PERDEV FINAL NOTES

Lesson 5 (Coping with Stress in the Middle and Late Adolescence)

-Stress very common even among adolescence and it is agreed to be a major burden in
teenage life. Stress is something that almost all people experience.
 What is Stress?
STRESS – Define as the challenging stimuli or things happen around to people. A
response to what happens to him or her. Stress would be the subjective experience of
distress in response to perceived environmental problems.
 Sources of Stress and its Effects
ADOLESCENCE CHALLENGS Are Describe in the Following:
1. Managing new roles and responsibilities,
2. Identifying personal Strengths and weaknesses and refining skills to coordinate
and succeed in these roles,
3. Finding meaning and purpose in the roles acquired, and
4. Assessing and making necessary life changes and coping with these changes
 What Stresses Senior High School Students?
- The common Sources of stress are centered on the two most important domains
of an adolescent namely: HOME and SCHOOL
- Common Stressors of adolescents:
1. Break ups of relationships
2. Increased arguments with parents, and between parents
3. The pressure of expectations from self and others
4. Change in parent’s financial status
5. Serious illness or injury of a family member
6. Pressure at school from teachers, coaches, grades and homework
7. Relationships with family and friends
Internalizing disorders – Are mental problems that arise from coping with difficulties
by turning against oneself. It is a case of aggressive behaviour turned inwards thus
resulting in anxiety and or depression.
Externalizing Behaviours – Are frustration and disappointments acted out in aggressive
behaviours against other people such as family, friends, or Siginificant others.
 The positive side of Stress: Eustress
Eustress - is the kind of stress that is HELPFUL in promoting one’s growth and
development by providing sufficient challenges that allow one to become more
resourceful and show initiative in problem-solving.
Distress – is a BAD stress, may include negative changes in behaviour, such as
“feeling sick” when stress is already manifested in physical symptoms.
 Coping Strategies and Personal Ways of Coping with Stress
Coping – Is the way people try to deal with problems, including the problem of handling
the typically negative emotions stress produces.
Problem-focused coping – Means dealing with actual problems posed by stress
situation. Being issue oriented, it is OBJECTIVE and geared toward fixing what is out of
order.
Emotion-focused coping – Is more SUBJECTIVE as it considers the difficulties
challenging the feeling states of the individual, and as such aims to comfort and soothe
the stressed person.
Avoidance coping – When one would rather IGNORE the stressor. A refusal to accept
and deal with the stressor which unfortunately prolongs and even possibly worsens the
problem.
Appraisal of loss – implies that a harm has already happened
Appraisal of threat - implies an anticipation of harm that could be brought about in the
future
Appraisal of Challenge – sees opportunity for the stressful event to turn into a positive
outcome and results a healthier way of coping.
Controllability- one can handle or Control a situation or problem
Self- efficacy – Refers to the individual’s belief about one’s capacity to exercise
influence over events that affect his or her life.
 Personal Ways of Coping with stress
Stress management – Refers to a set of TECHNIQUES that people can use to be able
to manage their stressors.

Lesson 6 (The Powers of the Mind)

 How the Brain works
Four separate lobes:
a. Forntal lobe - where the primary motor area is located. This area controls
voluntary movement in a contralateral manner.
b. Temporal lobe – which contains the primary auditory area in charge of
hearing and processing of auditory stimuli.
c. Parietal lobe – which contains the primary somatosensory area which
processes sensory signals such as touch, pressure, pain, thermal sense,
and sense of body movements (kinesthesia)
d. Occipital lobe – which is the location of the primary visual area, this
receives visual signals from the thalamus and processes visual
sensations.
The brain is divided into the LEFT and RIGHT hemispheres. According to research by
Sperry (1961) and Gazzaniga (1967), the two hemispheres of the brain communicate
with each other through the Corpus callosum which serves as a bridge between the
left and the right brain hemispheres.
LEFT brain hemisphere – associated with logic, reasoning, and language.
RIGHT brain hemisphere – Is involved in spatial relationships, art, imagination and
personal memories.
Brain Dominance Theory
Left brain dominant = Analysis, inductive reasoning and learning in steps.
Right brain dominant = Global thinking, deductive reasoning and learned better
understanding the broad concept before focusing the details.
Whole Brain Theory – is based on the notion that the entire brain is active during
mental (cognitive) processing,
  Mind Maps
Mind Mapping – is described as a TECHNIQUE where ideas branch from a central
image
Right hemispheres prefer mind mapping. Mind mapping was invented by Tony Buzan.
Lesson 7 (Mental Health and Well – Being in Middle and Late Adolescence)
 Mental Health Defined
Mental Health – in childhood and adolescence is defined as “ the achievement of
expected developmental milestones and the establishment of effective coping skills,
secure attachments, and positive social relationships”
Following are the Developmental needs important for children and adolescence.
1. Physical development
2. Social and emotional development
3. Peer relationships
4. Self- esteem
5. Transition to independence
 Mental Health and Psychological Well-Being
Psychological well-being,(Seligman 2011) It consist of Positive emotions,
Engagement, positive Relationships, sense of Meaning, and sense of
Accomplishment (PERMA).
Positive Emotions - have greater capacity to flourish in life.
Engagement – is experienced when we have what we call “flow” when we are
completely absorbed in a certain task or activity that seems to stop and we are “in the
zone”.
Positive Relationships – Lead to a more flourishing life.
Meaning – Belonging to and serving something you believe is bigger than the self.
Sense of Accomplishment – is related as the feeling of success.
Mental hygiene – is a Discipline which deals with protecting and maintaining mental
health through education and a strong support group of family and friends.
 Mental Health Concerns in Adolescence
1. Depression
2. Anxiety
3. Conduct Disorder – Pattern of behaviour that violates the rights of others, social
norms, rules, or law. Adolescence diagnosed with Conduct disorder show
aggressive behaviour towards people and animals.
4. Eating Disorders –
a. Anorexia Nervosa – Excessive restriction of food intake
b. Bulimia Nervosa – Binge eating and induced vomiting or taking laxatives to
avoid weight gain.
5. Self – Injury – refers to intentional damage to body tissues.
6. Risky Sexual Behaviour – early start of sexual intercourse and unprotected sex.
7. Substance Abuse – maladaptive pattern of substance use.
8. Antisocial Behaviour – Wide range of actions from theft and burglary to
physical abuse and substance abuse.
9. Post – traumatic Stress – Is recurring stress and anxiety brought about by
perceived traumatic events.
  Getting Support for Mental Health
a. Family members
b. Friends and peers
c. Teachers
d. Counselors
 The Road to Psychological Well-Being
SOCIAL SKILLS
1. Try to understand different perspectives
2. Listen to listen with empathy – Empathy is being able to place oneself in the
shoes or situation of the other person.
3. Develop emotional intelligence
4. Learn to read facial expressions
5. Learn Impulse Control
6. Learn to use the “I” message
PROBLEM SOLVING SKILLS
1. Identify the problem
2. Brainstorm possible solutions
3. Evaluate the pros and cons of each solution
4. Choose the best Option
5. Create a backup plan
Lesson 8 (Emotional Intelligence)
 Emotions and Communicating Emotional Expressions
Emotions – Are feelings that both have cognitive and behavioural components.
Voluntary communication – of emotions by choosing to AVOID other people because
he/she feels uncomfortable seeing them as an example. Or smiling at them to
communicate that he/she is happy to see them.
Involuntary communication – Emotions can be seen in one’s facial expression of
emotions.
Primary emotions – Also known as BASIC EMOTIONS which are innate emotions
that are experienced for short period of time and appear rapidly, usually as a reaction to
an outside stimulus.
These Primary emotions are: Joy, Distress, Disgust, Anger, Fear, and Surprise.
Secondary emotions – Are processed by a different part of the brain, and require
higher order thinking, and are therefore not reflexive.
These Secondary emotions are: Love, Guilt, Shame, Embarrassment, Pride, Envy
and Jealousy.
Emotional Sharing – which involves the communication of our thoughts and feelings
that surround an emotional event.
Intensity – Experience emotions at different levels
- Dimensions of emotions is uni-polar
- Ranges from close to zero to very intense
Positive emotions - Are pleasant and provide one with good feeling.
Negative emotions – Are unpleasant and cause feeling of discomfort.
Emotional intelligence(EI) – is defined as a set of skills for processing emotional
information and using this information to guide one’s thinking and actions. Coined by
Peter Salovey and John D. Mayer.
Personal Skills/ Competences:
1. Self – awareness – is the skills of being aware of emotions as they occur and
evolve.
- Emotional Awareness – is the ability to recognize one’s own emotions and the
effects.
- Accurate Self-Assessment – Mean of good understanding of one’s own
strengths and weaknesses.
- Self-Confidence – Having a strong sense of self-worth.
2. Self-regulation or Self-management
- Self-Control – is the ability to recognize and control one’s emotions
appropriately
- Trustworthiness – is the ability to maintain one’s integrity.
- Conscientiousness – entails taking responsibility for personal performance
- Adaptability – means being flexible in response to change.
- Innovation – Means being open to difficult and new ideas.
3. Self – Motivation – is the force that drives one to do things.

Social skills/Interpersonal Competences:

1. Empathy
2. SocialSkills – refer to the skills needed to effectively handle and influences other
people’s emotions.

Lesson 9(Personal Intelligence)

 Who Likes Whom?

Proximity – considered to be the best predictor of liking and loving

Mere Exposure – repeated exposure to an object or person will more likely lead to
positive feeling.

Similarity - similar in terms of beliefs and attitudes.

Physical Attractiveness - It can’t be denied how important physical attractiveness is

on relationships.

 Adolescence Development and Relationships

Erik Erickson believed that a person is largely shaped by society

 Friendship, Attraction, Love, and Commitment

Friendship –

Attraction – can be anything that a person finds captivating from the opposite sex or
same sex.

Romantic Love – is defined as an intense state of longing for union with another
person encompassing a distinct amalgamation of behaviours, cognitions and emotions.

Commitment – is when one promises a loved one that he/she does for him/her; it
means keeping that promise despite temptations along the way.

TYPES OF LOVE

Passionate love – people who are passionately in love tend to express it physically by
hugging, holding hands, etc. and want the relationship to be exclusive.
Companionate love – is a type of love one feels for friends, family and special
someone throughout the years.

Inauthentic love – love as a way of satisfying only their needs without being sensitive
to the needs of others.

Authentic love – Love that allows both partners to grow and enhance themselves.

Lesson 10 (Social Relationships in Middle and Late adolescence)

Norms – are ways of behaving within society.

Social Norms – determine the do’s and don’t’s

 Leadership
- An important role in society
- Different forms and models of leadership.
1. Dictatorial type of leadership
2. Authoritative leadership,
3. Democratic-participative
4. Laissez-faire
5. Servant leadership
6. Contingency Leadership
7. Transformational Leadership
8. Side-by-side Leadership
9. Tribal Leadership
10. Group Leadership

GRIT – it is also called “Determination”

- Also has 4 dimensions. They are

a. Growth – This refers to the tendency to seek and consider new ideas,
b. Resilience – this is the capacity to respond constructively and make good use
of adversities.
c. Instinct – this refers to the person’s gut-level capacity to pursue the right
goals in the best and smartest ways.
d. Tenacity – this is the degree to which one commits to a goal and persists in
achieving it.
Robustness – this is how well a person holds up over time, and the degree to which on
is worn down or becomes stronger in the face of difficulties.

Quality – This is achieved when a person consistently and reliably demonstrates their
fullest grit in achieving his/her goals.

Lesson 11 (Family Structures and Legacies)

There is a transactional relationship between teenagers and their parents, As described

by Eric Bern, “The unit of social intercourse is called a Transaction. If two or more
people are encounter. Indication of acknowledging the presence of other. This is called
Transactional Stimulus. Related to the Stimulus is called transactional response.

Erickson believed that when adolescents fail to establish their identity they may develop
Identity confusion.

Diffidence – a form of rebellion against authority.

Parental Control – refers to how parents manage their children’s behaviour which may
ranger from orderly-demanding to give hardly rules or demands.

Parental warmth – refers to whether parents are accepting and responsive or rejecting
and unresponsive to their children.

Authoritarian parents – express little affection and warmth to their children. They are
strict disciplinarians who punitive and rigid their rules. Children who have Authoritarian
parents are more like to become rebellious or dependent.

Permissive – Are warm; however, they set no clear rules for their children.

Authoritative parents – Are firm and warm and sets limits with their children.

Neglectful – Uninvolved parents and express little interest in their children.

Genogram – is a Graphical representation of family relationships.

Social Interest – an individual then sees him/herself as not only seeking personal
development to look good to others, but to also act for the good of the greater
community.

Subjective Perceptions – One personality is shaped by the way one sees him/herself
and the world.

Firstborn children – usually have high feeling of power and superiority.

Second-born children – usually develop personalities based on the older child’s

attitude towards them.

Youngest Children – are often the most spoiled and pampered.

Only child – lives in an adult world and compares against his/her mother and father.