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QUARTER: 1 TEACHER: FLOREJUN M. FLORES
SUBJECT: RELIGIOUS EDUCATION 11 CONTACT NUMBER: 09761063065
GRADE LEVEL: 11
GRADE LEVEL STANDARDS: The learners demonstrate the Christian understanding
of the human person’s dignity and nature and their developmental stages for a deeper
understanding of oneself and the significant people around them as they discern their
vocation and make important career decisions as adolescents.
TABLE OF CONTENTS
INTRODUCTION
LESSON 1 – Aspects of Holistic Development
ASSESSMENT
REFERENCES
IMPORTANT REMINDERS:
1. Take note of the important dates on the lesson to be completed and
submitted on a certain date. (Refer to the above-given table)
2. Be mindful of the examination as scheduled.
3. For questions and clarifications, you may contact the subject teacher:
FLOREJUN M. FLORES, through his mobile number 09661650546 or FB
name FLOREJUN FLORES or email at:
[email protected]LESSON 1 – Aspects of Holistic Development
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This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
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INTRODUCTION
Objective: The learners demonstrate an understanding of the integral
development as a truthful personal, intrapersonal, interpersonal and
communitarian relations demonstrated in the various aspects of holistic
development.
REMEMBER
Word of God
We must rely on the work and power of the Holy Spirit to change minds and hearts. 1
Corinthians 2:14 echoes, “The man without the Spirit does not accept the things that
come from the Spirit of God, for they are foolishness to him, and he cannot understand
them, because they are spiritually discerned.” Gaining knowledge about the biology of
learning is appropriate for “all truth is God’s truth,” and we are “wonderfully made” by
God. There is complexity in the human creation of which we need to seek better
understanding. However, we do not rely on our understanding of biology to change
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ALL RIGHTS RESERVED
This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
whether printed, mimeographed, typewritten, photocopied or in any other form, for distribution or sale, without written permission from the publisher.
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lives, but on the undertaking of the Holy Spirit to convict and convince people about
the Gospel.
REFLECT
Aspects of Holistic Formation
Physiological Development
During adolescence there is a large degree of psychological growth as children make
adjustments in their personality due to the rapid physical and sexual development
which are characteristic of this period of life. Adolescents face ongoing conflict and
difficulty adapting to the sudden upsurge of sexual and aggressive drives. These
changes cause unrest and confusion in the adolescents’ inner selves and in the way
they perceive the world.
What is Puberty?
Puberty refers to the physiological changes that the adolescent undergoes in order to
reach sexual maturity. It is best characterized as the gradual onset of mature
reproductive hormonal activity, triggered by the central nervous system, mainly the
hypothalamus and pituitary gland. Most people look at puberty in three distinct stages
railed the pre-pubescent, pubescent, and post pubescent. The prepubescent stage
includes the first evidence of sexual maturation—primary sexual characteristics—and
terminates at the first appearance of pubic hair. During this stage, reproduction is
virtually impossible. During the pubescent stage the growth spurt begins to accelerate,
males experience their first emission of semen usually in the form of “wet dreams,”
and menarche occurs in the females. The post pubescent stage is characterized by the
deceleration of growth spurt, completion of both primary and sexual characteristics,
and fertility is possible.
Cognitive Development
Cognitive development is the progression of thinking from the way a child does to the
way an adult does. There are 3 main areas of cognitive development that occur during
adolescence.
First, adolescents develop more advanced reasoning skills, including the ability to
explore a full range of possibilities inherent in a situation, think hypothetically
(contrary-fact situations), and use a logical thought process.
Second, adolescents develop the ability to think abstractly. Adolescents move from
being concrete thinkers, who think of things that they have direct contact with or
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ALL RIGHTS RESERVED
This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
whether printed, mimeographed, typewritten, photocopied or in any other form, for distribution or sale, without written permission from the publisher.
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knowledge about, to abstract thinkers, who can imagine things not seen or
experienced. This allows adolescents to have the capacity to love, think about
spirituality, and participate in more advanced mathematics. Youth who remain at the
level of a concrete thinker focus largely on physically present or real objects in
problem solving and, as a result, may present with difficulty or frustration with
schoolwork as they transition throughout high school.
Adolescents may also experience a personal fable as a result of being able to think
more abstractly. The personal fable is built on the fact that if the imaginary audience
(peers) is watching and thinking about the adolescent, then the adolescent must be
special or different. Several studies have found that adolescents perceive more risk in
certain areas than adults but that being aware of the risks fails to stop adolescents
from participating in risk-taking behavior.
Third, the formal operational thinking characteristic of adolescence enables
adolescents to think about thinking or meta-cognition. This characteristic allows
youth to develop the capacity to think about what they are feeling and how others
perceive them. This thought process, combined with rapid emotional and physical
changes that occur during puberty, causes most youth to think that everyone is
thinking not just about what they are thinking about but about the youth themselves
(imaginary audience).
The imaginary audience can be detrimental to youth obtaining clinical care and
services. For example, youth with chronic illnesses may hide or deny their illnesses for
fear that the imaginary audience (peers) may learn about their condition or to prove to
the audience that the condition does not exist. It is important to remember that the
audience is very real to the adolescent.
Psychosocial Development
The psychosocial development that occurs during this period can be characterized as
developmental tasks that emphasize development of autonomy, the establishment of
identity, and future orientation.
The first area of adolescent development—establishment of autonomy—occurs when
the adolescent strives to become emotionally and economically independent from
parents. This struggle begins during early adolescence (ages 12-14 years), which is
characterized by forming same-sex peer groups, with decreasing interest in family
activities and parental advice. During this time, adolescents are concerned with how
they appear to others. The peer group, which is typically same-sex, is often idealized
and has a strong influence on the adolescent’s development. As a result, adolescents
may use clothing, hairstyles, language, and other accessories to fit in with their peers.
Similarly, adolescents who do not identify with any peers may have significant
psychological difficulties during this period. Adolescents become less preoccupied with
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This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
whether printed, mimeographed, typewritten, photocopied or in any other form, for distribution or sale, without written permission from the publisher.
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their bodily changes as they approach the end of puberty. The adolescent’s attention
shifts from being focused on self to adopting the codes and values of larger peer,
parental, or adult groups.
During middle adolescence (ages 15-17 years), the peer group becomes a mixed-sex
peer group and assumes a primary social role for the adolescent. Adolescents begin to
have short, intense “love” relationships, while looking for the “ideal” partner. It is not
uncommon for adolescents to have crushes on adults during this stage. Family
conflict is likely to be at its peak. As adolescents’ independent functioning increases,
adolescents may examine their personal experiences, relate their experience to others,
and develop a concern for others.
By late adolescence (ages 18-21 years), adolescents have developed a separate identity
from parents. Simultaneously, adolescents may move away from their peer group and
strive to achieve adult status. Adolescent conflict with parents may very well decline
during this stage. As adolescents begin to enter more permanent relationships, they
establish responsible behavior and their personal value system matures.
Spiritual Development
Spiritual beliefs are closely related to the moral and ethical portion of the self-concept
and must be considered as part of the child’s basic needs assessment. Children need
to have meaning, purpose and hope in their lives. Also, the need for confession and
forgiveness is present even in very young children. Extending beyond religion, spiritual
affects the whole person: mind, body and spirit. Adolescence and Adult
Adolescents become more skeptical and begin to compare the religious standards of
their parents with those of others. They attempt to determine which to adopt and
incorporate in their own set of values. They also begin to compare religious standards
with the scientific view point. It is a time of searching rather than reaching.
Adolescents are uncertain about many religious ideas but will not achieve profound
insights until late adolescence period or early childhood
Social Development
Adolescents will begin to form many different types of relationships, and many of their
relationships will become more deeply involved and more emotionally intimate. During
children's younger years, their social sphere included their family, a few friends, a
couple teachers, and perhaps a coach or other adult mentor. But during adolescence,
teens' social networks greatly expand to include many more people, and many
different types of relationships. Therefore, adolescent social development involves a
dramatic change in the quantity and quality of social relationships.
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This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
whether printed, mimeographed, typewritten, photocopied or in any other form, for distribution or sale, without written permission from the publisher.
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Younger children will often use the word "friend" to refer to any other child whom they
happen to know. However, as children mature and become adolescents, they begin to
differentiate friends from acquaintances, indicating a more mature understanding of
the qualitatively different ways to know another person. Likewise, youth develop the
capacity to form closer, more intimate relationships with others. They also begin to
form romantic attachments; and, as the desire for a romantic relationship increases,
youth may begin to question their sexual orientation and gender identity.
WRAP UP
KEYPOINTS
In physiological development, adolescents face ongoing conflict and
difficulty adapting to the sudden upsurge of sexual and aggressive drives.
The cognitive development of adolescents is the progression of thinking
from the way a child does to the way an adult does. There are 3 main areas
of cognitive development that occur during adolescence. They develop: more
advanced reasoning skills; the ability to think abstractly; and the capacity
to think about what they are feeling and how others perceive them.
The psychosocial development that occurs during adolescence can be
characterized as developmental tasks that emphasize development of
autonomy, the establishment of identity, and future orientation.
The spiritual development of adolescents become more skeptical and
begin to compare the religious standards of their parents with those of
others.
As a part of social development of adolescents, they will begin to form
many different types of relationships, and many of their relationships will
become more deeply involved and more emotionally intimate.
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ALL RIGHTS RESERVED
This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
whether printed, mimeographed, typewritten, photocopied or in any other form, for distribution or sale, without written permission from the publisher.
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INTEGRATION
Read the following items carefully. Identify the following development of
adolescents, whether it is physiological, cognitive, psychosocial, spiritual, or
social. Write the letter of your answer.
1. The peer group, which is typically same-sex, is often idealized and has a
strong influence on the adolescent’s development.
A. Physiological
B. Social
C. Psychosocial
D. Cognitive
2. From being concrete thinkers, they become abstract thinkers, who can
imagine things not seen
A. Cognitive
B. Social
C. Spiritual
D. Psychosocial
3. The time for the adolescents to search rather than to reach.
A. Spiritual
B. Cognitive
C. Social
D. Physiological
4. Males experience their first emission of semen usually in the form of “wet
dreams,” and menstruation occurs in the females
A. Psychosocial
B. Social
C. Physiology
D. Spiritual
5. They are now able to explore a full range of possibilities inherent in a
situation, think hypothetically, and use a logical thought process.
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ALL RIGHTS RESERVED
This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
whether printed, mimeographed, typewritten, photocopied or in any other form, for distribution or sale, without written permission from the publisher.
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A. Cognitive
B. Social
C. Psychosocial
D. Physiological
6. Adolescents have developed a separate identity from parents. They may
move away from their peer group and strive to achieve adult status.
A. Psychosocial
B. Spiritual
C. Physiological
D. Social
7. The social networks of adolescents greatly expand to include many more
people, and many different types of relationships.
A. Social
B. Cognitive
C. Spiritual
D. Psychosocial
8. Youths may begin to question their sexual orientation and gender identity.
A. Social
B. Cognitive
C. Psychological
D. .Physiological
9. Adolescents become skeptical with regards to religious standard.
A. Cognitive
B. Social
C. Spiritual
D. Psychosocial
10. Adolescents begin to differentiate friends from acquaintances.
A. Psychosocial
B. Social
C. Spiritual
D. Cognitive
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ALL RIGHTS RESERVED
This Learning Material is owned by San Ramon Catholic School, Inc. –Junior High School Department. No part of this learning activity sheet may be reproduced
whether printed, mimeographed, typewritten, photocopied or in any other form, for distribution or sale, without written permission from the publisher.
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