summative realizations.
MY STREGTHS MY WEAKNESSES
What
have
you
realized about your “self” after this activity?

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ACTIVITY 2.2
1. What are your traits that you say you have but you are unaware of?
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2. What are your traits that others are aware of?

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3. What are those traits that you have but others are unaware of?
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4. What are those traits that you have and others hope you possess?
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Day 3: Share your unique characteristics, habits, and experiences.
PERSONALITY
The unique and enduring set of behaviors, feelings, thoughts, motives and attitudes that
characterize the person. (In plain English, it is what it makes you).
Both nature (heredity or genetic) and nurture (environment) influence the development of one’s
personality.
TRAIT THEORIES
Practically all personality theorists are concerned with traits. After all, traits are what it makes us,
they are the relatively permanent aspects of each of us evidenced by the consistency in our interactions.
Knowing this, what makes the trait approach to understanding personality different from the other
theories?

First of all, while most theories represent attempts at better understanding the development of
personality, trait theorists typically talk very little about development. Second, predicting a person's
behavior in a given situation is also not a concern for trait theorists. Third, unlike many other
theoretical orientations, trait theorists are interested in the comparison of people based not just on
aspects, but also degrees. And finally, and most likely the biggest difference, trait theory does not
inherently provide a medium of personality change.
Trait Theory
is an approach in identifying types of personalities based on certain traits or attributes, which
vary from one person to the other.
Personality traits
is a disposition to behave consistently in a particular way. These traits, now known as the Big
Five are Openness to experience, Conscientiousness, Extroversion/introversion, Agreeableness, and
Neuroticism. They were investigated by McCrae and Costa in (1970-1980’s). These five traits,
according to many, make up the OCEAN of human personality, as the acronym goes, and are often
considered to be the basic traits under which all other aspects of personality fall.
1. Openness to experience
refers to the dimension ranging from outgoing, liberal, interested in new things, and imaginative
to reserved, conservative, traditional, and conforming. Like all of these five traits, people will fall
somewhere on a continuum, with most falling somewhere in the middle.
2. Conscientiousness
refers to the continuum ranging from organized, careful, and determined to careless, and weak
willed. Those on the high end of this factor may be seen as stoic, cold, and methodical. Those on the
low end may be seen as gullible, followers, or may see the needs of others as always superseding their
own.
3. Extroversion
refers to a person who prefers group activities, group sports, large gatherings, lots of friends and
acquaintances, loud music, and social endeavors. An introvert prefers more solitude, quiet music, small
groups or individual sports and would rather stay at home or engage in a small group activity than attend
a party or large social gathering. We've even found that extroverts tend to get bored more easily and
may be followers who seek out others to avoid this boredom. Introverts, on the other hand, tend to
become anxious more easily, especially in larger groups, and prefer the individual activity to avoid this
anxiety, and as more of an individualist, may be seen as more of a leader.
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4. Agreeableness
represents the extremes of stubborn versus easy going or suspicious versus trusting. Those high
in agreeableness are helpful, sympathetic to others, and understanding. Those low on this trait are seen
as argumentative, skeptical, and strong-willed.
5. Neuroticism
refers to the dimension of emotional stability. Someone high on neuroticism would exhibit
instability in his or her emotions, interactions, and relationships. They may have frequent and wide
mood swings, be difficult to understand, and become more upset over daily stressors and interactions.
The person low on neuroticism may be seen as reserved, calm, and perhaps even unemotional.
Myers-Briggs Type Indicator

The Myers-Briggs Type Indicator (MBTI) is based on Carl Jung's theory of personality. The
MBTI is one of the most popular personality inventories used with non-clinical populations; it has been
criticized, however, for its lack of statistical validity and low reliability. The MBTI measures individuals
across four bi-polar dimensions:
- Attitudes: Extraversion-Introversion. This measures whether someone is "outward-
turning" and action-oriented or "inward turning" and thought-oriented.
- The perceiving function: Sensing-Intuition. This measures whether someone
understands and interprets new information using their five senses (sensing) or intuition.
- The judging function: Thinking-Feeling. This measures whether one tends to make
decisions based on rational thought or empathic feeling.
- Lifestyle preferences: Judging-Perceiving. This measures whether a person relates to
the outside world primarily using their judging function (which is either thinking or
feeling) or their perceiving function (which is either sensing or intuition).
Rorschach Inkblot Test

o The Rorschach Inkblot test consists of ten inkblots, which were created by Herman Rorschach
dribbling ink on paper and then folding over the paper to create a symmetrical design. During the
test, participants are shown the inkblots and asked what each one looks like. The test
administrator then asks questions about the responses, such as which part of the inkblot was
linked to each response. This test can be used to examine a person's personality characteristics
and emotional functioning, and is thought to measure unconscious attitudes and motivations.
ACTIVITY 3.1 BIG FIVE PERSONALITY TEST

Answer the online personality test which is the Big 5 personality test and be able to list
your strengths and limitations.
Link: https://openpsychometrics.org/tests/IPIP-BFFM/1.php
Activity 3.2 MBTI PERSONALITY TEST

Answer a personality test which is the MBTI short version.
Link: https://www.truity.com/test/type-finder-personality-test-new
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Day 4: Appreciate and value self
How to appreciate yourself
1. Understand the difference between self-love and self-absorption. If you find it easier to neglect
yourself out of a fear of being too self-absorbed, it's important to understand that self-love is nourishing
and cherishing, while self-absorption is a form of fantasizing and walling yourself off from other people.
Self-love is a form of recognizing the good things about yourself and making the most of those while
still reaching out to other people and being part of community. Indeed, it is important to love yourself
before you can properly love others. On the other hand, a self-absorbed person finds it very hard to reach
out to others because it's always about that person and other people threaten the spotlight they constantly
crave
2. Be yourself. This doesn't mean putting yourself before others; it means trying to be authentic in
relevant situations. It doesn't mean being yourself when to do so would harm your prospects of
succeeding in life, such as throwing a tantrum, acting outraged because your sensibilities have been
offended or refusing to do something when it doesn't suit you. You need to know when to play by the
rules and when to stand up for yourself––there is a difference. Know how to finesse your charm, skills
and interactions with others according to the situations you find yourself in all the time.
 Define your own style. Wear the clothes that you enjoy being seen in, that suit you and that bring
you comfort. Being a slave to fashion is really being a slave to the ideas of others. Find your
own niche amid all of that conformity.
 Trust your instincts about what scene is right for you, which people are right for you to be with
and what career to pursue. You know yourself best and how to make the most of what you have
to offer the world.
3. Remember that you have much to offer others. If you ever feel like curling up and hiding away
from others, think about the talents and abilities you'd be depriving other people of. Those abilities are
important to the world. Realize that you are important.
4. Appreciate what you have already. Often not appreciating yourself involves chasing after what
others have that you feel you need to have too. This can involve envy or it can be about keeping up with
others––whatever the cause, you're not being true to yourself when you fail to appreciate what you
already have.
 Take some time to sit back and appreciate all of your good qualities.
 Know and acknowledge all your positive attributes.
 Write down all your positive qualities.
 Speak about all the good you have done when asked.
 Have confidence in the choices you have made and will make.
5. Be confident in your decisions and how you reach out to others. Being viewed as decisive is
attractive to people as uncertainty is a constant in life. This doesn't mean that all of your decisions will
be right––far from it. But a willingness to acknowledge when you get things wrong and to try again will
allow you to make decisions you consider are appropriate for the time and it allows you to get on with
things in life. Where your decisions impact others, include them in the discussion and the outcome,
showing yourself to be collaborative, considerate and sometimes courageous
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6. Learn to love yourself so others will love you in return. Equally, be with others who appreciate
who you are. There is nothing more demoralizing than hanging around people who constantly grind you
down. Remove yourself from their sphere as much as possible or learn ways to hand back their
negativity and patronizing attitudes, showing that you don't need their validation to trust in yourself.
“Bear in mind that understanding yourself, you become more capable of actualizing your
potentials to the fullest. Self-awareness gives you a clearer direction in achieving your goals in
life”.
ACTIVITY 4
Directions: Discuss your insights on the following concepts.
Self-Concept
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Johari Window
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RUBRICS FOR SCORING

Criteria Very Satisfactory Fairly Satisfactory Score
Satisfactory 3 points 2 points
5 points
Organizatio The essay is well The essay is well organized The essay is well
n organized but some parts are not organized but most are not
connected connected
Neatness The essay is The essay contains some The essay contains many
written legibly erasures erasures
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Telefax # (078) 326 – 7458

Subject: Personal Development
Teacher: __________________
FIRST QUARTER
Name of Student: ____________________________ Year and Section: _____________________

Week No. : __________ Inclusive Dates: ______________________
The learners demonstrate an understanding of the various aspects of
Content Standard holistic development: physiological, cognitive, psychological, spiritual,
and social development.
The learners shall be able to illustrate the connections between
thoughts, feelings, and behaviours in a person’s holistic development
Evaluate his/her own thoughts, feelings, and behaviours and show the
connections between thoughts, feelings, and behaviours in actual life
situations
21 Century Learning Skills
st
Creative and Critical Thinking
MODULE 2: DEVELOPING THE WHOLE PERSON
Activity
Week 2 Learning Targets/ Specific Objectives Remarks
Score
Discuss the relationship among physiological, cognitive,
Day 1 psychological, spiritual, and social development to understand
your thoughts, feelings, and behaviors.
Day 2 Evaluate his/her own thoughts, feelings, and behaviors.
Show the connection between thoughts, feelings, and
Day 3 behaviors.
Day 4 Differentiate Values and Virtues

TOTAL
A. Offline:
 Personal Development DIWA Senior High School Series

teacher through messenger, text, call, or video chat)
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DEVELOPING THE WHOLE PERSON
Day 1: Discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand your thoughts, feelings, and behaviors.
HOLISTIC DEVELOPMENT
A process of self-actualization and learning that combines an individual’s mental, physical,
social, emotional, and spiritual growth.
HOLISM AND GESTALT
HOLISM
 In 1962, General Jan C. Smuts wrote about holism in his book Holism and Evolution. He
introduced the academic terminology for holism.
 Holism as tendency in nature to form wholes which are greater than the sum of the parts through
the creative evolution.
GESTALT
 Earlier in 1890, a German philosopher and psychologist, Christian von Ehrehfels, and later on
supported by psychologists Max Wertheimer, Kurt Koffka, and Wolfgang Kohler of the Berlin
school introduced the concept of gestalt.
 Gestalt as something that is made of many parts; broadly, the general quality or character of
something.
An example of Holism and gestalt is a car. A car is made up of hundreds of different parts.
Separately, these parts do not represent the car, these parts produce a new entity entirely different from
its parts.
ASPECT OF HOLISTIC DEVELOPMENT
1. Physical Development
Defined as the progress of a child’s control over his own body. This includes control over
muscles, physical coordination, and ability to sit or stand. Physical development is a process of physical
growth in which (height, length, mass, etc) of an individual increases.
For Example: Physical changes happening to your body – the growth of hair in the armpits and pubic
area, and the increase in height.
 For males – the deepening of the voice, muscles grow larger, widening of shoulder, physical
changes in the sex organs.
 For female – enlargement of breast and widening of hips.
2. Cognitive Development
Cognitive development deals with thinking and mental process.
The intellectual functions of the mind: thinking, recognizing, reasoning, analyzing, projecting,
synthesizing, recalling and assesing.
For Example: Decision making
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- Most teenagers easily change their mind and have difficulty in making wise
decisions.
3. Psychological (emotional)
How thinking, feeling, and behaving interacts with other individuals or groups of individuals.
4. Social Development
The process by which a child interact with others around them as they develop and perceive their
own individuality within their community, they also gain skills to communicate with other people and
process their actions.
Social development most often refers to how a child develops friendships and other relationships,
as well how child handles conflict with peers.
5. Spiritual/ Morale Development

A process through which a child develops proper attitudes or behaviors towards the other people
in the society, based on various things such social and cultural norms, laws and rules.
ACTIVITY 1
Recall and identify physical changes that you experienced during adolescence and coping
mechanisms that you used to deal with such changes.
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Rubrics for Scoring

7 points
connected connected
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Day 2: Evaluate his/her own thoughts, feelings, and behaviors
Psychologists 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.
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FEELINGS AND EMOTIONS
EMOTIONS is taken from the Latin verb “movare” which means to move or be upset or
agitated. It is defined by Smith as a descriptive term referring to variations in level of arousal, affective
state or mood, expressive movements and attitudes. Are usually caused by physical sensations
experienced by the body as a reaction to a certain external stimulus.
PAUL EKMAN SIX BASIC OF EMOTIONS
Six Basic Emotions is a term that refers to the theory of American psychologists Paul Ekman and
Wallace V. Friesen.
Ekman and Friesen identified six basic emotions based on studying the isolated culture of people
from the Fori tribe in Papua New Guinea in 1972. The tribe members were able to identify these six
emotions on the pictures.
After that, they took pictures of facial expressions of people from the Fori tribe with the same
emotions and they presented these pictures to people of other races and cultures all over the world. They
also interpreted the emotions on the pictures correctly.
Following six basic emotions were identified:
 Anger
 Disgust
 Fear
 Happiness
 Sadness
 Surprise
Gradually, many researches have confirmed that these emotions are universal for all human beings.
Following pictures depict above facial expressions:
Four Basic Emotions
 Happy
 Sad
 Afraid or Surprised
 Angry and disgusted
Are feelings the same as emotions?

According to Dr. Antonio R. Damasio, from a neuro-scientific approach, feeling 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.
16
FEELINGS
Are the results from the emotions that were experienced
FOR EXAMPLE:
Imagine yourself sitting alone inside a car or taxi along EDSA during daytime. Traffic is bad
and literally crawling. Suddenly, you notice a man standing at a distance and staring at you.
Then he starts to walk toward your vehicle holding a bag strapped around his shoulder. Your
mind begins to race. You tell yourself your life or property might be in danger, or this man
might hurt you. Your body begins to react by sweating and feeling cold. Your pulse beats
faster as the man with the black bag slowly approaches the direction of your vehicle. You
notice he is opening the bag and reaching out for something inside. You look around and not
even your driver seems to notice him except you. You check on the door locks making sure
they are secure, you reach out for your cellphone, and your hands are sweaty and shaking.
You feel like shouting for help. You begin to panic and begin to shake the shoulder of your
driver to take notice of the man coming closer and closer.
ACTIVITY 2: EMOMETER
This activity will help you realize that motions have varying degrees and that emotions are
affected by your thoughts.
Instructions:
1. Think of your favorite feeling. Is it excitement? Amazing? Surprise? Then think of a feeling that
bothers you often. Is it anger? Fear? Disappointment? Choose one that you want to focus on in 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.
MY THOUGHTS
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Boiling Hot
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Warm __________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Cool and Calm __________________________________________
__________________________________________
__________________________________________
__________________________________________
17
_________________________________________
Day 3: Show the connection between thoughts, feelings, and behaviors.
ATTITUDES AND BEHAVIOR
Attitude
 Is a person’s thoughts, feelings, and emotions about another person, object, idea, behavior, or
situation.
 It is a result of a person’s evaluation of an experience with another person, object systems.
Beliefs and certain values therefore, affect the attitude of a person.
Behavior
 A manifestation or acting out of the attitudes an individual has.
FOR EXAMPLE:
Riding an overcrowded MRT couch and experiencing all sorts of physical sensations such as
heat, smell, and body contact can create an unfavorable attitude that riding the MRT is an
unpleasant and abhorring experience. As a result, the individual with this attitude will express
this disgust by either avoiding the MRT or totally shutting down becoming oblivious to the
distasteful experience, or become aggressive and unpleasant to other people while on board the
train.
Activity 3: Clip Viewing and Reflection
Watch a video clip entitled “Ted Talks-Joshua Prager-In search for the man who broke my
neck”.
http://youtu.be/3Z6x5t5A9so
18
Guide Questions:
1. In the movie you have watched, what values are being admired in the video?
2. What have you learned about the video?
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RUBRICS FOR SCORING

5 points
connected connected
19
Day 4: Differentiate Values and Virtues
Values
 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.
Shalom H. Schwartz
-Psychologist and cross-cultural researcher from the
Hebrew University of Jerusalem.
Shalom H. Schwartz conducted a research which covered many different peoples and cultures to
identify the ten common values people have regardless of their racial and cultural backgrounds. From
his report, Basic Human Values: Theories, Methods and Application, he identified the ten basic values
that can be characterized by describing their central motivational goals.
TEN BASIC VALUES
1. Self-Direction
 Independent thought and action, choosing, creating, and exploring.
2. Stimulation
 Excitement, novelty, and challenge in life.
3. Hedonism
 Pressure and sensuous gratification for oneself
4. Achievement
 Personal success through demonstrating competence according to social standards.
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
20
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
provide the self.
9. Benevolence
 Preserving and enhancing the welfare of those with whom one is in frequent personal contact.
10. Universalism
 Understanding, appreciation, tolerance, and protection for the welfare of all people and of nature.
There has been confusion over the definition of values and virtues. Oftentimes, people interchange
these two, and when they write down a list of values, they also include virtues in this list.
Virtues
Are descriptions or adjectives that reflect a value.
VALUES VIRTUES
Peace Peaceful, Calm
Integrity Reputable, responsible, believable, honest, trustworthy
Love Loving, caring, compassionate, gentle, affectionate
Respect Respectful, civil
Balance Objective, fair, harmonious
Values are usually reflected through these virtues, which in turn become eminent in the attitude
and behavior of a person.
ACTIVITY 4
EXPLAIN !
1. Identify and define the five aspects of a person.

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21
2. As an adolescent, which of the five aspects are you having the most difficulty with?
____________________________________________________________________________________
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__________________
3. How does your physical development affect your moods and behaviors?
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________________________
4. How do your feelings and emotions affect the way you think and behave? Cite some personal
examples.
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5. What are values and how are they different from virtues? Give examples.
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22
____________________________________________________________________________________
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Telefax # (078) 326 – 7458

Teacher: __________________
FIRST QUARTER
Name of Student: ____________________________ Year and Section: __________________

Week No. : __________ Inclusive Dates: ___________________
The learners demonstrate an understanding of the skills and
Content Standard tasks and challenges appropriate for middle and late
MODULE 3: DEVELOPMENTAL adolescence, andSTAGES IN THE
preparatory MIDDLE
to early adulthood AND LATE
ADOLESCENCE
The learners shall be able to make a list of ways to become
Remark Activity
Performance
Week 3 Learning responsible
Standard adolescents
Targets/ Specific prepared for adult
Objectives life and manage the
demands of teen years s Score
Day 1 Assess Between Childhood and Adulthood
Discuss developmental tasks and challenges being experienced
Day 2 Identify and Enumerate Changes During Adolescence
during adolescence and Evaluate one’s development through the
KnowLearning
Most Essential the skills and tasks appropriate for middle and
Day 3 help of significant
late Adolescence
people around him/her.
Identify challenges during Middle and Late
Day 4 (peers, parents, siblings, friends, teachers, community leaders) .
Adolescence
21 Century Learning
st
TOTAL
Creative and Critical Thinking
Skills
A. Printed:
 Moving Up: A Personal Guide to Personal and Career Development by Maricel Ilag-
Ramos
 Personal Development DIWA Senior High School Series

DEVELOPMENTAL STAGES IN THE MIDDLE AND LATE ADOLESCENCE

Day 1: Assessing Between Childhood and Adulthood
Adolescence period gives new challenging experiences that may poses some struggles as you balance
things. Remember that as an adolescence, you are transitioning from being a child to becoming an adult
which poses a lot of need to adjust given a lot of changes. Successfully navigating through life
experiences leads you to clear understanding of your identity and individuality. And knowing clearly
who you are allows you to make better choices in life, engage with others and establish healthy
relationship with them.
Adolescence
23
Typically describes the years between ages 13 and 19 and can be considered the transitional
stage from childhood to adulthood.
Erik Erikson’s Eight Stages of Personality Development

Erik Erikson (1950, 1963) proposed a psychoanalytic theory of psychosocial development
comprising eight stages from infancy to adulthood. During each stage, the person experiences a
psychosocial crisis which could have a positive or negative outcome for personality development.
According to the theory, successful completion of each stage results in a healthy personality and the
acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve
subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further stages
and therefore a more unhealthy personality and sense of self. These stages, however, can be resolved
successfully at a later time.
Stage Influential Conflict or Possible Results from Resolving Conflict or Crisis
Figure Crisis to be
Resolved
Favorable Results Unfavorable Results
Infancy Parents Trust vs. Being able to trust others Mistrusting others,
(from birth Mistrust when primary caregiver withdrawal or
to 18 (usually the mother) estrangement
months) provide caring, attention,
and love
Early Parents Autonomy vs. Develops self-control and Compulsive self-
Childhood Shame and physical skills, and sense restraint or compliance
(18 months Doubt of independence, without
to 3 years) losing self-esteem
Willfulness and
Ability to cooperate and defiance
express oneself
Failure will result in
Develops feeling of feelings of shame and
autonomy doubt
Late Parents and Initiative vs. Learns that being assertive, When using too much
Childhood Teachers Guilt using power, and being power and control,
(Pre-School) purposeful can influence might experience
(3-5 years) their environment disapproval resulting in
lack of self-confidence
Develops a sense of and sense of guilt
purpose
Pessimism, fear of being
Starts to evaluate one’s wrongly judged
behavior
24
School Age Parents and Industry vs. Learns how to cope with Loss of hope, sense of
(6-12 years) Teachers Inferiority the school environment being mediocre
and its demands
Develops feelings of
Learns how to create, inferiority
develop, and manipulate
Withdrawal from school
Develops a sense of and peers
competence and
perseverance
Stage Influential Conflict or Possible Results from Resolving Conflict or Crisis

Figure Crisis to be
Resolved
Favorable Results Unfavorable Results
Young Friends Intimacy vs. Develops a strong need to Impersonal, weak

Adulthood Isolation form intimate, loving relationship
(20-25 years) relationships with a group
of people or with another Avoidance of
person relationship, career, or
lifestyle commitments
Develops strong
relationships May result in isolation
and loneliness
Learns commitment to
work and another person or
group
Adulthood Community Generativity Creates or nurtures things Self-indulgence, self-

(25-65 years) vs. Stagnation that will outlast them, concern, or lack of self-
either by having children interest and
or creating a positive commitments
change that benefits others
Creativity, productivity, Shallow involvement in

feeling of usefulness and the world, pessimism
accomplishment, and
concern for others
Maturity (65 Community Integrity vs. Sense of fulfillment as one Sense of loss, contempt
years to Despair looks back in one’s life and for others
death) develops feeling of
wisdom May result in regret,
bitterness and despair
Acceptance of worth and
uniqueness of one’s own
life
Acceptance of the
inevitability of death and
transitioning
In the description above for the adolescence stage, the crisis or conflict identified is that of
identity and role confusion. What does this mean?
25
IDENTITY
the concept of an individual about himself and is often referred to as “self-identity”, molded
through various interactive experiences around himself, such as their family and community, and his
responses in terms of thinking, attitude, and behavior to external stimuli. Identity is a self-belief of what
the individual thinks and feels about himself.
ROLE CONFUSION
The negotiation of self-identity, in a sense that there is confusion on one’s self-concept or the
absence or lack of such a 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.
Identity crisis is a result of

unclear self-identity. You are
not sure who you are.
IDENTITY VS. CONFUSION

Establishing a clear personal identity is important at this stage. You need to be clear of who you
are. You need to know what you want, your strengths that will build your competence, weaknesses you
need to overcome, and your interests that should help you make career plans.
If you fail to achieve this, identity confusion or role confusion is a consequence. What happens?
Essentially, you become uncertain about yourself or you don’t know what to do. This happens when
there is a restriction or lack of exploration and identification of one’s characteristics, values and
direction. Failure achieve a clear sense of identity leads to “identity crisis”
If you are able to balance and navigate well through this phase, you achieve a clear self-identity
and become well-adjusted. Identity achievement is not a passive activity or readily given to you. You
work on it. You make an effort to know yourself.
ACTIVITY 1.1
Directions: Share your experiences during your grade school days.
Enumerate five activities that Were you able to do those How did your parents or
you tried to do on your own tasks or activities on your caregiver react when they
when you were in the grade own? How did you feel found out about it?
school. afterwards?
1.
26
2.
3.
4.
5.
ACTIVITY 1.2
Directions: Share your experiences during your grade school days.
Enumerate five ‘grown up’ Were you able to succeed in How did your parents or
activities that you tried to do performing those activities? friends react when they found
when you were in the high How did you feel afterwards? out about it?
school
1.
27
2.
3.
4.
5.
Day 2: Identify/ Enumerate Changes during Adolescence
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.
Idealism and experimentation are hallmarks of the adolescence stage. Beliefs and values are formed at
this stage, and 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.
28
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 tasks and skills will also help adolescents in defining their career preferences while preparing
them for more meaningful and productive lives.
ACTIVITY 2
Write down some of the changes in the different areas of your individuality which you have
observed on yourself upon reaching the stage of puberty to this point in your life.
1. Changes in your
body._______________________________________________________________________________
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________________________________________________________________________
______________________________________________________________________________
2. Changes in your attitude or

moods.______________________________________________________________________________
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________________________________________________________________________
______________________________________________________________________________
3. Changes in your
thinking.____________________________________________________________________________
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____________________________________________________________________________________
__________________________________________
______________________________________________________________________________
4. What do you think happening to you as you experience these changes?

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____________________________________________________________________________________
______________________________________________
____________________________________________________________________________________
________________________________________________________________________
______________________________________________________________________________
Day 3: Know the skills and tasks appropriate for middle and late Adolescence.
There are certain developmental tasks and skills that adolescents’ have to learn and
imbibe so that they can prepare themselves in becoming more responsible adolescents and
mature toward young adulthood. These tasks and skills will also help adolescents in defining
their career preferences while preparing them for more meaningful and productive lives.
Developmental tasks a Filipino Adolescent needs to learn
29
1. Developing occupational skills
 Skills that can help the adolescent develop responsibility as a preparation for gainful
employment ahead.
2. Self-reliance
 The ability to identify one’s own skills and knowledge, capabilities, and resources to
engage in meaningful activities and not rely too much on others.
3. Ability to manage your finances

 Be able to discern, what is difference between “wants” and “needs” and be able to
learn self-control when handling finances.
4. Personal and social responsibility

 Adolescents should be able to see beyond themselves, take into consideration the
greater community around them, and see their role in improving and developing
these communities, serving as change agents.
5. Positive attitude toward work

 Developing a healthy and positive attitude toward work means that we see work as
an expression of our love for people who are important to us, including ourselves.
One can learn new things and grow to become highly skilled, knowledgeable, and
loving person if he or she sees work as a way toward self-improvement and as an
expression of love for his or her significant others.
6. Being courageous in standing up and being different from your friends

 Being courageous means learning to say “No” to what one thinks is going against
his or her belief and values system even if this would mean rejection by the group.
7. Developing self-esteem
 Learn to understand, accept, and appreciate oneself as a unique person. Avoiding
comparisons between you and other people is also a healthy way to develop self-
esteem.
8. Being true to yourself and avoiding the tendency to please others

 Conformity often occurs during this stage of development. By developing one’s self-
esteem, the need for approval from others become less.
9. Learning how media and advertising are trying to influence your thinking and feelings
 Understand that news is reported for a reason, usually to serve the purpose of
someone or some organization. Understand that advertising employed to sell
consumer products work on either fear or desires.
10. Becoming aware, critical and being involved with social issues
 Ask questions and speak up whenever possible to address social issues such as
poverty and corruption. Let our leaders know how you think and feel about the
society, and learn to suggest solutions in improving our lives.
11. Embracing a healthy lifestyle

 Becoming aware of your health and the food you eat, and engaging in sports and
other physical activities beneficial to your well-being.
12. Developing your spirituality

 Finding what gives meaning to your life and to all the experiences you are going
through.
ACTIVITY 3:
30
Skills and Tasks Appropriate for Middle and Late Adolescence
Enumerate and explain the desirable developmental tasks and skills every adolescent should
develop.
1.
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__________________________________________
2.
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____________________________________________________________________________________
__________________________________________
3.
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__________________________________________
4.
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____________________________________________________________________________________
__________________________________________
5.
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____________________________________________________________________________________
____________________________________________________________________________________
_________________________________________
Day 4: Identifying challenges during Middle and Late Adolescence.

There are special challenges faced by adolescents which result from the changes that are
happening to them.
These challenges are also related to the crisis during the adolescence phase as theorized by Erik
Erikson concerning identity and role confusion. If this crisis is not resolved, it will continue to persist
and may continue even into adulthood.
31
Attitude plays an important role in facing these challenges. If these challenges are taken as
necessary stepping stones toward greater maturity, the adolescent’s transition then to adulthood can be
more smoothly with more confidence and self-esteem.
These are the challenges a middle and late adolescent may be experiencing:
1. Attitudes and behavior toward sexuality and sexual relationships
 Adolescents exploring their sexuality should be able to draw their limits in terms of sexual
expressions, and should be responsible enough to see the future results or consequences of
their behaviors.
 What is the proper and healthy attitude toward sexuality and sexual relationships? The
attitude of being responsible for one’s actions is the guiding principle toward a healthy
sexuality. Being responsible implies that entering into relationships is all about genuine
loving and caring for the other person, and not just to satisfy one’s urges and needs which
can lead to bigger problems like teenage pregnancies or sexually transmitted diseases.
2. Academic concerns
 Being responsible is called for when dealing with academic challenges. Be aware that academic
grades are not only indicators of learning. Discipline, openness, perseverance, diligence,
excellence, curiosity, analytical and critical thinking, memory, understanding, cooperation and
team work, respecting other people opinions and beliefs, social interactions, leadership, and
followership are some of the more important skills and values that an adolescent student can also
learn while in school.
3. Group belongingness
 An adolescent with a low self-esteem might be drawn toward organizations, and community. An
adolescent with a low self-esteem might be drawn toward organizations that promise
camaraderie in the form of “walang iwanan”, “do or die”, or “one for all and all for one” kind of
social support.
 Healthy and wholesome organizations whose objectives aim to help individuals develop
themselves are better choice.
“Avoiding organizations that adhere to violence and other anti-social behaviors is a
responsibility of the adolescent because he is responsible for his own welfare, his family, his
friends, and his school.”
4. Health and nutrition

 A healthy mind and body is what every adolescent should strive for avoid unhealthy food. Drink
plenty of clean water and regulate intakes of rich foods, such as desserts and animal meat and fat.
Also, long exposures to television and screen gadgets are unhealthy. Start a hobby to serve as an
expression for outlet for your creative impulses.
5. Developing or regaining self-esteem

 A healthy, evolving adolescent’s task should be about caring for oneself and self-healing, and
creating and owning positive and healthy self-concepts like, “I am a good person”, or “I am
strong and can accept challenges”. Only in this way can an adolescent develop his self-esteem
necessary for him to lead a healthier life.
6. Roles
 Roles are part of one’s identity, such as being a son or daughter to your parents, being a brother
or sister to your siblings, being a student in your school, or a member of your organization.
For example: an adolescent, who is a student, has studying as his or her top priority. However,
this adolescent being the eldest in his family may also be required by the parents to take care of
his or her younger siblings and may be asked to work after the school to help providing for the
family. A healthy adolescent whose self-identity is clear and whose roles are integrated will
understand and accept the situation.
7. Parents working abroad

 Another social phenomenon experienced by many Filipino families today linked to poverty are
parents who leave their families to work abroad to support the needs of their families.
32
How can an adolescent minimize the impact of a parent’s absence? There must be a recognition
of the emotions and feelings brought about by the situation.
8. Career choices
 When finding the right career, adolescents need to know what their interests are, what things
they find exciting and challenging, and what their skills are.
ACTIVITY 4:
Directions: Fill out the blank boxes with your thoughts and feelings about what your responsibilities and
what others expect from you.
My Roles The values I need to My responsibilities What are expected of me

fulfill my role based on my roles based on my role
effectively
A citizen of the
world and of the
Philippines
A resident of my
city or town
A member of my
family
A student
at_________
A friend to
someone
A member of a
group or
organization
I am me

Telefax # (078) 326 – 7458

Teacher: __________________
FIRST QUARTER
Name of Student: __________________________ Year and Section: __________________

Week No.: __________ Inclusive Dates: ____________________
The concepts about mental health and well-being particularly

Content Standard
stress and coping strategies in middle and late adolescence.
Performance Standard Identify his/her own vulnerabilities and plan on how to stay
33
mentally healthy while coping with stress.
- Discuss understanding of mental health and psychological well-
being to identify ways to cope with stress during adolescence
- Identify causes and effects of stress in one’s life
- Demonstrate personal ways to cope with stress and
maintain mental health
21st Century Learning Skills Collaboration, communication, flexibility, initiative
Core Values Inclusivity, advocacy, equality, empathy, self-care
MODULE 4: MENTAL HEALTH AND WELL-BEING, AND COPING WITH STRESS

IN MIDDLE AND LATE ADOLESCENCE
Activ
Week 4 Learning Targets/ Specific Objectives Remarks ity
Score
Day 1 Evaluating One’s Own Mental Health
Day 2 Understanding Concepts of Mental Health and Well-being
Day 3 Defining Stress and Knowing Your Stressors
Day 4 Coping with Stressors
TOTAL
A. Printed:
 Growing in Character by Alvin G. Mejorada and Nathalie A. Pasa (pages 73-90)
 Personal Development by Ricardo Rubio Santos (pages 76-81, 104-111)

MENTAL HEALTH AND WELL-BEING, AND COPING WITH STRESS IN MIDDLE AND
LATE ADOLESCENCE
Day 1: Evaluating One’s Own Mental Health

How would you describe a healthy individual? How do you take care of your health? Often,
when people speak about being healthy, they refer to ideas of being physically healthy – getting about 8
hours of sleep every night, drinking 8 glasses of water every day, eating the right amount of healthy food
on time, finding time to exercise, etc. They often disregard a central component of one’s personal health
– the mind.
Do people really need to take care of their mental health? Aren’t mental health issues and
concerns only for those individuals who have a diagnosed mental disorder or those who belong to a
mental institution?
Unfortunately, people have the wrong notion of associating mental health with more serious
mental illness, such as psychopathic disorders, where individuals experience hallucinations and other
forms delusions. They wrongly attribute the stigma of these illnesses to the concept of mental health. As
a result they may disregard some ways of ensuring their mental health and may eventually end up
discovering that they do have mental problems until it is too late. To prevent this situation from
happening, you will explore some key concepts related to mental health and psychological well-being in
34
this lesson. You will aim to remove the stigma associated with mental health so that you may be more
open in discussing mental wellness with your loved ones and with those whom you care about.
Activity 1: How Mentally Healthy Are You?
To start your journey with mental health, begin with a simple multiple-choice test. Read and
reflect on the following questions and write the letter corresponding to the statement that applies to you.
Please try to answer as honestly as you can.
____ 1. Is there someone in your life that you can talk to if you have problems or if you feel upset?
a. There is usually someone that I can talk to.
b. Sometimes, there are people I can talk but it depends on the type of problem I have.
c. I do not have many people that I can talk to.
____ 2. How much do other people’s opinions about you affect how you see yourself?
a. I allow their opinions to define who I am.
b. I compare their opinions with who I think I am as well as my personal beliefs and opinions.
c. I reject other people’s opinions of me instantly.
____ 3. When bad things happen, how much do you think can you turn the situation around?
a. I always believe that I can change the situation for the better.
b. Much depends on the situation that I am in.
c. I tend to think that bad things will continue to happen.
____ 4. Do you have enough time for school work, friends, family, and other activities?
a. Yes, I always make sure that I have enough time for everything.
b. I adjust the time I give each, depending on the situation.
c. No, I usually have to pick one over the other.
____ 5. How much do you let your worries and anxieties bother you?
a. I have a hard time in letting go of my worries and I tend to dwell on them for a long time.
b. I think about them until I am ready to let go.
c. I forget about them and do not let them bother me.
____ 6. In general, would you describe yourself as a moody person?
a. Yes, it takes just a moment to ruin a good day,
b. Sometimes, but much really depends on the situation.
c. No, I usually do not let bad things get me down.
____ 7. How often do you feel afraid that people you care about might reject or leave you?
a. This has been a constant fear in my life.
b. Sometimes, I think about this when certain situations point to this possibility.
c. I am secure enough with my relationships and trust that they will not leave me.
There are no right or wrong answers in the preceding test. Your answers give an insight regarding your
state of mental health at present. Reflecting on them, are you satisfied with your responses? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________
Although there are no right or wrong answers in the preceding test, there are still ideal answers in terms
of what most mentally healthy individuals demonstrate. Try to identify which answers indicate the ideal
situation in terms of good mental health. Please check your answer/s.
1. ___ Attachment 4. ___ School Life Balance 7. ___ Mood
2. ___ Self-esteem 5. ___ Stress Management
3. ___ Optimism 6. ___ Mood
Which of the mental health indicators explored by each question (attachment, self-esteem, optimism,
school-life balance, stress management, mood, self-worth) is your greatest weakness at present? Why?
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
35
____________________________________________________________________________________
________________________________________________________________________
Day 2: Understanding Concepts of Mental Health and Well-being
When people talk about health, they often make the mistake of attributing this solely to how
healthy their bodies are. But by disregarding the health of their minds, they actually endanger the health
of their bodies as well. They often do not realize that whatever affects the mind – since it acts as
humans’ personal control center – affects the rest of the body as well. The reality is that the body’s
bodily functions are perpetually tied to how healthy one’s mind is.
Worrying is making up a negative thought in our minds to which

our bodies respond – with tears, increased heart rate and blood
pressure, irregular breathing, increased muscle tension, etc. One
thought has caused millions of cellular biochemical reactions.
-The Woman’s Center Mind-Body Health
As mentioned in this quote from the Women’s Center for Mind-Body Health, a single negative
thought causes several reactions in the body. When you are exposed to these worries for an extended
period of time, you put your body at risk of several kinds of illnesses. Your mind and your body are
intricately connected. You should not underestimate how powerful your mind is and how strong this
Mind-Body Connection is, especially when your health and well-being are concerned.
Regrettably, people often shy away from talking about their mental well-being because they do
not want other people to get the wrong idea thinking that they belong to a mental institution. The
modern society often equates the term “mental health” with having a psychosis or a severe kind of
mental illness. But if you consult the World Health Organization (WHO), the principal body of the
United Nations that is concerned with global health issues, then the following definition of health is as
follows:
Health is a state of complete physical, mental, and social well-

being and not merely the absence of disease or infirmity.
-World Health Organization, 1948
Health does not only concern those who already have an illness or disease but also about the
“physical, mental, and social well-being” of all individuals. As the popular saying goes, “An ounce of
prevention is worth a pound of cure.” Being healthy does not start when you have already acquired an
illness and consulted your doctor on how to get your disease treated. Being healthy means that you must
live a certain lifestyle wherein your habits and practices all promote a high level of physical and
psychological well-being.
Similarly, concerns about mental health should not be limited to those who are already admitted
in a mental institution. There are lots of common mental health issues that are observable in everyday
life in our society. Sometimes, a serious mental health disorder is already starting within someone’s
personality, but he or she remains unaware of its presence. Awareness is the key to determining whether
you are at risk of developing serious mental illness and disorders and do need the help of mental health
professionals.
What are examples of common mental health issues? Read each of the following descriptions
and think about whether you have encountered these either in people you know or in people that you
only have heard about or read about (may be fictitious). Furthermore, reflect on your own experiences
and sincerely assess whether you are in danger of developing this disorder.
36
Anxiety Disorders
Anxiety disorders cause people to respond to certain objects or situations with fear and panic.
These disorders at their most extreme would cause a person to have a panic attack and other
manifestations of this fear. Some anxiety disorders are more commonly known as phobias, such as
arachnophobia (fear of spiders), agoraphobia (fear of public places), acrophobia (fear of heights), and
claustrophobia (fear of tight spaces) among others.
Mood Disorders
One of the more problematic forms of mental health issues is illness that has to do with a
person’s mood, particularly depression. This is problematic because people who suffer depression are
more susceptible to commit suicide. The World Health Organization (WHO) estimates almost 1 million
lives are lost to suicide every year. This means that suicide is even a greater risk than the combinations
of homicides, wars, and acts of terrorism.
Eating Disorders
Because of societal pressures regarding being thin as the standard of beauty, some individuals
are prone to have some eating disorders. Some common illnesses associated with eating disorders are
anorexia and bulimia. Anorexia is an extreme fear of gaining weight; it causes persons who have this
37
disorder to be unnaturally thin. Bulimia is also a harmful disorder because it involves purging or
vomiting the food that a person eats in order to remain thin.
Impulse Control and Addiction

Addiction is a serious issue that relates to one’s mental health. It is one’s inability to control
impulses and urges. Some individuals become addicted to different forms of vices, such as alcohol and
illegal drugs. Some are not able to control their harmful activities, such as stealing (kleptomania) or
engaging in compulsive gambling. Whatever their problems are, people who develop addiction endanger
their relationships because of their behavior.
Obsessive Compulsive Disorder (OCD)

Sometimes, people use the term OC, or obsessive compulsive, to refer to their being perfectionist
to the last detail. There is nothing wrong with this personality trait; but when it is elevated to the next
level, you are already talking about a person having an Obsessive Compulsive Disorder, or OCD. People
with OCD are plagued by certain fears which cause them to perform rituals or routines that may be
thought of as highly unnecessary (such as washing of hands many times a day because of their fear of
germs).
38
Post-Traumatic Stress Disorder (PTSD)
When people experience a traumatic situation, they tend to hold on to negative emotions and
memories about that said event. They become afraid of anything that reminds them of the horror that
they have experienced. Some examples of PTSD are when a person who has gotten into a car accident
avoids riding cars, or when a super typhoon survivor becomes scared of all forms of thunderstorms.
PTSD is also common for those in the military after they come back from a war zone.
Activity 2: Assessing Your Knowledge about Mental Health and Well-being

1. In your opinion, how common are the mentioned mental health issues in society? If you were to
choose, which would you say is the most common? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
2. Share a particular story about one mental health issue that has been discussed and that you have
encountered—
a. in real life
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
b. in works of fiction (books, films, TV shows, etc.)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
3. Which of these issues are you most concerned about that may affect your own mental health at
present? Why do you say so?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
39
Day 3: Defining Stress and Knowing Your Stressors
Defining Stress
Stress is defined as a reaction of the mind and body to a stimulus that disturbs the well-being,
state of calm, or equilibrium of a person. There is a common belief that stress is unhealthy, but
discussions among experts conclude that this is not entirely the case. Psychologists have agreed that
small and sporadic amounts of stress can be helpful and beneficial to individuals, while excessive
amounts of stress sustained over a lengthy period of time can be destructive to both physical and mental
health.
There are several points of views about stress.
Stress as Stimulus, Response, and Relational
Aside from being a reaction (or response), stress is also a stimulus, as well as a relational
condition between persons and the situations they are in (Feist and Rosenberg, 2012).
As a stimulus, stress is cause by situations that may be life-threatening or life-changing, such as
separation, moving into a new home, or having a new job. These situations or events are often called
stressors.
Stress as response is the way the body reacts to challenging situations. This involves between the
hormones, glands, and nervous systems where the adrenal gland drives the production of cortisol or
better known as “stress hormone.” The production of cortisol enables a person’s body to produce the
energy it needs to gear it toward action. Another response of the body similar to the production of
cortisol is the release of a substance called norepinephrine, which triggers the body’s reaction, such as
an increased heart rate, higher blood pressure, and respiration, to prepare the body for action.
Stress as relational is when a person experiencing stress takes a step back to look at the situation
that is causing the stress, and assesses it. Assessment here means that when the person allows reasoning
to prevail and weigh the relevance or irrelevance of the situation. If the relevance is positive, the person
will look at the situation in a more positive light. If the relevance is negative, this will produce negative
emotions that may lead to stress. An example of this is a flight delay. A positive relevance to this will
have the person thinking this is one situation he has no control of, and there may be a purpose or reason
why it is happening. A negative relevance will produce agitation and impatience, blaming the airline or
whoever is responsible for the delay, which may result in lost opportunities.
Types of Stress
There are certain types of stress that can benefit a person. Stress that is short and sporadic can
propel a person to a necessary action. These types of stress can motivate, energize, and spur an
individual into fruitful action. Good stress is called eustress. For example, speaking in front of an
audience is a healthy type of stress as it pushes the speaker to prepare and be an effective speaker. Stage
performers are also under stress while performing, and this same stress may bring out their best
performances. Other types of healthy stress would be competing in sports. Healthy stress can propel the
competing individual to perform better.
Bad stress, called distress, can be transformed into good stress depending on how an individual
assesses the situation. Adolescent students, who are in constant stressful situations particularly related to
schoolwork and relationships, should learn some coping mechanisms to assist them in their development
toward a healthy adult life.
Know Your Stressors
What are the usual stressors of middle and late adolescents? The Mayo Clinic in the United
States identified two sources of stressors as external and internal source. External stressors are those that
come outside of you like situations, people, and experiences. Internal stressors are those coming from
within you, like thoughts that you have that caused you to feel fearful, uncertainties about the future,
lack of control over situations, and even your personal beliefs, which include your own expectations.
Here are some samples of possible stressors a high school student faces:
40
School Demands and Expectations. Quizzes and tests, home works and projects, oral recitation,
quarterly and final exams, and grades most especially, epitomize the kind of stressors adolescents have
when it comes to studying. Although grades are not the only gauge of what one has learned, it is what
the educational system relies on when trying to measure one’s learning capacity. Graduating senior high
school students feel the stress more than any other year level. The question that lingers on their minds is
whether one will graduate on time or not. Is it not that senior high school students are expected to
graduate like all the rest? Apparently, academic failure to most students is never an option. How can one
cope with this?
Selecting a School, College Course, or Career. Related to the first stressor mentioned is the situation of
what will happen after graduation. A high school student who just graduated faces more demanding
challenges, and the first of these are the entrance exams to whatever school or university, and the course
that they will choose. Deciding on what course to take up in college is another stressor that is similar to
taking an entrance examination. Oftentimes, fresh graduates have gone through several aptitude tests
conducted in high school to help them define what their interests are and what probable college course
fits their interests. Unfortunately, there is need for more relevant information describing the kinds of
jobs that are available to college graduates. This is another reason why high school graduates also go
through a guessing game as to where and what they will end up doing after college.
Separation Anxiety. High school graduation, to some, means a temporary ending or separation from
some of their friends. There is a possible scenario that a best friend might move to another place to study
or move to another school. Technology might ease the pain of separation by simply going online,
texting, or calling to get instant connection with someone who is sorely missed.
41
College Life. The prospect of being by themselves in a few school in college and meeting and adjusting
to new people is another cause of stress for graduating senior students. The unfamiliarity of a new
environment can bring stress to adolescents as they set their foot in college.
Romantic Relationships or the Lack of It. Adolescents have a tendency to feel awkward when they are
not in a special relationship with someone. Somehow, having an intimate relationship is a status symbol
that says one is good looking, interesting, and attractive.
Family Demands and Expectations. To some adolescents, family ties can be a stressor. The adolescent is
still learning and yearning for independence and autonomy, but parents may not be ready to relinquish
control over their “baby.” This is why conflict sets in. There is also rebellion in the mind of adolescents,
to go against the norm and to set their own norms that may not be agreeable to the parents.
42
Health Concerns. To some adolescents, health may be a problem. Health problems may run a gamut of
varieties, such as unwanted pregnancy, HIV and other sexually transmitted diseases, unhealthy lifestyles
such as poor eating and sleeping habits that often lead to lifetime diseases, and so on.
Demands of Social Life. There is common thinking among adolescents that it is embarrassing to be
alone. That is why the need to belong is significantly important for adolescents. Forming groups or
joining one makes an adolescent feel safe and secure because to belong to a social group is an
affirmation that they are acceptable to others. But how does one become a part of a social group? In
order to become part of a group, the individual has to have common interests with the other members of
the group like being in the honor’s list or having common extracurricular interests such as acting,
singing, dancing, or sports.
43
Bullying. Being bullied in school can be very stressful and may cause emotional and psychological
trauma to the individual experiencing it. Many schools are aware of the presence of bullying and have
policies dealing with it. Bullies are around because it is often believed that they have problems either at
home or with themselves, and also need empathy and understanding.
Activity 3: Identifying Your Stressors

Thinking of your current situation, make a list of your 5 main stressors during the past number of
days. Which of these do you consider most stressful? Assign a stress level rating to each stressor (1
being the lowest, 10 being the highest). On the last column of the succeeding table, identify the category
with each of these stressors belong to – for example; school, work, family, friends, etc.
Stressor Rating (1 to 10) Category
1.
2.
3.
4.
5.
44
1. As a teenager, which among the following do you find to be most stressful and problematic:
school work, family, or friends? Why do you think so?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
2. On the other hand, which among these do you find the least stressful? Why?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
3. Are you satisfied with the level of stress that you have in your life at present? What can you do
to minimize it?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Day 4: Coping with Stress
By now you have learned that stress can either be good or bad, depending on how this is
affecting you and how you are allowing it to affect you. What is important is to know what stresses you
and identifying your stress situations or stressors. Once you have identified these, check yourself and see
how you are reacting or relating to the stressors. Is your body tense? Are you sleepless? It is important to
acknowledge these reactions and any feelings or emotions that arise within you. Avoid going into denial
by saying you are okay when you are really not.
Coping is a very important mechanism in dealing with stress. It can help avoiding the damages
that may be brought about by severe or chronic stress to your health and well-being. Coping can be
problem-focused, when remedies or solutions are the thought of to change the situation to lessen the
stress, or emotion-focused, when the objective is to lessen the emotional impact caused by the stressful
situation. (Feist and Rosenberg, 2012)
Coping may also be a combination of both problem-focused and emotion-focused remedies.
Here are some examples;
1. Conduct creative imagery of the problem – look at the stressor as a relational situation where you
can assess and change the way you look at the stressful situation.
2. Seek group or social support – talk to people you know and trust, surround yourself with friends
who can offer you sincere understanding and empathy. Talk to an adult and share your thoughts
and feelings.
3. Get into relaxation activities like breathing exercises, regular physical exercise, meditation, yoga,
self-hypnosis, reading a good book, or listening to relaxing music.
4. Create a situation where you can feel more relaxed like a quiet environment or a comfortable
position, and project a passive attitude toward the stressor.
5. Learn to manage your time – analyze how much time you are spending for studying, for being
online, for texting or calling, for watching TV, and see where you are spending more time. If you
spend one hour for studying or doing homework but you spend two hours watching TV and four
hours visiting social networking sites, then you can immediately tell that there is definitely an
imbalance in your priorities and time management. Setting your priorities is important when
managing time. As a student, your priority is your studies.
6. Eat properly by selecting nutritious, healthy food. Eat regularly and avoid skipping meals.
In addition to the coping mechanisms, suggested above, you may also wish to do the following:
1. Seek spiritual growth through prayer and meditation. Be mindful of the presence of the Divine in
your life, and interpret the events and people in it as part of a bigger plan not even you can
comprehend for now.
2. Have a worthwhile hobby like cross-stitching, singing, dancing, drawing, or collecting items.
45
3. Watch a movie with friends.
4. Have a nice, quiet walk with a member of your family after dinner.
5. If the stressor is one of your expectations, assess it and see if it is doable and realistic or not.
Then adjust the expectations to what you are capable of doing one step at a time.
6. Believe in yourself that you are strong and courageous, that you are capable of overcoming the
challenges that you are facing, and that any stressful situation will bring out the best in you and
will make you stronger.
These are just some ways to cope with stress.
Activity 4: Evaluating Your Learnings for the Week

Answer what is being asked below basing on your personal knowledge about the chapter. Your
answers should be in your own words and understandings.
1. What is the difference between mental health and physical health? Is mental health as important
as physical health?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
2. What is your own definition of mental health?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
3. What do you think is the most common mental issue faced by adolescents today? Why do you
think so?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
4. What is your own definition of mental health?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
5. What do you think is the biggest stressor of adolescents today? Why do you think so?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
6. How do you cope up with stress in life? What are your own coping mechanisms?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Telefax # (078) 326 – 7458
46

Teacher: __________________
FIRST QUARTER

Content Standard Brain parts, its processes and functions

Identify ways to improve brain functions which will be manifested
in thoughts, behavior and feelings
- Discuss that understanding the different parts of the brain,
processes and functions may help in improving thoughts, behavior
Most Essential Learning and feelings.
Competencies (MELCs) - Explore ways on how to improve brain functions for personal
development
- Develop a personal plan to enhance brain functions
21st Century Learning Skills Critical thinking, creativity, productivity, information literacy
Core Values Intelligence, reasoning, memory, self-care
MODULE 5: THE POWER OF THE MIND
Activity
Week 5 Learning Targets/ Specific Objectives Remarks
Score
Day 1 Discuss the Whole Brain Theory
Enumerate and describe the Hermann’s Four Dominant
Day 2
Quadrants
Day 3 Explain the Brain Theory in Learning
Day 4 Define and create Mind Map
TOTAL
B. Printed:
 Growing in Character by Alvin G. Mejorada and Nathalie A. Pasa (pages )
 Personal Development by Ricardo Rubio Santos (pages 88-97)

THE POWER OF THE MIND: THE WHOLE BRAIN THEORY

Day 1: Discuss the Whole Brain Theory
47
Scientists, medical doctors, psychologists, and psychiatrists have always been fascinated with the
brain and how it works. Studies conducted on the brain often starts with an attempt to understand a
brain-related disease or malfunction. In 1861, Paul Broca conducted a study on the language and left-
right brain specialization on a patient who had problems with language. After several tests, Broca
theorized that some language functions reside on the left side of the brain (R.J. Morris, 2006).
After more researches were conducted on language functions and the brain, other scientists
continued their studies on brain-related diseases and malfunctions.
Dr. Roger Sperry conducted a study for epilepsy, which gave him the 1981 Nobel Prize for
Physiology of Medicine. Sperry explained that the brain has two hemispheres that perform tasks
differently from each other. He discovered that the left hemisphere of the brain was performing tasks
that were intuitive, creative, and synthesizing; while the right hemisphere of the brain was more adept
with analytical, logical, reasoning, and critical thinking. Dr. Sperry’s theory was known as the “Split-
Brain Theory.”
Another neuroscientist by the name of Dr. Paul MacLean came up with a theory that identified
three distinct parts of the brain, namely: neocortex, limbic system, and reptilian complex, which were
referred to as “The Triune Brain Theory.”
To Dr. MacLean, the neocortex or rational brain is responsible for intellectual tasks such as
language, planning, abstraction, and perception, while the limbic system or the intermediate brain is
responsible for the motivation and emotion involved in feeding, reproductive behavior, and parental
behavior. Finally, there is the primitive brain or the reptilian complex, which controls the self-
preservation and aggressive behavior of humans similar to the survival instincts of animals.
The study of the brain and its multiple functions continued on until an engineer at General
Electric, Ned Hermann, was tasked to determine why some individuals were more creative than others.
After drawing from the studies of Sperry, Hermann came up with his own theory called the “Brain
Dominance Theory,” which he derived from observations and tests that the human body, although
symmetrical and paired in almost all aspects, do not necessarily function equally. People normally have
a more dominant part of their body, like a more dominant leg, eye, or arm, which a person often prefers
to use. For example, a right-handed person will have a weaker left hand compared to the dominant right
hand and vice versa. Hence, there is such a thing as a stronger arm, leg, or hand, and where the weaker
pair supports the stronger pair. Hermann extended this dominance theory to the brain, which he
48
concluded to having not just two parts but four, the upper left and right hemispheres, and the lower left
and right limbic halves. They are all connected to each other (Hermann international www.hbdi.com).
Hermann is regarded as the “Father of Brain Dominance Technology.”
Activity 1: How Mentally Healthy Are You?
To start your journey with mental health, begin with a simple multiple-choice test. Read and
reflect on the following questions and write the letter corresponding to the statement that applies to you.
Please try to answer as honestly as you can.
____ 1. Is there someone in your life that you can talk to if you have problems or if you feel upset?
d. There is usually someone that I can talk to.
e. Sometimes, there are people I can talk but it depends on the type of problem I have.
f. I do not have many people that I can talk to.
____ 2. How much do other people’s opinions about you affect how you see yourself?
d. I allow their opinions to define who I am.
e. I compare their opinions with who I think I am as well as my personal beliefs and opinions.
f. I reject other people’s opinions of me instantly.
____ 3. When bad things happen, how much do you think can you turn the situation around?
d. I always believe that I can change the situation for the better.
e. Much depends on the situation that I am in.
f. I tend to think that bad things will continue to happen.
____ 4. Do you have enough time for school work, friends, family, and other activities?
d. Yes, I always make sure that I have enough time for everything.
e. I adjust the time I give each, depending on the situation.
f. No, I usually have to pick one over the other.
____ 5. How much do you let your worries and anxieties bother you?
d. I have a hard time in letting go of my worries and I tend to dwell on them for a long time.
e. I think about them until I am ready to let go.
f. I forget about them and do not let them bother me.
____ 6. In general, would you describe yourself as a moody person?
d. Yes, it takes just a moment to ruin a good day,
e. Sometimes, but much really depends on the situation.
f. No, I usually do not let bad things get me down.
____ 7. How often do you feel afraid that people you care about might reject or leave you?
d. This has been a constant fear in my life.
e. Sometimes, I think about this when certain situations point to this possibility.
f. I am secure enough with my relationships and trust that they will not leave me.
There are no right or wrong answers in the preceding test. Your answers give an insight regarding your
state of mental health at present. Reflecting on them, are you satisfied with your responses? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________
Although there are no right or wrong answers in the preceding test, there are still ideal answers in terms
of what most mentally healthy individuals demonstrate. Try to identify which answers indicate the ideal
situation in terms of good mental health. Please check your answer/s.
4. ___ Attachment 4. ___ School Life Balance 7. ___ Mood
5. ___ Self-esteem 5. ___ Stress Management
6. ___ Optimism 6. ___ Mood
Which of the mental health indicators explored by each question (attachment, self-esteem, optimism,
school-life balance, stress management, mood, self-worth) is your greatest weakness at present? Why?
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
49
____________________________________________________________________________________
________________________________________________________________________
Day 2: Enumerate and Describe Hermann’s Four Dominant Quadrants
Hermann labeled the four quadrants of the brain as:

1. Upper Left (A) Cerebral Mode – key word for quadrant is ANALYTICAL
2. Lower Left (B) Limbic Mode – key word for this quadrant is ORGANIZED
3. Lower Right (C) Limbic Mode – key word for this quadrant is INTERPERSONAL
4. Upper Right (D) Limbic System – key word for this quadrant is IMAGINATIVE
Portions A and B are known as the left side brain thinking and portions C and D are known as
the right side brain thinking. Based on this model, Hermann developed the Hermann Brain Dominance
Instrument (HBDI), a 120-question survey instrument that measured the preference strengths of the four
quadrants. This is very useful in identifying occupational profiles (Hermann International).
Hermann was not trying to differentiate the functions of the quadrants and how the brain works.
Instead, he was pointing out the preferences of styles in thinking. He advocated for whole brain thinking
or using the four styles, since most people utilize at least two primary quadrants. This means using one’s
strengths while allowing the weaker styles to grow stronger through regular use and practice. Real life
application of this is in solving problems and taking a different approach to finding solutions through
more creative problem solving.
On the table in the next page, we will illustrate these four different styles of thinking, and how
and when these are most useful and effective. Please note that you may recognize just one or two of the
characteristics and descriptions in the four quadrants because people have differing degrees of
dominance in each quadrant.
Quadrant Key Words Preferred Responds Vulnerabilities Typical

Activities Well To Occupations
A Logical, Collecting Technical or Too focused, CEO of
Analytical factual, data, listening financial, may miss technical
Thinking critical, to theories, charts synergistic organizations,
technical, informational and graphs, opportunities, stock market
quantitative, lectures, formal favors broker,
abstract, reading approach, data individual vs. chemist,
impersonal textbooks, heavy content group work, computer
judging ideas tends to place programmer,
based on facts, facts over finance
criteria, and people, managers
logical problems with
reasoning delegating
B Conservative, Following Agendas, goals Reluctant to Technical
Sequential structured, directions, and objectives, changes, tends manager,
Thinking organized, repetitive simple graphs to miss the big operations
50
detailed, detailed and picture, does manager,
planned homework presentations, not appreciate bookkeeper,
problems, time stickler for time, innovative drill sergeant,
management step-by-step ideas, avoids supervisory
and schedules, procedures dynamic nurse,
planning and before situations construction
organizing concluding engineer
C Emotional, Listening to Creative and Dislike for Marketing
Interpersonal spiritual, and sharing free flowing routine and sales, real
Thinking feeling, ideas, looking activities, structured estate,
sensory, for personal experiential activities, elementary
kinesthetic meaning, activities like tendency to be school teacher,
sensory input, music and art, impulsive and social worker,
teamwork, people-centered emotional, counselor,
win-win activities and often misses secretary
situations discussions out on details
D Visual, Looking at the Fun activities, Can be Artist,
Imaginative holistic, big picture, humor, future impractical, entertainer,
Thinking intuitive, talking oriented tend to musician,
innovative, initiative, activities, overlook entrepreneur,
conceptual simulations experimentation, details, may strategic
(“what if” thought tend to planner,
questions), provoking and procrastinate creative writer,
visual aids, challenging especially if film director
appreciate situations, they do not like
beauty of a visuals what they are
problem, doing like
brainstorming, repetitive tasks,
visionary difficulty in
prioritizing
Activity 2: Application of the Whole Brain Model
Which side of the brain (left or right) do you think you use more? Why do you say so?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________
Which quadrant of the brain (upper left, lower left, upper right, or lower right) do you think is the most
important? Why do you say so?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________
Day 3: Explain the Whole Brain Theory in Learning
How does the Whole Brain Theory enhance the learning process?
It has been observed that brain dominance leads to thinking preferences that influence and
improve learning styles.
Based on the table above, each of the quadrants has a set of preferences in terms of learning.
Quadrant A learners are very much into logical thinking. They enjoy analyzing information and
understand better when presented with numbers and quantities, and they are also good at theorizing or
concluding based on facts and information that support their theories.
Quadrant A learners expect exact information that are straight to the point, and they would also
want to be fed with lots of theories, numbers, data, logical explanations, and results of research studies.
However, they will find it difficult to express their inner thoughts and emotions, and may struggle with
unclear or undefined concepts or ideas.
51
Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess
situations and information, and apply what they have learned into practice. Quadrant B learners will
always demand for clear instructions or directions, and would rather apply what they have learned in
practical situations rather than just theories. Being a sequential thinker, the B learner needs to be able to
see the sequence of things, which are consistent and in proper order. They may find it difficult
understand concepts without any examples to show how these are applied. Their big challenges are in
taking risks and doing things that are not clearly defined to them.
A and B learners are often characterized as practical, reality-based, and down-to-earth persons.
Quadrant C learners are very sociable learners who enjoy learning with a group with whom they
share ideas and projects. They are very focused and involved when trying to learn something. They also
tend to reflect on what they have understood and acquired in terms of knowledge, and most of the time
use their bodies and movement while learning. They get bored with data and intellectual discussions
without activities and participation. The C learner is also emotional and would share their emotions with
a group. Personal feedback is therefore important to them.
Quadrant D learners are the curious ones who enjoy discovering, experimenting, and exploring
activities. They are strong thinkers when it comes to conceptualizing and putting all the seemingly
unrelated parts and connecting these parts together, synthesizing, and in creating new ideas and
concepts. The D learner enjoys games and surprises, is a visual learner, and needs different varieties of
approaches to learning. Being spontaneous in character, the D learner will have difficulty meeting
deadlines and rigid environments.
C and D learners are often characterized as fun, flexible, and open-minded persons.
Learners should always remember that they do not necessarily belong to just one or two
quadrants, but can find their qualities present in all the quadrants.
Knowing the different styles of learning, the adolescent high school students can easily adapt
their own learning styles with that of their classmates and even those of their teachers. They will have an
appreciation of the diversity found inside their classroom, and even outside their school. In accepting the
diverse types of learning, the adolescent learner can become a better collaborator at work, a very
important skill that is currently in demand in the workplace. In their personal lives, the adolescent high
school student will also have improved interpersonal relationships once they understand and accept the
differences in people’s learning and thinking styles.
Activity 3: Simple Test for Dominant Learning Styles
Here is a quick and simple test (Simple Test for Dominant Learning Styles) to find out which
quadrant your dominant traits are found. Choose 10 of the descriptions found on the table below. The
highest number of descriptions found in a quadrant is your dominant thinking and learning style. If the
numbers are almost evenly distributed, it means that your dominant style resides in all four quadrants,
and therefore, you are using all four quadrants of your brain to become a whole brain thinker and
learner.
Quadrant A Learner Quadrant D Leader

Analyzes data Vivid imagination
Down-to-earth Explores
Critical Curious
Logical thinker Experiments
Understanding money Flexible
Works with numbers Conceptualizes
Uses visuals to learn
Risk-taker
Quadrant B Learner Quadrant C Learner
Get things done Tactile
Submits on time Sensitive
Creates procedures Emotional
Plans and organizes Sociable
Neat and organized Expressive
Reliable in getting things done Shares knowledge
Uses physical movement
Houghton Mifflin College – Thinking Styles and Learning Styles
What are the 10 descriptions that suit you the most?

52
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
Based on your 10 descriptions, what type of learner are you?

____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
Based on your learner type, what do you think your strengths and weaknesses are?
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
Day 4: Define and Create Mind Map
Organizing information and concepts through the use of maps or diagrams has been a practice
among thinkers as early as the third century. Educators, planners, engineers, and other professionals had
been using these pictorial methods throughout the centuries that followed. British psychology author and
consultant, Tony Buzan, who also developed the technique in creating such map, popularized the use of
the phrase “mind map.”
According to dictionary.com:
“A mind map is a diagram used to represent ideas or information branching from a
central key word or idea and used as an aid in study, organization, problem solving,
decision-making, and writing.”
Mind maps are useful visual tools that help in linking together concepts and information in such
a way that the interconnection and interrelation of these are clearly laid out and easily accessible to help
in problem solving and for reference and review (MindTools.com).
Mind maps are useful during brainstorming sessions, making decisions, organizing information,
simplifying complex ideas, note-taking, and even for personal use.
According to the website www.mindmapping.com, there are five essential characteristics of
mind mapping:
1. The center image represents the main idea, subject, or focus.
2. The main branches radiate from the central image.
3. The branches comprise a key image or word drawn or printed on its line.
4. Twigs represent the lesser topics.
5. The branches form a connected nodal structure.
Using Mind Maps Effectively
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Once you understand how to take notes in mind map format, you can now develop your own
rules. The following suggestions can help you draw impactful mind maps:
 Use single words or simple phrases. Many words in normal writing are padding, as they ensure
that facts are conveyed in the correct context, and in a format that is pleasant to read. In mind
maps, single, strong words, and short meaningful phrases can convey the same meaning more
potently. Excess words just clutter the mind map.
 Print words. Joined up or indistinct writing is more difficult to read.
 Use color to separate different ideas. This will help you to separate ideas where necessary. It also
helps you to visualize the mind map for recall. Color can help to show the organization of the
subject.
 Use symbols and images. Pictures can help you to remember information more effectively than
words, so if a symbol or picture means something to you, use it.
 Use cross-linkages. Information in one part of a mind map may relate to another part. Here, you
can draw lines to show the cross-linkages. This helps you to see how one part of the subject
affects another.
Here is an example of a mind map that used drawings and activities that reflect the dominant right
brain:
Activity 4: Assessing What You Learned for the Week
Explain:
1. Name and explain the key characteristics of the four quadrants of the brain as theorized by Ned Hermann.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
2. How does the whole brain theory affect the learning process of a person?
54
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
3. What is a mind map and when is it useful?

______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
4. Which brain side do you think is more dominant among these popular Filipinos and why do you think so?
Dr. Jose Rizal:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Andres Bonifacio:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Pres. Corazon “Cory” Aquino

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Lea Salonga
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Telefax # (078) 326 – 7458

Subject : Personal Development
Teacher: __________________
FIRST QUARTER

Content Standard The different types of emotions and how they are expressed
Identify ways to communicate and manage emotions in a healthy
manner
- Discuss that understanding the intensity and differentiation of
emotions may help in communicating emotional expressions
- Explore one’s positive and negative emotions and how one
expresses or hides them
- Demonstrate and create ways to manage various emotions
21st Century Learning Skills Social skills, flexibility, communication
Core Values Self-awareness, self-regulation, motivation, empathy
MODULE 6: EMOTIONAL INTELLIGENCE
Activit
Week 6 Learning Targets/ Specific Objectives Remarks y
Score
Day 1 Discuss the Neurological Basis of Emotions
Day 2 Define the Explain Emotional Intelligence
Day 3 Explain Variances of Emotions
Enumerate Benefits of EI and Discuss How to Develop
Day 4
Emotional Intelligence
TOTAL
C. Printed:
 Growing in Character by Alvin G. Mejorada and Nathalie A. Pasa (pages )
 Personal Development by Ricardo Rubio Santos (pages 88-97)

56
EMOTIONAL INTELLIGENCE
Day 1: Discuss the Neurological Basis of Emotions
Before we start our discussion on emotional intelligence, let us first look into the nature of
emotions, how and why they occur, and what are their effect on us.
In the best-selling book written by Daniel Goleman, Emotional Intelligence: Why It Can Matter
More Than IQ (1995), the author presented the physiological process on how emotions occur. Goleman
stated that “all emotions are, in essence, impulses to act, the instant plan for handling life that evolution
has instilled in us.” By this, he traces the origins of emotions from human race’s survival instinct to
sense, detect, assess, and act on any threat to its life and survival. This instinct is also known as the
“fight or flight” response that animals and humans alike are capable of doing when faced with danger.
As humans and animals in general have this nature for survival, it is only the human brain that was
gifted with the capacity to process on an intellectual level the emotions being experienced, validating the
reality of the danger, controlling the emotions being experienced, and acting accordingly given several
options to choose from. Neuroscientists have agreed that there are parts of the human brain primarily
involved in the creation of emotions, specifically the amygdala, the neocortex, and the frontal lobes.
According to neuroscientist Dr. Joseph LeDoux (1992), the amygdala has become the center of action ,
the emotional sentinel that can take control of our actions even before the neocortex could assess what to
do. The amygdala also keeps a memory bank of previous experiences related to emotions. This memory
may even go way before us and is imprinted in our genetic codes, like our predecessors who, during
food hunting, may have encountered dangerous situations that they were able to escape and survive. Our
basic fear of snakes, for example, may be something already embedded in our genes.
As an example, if we see a snake in front of us, its image is quickly passed on to the thalamus,
which in turn sends out the pulses to the other parts of the brain, first into the neocortex, which is termed
as the thinking brain, then to the amygdala, then to the frontal lobes which eventually send these signals
to the other parts of the body for action. While this model of how the brain processes information was
accepted, LeDoux pointed out that small amounts of the pulses coming from the thalamus escape to the
amygdala, which triggers what we know as our knee-jerk reaction to a situation, happening even before
the information was processed by the rational part of the brain. This phenomenon is also known as
“hijacking of the amygdala.”
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While the pre-frontal cortex controls emotions so we can deal better and more effectively with
the situation, the amygdala acts on its own in pushing the other buttons for a body response. Fortunately,
the pre-frontal cortex can take control of the amygdala and modulate its impulses and puts it on hold
while it allows the processing of the information for a more rational and effective response (Goleman,
1995). In other words, emotions, matter how strong and powerful they may be, can be controlled.
Emotional intelligence lies between this interaction of the amygdala and the pre-frontal cortex.
Activity 1: Exploring Emotions
Before we delve further on the topic of emotions, think of a song title that makes you feel...
Depressed: ___________________________________________
Excited: _____________________________________________
Cheerful: ____________________________________________
Sexy: _______________________________________________
Happy: ______________________________________________
Reflective: ___________________________________________
Active: ______________________________________________
Nasty: ______________________________________________
Mad: _______________________________________________
Peaceful: ____________________________________________
Alone: ______________________________________________
Sad: ________________________________________________
Scared: ______________________________________________
Silly: _______________________________________________
Old: ________________________________________________
Childish: ____________________________________________
What will you do if you experience the given scenarios? What is your typical emotional reaction?
You discover that your friend is saying nasty rumors about you.
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
You learn that your partner loves another person.
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
You receive a failing grade in one subject and you know that your parents will be disappointed about
this.
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
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Your best friend did not tell you that he is currently engaged in a relationship.
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
Your crush confessed that he/she likes you.
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________
Day 2: Define what is Emotional Intelligence?
While Daniel Goleman popularized emotional intelligence, the concept of emotional intelligence
was first introduced by Peter Salovey, a psychologist from Yale University who showed how
intelligence can be brought to our emotions (Goleman, 1995). Later on, Salovey was joined by John
Mayer, a psychologist from the University of New Hampshire, in formulating emotional intelligence.
Goleman defines emotional intelligence as “the ability to motivate oneself and persist in the face
of frustrations, to control impulse and delay gratification, to regulate one’s moods and keep distress
from swamping the ability to think, to empathize, and to hope.”
Daniel Goleman Peter Salovey John D. Mayer
Salovey identified five domains of emotional intelligence, namely:

1. Knowing one’s emotions or self-awareness
Self-awareness brings with it the skill for self-reflection. It is about a person who recognizes n
emotion being felt, and is able to verbalize it, by saying, “I am experiencing anger” or “I am angry” at
the peak of one’s rage. This is about knowing how we feel and the thought behind the feeling.
According to Mayer, when one recognizes this emotions, there is also a desire to get rid of it or get as a
sign that the neocortex is gaining some control over the amygdala.
2. Managing Emotions
Goleman points out that we often have very little or no control when an emotion occurs and what
this emotion will be, but we can have control on how long an emotion will last. For example, when we
grieve over the loss of a loved one, to dwell on the grief for a very long time will oftentimes result in
deeper emotional problems, such as depression. It is important to recognize an emotion and experience
it, but dwelling on it, particularly if it is negative, is not healthy.
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Another example is anger. Alabama psychologist Dolf Zillmann was quoted by Goleman in his
book on how anger happens. To Zillman, anger is triggered by something that endangers a person’s life
or status, or even one’s balance. It may be a symbolic threat to one’s dignity and self-esteem, which
happens when one is insulted or demeaned in front of other people. To manage such anger, a person can
stop for a split second to assess the situation and manage one’s thoughts that stoke the fire of anger by
challenging it. For example, when someone accosts you with an insult, check what kind of thoughts are
crossing your mind, and if these are negative, reassess if they are relevant to you, and turn them into
something else, like with a sense of humor or empathy. Another way to manage anger is to cool down
by removing yourself from the situation or doing something physical-walking,, talking to someone,
taking a deep breath, or punching a pillow. Avoid hurting yourself in the process of expressing your
anger. Active exercise is also recommended to cool down from a strong emotion such as anger.
3. Motivating oneself
Research studies have shown that hope is a major indicator of emotional intelligence. Hope is the
element present when one is fighting some overwhelming anxiety, a defeatist attitude, or depression.
Goleman points out that optimism is a great motivator, and like hope, it provides a person with
expectations that things will turn out better or right, when faced with adversity.
There is a story about a man in his early 30s who was experiencing a form of depression that he
was not aware of or understands. He just felt like falling slowly into a deep and dark abyss. He was
experiencing boredom, anxiety, sadness, loneliness, hopelessness, meaningless, and confusion. He did
not know what was going on with himself. He tried to look for answers by reading books and talking to
people about what he was feeling and experiencing. Nothing and nobody was able to give him the
answers he desperately sought. He tried prayer, only to find that “God was on vacation and could not
be reached”. The only thought he held on to all that time was that whatever he was experiencing was
just temporary and was part of a process, a phase in his life that he was going through. He told himself
that when this experience was over, he was going to be a better and stronger person. This man
eventually managed to get over his depression which lasted for over three years, slowly emerging
triumphant after hitting rock bottom. He was right about becoming a better and stronger person, as he
told himself that after that experience, he was going to be braver and no experience can ever bring him
down.
4. Recognizing emotions in others
The capacity to recognize the emotions in other people is called empathy. According to
Goleman, the root cause of our capacity to empathize is self-awareness. If we recognize our own
emotions and how these affect us, then it will be easier to recognize other people’s emotions as well.
Empathy is important in maintaining relationships as this also taps on the caring capacity of an
individual to empathize is linked to the individual’s need for others to recognize and receive their
emotions and respond to them. Stern referred to this as attunement. This means that if a person does not
receive empathy from others, the tendency is not to have empathy for others, the tendency is not to have
empathy for others as well. While empathy starts from childhood, and which also neurological basis, the
capacity to put oneself in another shoes can also be learned provided there are no brain damages or deep
psychological scars to block the learning (Goleman 1995). Empathy also becomes the basis of a person’s
set of moral principles that give rise to one’s ethics and values, like compassion. In some ways, the
Golden Rule of doing to others what you want others to do to you may be traced to empathy since this
puts the person right inside the shoes of the other. People who can empathize and read non-verbal
messages of emotions are more adjusted emotionally, more popular, more outgoing, and more sensitive
(Goleman 1995).
5. Handling relationships
Emotional intelligence is also evident in the way we manage our relationships with others.
Howard Garner, the proponent of multiple intelligences, and his colleague, Thomas Hatch, came up with
four components of social intelligence (or interpersonal intelligence). These are:
60
 Organizing groups- a leadership skill essential in mustering groups of people toward a
common action. Examples of people with this talent are orchestra conductors, military
officers, and stage directors.
 Negotiating solutions- this talent to bring people in conflict to talk and come up with a
solution is usually found among mediators of disputes.
 Personal connection- this is the talent where empathy and connecting with another
person’s emotions are manifested. Teachers usually have this natural tendency to relate to
others.
 Social analysis- is the talent to step out of a situation and objectively form insights about
the way people feel and behave. Therapists are gifted with this talent.
Goleman also gave some attention to Howard Gardner’s multiple intelligences saying that
emotional intelligence could be part of the seven key varieties, namely: verbal-linguistic, mathematical-
logical, spatial, kinesthetic, musical, interpersonal, and intrapersonal. Two more were added to these
seven varieties of intelligence, which are natural and spiritual. To Gardner, these seven (now nine)
intelligences are important for people to understand, especially in the realm of learning, that these
intelligences point to the mode of learning and interests of a student. Gardner’s intelligences are crucial
in determining the career paths that individuals take as these intelligences are also viewed as
competencies.
Activity 2: Explaining and Elaborating Emotions

Explain
1. What are the five domains of emotional intelligence? Explain how someone who is being bullied
in school can practice them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
2. List down the possible emotions that a bullied person experiences. If you were the person being
bullied, how would you manage your emotions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
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Elaborate
1. How do emotions occur? Based on your explanations, how can emotions be managed?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
2. Share a personal story where you experienced strong emotions. What were these emotions? What
were your thoughts while you were experiencing the emotions? How did you express these
emotions? What do you think triggered the emotions that you experienced? How did you handle
these emotions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
________________________________________________________________________
Day 3: Explain Variances of Emotions

In chapter 3, emotions were defined very briefly as “a descriptive term referring to variations in
level of arousal, affective state or mood, expressive movements, and attitudes” (Sanchez, Abad, and Jao
2012). Different emotions were also identified, from the six basic emotions were also identified just
recently by the Institute of Neuroscience and Psychology at the University of Glasgow and published in
the journal, Current Biology.
Robert Plutchik, another psychologist who theorized that emotions are multi-dimensional, or
having various intensities, identified these as: adoration, ecstasy, anticipation, rage, disgust, grief,
surprise, and fear. Each of these eight basic emotions have varying intensities, starting with the most
intense at the center of the circle with the most intense colors (Plutchik’s Wheel of Emotions), to the
least intense of emotions within that category.
62
On the other hand, Goleman also refers to eight main families of emotions and their
corresponding members:
1. Anger: fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony,
animosity, annoyance, irritability, hostility: and to its extremes, hatred and violence.
2. Sadness: grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection,
despair; and in extreme, depression
3. Fear: anxiety, apprehension, nervousness, concern, consternation, misgiving, wariness, qualm,
edginess, dread, fright, terror; and in extreme, phobia and panic.
4. Enjoyment: happiness, joy relief, contentment, bliss, delight, amusement, pride, sensual
pleasure, thrill rapture, gratification, satisfaction, euphoria, whimsy, ecstasy; and to its extreme,
mania
5. Love: acceptance, friendliness, trust, kindness, affinity, devotion, adoration, infatuation, and
agape.
6. Surprise: shock, astonishment, amazement, and wonder
7. Disgust: contempt, disdain scorn, abhorrence, aversion, distaste, and revulsion.
8. Shame: guilt, embarrassment, chagrin remorse, humiliation, regret, mortification, and contrition.
Goleman also pointed out in his book the other possible variances of emotions when one emotion
combines with another, like jealousy with sadness and fear.
While there is a continuing debate on how to identify and classify emotions, it is important for an
adolescent to understand the different types of emotions as this can increase not just one’s vocabulary of
emotion words, but as well as developing one’s emotional intelligence.
63
Seven Universal Facial Expression
It is widely supported within the scientific community that there are seven basic emotions, each
with their own unique and distinctive facial expressions: Happiness, Sadness, Fear, Disgust, Anger,
Contempt and Surprise.
Back in the late 1800’s, Charles Darwin was the first person to suggest that facial expressions of
emotion are the same wherever you go in the world, that they are innate. At the time, the majority of the
scientific community disagreed with this theory.
It wasn’t until the late 20th century when Dr. Paul Ekman and his team did their research on the
universality of facial expressions that we began to see substantial evidence that Charles Darwin’s theory
was indeed, correct.
64
Activity 3: SelFEEL
Using Paul Ekman’s concept of seven universal facial expressions, create a SelFEEL (selfie +
feel) by taking a picture of yourself demonstrating the seven different facial expressions. Insert your
photos in the boxes below.
Happiness Sadness Fear
Disgust Anger
Contempt Surprise
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Day 4: Enumerate Benefits of and How to Develop Emotional Intelligence
Benefits of Emotional Intelligence
It is often believed that Emotional Intelligence (EI) or also referred to as EQ (Emotional Quotient),
is more important in achieving success in one’s career or personal life than IQ. While a high IQ is not a
surefire element to one’s success, EQ has been identified as the foundation in developing important
skills necessary for one’s success at work.
Emotional intelligence is important as it directly affects:
1. Physical and mental health. Emotional intelligence equips one with tools in managing
stress; and stress, which is usually brings discomfort and illnesses, can be avoided. For
mental health, emotional intelligence works well when dealing with frustrations and
challenges, providing the individual with plenty of healthy coping mechanisms.
2. Work performance. Either in school if you are still a student, or at work, if you are already
employed. EI helps in understanding people and situations more objectively and with more
understanding and compassion. Emotions that are managed well relieved one from stressful
situations and misunderstandings with others.
3. Relationships. Interpersonal relationships are enhanced because emotions are expressed in a
more positive way, and with empathy, genuine caring is expressed and shared. EI also builds
trust so that conflicts are managed better.
Developing Emotional Intelligence
In developing one’s emotional intelligence, one must first be aware of the neurological genesis
of emotions, which emanates from the interplay between the different [parts of the brain particularly, the
thalamus, amygdala, and frontal neocortex. At the immediate occurrence of a knee-jerk reaction, we
immediately know this is coming from the amygdala, so the next thing to do, is to assess the emotion
and see its relevance to the situation. A person who fears cockroaches will always react to something
small and dark colored that is on the floor. Instinctively, the person would think it is a cockroach, and
will automatically on a fight or flight mode. However, if this person reassesses the dark object the floor
and sees it is not a cockroach, the emotion of fear subsides and no fight or flight action is taken.
Mayer and Salovey’s five domains can serve as a guide in developing one’s emotional
intelligence. Below is the study of Alex and Joyce. Guided by the five domains, the story serves as an
example of how one can develop emotional intelligence.
Domain 1: Knowing one’s emotions and being aware of oneself
Alex and Joyce were young lovers of many years. It was not a smooth relationship as
both were still young and inexperienced. Besides, both of them were graduating from high
school and there were so many things to do in preparation for college. They have talked about
cooling off for a while, but never got to do so. One day, Alex made a decision to break up with
Joyce. It was not easy for them. Joyce was in heated arguments with Alex, blaming him for so
many years. After ranting, Alex and Joyce eventually broke off and ended the relationship. Alex
thought it would end there, but after a few days, he became distraught and was deeply saddened
by the break up. He was very sure he wanted the relationship to end, and when he decided to do
it, he felt he did the right thing. However, as the days passed by, Alex found himself in a deeply
disturbing emotional pain. He could not eat nor could nor sleep well. His chest was about to
explode from the pain he felt. He tried to understand where this was coming from by asking
himself what is causing the pain. In deep thought, Alex was suddenly jolted by realization. The
cause of his pain was not the break up per se, but his dreams with Joyce, of going abroad, and
living together as a couple. The collapse of this dream was what gave Alex the inconsolable
emotional pain. Having realized the source of the pain, Alex was able to reason out with himself
that it was a reality he had to accept, and with this realization, Alex was able to get back to
normal and move on.
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Domain 2: Managing one’s emotions
Had Alex not been able to manage his pain, he would have sunk into depression or self-
pity, or even in anger. Alex felt pain, accepted it as happening, dwelt on it for a while, but
decided to understand it better. Managing one’s emotions means accepting and understanding it
better. Managing one’s emotions means accepting and understanding them, dwelling on them,
but not too long a time, then analyzing what is causing them.
Domain 3: Motivating oneself
At the core of Alex was a healthy self-concept and his high self-esteem. Hew valued
himself and saw his self-worth as a person who is capable of giving love, and receiving love as
well. When the break up happened, Alex knew it was something that can happen to anyone. He
did not judge himself to get out of the painful experience but instead, he motivated himself to get
out of the painful experience not by escaping or running away from it, but by facing it squarely.
Through the motivation to move on and continue with his life, Alex was able to transform the
pain into a learning experience.
Domain 4: Recognizing emotions in others
Although Alex initiated the break up, he knew the other party would get hurt in the
process. He tried to set up a meeting with Joyce, just to check on her if she was alright, and to
allow Joyce to vent out and express the strong emotions she experienced. Unfortunately, Joyce
was not prepared to meet Alex. Not that soon. Alex understood this and with a message sent to
Joyce, Alex made known to Joyce that he would be around in case Joyce needed to talk to him.
Domain 5: Handling Relationships
After the break up with Joyce, Alex knew he was not ready to enter into another loving
relationship. However, the experience gave him many insights particularly in understanding his
emotions and managing then. He found himself advising some of his friends about their own
relationship problems. He was able to share with his friends an objective view of their
relationships. Alex has learned, what Hatch and Gardner mentioned in the four components of
interpersonal or social intelligence, social analysis and personal connection. The break up made
Alex more mature. He knows that he can handle his next relationship better.
Activity 4: Communicating and Managing Emotions
1. With a better understanding of what emotions are all about, how will your understanding of
Plutchik’s different intensities and dimensions of emotions help you in communicating your
emotional experience?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________
2. Demonstrate and create ways on how to manage each of the main emotions pointed out by
Goleman.
“From now on, whenever I feel this emotion…”
Anger:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
67
Sadness:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Fear:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Enjoyment:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Love:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Surprise:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Disgust:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
Shame:
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
68
69

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Diocese of Bayombong Educational System (DBES)

Saint Louis School of Solano, Inc.

SELF-PACED LEARNING MODULE

Name of Student: ____________________________ Year and Section: __________________

The learners demonstrate an understanding of

MODULE 1: KNOWING AND UNDERSTANDING ONESELF DURING MIDDLE

CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

Day 1: Explain Concepts and Conduct self-exploration and simple disclosure

HUMAN DEVELOPMENT AND PERSONAL DEVELOPMENT

Five aspects or domains of Human Development

 Adolescence is the transition period of development that begins at puberty and

 Puberty involves distinctive physiological changes in an individual's height,

 During puberty, the adolescent develops secondary sex characteristics (such as a

 The adolescent growth spurt is a rapid increase in an individual's height and

 Because rates of physical development vary so widely among teenagers, puberty

2. Cognitive Development- covers our capacity to learn, to speak, to understand, to

4. Spiritual Development- is an integral part of our self, it includes religious affiliations,

5. Psychological Development – refers to a person’s way of thinking, feeling and

Two Proponents of Humanistic Psychology

Why is Personal Development Important?

Benefits of Personal Development

KNOWING ONESELF DURING MIDDLE AND LATE ADOLESCENCE

INGHAM AND LUFT’S JOHARI WINDOW MODEL DIAGRAM

1. OPEN AREA (Quadrant 1)

2. BLIND AREA (Quadrant 2)

4. UNKNOWN AREA (Quadrant 4)

realized about your “self” after this activity?

2. What are your traits that others are aware of?

Myers-Briggs Type Indicator

Rorschach Inkblot Test

ACTIVITY 3.1 BIG FIVE PERSONALITY TEST

Activity 3.2 MBTI PERSONALITY TEST

How to appreciate yourself

RUBRICS FOR SCORING

SELF-PACED LEARNING MODULE

Name of Student: ____________________________ Year and Section: _____________________

MODULE 2: DEVELOPING THE WHOLE PERSON

Day 4 Differentiate Values and Virtues

CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

HOLISM AND GESTALT

ASPECT OF HOLISTIC DEVELOPMENT

5. Spiritual/ Morale Development

Rubrics for Scoring

Criteria Very Satisfactory Fairly Satisfactory Score

Day 2: Evaluate his/her own thoughts, feelings, and behaviors

PAUL EKMAN SIX BASIC OF EMOTIONS

Are feelings the same as emotions?

Day 3: Show the connection between thoughts, feelings, and behaviors.

ATTITUDES AND BEHAVIOR

Activity 3: Clip Viewing and Reflection

RUBRICS FOR SCORING

Criteria Very Satisfactory Fairly Satisfactory Score

Day 4: Differentiate Values and Virtues

TEN BASIC VALUES

1. Identify and define the five aspects of a person.

SELF-PACED LEARNING MODULE

Name of Student: ____________________________ Year and Section: __________________

CONTENT DISCUSSION/ PAGTALAKAY SA ARALIN: (For Self-Paced Learning) If you have

DEVELOPMENTAL STAGES IN THE MIDDLE AND LATE ADOLESCENCE

Erik Erikson’s Eight Stages of Personality Development

Name of Student: __________ Year and Section:

Name of Student: ________ Year and Section: _

Name of Student: __________ Year and Section:

Name of Student: ________ Year and Section:

Name of Student: ________ Year and Section:

Name of Student: ________ Year and Section: