Senior High

School

Personal   
Development  
Quarter 1 – Module 3:   
Why Am I Like This?  

 
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 3: Why Am I Like This?
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

Writer/s: ​Renee G. Yap
Editors: ​Amalia C. Solis, EPS
Reviewers: ​Hernani D. Patches Jr. / Dr. Richmond Fructuoso B. Salao
(Content) Marieta A. Dar (Language)
Illustrator:
Layout Artist:
Management Team: ​Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS

Printed in the Philippines by ________________________

Department of Education – National Capital Region

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 11

Personal 
Development 
Quarter 1 – Module 3: 
Why Am I Like This? 

 
 
 
 
 
Introductory Message  
For the facilitator:  
Welcome to ​Personal Development (Quarter 1 – Module 3) ​Alternative Delivery Mode 
(ADM) Module on ​Why Am I Like This? (Development of Adolescents)​.  
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  in  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 guide 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 Personal Development Alternative Delivery Mode (ADM) Module on 
Why Am I Like This? (Development of Adolescents)​!  
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. 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.  

5 
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 T​ his 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 b​ efore moving on to the other activities included in the 
module.  
3. Read the instructions 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!  

6 

What I Need to Know  

This  module  was  designed  and  written  with  you  in  mind.  It  is  here  to  help  you 
master  the  development  that  occurs  in  adolescents.  Human  life  completes  its 
journey  through  various  stages  and  one  of  the  most  vital  stages  is  adolescence. 
Adolescence  is  the  period  of  transition  from  childhood  to  adulthood  and  plays  a 
decisive  role  in  the  formation  of  pro-social/anti-social  adult.  All of us undergo this 
stage,  which  poses  many  challenges  and  is  full  of  excitement.  At  the  same  time, it 
demands  adjustment  on  many  fronts.  When  we  come  to this world, we are entirely 
dependent  upon  others  and  gradually learning to be independent. This module will 
help  you  understand  the  nature  of  adolescence,  challenges,  and  significant  tasks 
faced by adolescents, and some of the adolescents' essential problems.  

The module is divided into three lessons, namely:  

• ​Lesson 1 – Development Tasks and Challenges experienced during 
Adolescence  
• ​Lesson 2 – Evaluation of an Adolescent’s Development through the Significant 
People in their lives  
• ​Lesson 3 – Ways on how to become Capable and Responsible Adolescent 
prepared for Adult Life  

Most Essential Learning Competencies:  

• ​Discuss developmental tasks and challenges experienced during adolescence  
• ​Evaluate
one’s development through the help of significant people around 
him/her (peers, parents, siblings, friends, teachers, community leaders)  
• ​Identify
ways that help one become capable and responsible adolescent 
prepared for adult life  
After going through this module, you are expected to:  
• ​develop understanding about physical, physiological, and psychological 
issues related to the processes of growing up;  
• ​explain the nature of adolescence as a developmental stage; and ​•
explain the physical development during adolescence.  

7 

What I Know  
Before we go on with the lesson, let us start with a simple activity. This will test 
what you already know about our topic.   
PRE-ACTIVITY: Adolescent’s Challenges (​Critical-Thinking)​   
Instruction​:  Identify  whether  these  changes/problems  during  adolescence  is  a 
physical  change/problem,  emotional  change/problem,  or  behavioral 
change/problem. Put the number of the problem in their respective tables.   
  
1. Acne is one of the major problems of teenagers.
2. Teenagers tend to feel overly emotional.
3. Teenagers tend to have overwhelming emotions that can lead to impulsive
decisions.
4. Body odor becomes evident.
5. Bodily changes result in self-consciousness.
6. Teenagers tend to change their sense of fashion, hairstyle, etc. ​
8 
 
Lesso Development  Tasks 
n​ ​1  and 
experienced 
Challenges 
​during 
Adolescence 
Adolescence is a period of transition when the individual changes—physically and 
psychologically—from a child to an adult. It is a period when rapid physiological 
and psychological changes demand new social roles to take place. Prior to these 
changes, the adolescents often face a number of crises and dilemmas. It is the 
period when the child moves from dependency to autonomy. It demands 
significant adjustment to the physical and social changes.  
It is a fact that all living beings pass through specific stages or phases of 
development. Erikson believed that each stage of life is marked by a specific crisis 
or conflict between competing tendencies. If individuals know how to negotiate 
each of these hurdles successfully, they can develop in a normal and healthy way 
of life. During this phase, adolescents must integrate various roles into a 
consistent self  
identity. If they fail to do so, they may experience confusion over who they are. 9 

What’s In  
ACTIVITY 1.1. : Me, Myself, and I   
​(Character, Critical - Thinking, Creativity)  
Instruction​:  ​Draw  your lifestyle when you’re still a child and your lifestyle when 
you’re  already  an  adolescent.  Below  your  drawing,  write  your  characteristics  in 
terms  of  physical  appearance,  emotional  state,  and  behavior.  What  has  changed 
over the years?  
CHILD SELF   ADOLESCENT SELF 

   

PHYSICAL   EMOTIONAL   BEHAVIOR   PHYSICAL   EMOTIONAL   BEHAVIOR 

            

Notes to the Teacher  

Students  can  visit  the  website  ​www.habitsforwellbeing.com  ​for 
understanding  the  importance  of  “Knowing  yourself”,  through  habits 
that  can  improve  sense  around  and  the  self.  It  is  a  great  site  for 
looking  answers  in  the  philosophical  and  psychological 
understanding the self, especially in this trying times.   
​Note: For learners who are using online platform  
The  learning  module  emphasizes  on  the  5-C  skills  being 
developed  by  the  learners  through  the  activities  – 
(Communication,  Collaboration,  Creativity,  Critical  thinking and 
Character Building).  

10 

What’s New  
Many things change as one undergoes puberty and becomes an adolescent.   
Activity 1.2. Enumeration (​Critical-Thinking, Character)​   
Instruction​: Enlist 6 awkward changes that have occurred in your adolescent life. 
Explain how you managed each one of them  
Physical changes during Adolescence - At a glance  

11 
For ​girls​, you might start to see early physical changes from about 10 or 11 years, 

What is It  

but they might start as early as 8 years or as old as 13 years. These physical 
changes during puberty include:  
• ​development of breast  
• ​changes in body shape and height  
• ​growth of pubic and body hair  
 • ​onset of menstruation or monthly period  
For ​boys​, physical changes usually start at around 11 or 12 years, but they 
might start as young as 9 years or as old as 14 years. These physical changes 
include:  
o ​growth of the penis and testes (testicles)  
o ​changes in body shape and height  
o ​erections with ejaculation  
o ​growth of body and facial hair  
o ​changes in voice.  
Body Image Concerns  
It  is  within  the  context  described  above that children and adolescents begin to form 
their  perception  of  their  own  bodies  –  their  body  image.  Body  image  can be defined 
as  the  subjective  evaluation  of  one’s  body  and  appearance  (Smolak  &  Thompson 
2009).  Related  to  one’s body and appearance, this comprises thoughts (e.g. “I  think 
I look bad in photographs”), feelings (“I hate the way I look”), as well as  
perceptions  (“I  am  too  fat”).  In  body  image  research, a person’s body image is  often 
described  in  terms of the level of body-esteem (referring to self-esteem in  relation to 
body  and  appearance)  or  body  dissatisfaction  (referring  to  negative  feelings  and 
thoughts about one’s body and appearance) which a person may be  
experiencing.  
Nutrition, Health, and Hygiene  
Nutrition and dietary habits during adolescence  
Adolescence is a period of rapid physical growth, with a corresponding increase in 
nutritional requirements to support the increase in body mass and to build up 
stores of nutrients. The daily intake of nutritional requirements increases 
according to the following factors:  
Age​: at the beginning of puberty, with the increase of height and at the last stage of 
adolescence;  
Gender​: adolescent girls require 10% more nutrients, iron and iodine in particular 
than boys;  

12 
Pregnancy​:  during  the  second  half  in  particular,  as  well  as  during  the  first  six 
months  of  breastfeeding,  it  is  advised  that  the  first  pregnancy  after  marriage  be 
postponed  at  least  until  the  girl  is  over  18  years  old  because  it  might  not  be 
possible  to  meet  added  nutritional  requirements,  especially  among  middle  income 
and poor families; and  
Activities and sports​: heavy physical sports in particular such as swimming, 
running, and ball games  
Improving the nutrition of adolescents  
Adolescent nutrition can be improved through several measures including: ​•
recognition of the increased nutritional requirements of adolescents; ​•
nutritional education for the promotion of healthy dietary habits stated below; ​•
 adequate diet at specific times;  
• ​control of excessive indulgence in food, especially those foods high in sugar 
and fat;  
• ​minimizing the intake of sweets and snacks between main meals, especially 
junk food snacks;  
• ​regular physical exercise to burn excess calories and to strengthen muscles; 

• ​regular intake of breakfast;  

• ​use of sugar replacement if prone to obesity; and  

• ​ensuring that poultry and poultry products, including meat are well-cooked, 
and clean.  
Major Health Concerns of Adolescents  
Obesity​:  Obesity  is  a  grave  nutritional  problem  for  adolescents.  It  simply  means 
that  the  energy  intake  exceeds  the  amount  of  energy  consumed,  and  the  residual 
difference  accumulates  in  the  body  to  cause  fat.  Over  consumption  of  food  is  the 
main  reason  for  obesity,  specifically  foods  rich  in  sugar,  starch  and  fat,  like  nuts, 
sweets,  chocolate  and  soft  drinks.  Snacks  and  junk foods eaten with or in  between 
meals,  and  popcorn,  pizza  and  nuts  consumed  while  watching  television,  also 
causes  obesity.  The  energy  consumed  in  sports,  walking,  manual  work or physical 
exercise is usually less than the calorie intake.  
Anemia: ​Anemia is the most prevalent nutritional deficiency in the world, affecting 
no less than two billion people. Primarily caused by iron deficiency, its acute 
symptoms manifest particularly among adolescent girls. During menarche, teenage 
girls need 10% more iron than boys of the same age because of blood loss in 
menstruation. Poor families often fail to provide the extra iron intake needed for 
these adolescent girls who also have a heavy workload at home. In addition, there 
is the possibility of sex discrimination in interfamilial food distribution in some 
families with girls having a smaller share than boys.  
Iodine deficiency: ​Iodine is a basic life element for humans. Iodine deficiency leads 
to  goiter,  abortion  and  mental  retardation.  Deficiency  means  a  severe  lack  of 
nutrition needed that might have a pathological effect. The need for iodine increases 
during adolescence.  
13 
Depression: ​The term “depression” is often used in daily conversation to refer to 
bouts of sadness, moodiness or disappointment that last for a few days. However, 
this is not depression, which is a specific clinically recognized condition diagnosed 
by psychologists or psychiatrists.  
Sexually Transmitted Diseases (STDs): ​The lifestyles adopted by adolescents and 
youth will largely decide their risks of having sexually transmitted disease and HIV 
infection. It must be understood that these age groups are vulnerable to such 
infections. For example, ages from 20 to 24 usually have the highest incidence of 
HIV infection followed by those from 15 to 19 years of age. Examples for STDs: 
Syphilis (spirochete), Hepatitis B (virus), Herpes (virus), HIV (virus), AIDS (disease), 
Trichomoniasis vaginitis (flagellar), Genital warts (virus) and Chlamydia infection 
(intracellular organisms).  
Adolescence is a time to build on these basics  
Good  hygiene  habits  in  childhood  are  a  great  foundation  for  good  hygiene  in  the 
teenage  years.  And  if  you’ve  got  open,  honest  communication  with  your  child,  it’ll 
make  it  easier  to  talk  about  the  personal  hygiene  issues  that  come  up  in 
adolescence.  
Why good personal hygiene matters?  
Keeping your body clean is an important part of staying healthy. The simple act of 
washing hands before eating and after using the toilet is a proven and effective tool 
in fighting germs to avoid sickness. Being clean and well-presented is also an 
important part of gaining confidence for teenagers.  
Helping adolescent child with the basics of personal hygiene:  
Body  odor​:  When  children  reach  puberty,  a sweat gland in their armpit  and 
genital  area  develops.  Regular  changing  of  underwear  and  other  clothes  worn  next 
to  the  skin  is  especially  important.  These  clothes  collect  all  sorts  of  stuff  that 
bacteria  love  to  eat,  including  dead  skin  cells,  sweat  and  body  fluids.  That’s  why 
they  get  smelly.  The  onset  of  puberty  is  also  a  good  time  for  your  child  to  start 
using  anti-perspirant  deodorant.  You can encourage your child to do this by  letting 
her choose her own.  
Smelly feet​: Smelly feet and shoes can also be a problem, whether you are 
sporty or not. One can avoid this by giving your feet extra attention while taking a 
shower, and making sure they are completely dry before putting your socks and 
shoes on. It is a good idea to alternate your shoes and to wear cotton socks instead 
of those made of synthetic fibers.  
Dental hygiene​: Brushing teeth twice a day, flossing and going to the 
dentist regularly are vital to avoid bad breath, gum problems and tooth decay.  
Girls​: Although all teenagers have the same basic hygiene issues, girls will be 
needing help to manage their monthly periods. Adolescent girls should be told to 
change their pads more often as well as to dispose these used pads hygienically. 
Teenagers do need extra time in the bathroom. While teenagers are learning to 
shave or to handle their periods, these hygiene activities might take a bit longer.  
Boys​: Boys will need advice about shaving (how to do it and when to start), 
looking after their genitals, and about bodily fluids.  
Special Needs: ​Young people with special needs are likely be needing extra 
support with their personal hygiene. When you are thinking about how to discuss   

14 
hygiene to a child with special needs, his/her learning ability and style might be a 
factor.  
You  may  consider  breaking  the  hygiene  tasks  (such  as  showering,  shaving, 
using deodorant and cleaning teeth) into small steps. This way, they might be easier 
for adolescent to learn.  
Start early - before puberty: ​If you keep reinforcing messages about 
personal hygiene, most adolescent will get there in the end.  

What’s More  
Activity 1.3. Comic Story (​Creativity, Character​)  
Instruction​: Using the incomplete figures in each box, draw something that comes into your mind.
Once you completed drawing the 6 figures you’ve created, make a comic story about it which tackles
the lesson that was discussed. Make it as creative as possible​.

What I Have Learned  

15 
Activity 1.4. Story making (​Creativity, Critical-Thinking, 
Character​) ​Let us reflect on what you have learned!  
Instruction​: Using the keywords below, create a story about an adolescent 
character that experiences a certain challenge and how the character overcome 
that challenge.  

 
 
 
 16 

What I Can Do  

Essay  
Instruction​: Write an essay about the question “What solutions will you suggest 
for adolescents to overcome these challenges?”.  
 17 

Assessment  
Let’s see what you have remembered!  
Instruction​: FILL IN THE BLANKS. Write your answer on the space provided.  
1. The daily intake of nutritional requirements increases according to the following 
factors: AGE, PREGNANCY, GENDER, and ______________.  
2. ________ is caused primarily by iron deficiency and manifested by acute 
symptoms. 3. ______________ can be defined as the subjective evaluation of one’s 
body and appearance that comprise thoughts, feelings, and perceptions related to 
the body’s appearance.  
4. Growth of pubic and body hair occurs during _____________.  
5. Adolescence is a period of rapid physical __________ , with corresponding increase 
needs  in  nutritional  requirements  to  support  the  increase  in  body  mass  and  to 
build up stores of nutrients.  
Lesso Evaluation of an   
n​ ​2  Adolescent’s 
Development through 
the Significant ​People in 
their Lives 
Society plays a huge role in molding teens’ behavior, character, and attitude. It 
determines how they see other people, their general outlook, and their ethics.  
Parents,  and  other  family  members,  can  also  influence  all  these  things,  but  the 
things that will remain with the kids for the long term are learned from society. Now 
society  comprises  of  a  lot  of  different  things  that  include  media,  neighborhood, 
laws, and school.  

18 

What I Know  
Before we go on with the lesson, let’s start with a simple activity. This will test what 
you already know about our topic.   
PRE-ACTIVITY: Draw that Scenario! (​Creativity, Character​)  
Instruction​: Draw a scenario wherein it answers the question “How do the people 
around you affect your life?” Make it as creative as possible.  
 What’s In  
POEM ON HOW TEENAGERS’ LIFE MIGHT BE LIKE   
This ​poem ​might give you a wider perspective on how adolescents mature and grow.  
“The Teenage Years”  
by: Sarah Gray  
Not breaking means you’re strong. You’d 
We learn from our mistakes,   know where you went wrong, as if you 
from the wrong turns we take,   weren’t waiting so long to explain yourself, 
from the fake friends we make,   but stay strong.  
and from the times we almost break.  
So here’s the liars and traitors, all the 
Our mistakes help us grow,   wannabes and haters, learning from our 
but at the time, we didn’t know.   mistakes, and learning to spot the fakes.  
We didn’t want our weakness to show.  
At the time, we couldn’t let them know.   Here’s to being a teen,  
Live it up, ‘cause we’re living the dream.  
Our fake friends were there  
but they didn’t actually care.  
Our secrets they would share,  
and now as they pass, they just stare.  

19 

What’s New  
 Music  can  have  many  social  psychological  impacts  and  meanings  for  people 
at  different  periods  of  their  development  (Hargreaves,  1986;  McPherson,  2006; 
North  &  Hargreaves,  2008).  Music  is  a  resource  of  considerable  intellectual, 
artistic,  cultural,  technological,  and  economic  breadth  and  depth.  Young  people, 
mainly,  devote  most  of  their  time  and  money  to  music  listening  (Roberts, 
Henriksen,  &  Foehr,  2009).  Listening  to  music  is  thus  particularly  essential  and 
ubiquitous  in  the  contemporary  lives  of  media-socializing  and  multi-tasking 
adolescents (Brown & Bobkowski, 2011; Roberts et al., 2009).  

Activity 2.1. Substitute the lyrics (​Creativity, Critical-Thinking​)  

Instruction​:  Substitute  the  lyrics  of  any  song.  Make  the  lyrics  a  story  about  an 
adolescent  being  affected  by  the  society.  It  should  tackle  the  impact  of  peers  and 
family on the development of an adolescent.  

PEERS  
20 
Social and emotional maturity is intertwined.  

What is It  
As  teens’  emotional  maturity  increases,  their  relationships  with  their  peers  change 
as  they  become  more  vulnerable  and  emotionally  intimate.  This  increased 
vulnerability and intimacy require greater trust among peers.  
Thus,  during  the  adolescent  years,  teen  peer  groups become increasingly crucial as 
they  experience  closeness  in  these  friendships  resulting  in  more  gratifying 
relationships.  Nowadays,  teens  turn  to  their  friends  for  help;  instead  of  their 
families  as  the  first  line  of  support  during  times  of  worry  or  upset.  This  increased 
reliance  on  friendships  is  yet  another  way  for  teens  to  demonstrate  their  growing 
independence.  

Teens modify their behavior, activities, etc. to be accepted by a peer group.  

Since  acceptance  by  a  peer  group  becomes  essential,  teens  modify  their  speech, 
dress,  behavior,  choices,  and  activities  to  become  more  similar  to  their  peers.  This 
increased  similarity  among  peers  provides  them  a  sense  of  security  and  affirms 
their  acceptance  into  their  chosen  peer  group.  The  developmental  theorist  Erik 
Erickson  described  this  developmental  step  as  a  crisis  of  identity  vs.  identity 
confusion.  
When  teens  modify  their  choices  or  behavior  in  order  to  conform  to  what  their 
friends  are  doing,  they  are  adapting  to  peer  pressure.  Peer  pressure  is  often 
associated  with  adverse  outcomes  such  as  skipping  school,  wearing  distasteful 
clothing,  or  drinking  alcohol,  and  using  drugs.  However,  many  parents  do  not 
recognize  that  peer  pressure  may  also  have  a  positive  influence.  Because  of 
advanced  cognitive and emotional  maturity, teens can now encourage each other to 
make wise decisions and discourage them from making wrong choices.  
Since  it  is  vital  for  youth  to  "fit  in"  with  their  peer  group,  they  may  also  decide  to 
participate  in  the  same  hobbies  or  activities  as  their  friends.  Doing  so  will  enable 
them  to  spend  more  time  together  and  to  bond over shared experiences. In general, 
teens  will  gravitate  toward  peer  groups  with  whom  they  share  common  interests 
and  activities,  similar  cultural  backgrounds,  or  simply  a  similar  outlook  on  life. 
Nevertheless,  as  teens  experiment  with  their  identity,  they  may be attracted to peer 
groups with very different interests.  
In  summary,  during  adolescence,  the  number  of  close  friendships  decline,  but  the 
quality  of  these  relationships  becomes  more  vulnerable,  trusting,  and  intimate. 
Meanwhile,  the  number  of casual acquaintances continues to rise, as youths' social 
networks  expand  due  to  sophisticated  communication  technologies,  new 
recreational and social activities, new educational experiences, and employment.  

FAMILY  
Role of Family in Adolescent’s Development  

21 
Developmental  theories  view  adolescence  as  a  period  of  growth  in  which  identity 
formation  is  addressed.  This  view  means  that  the  family's  role  is  lessened  or  that 
family has only a limited role in the lives of young people at this time.  
However,  research  shows  that  ongoing  positive  family  connections  are  protective 
factors  against  a  range  of  health  risk  behaviors.  Although  the  nature  of 
relationships  is  changing,  the  continuity  of  family  connections  and  a  secure 
emotional base is crucial for the positive development of young people.  
Family is still important.  
It  is  typical  for  young  people  to  begin  to  think  for  themselves  and  question  aspects 
of  their  lives  and  family  relationships.  These changes may mean times of anger and 
frustration  leveled  at  the  family,  but  majority  of  circumstances  proved  that  these 
feelings are likely to be temporary or circumstantial.  
Adolescents are moving towards becoming independent physically, 
emotionally and cognitively, and yet they are still growing.  
Young  people  require  stability  in  a  home  or  environment,  where  they  may  get  a 
secure  emotional  base  from  which  to  explore  and  experience the world. This sense 
of  security  provides  them  with  somewhere  to  come  back  to  for  reassurance, 
support, and unconditional love, particularly during tough times.  
A  young  person benefits from expectations of respect, consideration, and reciprocity 
in  family  relationships.  They  still  benefit  from  'trying  out'  thoughts,  feelings,  and 
behaviors  within  the  family  environment,  and  from  observing  and  experiencing 
relationships  within  families.  There  will  still  be  times  when  they  fall,  yet  they  will 
benefit from understanding and support to pick them up.  

Changing role of parents  

A  parent's  relationship  and  caring  role  with  a  young  person  continues  to  be  vital, 
although  the  relationship will need to be flexible to adapt to the teenager's changing 
needs.  At  this  time,  there  will  need  to  be  a  gradual  change  from  a  more 
authoritative approach, to a more collaborative approach.  
Parents  need  to  face  the  (painful)  reality  that  their  child  is  no  longer  a  child,  is 
becoming  independent,  and  is  no  longer  within  their  control.  They  may  feel 
distressed  as  they  perceive  that  the  young  person  will  not  listen  to  them,  or  does 
the opposite of what they may suggest.  
They  may  have  to  watch  their  young  person  disregard  the  things  they  taught  them 
were  necessary,  such  as  ways  to  look after their health, or their future goals (as the 
parent envisaged it).  
Parents  have  to  learn  to  ‘let  go,’  not  of  the  relationship,  but  their  dreams  for  the 
young  person.  This  may  include  their  full  authority  over  young  people  so  that  they 
may allow them to develop their own dreams and greater self- responsibility.  

22 

What’s More  
Activity 2.2. SYMBOL + ACROSTIC POEM (​Critical-Thinking, Creativity)​   
Instruction​: Draw a symbol that depicts the lesson discussed. Explain it by 
creating an acrostic poem for the word “ADOLESCENCE”.  
SYMBOL:  
ACROSTIC POEM:  

A  

D  

O  

L  

E  

S  

C  

E  

N  

C  

E  

23 

What I Have Learned  

Let us reflect on what you have learned!  
Activity 2.3. Substitute the lyrics (​Critical-Thinking, Creativity)​   
Substitute the lyrics of any song (chorus part). Make it related about the lesson 
discussed​.
 What I Can Do  
Activity 2.4. Enumeration (​Critical-Thinking)​   

Who are those people that you think has affected you in your development as an adolescent?

List 2 people and explain why.

24 

Assessment  
Let’s see what you have remembered!  
Instruction​: TRUE OR FALSE. Write the word ​TRUE ​if the statement is correct. 
Otherwise, write ​FALSE​.  
_________ 1. Social and emotional maturity is intertwined because an adolescent’s 
peers are affected by his/her emotional situations.  
_________ 2. Peer pressure is the reason why teens modify their behavior, activities, 
etc. just to be accepted in a group.  
_________ 3. The role of family, especially parents in adolescent’s development is to 
guide them and help them adapt to their changing needs.  
_________ 4. The importance of family to an adolescent becomes less for they 
become more independent as they grow older.  
_________ 5. Adolescents can easily adapt to the changes in their lives by 
themselves for they are more independent than before.  
Lesso
3 
Ways on how to become Capable
and Responsible Adolescent
n​ ​ prepared for ​Adult Life

Be responsible and make good choices.  

Becoming  responsible  and  being  able  to  make  good  choices are fundamental traits, 
no  matter what developmental stage you are. It holds true for adolescents especially 
that  they  are  just  beginning  to  internalize  and  imbibe  virtues,  values,  and  other 
essential qualities​.  

25 

What I Know  
Before you go on with the lesson, let us start with a simple activity. This will test 
what you already know about our topic.   
Instruction​: List down all the things you have done that you think can help you in 
your adult life.  

Do you think these things you have done will make you ready for your adult life? 
Let’s find out in this lesson.  
 26 

What’s In  
Music has a big part of a teenager’s life. Music helps teens safely, explore ideas and 
emotions, and express themselves without words. Exposure to positive influences 
through music can help teens learn coping mechanisms and appropriate responses 
to stressful situations. Music also helps teens connect social groups and gain a 
feeling of belonging  
Here is a song that encases a person; that time moves faster when one gets older. 
So be prepared for it so that you will have an amazing adult life.  
“Time”  
by: Pink Floyd  
Ticking away the moments that make up a dull day   
Fritter and waste the hours in an offhand way.  
Kicking around on a piece of ground in your home town  
Waiting for someone or something to show you the way.  
Tired of lying in the sunshine staying home to watch the rain.  
You are young and life is long and there is time to kill today.  
And then one day you find ten years have got behind you.  
No one told you when to run, you missed the starting gun.  
So you run and you run to catch up with the sun but it's sinking  
Racing around to come up behind you again.  
The sun is the same in a relative way but you're older,  
Shorter of breath and one day closer to death.  
Every year is getting shorter never seem to find the time.  
Plans that either come to naught or half a page of scribbled lines  
Hanging on in quiet desperation is the English way  
The time is gone, the song is over, Thought I'd something more to say. Home  
Home again  
I like to be here  
When I can  
When I come home  
Cold and tired  
It's good to warm my bones  
Beside the fire  
Far away  
Across the field  
Tolling on the iron bell  
Calls the faithful to their knees  
To hear the softly spoken magic spell ​27 

What’s New  
Activity 3.1. Enumeration (​Critical-Thinking, Character)​   
Instruction​: List down all your improved qualities you acquired during your 
adolescent life. Explain how it may help you in preparing for adult life.  
  

Treat “difficulties” as “challenges”  

28 
It may not be easy to be a teenager. There may be lots of things going on in various facets of their

lives. ​What is It  

The demands and expectations of their parents and other people around them can also be stressful.
However, the good news is, they can treat these “difficulties” as “challenges,” which can make their
lives exciting. Having that mindset is also an indication of becoming a responsible and mentally
mature adolescent​.

8 simple rules which could help teenagers become a responsible adolescent 

prepared for adult life:  
1. Focus on your studies and do well in all your endeavors. There is a time for everything. 2. Take
 care of your health and hygiene. Healthy body and mind are important as you journey through
adolescence.
3. Establish good communication and relation with your parents or guardian. Listen to them.
Though this may be easier said than done at this stage, but creating good relationship with
them will do you good as they are the ones you can lean on especially in times of trouble.
4. Think a lot before doing something. Evaluate probable consequences before acting. Practice
self-control and self-discipline.
5. Choose to do the right thing. There are plenty of situations in which it is better to use your mind
rather than your heart.
6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a
responsible adolescent.
7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into
you. If you respect yourself, others will respect you too.
8. Be prepared to be answerable or accountable for your actions and behavior. It is part of growing
up in becoming an adult.

Ease the transition from being an adolescent to being an adult by practicing 

essential skills while you’re still at home.  
While still at home, you can help ease the transition by practicing essential skills, like proper
management of time and money. To manage time well, always try to be punctual when meeting
friends and family, as this shows respect for their time. To become skilled at managing your money,
start by learning to budget. You can make this easier by downloading a budget app onto your
smartphone. Input all your expenses and bill payments, to keep track of your spending and savings.
Once you gain confidence with your budgeting and time skills, gradually work toward becoming
independent from your family by setting goals like getting work.

What’s More  
29 
Activity 3.2. Poem (​Creativity, Critical-Thinking)​   
Instruction​: Create a poem to encourage adolescents prepare for their adult lives. It must consist of: 4
stanzas with 4 lines each.

What I Have 
Learned  
Let’s reflect on what 
you have learned!  
Activity 3.3. Concept Map (​Creativity, Critical-Thinking)​   

Instruction : Create a concept map about the ideas you 

have learned in this lesson.  

What I Can Do  

 

There are many things to consider for an adolescent for him/her to be ready to become an adult.

Activity 3.4. Enumeration (​Critical-Thinking)​

Instruction​: Suppose that you are an adolescent (near to being an adult), what 
preparations will you do? List 4 and explain each.  

Assessment  
30 
Let’s see what you have remembered!  
Instruction​: Answer the following questions. Write your answer on the space 
provided.  
1. ​Why do you have to make good choices when you are preparing for adult 
life? 2. What does “Treat difficulties as challenges” mean? Explain.  
3. Explain each of the 8 simple rules which could help teenagers become a 
responsible adolescent prepared for adult life in one sentence.  
a.  
b.  
c.  
d.  
e.  
f.  
g.  
h.  
4. How will you ease the transition of being an adolescent into becoming an 
adult? ​RUBRICS FOR CHECKING (ASSESSMENT)  
NUMBER   POINTS 
  1   3   5 
1   The answer is not    The answer is    The answer is 
understandable.  understandable. The    clearly conveyed. 
The student wasn’t  student didn’t meet  The student is able 
able to give any  the req. to give at  to give 3 ex. or 
example.  least 3 ex. each.  more. 
2   The answer is not    The answer is    The answer is 
understandable. It  understandable. It  clearly conveyed. 
is explained  is explained  It is   
badly.  decently.  explained impressively. 
3   The student  The student  The student 
explained only  explained only six of  explained all the 8 
three of the 8    the 8 simple rules  simple rules which 
simple rules which    which could help  could help   
could help teenagers  teenagers become a    teenagers become a 
become a responsible  responsible  responsible 
adolescent prepared  adolescent prepared  adolescent prepared 
for adult life.  for adult life.  for adult life. 
4   The answer is not    The answer is    The answer is 
understandable. It  understandable. It  clearly conveyed. 
is explained  is explained  It is   
badly.  decently.  explained impressively. 
       

Additional Activity  
ADDITIONAL ACTIVITY: Portfolio (​Creativity, Critical-Thinking​) ​31 

Instruction​: Create a portfolio regarding all the topics discussed. The portfolio that 
you will be creating should consist of 5 pages which include:  
CONTENT (PICTURES W/ EXPLANATION)

COVER PAGE
CONTENT (PICTURES W/ EXPLANATION) CONTENT (PICTURES W/ EXPLANATION)

REFLECTIVE ESSAY

32 
Anemia 2.
1. ACTIVITIES AND SPORTS

Assessment  
Answer Key  
  
- ​LESSON 1  

5. growth
4. puberty
3. Body Image
 What I Know  

5. FALSE
33 
4. Stated
4. FALSE in the
3. TRUE lesson.
explain
BEHAVIORAL ​6.   the rules.
EMOTIONAL ​5.   his/her
PHYSICAL ​4.   own
BEHAVIORAL ​3.  
EMOTIONAL ​2.  
PHYSICAL ​1.  

What I Know  
wor
ds to
The
adolescents. stud
physical development of ent
figures. It can depict the must
into an adult using those use
You formed a child 3.
turning stronger.
to face for you to become
EXAMPLE: as challenges that you need
What’s More   your actions on a daily
2. You must take difficulties
successful life, etc.
basis. this case, it may
1. In order for you to have a
reflect on abundant
around you. In wherein Assessment  
violence is
2. TRUE
1. FALSE
- L​ ESSON 3  
Assessment  

- ​LESSON 2  
making a symbol. After
that, Use your creative
mind in
acrostic poem. What’s More   poem about the lesson.
him to write a meaningful
explain it by creating an You drew a scenario his/her creative mind for
EXAMPLE The student must use
:
 What’s More  
to cook
EXAMPLE:
. personal belief
The student may state their

What I 
Know  
Being able

RUBRICS FOR CHECKING (PORTFOLIO)  

  4 7 10 POINTS

CREATIVITY The design is It is creatively The output is great.

dull. The made. The design The design is
output isn’t is decent. pleasing to the eye.
attractive to look at.

CLEANLINESS It isn’t pleasing to It looks good at The portfolio is

the eye. The first sight. There neat and is nice
output is some to look at.
doesn’t look neat. noticeable
unclean parts.

CONTENT The content is not The content is The content is

understandable. understandable. clearly conveyed.
The words used The words used The words used
aren’t are are impressive.
appropriate. decent.

TOTAL

34 
References   5. Bull, N.J. (1973) Moral Education. Great 
Britain; Redwood Press  
1. Anxiety Disorders in Children and  6. Fact Sheet on Youth   
Adolescents - Fact Sheet, retrieved from    Reproductive Health Policy Gender Based 
http://www.nimh.nih.gov/health/publicati Violence., November 2009., Health Policy 
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adolescents/index.shtml   http://www.healthpolicyinitiative.com/Pub
2. Anxiety disorders in teenagers, retrieved  li cations/Documents/974_1_GBV_FI   
from  NAL_acc.pdf  
http://raisingchildren.net.au/articles/anxie 7. Gender-Based   
t y_disorders_teenagers.html   Violence., retrieved from   
3. Ayodele, K.O., Fostering Adolescents’  http://www.open.edu/openlearnworks/mo
Interpersonal Behaviour: an Empirical  d /oucontent/view.php?id=67  
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adolescents: strategies for parents and  (accessed October 14, 2009).  
educators.   9. Helping teenagers build   
Helping Children at Home and School II:  personal hygiene habits, retrieved from   
Handouts for Families and Educators.  http://raisingchildren.net.au/articles/hygi
retrieved from    e ne.html  
http://www.nasponline.org/   
resources/principals/nasp_ aggression.pdf 
 15. Role of Family in Adolescent 
Development, retrieved from   
10. Holmqvist, K. et.al. Body image and  http://www.strongbonds.jss.org.au/workers/f
child well-being. http://www.case.edu/  a milies/role.html  
artsci/anth/ documents/    16. Sharma, J. Moral Values Among 
Bodyimageandchildwell-beingINPRESS.pd Adolescents., retrieved from 
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http://paulkuehn.hubpages.com/hub/Teachi among-adolescents/  
n  g-Moral-Values-in-School-A-  17. Understanding Violent Behaviour In 
Necessary-Part-of the-Curriculum   Children and Adolescents., American 
12. http://www.adaa.org/living-with  Academy of Child and   
anxiety/children/childhood-anxiety-  Adolescent Psychiatry., retrieved from 
disorders  http://www.aacap.org  
guidelines/interpersonal_relationships.php  18. Thamarasseri, I. (2015). Adolescence 
13. Ways to Become a Responsible Adolescent  Education. New Delhi: Dominant  
for Adult Life, retrieved from    Publishers & Distributors (P) Ltd.  
https://ourhappyschool.com/social  19. Walker, J. (2005). Adolescent Stress and 
sciences/ways-become-responsible-adolescent  Depression. retrieved from 
prepared-adult-life   http://www.extension.umn.edu/youth/researc 
14. Omran, A.R. & Hafez, G.A. (2001). Health  h/adolescent-stress-and- depression/​ 2​ 0. 
education for adolescent girls. Cairo: WHO.  https://www.gracepointwellness.org/1310- 
retrieved from    child-development-theory-adolescence-12- 
http://applications.emro.who.int/dsaf/dsa72 24/article/41168-teens-and-peer-relationships  
2. pdf  

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35 
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