LEARNING MODULE PERSONAL DEVELOPMENT GRADE 12 QUARTER 1

NAME: ______________________________________ DATE: _____________

GRADE & SECTION: ________________ TEACHER: MISS RENEE JANE J. TUBIG

MODULE 1: SELF-DISCOVERY & IDENTITY

 INTRODUCTION AND FOCUS QUESTIONS
If you will be asked some questions about yourself, can you answer them quickly? If someone asks
you to describe yourself, or share a slice of your life in class so that others can get to know you more,
where do you begin your story? How are you going to respond to this query, “Who am I?”
Some people can give straight answers to personal questions or easily narrate snippets of their lives,
but others may need more time to think about what to say to describe oneself. For others, the question
lingers, and finding the answer becomes a lifelong journey.

School’s Vision-Mission Values/Gospel Integrations:

 Facilitate the integral development of the leaners towards transformation through current
researches, relevant curricular offerings, and intensive Augustinian spirituality.
 What you have learned and received and heard and seen in me—practice these things, and the
God of peace will be with you. Philippians 4:9

 LESSONS AND COVERAGE

In this module, your learning will be maximized as you take the following lesson/s:
Lesson 1 – Self-Discovery and Identity
In this lessons, you will do the following:

Lesson 1  explain that knowing oneself can make a person accept his/her strength and
limitations and deal with others harmoniously.
 share his/her unique characteristics, habits, and experiences for personal
enhancement.
 maintain a journal.

 MODULE MAP:

Here is a simple map of the above lesson you will cover:

SELF-DISCOVERY AND IDENTITY

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LEARNING MODULE PERSONAL DEVELOPMENT GRADE 12 QUARTER 1

Understanding the Changes Self-Identity Social Interests, Freedom & Career

Middle and Late and Emotional Independence Interests and
Adolescence Transitions Stability, and Inclinations
Maturity Level

SELF-EXPLORATION ACTIVITY/SIMPLE
DISCLOSURE

SELF-AWARENESS AND DEVELOPMENT OF

A BETTER VERSION OF ONESELF

LESSON 1: SELF-DISCOVERY AND IDENTITY

PRE-ASSESSMENT: Write the letter of the correct answer.
1. What is adolescence?
A. A period of development that occurs after childhood but before adulthood.
B. A period of development that occurs before childhood but after adulthood.
C. None of the options are correct.
D. A period in which the development is stagnant.
2. Which of the following is not a characteristic of early adolescence?
A. Puberty usually begins.
B. Relationships with family members take precedence over relationships with friends.
C. Sexual curiosity is expressed through admiration of celebrities, teen idols, and musicians.
D. Individuals start to engage in risky behaviors such as experimenting with smoking.
3. Which of the following is not characteristic of middle adolescence?
A. Intense concern with how they look and the belief that others are concerned too.
B. Dramatic increase in risky behaviors, such as drug use.
C. Confiding in friends instead of parents.
D. Have higher regard for parents (may even ask parents for advice).
4. What are the two key-elements in achieving a mature identity according to James Marcia?
A. Job and Religion B. Crisis and Commitment
C. Occupation and Ideology D. Diffusion and Moratorium
5. Steven's parents have always wanted him to be a doctor. He accepted this preference and went to
medical school even though he never really thought about whether he wanted to be a doctor. Which
of Marcia's identity statuses applies to Steven?
A. Identity Achieved B. Moratorium C. Foreclosed D. Identity Diffused
6. Which of the following statements best describes the difference between the Moratorium and
Foreclosed stages of Marcia’s Identity Theory?
A. Those at the Foreclosure stage commit to an identity without considering other options, those at the
Moratorium stage explore many possible identities without committing.
B. Those at the Moratorium stage have found their identity, those at the Foreclosure stage have not.
C. Those at the Moratorium stage may one day find their true identity, those in the Foreclosure stage
never will.
D. Young people are more commonly in the Moratorium stage than the Foreclosure stage.
7. In order to be successful in a career search, it is imperative that you ___x___.
A. hire a professional to create your resume. B. read the entire text.
C. have an online portfolio. D. know yourself.
8. Self-awareness is an important self-assessment tool to determine ___x___.
A. the way you perceive yourself. B. how much you need to live on.
C. what skills you have. D. All of the above.
9. Work environment and life preferences ___x___.
A. help to discover a position that is satisfying. B. help to set a salary range.
C. are useful to mention in interviews. D. don’t really matter once you get the job.

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10. Marcia’s term for the status of individuals who have not yet experienced a crisis (that is, they have
not yet explored meaningful alternatives) or made any commitments.
A. Foreclosed B. Moratorium C. Identity Diffusion D. Identity Achieved
Below is the lesson activity map to guide you:

ACTIVITIES FOR ACTIVITIES FOR

LEARNING
ACQUIRING MAKING MEANING AND ACTIVITIES LEADING TO
MODULE
KNOWLEDGE AND DEVELOPING TRANSFER
PART
SKILLS UNDERSTANDING
EXPRESS YOUR THOUGHTS;
INTRODUCTION SELF-AWARENESS EXERCISE

INTERACTION SPHERE OF INFLUENCE PERSONALITY INVENTORY

INTEGRATION LET’S ELABORATE!
CHECK IT OUT QUIZ #1 QUIZ # 1

PERFORMANCE
WHO AM I?
CHECK

INTRODUCTION

ACTIVITY 1. EXPRESS YOUR THOUGHTS!

Directions: Answer the process question below.

Process Question/s: Why is self-awareness important?

ACTIVITY 2. SELF-AWARENESS EXERCISE

Directions: Just to get you started in discovering yourself, let us have a random take of your favorites and
interests. Like a wheel that moves a carriage, identify your favorites and interests that drive you,
energize you, make you happy, inspire you to move on and level up. Write your answer on each
spike of the wheel.

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LEARNING MODULE PERSONAL DEVELOPMENT GRADE 12 QUARTER 1

Process Question/s:
1. What do your interests and favorites seem to point out?

INTERACTION
UNDERSTANDING THE MIDDLE AND LATE ADOLESCENCE
Adolescence is a crucial period in the development of an individual. It marks the major transition stage that
bridge childhood to adulthood. The middle and late adolescence is between the ages of 15-21. This is the time
of
one’s life that is full of excitement and challenges. For an adolescent, the world is expanding, exciting, and
demanding of energy. A major hallmark of this period is quest for identity and individuality through assertion
of independence, exercise of personal decisions in relation to what one wants to be in the future, and establishing
meaningful relationships with others.
“What do I want to be in the future?”
“What course should I take?”
“What job will fulfill me?”
“Should I study abroad?”
“Am I ready to leave home?”

To answer those questions, it is important to know yourself. Think about your interests, skills, abilities, and
preferences now. As s takeoff point, let us understand what is typically happening during this period of your life and let us
see where you are.

CHANGES AND TRANSITIONS

Physical Changes and Body Image
Physiological. Most of the physical changes have already taken place at the early part of adolescence, which is
roughly between ages 12-14. One of the reasons is the secretion of hormones by the endocrine glands. Hormone is a
chemical substance that passes through the bloodstream to reach different organs and tissues. Hormones enable the organs
and tissues to perform theri respective functions. Remember that awkward stage of puberty when a lot of bodily changes
had occured? As sexual maturation begins to take place as you grow up, the ovaries and testes produce sex hormones
(estrogen and androgen) that give secondary (physical) characteristics, signaling reproductive readiness.
Physical. During the middle part of adolescence, a major growth spurt sets in, resulting in the individual’s
distinct physical characteristics. These are secondary characteristics as a result of physiological changes in the body.
Generally, there are continuing gains in weight and height. The body mass increase, significantly improving your
physique. Body hair becomes more developed. This is the time when self-consciousness starts to peak.
Psychological. From that awkward feeling of recognizing the changes happening with your body, you now
become conscious of what has taken place and what comes with it. You become more concerned with your body image.
Questions like these are common: “How do I look?” “Am I overweight?” “Do I look good?" Transitioning to the late part
of adolescence, you already make specific preferences on how you would like to present yourself. Maybe you want
shorter hair than before. You decide to go on a diet to hit a desired weight. You may or may not follow a fad. All these
attempts to
help you set a specific identity.

HOW TO DEAL WITH BODY ISSUES

1. Prioritize health over beauty.
2. Get help for a healthy body, if necessary.
3. Avoid being critical of how you look.
4. Be yourself. Accept the God-given gifts you have.
5. Look inside yourself and be your own inspiration.
6. Love yourself.
7. Appreciate your beauty and others’ beauty, inside and out.

SELF-IDENTITY
Adolescence is the point in life when you ask who you are. This requires personal knowledge of your qualities
that help define you. The distinct characteristics of the individual are what we call self-identity. In psychology, self-
identity is significantly related to one’s overall self-evaluation (self-esteem) and sense of individuality.
There are two prominent developmental theorists who focused on self-identity during the period of adolescence:
Erik Erikson and James Marcia.

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Erik Erikson’s Self-Identity
Remember the psychosocial stages developed by Erik Erikson? According to Erikson, in the course of the
psychosocial development of an individual, each stage holds desired outcomes after going through a specific crisis.
Adolescence gives new and challenging experiences that may pose some struggles as you balance things. Remember that
as an adolescent, you are transitioning from being a child to becoming an adult, which poses a lot of need to adjust, given
a lot of changes. Successfully navigating through life experiences leads you to a clear understanding of your identity and
individuality. And knowing clearly who you are allows you to make better choices in life, engage with others, and
establish healthy relationships with them.
Erikson identified two major crises in adolescence. One of these is establishing one’s identity.
Identity versus Confusion
Establishing a clear personal identity is important at this stage. You need to be clear of who you are. It sets the
ground of becoming the person you want to be in the future. You need to know what you want, your strengths that will
build your competence, weaknesses you need to overcome, and your interests that should help you make career plans.
There are things you need to establish about yourself. If you fail to achieve this, identity confusion or role diffusion is a
consequence. What happens? Essentially, you become uncertain about yourself or you do not know what to do. That is a
situation an adolescent should overcome. How does it happen in the first place? It happens when there is restriction or
lack of exploration and identification of one’s characteristics, values, and direction. Example, minimal exposure or
opportunities to socialize and establish peer relations restricts chances of discovering self because of limited experience.
Another situation is having too much conformity with peers. When you are always going along with friends,
failing to recognize what you want, or you stop pursuing your own interests, you also limit your opportunity to experience
things that allow you to know yourself. Failure to achieve a clear sense of identity leads to “identity crisis,” a sense that
you do not know who you are. It is a state of confusion that makes it hard for you to know what you want or make
choices. It may give an awful feeling that you do not know your place or where you fit best. How you see yourself will
also be affected: either you get low self-esteem or develop an exaggerated outlook of yourself. Consequently, your
relationships with others may also be affected. You may have difficulty connecting with them. If you are able to balance
and navigate well through this phase, you achieve a clear self-identity and become well-adjusted. How do you go about it?
Identify achievement is not a passive activity or readily given to you. You work on it. You make an effort to know
yourself. You engage in the process. It is essential that you continuously reflect to think about yourself---what you like or
what you want, your interests, what can you do, what you need to develop. Participating in personal and career
development programs help in knowing and understanding yourself. Attending retreats and seminars also help achieve
self-discovery and improvement as you get to learn more about yourself, pushing you to grow.

James Marcia’s Development of Self-Identity

James Marcia, an expert in identity formation, defines identity as “an internal, self-constructed, dynamic
organization of drives, abilities, beliefs, and individual history.” He extended Erikson’s theory on self-identity and
identified key elements in achieving a mature identity: (1) crisis which represents an opportunity to explore and (2)
commitment which keeps you faithful in your beliefs and values, as well as focused on identified goals, plans, or chosen
career. He identified four statuses of youth which indicate identity issues.
1. Identity diffused. You have not experienced identity crisis. Neither have you explored what you want to
do or want to become. Thus, you have not made any commitments. There is no focus or occupational
direction yet. Your personal identity is unclear. In this case, when asked what career you will take, you do
not have an answer yet, and you may not have a sense of urgency to discover where you are heading in
life at this point.
2. Foreclosed. There is a little or no evidence of identity crisis. You have not personally explored or
reflected things about you. Nonetheless, commitment is clear. Your choices (like course or career) have
been parentally chosen rather than self-chosen. Aside from parents significant others or peer pressure
have influenced you.
3. Moratorium. You are going through identity crisis. You are currently struggling as you explore areas
that will help you know who you are and establish your authentic personal identity (the real you). You are
exploring roles and testing your beliefs, and perhaps flexible in your values. You have not committed yet
on a particular endeavor. Your commitments, if any, are tentative. For example, many fresh graduates
tend to move from one job to another in search of the line of work that will suit them.
4. Identity achieved. You have come to clearly understand who you are, and have already decided on what
you want. You know that to pursue in life and have established goals to direct your plans for the future.
For example, you know the exact career you want. You have charted your plans: the college course to
take, target colleges to submit application for admission, even plans to review for entrance examinations
in those colleges. You make an effort to develop certain academic skills (in math or science perhaps) to
make sure you have strong foundation when you take major subjects in college. Some students do this by
attending review or advanced classes. After graduation, you have already set your eyes in particular
companies where you want to work!
The identity statuses identified by Marcia are not sequential. They are independent of each other, except for
moratorium which is necessary to achieve a clear and mature identity. This is because being in moratorium sets you in the
exploration stage, which is a good opportunity to find out who you are---major task of the adolescent stage (Muus, 1996).
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LEARNING MODULE PERSONAL DEVELOPMENT GRADE 12 QUARTER 1
Those who are identity diffused need to start getting actively involved in searching and discovering themselves, while the
foreclosed adolescent may be at risk of restricting development because of limited exploration and maximization of
abilities. It is important to engage in personal searching, reflection of personal interests, values or beliefs so that you can
personally own your choices and learn to be more responsible.

SOCIAL INTERESTS, EMOTIONAL STABILITY, AND

MATURITY LEVEL

As the world expands and you meet more people, there is a need to connect, a strong desire to be accepted or to
feel that you “fit in” while in the process of developing your own identity and uniqueness as an individual. You want to be
yourself, at the same time you want to be accepted by others. Adolescents form many relationships at this stage which
widen social spheres and influences. Your interests are also expanding, oftentimes with the exclusion of family. You have
cliques, sport groups, peers in class, clubs, and other social networks that take different forms in terms of quantity and
quality of relationship you share with them. It is at this point when there is a need for maturity to be able to handle
emotions well, express emotional reactions positively, and communicate feelings clearly for smooth, interpersonal
relationships. Maturity and emotional stability are important especially when dealing with people and handling stress.

FREEDOM AND INDEPENDENCE

At this stage, there is also the desire for freedom and independence, which sometimes results in conflicts with
parents and authorities. Having known, more or less, who you are, what you like to do, your preferences lead you to want
to do things your way. Independence is one of the hallmarks of maturity when carried out positively and with great sense
of responsibility. You may think you are free and able to do what you want to do. You feel a great sense of power with
your capabilities. But as the saying goes, “with power comes responsibility.” Here are a few things to keep in mind to help
you stay on track.

HOW TO BE INDEPENDENT

1. Be responsible.
 Learn to manage time and money.
 Develop planning skills.
2. Know your limitations.
3. Remain respectful of adults and authorities.
4. Believe in yourself.

CAREER INTERESTS AND INCLINATIONS

The middle and late adolescence period is a preparation for adult roles, which requires that you seriously begin
considering what you plan to do in the future. Career exploration is one prominent task that an adolescent should engage
in. What do you want to become? Knowing what your interests are and the type of things you like or enjoy doing will give
you an idea of the kind of career or vocation you want to get into or may fit you.

What activities are interesting for you?

In your free time, what do you usually do?
In school, what subjects are you good at?
Have you put any thought in your future career?
Given your interests, what future career do you think would suit you?

ACTIVITY 3. MY SPHERE OF INFLUENCE

Directions: Draw your own social sphere in the box below. Write the name of the people close to you
surrounding the sphere. Next to their respective names, indicate your rating in terms of their importance or
influence to you.
Example : Close Friends – 3 Legend: 5 = Very influential; I follow what this
person says most of the time;
‘I am who I am’ significantly because
of this person.
4 = Influential; His/her opinion/feeling
Mom – 5 Best Friend – 4 matters to me.
Dad – 5 3 = Somewhat influential; I seek this
person’s opinion/advice sometimes.
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LEARNING MODULE PERSONAL DEVELOPMENT GRADE 12 QUARTER 1
2 = Not so influential; I am not affected by
how this person perceives me.
1 = This person is not influential at all.

ACTIVITY 4. PERSONALITY INVENTORY

Directions: Reflect on each personality trait and assess the degree of your agreement with each description.
Rate your perceived assessment using the provided rating scale of 1-4 by putting a check mark (✔)
under the corresponding column of your rating.

PERSONALITY INVENTORY RESULTS

Directions: The items are arranged into 5 categories as shown below. Compute the mean average for each
category of your personality traits. Show the mean average for each category by shading the graph
on the next page.

Category/Items Description
A 1 - 5 How I perceive my physical appearance.
B 6 - 10 How I perceive my mental capacities.
C 11 - 15 How I perceive my relationship with others.
D 16 - 20 How I perceive my emotional attitude.
E 21 - 25 How I perceive my values.

Process Questions: Answer the following questions.

1. What do you like most in yourself? Why?
2. What do you desire to improve more in yourself? Why?

INTEGRATION

ACTIVITY 5. Let’s Elaborate!

Directions: Elaborate the following items based on your understanding with the lesson.

Process Questions:
1. How will self-awareness help you in your personal development? Cite one specific example on how you
can apply your learning or self-discovery in planning for your future.
2. Integrating the concepts discussed in this lesson about the stage of adolescence, how will you make
this stage of your life a fruitful one?

PERFORMANCE CHECK

ACTIVITY 6. WHO AM I? (to be written in your JOURNAL NOTEBOOK)

Directions: Know thyself is a very old maxim inscribed in the temple of Apollo at Delphi. It dates back as far as
ancient Greece. Yet, the advice remains alive and worth doing until now. In Greek, it is gnothi seauton. In
Latin, it is temet nosce. After learning significant things about yourself, reflect on your discoveries. Under the
title “Who Am I?”, write something about yourself.

CHECK IT OUT

ACTIVITY 7. QUIZ #1

A. Directions: Write only the letter of the correct answer.

1. Self-awareness is an important self-assessment tool to determine ___x___.
A. the way you perceive yourself. B. how much you need to live on.
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LEARNING MODULE PERSONAL DEVELOPMENT GRADE 12 QUARTER 1
C. what skills you have. D. All of the above.
2. Which of the following is not characteristic of middle adolescence?
A. Intense concern with how they look and the belief that others are concerned too.
B. Dramatic increase in risky behaviors, such as drug use.
C. Confiding in friends instead of parents.
D. Have higher regard for parents (may even ask parents for advice).
3. Steven's parents have always wanted him to be a doctor. He accepted this preference and went to
medical school even though he never really thought about whether he wanted to be a doctor. Which
of Marcia's identity statuses applies to Steven?
A. Identity Achieved B. Moratorium C. Foreclosed D. Identity Diffused
4. Marcia’s term for the status of individuals who have not yet experienced a crisis (that is, they have not
yet explored meaningful alternatives) or made any commitments.
A. Foreclosed B. Moratorium C. Identity Diffusion D. Identity Achieved
5. What are the two key-elements in achieving a mature identity according to James Marcia?
A. Job and Religion B. Crisis and Commitment
C. Occupation and Ideology D. Diffusion and Moratorium
6. According to James Marcia, it is an internal, self-constructed, dynamic organization of drives, abilities,
beliefs, and individual history.
A. Identity B. Personality C. Maturity D. Stability
7. They are the two prominent developmental theorists who focused on self-identity.
A. John Locke & Albert Bandura B. Erik Erikson & John Locke
C. Albert Bandura & James Marcia D. Erik Erikson & James Marcia
8. What is adolescence?
A. A period of development that occurs after childhood but before adulthood.
B. A period of development that occurs before childhood but after adulthood.
C. None of the options are correct.
D. A period in which the development is stagnant.
9. James Marcia’s identity statuses are independent from each other, EXCEPT ___x___.
A. Foreclosed B. Moratorium C. Identity Diffusion D. Identity Achieved
10. In order to be successful in a career search, it is imperative that you ___x___.
A. hire a professional to create your resume. B. read the entire text.
C. have an online portfolio. D. know yourself.
11. It is a prominent task that an adolescent should engage in.
A. Getting married. B. Exploring a career.
C. Travelling the world. D. Having a family.
12. Which of the following is not a characteristic of early adolescence?
A. Puberty usually begins.
B. Relationships with family members take precedence over relationships with friends.
C. Sexual curiosity is expressed through admiration of celebrities, teen idols, and musicians.
D. Individuals start to engage in risky behaviors such as experimenting with smoking.
13. Work environment and life preferences ___x___.
A. help to discover a position that is satisfying. B. help to set a salary range.
C. are useful to mention in interviews. D. don’t really matter once you get the job.
14. Which of the following statements best describes the difference between the Moratorium and
Foreclosed stages of Marcia’s Identity Theory?
A. Those at the Foreclosure stage commit to an identity without considering other options, those at the
Moratorium stage explore many possible identities without committing.
B. Those at the Moratorium stage have found their identity, those at the Foreclosure stage have not.
C. Those at the Moratorium stage may one day find their true identity, those in the Foreclosure stage
never will.
D. Young people are more commonly in the Moratorium stage than the Foreclosure stage.
15. It is a result of unclear self-identity.
A. Identity Loss B. Identity Hack. C. Identity Crisis D. Identity Block

B. Directions: On the lines provided, explain the quotation by Oscar Wilde: “To love oneself is
the beginning of a lifelong romance.”

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LEARNING MODULE PERSONAL DEVELOPMENT GRADE 12 QUARTER 1

END OF LESSON 1

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON

 Moving Up: A Guide to a Personal and Career Development; Maricel Ilag-Ramos; Phoenix Publishing
House Inc.: 2016
 Personal Development; Ricardo Rubio Santos; Rex Book Store, Inc.; 2016
 Senior High School Personal Development; Rosalina A. Caubic, Ed.D, et al.; Gintong Aral Publications,
Inc.; 2020
 https://wps.prenhall.com/chet_dubrin_humanrelationscps_7/24/6217/1591694.cw/content/index.html
 www.verywellmind.com
 Quiz & Worksheet - James Marcia's Identity Theory | Study.com
 www.proprofs.com
 Quiz & Worksheet - Characteristics & Stages of Adolescence | Study.com
 Quiz & Worksheet - Perception & Understanding of the Self | Study.com

Start of Lesson 2

LESSON 2: title…
Brief lesson introduction with inclusion of the Essential Question/s…..

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