This is the Personal Development Self-Learning Module (SLM) for Senior High School, Quarter 1, Module 4: Thoughts, Feelings, and Behaviors in Actual Life Situations. It was produced by DepEd Region 4A CALABARZON as an Alternative Delivery Mode (ADM) module (First Edition, 2021). It helps learners in middle and late adolescence see how their thoughts, feelings, and behaviors connect and lead to the decisions they make every day.
What learners will learn
The module has one lesson, Lesson 4, about actual life situations of middle and late adolescence. After going through it, learners are expected to:
- show the connections between thoughts, feelings, and behaviors in actual life situations.
Key ideas in this module
Thoughts, feelings, and behaviors are not always aligned
The module explains that thoughts, feelings, and behaviors do not always have the same level or intensity. One of them may contradict or control the others. The module calls this connection “sometimes vertically aligned”: at times the three agree, and at times they pull in different directions.
To show this, the module uses the poem “I Wandered Lonely as a Cloud” by William Wordsworth. The speaker feels lonely, but when he sees a field of golden daffodils, he chooses to be happy. The module relates this to adolescents: you may feel left behind by people close to you and think you are unimportant, but you can still control your behavior and turn those thoughts and feelings into something positive.
Before the poem, learners unlock difficult words: daffodil, flutter, jocund (cheerful), oft (often), and pensive (thoughtful, often with some sadness).
Self-assessment and informed decisions
- Self-assessment is your own assessment of your thoughts, feelings, and behaviors. It helps you identify your strengths and weaknesses and is needed to reach an informed decision.
- Decisions come from our thoughts, feelings, and behaviors. They may be informed or uninformed.
- Decisions are also affected by values, goals, and positive affiliations. Citing B. Bradford Brown’s “The Psychology of Adolescence,” the module says these factors are shaped by a positive family and community context, along with skills for dealing with anxiety and adversity.
- Citing an article by Courtney Bancroft, the module explains that when one or two of the three elements are negative, they can be changed by focusing the remaining one on the positive.
- To find where we went wrong in a decision, we should revisit our thoughts, feelings, and behaviors. Not acknowledging our weaknesses makes our decisions less accurate.
Activities in the module
| Part | What learners do |
|---|---|
| What I Know | A 15-item pretest |
| What’s In | List three things you think the future will be, three gestures that make you happy, and three celebrities you relate to |
| What’s New | Read and reflect on Wordsworth’s poem |
| What is It | Answer reflection questions about times your thoughts, feelings, and behaviors agreed or disagreed |
| Activity 1.1 Making Connections | Track thoughts, feelings, behaviors, and decisions in three situations, such as seeing a friend take something from the teacher’s drawer without permission |
| Activity 1.2 The Golden Circle | Write WHAT you want to improve, HOW you plan to change it, and WHY |
| Activity 1.3 Reconnect the Connections | Compose a song to the tune of “Bahay Kubo” with the theme “Millennial Adolescents: Responsible, Empowered, and Virtuous” |
| What I Have Learned | Complete sentences summarizing the lesson |
| What I Can Do | Fill in a monthly “My Positive Planner” with self-improvement steps |
| Assessment | A 15-item post-test |
| Additional Activities | Interview three people using the Activity 1.1 situations |
How to use this module
- Learners: Start with the pretest to check what you already know, then work through each part in order. Write all answers on a separate sheet of paper and do not mark the module. Finish with the post-test and check your answers honestly against the answer key. Keep your interview notes from the Additional Activities, since you will share them in the next modules.
- Parents: The Notes to the Teacher are also meant for parents and facilitators. Help your child understand difficult lines in the poem and encourage honest reflection in the planner and reflection questions.
- Teachers: The notes ask you to let students ponder their answers and to stress that the focus is on the internalization of adulthood, not just physical changes, which are discussed in a different module. Be ready to explain the poem in simpler terms.
The answer key covers the pretest and the post-test. Answers to the What’s More activities vary.
Frequently asked questions
What grade level is this Personal Development module for?
It is a Senior High School module for Personal Development, Quarter 1, Module 4. The module does not name a specific grade, but Personal Development is taken in Senior High School.
What is the learning objective of this module?
Learners are expected to show the connections between thoughts, feelings, and behaviors in actual life situations.
Does the module have an answer key?
Yes. It has answer keys for the What I Know pretest and the Assessment post-test. Answers to the What’s More activities vary.
What poem is used in this module?
The module uses “I Wandered Lonely as a Cloud” by William Wordsworth to show how a person can feel lonely yet choose to be happy.
What is self-assessment according to the module?
Self-assessment is your own assessment of your thoughts, feelings, and behaviors. The module says it is necessary to identify your strengths and weaknesses and to arrive at an informed decision.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Personal Development Quarter 1 – Module 4: Thoughts, Feelings, and Behaviors in Actual Life Situations
Senior High School
[illustration: students reading under a tree, a teacher helping students at a desk, a boy by a lantern working on math problems, and students beside a globe]
Personal Development Alternative Delivery Mode Quarter 1 – Module 4: Thoughts, Feelings, and Behaviors in Actual Life Situations First Edition, 2021
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Prince Joser E. Cruz
Editor: Cesar Chester O. Relleve
Reviewers: Melanie Mae N. Moreno, Joseph Jay Aureada, Darwin D. Bargo, Alona A. Encinares, Philip Punzalan, Maria Theresa Tapales, Carlos Rafael Arce, Rita A. Edillo
Illustrator: Salvacion C. Montenegro
Layout Artists: Mark Laurence T. Tapas, Mercelita Tabor San Gabriel
Management Team: Francis Cesar B. Bringas, Job S. Zape, Jr., Ramonito Elumbaring, Reicon C. Condes, Elaine T. Balaogan, Fe M. Ong-ongowan, Christopher R. Diaz, Juan R. Araojo, Jr., Cristina C. Salazar, Priscilla V. Salo, Bernadette B. Patag, Rosanito S. Paras, Rochene I Garcia
Printed in the Philippines by ________________________
Department of Education – Region4A CALABARZON
Office Address: Gate 2 Karangalan Village, Brgy. San Isidro, Cainta, Rizal Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: lrmd.calabarzon@deped.gov.ph
Personal Development Quarter 1 – Module 4: Thoughts, Feelings, and Behaviors in Actual Life Situations
Senior High School
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module was designed and written with you in mind. It is here to help you master the nature of Personal Development. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The lesson in this module is about Actual Life Situations of the Middle and Late Adolescence. After going through this module, you are expected to:
- show the connections between thoughts, feelings, and behaviors in actual life situations.
What I Know
Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.
The stage when a person transforms from puberty to adulthood is called
- A. emotional transformation
- B. adolescence
- C. teening
- D. adult migration
Thoughts, feelings, and behaviors always have the same level and intensity among one another.
- A. True
- B. False
- C. perhaps
- D. most of the time
This is made from our thoughts, feelings, and behavior.
A. Adulthood
B. Decision
C. adolescence
D. situation
This assessment is done for us to identify our own strengths and weaknesses.
- A. self-assessment
- B. peer-assessment
- C. relative assessment
- D. groups assessment
Identify the correct statement:
- A. The connection among thoughts, feelings, and behaviors is always vertically aligned.
- B. The connection among thoughts, feelings, and behaviors is always not vertically aligned.
- C. The connection among thoughts, feelings, and behaviors is sometimes vertically aligned.
- D. The connection among thoughts, feelings, and behaviors is never vertically aligned.
When we make decisions, we should consult our thoughts and feelings and watch over our behaviors.
- A. yes
- B. No
- C. maybe
- D. never
7-8. Identify two (2) statements which are true to an actual situation:
- A. Thoughts may sometimes overpower a person.
- B. Our feelings always control our thoughts.
- C. Behavior is always the product of thoughts and feelings.
- D. Decisions are made by behavior alone.
- Teacher Ana saw one of her students cheating in the class. Being so, she called the attention of the student after the class and said she was sad of what her student did. When the teacher said she was saddened by what happened, she used her:
- A. feelings
- B. thoughts
- C. behavior
- D. decision
10-11. A person with disability (PWD) finds it difficult to walk towards an elevator in a certain shopping mall. You know how the she feels because one of your relatives also has a walking disability therefore you immediately assist her towards the elevator. How are thoughts, feelings, or behavior present in the situation? Choose two (2).
- A. When you knew what she was feeling.
- B. When you were walking at the mall.
- C. When you assisted her towards the elevator.
- D. When you saw the person.
- In order for us to identify where we have gone wrong in making decisions, it is always important for us to _____ our thoughts, feelings, and behaviors.
- A. ignore
- B. revisit
- C. connect
- D. neglect
13-14. Find two (2) faulty statements:
- A. When we make decisions, these may be informed or uninformed.
- B. When we make decisions, these are always informed.
- C. When we make decisions, these are always uninformed.
- D. When we make decisions, these may be products of our own thoughts.
- Identify one (1) way we cannot be accurate in making decisions:
- A. by controlling our emotions
- B. by capitalizing our strengths
- C. by not acknowledging our weaknesses
- D. by thinking twice before we make decisions
Lesson 4: Thoughts, Feelings, and Behaviors in Actual Life Situations
While you may notice and feel drastic physical changes within you, it is, too important to know how these transformations develop you as an individual. Not only does the physical aspect affect your thoughts and feelings, but this more importantly positively converts your behaviors—toward yourself and the people around you.
What’s In
In the previous module that you have accomplished, you have understood that every individual experiences certain stages of life that form his or her being a person. Likewise, you have understood that adolescents tend to experience “cognitive empathy,” a phenomenon where a person pays high regards to perspective of others and feeling concerned towards people in the society. In this specific module, you will be able to aptly appreciate the changes within you that you have evaluated in the previous module: your thoughts, feelings, and behaviors. Now that you have enumerated and assessed yourself, it is about time for you to appreciate that understanding these three elements leads you to better weigh of what is going on around you, making you a keener observer and a more active participant to the betterment of your personal goals and others’ individual roles in the society.
To assess yourself further, accomplish the proceeding activity about your thoughts, feelings, and behavior.
Three things I think the future would be:
Three gestures that make me happy:
[chart: diagram of four connected inverted triangles, with arrows; blank activity graphic for the labels above and below; transcriber’s note: the three labels are placed around the triangles as printed]
Three celebrities I can relate myself with:
Notes to the Teacher
Let the students ponder over their answers. Lead them to the realization of their answers and the possible implications of each item to them as an individual. Moreover, emphasize to the students that the main objective of this module is to show the connections of feelings, thoughts and behaviours in actual life situations as an adult hence the focus of the discussion is in the internalization of adulthood and not merely the physical changes that they may undergo in this particular stage. Clarify that while these “physical changes” do play vital roles in one’s virtues and conception, a discussion for that lesson is reserved in a different module.
What’s New
Read and internalize the poem entitled “I Wandered Lonely as a Cloud” by a notable romantic poet, William Wordsworth. You may use either your physical dictionary or electronic dictionary for you to understand the words that may be unfamiliar to you.
Unlocking of Difficulties
| WORD | DEFINITION (from www.dictionary.com) | CONTEXTUAL EXAMPLE |
|---|---|---|
| daffodil | a bulbous plant, Narcissus pseudonarcissus, of the amaryllis family, having solitary, yellow, nodding flowers that bloom in the spring | I really love bright and yellow flowers because they make my day livelier. How I love daffodils, indeed. |
[transcriber’s note: table continued from the previous page]
| WORD | DEFINITION (from www.dictionary.com) | CONTEXTUAL EXAMPLE |
|---|---|---|
| flutter | to wave, flap, or toss about | Look at the fluttering butterflies in the garden! They are so happy, aren’t they? |
| jocund | cheerful; merry; blithe; glad | I have never seen him sad all along. He has always been jocund. |
| Oft | often | Know what, I often see him pray when things are getting difficult. |
| pensive | expressing or revealing thoughtfulness, usually marked by some sadness: | Despite the challenging times, they remained pensive all these days. |
I Wandered Lonely as a Cloud
by William Wordsworth
[illustration: a cloud with a face floating above hills, with daffodils in the foreground]
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Notes to the Teacher
Since the poem is literary in nature, the student may ask certain aspect/s of the reading that s/he might find difficult to understand. Prepare to explain the concept/s in simpler terms.
What is It
The poem that you have just read manifests how a person can be lonely and happy at the same time. Likewise, an adolescent like you might be able to transform your thoughts and feelings onto a positive behavior. For instance, like a cloud, you might be alone at times, perhaps left behind by the ones you consider as close and significant to you; thus you might think and feel (hence the thoughts and feelings) that you are unimportant to them. However, as what Wordsworth wrote, “A poet could not but be gay,” he did not let the loneliness envelop him, so he found his own ways, controlling his behavior, to be “gay” or happy even though the situations are against him.
By analyzing the poem and relating this to your everyday life as an adolescent, you can now clearly identify the connections between your thoughts, feelings, and behavior. As discussed above, the three do not necessarily have to be of the same succeeding level or intensity that one of them may contradict or control the others. That is the reason that as a responsible adolescent, it is imperative that you evaluate yourself through self-assessment. Self-assessment is your own assessment of your thoughts, feelings, and behaviors which is completely necessary for you to arrive to an informed decision.
However, while decisions may be individual, these are affected by factors like values, goals, and positive affiliations. In the study of B. Bradford Brown entitled The Psychology of Adolescence, he wrote that the aforementioned factors are affected by positive family and community context, emphasizing that skills to deal with anxiety and adversity are also keys. Hence, an individual must be able to assess himself or herself accurately prior to making decisions as the outcomes of his or her actions can be the reflections of how he or she is raised, chooses peers, and deals with the community.
Meanwhile, in an online article published in carolinapeds.com entitled “The Connection Between our Thoughts, Feelings, and Behaviors, the author Courtney Bancroft”, it was discussed that the three are connected with one another in such a means that when one (e.g. thought) or any two of the three (e.g. thought and feeling) is/are on negative pole, it may be changed by having the remaining factor/s focused on the positive pole.
Now that you have seen the connections of the three elements, it is about time that you share a real situation that you have experienced in the past when your thoughts, feelings, and behaviors either agreed with one another, or otherwise.
Please answer the following questions:
-Have you had an experience when your thoughts, feelings, and behaviors agreed with one another? What particular situation was that?
-Have you had an experience when your thoughts, feelings, and behaviors disagreed with one another? What particular situation was that? How did you arrive to an informed conclusion afterwards?
-Why do you think that at times, people tend to have thoughts, feelings, and behaviors that do not agree with each other?
-Can we control our thoughts, feelings, and behavior? How can we do that?
What’s More
Activity 1.1 Making Connections
Your thoughts, feelings, and behaviors allow you to arrive at certain decisions. These decisions, however, might be informed or uninformed.
In order for you to be able to arrive at a fruitful and helpful conclusion, you should be able to track the three elements, so it would be easy for you to show the connections among them.
In this activity, you are given a set of situations where you should track your thoughts, feelings, and behavior until you reach a decision. Your answer must be in full sentence or paragraph, depending on your intent. Use a different sheet of paper.
| Situation | Thought/s | Feeling/s | Behavior/s | Decision/s |
|---|---|---|---|---|
| You saw one of your friends getting something from the teacher’s drawer without permission. What would your decision be? | ||||
| You felt an urge to help an old man crossing the street, but you are already in the jeepney. How would you decide on it? | ||||
| One of your neighbors is insulting the religion of your other neighbor by posting blasphemous articles on social media. How would you decide on it? |
Activity 1.2 The Golden Circle
This activity gauges the depth of your understanding and appreciation of the module. Starting from the outside circle, recall the discussions about your thoughts, feelings,
and behaviors that you may want to retain or change in order for you to become a better individual.
[chart: concentric circle diagram; Activity 1.2 The Golden Circle]
- Outer circle (yellow), WHAT: First, write WHAT specific thought, feeling, or behavior that you possess you would like to improve.
- Middle circle (green), HOW: Next, write HOW you plan to change this thought, feeling or behavior.
- Inner circle (blue), WHY: Finally, write WHY you intend to change this thought, feeling, or behavior.
Activity 1.3 Reconnect the Connections
Through the tune of “Bahay Kubo,” compose a song with the theme “Millennial Adolescents: Responsible, Empowered, and Virtuous”. The song must contain the essential characteristics adolescents must possess when it comes to their thoughts, feelings, and behavior. Provide a creative title.
[transcriber’s note: blank answer box with a single line at its top; the lower part of the box is cut off at the bottom of the page and the footer text overlaps it]
What I Have Learned
Complete the statements according to the concepts that you have learned.
Through this module, I have learned that thoughts, feelings, and behaviors are sometimes not vertically aligned with one another because _____
. I have also understood that self-assessment is considerably important to an adolescent for the reason that _____
. Therefore, in making decisions, it is always necessary to _____ in order for an individual to arrive to an informed decisions.
What I Can Do
While it takes effort and time for you to be able to go through the middle and late adolescent stages, it is important to take one step at a time. Having that said so, you may begin listing down a monthly plan that will serve as your guide in improving yourself.
For example, in Day 1, you can write “I will try to reach out to a friend whom I know I have hurt feelings back then” or “I will research about ways to become a better individual.”
Note that in your monthly plan, it is acceptable to leave some days blank if you intend not to include an activity on that day. Be creative, inspired, and enjoy planning!
MY POSITIVE PLANNER
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|---|---|---|---|---|---|---|
| 1 | ||||||
| 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 9 | 10 | 11 | 12 | 13 | 14 | 15 |
| 16 | 17 | 18 | 19 | 20 | 21 | 22 |
| 23 | 24 | 25 | 26 | 27 | 28 | 29 |
| 30 | 31 |
Assessment
Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.
- Adolescence is the stage when a person transforms from puberty to adulthood.
- A. true
- B. false
- C. perhaps
- D. most of the time
[transcriber’s note: a stray backtick precedes item 2 in the printed text]
Thoughts, feelings, and behaviors do not always have the same level and intensity among one another.
- A. true
- B. false
- C. perhaps
- D. most of the time
Decision is made out of our thoughts, _________, and behavior.
- A. adulthood
- B. feelings
- C. adolescence
- D. situation
For us to identify our own strengths and weaknesses, we usually do:
- A. groups
- B. peer-assessment
- C. relative assessment
- D. self-assessment
5-7. Identify three (3) incorrect statements:
- A. The connection among thoughts, feelings, and behaviors is always vertically aligned.
- B. The connection among thoughts, feelings, and behaviors is always not vertically aligned.
- C. The connection among thoughts, feelings, and behaviors is sometimes vertically aligned.
- D. The connection among thoughts, feelings, and behaviors is never vertically aligned.
8-9. Identify two (2) statements which are not true to an actual situation:
- A. Thoughts may sometimes overpower a person.
- B. Our feelings always control our thoughts.
- C. Behavior is always the product of thoughts and feelings.
- D. Decisions are made by behavior alone.
- Teacher George saw one of his students cheating in the class. Being so, he called the attention of the student after the class and said he was sad of what his student did. When the teacher called the attention of the student after class, he used his:
- A. feelings
- B. thoughts
- C. behavior
- D. all of the above
11-12. A person with disability (PWD) finds it difficult to walk towards an elevator in a certain shopping mall. You know how she feels because one of your relatives also has a walking disability, therefore you immediately assist her towards the elevator. How are thoughts, feelings, or behavior absent in the situation? Choose two (2).
- A. When you knew what she was feeling.
- B. When you were walking at the mall.
- C. When you assisted her towards the elevator.
- D. When you saw the person.
- In order for us to identify where we have gone wrong in making _______, it is always important for us to revisit our thoughts, feelings, and behaviors.
- A. poems
- B. stories
- C. decisions
- D. assignments
14-15. Find two (2) accurate statements:
- A. When we make decisions, these may be informed or uninformed.
- B. When we make decisions, these are always informed.
- C. When we make decisions, these are always uninformed.
- D. When we make decisions, these may be products of our own thoughts.
Additional Activities
Using the Activity 1.1 sheet, interview three (3) persons and note their answers. Prepare to share your answers on the proceeding modules.
Person 1
Name: _____
Relationship: _____
| Situation | Thought/s | Feeling/s | Behavior/s | Decision/s |
|---|---|---|---|---|
| You saw one of your friends getting something from the teacher’s drawer without permission. What would your decision be? | ||||
| You felt an urge to help an old man crossing the street, but you are already in the jeepney. How would you decide on it? | ||||
| One of your neighbors is insulting the religion of your other neighbor by posting blasphemous articles on social media. How would you decide on it? |
Person 2
Name: _____
Relationship: _____
| Situation | Thought/s | Feeling/s | Behavior/s | Decision/s |
|---|---|---|---|---|
| You saw one of your friends getting something from the teacher’s drawer without permission. What would your decision be? | ||||
| You felt an urge to help an old man crossing the street, but you are already in the jeepney. How would you decide on it? | ||||
| One of your neighbors is insulting the religion of your other neighbor by posting blasphemous articles on social media. How would you decide on it? |
Person 3
Name: _____
Relationship: _____
| Situation | Thought/s | Feeling/s | Behavior/s | Decision/s |
|---|---|---|---|---|
| You saw one of your friends getting something from the teacher’s drawer without permission. What would your decision be? | ||||
| You felt an urge to help an old man crossing the street, but you are already in the jeepney. How would you decide on it? | ||||
| One of your neighbors is insulting the religion of your other neighbor by posting blasphemous articles on social media. How would you decide on it? |
Answer Key
[transcriber’s note: this page is printed upside down; the three columns are transcribed below in their reading order]
What I Know
- B
- B
- B
- A
- C
- A
- 7-8. A,C (in any order)
- A
- 10-11. A,C (in any order)
- B
- 13-14. B,C (in any order)
- C
What’s More
Answers vary.
Assessment
- A
- A
- B
- D
- 5-7. A,B,D (in any order)
- 8-9. B,D (in any order)
- D
- 11-12. B,D (in any order)
- C
- 14-15. A,D (in any order)
References
Ashbey, Kate. “Adolesce.” Accessed June 2020. https://www.oercommons.org/authoring/21202-adolesce/1/view
Bradford, Brown. “The Psychology of Adolescence.” (June 2020). https://www.ncbi.nlm.nih.gov/books/NBK53420.
Courtney, Bancroft. “The Connection Between our Thoughts, Feelings, and Behaviors: Part I.” (June 2020). https://carolinapeds.com/2017/04/theconnection-between-our-thoughts-feelings-and-behaviors.
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
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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