Personal
Development
Quarter 1 – Module 3:
Developing the Whole Person-
Evaluate One’s Personality
Personal Development- Senior High School
Alternative Delivery Mode
Quarter 1 – Module 3: Developing the Whole Person-Evaluate One’s Personality
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Angelica P. Rustia (Current)
Morena Dela Cruz (Original)
Editors: Cesar Chester O. Relleve
Reviewers: Melanie Mae N. Moreno, Joseph Jay Aureada, Darwin D. Bargo,
Alona A. Encinares
Illustrator: Salvacion C. Montenegro
Layout Artist: Mark Laurence T. Tapas
Management Team: Wilfredo E. Cabral, Regional Director
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Fe M. Ong-ongowan, Regional Librarian
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Juan R. Araojo, Jr, Assistant Schools Division Superintendent
Cristina C. Salazar, OIC CID Chief
Priscilla V. Salo, EPS In-Charge of LRMS
Anselmo C. Celeste Jr., Division ADM Coordinator
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[email protected] Personal
Development
Quarter 1 – Module 3:
Developing the Whole Person-
Evaluate One’s Personality
Introductory Message
For the facilitator:
Welcome to the Personal Development for Grade 11 Alternative Delivery
Mode (ADM) Module on Developing the Whole Person - Evaluate One’s
Personality.
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 contains helpful tips or strategies that will help you in guiding the
learners.
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 Personality Development Alternative Delivery Mode (ADM)
Module on Developing Whole Person – Evaluate One’s Personal Effectiveness.
The hand is one of the most symbolized part 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.
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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 This will give you an idea of the skills
Know 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 This includes questions or blank
Learned 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 In this portion, another activity will be
Activities 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.
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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
This material was crafted to give you – learners, the right amount of
assistance for you to absorb and acquire all the necessary concepts and nature
comprising oneself. Lessons are bounded on the performance and content
standard, learning competencies and level of the learners. This also uses
languages appropriate to the understanding of the varied types of students’
learning acquisition. Sequence of the lessons adheres to the
arrangement of the competencies as reflected on the DepEd’s
curriculum guide for this course.
This lesson is entitled Developing the Whole Person-Evaluate One’s
Personality
After going through this lesson, you are expected to:
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1. Evaluate his/her own thoughts, feelings, and behaviors
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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 aspects alter personal judgement?
a. thoughts b. feelings c. communication d. action e.
appearance
A. a,b,c B. b,c,d, C. a,b,d D. a,b,e
2. What stages of development does a person experience drastic changes
in physical characteristics, thinking abilities and social interaction?
A. Childhood stage B. Adulthood C. Adolescent D. Early Childhood
3. What psychosocial theory of Erik Erikson should be developed among
people aged 12 to 18 years old?
A. Trust and Mistrust B. Initiative vs. Shame
B. Intimacy vs. Isolation D. Identity vs. Role Confusion
4. What characteristics based on psychosocial theory of Erik Erikson
should
be developed during adolescence?
A. establish sense of motivation B. establish a sense of self
C. establish sense of trust D. establish intimate relationship
5. The following statements describe activities that are parts of
establishing the self-identity of adolescents, except
A. choosing a career path and social group
B. isolation and loneliness
C. high risk takers
D. unpredictable and impulsive
6. Teenagers experience changes as part of personal developmental
identity. What physiological reasons of teenager conflict during
adolescent?
A. because of house rules
B. because of strong trust in their friends
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C. because of incomplete development of their frontal lobe
D. because of confusion
7. It is the state of high regards for the perspective of others
and feeling concern with others.
A. Psychosocial development B. Cognitive Empathy
C. Self-Regulation D. Personality Development
8. Which of the following situations shows adolescence cognitive
empathy?
A. Giving support to a loved one who is feeling sad and hopeless.
B. Giving healing touch to the sick and weary people
C. Giving support to a friend and keeping the friendship they have.
D. None of the above
9. How does an individual develop his/her personality?
A. having an accurate management of thoughts, feelings and emotion.
B. having a strong personality to take charge of others
C. having an understanding attitude toward others
D. having a focused mind
10. What happens to our thinking and judgment if we are too emotional?
A. We can manage and resolve the problem
B. We can properly decide and manage personal matters
C. We cannot properly think and focus on resolving the problem
D. We cannot please others negative opinion.
11. What aspect of development is exhibited when an individual can get
along with others and is able to deal with conflicts between them?
A. Intellectual growth B. Spiritual growth
C. Physical growth D. Psychosocial growth
12. During a class discussion, you are called by your teacher to answer a
problem. Unfortunately you have not caught up with the lesson.
Instantly,
you feel nervous yet you stand up and concentrate on the question.
What is the flow of the situation?
A. feelings, actions, thoughts B. actions, feelings, thoughts
C. thoughts, feelings, actions D. feelings, thoughts, actions
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13. You had a big fight with your best friend last quarter and never talked
after that. After a few weeks, you realized your mistakes and felt sorry
about your actions. What does this situation reveal about emotion?
A. emotions and feelings change, they are not permanent
B. emotion is a quick reaction to our thought
C. emotion is a self-distracting reaction
D. Answer A&B
14. As a teen that experiences psychosocial change, how you can improve
and prepare yourself in shaping your personality with broader
perspective?
A. Know how to handle thoughts, feelings and actions
B. Know the ways on how to stay focused to increase intelligence
C. Know the people who will comfort you
D. A&B
15. How should we handle a perceived information (thought) effectively?
A. Think many times
B. Respond with intense emotion
C. Examine the perceived information with positive outlook
D. Focus on your goal
Lesso
n Developing the Whole
3 Person
Developing oneself holistically may be the goal of everyone. However,
there are times that we lack awareness of our doings and actions that
leads to misunderstanding with others especially our
parents. This can also potentially lead to self-harm. To know oneself is also quite
challenging. To start picking the pieces of ourselves and subsequently develop
our individuality completely to be like an “ideal” person is not easy.
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Since you have already obtained a clear understanding of yourself as you
have done all the activities in the previous lesson, understanding the
competencies included in this module will be easy for you. Thus, you will
eventually use all the skills developing the whole person within yourself. So, get
ready to unfold the reality by removing the barriers toward understanding your
true self.
What’s In
You are about to discover and share more of yourself. Try answering
the following activity below.
Activity 1: Let us know more about yourself. Recall your childhood and
teenage days. Share your activities, thoughts, feelings, strength,
weakness and other characteristics that describe you. Write three or more
descriptions each item.
Developmental Childhood Adolescent Plans to
Aspect improve
yourself
Physical Aspect
(Physical)
Cognitive Aspect
(Mental)
Psychosocial
Aspect
(Emotional &
Social)
Spiritual Aspect
Processing questions:
1. What aspect did you find difficult to answer? Why
2. How does each aspect influence each other?
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3. Can you share a situation or experience that prove your answer?
What’s New
Teenage years give us unfamiliar feelings and put us in situations
that form our personal qualities.
Activity 1: Complete the box by interviewing 5 people and ask them to give 5
emotional adjectives. Take note that it should not be repeated.
Name 1st Word 2nd Word 3rd Word 4th Word 5th Word
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Activity 2: Let’s see how well you can relate to the situations given. Discuss
how you behaves when you encounter these scenarios.
Notes to the Teacher
Encourage your students to answer each
column with positive or negative answer
to show their real personality.
Scenarios Feelings/ Action Results of
the action
Emotion
You have a classmate who
leads in making your
classmates laugh at you.
He also makes you feel
that you do not belong to
their group. You always
choose to ignore but this
time you can’t stand it.
The end of the semester is
near and most teachers
require you to submit all
the outputs in their
subjects. But you are still
working on them and you
find it difficult to handle
the situation. They
particularly remind you to
comply because you failed
in the previous grading
period. You have to pass
time because this is your
last chance.
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You experience a pimple
breakout in your face
because of hormonal
imbalance that changed
your appearance. You are
not comfortable with it
because your crush might
not like you.
You always have
arguments with your
parents because of staying
less at home. You spend
more time with your
friends because you share
the same interests and
desire for independence.
You and your circle of
friends share the same
interests. One of your
friends asks you to try e-
cigarette but you know
from the start that your
parents have negative
opinion about it and they
constantly remind you not
to try it.
Processing questions:
1. What did you discover about yourself?
2. Which aspect of personality do you give more priority to be dominant
in developing your well-being?
3. How will you improve the weakest aspect of your personality?
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What is It
Who would be responsible in developing one’s personality?
Every individual undergoes different phases of development that form
his/her individuality. Our personality is a product of genetic response that we
inherit from our parents and from the influence of our environment. This
environment shaped by the people around us, culture and practices that we are
being raised in continuously creates social interactions and
relationships. This interaction contributes to who we are today and how we
choose and decide for ourselves. Personality development is complex
administration of thoughts, feelings, emotion and behavior that influence
personal judgement.
As a child, you are dream of a good and satisfying life when you grow up.
Your family becomes your helping hand in nurturing, guiding and educating
yourself. When you reach adolescence, you experience drastic changes in your
physical appearance, cognitive abilities, social relationship, and emotional
behavior. At this stage, our environment becomes part of our development from
which we acquire knowledge and collect information to organize and interpret
different life situations.
According to Erik Erikson, adolescence stage of Psychosocial development,
also known as “identity vs. role confusion” is the stage wherein teens need to
develop the sense of self and personal identity. At this point, teenagers start to
have circle of friends in which they build their trust.
Teenagers also experience adolescence cognitive empathy, known as
“theory of mind” which is described as having high regards toward the
perspective of others and feeling concern for others. Being adolescents, they
tend to foster social cooperation that prevents problems and leads to avoidance
of conflicts with peers. Teenagers are very careful in understanding the
emotions of their friends as they start to create deep trust with them.
Sometimes, this leads to misunderstanding with their family, abuse of prohibited
drugs, pre-marital sex, cigarette smoking and alcohol intake. Based on
research, teenagers are commonly high risk-takers and impulsive due to
incomplete development of frontal lobe during adolescence. The frontal lobe is
responsible for judgement, impulse control, and planning. That is why they
search for their self-identify and independence which requires guidance from
their parents, relatives and other people like teachers with whom they can share
their struggles. These experiences and challenges are part of a process of
personality development that adolescents need to understand. It is necessary
for them to examine all the circumstances and opportunities so that they can
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deal with them calmly. They have be to open-minded to the opinion and advise
of other people in order to shape their future with broader perspective and self-
determination.
You cannot escape life challenges so you should know how your
thoughts, feelings and actions in managing personal agency should be
handled. Being an adolescent, you should be accountable for all your
actions because these power triads can either make or break your motivation to
take charge of life. It is up to you on how you will handle it. Remember, your
judgement is based on your views in life and it is rooted on your upbringing.
Thoughts are impression activated by a stimulus in your mind that is
evident from the environment that you are in. This conscious thought occupies
emotions that give life to thoughts and it expressed through feelings.
Sometimes when you are too emotional, you could not think properly because
your emotions occupy your thoughts, this means there is lesser space to
analyze the situation because feelings occupy it. Behaviors are bodily reaction
made based on our feelings that result to actions.
There are instances when feelings are faster than emotion and thought.
This would result to fast reaction and realizing the emotion and thought
afterwards. Either positive or negative, feelings result to actions. Emotions can
direct and control thoughts that sometimes affect your consciousness. This can
also lead to loss of focus. As a teenager, it is very important to be
focused on your goals. A focused thought will lead to high
intelligence. That is why if you are disturbed with your emotion, try to figure out
where the emotion is coming from and it will bring you back to reality.
Teenagers experience enjoyment and daunting times but it is very
important to stay focused so that they will lead you to the route of your goal. It
is not easy to achieve the goal but if you have self-regulation that will
control your emotions, thoughts and behavior it will help you be to successful in
life. Learning from mistakes and facing challenges with confidence and faith in
God will give you the power to be successful in life.
Watch :
https://www.oercommons.org/authoring/21202-adolesce/1/view
9
What’s More
There are a lot of challenges that would help us understand ourselves
better. Try answering the activities below to find out the relationship of thoughts,
feelings and actions to better understand yourself and how to manage conflicts
between you and your family, friends and others. Using the following situation,
complete the conflict management diagram. Write the negative
response in letter A and positive response in letter B.
Conflict Management
Diagram
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Situation 1: You’re walking alone on the road that is so dark and you
heard a whimper nearby.
Situation 2: You’re working on your research paper and you need
to concentrate on it, but your brother plays his electric guitar despite you
calling his attention many times.
Situation 3: You are about to enter the door of your house then you hear
your father who is drunk shouting sarcastically at you because it is already
past 8:00 pm when you class ends at 3:00 pm.
Situation 4: Your teacher tells you that you that you have been selected
as the representative of the school to compete for a division contest and
this is your first time to participate in a competition.
Situation 5: You are the leader of your group but while presenting
the concept that you worked on the whole night, but your ideas fail to
impress one of your classmates which upset you.
What I Have
Learned
Recall some important key points in understanding developmental change
experienced by an adolescent like you.
COMPLETE THE CROSS WORD
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Horizontal Vertical
2. a high regard to perceptions 1. growth through social
of others interaction
3. it gives life to our thought 5. anything that we do
4. it is a transition between 6. uncertainty or lack
childhood to adulthood of understanding
7. ability to control thought, 9. strange and difficult
emotion and behavior experiences
8. the 5th ego of psychosocial by adolescents that is part
development by Erik Erikson of developing self-identity.
10. it is an impression to stimulus
What I Can Do
Sharing one’s thoughts and feelings is important but it should be
expressed with focus and gentleness. Painting is an outlet for the expression of
your thoughts, feelings and emotion. It is an opportunity to see and hear your
feelings and emotions through a tangible and authentic output.
Materials:
Poster paint (different colors)
Brush
1/8 Illustration board
Instruction:
Find a place where you can work.
Prepare the materials.
Close your eyes and contemplate for 30 seconds.
While your eyes are closed, try to capture the colors, shades, textures
or shapes of your feelings.
Now, it’s your time to paint your feelings.
Write a short description and title for your output.
My Self Reflection
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Assessment
Multiple Choice: To fully understand the lesson, read each
statement/question carefully and choose the best answer. Write the chosen
letter on a separate sheet of paper.
1. This is an important aspect that we need to consider focusing on to be
developed as a strong and healthy individual.
A. Cognitive empathy B. Personality C. Life motivation D. None
2. The following are changes experienced during adolescence stage,
EXCEPT
A. Change of interests that lead to have a circle of friends
B. Change in physical characteristics and being more conscious
about their appearance.
C. Change in mood which results to them being risk-takers.
D. Change in their belief and interest for intimate relationship
3. According to Erik Erikson’s theory of Psychosocial development,
adolescents should able to resolve the conflicts they experience at their
age.
What conflict experience of adolescents based on Psychosocial theory
needs
to be successfully developed?
A. Trust and Mistrust B. Initiative vs. Shame
B. Intimacy vs. Isolation D. Identity vs. Role Confusion
4. Which of the following characterizes the Psychosocial theory of Erik
Erikson
during Identity vs. Role Confusion stage?
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A. to develop a sense of direction in life
B. to form a strong identity
C. to develop a personal exploration
D. to remain insecure and confused about the future
5. Adolescence is transition age between childhood and adulthood.
What are the characteristics of adolescence?
A. social cooperation
B. avoidance of conflict
C. high risk takers
D. all of the above
6. Parents continuously guide and support their children during
adolescence
stage, yet teenagers tend to have a conflict with their parents. Which of
the
following reasons does not explain the cause of this conflict?
A. because of house rules
B. because of strong trust in their friends
C. because of incomplete development of their frontal lobe
D. because of confusion
7. Which of the following is an expression of cognitive empathy?
A. Adolescents dream of a good and satisfying life
B. Adolescents have broader perspective and self determination
to reach their goal.
C. Adolescents show high regards to the perspective of others
and they feel concern for others
D. B&D
8. How does cognitive empathy create a conflict among adolescents?
A. because they are able to develop social relationship
B. because they develop their trust toward their friends
more than their parents.
C. because they test their self-control
D. because they create effective business partner
9. The following are ways on how to be responsible with our own behavior
and actions, except.
A. Have a focused mind B. manage feelings and emotion
C. Examine the situation D. Make a fast reaction
.
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10. While you are cooking you accidentally touched the hot surface of the
pan.
What reaction of your body comes first?
A. feelings, action, thoughts
B. actions, feelings, thoughts
C. thought, feelings, action
D. feelings, thoughts, actions
11. Learning to identify our strength and weakness will help in forming
our individual personality. The following statement are parts
of development, except?
A. We can judge others easily
B. We learn to accept others too.
C. We can understand our selves better
D. We become successful in dealing with
12. You are playing at the covered court with your friends, while playing,
you
notice that your crush is looking at you. You want to show that you are
good in playing. What is the best thing for you to do?
A. Stop playing and ask her to watch you.
B. Concentrate on your play while she is watching.
C. Inform your teammate that there are girls watching
D. Stop playing and hide.
13. You are invited to help in organizing a youth event in your church. You
are about to work with other teenagers whom you don’t really know.
Which of the following situations shows a social interaction barrier?
A. Show a smile when you have eye contact with them.
B. Show to them that you want to be friends with them, saying Hi for
example
C. Show that you are hesitant because you think they are not
approachable
D. Show a feeling disgust and discomfort
14. How can you attain your goals in life?
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A. Give up when you feel it’s hard to live up to expectations
B. Practice self-regulation in every situation
C. Learn from mistakes and face challenges with confidence
D. B&C
15. What makes us understand our thoughts, feelings and action?
A. Handling a thought or information with positive outlook will help us
handle the situation with intense reaction.
B. Handling a thought or perceive information with negative feeling will
result to better outcome
C. Handling the thought or perceive information with too much emotion,
we can understand the situation.
D. Handling the thoughts or perceive information with positive feelings
and focus on the situation can solve the problem with less stress.
Additional Activities
Since you have a wide range of understanding on your thoughts and how
you behaved in the past, recall an instance wherein you became so unfair to
your parents, siblings or friends because you were experiencing adolescence
developmental change which was broadening and refining your characteristics
that would help in realizing your perspective in life.
Kindly write a letter of apology addressed to the person whom you have
hurt the most, but very much deserves to hear your story. Explain to him/her the
difficulties you were undergoing during those days. Make this person remember
how you behaved and tell him/her the reason why. Also, make him/her
understand that you also needed his/her understanding so you would be able to
surpass the stage of development.
Dear_____________,
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________
__________________,
__________________
Answer Key
Assessment What I have Learned
1. B 9. D 1. Social Development What I Know
2. D 10. A 2. Cognitive Sympathy 1. C 9. A
3. D 11. A 3. Emotion 2. C 10. C
4. D 12. B 4. Adolescence 3. D 11. D
5. D 13. C 5. action 4. B 12. A
6. D 14. D 6. confusion 5. B 13. D
7. B 15. D 7. Self-Regulation 6. C 14. D
8. B 8. Identity vs. confusion 7. B 15. C
9. Challenges 8. C
10.Thought
References
https://cnx.org/contents/vsCCnNdd@148/The-Psychology-Of-Emotions-Feelings-
and-Thoughts
https://courses.lumenlearning.com/boundless-psychology/chapter/introduction-
to-personality/
.Kate Ashbey, 08/08/2019 https://www.oercommons.org/authoring/21202-
adolesce/1/view
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Martha Lally and Suzanne Valentine-French Lifespan Development: A
Psychological Perspective Second Edition (Published 2019)
dept.clcillinois.edu/psy/LifespanDevelopment.pdf
Mark Kelland Personality Theory in a Cultural Context
https://cnx.org/contents/
[email protected]The Balance of Personality by Chris Allen is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License,
https://pdx.pressbooks.pub/thebalanceofpersonality/
Rosie M. Spielma, https://openstax.org/details/books/psychology?Instructor
%20resources
https://courses.lumenlearning.com/boundless-psychology/chapter/adolescence/
Mathangi s, https://www.oercommons.org/courseware/lesson/66171/overview
19
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
