REF No.

: DO-WMCG- 035 Educ 4

COLLEGE OF EDUCATION Status : Initial

Date Issued : June 2020

MODULE CONTENT GUIDE

Prepared By: DAYLINDA J. TAMPUS Noted By: DR. ELIZABETH L. BAGUIO -Dean
Week 1 Term: 1 Semester: 1 Academic Year: 2021-2022
Subject Code: Course Title: Career Education and Personality Development
COURSE DESCRIPTION: This course assists students with exploring careers and developing skills necessary to make
use of. Activities are designed to guide prospective teachers in evaluating educational, occupational and personal
goals and assist them in acquiring and using life skills.

I. COURSE INTENDED LEARNING OUTCOMES (CILO)

At the end of the course, the students are able to:

1. Evaluate educational, occupational and personal goals;

2. Manifest understanding of the importance of career development;

3. Explain the steps in the effective management of one’s career;

4. Demonstrate understanding of the important linkages between educational achievement and career opportunities;

5. Apply the skills of an effective learner within a variety of settings; and

6. Explain the interrelationships of life roles.

II. COURSE GUIDE (course rules/instructions, Coverage inclusion Dates/schedule, grading criteria)
The entire course covers 8 weekly modules with specific content topics. Students are expected to fully learn the lessons and achieve the
intended learning outcomes. Two big examinations; midterm and finals for term classes and 4 big examinations for full term classes;
Prelim, midterm, semi-final and final examinations. Quizzes, class activities, oral participation ,
demonstration teaching, and assignments are given to supplement students’ learning. Schedule of examinations are posted on the
bulletin board.

1st Term Schedule 2nd Term Schedule

Inclusive Dates Week Details Inclusive Dates Week

Week 4 Prelim / Midterm Exams Week 4

Week 8 Midterm / Final Exams / Submission Week 8

and/or compliance of
Requirements

The grading criteria for the assessment of student competence or performance includes the following:

Quizzes/Assignments 25%
Class Activities/Laboratory Output 35%
Periodic Examination 40%
Total 100%
III. MODULE LEARNING OUTCOMES : Students are able to
1 Articulate the SJIT LPVM;
2. Manifest understanding on the requirements of the course;
3. Run-through the outline of the course;
4. Accomplish a diagnostic survey on challenges of students in online classes during the previous semester;
5. Manifest understanding of the means to manage one’s career; and
6. Discuss the meaning and implications of career development in one’s life.

IV. CONTENT TOPIC DISCUSSION (attach detailed content theories/applications and specific learning objectives)
TOPIC :
1. SJIT LPVM and core values
2. Filling in of survey on challenges met on online classes
3. Feedback
4. Orientation to the course
5. Definition of theory, perspective
6. Run through on the course outline of the course
7. Discussion on the expectations
8. Discussion on career and the management of one’s career

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru online)
Interactive class discussion
Brainstorming
Written examination- Diagnostic grammar test
Lecture-discussion
Written exercises

VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)

Directions Answer the following question
1. Internalize orally SJIT’s LPVM, and values.
Answer the items on your paper and submit after an hour.
VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )

Self-assessment on one’s personal characteristics

VIII. References

https://files.eric.eric.ed.gov
https://www.universalclass.com>course>syllabus
https://semo.edu>pdf>syllabi2021
https://jobtalk.indiana.edu>PCD

Topic One:
SJIT LPVM and Values

What values are expected of each student of SJIT to practice? Explain.

Topic Two: Survey questionnaire for an Action Research

Instruction: The questionnaire you are to fill in is a survey on the experiences you
encountered during the classes you had the previous semester. Any answer you give will
never affect your performance in this class. Answer the questions honestly; however you
are free to skip any question if you think you are not willing to accomplish. We just want to
assist you in meeting any of the challenges you experienced.

Topic Three: Orientation to the Course: Expectations, Requirements ( to be accomplished at

the end of the term)

1. Describe your career or the career you wish to follow.

2. Meaning of Career
2.1 It is the occupation undertaken for a significant period of a person’s life and with
opportunities for progress.
2.2 It is the occupation or profession, especially one requiring special training,
followed as one’ life work.
2.3 It can mean the progress and actions individuals have taken throughout the
working years of their life especially as they relate to their profession.
2.4 Job and career do not mean the same. Job is work people perform to earn
money to support their basic needs. Job can be full time or part-time or short time.
Not all jobs require specialized degree or advanced training.
3. Career Development
3.1 It is the process of choosing a career, improving one’s skills, and advancing along
a career path.
3.2 It is a lifelong process of learning and decision making that brings one closer to
the ideal job, skill set and lifestyle.
3.3 It involves the process of self-knowledge and exploration.

Topic Four: Managing One’s Career

1. What is it?
It is taking ownership of one’s career by -
* identifying specific goals
* building a development plan
2. Steps in Managing effectively your own career
2.1 Develop a long-term career aspirations plan even if the future is unpredictable.
Develop the plan not on the money but on the satisfaction from the work. Explore
your strengths, needs, interests or aspirations
2.2 Break it up into short term action plans by skills building classes, professional
development programs, on-the-job training or trusted guidance (eg. from mentors
or advisers)
2.3 Don’t shy away from opportunities, regardless of discomfort.
2.4 Use tools and resources provided by the school or company.
2.5 Tap your colleagues effectively.
2.6 Understand the culture of your organization.
2.7 Get out and build your network, to get to know people and allow people to get
to know you.
2.8 Don’t be afraid of failure.

Topic Five: Factors that Influence Career Development

1. Personal characteristics
1.1 personality type
1.2 Interests
1.3 Aptitude
2. Financial resources
3. Financial obligations
4. Physical, mental and emotional impairments
5. Age
6. Family obligation

Exercise 2: Explain each by giving examples.

Week 2
Module 2
Module Learning Outcomes
At the end of the module students are able to -
1. Define career exploration and career stagnation;
2. Interpret and evaluate signs of career stagnation;
3. Explain the causes of career stagnation; and
4. Discuss the components and means in career exploration.
Content/Topics for Discussion
Career Exploration
Resources for Career Exploration
Career Stagnation
Signs of Stagnation
Avoiding Stagnation
Teaching-Learning Activities:
Lecture-discussion
Role play
Group work
Assessment tasks: Quiz; participation in discussion, journal writing, essay writing
Assignment:
Prepare an autobiographical sketch.

Topic 1: Career Exploration

1. Career exploration is learning about various occupations and their “fit” with your unique
career preference. You determine what careers are available, what your interests are and
what skills you have of need to develop.

2. There are available resources that can help the you get a sense of your interests and skills
as well as gain employment experience and learn about employment opportunities., such as
2.1 Mentoring
2.2 Assessment, testing and counseling
2.3 Individualized learning places
2.4 Job search assistance
2.5 Soft and technical skills development and training
2.6 Apprenticeship
2.7 Internships
2.8 Youth jobs

Exercise 1: What career can your unique nature fit? Make a self-assessment

Topic 2: Career Stagnation

Please read first the notes and do exercise 1. We will discuss your answers later.
1. Career stagnation occurs when one feels a lack of engagement with his/her career or
work. It occurs when a person doesn’t see positive changes in his/her career or feels the
loss of professional skills.

2. Signs of stagnation
1.1 bored at work
1.2 Job title and salary remain the same
1.3 No new learning in several months
1.4 Little or no autonomy in one’s role
1.5 Performance reviews are the same
1.6 Organization suffers losses
1.7 No opportunities to lead or grow
1.8 Often deflated or angry
1.9 Isolated from other people
1.10 Rarely being asked decisions

3. Means to avoid stagnation

3.1 Take inventory of your resources.
What are some of your personal and/or environmental resources?
Give examples of skills/talents which a person may tap on?
3.2 Ask for new challenges
What is it in a challenge that can move you on?
3.3 Switch it up.
Think of some possible position or work that you can exchange with another
colleague. What in it can motivate/challenge?
3.4 Give back.
In what way/s can you give back to your family/school? What services can
you offer to your community while being a student?
3.5 Network more.
With whom/what can you network? What in it/them can interest you?
3.6 Share your ideas.
What ideas can you offer to your school/community?
3.7 Be an actor, not a victim.
Why should you not dwell much on sad experiences in the past? What is the
effect of such on your life?
3.8 Share your accomplishments.
What successes have you had in the past? What lessons from such can you
share to your colleagues?
3.9 Reduce your hours.
Lessen the time that you engage with this condition that has bored you.
3.10 Focus on a new project.
Can you find other projects to engage with? Do it.
3.11 Quit
Stop working on what has been eating you up.

Exercise 2: What other ideas can you add to the list? Have you ever felt bored in your
college studies? In what way can you cope with this condition? Explain .
Week 3
Module 3
Module Learning Outcomes
At the end of this module, students are able to
1. Define Moral Education;
2. Explain the four pillars of Moral Education;
3. Analyze the three elements of morality;
4. Explain the spirit of discipline in the context of education; and
5. Discuss the theories on moral growth and development.
Content/Topics for Discussion
Moral Education
Pillars of Moral Education
Moral Growth
The spirit of discipline
Autonomy
Theories on Moral Growth
Teaching Learning Activities
Lecture-discussion
Team work
Interactive discussion
Presentation of assigned topics
Assessment tasks
Assignment
Active participation in discussion
Quiz
Assignment
Personality
Theories on Personality Development
References:
Corpuz, B, R. Lucas, H.Borabo and P. Lucido. (2010) Child and Adolescent Development.
Quezon City: Lorimar Publishing.
https://files.eric.eric..ed.gov

Topic 1

Moral Education
* It is helping children and young people to acquire a set of beliefs and discipline and values
regarding what is right and wrong. It is the formation of habits.
* It helps children develop the disposition to act in accordance with such beliefs and values.
It encourages children to reflect on how they should behave and what sort of people they
should be.
* Moral Education - a study by Emile Durkheim, Founder of Modern Sociology

Moral Education by Emile Durkheim - French sociologist

*Professional Goals
1. Establish sociology as a new academic discipline
2. Analyze how societies could maintain their integrity and coherence in the modern
era
3. Explore the practical implications of scientific knowledge

* Progress was not the necessary consequence of science and technology, that it could not
be requested by an ascending curve and complacent optimism could not be justified.

* Anomie - a personal sense of rootlessness fostered by the absence of social norms - can
cause the absence of progress.
Anomie is one type of suicide resulted from the breakdown of social standards necessary for
regulating behavior. When a social system is in a state of anomie, common values and
common meanings are no longer understood or accepted, and new values and meanings
have not developed. Striving is considered useless because there is no accepted definition
of what is desirable.

* Material prosperity set free greed and passions that threatened the equilibrium of society.

* Societies with undifferentiated labor (primitive societies) exhibited mechanical solidarity

while societies with high division of labor or increased specialization (modern societies)
exhibited organic solidarity.
Specialization meant that no individual laborer would build a product on his/her own.

* Suicide is less frequent where the individual was closely integrated into a society.

* Durkheim was more concerned with education and religion as the two most potent means
of reforming humanity or of making new institutions required by the deep structural
changes in society. Religion’s primary function is to maintain social order.

* Durkheim’s major contributions

- distinguishing and elaborating sociology from other social sciences
- emphasis on empirical data to support theoretical speculations
- division of labor and its consequence for social life
- Functionalism

Topic 2: Moral Growth

* Morality results from immersion in a social group and manifests itself in a respect for that
group.
Education is a social phenomenon and consists of a systematic socialization of the young
generation

* Moral education is the process of internalizing morality into each generation.

* Morality is a “comprehensive system of prohibitions” composed of three elements:

- Discipline - constraining egoistic impulses
- Attachment - voluntary willingness to be committed to a group
- Autonomy - individual responsibility

* The spirit of discipline

- Discipline functions to develop habits and “determines conduct, to fix it, to
eliminate individual arbitrariness.”
- Discipline teaches children to suppress their impulses and be consistent in their
conduct.
- Children need to “obey a moral precept out of respect” to its superior power.
* Attachment to Social Groups
- Moral life begins where the collective life be.
- Through attachment to groups, individuals reach a moral consciousness and
develop interest in seeking justice and preventing suffering.
- The school must function to link children to social groups such that they can learn
values.
* Autonomy (Self-determination)
- Children should have an awareness of “consciousness” of the reasons for moral
conduct. This consciousness provides the autonomy to understand and explain
morality and moral behavior.
- Teachers should foster autonomy among the students by not preaching or
indoctrinating, but explaining morality.

Topic 3: Theorists on Moral Growth

1. Piaget: Teachers should encourage students’ personal discovery through problem solving.
Autonomy must involve spontaneous and creative initiative as well as exploration
(contrary to Durkheim’s)
2. Durkheim: Pluralism plays a vital role in contributing to diversity and dynamism in the
political community.
3. Kohlberg: attempted to reconcile Durkheim’s and Piaget’s explanation. People progress
through a series of stages -
Kohlberg’s stages of moral development

Stage Level Social Orientation

Pre-conventional Obedience and punishment
(Authority tells acceptable
Individualism, Instrumentalism and Exchange
norms)
Conventional “Good boy/girl”
(abiding by the law) Law and order
Post-conventional Social contract
Principled conscience

Kohlberg says people progress one stage at a time. They could not jump stages.
Moral development occurs through social interaction.

Exercise : Answer the following :

1. What can the school do to instill moral development among the children/young people?
Discuss some suggestions.
2. Describe the role of the home in developing moral growth in the children.
3. Does society affect the morality of the young people? Explain your answer.

Week 4
Module 4
Module Learning Outcomes
At the end of the module, students are able to -
1. Define personality;
2. Discuss the different theories on personality;
3. Attribute contemporary principles to theories of the past;
4. Explain the different characteristics of the different personality theories;
5. Trace the historical background of the personality theories; and
6. Explain the manifestations of a believer in Freud’s Psychoanalytic theories.
Content/Topics for Discussion
Personality
Theories of Personality
Historical Background on Personality Theories
Psychoanalytic Theories of Personality
Freud’s Iceberg theory
Defense Mechanism
Neo-Freudian Personality Theories
Teaching Learning Activities
Lecture-discussion
Presentation of assignments
Interactive discussion
Paired discussion
Assessment Tasks
Participation in discussion
Assignment
Quiz
Reflection paper
References:
Corpuz, B., R. Lucas, H. Borabo, and P. Lucido. (2010) Child and Adolescent
Development: Looking at Learners at Different Stages. Quezon City: Lorimar
Publishing
Shaan, F. (2017) Theories of Personality ( video presentation-seminar presentation at
JNMH, UP, AMU.
Assignment: Trait Theory, Social-Cognitive Theory
Explain each theory in the context of the learners.

Topic 1: Personality

Who are you?

This is a simple question but so many ways of giving an answer. This is one thing that makes
us unique - Personality
* from the Latin word, persona (masks)
*Personality is the dynamic organization within the individual of those psychophysical
systems that determine his characteristic behavior and thoughts -
- Allport, 1961

* Personality is the sum total of an individual’s characteristics which make him unique.
- Hollander, 1971
* Personality is the individual differences in characteristic patterns of thinking, feeling, and
behaving. - American Psychological Association (APA), 2017

* Personality is made up of -
- Character - personal characteristics that have been judged or evaluated
- Personality traits - stable qualities that a person shows in most situations
- Temperament - hereditary aspects of personality, including sensitivity, moods,
irritability, distractibility

Topic 2: Historical Background and the Theories of Personality

1. Hippocrates (c. 400 BC)

* The father of Hippocratic Oath hypothesized two poles on which temperament

could vary: hot vs cold and moist vs dry.

* This idea resulted in four possible combinations: hot/moist, hot/dry, cold/moist,

cold/dry called “humors” that were thought to be the key factors in both health
issues and personality peculiarities.

2. Plato- suggested personality types or factors: artistic, sensible, intuitive, and reasoning.

3. His renowned student Aristotle proposed a similar set of factors that could explain
personality: Iconic (artistic); Pistic (or common sense), Noetic (intuition), and Dianoetic or
(logic)

The Theories of Personality

1. Psychoanalytic theories - attempt to explain human behavior in terms of the interaction of

various components of personality.

2. Trait theories - attempt to learn what traits make up personality and how they relate to
actual behavior.

3. Social-Cognitive theories - attribute difference in personality to socialization, expectations

and mental processes.

4. Humanistic theories focus on private, subjective experience and second growth.

5. Behaviorist Personality theory- has focus on the inner workings of personality

Topic 3: Psychoanalytic theories of Personality

1. These explain human behavior in terms of the interaction of various components of

personality.

2. Sigmund Freud was the founder of this school.

3. The theories are based on the idea of converting heat into mechanical energy , he
proposed psychic energy could be converted into behavior.
4. Freud’s theory places central importance on dynamic , unconscious psychological
conflicts.

5. Freud’s Psychoanalytic Theory of Personality - somewhat controversial: This is based

on three main assumptions:

5.1 Personality is governed by unconscious forces that we cannot control.

5.2 Childhood experiences play a significant role in determining adult personality.

5.3 Personality is shaped by the manner in which children cope with sexual urges.

6. Freud’s Iceberg Metaphor

6.1 The unconscious is understood to be the large part of the mind which is hidden
from view.

6.2 Pre-conscious is represented by the waterline - but it is the zone in which there
are fleeting glimpses of the unconscious “flickering” across the screen of
consciousness.

6.3 Conscious is the relatively small part which sticks out of the water seen as
equivalent to the small amount of conscious awareness that the human experiences.

7. Freud’s View of the Elements of Personality

7.1 The Id - the primary component of personality (Pleasure principle)

7.2 The Ego - Responsible for dealing with reality (Reality principle)

7.3 The Superego - (Moral standards)

8. Psychosexual Development

Personality is mostly established by the age of five. Early experiences play a large
role in personality development and continue to influence behavior later in life. Personality
develops through a series of childhood stages during which pleasure-seeking energies of Id
become focused on certain erogenous areas. This psychosexual energy or libido, was
described as the driving force behind behavior.

Topic 5 : Defense Mechanism: This is a tactic developed by the ego to protect against
anxiety. Defense mechanisms are thought to safeguard the mind against feelings and
thoughts that are too difficult for the conscious mind to cope with.

Defense mechanisms can be both good and bad. It is good in the sense that it protects the
ego from stress and provide a healthy outlet. It is bad when it holds one back from facing
reality and can be a form of self-deception.
Defense Mechanism

Narcissistic Immature Neurotic Mature

Denial Acting out Displacement Altruism

Projection Regression Dissociation Humor

Distortion Passive, Aggressive

Reaction formation Sublimation
Behavior
Splitting Schizoid fantasy
Repression, Isolation,
Anticipation,
Somatization, Rationalization, Suppression,
Hypochondriasis, Sexualization, Asceticism
Blocking Intellectualization

Topic 6: Evaluating the Psychoanalytic Perspective of Freud

Were Freud’s theories the “best of his time” or were they simply incorrect? : Current
research contradicts many of Freud’s specific ideas.

1. Development does not stop in childhood.

2. Slips of the tongue are likely competing “nodes” in memory network.

3. Dreams may not be unconscious drives and wishes.

Neo-Freudian Personality Theories: Social relationships are fundamental to personality.

Alfred Adler Style of life; Feelings of inferiority

Carl Jung People are shaped by cumulative experience of the past
generations. Archetype: “Mother Nature”, myths, Harry Potter

Harry Stack Sullivan We establish relationships with others to reduce tensions.

Karen Horney 3 Personality Groups: 1) compliant- more towards others; 2)
aggressive - more against others; 3) more away from others

Assessment: What of Freud’s theories have influenced the development of personality?

Explain.

Week 5
Module 5
Module Learning Outcomes

At the end of this module, students are able to-

1. Discuss the contributions of Lev Vygotsky to socio -cultural studies;
2. Explain Vygotky’s Zone of Proximal Development;
3. Cite instructional strategies that explain the theories of Vygotsky;
4. Discuss Eric Ericson’s Stages of Development;
5. Compare and contrast Piaget and Vygotsky’s theories on Cognitive Development;
6. Discuss Brofenbrenner’ Ecological theory
Content/Topics for Discussion
1. Theories of Lev Vygotsky
2. Zone of Proximal Development
3. Theory on Cognitive Development
4. Socio- cultural Development of Vygotsky and Cognitive Development of Piaget
5. Eric Ericson on the Stages of Development
6. Brofenbrenner’s Ecological theory

Teaching - Learning Activities

Lecture-discussion
group work
writing exercises

Assessment Tasks
Quiz
Written exercises
Active participation in discussion

Assignment:
Explain the theory on Changing Personality

Topic 1: Lev Vygotsky

* A Russian psychologist who believed that social interaction plays a critical role in children’s
learning; Through social interactions, children go through a continuous process of learning.
* The community plays a crucial role in the process of making meaning.

Private Speech occurs when one is struggling with a problem, trying to remember
something, or feel very emotional about a situation. Piaget interpreted this as Egocentric
Speech or a practice engaged in because of a child’s inability to see things from another
person’s point of view. To Vygotsky, children talk to themselves in order to solve problems
or clarify thoughts.

Metaphor of Scaffolding: temporary support that parents and teachers give a learner. This
support is withdrawn once the child can work on him/herself.

The Zone of Proximal Development (ZPD)

Vygotsky believed that skills too difficult for a child to master on his/her own can be done
with guidance and encouragement from a knowledgeable person. What a child can do
today with assistance, she will be able to do by herself tomorrow. ZPD is explained in the
following figure:

Things learner cannot do

Things done
with help

Things
can be
done on his
own

Exercise 1: Answer the following questions:

1. What implications does ZPD have to the teacher? Explain your answer.

2. What are some means by the teacher can do to assist the learner?

3. Who else can give assistance to the learner aside from the teacher? In what way can each
help?

Topic 2: The Theory of Cognitive Development

1. Play allows children to stretch themselves cognitively.

2. Children construct their knowledge.

3. Development cannot be separated from its social context.

4. Learning can lead to development.

5. Language plays a central role in mental development

A Comparison/Contrast Between Vygotsky’s and Piaget’s Theories

Both see the teacher as having a crucial role in the development of the learner.

Vygotsky’s Socio-cultural theories Piaget’s Cognitive Development

Socio-cultural Constructivism Cognitive Constructivism

Cognitive development varies across cultures. Cognitive development is mostly universal
across cultures.

Cognitive development stems from social

Cognitive development stems from
interactions. independent explorations.
Social processes become individual
Individual (egocentric) processes become social
physiological processes. processes.

Adults are important source of cognitive

Peers are important agents of development.
development
Cognitive development can be accelerated. Child will learn only when ready.

Child learns through guidance. Child learns through self-discovery.

Cognitive development is driven by social
Cognitive development is driven by the child’s
interaction and experiences within a inbuilt tendency to new experiences.
culture.

No general stages Strong emphasis on stages

Language has a major role in shaping thoughts.Language has minimal role.

Topic 3: Eric Ericson’s theories

1. Eric Ericson, a Danish-German-American developmental psychologist and psychoanalyst

known for his theory on Psychological Development of Human Beings
2. Identity crisis - his famous coined word ( period of uncertainty in which a person’s sense
of identity becomes insecure because of an unexpected action of society)

3. He accepted Freud’s central tenets but added his own ideas and beliefs.

4. He maintained that personality develops in a predetermined order through eight stages of

psychosocial development from infancy to adulthood. According to his theory, success jn
each stage results in healthy personality and the acquisition of basic virtues.

5. Failure to complete a stage can result in a reduced ability to complete further stages and
therefore a more unhealthy personality and sense of self. These stages, however, can be
resolved successfully at a later time.

The 8 Stages

Stage Psychosocial Crises Basic Virtues Age

1 Trust vs Mistrust Hope 0-1. 1/2

2 Autonomy vs Shame Will 1 .1/2 - 3

3 Initiative vs Guilt Purpose 3-5

4 Industry vs Inferiority Competency 5-12

5 Identity vs Role Confusion Fidelity 12-18

6 Intimacy vs Isolation Love 18-40

7 Generativity vs Stagnation Care 40-65

8 Ego Integrity vs Despair Wisdom 65 - up

Trust vs Mistrust - Infant is uncertain about the world and looks toward his/her primary
caregiver for stability and consistency of care. If the care is consistent, predictable and
reliable, the infant develops a sense of trust which will be carried to other relationships.
Infant feels secure even when threatened. Success in this stage will lead to the virtue of
hope. Failing to acquire the virtue of hope will lead to the development of fear. Mistrust
will be carried to other relationships.

Question: What are parents expected to do?

Autonomy vs Shame - Children are focused on developing a sense of personal control over
physical skills and a sense of independence. Success in this stage will lead to the virtue of
will. If children are encouraged and supported in their increased independence, they
become more confident and secure in their own ability to survive in the world. If they are
not given the opportunity to assist themselves, they begin to feel inadequate in their ability
to survive, become overly dependent and lack of self-esteem. They feel a sense of shame
and doubt in their ability.

Initiative vs Guilt - Children assert themselves more frequently through directing play and
other social interactions. The primary feature is the child regularly interacting with other
children at school. Central to this stage is play as this gives children the opportunity to
develop their interpersonal skills through initiating activities.
If children are squelched, criticized, closely controlled, they develop a sense of guilt. Too
much guilt can make the child slow to interact with others and may inhibit their creativity.
Some guilt is however necessary for the child to exercise self-control or have a conscience.
A healthy balance between initiative and guilt is important.

Industry vs Inferiority - The child’s peer group will gain greater significance and become a
major source of self-esteem for the child. If children are encouraged and reinforced for their
initiative, they begin to feel industrious (competitive) and feel confident in their ability to
achieve goals. If the children cannot develop the specific skill, they feel society is
demanding( eg. being athletic) then they may develop a sense of inferiority.

Identity vs Role Confusion - Adolescents search for self and personal identity, through an
intense exploration of personal values, beliefs and goals. The individual wants to belong to a
society and fit in. This is a major stage of development when the child had to learn the roles
he/she will occupy as an adult. The adolescent re-examines his/her identity that involves
two - sexual and occupational. Success in this stage leads to the virtue of fidelity. Fidelity
involves being able to commit one’s self to others on the basis of accepting others, even
when there may be ideological differences.

Intimacy vs Isolation - The major conflict centers on forming intimate, loving relationships
with other people. The individual begins to share him/herself more intimately with others,
explores relationships leading toward longer-term commitments with someone other than a
family member. Successful completion of this stage results in happy relationships and sense
of commitment. Avoiding intimacy, fearing commitment and relationships can lead to
isolation, sometimes, depression.

Generativity vs Stagnation - Generativity means “making your mark” on the world that will
outlast an individual. Individual gives back to society through raising children, being
productive at work and becoming involved in community activities. Success leads to feelings
of usefulness; Failure leads to being stagnant and having the feeling of unproductive.
Success in this stage will lead to the virtue of care.

Ego Integrity vs Despair. Individuals contemplate their accomplishments and develop

integrity if they see they lead a successful life. Erikson describes ego integrity as “ the
acceptance of one’s one and only life cycle or something that had “to be” and later as “a
sense of coherence and wholeness”. If they see their lives as unproductive, feel guilt about
the past, they become dissatisfied with life and develop despair and often leading to
depression and hopelessness.

Exercise: Write an essay that describes the theories of Erikson and the points which you
conform with.

Topic 4: Brofenbrenner’s Bio-Ecological System Theory

* American psychologist who viewed child development as a complex system of

relationships affected by multiple levels of the surrounding environment, from immediate
settings of family and school to broad cultural values, laws and customs.

* To study a child’s development, one must look not only on the child and her immediate
environment, but also at the interaction of the larger environment as well.
* The person’s environment is divided into five different systems: the microsystem, the
mesosystem, the exosystem, the macrosystem and the chronosystem.

* The microsystem is the most influential level of the ecological systems theory. This is the
most immediate environmental settings containing the developing child, such as the family
and school.

* Brofenbrenner’s ecological systems theory has implications for educational practice.

The five different systems:

1. Microsystem - Relationships in a microsystem are bi-directional; most influential level

2. Mesosystem - Interactions between the different parts of a person’s microsystem (eg.

Relationship between parents and teacher that affects the individual)

3. Exosystem - extended family and neighbors

4. Macrosystem - attitudes and ideologies of the culture

5. Chronosytem - environmental changes that occur over the life course

Evaluation:

1. What are the implications of the three theories to the teacher?

2. Explain the relationship of each of the theories to personality development?

Identify the proponent of the following theories:

1. The child can solve problems through personal discovery.

2. Morality in an individual progresse in three major stages.

3. An individual’s personality cannot easily be seen.

4. There are two opposing poles of an individual’s personality.

5. There are four personality types or factors of an individual : artistic, sensible, intuitive,
reasoning.

6. Personality is established at five years old.

7. Zone of Proximal Development

8. Cognitive Constructivism

9. Identity Crises 10.The person’s environment is composed of five different stages.

Week 6
Module 6
Module Learning Outcomes
At the end of the module, students are able to -
1. Manifest understanding of the nature personality change;
2. Discuss the causes of personality change;
3. Analyze studies on the causes of personality changes;
4. Explain the different symtoms of personality change;
5. Explain the studies on how to handle personality changes on individuals; and
6. Show understanding on meaning of being adaptable.

Content/Topics for Discussion

Personality Change
Causes of Personality Change
Personality Change Symptoms
Handling personality changes among individuals in the home and classroom
Being adaptable
Positive attitude
Teaching Learning Activities
Lecture-discussion
Presentation of assignments
Interactive discussion
Paired discussion
Assessment Tasks
Participation in discussion
Assignment
Quiz
Reflection paper
References:
Corpuz, B., R. Lucas, H. Borabo, and P. Lucido. (2010) Child and Adolescent
Development: Looking at Learners at Different Stages. Quezon City: Lorimar
Publishing
Shaan, F. (2017) Theories of Personality ( video presentation-seminar presentation at
JNMH, UP, AMU.
Assignment: Making on Personality Change

Topic 1
Personality Change

* Personality can gradually change throughout one’s life.

* Fluctuations in mood from time to time are normal. However, unusual personality
changes may be a sign of a medical or mental disorder.
* A personality change can be demonstrated in a variety of ways.
Example: A behavior with how you would typically react under said circumstances
indicates a personality change.
A person behaving in an uncharacteristically moody, aggressive or euphoric manner,
inconsistent with is/her usual way of behaving in similar situation demonstrates personality
change.

Causes of Personality Change

* Injury or illness
* Mental health condition such as-
- Anxiety occurs when a person feels nervous or uneasy about a situation. It is
normal to feel anxiety but when it occurs on a regular basis without provocation, it
may be a sign of generalized anxiety disorder.
- Panic attacks are periods of extreme fear. Sometimes, the fear seems to be
irrational.

- Post-traumatic stress disorder (PTSD) is a mental health condition marked by

extreme fear, flashbacks, and in some cases, hallucinations. PTSD is triggered by
memories of trauma, such as terrorist attack or car accident.

Bi-polar disorder
Schizophrenia
* Medical conditions that affect the hormones
Menopause
Premenstrual syndrome (PMS)
Andropause
Hyperthyroidism /hypothyroidism
*Medical emergencies
Heart attack
Stroke
Dehydration
Malnutrition

Topic 2: Controlling Emotions

* Emotions play a key part in the reactions to a given situation.

* Emotions are helpful in -
- decision making
- relationship success
- day-to-day interactions
* Emotions can harm health if taken out of control.

Controlling Emotions: Strategies

1. Take a look at the impact of your emotions. Emotions can make life exciting but can also
result to negative effects if they are out of control. These may lead to
- relationship or friendship confict
- difficulty relating to others
- trouble at work or at school
2. Aim for regulation, not repression. Don’t leave them running maximum all the time nor
to switch them off entirely.
When repressed, you are preventing yourself from experience and expressing
feelings. This can happen consciously (supression) or unconsciously ( repression).

These will result to any of the following:

- anxiety
- depression
- sleep issues
- muscle tension and pain
- difficulty
3. Identify what you are feeling.
Ask:
What am I feeling right now?
What happened to make me feel this way?
Does the situation have a different explanation that might make sense?
What do I want to do about these feelings?
Is there a better way coping with them?
4. Accept your emotions - all of them.

5. Keep a mood journal.

6. Take a deep breath.

7. Know when to express yourself.

8. Give yourself some space. Try:

- taking a walk
- watching a funny video
- talking to a loved one
- spending a few minutes with your pet or with your plants
9. Try meditation

10. Stay on top of your stress - by-

- getting enough sleep
- making time to talk and laugh
- exercise
- spending time in nature
- relaxation and hobbies
11. Talk to the therapist. A therapist can
- explore factors contributing to dyregulation of emotion
- address severe mood swing
- learn how down-regulate intense feelings or up-regulate limited emotional
expression
- practice challenging and reframing feelings that cause distress

What other practices can you suggest to control emotions? Discuss briefly.

Week 7
Module 7
Module Learning Outcomes
At the end of the module, students are able to-
1. Define personality disorder;
2. Discuss the charateristics of personality disorders;
3. Explain the causes of personality disorder;
4. Give possible outcomes of personality disorders on the famiy and society; and
5. Present reading on the symptoms of personality disorders.
Content/Topics for Discussion
Personality Disorders - Definition
Nature of Personality Disorders
Symptoms of Personality Disorders
The Different Types of Personality Disorders Symptoms
Teaching Learning Activities
Lecture-discussion
Interactive discussion
Presentation of assignments and discussions
Assessment Tasks
Quiz
Participation in discussion
Reflections
Assignments
References
https://www.mayoclinic.org/diseases-conditions/personality-disorders/symptoms
https://www.psychiatry.org>patients.families

Assignment: Treatment of Common Personality Disorders

Topic 1: Personality Disorders

* These are mental disorders in which one has a rigid and unhealthy attempt of thinking,
functioning, and behaving.
*The way of thinking, feeling and behaving makes a person different from other people.
* Personality disorder is a way of thinking , feeling and believing that deviates from the
expectations of the culture, that causes distress or problems of functioning. It lasts over
time.
* The patterns of experience and behavior begins by late adolescence or early adulthood
and causes distress.

* Without treatment, personality disorders can be long lasting. They can affect at least two
of the following areas:
- way of thinking about oneself and others
- way of responding emotionally
- way of relating to other people
- way of controlling one’s behavior

* In some cases, the individual may not realize that he/she has a personality disorder
because the way of thinking and behaving seems natural for him/her and eventually
blames others for the challenges faced.

Topic 2: Symptoms of Personality Disorders

These are grouped into three culsters based on the similar characteristics and symptoms.
The signs and symptoms may not all be exhibited by an individual to be diagnosed.

Cluster A personality disorders

- Characterized by odd, eccentric thinking or behavior. They include paranoid personality
disorder, schizoid personality disorder, and schizotypal personality disorder.
1. Paranoid Personality Disorder
- Pervasive distrust and suspicion of others and their motives
- Unjustified belief that others are trying to harm or deceive you
- unjustified suspicion of the loyalty or trustworthiness of others
- hesitance to confide in others due to unreasonable fear that others will use the
information against you
- perception of innocent remarks or nonthreatening situations as personal insults or
attacks
- angry or hostile reaction to perceived slight comments or insults
- tendency to hold grudges
- unjustified, recurrent suspicion that spouse or sexual partner is unfaithful

2. Schizoid Personality Disorder

- Limited range of emotional expression
- Inability to take pleasure in most activities
- Inability to pick up normal social cues
- Appearance of being cold or indifferent to others
- Little or no interest in having sex with spouse or another person

3. Schizotypal Personality Disorder

- Peculiar dress, thinking, beliefs, speech or behavior
- Odd perceptual experiences, such as hearing a voice whispers your name
- Flat emotions or inappropriate emotional response
- Indifferent , inappropriate or suspicious response to others
- “Magical thinking” - believing you can influence people wth your thoughts
- Belief that certain casual incidents or events have hidden messages meant only for
you

Cluster B Personality Disorders

These are characterized by dramatic, overly emotional or unpredictable thinking or
behavior. They include antisocial personality, histrionic personality disorders, and narcissistic
personality disorder.

1. Antisocial personality disorder

- disregard for others’ needs or feelings
- persistent lying, stealing, using aliases, conning others
- recurring problems with the law
- repeated violation of the rights of others
- aggressive, often violent behavior
- disregard for the safety of self or others
- impulsive behavior
- consistently irresponsible
- lack of remorse for behavior
2. Borderline personality disorder
- impulsive and risky behavior, such as having unsafe sex, gambling, or binge eating
- unstable or fragile self-image
- unstable and intense relationship
- up and down moods, often as a reaction to interpersonal stress
- suicidal behavior or threats of self-injury
- intense fear of being alone or abandoned
- ongoing feelings of emptiness
- frequent, intense displays of anger
- stress-related paranoia
3. Histrionic personality disorder
- constantly seeking attention
- excessively emotional, dramatic or sexually provocative to gain attention
- speaks dramatically with strong opinons, but few facts or details to back them up
- easily influenced by others
- shallow, rapidly changing emotions
- excessive concern with physical appearance
- thinks relationship with others are closer than they really are
4. Narcissistic personality disorder
- belief that you are special and more important than others
- fantasies about power, success and attractiveness
- failure to recognize others’ needs and feelings
- expectation of constant praise and admiration
- arrogance
- unreasonable expectations of favors and advantages, often taking advantage of
others
- envy of others or belief that others envy you

Cluster C
Disorders are characterized by anxious, fearful thinking or behavior. They include avoidant
personality disorder, dependent personality disorder and obsessive-compulsive personality
behavior.

1. Avoidant personality disorder

- too sensitive to criticism or rejection
- feeling inadequate, inferior or unattractive
- avoidance of work activities that require interpersonal contact
- socially inhibited, timid and isolated, avoiding new activities or meeting strangers
- extreme shyness in social situations and personal relationships
- fear of disapproval, embarrassment or ridicule
2. Dependent personality disorder
- excessive dependence on others and feeling the need to be taken care of
- submissive or clingy behavior toward others
- fear of having to provide self-care or fend for yourself if left alone
- lack of self-confidence , requiring excessive advice and reassurance from others to
make even small decisions
- difficulty starting or doing projects on your own due to lack of self-confidence
- difficulty disagreeing with others fearing disapproval
- tolerance of poor or abusive treatment, even when other options are available
3. Obsessive-compulsive personality disorder
- preoccupation with details, orderliness and rules
- extreme perfectionism resulting in dysfunction and distress when perfection is not
achieved
- desire to be in control of people, tasks and situations and inability to delegate tasks
- neglect of friends and enjoyable activities because of excessive commitment to
work or project
- inability to discard broken or worthless objects
- rigid and stubborn
- inflexible about morality, ethics or values
- tight, miserly control over budgeting and spending money

Obsessive-compulsive personality disorder is not the same as obsessive-compulsive

disorder, a type of anxiety disorder.

Assessment:
In what way can you assist or help individuals with personality disorder? Discuss means by
which you can assist them.

Week 8
Module 8

Module Learning Outcome

At the end of the module, students are able to
1. Review the different personality disorders;
2. Determine the causes of personality disorders;
3. Manifest understanding of the nature of criticism;
4. Explain ways to handle criticism;
5. Explain the pros and cons of Criticism
6. Discuss the means to handle complaints
Content/Topics for Discussion
Review on Personality Disorders
Criticism
Types of Criticism
Handling Criticism
Complaints
How to Handle Complaints
Teaching Learning Activities
Presentation of Reading on Assigned Topics
Interactive Discussion
Group work
Lecture Discussion
Assessment Tasks
Quiz
Assignments
Active Participation in Discussion
References:
Wikipedia
https://www.theguardian>files
https://www.indeed.com…Career Development

Topic 1: Criticism

* One of the prizes of leadership is criticism.

* When spectators watch a race, where do they focus?

On the frontrunners

* Aristotle: “Criticism is something you can avoid easily by saying nothing, doing nothing,
and being nothing.”
What does this line imply? Explain this on real life.

* Not everyone handles criticism the same way. Some try to ignore it. Some try to defend
it.
How about you?
What do you usually feel when criticized? What do you usually do?

Topic 2: How to Handle Criticism:

1. Know yourself. - This is a Reality Issue.

If you are the leader, what should you do? First have a realistic view of yourself.
Why? Many times, when a leader is being criticized, its is really the leadership position that
prompts the negative remarks, not the individual leader. You need to separate the two and
you can do that if you know yourself.

If a criticism is directed at the position, don’t take it personally. Let it roll off of you.
Knowing yourself well take some time and effort.

2. Change yourself - This is a Responsibility Issue

Begin making positive changes in your life.
Our reaction to criticism often is not good - It sometimes hurt, but more often,
anger.
How to determine the kind of criticism:
2.1 Who crticized me? - Adverse criticism from a wise person is more to be desired
than the enthusiastic approval of a fool. The source often matters.
2.2 How was the criticism given? - Was it judgmental? Was it spoken with kindness?
2.3 Why was it given? - Was it given out of a personal hurt or for my benefit?

When criticized , try to maintain the right attitude, by:

* not being defensive
* looking for the grain of truth
* making the necessary changes
* taking the high road
3. Accept yourself - This is a Maturity Issue
To be the best person you can be and the best leader, you need TO BE YOURSELF.
That doesn’t mean that you are not willing to grow and change. It just means you work to
become the best you can be.

4. Forget yourself - This is a Security Issue

* Stop focusing on yourself
* Secured people forget about themselves so they can focus on others

Parkenham Beafty: By your own soul learn to live. And if men thwart you, take no
heed, have no care: sing your song, dream your dream, hope your hope, and pray your
prayer.

Topic 3: The Pros and Cons of Criticism

Why criticism is a good thing

1. It is a form of communication
2. You can improve your product after a form of criticism
3. Criticism forces you to think about how to improve your system and product of work.
4. The right kind of criticism can give you an advantage.
5. It can elicit a solution.

What are some bad effects of criticism?

1. It causes stress or sometimes, anger on the party criticized.
2. It creates defensiveness on the person criticized.
3. Communication between the two parties are shackled.
4. Positive relationships are impeded.
5. May result to more serious conflict

Topic 4: Handling Complaints

When do complaints usually happen?
What do you feel when you are being complained at?

Dealing with Complaints

1. Put your emotions aside.
2. Avoid challenging the complainant.
3. Thank the complainant for bringing up the matter.
4. Acknowledge what is being said.
5. Offer support.
6. Be flexible.
7. Make sure the complainant hear what you are saying.
8. Offer an apology - with gratitude attached.
9. Follow up
10. Move on.

Assessment:
1. What are the usual complaints at the teacher?
2. What are the things to consider in handling complaints?

Week 9

Module 9
Module Learning Outcome
At the end of the module, students are able to -
1. Define conflict;
2. Manifest understanding of the nature of conflict;
3. Explain the different causes of conflicts;
4. Discuss the steps in handling conflicts;
5. Present role play in resolving a conflict; and
6. Discuss the skills for Managing conflict
Content/Topics for Discussion
Conflict and Its Nature
Causes of Conflict
Types of Conflict
Managing and Resolving Conflicts
Conflict Management Skills
Teaching Learning Activities
Presentation of Assigned Readings
Interactive discussion
Online simulation of conflict management
Evaluation
Assessment tasks
Participation in discussion
Assignment
Quiz
References
https://www.clarke.edu.>Articles
https://www.ctb.ku.edu>provide_information-enhance-skills
https://www.mindtools.com/pages/articles/newTMM_79.htm

Assignment: Review for the Final Examination

Topic 1: Conflict
* It happens all time.
* It occurs across all age groups.
* can be personal or global
* has many different causes
* can escalate if not resolved
* can be solved in different ways

Types of Conflict
* Internal
Character vs self
* External
Character vs character
Character vs society
Character vs nature

Causes of Conflict
* Miscommunication
Message was not received or only part of the message was received.
* Different interpretations (of rules, policies or procedures)
* Different values among the parties
* Opposing goals (between or among the parties invoved and the organization,
team, or company)

Topic 2: Conflict Resolution

* Conflicts, arguments, and change are natural parts of our lives, as well as the lives of every
agency, organization, and nation.

* Conflict resolution is a way for two or more parties to find a peaceful solution to a
disagreement among them. The disagreement may be personal, financial, political or
emotional.

* When a dispute arises, often the best course of action is negotiation to resolve the
disagreement .
The goals of negotiation are
- to produce a solution that all parties can agree to
- to work as quickly as possible to find the solution
- to improve, not hurt, the relationship between the groups in conflict

* Conflict resolution through negotiation can be good for all parties involved. Often, each
side will get more by participating in negotiations than they would by walking away, and it
can be a way for your group to get resources that might otherwise be out of reach.

Resolving Team Conflict

* Face differences: Strengthen Teams

Different personalities in a team bring different experiences, perspectives and values to the
team. The differences can improve problem solving, spark innovation and drive
performance. However, in some cases these differences can also lead to misunderstanding,
conflict and resentment.

* To keep relationships healthy and productive, these misunderstanding, conflict and

resentment have to be resolved before they become serious and unmanngeable.

* Conflict Resolution Skills for Managers

1. Be proactive. You have to take action, don’t leave everything to the team
members. This shows that you do not condone destructive behavior.

2. Observe. Signs of confict may be subtle but you can detect them by being
observant in their -
* body language
* facial expressions
* tone of voice
This needs a developed emotional intelligence.

3. Be fair and impartial. Make sure that you remain objective (even if you agree with
one party)

4. Step in when needed. Don’t allow individuals to dominate the discussion.

5. Avoid assumptions. Avoid stating as facts things that you only think or heard
because this will only give opportunities for the parties to restate their cases.

* Why resolve conflicts

- To understand more about those whose ideas, beliefs, and backgrounds may be different
from your own. In order to resolve a conflict, you will need to look at the conflict from your
opponent’s point of view and learn more about this person or group’s perspective and
motivations.

- To ensure that your relationships with opponent continue and grow

- to find peaceful solutions to difficult situations. Full-blown battles use up resources - time,
energy, good reputation, motivation.

* When to resolve conflicts

Conflict resoution is appropriate for almost any disagreement.

Topic 3: Tips for Managing Conflict

1. Accept conflict
Conflict is natural and it happens un every ongoing relationship. Since conflict is
unnavoidable, we must learn to manage it. Conflict is a sign for a need for change and an
opportunity for growth, new understanding, and improved communication. Conflict ccannot
be resolved unless it is addressed with the appropriate individual(s).

2. Be a calming agent. To be calm, provide an objecive or neutral point of view. Help plan
how you are going to work with the other party to achieve resolution.

3. LIsten actively.

4. Work through how you feel, what the specific problem is and what impact it is having on you.

5. Analyze the conflict. This will help clarify the specific problem
- What triggered the conflict?
- Who are you angry with?
- What are you not getting what you want?
- What are you afraid of losing?
- Is your conflict/anger accurate or exaggerated?
6. Model neutral language
Profanity, name calling, and exaggeration are infammatory language that escalates the
conflict. Restate inflammatory language to hep make the information less emotionally laden
and more useful for future discussions.

7. Separate the eprson from the problem. View the problem as a specific behavior or set of
circumstances rather than attributing negative feelings to the whole person.

8. Work together. Each person has to stop blaming and has to take ownership of the
problem.

9. Agree to disagree. Being right is not what is imporotant.

10. Focus on the future. Often the best way to take ownership of the problem is to
recognize that regardless of the past, you need to create a plan to address the present
conflict and those that may arise in the future.
11. Share your interests. Both parties must share their interests and work together to find
solution that satisfy their interests.

12. Be creative . Finding a solution requires creativity and hard work.

13. Be specific. Clarify ambiguous terms that each person may interpret differently.

14. Maintain confidentiality. Do your part to quell rumors.

Assessment:

Develop the essay:

The Advantages and Disadvantages of Conflict to a Team

Week 10

At the end of the week, students are able to -

1. Raise questions on topics not well understood.

2. Review important points in the course outline;
3. React to some discussion points;
4. Prepare for the final examination; and
5. Answer final examinations through the google classroom.