PSY- 014-12-04

OUR LADY OF FATIMA UNIVERSITY

College of Arts and Sciences
Department of Psychology
PERSONAL DEVELOPMENT
OLFU VISION
To improve man as man by developing individuals through a legacy of excellent education and compassionate value formation.
OLFU MISSION OLFU CORE VALUES
The noble dictum “improving man as man” embodies the existence of Fatima Through innovative learning strategies focused on strong
Medical Science Foundation and Our Lady of Fatima University as educational and updated academic foundation with enhanced industry
institutions dedicated to the holistic formation of men and women imbued with skills and experience, a graduate of OLFU is expected to be
the necessary aims to: an ACHIEVER. In the community and in the workplace, an
 Commit itself to the service of society through quality education; OLFU graduate will be known as a person who:
 Develop the capabilities of individuals in order to maximize their potentials;
 Nurture future professionals with the requisite academic foundation and A- Aspires To Do His Best
conventional skills so as to mold them into highly-respected leaders and C- Is Credible And Compassionate
members of society; H- Hardworking And Honorable
 Respond effectively to the changing needs and conditions of the times I- Is An Inspiration To Others
through continuing professional education and research; E- Is Efficiently Entrepreneurial And Employable
 Inculcate social awareness through community outreach program; V- Is A Visionary
 Imbue a deep sense of nationalism and pride in our Filipino heritage; E- Is Ethical And Has Excellent Work Habits
 Uphold virtues of truth, justice integrity, compassion and faith in God. R- Is Responsible

BASIC EDUCATION MISSION BASIC EDUCATION VISION

In response to the university’s noble dictum, “Improving Man as Man”, The Senior High School of Basic Education
Senior High School level of the Basic Education Department confirms its Department envisions to produce competent and
commitment in providing inclusive education that will nurture and ethical graduates with 21st century knowledge and
transform the learner holistically towards his progressive participation as a skills.
responsible citizen.
PROGRAM MISSION PROGRAM VISION
The mission of the department is to develop and maintain:

 A dynamic environment that respect and use critical and creative

thinking, skeptical inquiry and the scientific approach to solving
problems related to human behavior and psychological science; The Psychology Department shall become a community of
 A collegial environment where teachers and scholars can realize their intellectual excellence dedicated to fostering a high quality
teaching, research and service goals, contribute to the development of education in psychological science through effective
the field of psychology, enrich the lives of students and greater instruction, research, and community service.
community;
 A rich and intellectually stimulating program of study that promotes
understanding and the application of principles of psychological sciences.
PROGRAM EDUCATIONAL OBJECTIVES (HUMSS/GAS PROGRAM OUTCOMES
STRAND) (HUMSS/GAS STRAND)
A graduate of Senior High School student under HUMSS/GAS strand is 1. Demonstrate an understanding of values,
expected to: ideas and skills in Humanities and social
sciences and General Academic Strand.
1. Expected to be bounded by their responsibility to the work place. 2. Develop and sustain arguments about
2. Expected to be a model of professionalism at all times. established principles in Humanities and
3. Identify work suitable for him/her. social sciences and General Academic
4. Pursue a field of a study in various social sciences courses like Strand.
Psychology, Criminology and Mass Communication. 3. Critically evaluate the established principles
in Humanities and social sciences and
General Academic Strand.
4. Comprehend and evaluate the established
principle in Humanities and social sciences
and General Academic Strand that maybe
presented in various forms and from various
sources
5. Understand and explain the main methods of
inquiry in Humanities and social sciences
and General Academic Strand.
6. Critically evaluate the relevance of different
methods of problem solving in the field
7. Apply the knowledge in Humanities and
social sciences and General Academic Strand
to make judgement and create approaches to
solving problems in applied or an
 employment context.
8. Correctly apply the values, ideas, and skills
in Humanities and social sciences and
General Academic Strand in an employment
context
9. Undertake research using the knowledge and
skills in Humanities and social sciences and
General Academic Strand and communicate
the results of such research to both specialist
and non-specialist audiences.

COURSE SYLLABUS
PERSONAL DEVELOPMENT
COLLEGE CAS COURSE DESCRIPTION
This course makes senior high school students aware of the developmental stage that they are in, for
DEPARTMENT PSYCHOLOGY them to better understand themselves and the significant people around them as they make
important career decisions as adolescents. The course consists of modules, each of which addresses a
COURSE CODE PD 1 key concern in personal development. Using the experiential learning approach, each module invites
students to explore specific themes in their development. Personal reflections, sharing, and lectures
help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.
COURSE expected outcomes

PERSONAL CO1: Understand the basic ideas in experimentation

DESCRIPTIVE TITLE
DEVELOPMENT CO2: Identify the various experimental designs in psychology
CO3: Apply specifics experimental methods in conducting experimental research in psychology
PRE-REQUISITE (S) CO4: Synthesize findings in every experiments conducted in the term;
CO5: Demonstrate an advanced skills in writing research report in experimental pyschology
CREDIT UNIT (S) 3.0
CONTACT HOURS
1.5
PER SESSION:
 COURSE COVERAGE – 1rd QUARTER
TEACHING-LEARNING ACTIVITIES
ASSESMENT TASKS (AT)
WEEK UNIT OUTCOMES (UO) COURSE CONTENT (TLA) LABORATORY RESOURCES
TEACHING LEARNING ASSESMENT TOOL
o Discuss the mission
and vision of OLFU o Selected
o Relate the study of Response
work immersion in (MCQ) o Answer
achieving the vision Vision-Mission of o Selected Key
o Student
and mission of the OLFU Philosophy of o Didactic o Didactic Response o Answer
Handbook
university Education/ o Inductive o Discussion (MCQ) Key
1 Get acquainted
Orientation o Course
o Orientation Work o Discovery o Discussion o Selected o Answer
with the content of
Syllabus
Immersion Basic o Didactic o Didactic Response Key
the course syllabus o Textbook
Concepts (MCQ) o Answer
and requirements o Selected Key
o To identify basic Response
concepts, terms, (MCQ)
and processes
1.1 Explain that knowing Unit I: 1. Knowing
oneself can make a Oneself
person accept his/her
strengths and limitations Understanding
and dealing with others oneself during middle
o Selected
better and late adolescence Response o Answer
Unit I: Self-
EsP-PD11/12KO-Ia-1.1 o Facilitated (MCQ) Key
o Didactic Development
2 The learner’s Discussion o Selected o Answer Activity 1
1.2 Share his/her unique o Lecture Response Key
demonstrate an PD Textbook
characteristics, habits, (MCQ)
understanding of…
and experiences
EsP-PD11/12KO-Ia-1.2
himself/herself
1.3 Maintain a journal during middle and
EsP-PD11/12KO-Ib-1.3 late adolescence
2.1 Discuss the
relationship among
physiological, cognitive,
psychological, spiritual,
and social development
to understand his/her 2. Developing the
thoughts, feelings, and Whole Person
behaviors o Selected
EsP-PD11/12DWP-Ib2.1 the various aspects Response o Answer
o Facilitated Unit I: Self-
of holistic (MCQ) Key
2.2 Evaluate his/her own Discussion Development
3 thoughts, feelings, and
development: o Didactic o Selected o Answer Activity 2
o Lecture
behaviors
physiological, Response Key
PD Textbook
EsP-PD11/12DWP-Ib2.2 cognitive, (MCQ)
psychological,
2.3 Show the spiritual, and social
connections between development
thoughts, feelings, and
behaviors in actual life
situations
EsP-PD11/12DWP-Ic2.3

3. Developmental
3.1 classifiy various
Stages in Middle and
developmental tasks
according to Late Adolescence
developmental stage
EsP-PD11/12DS-Ic-3.1 The skills and tasks
appropriate for
o Performance
3.2 evaluate one’s middle and late
o Problem Based o Rubrics Unit I: Self-
development in adolescence, and
o Didactic Solving o Selected o Answer Development
4 comparison with preparatory to early Activity 3
o Lecture Response Key
persons of the same age adulthood
group EsP-PD11/12DS- (MCQ) PD Textbook
Id-3.2 Make a list of ways
to become
3.3 list ways to become responsible
a responsible adolescent
adolescents
prepared for adult life
prepared for adult
EsP-PD11/12DS-Id-3.3
life
5 4.1 discuss that facing 4. The Challenges of o Didactic o Lecture o Selected o Answer Activity 4 Unit I: Self-
the challenges during Middle and Late o Facilitated Response Key Development
adolescence may able to Adolescence Discussion (MCQ)
clarify and manage the o Selected PD Textbook
demands of teen years The developmental Response
EsP-PD11/12CA-Id-4.1 changes in middle (MCQ)
and late
4.2 express his/her
adolescence, and
feelings on the
expectations of the
expectations of and
significant people from adolescents
around him/her
(parents, siblings, Clarify and manage
friends, teachers, the demands of the
community leaders) teen years (middle
EsP-PD11/12CA-Ie-4.2 and late adolescence
 4.3 make affirmations
that help one become
more lovable and
capable as an adolescent
EsP-PD11/12CA-Ie-4.3
5.1 discuss that
understanding stress 5. Coping with Stress
and its sources during in Middle and Late
adolescence may help in Adolescence
identifying ways to cope
and have a healthful life Stress and its
EsP-PD11/12CS-If-5.1 o Selected
sources; various
Response Unit 2: Aspects
stress responses; o Lecture
5.2 identify sources of (MCQ) o Rubrics of Personal
and coping o Facilitated
6 one’s stress and o Didactic o Selected o Answer Activity 5 Development
strategies for Discussion
illustrate the effect of Response Key
stress on one’s system healthful living in
(MCQ) PD Textbook
EsP-PD11/12CS-If-5.2 middle and late
adolescence
5.3 demonstrate
personal ways of coping Identify personal
with stress for healthful ways of coping for
living EsP-PD11/12CS-Ig- healthful living
5.3
6.1 discuss that
understanding the left
and right brain may help
6. The Powers of the
in improving one’s
learning EsP- Mind
PD11/12PM-Ig-6.1
The whole brain
6.2 explore two types of theory, or two o Selected
mind-mapping hemispheres of the o Didactic o Lecture Response Unit 2: Aspects
techniques, each suited brain: artistic (right- o Discover o Facilitated (MCQ) of Personal
7 to right brain- or left brain dominant) and y Discussion o Selected o Forms Activity 6 Development
brain-dominant thinking linear (left-brain o Problem Response
styles EsP-PD11/12PM- dominant) solving (MCQ) PD Textbook
Ig-h6.2
Identify ways to
6.3 make a plan to improve learning
improve learning using
using both the left
left and right brain
and right brain
through mind-mapping
activities EsP-
PD11/12PM-Ih-6.3
7.1 interpret the
concepts of mental
health and psychological
well-being in everyday
observations about
7. Mental Health
mental health problems
during adolescence and Well-being in
EsP-PD11/12MHWB- Middle and Late
Ih7.1 adolescence
o Selected
7.2 identify his/her own The concepts about Response Unit 2: Aspects
o Lecture
vulnerabilities EsP- mental health and o Didactic (MCQ) o rubrics of Personal
o Facilitated
8 PD11/12MHWB-Ii7.2 wellbeing in middle o Problem o Selected o Answer Activity 7 Development
Discussion
and late adolescence solving Response Key
7.3 make a mind map on (MCQ) PD Textbook
ways of achieving Identify his/her own
psychological well-being vulnerabilities and
EsP-PD11/12MHWB- make a plan on how
Ii7.3
to stay mentally
health
7.4 create a plan to stay
mentally healthy during
adolescence
EsP-PD11/12MHWB-
Ii7.4
9 FIRST QUARTER EXAMINATION

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9
Describe and explain the significance of Humanities and Social Science
1 X X X X X X X X
and General Academic Strand;
Explain and evaluate the factors affecting social controls such as norm,
2 X X X X X X X
role, status and culture;
Identify techniques of Social Science and General Academic Strand and
3 X X X X X X X X
be able to implement it within individuals;
Demonstrate learned skills in group facilitation through cognitive
4 learning activities such as simulation, role playing and imagery and; X X X X X X

Improve and boost self-esteem as one of the core characteristics of an

5 effective group facilitator. X X X X X X X X
 ALIGNMENT OF UNIT OUTCOMES (UO) WITH COURSE OUTCOMES (CO)
UO DESCRIPTION CO1 CO2 CO3 CO4 CO5
 Paraphrase the university’s aspirations for the students.
 Explain the importance of philosophy of education.
1 x x x x x
2  Define and summarize the meaning of group dynamics. x x
 Explain the purpose of group involvement and relate it to real life
experience.
3  Illustrate the value of self-esteem and acceptance of oneself and
x x x x
others
 Identify and execute different concepts related to self-evaluate x x x x
learned skills
4  Illustrate the value of respect and generosity
 Label and develop self-awareness and self-sensitivity
 Demonstrate the value of listening
5 x x x x
 Differentiate obedience, compliance and conformity
 Demonstrate social adaptability in various situations
6 x x x x
7  Explain and demonstrate the different levels of communication x x x x
8  Explain and apply the concept of cohesiveness x x x x
 Demonstrate the value of trust and loyalty
9  Paraphrase and assess the value of hierarchy
 Demonstrate discipline and credibility
x x x x
10  Explain the importance of teamwork
 Generate team building activities that will enhance team work
and sportsmanship
x x x x
 Explain steps in problem solving
 Assess the importance of critical and reflective thinking in
11 problem solving
x x x x
 Exemplify steps in problem solving
 Show the value of respect and commitment in becoming a leader
12 x x x x
 Explain the characteristics of time and relate its importance in
dealing with daily activities and commitments
13  Demonstrate the value of initiative and discipline
x x x x
 Explain the essential qualities of a creative person
 Demonstrate the value of appreciation and self-confidence
14 x x x x
 Explain the importance of applying group dynamics in the field of
work
15  Design group dynamics activities as a mean of applying the skills
x x x x x
learned from the entire course

COURSE COVERAGE – 2th QUARTER

TEACHING-LEARNING ACTIVITIES
ASSESMENT TASKS (AT)
WEEK UNIT OUTCOMES (UO) COURSE CONTENT (TLA) LABORATORY RESOURCES
TEACHING LEARNING ASSESMENT TOOL
8.1 discuss that
understanding the
intensity and
differentiation of 8. Emotional
emotions may help in Intelligence
communicating
emotional expressions The different types
EsP-PD11/12EI-Ii-j-8.1 o Lecture o Performance Unit 2: Aspects
of emotions and
o Facilitated Based of Personal
how they are o Didactic o Portfolio
10 8.2 explore one’s Discussion o Selected Activity 7 Development
expressed o Rubrics
positive and negative Response
emotions and how one (MCQ) PD Textbook
expresses or hides them Identify ways to
EsP-PD11/12EI-Ij-8.2 communicate and
manage emotions in
8.3 demonstrate and a healthy manner
create ways to manage
various emotions EsP-
PD11/12EI-Ij-8.3
9.1 discuss an
understanding of teen-
age relationships, 9. Personal
including the acceptable Relationships
and unacceptable
expressions of The dynamics of
attractions Unit 3: Building
attraction, love, and o Performance
EsP-PD11/12PR-IIa-9.1 o Lecture and
commitment o Didactic Based
o Facilitated o Rubrics Maintaining
11 9.2 express his/her ways
o Selected Activity 8
Discussion o Portfolio Relationships
of showing attraction,
Appraise one’s Response
love, and commitment present (MCQ)
PD Textbook
EsP-PD11/12PR-IIa-9.2 relationships and
make plans for
9.3 identify ways to building responsible
become responsible in a future relationships
relationship EsP-
PD11/12PR-IIb-9.3
 10.1 distinguish the
various roles of different
individuals in society and
how they can influence 10. Social
people through their Relationships in
leadership or Middle and Late
followership Adolescence
EsP-PD11/12SR-IIb10.1 Unit 3: Building
o Performance
and
The concepts about o Lecture Based o Rubrics
10.2 compare one’s o Didactic Maintaining
12 perception of
social influence, o Facilitated o Selected o Answer Activity 9
Relationships
himself/herself and how
group leadership Discussion Response Key
others see him/her and followership (MCQ)
PD Textbook
EsP-PD11/12SR-IIc10.2
Identify the different
10.3 conduct a mini- roles of leaders and
survey on Filipino followers in society
relationships (family,
school, and community)
EsP-PD11/12SR-IIc10.3
11.1 appraise one’s
family structure and the
11. Family Structures
type of care he/she gives
and Legacies
and receives, which may
help in understanding
himself/herself better The impact of one’s
EsP-PD11/12FSL-IId11.1 family on his/her
personal
o Lecture o Performance Unit 3: Building
11.2 make a genogram development during
o Facilitated Based o Rubrics and
and trace certain middle and late
Discussion o Selected o Answer Maintaining
13 physical, personality, or adolescence o Didactic Activity 10
o Problem Response Key Relationships
behavioral attributes
through generations Solving (MCQ)
Identify the firm and
EsP-PD11/12FSL-IId- PD Textbook
gentle sides of
e11.2 family care that
affect a person’s
11.3 prepare a plan on
development during
how to make the family
middle and late
members firmer and
adolescence
gentler with each other
EsP-PD11/12FSL-IIe11.3
12.1 explain that
through understanding
of the concepts of 12. Persons and
career and life goals can Careers
help in planning his/her
career The concepts of
EsP-PD11/12PC-IIf-12.1 career development,
life goals, and o Didactic o Lecture
12.2 identify the
personal factors o Discovery o Facilitated Unit 4: Career
personal factors o Performance
influencing career o Problem Discussion o Rubrics Development
14 influencing career Based Activity 11
choices Solving o Problem
choices
EsP-PD11/12PC-IIf-12.2 o Deductive Solving PD Textbook
set a personal career
12.3 take a self- goal based on the
assessment tool to know results of self-
his/her personality traits assessment of
and other personal various personal
factors in relation to factors
his/her life goals
EsP-PD11/12PC-IIg12.3
13.1 discuss the external
factors influencing
career choices that may
help in career decision
making 13. Career Pathways
EsP-PD11/12CP-IIg13.1
The external factors
13.2 identify pros and influencing career o Didactic o Lecture
cons of various career
choices o Discovery o Facilitated Unit 4: Career
options with the o Performance
o Problem Discussion o Rubrics Development
15 guidance of parent, Based Activity 12
Make a career plan Solving o Problem
teacher, or counselor
EsP-PD11/12CP-IIh13.2 based on his/her o Deductive Solving PD Textbook
personal goal, and
13.3 prepare a career external factors
plan based on his/her influencing career
personal goal and choices
external factors
influencing career
choices
EsP-PD11/12CP-IIh-i13.3
 14.1 explain the factors
in personal development
that may guide him/her
in making important
career decisions as
14. Insights into
adolescents
One’s Personal
EsP-PD11/12IOPD-
Development
IIi14.1

14.2 share insights that His/her personal

make him/her realize development as an
the importance of important
o Lecture
personal development in component of o Didactic
o Facilitated Unit 4: Career
making a career decision setting career and o Discovery o Performance
Discussion o Rubrics Development
16 as adolescent life goals o Problem Based Activity 13
o Problem
EsP-PD11/12IOPD-IIih- Solving
14.2 Solving PD Textbook
Analyze and
synthesize his/her
14.3 construct a creative personal
visualization of his/her development as an
personal development
important
through of the various
component of
stages he/she went
setting career and
through, stressors,
influences, and decision- life goals
making points, and a
personal profile analysis
EsP-PD11/12IOPD-
IIj14.3
17 2ND QUARTER EXAMINATION

ALIGNMENT OF UNIT OUTCOMES (UO) WITH COURSE OUTCOMES (CO)

UO DESCRIPTION CO1 CO2 CO3 CO4 CO5
o Paraphrase the university’s aspirations for the students.
1 o Explain the importance of philosophy of education. x x x x x
2 o Define and summarize the meaning of group dynamics. x x
o Explain the purpose of group involvement and relate it to real life
3 experience. x x x x
o Illustrate the value of self-esteem and acceptance of oneself and
others
o Identify and execute different concepts related to self-evaluate x x x x
4 learned skills
o Illustrate the value of respect and generosity
o Label and develop self-awareness and self-sensitivity
5 o Demonstrate the value of listening x x x x
o Differentiate obedience, compliance and conformity
6 o Demonstrate social adaptability in various situations x x x x
7 o Explain and demonstrate the different levels of communication x x x x
8 o Explain and apply the concept of cohesiveness x x x x
o Demonstrate the value of trust and loyalty
9 o Paraphrase and assess the value of hierarchy
o Demonstrate discipline and credibility x x x x
10 o Explain the importance of teamwork
o Generate team building activities that will enhance team work and x x x x
sportsmanship
o Explain steps in problem solving
11 o Assess the importance of critical and reflective thinking in problem x x x x
solving
o Exemplify steps in problem solving
12 o Show the value of respect and commitment in becoming a leader x x x x
o Explain the characteristics of time and relate its importance in
13 dealing with daily activities and commitments x x x x
o Demonstrate the value of initiative and discipline
o Explain the essential qualities of a creative person
14 o Demonstrate the value of appreciation and self-confidence x x x x
o Explain the importance of applying group dynamics in the field of
15 work x x x x x
o Design group dynamics activities as a mean of applying the skills
learned from the entire course

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)

NO TEACHING CEO1 CEO2 CEO3 CEO4 CEO5

1 DIDACTIC – Educator tells the facts, concepts, principles, and generalizations X X X X X

INDUCTIVE – Educator facilitates; Learner arrives at the facts, principle, truth or
2 X
generalization
DISCOVERY – Educator facilitates; Learners are tasked to synthesize thoughts to perceive
3 X X
something not known before
PROBLEM SOLVING – Educator facilitates; Learners engage in any purposeful activity to
4 X X X
remove a recognized difficulty or perplexity in a situation through the process of reasoning

NO LEARNING CEO1 CEO2 CEO3 CEO4 CEO5

 1 LECTURE – Communicating information to audience X X X X X

2 DISCUSSION – encouraging application of learning materials and soliciting feedback X X X

3 PROBLEM SOLVING – finding solution X X X
ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
NO ASSESMENT TASK CEO1 CEO2 CEO3 CEO4 CEO5
1 SELECTED RESPONSE (MCQ) X X X X X
2 PERFORMANCE-BASED X X X X
NO TOOL CEO1 CEO2 CEO3 CEO4 CEO5
1 ANSWER KEY X X X X X

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment Take home activities will be provided. Students are required to print out their answers and submit it
Particulars: on the next session.

Each student is required to submit and present their portfolio with weekly diary of activities by the
Project Paper Particulars:
end of 4th quarter exam by the end of the final period.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

TRANSMUTTED GRADE 94-100 87-92 80-86 75-79 60-74

Did not meet
DESCRIPTOR Outstanding Very Satisfactory Satisfactory Fairly Satisfactory
expectations

FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete) AW (Authorized Withdrawal) NFE (No Final Examination)

Written Performance = 25% Performance Task = 50% Quarter Examination 25%

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES none

All exercises and requirements for the course are to be complied by the students as part of their
STUDENTS COURSE PORTFOLIO
portfolio and must be made available for inspection by the instructor before the end of the semester
LANGUAGE OF INSTRUCTION ENGLISH

A student who has incurred absences more than twenty percent (20%) of the total number of the school
ATTENDANCE days shall not be given credit to the course regardless of class standing. For further provisions of the said
policy, please refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE TBA

COURSE REVIEW AND ENHANCEMENT MEMBERS Chair: Program Coordinator & Faculty Members

PREPARED BY: ENDORSED BY: APPROVED BY:

Psychology Department
Date:_______________
________________________
________________________ Dr. Ramona A. Salazar
Dr. Ronan S. Estoque. RPm Dean – College of Arts and Sciences
Program Coordinator – Psychology Department Date: _________________
Date: _________________