Developmental Tasks
1. Adjust to sexually maturing bodies and
feelings.
2. Develop and apply abstract thinking
skills.
3. Develop and apply a new perspective on
human relationships.
4. Develop and apply new coping skills in
areas such as such as decision making,
problem solving and conflict resolution.
5. Identify meaningful moral standards,
values and belief systems.
6. Understand and express more complex
emotional experiences.
7. Form friendships that are mutually close
and supportive
8. Establish key aspects of identity.
9. Meet the demands of increasingly mature
roles and responsibilities.
10. Renegotiate relationship with adults in
parenting roles.
Developmental Task a Filipino Adolescent
Must Learn.
1. Developing occupational skills.
2. Self- Reliance
3. Ability to manage their finances
4. Social Responsibility
5. Mature work orientation
6. Personal Responsibility
7. Positive attitude towards work.
1. Being courageous in standing up in
being different from your friends.
2. Developing Self-Esteem
3. Being true to yourself and avoiding
the tendency to please others.
4. Learning how media and advertising
are trying to influence your thinking and
feelings.
5. Becoming aware, critical and being
involved with social issues.
6. Embracing healthy lifestyle.
7. Developing your spirituality.
Coping up with Stress
Stress
 Defined as a reaction of the mind and
the body to a stimulus that disturbs a
well being, state of calm or equilibrium
of a person.
 Common belief that stress is unhealthy,
but discussions among experts
conclude that this is not entirely the
case.
 Psychologist have agreed that small and
sporadic amounts of stress can be
helpful and beneficial to individuals,
while excessive amounts of stress
sustained over a lengthy period of time
can be destructive to both physical and
mental health.
Stress as stimulus and response, and
relational
 Stress is also a stimulus, as well as a
relational condition between persons
and the situations they are in (Feist and
Rosenberg, 2012).
 Stress is caused by stimulus that may
be life threatening or life changing, such
as separation, moving into a new job.
These are also called stressors.
 Stress is a response is the way the body
reacts to challenging situations. This
involves the interactions between
hormones, glands and nervous system
where the adrenal gland drives the
production of “cortisol”. Better known as
“Stress Hormone”.
 The production of Cortisol enables a
person’s body to produce the energy it
needs to gear to it to action.
 Another response of the body similar to
the production of cortisol is the release
of the substance called
norepinephrine, which triggers the
body’s reaction, such as increasing of
heart rate, high blood pressure, and
respiration, to prepare the body for
action.
 Cortisol can help control blood sugar
levels, regulate metabolism, help reduce
inflammation, and assist with memory
formulation. It has a controlling effect on
salt and water balance and helps control
blood pressure. In women, cortisol also
supports the developing fetus during
pregnancy. All of these functions make
cortisol a crucial hormone to protect
overall health and well-being.
 The actions of norepinephrine are vital
to the fight-or-flight response, whereby
the body prepares to react to or retreat
from an acute threat.
 The prefrontal cortex (PFC) is the
cerebral cortex which covers the front
part of the frontal lobe. This brain region
has been implicated in planning
complex cognitive behavior, personality
expression, decision making, and
moderating social behavior.
 The basic activity of this brain region is
considered to be orchestration of
thoughts and actions in accordance with
internal goals. The most typical
psychological term for functions carried
out by the prefrontal cortex area is
executive function.
 Executive function relates to abilities to
differentiate among conflicting thoughts,
determine good and bad, better and
best, same and different, future
consequences of current activities,
working toward a defined goal,
prediction of outcomes, expectation
based on actions, and social “control”
(the ability to suppress urges that, if not
suppressed, could lead to socially
unacceptable outcomes).
 The frontal cortex supports concrete rule
learning, while more anterior regions
along the rostro-caudal axis of the
frontal cortex support rule learning at
higher levels of abstraction.
 The adolescent’s physical response to
stress is faster than that of an adult
simply because the part of the
adolescents brain , the prefrontal cortex,
that assesses danger and directs action
during stress is not yet fully developed.
 Prolonged or chronic situations both
cortisol and norepinephrine will
eventually affect the body eventually to
wear down fast. This is the reason why
prolonged fatigue, aging and illness
caused by low immune system.
 Brain and Nerves- Headaches,
Feelings of despair, lack of energy,
nervousness, sadness, anger, irritability,
increased or decreased eating, memory
problems, trouble in sleeping, mental
health problems (panic attacks, anxiety
disorders, depression etc.)
 Skin- Acne and other skin problems.
 Muscle and joints- Muscle aches and
tension (especially in the neck,
shoulders, and back).
 Heart- fast heartbeat, in the blood
pressure, increase of high cholesterol
and heart attack.
 Stomach- Nausea, stomach pain,
heartburn, weight gain/weight loss.
 Intestines- Diarrhea, constipation, and
other digestive problem.
 Reproductive system- For Women
irregular or more painful periods,
reduced sexual desire, for men low
sperm production, reduced sexual
desire.
 Immune system- Lowered ability to
fight or recover from illness.
Healthy Stress
 There are certain type of stress that can
benefit a person. Stress is short and
sporadic can propel a person to a
necessary action.
 These type of stress can motivate
energize, and spur an individual to a
fruitful action.
 Examples: speaking in front an
audience is a healthy type of stress as it
pushes the speaker to prepare and be
an effective speaker.
 Stage performers are also stress while
performing and this same stress may
bring out their best performances.
 Other types of healthy stress can propel
the competing in sports.
 Bad stress can be transformed into
good stress depending how an
individual assesses the situation.
 Adolescent students, who are in
constant stressful situations particularly
related to school work and
relationships, should learn some coping
mechanisms to assist them in their
development toward healthy adult life.
Know you stressors.
 School Demands and expectations.
 Selecting a School, College Course, or
Career.
 Separation Anxiety
 College Life
 Romantic Relationships
 Family Demands and expectations
 Health Concerns
 Demands of Social Life
 Bullying
Coping with Stress
 Conduct Creative imagery of the
problem
 Seek Group or social support
 Unconditional Positive Regard- It
is that the individual has within
him or her self vast resources for
self-understanding, for altering
her or his self-concept, attitudes,
and self-directed behavior—and
that these resources can be
tapped if only a definable climate
of facilitative psychological
attitudes can be provided.
(Rogers, 1956) ( Mamahalin kita
maging sino ka man)
 Conditions of Worth- conditions
we think we must meet in order
for other people to accept us as
worthy of their love or positive
regard.
 Create a situation where you can feel
more relaxed like a quiet environment or
a comfortable position and project a
passive attitude toward the stressor.
 Learn manage your time
 Eat properly. Avoid skipping meals.
 Seek spiritual growth toward prayer and
medication.
 Have a worthwhile hobbies.
 Watch movies with friends
 If the stressor is one of your
expectations assess it and see if it is
doable and realistic or not. Then adjust
the expectations to what you are
capable of doing one step at a time.
#trusttheprocess.
 Believe in yourself.
The Whole Brain Theory Reptilian complex, which were referred
Trivias as the “Triune Brain Theory” .
 Trephination- process wherein they drill  Neocortex or the Rational Brain that is
the skull of the patient to release the evil responsible for intellectual tasks. Such
spirit on the body. as language, planning abstraction and
 Witchcraft perception.
 Asylums  Limbic system or the intermediate brain
 Exorcism is responsible for motivation and
 Lunatics- People believed that mental emotion involved in feeding,
problems arise when they look at the reproductive behavior and parental
moon/moon has a influence in a behavior.
persons personality.  Reptilian or the Primitive Brain which
 Luna-Moon controls the self preservation and
 1861- Paul Broca conducted on a study aggressive behavior of humans similar
on the language and left and right brain to the survival instincts of animals.
specialization on a patient who had
problems with language. After several
tests, Broca theorized that some
language functions reside on the left
side of the brain.
 Broca's area is involved with language.
His work revealed that the brains of
patients suffering from aphasia This was
the first anatomical proof of localization
of brain function.
 Ned Herrmann an engineer at General
 Aphasia- is an inability to comprehend
Electric was tasked to determine why
and formulate language because of
some individuals were more creative
damage to specific brain regions.
than others.
 1981- Dr. Roger Perry Conducted a
 Brain Dominance Theory.- derived from
study for epilepsy.
the observations and test that the
 He explained that the brain has two
human body although symmetrical and
hemisphere that perform task differently
paired in almost all aspects, do not
from each other.
necessarily function equally.
 He discovered that the left hemisphere
 People have normally have a dominant
of the brain was performing task that
part of their body, like a dominant leg,
were intuitive, creative and synthesizing.
eye, or arm which a person often prefers
 The right hemisphere of the brain was
to use.
more adept with analytical, logical,
 Example a right handed person will
reasoning and critical thinking.
have a weaker left hand compared to
 This theory was known as the “Split-
the dominant right hand vice versa.
Brain Theory”
 He extended this dominance theory in
 Dr. Paul Mclean- Neuroscientist
the brain, which he concluded to not
identified 3 distinct parts of the brain
having not just two parts but four.
namely : Neocortex, Limbic System, and
 The upper left and right hemispheres,
and the lower left and right limbic
halves.
 They are all connected to each other.
 Hermann labeled the Four Quadrants of
the brain as:
 Upper Left (A) Cerebral mode- Keyword
for this quadrant is analytical.
 Lower Right (B) Limbic Mode- Keyword
for this quadrant is organized.
 Lower Right (C) Limbic Mode- Keyword
for this is interpersonal.
 Upper Right (D) Limbic System-
Keyword for this is imaginative.