SENIOR HIGH SCHOOL

Personal Development
Quarter 1 – Module 1
Self - Development

Department of Education. Filamer Christian University

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 Personal Development Alternative Delivery Mode
Quarter 1 – Module 4 : A
First Edition, 2020

FILAMER CHRISTIAN UNIVERSITY

Roxas Avenue, Roxas City Philippines

Development Team of the Module

Prepared By: SHIRLEY F. TIPON, PhD

Layout Artist: MR. L MARIUS P. ALAYON
Evaluators:
DR. MINNIE P. CHAN
Vice-President for Academic Affairs
MR. EXEQUIEL A. CALIMUTAN, MAT
Quality Assurance Officer
MRS. URLA S. DELA, MAT
Acting Principal, High School Department
DR. SHIRLEY F. TIPON
Assistant Principal, Senior High School

Members:
ELEONOR B. BECHAYDA, Ed.D, Focal Person, STEM, MRS. LILIBETH S.
BROCES, Focal Person, HUMSS, ABM, and TVL.

Copyright 2020 by Filamer Christian University

All rights reserved. No part of this module/learning material may be reproduced or

transmitted in any form of by any means, electronic or mechanical, including photocopying,
recording, or by any other information storage and retrieval system without permission in
writing from the publisher.

Published and Printed in the Philippines by Filamer Christian University

Office Address: Roxas Avenue, Roxas City, Philippines 5800
E-mail Address: filamer_christian@[Link]

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 TABLE OF CONTENTS

Page
INTRODUCTION

What I Need To Know 1

Things To Remember To Get Through 1

Lesson 1 – Knowing Oneself

I. Knowing Oneself 2

II. Defining Self-Concept 2

III. The Building Blocks of Self: Your Vitals 3

IV. Nature and Nurture of Personality 3

V. Major Personality Theories 4

VI. Techniques in Improving Personality 4

Lesson 2 Developing the Whole Person

I Developing the Whole Person 7

II Feelings, Thoughts and Behaviors 9

III Spiritually Developed 10

Lesson 3 Developmental Stage in Middle and Late Adolescence

I Adolescence 14

II Stages of Development 14

III Understanding the Different Developmental Theories 15

References 23

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 INTRODUCTION

This module in Personality Development provides the chance to improve awareness and knowing
the true identity of individual as a unique person in relation to the different perspectives of personality. It
develops understanding oneself during middle and late adolescence as a whole person concerning the
physiological, cognitive, psychological, spiritual, and social development. The skills and tasks appropriate
for this stage and preparatory to adulthood is also addressed. Students may also understand the
developmental changes in middle and late adolescence, and expectations of and from adolescence.

This module has four (4) parts or lessons. Lesson one (1) deals about Knowing Oneself. Lesson
two (2) deals about the Developing the Whole Person; Lesson three (3) deals about the Developmental
Stages in Middle and Late Adolescence; and Lesson Four (4) deals about the Challenges of Middle and
Late Adolescence.

Every part of the module contains different activities and enhancement exercises utilizing
pictures, and illustrations which have been proven as effective instructional materials in improving the
personality traits of the students.

General Objectives

After going through this module, the learners are expected to:

1. Explain that knowing oneself can make a person accept his/her strengths and limitations and
dealing with others better;
2. Share his/her unique characteristics, habits, and experiences;
3. Evaluate his/her own thoughts, feelings, and behaviors;
4. Show the connections between thoughts, feelings, and behaviors in actual life situations;
5. Discuss developmental tasks and challenges being experienced and during adolescence
6. Evaluate one’s development through the help of significant people around him/her (peers,
parents, siblings, friends, teachers, community leaders).
7. Identify ways that help one become capable and responsible adolescent prepared for adult life.

Things To Remember To Get Through

For the Learners

Now that you are holding this module, do the following:

1. Read and follow instructions carefully in each lesson.

2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and activities.
5. Write all your answers on the space and in the worksheet provided.
6. Submit all worksheet to the assigned subject teacher email or Facebook account on a specific
date indicated. (Ask and access for an electronic (Ecopy) or softcopy of worksheet to the subject
teacher.)

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Lesson
1 Knowing Oneself

LEARNING OBJECTIVES

At the end of the lesson, the student should be able to:

1. Identify one’s strength and limitations to relate better with others;

2. Inculcate respect of one’s unique characteristics, habits, and experiences;
and

LEARNING CONTENT

Knowing Oneself
As a human person, you have certain capabilities or attributes. These includes
reason, morality, consciousness or self-consciousness and culturally established form
of social relations such as kinship, ownership of property or legal responsibility.
The unique characteristics of persons is based on their experiences, perceptions,
beliefs, creativity, hobbies, relationship, etc. Everyone is unique his/her way. Some
people try to blend in with the majority, but they are still unique. Some people take the
uniqueness, stand out as different, use their persona to create and experience the life
they want. If you are ready to stand out from the crown, then you first need to embrace
what makes you unique. You need to accept who you are without needing to fit in into a
label of who you should be. Just know that you will stand out once you embrace
everything that makes you different.
Defining Self-Concept
Self- concept refers to your awareness of yourself. It is how you think about
yourself through evaluation and perception. To be aware of the self, one must have a
concept of oneself. According to Z. Hereford (ND), one must do the following tasks to be
fully are:
 To be aware of your strengths, weaknesses, likes and dislikes;
 To observe and be aware of your moods, reactions, and responses to what is
happening around you;

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  To become aware of how these moods and emotions affect your state of
mind;
 To examine how you interact with others; and
 To observe how your environment affects you.
The Building Blocks of Self: Your Vitals
V – Values
“Values” – such as “helping others”, “being creative”, “health”, financial security”, and so
on – are guides to decision-making and motivators for goals.
I – Interests
“Interests” include your passions, hobbies, and anything that draws your attention over
a sustained period of time.
T – Temperament
“Temperament” describes your inborn preferences. Do you restore your energy from
being alone (introvert) or from being with people (extrovert)? Are you a planner or go-
with-the-flow type of person? Do you make decisions more on the basis of feelings or
thoughts and facts? Do you prefer details or big ideas?
A – Around-the-Clock Activities
The “around-the-clock” category refers to when you like to do things-your biorhythms.
Are you a morning person or a night person, for example? At what time of day does
your energy peak? If you schedule activities when you are at your best, you are
respecting your innate biology.
L – Life Mission and Meaningful Goals
Ask yourself the same question: “What have been the most meaningful events of your
life?” You may discover clues to your hidden identity, to your career, and to life
satisfaction.
S – Strengths
“Strengths” can include not only abilities, skills, and talents, but also character strengths
such as loyalty, respect for others, love of learning, emotional intelligence, fairness, and
more.
Nature and Nurture of Personality
When psychologists use the term personality, they are referring to the unique
and relatively enduring set of behaviors, feelings, thoughts and motives that
characterize an individual ([Link]& Roberts, 2013;B. Roberts &Mroczek,2008). The
definition of personality includes two key components. First, personality is what

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distinguishes us from one another and makes us unique. Second, Personality, is
relatively enduring, or consistent.
The forces of both nature and nurture shape personality. The Interaction between
the two can be seen in at least four lines of reasoning and research into personality.
Evolutionary aspects, genetics, temperament and fetal development, and cross-cultural
universality.
Evolutionary Aspects- The evolution of personality traits demonstrates how
environmental forces can shape our bodies, brains and behaviors over long periods of
time (D.M. Buss & Hawley, 2011; MacDonald,1995).
Genetics –The complex traits are almost never the result of a single gene and that our
genome is the starting point, not the end point, for how our genes are expressed (our
phenotype). There is no “smart” gene, “shy” gene, or “aggressive” gene.
Temperament – is the biologically based disposition to behave in certain ways, which
lays the foundation for later personality traits. Evidence suggests that temperament and
personality differences are manifest even before birth.
Prenatal Environment – plays is an important role in shaping personality. One
outcome of the prenatal environment is birth weight, with low birth weight being
associated with poor prenatal environment.
Personality Theories
It is a system of concepts, assumptions, ideas, and principles used to understand and
explain personality.
Major Personality Theories
a. Trait Theories – attempt to learn and explain the traits that make up personality,
the differences between people in terms of their personal characteristics, and
how they relate to actual behavior.
b. Psychodynamic Theories – focus on the inner workings of personality,
especially internal conflicts and struggles.
c. Behavioristic Theories - play importance on the external environment and on
the effects of conditioning and learning.
d. Social Learning Theories – are the theories that attribute differences in
personality to socialization, expectation, and mental processes.
e. Humanistic Theories – stress private, subjective experience and personal
growth.
Techniques in Improving Personality
1. Realize that improvement is needed.
2. Have a strong motive or desire to improve.

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 3. Take an inventory or make a checklist of your strong and weak points, or what is
to be improved, and
4. Have a step-by-step plan for improvement
__________________________________________________________________________________
This content was taken from the works of Case, M.S., Deguma, J.J., Delos Reyes, N.R.T., Unabia, M.Y. (2019). Personal
Development Structured-Learning Activities for Senior High School Students. Lorimar Publishing, Inc., Quezon City and from
Reyes, C.G. (2018). Personal Development for Senior High School. Great Books Trading. Quezon City.

LEARNING ACTIVITY

Learning Task I: My Own Personal Inventory

A. Draw an object that would best describe yourself in the space provided below.
Make sure that the object you have chosen possesses the qualities that you also
have.

B. Compare your own strengths and weaknesses to that of the object that you also
have drawn. Complete each sentence to describe yourself and the object that
you have chosen.

I compare myself to a/an ___________________________________________

(name of the object)
My strength
One strong point of the _____________________________________________
(name of the object)

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 Is that it is _______________________________________________________
(adjective about the object)

Like this object, I am _______________________________________________

(adjective about you)
My weakness
One weak point of the _____________________________________________
(name of the object)
Is that it is ______________________________________________________
(adjective about the object)

Like this object, I am ______________________________________________

(adjective about you)

Learning Task II: Promote Yourself

Identify the five qualities that you have. Make a creative advertisement to
promote your strengths/talents.

___________________________________________________________________
These activities were taken from the works of Cruz, M. T. and Cruz, E. B. II (2016) Personality Development. Books
Atbp .Publishing Corp. 707 Tiaga corner Kasipagan Streets Barangka Drive, Mandaluyong City.

Assessment

I -Directions:Read the questions carefully. Write TRUE if the statement is correct and
FALSE if it is wrong. Write your answers on the blank provided for each number.
__________1. Strengths can include not only abilities, skills, and talents, but also
character.

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__________2. Interest is what distinguishes us from one another and makes us unique.
__________3. Personality is relatively enduring, or consistent.
__________4. A person should have no strong motive or desire to improve.
__________5. If you feel that you are perfect and need no improvement, then you
cannot be helped.
__________6. After you have taken stock of yourself, set a schedule for self-
improvement.
__________7. Self is the personality or character that makes a person different from
people.
__________8. In knowing oneself, we become aware of how these moods and
emotions affect your state of mind.
__________9. Values are guides to decision-making and motivators for goals.
__________10. Interests include your passion, hobbies, and anything that draws your
attention over a sustained period of time.
__________11. Values describes your inborn preferences.
__________12. The forces of both nature and nurture shape personality.
__________13. The evolution of personality traits demonstrates how environment
forces can shape our bodies, brains and behaviors over a long period of
time (D.M. Buss & Hawley, 2011; MacDonald, 1995).
__________14. Personality theory is a system of concepts, assumptions, ideas, and
principles used to understand and explain personality.
__________15. One should always realize that improvement is needed.

Lesson
Developing The Whole Person
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LEARNING OBJECTIVES
At the end of the lesson, the student should be able to:
1. elaborate on ways to improve a person’s physiological, cognitive,
psychological, spiritual, and social development;

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 2. examine one’s thoughts and feelings and their influence on one’s
behavior; and
3. list down habits that could make or break a person.
4.
LEARNING CONTENT

Developing the Whole Person

Developing the whole person refer to holistic development. It is not a mere
acquisition of content knowledge. This can be a complex process, which does not occur
in one area but in the different construct of the whole self. For instance, when a person
grows older, he also progresses in various aspects – physiological, cognitive,
psychological, spiritual and social.
These aspects need to be enhanced holistically upon ourselves. Looking forward
to improving our capacities, we must progress through enhancing the different aspects
of our whole personal development.

Aspect Evidence of Development

Health Maintenance
-a systematic program or procedure
Physiological planned to prevent illness, maintain
maximum function and promote health.

Physical Fitness
-exercising on a regular basis and
engaging in various types of physical
activities.

Cognitive Intellectual Capacity

-expanding broad-based knowledge and
thinking analytically, critically, and
creatively.

Psychological Emotional Health

-knowing, recognizing and managing
one’s own emotions

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 Self-Appreciation
-Understanding, affirming and
appreciating one’s sel

Art Appreciation
-engaging oneself in aesthetic activities

Spiritual Spiritual Quest

-understanding the meaning of life and
showing gratitude

Moral Commitment
-standing firm by moral values, social
ethics, and professional code of
conducts.

Civic Responsibility/Social
Responsibility
-attending social activities and political
issues effects on society in both local
and global levels performing
responsibilities as a person

Community Care
Social -performing one’s community duties,
engaging oneself in the improvement of
the community and the world.

Cultural Engagement
-actively interacting with people of
different cultures and ethnic
backgrounds

Family Relationship
-building positive relationships with the
family members

Peer Relationship
-building and maintaining a friendship
with love, care, and empathy for peers

Feelings, Thoughts and Behaviors

Thoughts are cognitive. These are examples of thoughts:

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 a. I think I’ll have chicken for lunch
b. I think planes are scary.
c. I think the world is a nice place to live in.
Feelings is a state of consciousness, such as that resulting from emotion, sentiments or
desires. Feelings are usually emotional states. Examples of feelings are anger,
sadness, fear and happiness.
Behaviors are usually seen, while thoughts and feelings are not. It refers to the range of
actions as mannerisms made by individuals, organisms, systems, or artificial entities in
conjunction with themselves or their environment.
Spiritually Developed
Spiritual development is the process of becoming fit for a higher level in the spirit world.
There are three areas of spiritual learning: skills, beliefs, and evolution.
Spiritual Skills include the ability to serve as a conduit for spiritual healing and the
ability to perceive communications from spirits. However, having these abilities does not
indicate that someone is advanced spiritually.
Beliefs are what you believe about the afterlife and the purpose of the earth life. That is
also not related to how spiritually evolve a person is.
Evolution is primarily what spiritual development is concerned with. A highly evolved
spirit might incarnate without manifesting spiritual beliefs or skills. The process of
spiritual evolution involves the development of personality traits of a highly evolved
spirit. These traits include the ability to love and absence of selfishness. However,
spirits incarnate for many different purposes and it is not really possible to identify who
among us is advanced spiritually and who is not. Therefore, it is unwise to judge other
people based on whether you think they are spiritually advanced or not.
How to Become Spiritually Developed
1. Go to a place with no noise at all and sit down.
2. Start meditating.
3. Clear your mind from all thoughts.
4. Ask yourself why you are feeling the way you do or why you are feeling so
empty.
5. List some of your life goals, and celebrate if you have achieved them.
6. Planning for next time.
7. Ask yourself each day before going to bed what you have done to keep you inner
or being healthy or sensitive.
8. Seek out a spiritual group in your environment.
9. Follow your hobbies.
10. Practice non-attachment.
__________________________________________________________________________________

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This content was taken from the works of Case, M.S., Deguma, J.J., Delos Reyes, N.R.T., Unabia, M.Y. (2019). Personal
Development Structured-Learning Activities for Senior High School Students. Lorimar Publishing, Inc., Quezon City and from
Reyes, C.G. (2018). Personal Development for Senior High School. Great Books Trading. Quezon City.

LEARNING ACTIVITY

Learning Task I. State Something

Fill out the boxes below. Enumerate your unforgettable experiences in real life.
State your thoughts, emotions, and behaviors that manifested in your own experiences.
Experiences Thoughts Feelings Behaviors

Learning Task II. Self-Reflect

Show connections between thoughts, feelings, and behaviors in actual life
situations by determining the habits that make or break you as a person. Make a
commitment on what you are going to enhance or avoid.
My personal habits that . . .
Make me. . . break me. . .
1._______________________________ 1.________________________________
2._______________________________ 2.________________________________
3._______________________________ 3.________________________________
4._______________________________ 4.________________________________
5. ______________________________ 5.________________________________

Assessment

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I-Directions: Choose the letter of the correct answer. Write your answer on the blank
before the number.
_____1. A state of consciousness such as that resulting from emotions, sentiments, or
desires. It is usually an emotional states.
a. Feelings
b. Behavior
c. Mental
d. Spiritual
_____2. It is usually seen and range of actions and mannerisms made by individuals,
organisms, systems, or artificial entities in conjunction with themselves or their
environment.
a. Feelings
b. Behaviors
c. Mental
d. Spiritual
_____3.. It includes the ability to serve as a conduit for spiritual healing and the ability to
perceive communications from spirits.
a Spiritual skills
b. Beliefs
c Evolution
[Link] of the above
_____4. They are what you believe about the afterlife and the purpose of the earth life.
That is also not related to how spiritually evolve a person is.
a. Spiritual skills
b. Beliefs
c. Evolution
d. None of the above

____5 It is primarily what spiritual development is concerned with. A highly evolved

spirit might incarnate without manifesting spiritual beliefs or skills.
a. Spiritual skills
b. Beliefs
c. Evolution
d. None of the above
_____6.. A systematic program or procedure planned to prevent illness, maintain
maximum function and promote health
a. Physiological aspect

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 b. Cognitive Aspect
c. Psychological Aspect
d. Spiritual Aspect
_____7. Expanding broad-based knowledge and thinking analytically, critically, and
creatively.
a. Physiological aspect
b. Cognitive Aspect
c. Psychological Aspect
d. Spiritual Aspect
_____8. It is knowing, recognizing, and managing one’s own emotional health.
a. Physiological aspect
b. Cognitive Aspect
c. Psychological Aspect
d. Spiritual Aspect
_____9. A moral commitment by standing firm in moral values, social ethics, and
professional code of conducts.
a. Physiological aspect
b. Cognitive Aspect
c. Psychological Aspect
d. Spiritual Aspect
_____10. It is building and maintaining a friendship with love, care, and empathy for
peers.
a. Physiological aspect
b. Cognitive Aspect
c. Psychological Aspect
d. Social Aspect
II - Directions: Write T if the statement is True and F if the statement is False.
_____________1. Developing the whole person includes five aspects of development.
_____________2. Physical aspects include doing aesthetic activities.
_____________3. Civic responsibility is also called social responsibilities.
_____________4. Social aspect of development includes civic responsibilities,
community care, cultural engagement, family relationship, and peer
relationship.
_____________5. Cultural engagement refers to performing one’s community duties.

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Lesson Developmental Stages in Middle
3 and Late Adolescence

LEARNING OBJECTIVES
At the end of the lesson, the student should be able to:
1. categorize different developmental tasks according to its developmental
stages;
2. recognize the importance of nurturing one’s development; and
3. outline positive strategies for becoming a responsible adolescence.

LEARNING CONTENT

Adolescence
It is the developmental stage that begins at puberty and encompasses the period from
the end of childhood to the beginning of adulthood. Adolescence, theses years from
puberty to adulthood, may be roughly divided into three stages: early adolescence,
general ages eleven to fourteen: middle adolescence, ages fifteen to seventeen and
late adolescence, ages eighteen to twenty-one.
Puberty
It is the biological defined period during which a person matures sexually and becomes
capable of reproduction. It is a period of rapid physical growth and change that
culminates in sexual maturity.
Stages of Development
Physical Development
Puberty is defined as the biological changes of adolescence. By mid-adolescence, if not
sooner, most youngsters’ physiological growth is complete; they are at or close to their
adult height and weight, and are now physically capable of having babies.
 Most girls have completed the physical changes related to puberty by age 15
 Boys are still maturing and gaining strength, muscle mass, and height and are
completing the development of sexual traits.

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Intellectual Development
Most boys and girls enter adolescence still perceiving the world around them in
concrete terms: Things are either right or wrong, awesome or awful. They rarely set
their sights beyond the present, which explains younger teens’ inability to consider the
long-term consequences of their actions. By late adolescence, many youngsters have
come too appreciate subtleties of situations and ideas, and to project into the future.
 Becomes better able to set goals and think in terms of the future.
 Has better understanding of complex problems and issues.
 Starts to develop moral ideals and to select role models.
Emotional Development
If teenagers can be said to have a reason for being (besides sleeping in on weekends
and cleaning out the refrigerator), it would have to be asserting their independence.
 May stress over school and test scores.
 Is self-involved (may have high expectations and low self-concept).
 Seeks privacy and time alone.
Social Development
A child’s life has revolved mainly around the family. Adolescence has the effect of a
stone dropped in water, as her social circle ripples outward to include friendships with
members of the same sex, the opposite sex, different social and ethnic groups, and
other adults, like a favorite teacher or coach. Eventually, teenagers develop the capacity
for falling in love and forming romantic relationships.
 Is more and more aware of social behaviors of friends.
 Seeks friends that share the same beliefs, values, and interest.
 Friends become more important.
 Starts to have more intellectual interest.
 Explores romantic and sexual behaviors with others.
 May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).
Understanding the Different Developmental Theories
1. Theory of Moral Development by Lawrence Kohlberg
LEVEL 1 – Pre-Conventional Morality
At the pre-conventional level (most nine-year-old and younger, some over
nine), don’t have a personal code of morality. Instead, their moral code is shaped
by the standards of adults and the consequences of following or breaking their
rules. Authority is outside the individual and reasoning is based on the physical
consequences of actions.

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 Stage 1. Obedience and Punishment Orientation. The child/individual does
good in order to avoid being punished. If a person is punished, he/she must have
done wrong.
Stage 2. Individualism and Exchange. At this stage, children recognize that
there is not just one right view that is handed down by the authorities. Different
individuals have different viewpoints.

LEVEL 2 –Conventional Morality

At the conventional level most adolescents and adults. Begin to internalize the
moral standards of valued adult role models. Authority is internalized but not
questioned, and reasoning is based on the norms of the group to which the
person belongs.

Stage 3. Good Interpersonal Relationship. The child/individual does good in

order to be seen as being a good person by others. Therefore, answers relate to
the approval of others.
Stage 4. Maintaining Social [Link] child/individual becomes aware of the
wider rules of society, so judgements concern obeying the rules in order to
uphold the law and to avoid guilt.

LEVEL 3 – Post-Conventional Morality

Individual judgement is based on self-chosen principles and moral reasoning is
based on individual rights and justice. According to Kohlberg, this level of moral
reasoning is as far as most people get.

Stage 5. Social Contract and Individual Rights. The child/individual becomes

aware that while rules/laws might exist for the good of the greatest number, there
are times when they will work against the interest of particular individuals.
Stage 6. Universal Principles. People at this stage have developed their own
set of moral guidelines which may or may not fit the aw. The principles apply to
everyone.

2. The Psychosocial Stages of Development by Erick Erikson

Stage 1 – Infancy: Birth to 18 months

Basic Trust vs. Mistrust
This stage begins at birth and lasts through one year of age. The infant develops
a sense of trust when interactions provide reliability, care, and affection. A lack of
this will lead to mistrust.

Stage 2 – Early Childhood: 18 months to 3 years old

Autonomy vs Shame and Doubt

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This stage occurs between the ages of 18 months to approximately age two to
three years. The infant develops a sense of personal control over physical skills
and a sense of independence. Erikson states it is critical that parents allow their
children to explore the limits of their abilities within an encouraging environment
which is tolerant of failure. Success leads to feelings of autonomy, failure results
in feelings of shame and doubt.

Stage 3 – Preschooler: 3-5 years old

Initiative vs. Guilt
This stage occurs during the preschool years, between the ages of three and
five. The child begins to assert control and power over their environment by
planning activities, accomplishing tasks and facing challenges. Success at this
stage leads to a sense of purpose. If the initiative is dismissed or discouraged,
either through criticism or control, children develop a sense of guilt.

Stage 4 – School Age: 6-12 years old

Industry vs. Inferiority
This stage occurs during childhood between the ages of five and twelve. It is at
this stage that the child’s peer group will gain greater significance and will
become a major source of the child’s self-esteem. The child is coping with new
learning and social demands. Success leads to a sense of competence, while
failure results in feelings of inferiority.

Stage 5 – Adolescent 12-18 years old

Identity vs. Role Confusion
The fifth stage occurs during adolescence, from about 12-18 years. Teenagers
explores who they are as in individuals, and seek to establish a sense of self,
and may experiment with different roles, activities, and behaviors. According to
Erikson, this is important to the process of forming a strong identity and
developing a sense of direction in life.

Stage 6 – Young Adults 18-35 years old

Intimacy vs. Isolation
This stage takes place during young adulthood between the ages of
approximately 18 and 35. During this period, the major conflict centers on
forming intimate, loving relationships with other people. Success leads to strong
relationships, while failure results in loneliness and isolation.

Stage 7 – Middle Aged Adult: 35-65 years old

Generativity vs. Stagnation
This stage takes place during middle adulthood between the ages of
approximately 35 and 65. People experience a need to create or nurture things
that will outlast them, often having mentees or creating positive changes that will
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 benefit other people. Success leads to feelings of usefulness and
accomplishment, while failure results in shallow involvement in the world.

Stage 8 – Late Adult: 65 to death

Ego Integrity vs. Despair
This stage takes place after age 65 and involves reflecting on one’s life and
either moving into feeling satisfied and happy with one’s life or feeling a deep
sense of regret. Success at this stage leads to feelings of wisdom, while failure
results in regret, bitterness, and despair.

3. The Developmental Tasks Theory by Robert J. Havighurst

Infancy and Early Childhood – birth to 5 years

Learning to walk, to control bodily wastes, to talk, and to form relationship with
family member.

Middle Childhood – 6-12 years

Learning physical skills for playing games, developing school-related skills such
as reading, writing, and counting, developing conscience and values, and
attaining independence.

Adolescence – 13-17 years

Establishing emotional independence from parents, equipping self with skills
needed for productive occupation, achieving gender-based social role, and
establishing mature relationships with peers of both sexes.

Early Adulthood – 18-35 years

Choosing a partner, establishing a family, managing a home, and establishing a
career.

Middle Age – 36-60 years

Maintaining an economic standard of living, performing civic and social
responsibilities, relating to a spouse as a person, and adjusting to physiological
changes.

Later Maturity – over 60 years

Adjusting to deteriorating health and physical strength and retirement, meeting
social and civil obligations, and adjusting to death or loss of a spouse.

4. Theory of Cognitive Development by Jean Piaget

Sensorimotor Stage (Birth -2 years)

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The main achievement during this stage is object permanence- knowing that an
object still exists, even if it is hidden. It requires the ability to form a mental
representation (i.e., a schema) of the object.

Preoperational Stage (2-7 years)

During this stage, young children can think about things symbolically. This is the
ability to make one thing – a word or an object – stand for something other than
itself. Thinking is still egocentric, and the infant has difficulty taking the viewpoint
of others.

Concrete Operational Stage (7-11 years)

Piaget considered the concrete stage a major turning point in the child’s cognitive
development because it marks the beginning of logical or operational thought.
This means the child can work things out internally in their head (rather than
physically try things out in the real world). Children can conserve number (age 6),
mass (age 7), and weight (age 9). Conservation is the understanding that
something stays the same in quantity even though its appearance changes.
Formal Operational Stage (11 years and over)
Begins at approximately age eleven and lasts into adulthood. During this time,
people develop the ability to think about abstract concepts, and logically test
hypothesis.
__________________________________________________________________________________
This content was taken from the works of Case, M.S., Deguma, J.J., Delos Reyes, N.R.T., Unabia, M.Y.
(2019). Personal Development Structured-Learning Activities for Senior High School Students. Lorimar
Publishing, Inc., Quezon City and from Reyes, C.G. (2018). Personal Development for Senior High School.
Great Books Trading. Quezon City.

LEARNING ACTIVITY

Learning Task 1. My Personal Mission Statement

Create your own personal mission statement below. Make a design that may look
appealing.

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IIII -IDirections: Read the scenario below and answer the questions that follow.

Hannah is 16 years old and is going out with John, who is 17 years old.
John asked Hannah to attend a birthday party on Friday night at his friend’s
place. John says he will pick her up at 9:00 in the evening because he has his
Mom’s car for the night. Hannah is excited about going to the party and asks for
her parent’s permission if she can go. They are worried about her going in the
car and will allow the date only if they drop her off at the party themselves and
pick her up at 10:30 p.m. Hannah thinks her parents don’t trust her, so she talks
back at them and they get into an argument. Her parents ground her for her
disrespectful attitude. Hannah sneaks out of the house and goes to the party
anyway.
Guide Questions:
1. Explain why young people and their parents have more conflicts during
adolescence.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Explain why Hannah’s parents are worried.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Do you think Hannah made a good decision or a bad decision? Explain your
answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Identify strategies that Hannah and her parents could have used to reach a better
outcome.

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 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

__________________________________________________________________________________
This activity is taken from the work of Case, M.S., Deguma, J.J., Delos Reyes, N.R.T., Unabia, M.Y. (2019).
Personal Development Structured-Learning Activities for Senior High School Students. Lorimar Publishing,
Inc., Quezon City.

PAssessment

I - Directions: Encircle the letter of the correct answer.

1. With which is “Bad behavior is punished, good behavior is rewarded”, closely
associated?
I - Kohlberg’s pre-moral stage at the pre-conventional level
II - Kohlberg’s conventional level
III-Kohlberg’s post-conventional level

A I only
b .II only
[Link] only

2. A preschool child’s notion of causality is said to be animistic. This means that the
child gives human characteristics to non-living objects. Thus, the child may
imagine that a doll or a stone is talking to him/her. This concept is best related to
___________.
[Link]’s sensorimotor stage, birth to 2 years
[Link]’s preoperational period, age 2 to 7 years
[Link]’s concrete operational period, age 7 to 11 years

3. In which developmental stage is sharing one’s life with another person

emphasized?
[Link] Integrity vs Despair
[Link] vs Role confusion
[Link] and Isolation

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 4. Ann has become more independent in terms of decision making. She loves to
spend more of her time with her friends than with her parents. With which
developmental stage is the behavior of Ann closely associated?
[Link] Childhood -6-12 years
[Link] – 13-17 years
[Link] Adulthood – 18-35 years

5. In which stage of cognitive development does the child master the concept of
conservation?
a. formal operations – 12 years and older
b. concrete operations – ages 7-11 years
c pre-operations – ages 2-7 years

6. He theorized the Psychosocial Theory of Development which consists of eight

stages. His theory is also known as the life span theory as it covers from birth to
death
[Link] Kohlberg
[Link] Erikson
[Link]

7. He formulated his Theory of Moral Development by observing his own children’s

sample of behavior.
[Link] Kohlberg
[Link] Erikson
[Link]

8. It is in this stage when an individual love to retell his/her stories in the past and
loves to share his/her contribution to the family and to his/her profession.
[Link] Kohlberg
[Link] Erikson
c. Robert Havighurst

9. He stated that a child who has not mastered the concept of conservation would
insist that 20 peso coins are greater in amount than that of a twenty-peso bill.
[Link] Kohlberg
[Link] Erikson
[Link] Piaget

10. Individuals in this stage tend to be confused on the different roles in the society.
Establishing the scene of self is most likely to be the focus of attention.

22
 [Link] Kohlberg
[Link] Erikson
[Link] Piaget

II – Directions: Write TRUE if the statement is TRUE and F if the statement is false.
Write your answer on the blank provided.
_________1. School-aged children in the Ericksonian stage of industry vs. inferiority
focus heavily on their performance in school. They value more their
teachers and classmates’ feedback than those of their parents.
_________2. Kohlberg’s pre-conventional level states that the individual’s moral
behavior is guided by anticipated consequences.
_________3. The term identity crisis which occurs during childhood comes from the
work of Erik Erickson.
_________4. Nature vs. nurture is one of the debates on human growth and
development.
_________5. Children can play symbolically during pre-operational stage of Piaget’s
cognitive development.
__________________________________________________________________
This content was taken from the works of Case, M.S., Deguma, J.J., Delos Reyes, N.R.T., Unabia, M.Y. (2019).
Personal Development Structured-Learning Activities for Senior High School Students. Lorimar Publishing, Inc.,
Quezon City.

References

Case, M.S., Deguma, J.J., Delos Reyes, N.R.T., Manugas, S., Unabia, M.Y. (2019).
Personal Development Structured – Learning Activities for Senior High School
Students. Lorimar Publishing Inc., Quezon City, Metro Manila.

Cruz, M.T., Cruz, E.R. II ( 2016). Personal Development. Books Atbp. Publishing Corp.,
Mandaluyong City.

Feldman. Robert S. (2008). Understanding Psychology 8th Edition. McGraw-Hill

Companies, Inc. p493. ISBN-10:007-127488-X)

Reyes, C.G., (2018). Personal Development For Senior High School. Great Books
Trading, West Avenue, Quezon City.

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Roldan, A.S., Santos, M.J.R. (2016). Becoming A Winner: A Workbook on Personality
Development and Character Building. AR Skills Development and Management
Services, Inc., Paranaque City, Metro Manila.

[Link]

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[Link]
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[Link]

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CBAeOgQIABAYOgIIADoGCAAQBRAeUIuKBFj48wdgpPcHaABwAHgAgAH1AogBiEO
SAQk

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