11

Personal
Development
Quarter 1 – Module 3:
Developmental Changes in Middle and
Late Adolescence

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Personal Development- Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Knowing Oneself
First Edition, 2020

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Development Team of the Module

Writers: Eden F. Clua

Editors: Ridaliza M. Revuelta
Reviewers: Eden Ruth D. Tejada and Ariel D. Marquez
Illustrator:
Layout Artist:
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent Mario
M. Bermudez, CESO VI – Asst. Schools
Division
Superintendent
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 11

Personal
Development
Quarter 1 – Module 3:
Developmental Changes in
Middle and
Late Adolescence
Introductory Message
For the facilitator:

Welcome to the Personal Development Self-Learning Module (SLM) on Knowing

Oneself!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This module contains helpful tips or strategies that will help you in guiding the learner
Specifically, the use of 5E’s and 4 A’s as a teaching and learning
emphasized in this

strategies module.
are highly
divergent
Logically

sequencedactivities, type of
questions that aims to promote critical thinking skills, numerical and literacy skills are
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Personal Development Self-Learning Module (SLM) on Knowing

Oneself!

The hand is one of the most symbolized parts of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
 Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

We all know that things have progression or certain patterns. Life has also
developmental changes. An individual’s developmental stage significantly
influence the ability to learn, that’s why students need to understand the
development process, stages and tasks in order for them to plan their future
carefully.

In this module, you will learn important wisdom in life. It will help you answer the
question on how can you be prepared for adult life and see the future
progressively. With the activities and exercises provided, you can explore and
realize that it is not just about placing all your experiences, both positive and
negative but it’s about seeing transitions and developments as you go through life.

After going through this module, you are expected to:

 Discuss developmental tasks and challenges being experienced during
adolescence (EsP-PD11/12KO-Ia 1.1);
 Evaluate one’s development through the help of significant people around
him/her ( peers, parents, siblings, friends, teachers, community leaders)
(EsP-PD11/12KO-Ia-1.2) and
 Identify ways that help one become capable and responsible
adolescent prepared for adult life.
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following refers to how a person grows and changes through life?
A. Development
B. Personal value
C. Societal pressure
D. Middle childhood
2. Which of these psychologists developed the developmental task model?
A. John Havighurst
B. Robert Havighurst
C. Erik Erikson
D. Sigmund Freud
3. Which of the following stages describe a seven-year-old who is learning to make
friends?
A. Middle childhood
B. Later maturity
C. Middle adulthood
D. Early childhood
4. Which of these characterize a 3-year-old who is learning to distinguish right from
wrong?
A. Early adulthood
B. Adolescence
C. Infancy and Early childhood
D. Middle childhood
5. Which of these is a midway between an individual need and a social
demand?
A. Development
B. Personal value
C. Societal pressure
D. Developmental task
6. The following are the stages of development EXCEPT .
A. Babyhood
B. Middle age
C. Adolescence
D. Old age
7. Which of the following is considered as the foundation age when basic
behavior are organized and many ontogenetic maturation skills are
developed?
A. Early Childhood
B. Late Childhood
C. Infancy
D. Early adulthood
8. Which of the following tools do you need in order to practice
appreciation in our common humanity and value different perspectives
as well as our own?
A. Cultivate insight
B. Express gratitude
C. Nurture mutual respect
D. Build integrity
9. Which of the following tools is needed to apply in cultivating
constructive values and consistently act from respect, honesty and
kindness?
A. Cultivate insight
B. Express gratitude
C. Nurture mutual respect
D. Build integrity
10. Which of these characterize transition age when adjustments to initial
physical and mental decline are experience?
A. Adolescence
B. Early adulthood
C. Middle age
D. Old age
11. Which of the following stages describe a fifty-year-old who is achieving
adult social and civic responsibility as well as helping teenage children to
become happy and responsible adult?
A. Middle adulthood
B. Middle childhood
C. Early adulthood
D. Later Maturity
12. Which of these characteristics describe late childhood?
A. Transition age from childhood to adulthood
B. Social skills, school skills and play are developed
C. Pre-gang age, exploratory, and questioning.
D. By Foundation age when basic behavior are organized
13. Which of the following developmental tasks are both possessed by infancy
and early childhood?
A. Building a wholesome attitude toward oneself
B. Accepting one’s physique
C. Learning to control the elimination of body wastes
D. Learning an appropriate sex role

14. Which of the following tools is needed to embrace if you want to inspire
others through sharing your talents and generosity?
A. Cultivate insight
B. Express gratitude
C. Nurture mutual respect
D. Foster Leadership
15. Which of these characterizes rapid physical development occur
resulting to changes in ways of feeling, thinking and acting?
A. Adolescence
B. Old age
C. Middle age
D. Early childhood
Lesson Personal Development:
3 Developmental Stages in Middle
and Late Adolescence
Human Development focuses on human growth and changes across the lifespan,
including physical, cognitive, social, intellectual, perceptual, personality and
emotional growth. The study of human development is essential to understanding
how humans learn, mature and adapt. Throughout their lives, humans go through
various stages of development. The human being is either in a state of growth or
decline, but either condition imparts change.

What’s In

Activity 1. MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s

life so that he can understand where he has gone wrong and right in the past. It
helps to plan the future in a better constructive way.

Instruction: Using a bond paper, write the major events in your life and the
significant people in your life. You may add your age, specific dates and places.
You may draw the timeline horizontally, vertically, diagonally or even using ups
and down depending on your imagination. Be creative in your representations.
You may also use symbols, figures and drawings. Think of a title for your personal
timeline. You may use crayons or art materials depending on the available
resources or just a simple paper and pen may be fine. You can also go for the
personal timeline website template samples available online. The link is
https://www.template.net/business/timeline-templates/personal-timeline-
template/

My Personal Timeline with Reflection

Instruction: Write about your Personal Timeline and answer the following
questions:

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a
title for your timeline what would it be and why?

.
2. Identify the turning points in your timeline. What were the thoughts, feelings
and actions that you experienced?

3. Who are/were the most significant people in your life? How?

4. What would you change or add, if you could? Also, how would each of these
changes or additions affect your life, or even change its present course?

5. Continue to your future, where do you want to be in a year, 5 years, 10 years?

What do you expect your future timeline will be?

Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-

What’s New

life-storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2

Activity 2. CATEGORIZING

Instruction: Using the table below, assess yourself as a Grade 11 student by

writing and categorizing the things that is easier, difficult and impossible for you
to do at this young age.

Easy to do Difficult to do Impossible to do

 The activity above allows you to explore yourself and think of the things
that changes as you grow.
Through this exercise, you will observe and analyze how you change
gradually from doing simple things to complex. In this module, you will be taught
about the patterns of life or the stages of development and its characteristics.

What is It

DEVELOPMENTAL STAGES
The many physical, sexual, cognitive, social, and emotional changes that happen
during this time can bring anticipation and anxiety for both children and their
families. Understanding what to expect at different stages can promote healthy
development. From the moment we are born until the moment we die we continue
to develop.

Some aspects of our life change very little over time, are consistent. Other aspects
change dramatically. By understanding these changes, we can better respond and
plan ahead effectively.
 Developmental Stage Characteristics

1. Pre-natal (Conception to Age when hereditary endowments and sex are

birth) fixed and all body features, both external and
internal are developed.

2. Infancy (Birth to 2 years) Foundation age when basic behavior are

organized and many ontogenetic maturation
skills are developed.

3. Early Childhood (2 to 6 Pre-gang age, exploratory, and questioning.

years) Language and elementary reasoning are
acquired and initial socialization is
experienced.

4. Late Childhood (6 to 12 Gang and creativity age when self-help skills,

years) social skills, school skills, and play are
developed.

5. Adolescence (puberty to 18 Transition age from childhood to adulthood

years) when sex maturation and rapid physical
development occur resulting to changes in
ways of feeling, thinking and acting.

6. Early Adulthood (18 to 40 Age of adjustment to new patterns of life and

years) roles such as spouse, parent and bread win

7. Middle Age (40 years to Transition age when adjustments to initial

retirement) physical and mental decline are experienced,

Instruction: Now that you already have a basic understanding about

developmental stages, let us summarize our lesson by answering the following
questions below.
Questions:

1. How do you define development?

3. In what particular stage do you belong right now? What are the changes that
you feel?

.
3. What are the 8 stages of development? How do they differ from each other?

.
 Activity 3. UNDERSTANDING WHAT TO EXPECT AT DIFFERENT STAGES

Instruction. To check your knowledge about developmental stages and its

characteristics, please supply the information needed in the blank boxes provided
with numbers 1-10.

Developmental Age Characteristics

stage
1. 2. Age of adjustment to new patterns of life and
roles such as spouse, parent and bread winner.
3. 4. Age when hereditary endowments and sex are
fixed and all body features, both external and
internal are developed.
5. Transition age from childhood to adulthood
when sex maturation and rapid physical
puberty to
development occur resulting to changes in ways
18 years
of feeling, thinking and acting.

Late 6. Gang and creativity age when self-help skills,

Childhood social skills, school skills, and play are developed

Infancy 7. Foundation age when basic behavior are organized

and many ontogenetic maturation skills are
developed.

8. 9. Pre-gang age, exploratory, and questioning.

Language and elementary reasoning are
acquired and initial socialization is experienced.

10. Retirement Retirement age when increasingly rapid

to death physical and mental decline are experienced.
 What’s More

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated the Developmental Tasks Theory in the

most systematic and extensive manner. His main assertion is that development is
continuous throughout the entire lifespan, occurring in stages, where the
individual moves from one stage to the next by means of successful resolution of
problems or performance of developmental tasks. These tasks are those that are
typically encountered by most people in the culture where the individual belongs.
If the person successfully accomplishes and masters the developmental task, he
feels pride and satisfaction, and consequently earns his community or society’s
approval. This success provides a sound foundation which allows the individual to
accomplish tasks to be encountered at later stages. Conversely, if the individual is
not successful at accomplishing a task, he is unhappy and is not accorded the
desired approval by society, resulting in the subsequent experience of difficulty
when faced with succeeding developmental tasks. This theory presents the
individual as an active learner who continually interacts with a similarly active
social environment.

Havighurst proposed a bio-psychosocial model of development, wherein the

developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values
and goals) and sociology (specific culture to which the individual belongs).

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)

Childhood (0-5)

Learning to walk Learning physical skills Achieving mature

Learning to take solid necessary for ordinary relations with both sexes
foods Learning to talk games Building a Achieving a masculine or
Learning to control wholesome attitude feminine social role
toward oneself Learning Accepting one’s physique
to get along with Achieving emotional
agemates

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)

Childhood (0-5)

wastes Learning sex Learning an appropriate independence of adults

differences and sexual sex role Developing Preparing for marriage
modesty Acquiring fundamental skills in and family life Preparing
concepts and language to reading, writing, and for an economic career
describe social and calculating Developing Acquiring values and an
physical reality concepts necessary for ethical system to guide
Readiness for reading everyday living behavior Desiring and
Learning to distinguish Developing conscience, achieving socially
right from wrong and morality, and a scale of responsibility behavior
developing a conscience values Achieving
personal independence
Developing acceptable
attitudes toward society
Early Adulthood (19-30) Middle Adulthood (30- Later Maturity(61+)
60)

Selecting a mate Helping teenage children Adjusting to decreasing

Learning to live with a to become happy and strength and health
partner Starting a family responsible adults Adjusting to retirement
Rearing children Achieving adult social and reduced income
Managing a home and civic responsibility Adjusting to death of
Starting an occupation Satisfactory career spouse Establishing
Assuming civic achievement Developing relations with one’s own
responsibility adult leisure time age group Meeting social
activities Relating to and civic obligations
one’s spouse as a person Establishing satisfactory
Accepting the living quarters
physiological changes of
middle age Adjusting to
aging parent

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R.,
Parentela, Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the
Human Mind. Mutya Publishing House, Inc.

Instruction. Please answer the following questions

below. Questions:
Being in Grade 11, what are the developmental tasks expected of you? Rate
yourself from 1-10 (10 as the highest) whether you have accomplished those
expected tasks?

2. As you are in Grade 11, you are in transition from high school to college, from
being an adolescent to young adult. How do you feel about this transition? What is
your turning point?

3. Do you think you are ready in this transition which may mean more
responsibilities and greater accountability? If no, what are the expected tasks you
need to work on? If yes, what are the ways so you can better plan for the future?
 What I Have Learned

Activity 4. DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Instruction: Using the Developmental Tasks Summary Table above, assess your
own level of development as a Grade 11 student. Use the worksheet below:

What are the expected What are the expected What are the expected
tasks you have tasks you have tasks you have not
successfully partially accomplished?
accomplished? accomplished?
 What I Can Do

Activity 5. HOW MINDFUL AM I?

For each of the following situations, decide whether the person followed these
guidelines for mindful speech:
Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it? Is it necessary to say it Now?
Is it Kind to this person and others?
[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]

Instruction: Mark √ for yes, X for no, or ? if you are not sure. There could be more
than one 'correct' answer. The purpose of this activity is to reflect on the situations
and whether you've witnessed or experienced something similar in your own life.

1. I did really well on an exam. I said to my friends, “I got the top score. What did
you get?” Did I T.H.I.N.K. before I spoke? T H I N K
2. One of my friends was bragging about getting a good score on a test, and I
didn't want to tell him I failed. I said, "Congratulations!" then started talking about
something else. Did I T.H.I.N.K. before I spoke? T H I N K
3. People kept telling me about this strange color Mrs. Jenkins dyed her hair.
When I saw her, I didn't think it looked that bad, so I told her, “Your hair’s not as
weird as everyone says it is.” Did I T.H.I.N.K. before I spoke?
T H I N K
4. A woman with a big belly was about to enter the building. I told my friend, “We
need to go open the door for that lady. She’s pregnant.” Did I T.H.I.N.K. before I
spoke? T H I N K A boy told his friend to hold the door open for
me because I’m pregnant. I said, “Hey, I’m not pregnant! You sayin’ I’m fat?” Did I
T.H.I.N.K. before I spoke? T H I N K
5. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Thank you for holding the door, but I’m actually not pregnant.” Did I T.H.I.N.K.
before I spoke? T H I N K
6. I saw a couple of kids cheating on a test. I went up to the teacher after class
and told him what I’d seen. Did I T.H.I.N.K. before I spoke?
T H I N K
7. I saw a girl looking at her phone during a test. I went up to the teacher after
class and told him she was cheating. Did I T.H.I.N.K. before I spoke?
T H I N K
8. I saw Maria’s boyfriend leaving the movie theater with another girl. I called
Maria and said her boyfriend was cheating on her. Did I T.H.I.N.K. before I spoke?
T H I N K
9. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to
them and said hi, and asked “Where’s Maria tonight?” Did I T.H.I.N.K. before I
spoke? T H I N K
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Instruction: Please answer the following

questions. Questions:
1. What do you mean by this quote, “Think Before You Speak. Have Mindful
Speech” explain.

.
2. In what other situations have you seen someone T.H.I.N.K. (or not)
before speaking? What happened?

3. Have you ever gotten in trouble because someone caught you cheating (or
thought you were cheating)? What happened? What do you wish had happened?

Activity 6. Mindfulness with Reflection

Instruction. Analyze each case on How Mindful Am I? Answer the following
questions:
1. Has someone ever asked you a question that you really didn't want to answer?
How did you respond?
2. Have you ever gotten (or give) a “compliment” that really wasn’t a compliment?
How did you feel afterwards?

3. Did you ever do something to be helpful that turned out badly? What
happened? What do you wish had happened?

4. Have you ever caught someone cheating (either on a test or on a

boyfriend/girlfriend)? Did you say anything? Why or why not?

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

Please refer to this rubric.

RUBRIC FOR INDIVIDUAL WORK (REFLECTION PAPERS)

Exemplary 4 Sufficient 3 Minimal 2 Beginning 1

Student
Self- Student Student Student
demonstrates
disclosure / demonstrates demonstrates demonstrates
an in-depth
Depth of a general a minimal a lack of
reflection on,
reflection reflection on, reflection on, reflection on,
and
and and or
personalization
personalization personalization personalization
of the theories,
of, the of, the of, the
concepts,
theories, theories, theories,
and/or
concepts, concepts, concepts,
strategies
and/or and/or and/or
presented in
the course strategies strategies strategies
materials. presented in presented in presented in
Viewpoints the course the course the course
and materials. materials. materials.
interpretations Viewpoints Viewpoints Viewpoints
are insightful and and and
and well interpretations interpretations interpretations
supported. are supported. are are missing,
Clear, detailed Appropriate unsupported inappropriate,
examples are or supported and/or
 examples from provided from with flawed unsupported.
personal personal arguments. Examples are
experiences experiences, as Examples are not provided.
are provided, applicable. not provided or
as applicable. irrelevant to
the
assignment.
Connection Student makes Student goes Student goes Student
to outside in-depth into some into little merely
experience synthesis of detail detail identifies some
thoughtfully explaining explaining general ideas
selected some specific some specific or issues from
aspects of ideas or issues ideas or issues outside
experiences from outside from outside experiences
related to the experiences experiences related to the
topic and related to the related to the topic.
makes clear topic and topic and very
connections makes general few
between what connections connections
is learned from between what between what
outside is learned from is learned from
experiences outside outside
and the topic. experiences experiences
and the topic and the topic.
Student

Connection Student makes Student goes Student goes Student

to readings in-depth into more into little detail identifies some
synthesis of detail explaining general ideas
thoughtfully explaining some specific or issues from
selected some specific ideas or issues readings
aspects of ideas or issues from readings related to the
readings from readings related to the topic.
related to the related to the topic and Readings are
topic and topic and makes general only those
makes clear makes general connections assigned for
connections connections between what the topic.
between what between what is learned from
is learned from is learned from readings and
readings and readings and the topic.
the topic. the topic.
Includes Includes
reference to at reference to at
least two least one
readings other reading other
than those than those
 assigned for assigned for
class. class

Connection Student Student Student Student has

to class synthesizes, synthesizes attempts to difficulty
discussions analyses, and clearly some synthesize restating some
& unit evaluates directly some directly general ideas
objectives thoughtfully appropriate appropriate or issues from
selected ideas or issues ideas or issues the class
aspects of from the class from the class discussion as
ideas or issues discussion as discussion as they relate to
from the class they relate to they relate to this topic.
discussion as this topic. this topic.
they relate to
this topic.

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following refers to how a person

grows and changes through life?

A. Development
B. Personal value
C. Societal pressure
D. Middle childhood

2. Which of these psychologists developed the

developmental task model?

A. John Havighurst
B. Robert Havighurst
C. Erik Erikson
D. Sigmund Freud

3. Which of the following stages describe a seven-year-old who is learning to make

friends?
 A. Middle Childhood
B. Later Maturity
C. Middle adulthood
D. Early childhood

4. Which of the following stages describe a seven-year-old who is learning to make

friends?

A. Early adulthood
B. Adolescence
C. Infancy and Early childhood
D. Middle childhood

5. Which of the following refers to the midway between an individual need and a
social demand?

A. Development
B. Personal value
C. Societal pressure
D. Developmental task

6. The following are the stages of development

EXCEPT .

A. Babyhood
B. Middle age
C. Adolescence
D. Old age

7. Which of the following is considered as the foundation age when basic behavior
are organized and many ontogenetic maturation skills are developed?

A. Early Childhood
B. Late Childhood
C. Infancy
D. Early adulthood

8. Which of the following tools do you need to practice when you appreciate our
common humanity and value different perspectives as well as our own?

A. Cultivate insight
 B. Express gratitude
C. Nurture mutual respect
D. Build integrity

9. Which of the following tools do you need to apply in cultivating constructive

values and consistently act from respect, honesty and kindness?

A. Cultivate insight
B. Express gratitude
C. Nurture mutual respect
D. Build integrity

10. Which of these characterize transition age when adjustments to initial physical
and mental decline are experience?

A. Adolescence
B. Early adulthood
C. Middle age
D. Old age

11. Which of the following stages describe a fifty-year-old who is achieving

adult social and civic responsibility as well as helping teenage children to
become happy and responsible adult?

A. Middle adulthood
B. Middle childhood
C. Early adulthood
D. Later Maturity
12. Which of these characteristics describe a late childhood?

A. Transition age from childhood to adulthood

B. Social skills, school skills and play are developed
C. Pre-gang age, exploratory, and questioning.
D. By Foundation age when basic behavior are organized
13. Which of the following developmental tasks possessed by infancy and early
childhood?

A. Building a wholesome attitude toward oneself

B. Accepting one’s physique
C. Learning to control the elimination of body wastes
D. Learning an appropriate sex role

14. Which of the following tools do you need to embrace if you want to inspire
others through sharing your talents and generosity?

A. Cultivate insight
B. Express gratitude
C. Nurture mutual respect
D. Foster Leadership

15. Which of these characterizes rapid physical development occur resulting to

changes in ways of feeling, thinking and acting?

A. Adolescence
B. Old age
C. Middle age
D. Early childhood
 Additional Activities

LIVING MINDFULLY

Living mindfully is like being an artist: you need the right tools to practice your
craft, and you need to constantly refine your technique to achieve your creative
potential. In the same way, using the present moment tools below will help you to
hone a consistent mindfulness practice that will in time lead to a more aware,
compassionate and fulfilling way of life.

Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and
bring your focus back to the present moment.
Tool 2: Listen Deeply. Listen with intention; let others fully express themselves
and focus on understanding how they think and feel.
Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an
opportunity for learning.
Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let
tenderness, kindness and empathy be your guides.
Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions.
Pause, breathe, and choose a skillful response based on thoughtful speech and
nonviolence under every condition.

Tool 6: Express Gratitude. Practice gratitude daily and expand it outward,

appreciating everyone and everything you encounter.

Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value
different perspectives as well as your own.

Tool 8: Build Integrity. Cultivate constructive values and consistently act from
respect, honesty and kindness.
Tool 9: Foster Leadership. Engage fully in life and in community. Share your
unique talents and generosity so that others can also be inspired.
Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for
compassionate action and social good.
PROCESSING: Write your answers in your journal notebook:
1. Which of the tools do you use most often? Why?
2. Which tools do you use least often? Why?

3. Can you think of ways to incorporate those tools into your life? Which one could
you try today?

Source: info@mwithoutborders.org http://www.mindfulteachers.org/2015/04/how-

mindfulam-i-quiz.html

Answer Key
References
Books

Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway
Books, a division of Random House, Inc. pp. 151-152.
Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late
Adolescents' Perceptions of Their Relationships with Significant Others .
Journal of Adolescent Research. 6-3, 296-315.
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the
Human Mind. Mutya Publishing House, Inc.
Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed.
Southwestern Educational Publishing, Inc.
Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality
Development and Character Building. AR Skills Development and
Management Services (SDMS), Paranaque City, Metro Manila.
Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve
and Surpass Your Dreams One Step At A Time. Shepherd’s Voice
Publishing. 60 Chicago St., Quezon City Metro Manila 11
Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd. Makati City:
Career Systems. pp. 38-41

Websites

http://www.nextstepu.com/your-personal-missionstatement.art
http://academictips.org/blogs/give-time-to-our-family/
http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm
http://angellovecards.com/assets/luminaries/drcherrieLOVEposter.pdf
http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf
http://blogs.psychcentral.com/relationships/2012/04/the-power-of-creating-a-
timeline- of-your-lifes-story/
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story- probing-to-create-shift-to-life-liberating-meanings-2-of-2/
http://carterandevans.com/portal/index.php/adlerian-theory/84-
encouragement-101- the-courage-to-be-imperfect
http://ccv.edu/documents/2013/11/skills-inventory-worksheet.pdf
http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf
http://earlhaig.ca/departments/coop/1Documents/index.php?dir=gr+10+careers
%2F Career+Wheel+Assignment%2F
http://edition.cnn.com/fyi/interactive/news/brain/structure.function.html
http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html
http://hellogiggles.com/a-letter-to-a-14-year-old-daughter/
http://jar.sagepub.com/content/6/3/296.abstract
http://kidshealth.org/en/teens/eq.html
http://kidshealth.org/en/teens/stress.html#kha_31
http://kidshealth.org/MHBP/en/teens/body-image.html#
http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-for-success-
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18.pdf http://personality-testing.info/printable/big-five-personality-test.pdf
http://raisingchildren.net.au/articles/community_activity_teenagers.html
http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-B44C-
2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf

https://study.com/academy/practice/quiz-worksheet-havighurst-s-
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Adolescence.aspx

https://www.google.com/search?sxsrf=ALeKk035yYdZrco_ayxpqtNfZ21R0ONzxw
%3A1600349865334&ei=qWZjX9iJFIO6mAXA5724DA&q=basic+concepts+about+
development+and+developmental+stages+ppt&oq=basic+concepts+about+develop
ment+and+developmental+stages+&gs_lcp=CgZwc3ktYWIQARgBMgUIIRCgATIFCC
EQoAE6BAgAEEdQhNoBWITaAWDe_AFoAHACeACAAa4BiAGuAZIBAzAuMZgBAKA
BAaoBB2d3cy13aXrIAQjAAQE&sclient=psy-ab
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of
General Santos City with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners in General Santos City in
all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We
highly encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City Learning Resource Management System (LR
Tiongson St., Lagao, General Santos City
Telefax No.: (083) 552-8909
Email Address: