The document provides guidance for an activity where students will be grouped and asked questions about a random object to describe its physical, psychological, and biological aspects. It discusses how people extend themselves into objects like cars or clothing. It then provides guiding questions for students to consider about the object's origins, purpose, and experiences. Students will then process the activity by discussing their answers and how they feel about sharing. The document also covers holistic development, including physiological, cognitive, psychological, social, and spiritual aspects. It emphasizes evaluating one's own thoughts, feelings, and behaviors.

1. LET’S GET STARTED!!!
STUDENTS WILL BE ASKED TO GROUP THEMSELVES WITH FOUR MEMBERS EACH. EACH GROUP WILL PICKED A RANDOM
OBJECT WITHIN THEIR PERIPHERY. THE OBJECT SHOULD BE INANIMATE, HANDY AND USEFUL. ONCE THE GROUP HAS
CHOSEN THEIR OBJECT FOR THE ACTIVITY, THEY WILL ASK THEMSELVES THE FOLLOWING QUESTIONS, ONLY TO SHARE THEIR
ANSWERS TO THE CLASS LATER ON.
DESCRIBE THE OBJECT IN TERMS OF ITS PHYSICAL ASPECTS. THE PSYCHOLOGICAL ASPECT SHOULD BE DESCRIBED
HYPOTHETICALLY THROUGH PERSONIFICATION. AS FOR THE BIOLOGICAL ASPECT, REFER TO ITS MECHANICAL ASPECT
HOW DO THESE INTERACT WITH EACH OTHER?
HUMAN HAVE THE ABILITY OF EXTENDING THEMSELVES INTO OBJECTS. WE COULD SEE WHEN MEN EXTEND
THEMSELVES TO THEIR CARS OR SHOES. AS FOR WOMEN, THEY EXTEND THEMSELVES TO THEIR CLOTHES THEIR
OUTFIT OF THE DAY OR BRAND OF THEIR BAGS

2. GUIDE QUESTIONS
• Where did the object came from?
• How long has it extend?
• How was it made?
• What Purpose/s did its creator give it?
• Has it fulfilled its purpose?
• What trial could it have experienced to get to where it is now?
• If the object has a motto, what could it be?
• What makes its unique from others, like?

3. PROCESSING QUESTIONS
• 1. Ask your self the same questions stated above. What did you find out?
• 2. Do others have similar answer? How?
• 3. How do you feel about sharing your story?

4. DEVELOPING ONE’S
WHOLE BEING

5. LEARNING OBJECTIVES
• At the end of this module, you will be able to
• 1. understand the relationship among physiological, cognitive,
psychological, spiritual, and social development to understand
his/her thoughts, feelings, and behaviors
2 evaluate his/her own thoughts, feelings, and behaviors
• 3 show the connections between thoughts, feelings, and
behaviors in actual life situations

6. HOLISTIC DEVELOPMENT
•Process of self actualization and learning
that combines an individual’s mental,
physical, social, emotional and spiritual
growth

7. THE ASPECTS OF HOLISTIC
DEVELOPMENT

8. 1. PHYSIOLOGICAL DEVELOPMENT
• Rapid body growth
• Hair growth
• Muscle modification
• The changes are preparing you to become
physically capable of biological reproduction

9. 2. COGNITIVE DEVELOPMENT
Refer to the gradual and orderly changes in the individual’s
mental process from simple to complex
• The brain continues to develop
• You are beginning to think from concrete to abstract
terms and able to conceptualize theoretical ideas
• Problems are now being evaluated logically and
scientifically

10. 3. PSYCHOLOGICAL DEVELOPMENT
• Changes in emotions, feelings, moods and manner of
thinking.
• Ongoing establishment of strongly held beliefs, values and
goals in life
• During adolescence, individuals undergo the process of
self evaluation which leads to long range goal setting,
emotional and social independence and maturity

11. 4. SOCIAL DEVELOPMENT
•You begin to rely more on your friends or
peer groups for support than on your family.
However you are prone to peer group

12. 5. SPIRITUAL DEVELOPMENT
•You begin to have interest in spiritual
concerns. You start pondering
questions concerning existence,
essence, spirituality, religion and God

13. LET US EVALUATE YOUR
• 1. THOUGHTS
• 2. FEELINGS
• 3. BEHAVIORS

14. THOUGHTS
• Refers to the ideas or arrangements of ideas that
result from thinking or act of producing thoughts

15. FEELING
•Denotes a state of consciousness,
such as resulting from emotions,
sentiments or desires

16. BEHAVIOR
• Refers to the range of actions and mannerism made by
individuals, organism or any entities in conjunction with their
behavior

17. WHY WE NEED TO EVALUATE
ONE’S THOUGHTS, FEELINGS
AND BEHAVIOR

18. • One’s thoughts, feelings and behavior are interconnected and interrelated. Infact,
they influence and affect one another
• Most negative feelings and behaviors are generated by negative thoughts.
• Adolescents are also normally self conscious and sensitive individuals
• Make it a habit to assess one’s thoughts, feelings and behaviors will give you the
opportunity to appraise the truth or validity of one’s belief, appropriateness of
one’s feelings and emotions and the decency of one’s actions and behavior

19. QUESTIONS FOR STUDENTS,,,, IT IS IMPORTANT AS
A TEENAGER , TO ASSESS YOUR SELF
• Adolescents should also remember that we always have a
choice on how we will look at a things
• The people around us do not necessarily cause our
feelings, we are the ones responsible for them. We have a
choice, we have control over our feelings
• Negative thoughts, counterproductive feelings and self
destructive behaviors should not enslave us

20. • Psychologists Albert Ellis and Aaron Beck introduced the
•COGNITIVE BEHAVIORS
THERAPHY

21. • Through this therapeutic intervention, an individual
can change his/her thoughts which leads to a
change in his feelings and behavior
• The key, therefore is in the positive interpretation
of things